ENGAGE COURSE MATERIAL
RRI POLICY REPORT
RRI RESEARCH REPORT
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.
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.
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.
Short Papers and Posters (Communities of Practices)
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.
LiteMap: ENGAGE HUB (OER + MOOC)
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.
What are the benefits and challenges of using argumentative visualisation tool in community-based participatory research?
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.
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