EngagingScience.eu

Alexandra Okada, Alexandre Costa, Raquel Kowalski,Patricia Torres, Marina Nakayama, Karine Souza.

Open Educational Resources for Responsible Research and Innovation

a case study with Brazilian universities and schools

Topical?

Flexible?

Open? Planning?

Know-how?

Time?

Open Educational Resources for Responsible Research and Innovation

What are the BENEFITS and CHALLENGES?

How can OER be easily disseminated to foster RRI inquiry skills?

Case study in Brazil

COLEARN research community Participants in Brazil

Research question

What are the RRI inquiry skills developed by participants?

"Equipping learners with knowledge, tools and skills for responsible participation in society.

This means being able to:• develop evidence-based opinions about

risks and benefits of innovations and

• argue toward desired futures”.

RRI concept

RRI skills

SCHOOLSstudentseducatorsparents

UNIVERSITIESSupervisorsPhD studentsin-service teachers

LABS or Companiesprofessionalsspecialistsresearchers

For RRI

RRI co-inquiry community

(Okada, 2015)

RRI

Science-in-Society Knowledge

ScientificSkills

Technology

COLEARN NETWORK - FRAMEWORK

Smart environment

IBL

co-inquiry

(Okada, 2015)

Participants

1,473 learners coordinated by 36 research educators from 3 states in Brazil: Ceara, Parana and Santa Catarina

Virtual ethnography integrated with user analytics during 1 month

Data production: 37 responses (all coordinators) - semi-structure questionnaires 8 Google Hangouts by 18 educators replayed by 318 users 16 msgs in Facebook, 298 likes from 1666 users 9 videos were uploaded in YouTube replayed 318 times 17 photos were uploaded in nQuire-it with 18 comments by 7 users 7 maps were created in LiteMap by 20 users 36 comments were shared in the weSPOT EU platform by 72 users

Outcomes:2 workshop, 2videoclips 2 posters 1 exhibition, 9 games, 4 new OER, 42 illustrations, 1 webinar, 28 concept-maps, 1 sign-language activity for deaf people

Methodology

Technologies

1. weSPOT platform to develop co-inquiry community of educators

3. SlideShare to sharethe OER “GM decision” in Portuguese

2. ENGAGE OER portalto select OER about RRI

------------------------Preparation phase with Educators--------------------

weSPOT

Technologies

6. Google forms for pre/post surveys

7.Google Hangouts for Teachers’ CPD

5. nQuire-It to share photos and comments

------------------------Deployment phase with Learners --------------------

nQuire-it

Technologies

9. Facebook for networking

8.Youtube to sharevideoclips

7. LiteMap for mapping outcomes

------------------------Dissemination phase with all participants-------------------

LiteMap

Outcomes

“GM decision” was easily embedded in the Brazilian curricula.

Fotos de estudantes do ensjno medio e graducacao

Outcomes

Participants developed their informed-based opinions on GM food, which were shared through an exhibition, video, and games.

Outcomes

Collaborative planning is essential for deploying the GM lesson successfully at scale in a short time.

Outcomes

Technologies (hangouts, weSPOT, nQuire and LiteMap) were useful and relevant for promoting digital literacy integrated to scientific literacy.

Outcomes

Dissemination is the key for large scale participation.

Do we know what we eat?

Why did you selected these sources?

Consumers do not know the amount of pesticides in the food and consequences to their health

Learners explained their opinions based on the information that they collected

Students developed a “sign language ” for GM food

The exhibition, posters and inquiry projects were very meaningful

RRI skills

What and Why should we use technology?

Final remarksOpen Educational Resources for

Responsible Research and Innovation

ENGAGE PROJECT: http://engagingscience.euPublications: http://engagingscience.eu/en/documents/ Contact: Ale Okada ale.okada@open.ac.uk

Interaction

Digital skills Participatory Engagement

Dissemination

….