Publication

ENGAGE COURSE MATERIAL
http://oro.open.ac.uk/46456/ 

RRI POLICY REPORT

http://oro.open.ac.uk/46455/

RRI RESEARCH  REPORT

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Okada A. (2016) Responsible research and innovation in science education report. Milton Keynes: The Open University – UK. ISBN 9781473020191

 

ENGAGE POSTER:  PDF

LITEMAP FOR RRI POSTER: PDF

RRI CONFERENCE PAPER 2016

Okada A. & Bayram-Jacobs D.(2016) Opportunities and challenges for equipping the next generation for responsible citizenship through the ENGAGE HUB. International Conference on Responsible Research in Education and Management and its Impact. London 2016.

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Okada, A.; Costa, A.; Kowalski, R.; Torres P.; Nakayama, M. & Souza, K.(2016) Open Educational Resources for Responsible Research and Innovation: a case study with Brazilian universities and schools. International Conference on Responsible Research in Education and Management and its Impact. London 2016.

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Journal Papers ( Innovative Teaching of RRI )

Okada, A., Young, G. and Sherborne,T. (2015) Innovative Teaching of Responsible Research and Innovation in Science Education. Open Education Europa Journal – eLearning Papers  V 44(1)

Short Abstract: This qualitative analysis focuses on the first year of ENGAGE HUB in the UK with 3,500 teachers and 18,000 materials downloaded. Findings indicate more than seventy strategies shared by teachers on how students are engaged through dilemma materials. Teachers’ examples present evidence that learning science concepts can be set within the context of its implications to society.
Full Paper

Resources:
1. LiteMap MOOC
2. LiteMap OER

Short Papers and Posters (Communities of Practices)

Teachers

Okada, A., Young, G. and Sanders, J. (2015) Fostering Communities of Practices for teachers’ professional development integrating OER and MOOC, EC-TEL The 10th European Conference on Technology Enhanced Learning

Short Abstract: This research reports on challenges and strategies to start a community of practice (CoP) for teacher’s professional development through open educational resources (OER) integrated to massive open online courses (MOOC). Preliminary outcomes based on qualitative data from ENGAGE platform and quantitative data from its users’ analytics indicate key strategies to integrate OER and MOOC to foster CoP, such as collaboration among participants to set up group identity and guidance for more interaction.

Short Paper

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Size: 202

Resources:

LiteMap: ENGAGE HUB (OER + MOOC)

Researchers

Okada, A., Rossi, L.C. and Marino, A. (2015) Online argumentative maps for facilitating international debates with experts at large scale, EC-TEL The 10th European Conference on Technology Enhanced Learning

Short Abstract: This exploratory study focused on the use of the online argumentation tool LiteMap used in the first international seminar on Responsible Research and Innovation and Science Education organised by the ENGAGE project with fifty experts from various fields. Preliminary findings show that  argumentative mapping helped the community to visualise the debate later to reuse the content in different ways: new maps, open educational recourses and papers.

Short Paper

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Size: 384

Resources:

What are the benefits and challenges of using argumentative visualisation tool in community-based participatory research?

Resources:
LiteMap RRI teacher’s CPD,
LiteMap RRI informal learning
LiteMap RRI partnerships

Provide Feedback about LiteMap
Questionnaire on Participatory Research with Visual Argumentation

Short Papers and Workshops (Students’ Inquiry Projects)

Okada, A., Wolff, A. and Mikroyannidis, A. (2015) Fostering young smart citizens through personal learning environments for urban inquiries, Workshop: Smart Learning Ecosystems in Smart Regions and Cities at EC-TEL The 10th European Conference on Technology Enhanced Learning

Short Abstract: This work investigates two technologies weSPOT and nQuire for co-inquiry based learning. It also analyses  pedagogical approaches of ENGAGE and MkSmart city projects for designing short inquiry activities integrated into the school’s curriculum. Our research question was how students use a PLE to interact and collaborate for creating scientific questions. This qualitative study focused on three urban inquiries developed by 27  secondary students (Y7)  related to Responsible Research and Innovation: Electric Cars, Energy Consumption and Solar Panels. Findings indicate how students interact as co-investigators through online co- inquiry environments.  This study indicates clear evidence on students’ progress on creating questions mediated by social PLE.  The most relevant factors that support it are: easy-to-use PLE design, conceptual knowledge and pedagogical tools such as dilemma  and interactive group work, which promoted students’ interest.

Short Paper

RRI seminar

Size: 212 KB
Resources
Presentation (PPT)

Video Clip: Urban Inquiries – Electric cars, Energy Consumption, Solar Pannel

Okada, A., Wolff, A., Mikroyannidis, A. and Ashton, S. (2015) Promoting partnerships among Universities, Schools and Research Centres to foster Responsible Research and Innovation for smart citizenship, Proceedings of the 15th International Conference on Technology, Policy and Innovation

Resources

Presentation (PPT)

Students’ Posters

Big Stuff Blog:

An inspiring conference, say science educators…

The ENGAGE project conference, at the Open University on March 11th, was a unique event designed to launch a community of innovative science teachers.  Funded by the European Commission (EC), this event brought together more than 80 Science teachers from right across England, as well as Russia and Brazil.

The conference themes were chosen by the teachers themselves, who presented their innovative classroom practice on curriculum, assessment and teaching methods. “Overall the event was excellent, inspiring and very informative. I enjoyed presenting. I would be happy to present again next year. I enjoyed networking with colleagues from around the country.” Rowan Mangier, Science Teacher.  “Teachers were so very grateful to have the opportunity to discuss ideas and strategies with other teachers and hear solutions to the problems they are encountering” Jude Sanders, facilitator.

The keynotes Tony Sherborne, scientific leader of ENGAGE  and Stella Paes, Head of science at AQA presented important questions and reflections on Science Education:   “How can the Science Education curriculum be reshaped so that it’s more fit for purpose?” and    “How can an approach focussed on examination success still lead to an enlightened science education?”

The workshops on 5 year plan and assessment  including ENGAGE resources –were also considered very thougthful  for several teachers who mentioned that  there was a sense of relief that they could finally see ‘proof’ that their hunch that there was just not enough teaching time was a valid criticism to take to senior leadership . There was too much content to teach across the 5 years so teachers should focus on teaching the core well rather than covering everything badly.

Ale Okada the legacy coordinator, opened the conference with the key outcomes of ENGAGE project:  learning materials and teaching courses in 10 languages for equipping students to ...

News:

An inspiring conference, say science educators…

The ENGAGE project conference, at the Open University on March 11th, was a unique event designed to launch a community of innovative science teachers.  Funded by the European Commission (EC), this event brought together more than 80 Science teachers from right across England, as well as Russia and Brazil.

The conference themes were chosen by the teachers themselves, who presented their innovative classroom practice on curriculum, assessment and teaching methods. “Overall the event was excellent, inspiring and very informative. I enjoyed presenting. I would be happy to present again next year. I enjoyed networking with colleagues from around the country.” Rowan Mangier, Science Teacher.  “Teachers were so very grateful to have the opportunity to discuss ideas and strategies with other teachers and hear solutions to the problems they are encountering” Jude Sanders, facilitator.

The keynotes Tony Sherborne, scientific leader of ENGAGE  and Stella Paes, Head of science at AQA presented important questions and reflections on Science Education:   “How can the Science Education curriculum be reshaped so that it’s more fit for purpose?” and    “How can an approach focussed on examination success still lead to an enlightened science education?”

The workshops on 5 year plan and assessment  including ENGAGE resources –were also considered very thougthful  for several teachers who mentioned that  there was a sense of relief that they could finally see ‘proof’ that their hunch that there was just not enough teaching time was a valid criticism to take to senior leadership . There was too much content to teach across the 5 years so teachers should focus on teaching the core well rather than covering everything badly.

Ale Okada the legacy coordinator, opened the conference with the key outcomes of ENGAGE project:  learning materials and teaching courses in 10 languages for equipping students to ...