00 SES 07, Open Science and Educational Research? Inclusion and Exclusion at the European Open Science Cloud
This EERA session takes up current discussions about Open Science in the European Union and the targeted digital research infrastructure European Open Science Cloud (EOSC). Four years ago, the European Commission started a public consultation under the previous term “Science 2.0” about the on-going evolution of research practices enabled by digital technologies. Many interested parties from across the EU research landscape have hence been engaged in examining the potentials of Science 2.0 and the possible policy actions.
The concept of "Open Science" emerged as a main result, and its connections to the main trends in research: “a significant increase in scientific production, a new way of doing science (data-intensive science), and an increase in the number of actors and addressees of science" (EC 2015: 6). After first discussions of the consultation, Jean-Claude Burgelman (DG Research and Innovation) summarized the lessons learned as follows: “Whatever we would do at whatever level in Europe, it has to be stakeholders driven, and it has to be bottom-up” (Louët 2015). In a further process, a Commission High Level Expert Group compiled a first report and issued a recommendation on the European Open Science Cloud (2016).
Recently, the Commission has published the declaration on the European Open Science Cloud (EOSC) created by an EOSC Summit, which marked the beginning of an establishment process involving more than 80 stakeholders. The declaration sketches several aspects of the EOSC, e.g. data culture, FAIR data, services, architecture, governance, funding. A research data commons is that the cloud is to be “widely inclusive of all disciplines and Member States, sustainable in the long-term” (EOSC Summit 2017: 1).
The ECER 2018 theme immediately links up to a detailed perspective on Open Science with its European Open Science Cloud in relation to inclusion and exclusion. Openness of research processes, of research data, and of research publications may lead to a decrease in exclusion and an increase in inclusion in science or scholarship at large. Therefore, research about the phenomenon education is an ideal testing ground for large scale infrastructural developments. Educational Research is a transdisciplinary field. Besides Educational Science, it encompasses a broad range of disciplines (e.g. Social Sciences, Psychology, Computational Science) with a variety of research paradigms. Research data are heterogeneous, e.g. qualitative data or testing of school children, and publication practices are diverse, e. g. journal articles, monographs, or collected editions. In Europe, the phenomenon of education also involves heterogeneous national educational systems, which need to be considered adequately in research. On the other hand, education in general, and digital education in particular, presents a challenge to Europe.
At the beginning of the session, Jean-Claude Burgelman will deliver an introductory presentation of recent developments of Open Science and the European Open Science Cloud. Afterwards, a discussion will follow with experts from Educational Research and educational research infrastructures. The EERA session welcomes anybody who is interested in research data, its openness and its infrastructural developments in the field of Educational Research.
Commission High Level Expert Group on the European Open Science Cloud (2016): Realising the European Open Science Cloud. First report and recommendations of the Commission High Level Expert Group on the European Open Science Cloud. Retrieved from: https://ec.europa.eu/research/openscience/pdf/realising_the_european_open_science_cloud_2016.pdf EOSC Summit (2017): EOSC Declaration. European Open Science Cloud. New Research & Innovation Opportunities. Brussels, 26.October.2017. Retrieved from: https://ec.europa.eu/research/openscience/pdf/eosc_declaration.pdf European Commission (2015): Validation of the results of the public consultation on Science 2.0: Science in Transition. Brussels, February.2015. Retrieved from: http://ec.europa.eu/research/consultations/science-2.0/science_2_0_final_report.pdf Louët, S. (2015). Interview: Jean-Claude Burgelman: the new Open Science Paradigm requires fine tuning. In: EuroScientist. Special Issue: Science 2.0. URL: https://www.euroscientist.com/jean-claude-burgelman-the-new-open-science-paradigm-requires-fine-tuning/
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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