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

Apologies for cross-posting

Dear colleagues,

this is a friendly reminder for the CfP on "Engaging with Open Science in 
Learning and Teaching".

We are looking forward to your contributions.


Tamara Heck (heck@xxxxxxx<mailto:heck@xxxxxxx>) und Carina Bossu 

"Engaging with Open Science in Learning and Teaching"

A special Issue of "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 
rather than a central authority<https://en.wikipedia.org/wiki/Authority> 

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 
 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 
 Open Data in 
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 
  *   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@xxxxxxx<mailto:heck@xxxxxxx>  or 

Style guidelines for Education for Information are available here:


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.

Dr. Tamara Heck
Informationszentrum Bildung
DIPF Frankfurt (Deutsches Institut für Internationale Pädagogische Forschung)
Rostocker Straße 6, 60323 Frankfurt am Main
Fon: +49 (0)69 24708 305
heck@xxxxxxx<mailto:heck@xxxxxxx>, www.dipf.de<http://www.dipf.de/>

Listeninformationen unter http://www.inetbib.de.