*"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 thisSpecial 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 [log in to unmask]
<mailto:[log in to unmask]> or [log in to unmask]
<mailto:[log in to unmask]>
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 15^th * 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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--
----------------------------------------
Fidelia Ibekwe-SanJuan (Ph.D.)
Full Professor - School of Journalism & Communication (EJCAM)
Aix-Marseille University - France.
https://ejcam.univ-amu.fr/en
Homepage: http://fidelia1.free.fr/
Google Scholar: https://scholar.google.fr/citations?user=-A8QJv8AAAAJ&hl=en
Editor in chief Education for Information, IOS Press
http://www.iospress.nl/journal/education-for-information/
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