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[InetBib] CFP: "Engaging with Open Science in Learning and Teaching"
- Date: Mon, 10 Sep 2018 10:48:02 +0000
- From: "Heck, Tamara via InetBib" <inetbib@xxxxxxxxxx>
- Subject: [InetBib] CFP: "Engaging with Open Science in Learning and Teaching"
Liebe Kolleginnen und Kollegen,
wir freuen uns auf Ihre Beiträge zu unserem Special Issue. Untenstehend finden
Sie den Call for Papers. Bitte leiten Sie ihn auch an interessierte Kolleginnen
und Kollegen weiter.
we invite you to submit your research to our Special Issue.
Please find below a Call for Papers and send it to interested colleagues.
Apologies for cross posting.
Herzlichen Dank / thank you,
herzliche Grüße / with kind regards
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
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
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.
Subscribe to the newsletter:
Dr. Tamara Heck
DIPF Frankfurt (Deutsches Institut für Internationale Pädagogische Forschung)
Schloßstraße 29, 60486 Frankfurt am Main
Fon: +49 (0)69 24708 305
Listeninformationen unter http://www.inetbib.de.