[ciência aberta] A Special Issue of Education For Information: "Engaging with Open Science in Learning and Teaching"

Quinta Junho 14 18:38:24 UTC 2018

*"Engaging with Open Science in Learning and Teaching"*

A special Issue of "*Education for Information *:
https://www.iospress.nl/journal/education-for-information/
<https://www.iospress.nl/journal/education-for-information/>

Technology has impacted almost all aspects of our lives today, and
education is no exception. Technology enhanced learning and teaching (TELT)
has changed the way universities, in general, and learning and teaching
specifically, operate today. The increasing adoption of TELT coupled with
emerging philosophies of openness have brought additional opportunities and
challenges to learning and teaching around the world. Openness is an
overarching concept or philosophy that is characterized by an emphasis on
transparency <https://en.wikipedia.org/wiki/Transparency_%28behavior%29>
and free, unrestricted access to knowledge and information
<https://en.wikipedia.org/wiki/Freedom_of_information>, as well as
collaborative or cooperative management and decision-making
<https://en.wikipedia.org/wiki/Decentralized_decision-making> rather than a
central authority <https://en.wikipedia.org/wiki/Authority> (Peters, 2014)
<https://archive.fo/20140501132743/http:/eepat.net/doku.php?id=open_education_and_education_for_openness>
.

This new philosophy has encouraged the development of an open culture that
is reaching scales never imagined before. Today, many stakeholders in
education, such as governments, researchers, educators and students, have
engaged in developing open initiatives, including open policies, open
content, open education, open source software and so forth. Educators and
learners have access to a large volume of open resources. Researchers have
also benefited from having access to large volumes of data available in
open access repositories all over the world – data that was previously held
by only a few, now can reach anyone interested in manipulating them and
thus making new discoveries not only in science, medicine, but also in
learning and teaching.

One important element of openness is open science, which is the movement to
make scientific research, data and dissemination accessible to all levels
of an inquiring society, amateur or professional. It encompasses practices
such as publishing open research
<https://en.wikipedia.org/wiki/Open_research>, campaigning for open access
<https://en.wikipedia.org/wiki/Open_access>, encouraging scientists to
practice open notebook science
<https://en.wikipedia.org/wiki/Open_notebook_science>, and generally making
it easier to publish and communicate scientific knowledge (Wikipedia, 2018
<https://en.wikipedia.org/wiki/Open_science>). Although open science is
frequently seen as related to research, its philosophical foundations and
dilemmas are very similar to other aspects of openness closely associated
to learning and teaching, such as open education (Schuwer, 2017)
<http://robertschuwer.nl/blog/?p=1498>. However, recent developments and
studies have realised the potential of open science to enhance many aspects
of learning and teaching (some examples are Open Data as OER, Study on Open
Science
<https://ec.europa.eu/research/innovation-union/pdf/expert-groups/rise/study_on_open_science-impact_implications_and_policy_options-salmi_072015.pdf>,
Open access scholarly publications as OER
<http://www.irrodl.org/index.php/irrodl/article/view/1531>, Open science,
open access and open educational resources: Challenges and opportunities
<https://ieeexplore.ieee.org/document/7160399/>, Data in Education
<https://www.ands.org.au/working-with-data/publishing-and-reusing-data/data-in-education>,
Open Data in Schools
<https://www.europeandataportal.eu/en/highlights/open-data-schools>.
Despite the examples above, the application of open science in learning and
teaching is still very limited. In addition, most of the work conducted in
open science is focused on data, infrastructure and publications rather
than practices. This the main rational for this call for contributions to a
Special Issue on *Engaging with Open Science in Learning and Teaching*.

In this Special Issue we call for contributions that explore and discuss
the impact of open science on learning and teaching, including new
pedagogical approaches, strategies and policies, capacity building, and
what opportunities and challenges it brings for educators, students and
learning institutions. We invite papers from the Information and
Communication Disciplines (ICDs) and beyond, from diverse educational
systems, including higher education, schools and technical vocational
education and training (TVET). Submissions will be double-blind peer
reviewed and can include literature discussion and analysis, conceptual and
empirical papers, case studies, quantitative and qualitative research,
related to the following topics.

Topics include, but are not restricted to:

·       Philosophical and theoretical approaches to openness and open
science in teaching and learning

·       Students’ perspectives on and students’ roles in open science

·       Ethics and practicalities of open science in educational systems,
including higher education, schools and TVET

·       Examples of implementation of open science in learning and teaching
within ICD disciplines, and beyond.

·       The impact of openness and/or open science in curriculum design and
development

·       Policies and the politics of open science in education

·       Open science and the scholarship of learning and teaching

·       Assessing learning supported by openness and open science

·       Perspectives and theories on student learning through open science

·       Capacity building for open science in education

The special issue will be free of charge. It is co-edited by Tamara Heck
(Information Centre for Education, DIPF Frankfurt – German Institute for
International Educational Research) and Carina Bossu (Tasmanian Institute
of Learning and Teaching, University of Tasmania).

Questions, comments and inquiries can be directed to either heck em dipf.de  or
carina.bossu em utas.edu.au

Style guidelines for Education for Information are available here:

http://www.iospress.nl/journal/education-for-information/?tab=submission-of-manuscripts

Submissions are due *Dec 15th* 2018. They can be submitted via the
journal’s submission system:
https://mstracker.com/submit1_dev.php?jc2=efi&SubmitType=N. Please *state*
in the cover letter that your submission is a contribution to the Special
Issue on *Engaging with Open Science in Learning and Teaching. *Submissions
will be double-blind peer-reviewed.

Founded in 1983, *Education for information (EFI*) is a quarterly
refereed academic
journal publishing research articles on issues related to the teaching and
learning of information scientists and professionals for an information
society. EFI welcomes a broad perspective on issues related to pedagogy and
learning in the information and communication disciplines (ICD) such as
Library and Information Science, Communication and Media studies,
Journalism, Archival studies, Museum studies, Psychology, Cognitive science
and Digital Humanities.

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