Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation

Okada, Alexandra; Kowalski, Raquel Pasternak Glitz; Kirner, Claudio; Torres, Patrícia Lupion

doi:10.1080/10494820.2018.1473257

Cited by 24 publications

(18 citation statements)

References 12 publications

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“…However, the key challenge is to examine less expensive approaches for widening up professional development in Brazil for digital transformation. Our next study, part of RRIdata.com focuses on immersive analytics for inclusive data science education [4]. 7…”

Section: Resultsmentioning

confidence: 99%

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Immersive Analytics Through HoloSENAI MOTOR Mixed Reality App

Ramos

Korb

Okada

2019

Advances in Intelligent Systems and Computing

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This study examines the use of HoloSENAI MOTOR as novel approach for preparing students and professionals for the industry 4.0. This new Augmented Reality technology was developed with UNIT3D and C# language for the Microsoft HoloLens®. This educational resource enables the projection of 3D scenes of a real electric motor into the natural world environment. It was used by undergraduates from an Engineering course in Brazil. Our aim is to identify the potential benefits and barriers to promote immersive analytics and authoring skills through HoloSENAI MOTOR for learning and teaching. We present Immersive Analytics as an approach that combines real-time interaction with visualization techniques for students to explore and analyze information about the motor in their physical environment. This study is based on Responsible Research and Innovation approach and supported by e-authentication and authorship verification TeSLA. It revealed that the key benefits for learners were to increase their motivation, curiosity and understanding in terms of features, properties and functionalities of the motor, including better acquisition of information and data analysis skills. They key barriers highlighted by educational technologies, were the high cost equipment, the technical development of applications and the pedagogical approaches for assessment.

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Section: Resultsmentioning

confidence: 99%

“…[2,3]. AR combined to VA offers to students a clear interface, whose layers of data are presented according to their needs, so they can explore based on their own perspective and having access to information and data 'context-driven' [3,4].…”

Section: Introductionmentioning

confidence: 99%

Immersive Analytics Through HoloSENAI MOTOR Mixed Reality App

Ramos

Korb

Okada

2019

Advances in Intelligent Systems and Computing

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“…For instance, LiteMap was applied by a group to identify, connect, systematise and evaluate the key components of argumentation to foster scientific thinking in oral and written discourses, with examples that were freely and widely disseminated by participants (Rocha et al, 2017). The AR inquiry game produced by Brazilians enabled teachers to practise and reflect on more learners-centred approaches (Okada, 2016b;Okada et al, 2015cOkada et al, , 2018.…”

Section: Discussionmentioning

confidence: 99%

“…The ENGAGE OER GM decision (8,600 views, 1,746 downloads) offered a set of editable resources: presentation (PPTX), guidelines (DOCX) and video clips (MP4) and a game to support teachers to discuss the risks of GM corn and GM corn treated with pesticides. To facilitate open schooling projects, ENGAGE courses promoted the CARE -KNOW -DO model (Okada et al, 2018) for Brazilian teachers to engage students in:…”

Section: Impact On Society and Prosperitymentioning

confidence: 99%

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

Okada

Sherborne²

2018

Journal of Interactive Media in Education

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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.

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“…The EU project EnRRIch has worked with higher-education policymakers to map the links between RRI and policy priorities for teaching and learning in higher education. Teachers' concerns (de Vocht et al 2017) and adaptions (Okada et al 2018) to RRI in teaching as well as reports from inclusion-oriented deliberations and actions in emerging RRI practices that focus on scientists (de Jong et al 2016) have also received attention. Still, it is not clear how one should teach RRI and what the content of the training should be.…”

Section: Introduction: Training For Responsibilitymentioning

confidence: 99%

Transforming Scientists’ Understanding of Science–Society Relations. Stimulating Double-Loop Learning when Teaching RRI

et al. 2020

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The problem of developing research and innovation in accordance with society's general needs and values has received increasing attention in research policy. In the last 7 years, the concept of "Responsible Research and Innovation" (RRI) has gained prominence in this regard, along with the resulting question of how best to integrate awareness about science-society relations into daily practices in research and higher education. In this context, post-graduate training has been seen as a promising entrance point, but tool-kit approaches more frequently have been used. In this paper, we present and analyze an experiment-in the format of a Ph.D. course for early-career researchers-deploying an alternative approach. Drawing on Argyris and Schön's (1974) framing of reflective practice, and their distinctions between espoused theories and theories-in-use, the analyzed course endeavored to stimulate double-loop learning. Focusing on dislocatory moments, this paper analyses how the course tried to teach participants to reflect upon their own practices, values, and ontologies, and whether this provided them with the resources necessary to reflect on their theories-in-use in their daily practices.

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Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation

Cited by 24 publications

References 12 publications

Immersive Analytics Through HoloSENAI MOTOR Mixed Reality App

Immersive Analytics Through HoloSENAI MOTOR Mixed Reality App

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

Transforming Scientists’ Understanding of Science–Society Relations. Stimulating Double-Loop Learning when Teaching RRI

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