Core Ideas Spatial reasoning and penetrative thinking are difficult concepts for students. Videos used in microscopy pedagogy portray dimensionality. Live video enhances student learning in microscopy in directed study and classrooms. Although spatial reasoning and penetrative thinking skills are essential for many disciplines, these concepts are difficult for students to comprehend. In microscopy, traditional educational materials (i.e., photographs) are static. Conversely, video‐based training methods convey dimensionality. We implemented a real‐time digital video imaging system (VIS) in a collegiate‐level directed study environment to assess the efficacy of live video in microscope pedagogy. We subsequently investigated the utility of live microscope videos by surveying 150 undergraduate and continuing education University of Wisconsin‐Madison students in an introductory biology laboratory course that relies on video technology. In directed study, using a VIS effectively increased student learning by actively engaging both instructors and students while collectively viewing live microscope feeds in real time. The live videos conveyed microscopy concepts, reinforced quality microscope techniques, enhanced penetrative thinking and mental rotation skills, and increased student understanding of multi‐dimensional, microscopic specimens. Survey results indicated that early‐career students also benefited from similar technology and helped students understand complex microscopic structures. We conclude that the application of a VIS in directed study and in classroom‐scale introductory laboratory courses enhances student learning of difficult concepts involving spatial reasoning.

Questions How do landscape changes along edges of protected areas affect forest interiors and stand development? What are the locations, spatial extents and magnitudes of these effects? Location The 8500‐ha Sylvania Wilderness Area, Michigan's Upper Peninsula, USA. Methods We conducted vegetation surveys in 202 plots in ten transects crossing the Sylvania Wilderness border in 2013 and 2014. We recorded characteristics of forest structure, trees, shrubs, saplings, seedlings and herbaceous species. We constructed GLMM to estimate the location, spatial extent and magnitude of change of edge effects on Sylvania with a range of possible edge effect locations and widths of effect. We selected best‐fit models that minimized the AIC and applied likelihood ratio tests to assess the statistical significance of each edge effect. Results Overall, evidence of edge effects occurred up to 625 m into the Sylvania Wilderness, with most significant changes occurring within 400 m of the wilderness border. Wide zones of change occurred across the wilderness border, while zones of change farther from the edge tended to be narrower, suggesting that distinct environments are established beyond the transitional habitats surrounding the border region. Canopy‐level and understorey‐level variables exhibited the largest magnitudes and steepest gradients of change, indicating these communities are strongly influenced by edge effects in this forest system. Canopy‐level heterogeneity also increased approaching the internal core area of Sylvania. Conclusions In this case study, we applied a linear change point model and found a minimum buffer zone of 400 m to mitigate edge effects in an old‐growth temperate mixed forest. Regionally, land managers could implement this buffer to existing edges of protected areas or negotiate this buffer zone in land acquisitions. A more stringent buffer zone of 625 m internal and 250 m external to old‐growth forests would be ideal. This application of change point analysis provides a simple, efficient method to establish effective buffer zones and to identify functional groups or ecosystem attributes for which edge effects are of greatest conservation concern. We recommend modifying our open‐source change point package to estimate local edge effects that take into account regional characteristics.