[InetBib] CFP: "Engaging with Open Science in Learning and Teaching"

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Dear colleagues, the following CFP might be of interest for you. Apologies
for cross posting. 


"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
<https://en.wikipedia.org/wiki/Transparency_%28behavior%29> transparency and
free, unrestricted access to knowledge and
<https://en.wikipedia.org/wiki/Freedom_of_information> information, as well
as collaborative or cooperative management and
<https://en.wikipedia.org/wiki/Decentralized_decision-making>
decision-making rather than a central
<https://en.wikipedia.org/wiki/Authority> authority
<https://archive.fo/20140501132743/http:/eepat.net/doku.php?id=open_educatio
n_and_education_for_openness> (Peters, 2014).

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  <https://en.wikipedia.org/wiki/Open_research> open research,
campaigning for  <https://en.wikipedia.org/wiki/Open_access> open access,
encouraging scientists to practice
<https://en.wikipedia.org/wiki/Open_notebook_science> open notebook science,
and generally making it easier to publish and communicate scientific
knowledge ( <https://en.wikipedia.org/wiki/Open_science> Wikipedia, 2018).
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
<http://robertschuwer.nl/blog/?p=1498> (Schuwer, 2017). 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,
<https://ec.europa.eu/research/innovation-union/pdf/expert-groups/rise/study
_on_open_science-impact_implications_and_policy_options-salmi_072015.pdf>
Study on Open Science,
<http://www.irrodl.org/index.php/irrodl/article/view/1531> Open access
scholarly publications as OER,
<https://ieeexplore.ieee.org/document/7160399/> Open science, open access
and open educational resources: Challenges and opportunities,
<https://www.ands.org.au/working-with-data/publishing-and-reusing-data/data-
in-education> Data in Education,
<https://www.europeandataportal.eu/en/highlights/open-data-schools> Open
Data in 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
<mailto:heck@xxxxxxx> heck@xxxxxxx  or  <mailto:carina.bossu@xxxxxxxxxxx>
carina.bossu@xxxxxxxxxxx 

 

Style guidelines for Education for Information are available here:

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

Dr. Tamara Heck

Informationszentrum Bildung

DIPF Frankfurt (Deutsches Institut für Internationale Pädagogische
Forschung)

Schloßstraße 29, 60486 Frankfurt am Main

Fon: +49 (0)69 24708 305

 <mailto:heck@xxxxxxx> heck@xxxxxxx,  <http://www.dipf.de/> www.dipf.de