Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil

Abstract

There has been an increasing number of projects and institutions promoting open education at scale through Open Educational Resources (OER) and Massive Open Online Courses (MOOC) to broaden learning opportunities for all. However, there are still many challenges in relation to sustainability, effective implementation and evidence-based impact to support educational policies. To explore this gap, this paper focuses on an integrated model that combines OER, MOOC, Communities of Practice (CoP) and Open Schooling to promote open education and foster inquiry skills for Responsible Research and Innovation (RRI), a key approach coined by the European Commission. This study focuses on the ENGAGE Project, with 14 partners in Europe who produced more than 300 OER, 60 MOOC in ten languages and supported 27 CoP with more than 17,000 members in the world including more than 2,000 from Brazil. Through a novel framework on impact assessment of OER for RRI underpinned by a mixed method approach, this study examines the influence of open education on academic and non-academic groups and the correlation between the outputs developed in the project with the outcomes reported by the Brazilian communities. Qualitative and quantitative data from the ENGAGE platform, journal articles produced by the Brazilian participants and interviews with authors were analysed. Findings report the different ways that the community developed open schooling projects, the changes in their practices to foster digital scientific literacy, and outcomes with implications for society.

Factors and Recommendations to Support Students’ Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19

“…This study acknowledges 8 principles (Box 1) of RRI (von Schomberg, 2013; RRI-Tools, 2016) in the context of open educational research (Okada and Sherborne, 2018) by which all participants reflect about practices and beliefs for better alignment between learners' needs and research-based recommendations. The instrument with a special code to allow the withdrawal of participation without the collection of personal data was approved by the Ethics Committee and the Student Research Project Panel of the Open University-United Kingdom.…”

Open schooling with inquiry maps in network education: supporting Responsible Research and Innovation (RRI) and fun in learning

“…Previous studies about open schooling suggest that a key challenge is to support communities with practical participatory methods for engaging all multi-actors from schools, universities, enterprise, civil society and policy makers that enable them to develop real-world issue projects together (Okada & Sherborne, 2018). To explore this gap, this exploratory study used inquiry mapping method, which was designed to support collaborative research facilitated by the network thinking method denominated "inquiry mapping" method (Okada, 2008) applied by students with partners using various tools.…”

“…To answer these questions this study presents the inquiry mapping approach, its foundations, examples analysed supported by qualitative study and provides some recommendations to foster open schooling projects in network. projects was also available in the platform to support network thinking and ten inquiry skills for RRI (Okada & Sherborne, 2018).…”

“…The paper focuses on Network thinking practiced by students with inquiry based learning (Okada, 2008;Okada, 2010) to enhance a set of inquiry based learning skills for RRI : devising research questions, interrogating sources, using ethics, analysing data, drawing conclusions, examining consequences, estimating risks, critiquing claims, justifying views and communicating findings; using digital participatory technologies (Okada & Sherborne, 2018).…”

School Students’ Intrinsic Motivation for Learning Science in RRI Activity: the Influence of Perceived Competence and Relatedness

“…RRI activity motivates students by maintaining an optimal level of stimulation and, by revealing their competences seeking to ensure positive results of research and innovation (Sutcliffe, 2011). RRI activity in science lessons require competences, relatedness with others and autonomy by solving a dilemma (Bayram-Jacobs, 2015; Okada & Sherborne, 2018). According to SDT, the need for competency means that students desire to feel efficacious when solving RRI problems, to have arguments on a statement about the effectiveness of the implementation of science and technology innovations in the life of society, as well as to have arguments how to achieve acceptable and even desirable outcomes of innovations (Okada et al, 2015).…”