Knowledge transfer in information for education: research syntheses and education portals as pathway for transfer

Der Beitrag stellt Wege des Wissenstransfers im Kontext der Bildungsinformation im Informationszentrum Bildung am DIPF exemplarisch an Forschungssynthesen im BMBF-Metavorhaben „Digi-EBF“ sowie am Bildungsportal Deutscher Bildungsserver (DBS) vor. Anhand der beiden Beispiele werden die spezifischen Möglichkeiten von Transfer in der Bildungsinformation und der resultierenden Unterstützung der Bildungsforschung- und -praxis diskutiert. (DIPF/Orig.)The article presents methods of knowledge transfer in the context of educational information at the DIPF\u27s Information Center for Education, as demonstrated by research syntheses in the project Digi-EBF and the educational portal German Education Server (DBS). The two examples will be used to discuss the specifics of educational information transfer and the resulting support for educational research and practice. (DIPF/Orig.

Open practice in science and education – a discussion with researchers and educators who tested to be open

How can we make the shift from closed to open practice in research and education? What are incentives for researchers to apply open science and open educational practices, and what hinders them to do so? The OPER study (Open Practices of Educational Researchers), funded by the Leibniz Research Alliance Open Science, investigates those questions. Study participants chose open scenarios for their daily research or teaching practices and tested them for six to 12 month. They wrote down their experiences with and opinions on open practices in dairies. The starting workshop was held in April 2019 with the first round of participants. First discussions on relevant topics were collected in Wikiversity and online pads.Wie können offene Praktiken im Lehr- und Forschungsalltag umgesetzt werden? Was sind die Anreize, offene Wissenschaft und offene Lehre zu praktizieren, und was hält uns davon ab? Die vom Leibniz-Forschungsverbund Open Science geförderte OPER-Studie (Open Practices of Educational Researchers) wollte dies herausfinden und ließ Bildungsforscher*innen offene Praktiken während eines Zeitraums von 6 bis 12 Monaten in unterschiedlichen Anwendungsfällen testen. Ihre Erfahrungen und Meinungen hielten sie in Tagebucheinträgen fest

Web data of educational infrastructures

This project consists of investigations, research, and other tasks involving web data produced by educational infractures at DIPF| Leibniz Institute for Research and Information in Education. (https://www.dipf.de)

From Theoretical Debates to Lived Experiences: Autoethnographic Insights into Open Educational Practices in German Higher Education

The Open Science Fellow Program built a community where researchers learned how to work openly. Within this environment, questions emerged on what it means to teach openly, i.e. which practices represent open learning and teaching and which examples can be shared amongst colleagues and peers? Different concepts of open educational practices (OEP) aim at giving answers to open learning and teaching. At the same time, OEP still lack a common definition and many discussions on the topic only give minimal or implicit guidance to concrete approaches of being open —despite the creation and sharing of open educational resources.Investigating how we as practitioners implement concepts of OEP in the classroom was the starting point for the autoethnographic study we describe in this paper. We conducted a literature review to map explicit concepts of OEP, we reflected those concepts regarding the adaptation in our own teaching and our experiences with OER-based and other open teaching concepts. We discuss four research papers and our respective position as practitioners in higher education in Germany. We reflect on the current state of ideas of OEP and their practical adaptation and implementation in learning and teaching scenarios

From Theoretical Debates to Lived Experiences: Autoethnographic Insights on Open Educational Practices in German Higher Education

The Open Science Fellow Program offered a community where researchers learned to work openly. Within this environment, questions came up on how to teach openly, i.e. which practices stand for open learning and teaching and which proven examples can be shared amongst colleagues and peers? Different concepts of open educational practices aim at giving answers to open learning and teaching. However, open educational practices still lack a common definition and many discussions on the topic only give minimal or implicit guidance to concrete approaches of being open - despite the creation and sharing of open educational resources.Investigating how we, practitioners, implement concepts of open educational practices in the classroom was the activator for the autoethnographic study we describe in this paper. Starting from a literature search to seek evidence of explicit concepts of OEP, we reflected those concepts with regard to their adaptation in our own teaching and our experiences with OER-based and other teaching concepts. The paper discusses four investigated research papers that each were reflected by the four authors - practitioners in higher education in Germany. It summarizes the main findings to draw conclusion on the current state of ideas of open educational practices and their practical adaptation and implementation in learning and teaching scenarios.