Size: 11.00 MB

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





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.


Size: 298.14 KB

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.


Size: 672.65 KB

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

1. LiteMap MOOC
2. LiteMap OER

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.

Short Paper


Size: 202




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


Size: 384


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

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
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


Presentation (PPT)

Students’ Posters

Big Stuff Blog:

A 5-year curriculum map to build understanding

How are your curriculum topics organised? Like the specification? Based on an old scheme? If so, our big ideas approach could help you build stronger student over 5 years.

Here’s how it works. We have identified 14 fundamental ideas that underly all the science content in Key Stage 3 (11-14) and GCSE Combined Science (14-16). These are principles, models, laws and theories that explain lots of phenomena. They’re the things we really want students to understand,

For instance, forces has two distinct big ideas which if you understand them, can help you apply knowledge and answer the most difficult exam questions.


  • Forces predict motion: knowing the forces, and Newton’s laws, you can work out how an object moves
  • Forces act through fields

For all the big ideas, we are creating a progression of understanding, through a number of ...


Zika discussion in Brazil

Grupo de discussão – auditório do CETEP / Irecê, BA – Brasil

Data: 09/12/16

Turno: vespertino

Duração aproximada: 1 hora

Participantes: uma mediadora, dois professores, uma coordenadora e os estudantes do terceiro e quarto ano do curso de administração.


Professor: Bom, nós estamos agora, nesse momento com um grupo de alunos e professores do terceiro e do quarto ano de administração vespertino aqui no centro territorial de educação de Irecê- CETEP. Hoje esta sendo a culminância dos trabalhos, tivemos outros trabalhos que foram apresentados anteriormente, e esse grupo permaneceu aqui no auditório pra a gente conversar um pouquinho a respeito do desenvolvimento do trabalho deles e o que fundamentou que argumentos optaram pelas decisões de alguns grupos que estão aqui de serem favoráveis ou não ao extermínio do mosquito. Então quem gostaria de iniciar esse debate dizendo né, que foi favorável e quais foram os motivos. A gente poderia começar pelo ultimo grupo? Vou então a busca da ultima palestrante, por que ela trouxe né, da penúltima palestrante, ela trouxe uma argumentação dizendo os motivos pelos quais o grupo dela se posicionou dessa e daquela forma. E ai eu gostaria que vocês dissessem apenas o nome de vocês está certo?

Estudante 1: Meu nome é Estudante 1, o meu grupo, quer dizer, a sala inteira, no momento em que foi passado o projeto para a gente, a gente de certa forma não se interessou, não era um assunto que a gente tinha contato. A partir do momento que foi passado pra gente as pesquisas, a gente foi despertando certamente o interesse por que era algo que “ah, vi passar no jornal, mas na região não tem muito caso”; mas quando a gente aprofundou no assunto “foi algo que ...