Web-apps as active learning tools in hydrology classrooms

Active learning strategies such as simulations or problem sets have been shown again and again to be critically useful for helping students understand complex concepts. Students develop a more thorough understanding of processes or problem solving strategies when they are able to practice or explore them with hands-on activities. In hydrology, however, there are several concepts taught, even in introductory classes, where developing suitable activities for this type of learning is difficult. For example, even a simple water balance activity often requires a relatively thorough understanding of spreadsheets or a lot of tedious hand-calculations if students are going to explore relationships between multiple inputs and outputs. Similarly, even the most basic discussion of how a simple box model works is difficult to supplement with an activity that doesn’t involve spreadsheets or writing computer code. Furthermore, it is often beyond the scope of introductory level hydrology classes to teach programming or spreadsheet skills, and hand calculations often take a prohibitive amount of time. Web applications offer a tool to address some of these issues. With the development of tools like Shiny apps for R or Python, instructors with programming experience can relatively easily create interactive learning tools for their classes. Many studies in fields such as statistics and mathematics have shown that these web-apps aid in student learning. Furthermore, hosting and sharing these apps is becoming more accessible, with organizations like CUAHSI running shiny servers. In this presentation, I will show two examples of implementations of a web app to aid in student learning, one on the concept of a water balance, and one on running and parameterizing a basic catchment hydrology model. I will also discuss tools and strategies for building and hosting your own shiny app to address the learning goals for your classes.