This document discusses responsible research and innovation (RRI) and science education. It examines using open educational resources (OER) and massive open online courses (MOOCs) to foster teacher communities of practice for discussing RRI. The ENGAGE project aims to build teacher pedagogical knowledge through MOOCs, a community of practice for discussing science and society issues, and OER with dilemmas and scenario-based projects to engage students in developing inquiry and argumentation skills. Initial outcomes include identification of teaching strategies and evidence of student achievement, though low teacher commentary was a challenge.
Ignite! Presentation: Role of Digital Resources in Changing Teacher Practice ...skurland
This presentation is based on a small study that we conducted on how using digital resources purposefully may help shape teaching practices in STEM educators in a community college setting.
Ignite! Presentation: Role of Digital Resources in Changing Teacher Practice ...skurland
This presentation is based on a small study that we conducted on how using digital resources purposefully may help shape teaching practices in STEM educators in a community college setting.
Presentation given by Rebecca Ferguson at the ORT University Institute of Education, Montevideo, Uruguay on 12 April 2016. It deals with the Innovating Pedagogy reports produced annually since 2012 by the Institute of Educational Technology (IET) at The Open University (OU).
PGR Conference Edinburgh Napier: PhD year 1: my first baby steps by Chrissi N...Chrissi Nerantzi
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at postgraduate level
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Feedback processes in online learning environments: main findings from EdOnline Research Group
Espasa, A.; Guasch, T.; Martínez Melo. M. & Mayordomo, R.
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
This presentation was provided to CONNECT consortium members and participants including results of phase 1
Pilot Leaders and Coordinators of data generation:
Tony Sherborne MSC
Giorgos Panselinas RDE
Rosina Malagrida IRSI
Mihai Bizoi VUT
Patricia Torres APC-PUC
Silvar Ribeiro UNEB
Alexandra Okada OU
More details:
https://www.connect-science.net/
Link to Padlet:
https://padlet.com/connectscience2020/7hm5ingbvkel8l2e
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
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Model Attribute Check Company Auto PropertyCeline George
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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1. Responsible Research and Innovation
Alexandra Okada, Gemma Young and Jude Sanders
contact: ale.okada@open.ac.uk
RRI Common
language?
RRI
Impact?
RRI
awareness?
Stakeholder
influences?RRI
standards?
RRI informal
learning?
Local actions global
thinking
Time,
investments
Recommendati
ons
References:
Hoban, G. (2002) Teacher learning for educational change. Buckingham, UK: Open University Press
Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
Buysse, V., Sparkman, K. L., Wesley, P. W. (2003). Communities of practice: Connecting what we know with what we do. Exceptional Children, 69(3),
263-277.
Kikis-Papadakis K. & Chaimala, F. (2015) The embedment of Responsible Research and Innovation aspects in European Science curricula. ESERA
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012
Dwyer, D. Ringstaff, C. and Sanholtz, J. (1991) Changes in teachers' beliefs and practices in technology-rich classrooms, Educational Leadership, 48
(8) 45-54.
Okada, A. et al. (2015) Responsible Research and Innovation & Science Education report
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 4-14
OER on Cutting-edge
Science & Technology
How to foster Teachers’ communities of practice (CoP) via OER and
MOOC ?
Energy consumption dilemma:
a shorter shower or banish blow-dries?
Dilemmas are topical socio-scientific issues which
students discuss to apply their knowledge to the
applications and implications of science
1. Dilemma with Discussions2. Problem-Solution via Conversations 3. Scenarios-based projects
The ENGAGE Community of Practice builds pedagogical knowledge in three stages:
MOOCs on pedagogical tools
for engaging students
CoP of teachers interested
in Science and Society
Findings
Challenges: low number of teachers’ comments on OER strategies and students’
achievements
Strategies focused on facilitation :
1. Fast feedback from expert facilitators in the ENGAGE CoP
2. MOOC for teachers to reflect on their practices with ENGAGE OER
3. Wide dissemination through expert blog news and social media
Current Outcomes after the First Year:
• More than 80 strategies identified from teachers’ practice in MOOC and MOODLE
• Evidence of students achievements in various group ages particularly Year 7, 8 and 9
• 60% of users access various resources and 75% return to the website
ENGAGE in the UK: 2625 users and 11368 OER downloaded within 6 months
ENGAGE helps educators equip students for life-changing science through:
Problem-solution activities which explicitly teach
inquiry processes such as examining consequences
of technology, using ethics and evaluating media
sources, and use whole-class conversations to
developing argumentation.
Scenario-based projects frame a whole science topic
in the form of an inquiry, so students learn
knowledge, skills and values in the process of
exploring an issue.