Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil

There has been an increasing number of projects and institutions promoting open education at scale through Open Educational Resources (OER) and Massive Open Online Courses (MOOC) to broaden learning opportunities for all. However, there are still many challenges in relation to sustainability, effective implementation and evidence-based impact to support educational policies. To explore this gap, this paper focuses on an integrated model that combines OER, MOOC, Communities of Practice (CoP) and Open Schooling to promote open education and foster inquiry skills for Responsible Research and Innovation (RRI), a key approach coined by the European Commission. This study focuses on the ENGAGE Project, with 14 partners in Europe who produced more than 300 OER, 60 MOOC in ten languages and supported 27 CoP with more than 17,000 members in the world including more than 2,000 from Brazil. Through a novel framework on impact assessment of OER for RRI underpinned by a mixed method approach, this study examines the influence of open education on academic and non-academic groups and the correlation between the outputs developed in the project with the outcomes reported by the Brazilian communities. Qualitative and quantitative data from the ENGAGE platform, journal articles produced by the Brazilian participants and interviews with authors were analysed. Findings report the different ways that the community developed open schooling projects, the changes in their practices to foster digital scientific literacy, and outcomes with implications for society

Engage. Equipping the next generation for active engagement in science. Periodic report number 2.

Shifting school science towards RRI ENGAGE was aimed to give the next generation of students the knowledge, skills and attitudes to deal with socio-scientific issues in their lives, and develop informed opinions on emerging science and technology. ENGAGE’s goal is to embed Responsible Research and Innovation (RRI) within the science curriculum and change the way science is taught. Through a set of innovative strategies, we have attempted to shift the emphasis from transmitting a body of scientific knowledge towards applying science to issues that matter to students. At the heart of ENGAGE is using authentic activities to simulate how citizens conduct inquiries. ENGAGE operates on a major scale. More than 15,000 teachers have signed up across 11 partner countries: UK. Greece, Germany, France, Romania, Israel, Spain, Norway, Switzerland, Lithuania, and Cyprus. State of the art innovation Teachers need make major changes in practice to use socio-scientific issues in the classroom. Therefore ENGAGE chose a thought-out, multi-pronged approach and created a series of positive conditions for change. We created high-quality lessons that would encourage RRI-based teaching through effective engagement. We also constructed an escalated step pathway of progression in teaching skills load to foster teacher change- In the ENGAGE model, once teachers gain confidence with the intuitive ADOPT teaching approaches, a proportion progress to using more advanced ADAPT materials in the next stage. This second stage involves a deeper interest and commitment to the ENGAGE philosophy, because the materials demand more curriculum time to explicitly teach RRI skills. The third step, called TRANSFORM, is our experiment in project-based learning. It was designed for a small proportion of teachers who wanted to make RRI and socio-scientific issues a major focus of their curriculum enhancement. We provided support to help them plan an issue-based project where students could engage in more autonomous and extended enquiry, and interact with practising scientists. Using an approach to materials that utilise science issues from the news into fully realised and resourced lessons that help teachers use often unfamiliar teaching approaches was based on an already popular model tried and tested resource lead approach lead in the UK. The programme is supported by three key strategies that take a funnel approach to involvement, with more teachers at the ADOPT phase and fewer reaching the TRANSFORM phase, but those that do having a deeper involvement. 1) The first step, ADOPT, has a very accessible and attractive entry point to achieve take-up on a large scale. 2) For teachers who were curious to find out why the lessons worked, we developed workshops and online courses to teach the tools for using the materials effectively. 3) We set up an online community to stimulate reflective dialogue and interaction with more knowledgeable mentors

Provocando mudanças no currículo através das tic e estabelecendo parceria com o projeto science UPD8 na Inglaterra e Brasil

A intenção desse artigo é discutir alguns aspectos relevantes decorrente de reflexões teórico-empíricas sobre o uso das TIC como caminho de provocar mudanças no currículo. Para isso, analisamos o projeto “Science UPD8” desenvolvido pela Universidade Sheffield no Reino Unido que trata de uma rede colaborativa de cientistas, professores e alunos. Além disso, discutimos sobre o workshop “Aprendizagem de Ciência do século 21” realizado em São Paulo em 2004. Inicialmente, apresentamos o contexto educacional da área de ciências no Reino Unido. Em seguida, mostramos como “Science UPD8” foi concebido e tem sido utilizado. Então, discutimos sobre mudanças no currículo através das TIC. E, finalmente concluímos esse trabalho com a análise do workshop no Brasil destacando alguns aspectos importantes: leitura consciente-crítica e ético-científica, autonomia, co-autoria e uso das TIC como meio de ampliar a rede viva da aprendizagem. The intent of this paper is to discuss some important aspects arising from theoretical and empirical reflections on the use of ICT as a way to cause changes in the curriculum. For this, we analyze the project "Science UPD8" developed by Sheffield University in the UK that is a collaborative network of scientists, teachers and students. In addition, we discuss the workshop "Learning Science in the 21st century" held in São Paulo in 2004. Initially, we present the context of educational sciences in the UK. Then we show how "UPD8 Science" was designed and has been used. So, we discussed changes to the curriculum through ICT. And finally we conclude this work with analysis of the workshop in Brazil, highlighting some important aspects: critical reading-conscious, ethical and scientific autonomy, co-authored and use of ICT as a means of expanding the network of learning alive

Knowledge CartographySoftware Tools and Mapping Techniques /

XXV, 540 p. 232 illus., 171 illus. in color.onlin