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

Recommendations

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. ESERAGrossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012Dwyer, 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 Discussions

2. 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

FindingsChallenges: low number of teachers’ comments on OER strategies and students’ achievements

Strategies focused on facilitation :1. Fast feedback from expert facilitators in the ENGAGE CoP2. MOOC for teachers to reflect on their practices with ENGAGE OER3. 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.