2016 rri conference engage brazil
TRANSCRIPT
EngagingScience.eu
Alexandra Okada, Alexandre Costa, Raquel Kowalski,Patricia Torres, Marina Nakayama, Karine Souza.
Open Educational Resources for Responsible Research and Innovation
a case study with Brazilian universities and schools
Topical?
Flexible?
Open? Planning?
Know-how?
Time?
Open Educational Resources for Responsible Research and Innovation
What are the BENEFITS and CHALLENGES?
How can OER be easily disseminated to foster RRI inquiry skills?
Case study in Brazil
COLEARN research community Participants in Brazil
Research question
What are the RRI inquiry skills developed by participants?
"Equipping learners with knowledge, tools and skills for responsible participation in society.
This means being able to:• develop evidence-based opinions about
risks and benefits of innovations and
• argue toward desired futures”.
RRI concept
RRI skills
SCHOOLSstudentseducatorsparents
UNIVERSITIESSupervisorsPhD studentsin-service teachers
LABS or Companiesprofessionalsspecialistsresearchers
For RRI
RRI co-inquiry community
(Okada, 2015)
RRI
Science-in-Society Knowledge
ScientificSkills
Technology
COLEARN NETWORK - FRAMEWORK
Smart environment
IBL
co-inquiry
(Okada, 2015)
Participants
1,473 learners coordinated by 36 research educators from 3 states in Brazil: Ceara, Parana and Santa Catarina
Virtual ethnography integrated with user analytics during 1 month
Data production: 37 responses (all coordinators) - semi-structure questionnaires 8 Google Hangouts by 18 educators replayed by 318 users 16 msgs in Facebook, 298 likes from 1666 users 9 videos were uploaded in YouTube replayed 318 times 17 photos were uploaded in nQuire-it with 18 comments by 7 users 7 maps were created in LiteMap by 20 users 36 comments were shared in the weSPOT EU platform by 72 users
Outcomes:2 workshop, 2videoclips 2 posters 1 exhibition, 9 games, 4 new OER, 42 illustrations, 1 webinar, 28 concept-maps, 1 sign-language activity for deaf people
Methodology
Technologies
1. weSPOT platform to develop co-inquiry community of educators
3. SlideShare to sharethe OER “GM decision” in Portuguese
2. ENGAGE OER portalto select OER about RRI
------------------------Preparation phase with Educators--------------------
weSPOT
Technologies
6. Google forms for pre/post surveys
7.Google Hangouts for Teachers’ CPD
5. nQuire-It to share photos and comments
------------------------Deployment phase with Learners --------------------
nQuire-it
Technologies
9. Facebook for networking
8.Youtube to sharevideoclips
7. LiteMap for mapping outcomes
------------------------Dissemination phase with all participants-------------------
LiteMap
Outcomes
“GM decision” was easily embedded in the Brazilian curricula.
Fotos de estudantes do ensjno medio e graducacao
Outcomes
Participants developed their informed-based opinions on GM food, which were shared through an exhibition, video, and games.
Outcomes
Collaborative planning is essential for deploying the GM lesson successfully at scale in a short time.
Outcomes
Technologies (hangouts, weSPOT, nQuire and LiteMap) were useful and relevant for promoting digital literacy integrated to scientific literacy.
Outcomes
Dissemination is the key for large scale participation.
Do we know what we eat?
Why did you selected these sources?
Consumers do not know the amount of pesticides in the food and consequences to their health
Learners explained their opinions based on the information that they collected
Students developed a “sign language ” for GM food
The exhibition, posters and inquiry projects were very meaningful
RRI skills
What and Why should we use technology?
Final remarksOpen Educational Resources for
Responsible Research and Innovation
ENGAGE PROJECT: http://engagingscience.euPublications: http://engagingscience.eu/en/documents/ Contact: Ale Okada [email protected]
Interaction
Digital skills Participatory Engagement
Dissemination
….