02 SES 07 D JS, Open Science In The European Educational Sciences Landscape: Activities And Challenges
Joint Panel Discussion NW 02, NW 06, NW 12, NW 30
Open Science, here serves as an umbrella term for several developments in research and education concerning openness. According to the "open" movement a variety of concepts arose ranging from Open Access, Open Data, Open Research Software to Open Educational Resources, Citizen Science etc. Thereby, transparency, collaboration, and the distribution and accessibility of resources are focused which re-configure epistemological and pedagogical practices, and the relationship between scholarship and the society at large. Furthermore, a variety of expectations and rationalities of different actors interfere: from the public and politics to research communities and infrastructures (Fecher, Friesike 2014; Borgman 2012).
In Europe, Open Science has become a field of activities for national and European funding agencies, organisations, and scholarly institutions. In a public consultation, the European Union identified Open Science as a key trend in research (European Commission 2015) and as a main infrastructural activity, the EU initiated the establishment of the European Open Science Cloud (European Commission 2018a, European Commission 2018b). Open Access publications are increasing in the European research landscape and a transformation of publication practices is envisioned (Open Science Monitor; Schimmer et al. 2015, oa2020). Furthermore, Open Educational Resources are attributed a key role in national and European educational policies (Alquézar Sabadie et al. 2014).
The European educational research landscape is active in various ways in the broad field of Open Science as well as being affected by it at the same time. A variety of Open Access initiatives have been launched and the scholarly needs of the research community have been analysed (Schindler, Rummler 2018). The potentials of Open Educational Resources have been examined and the alignment to educational practices emphasized (Hug 2017). Research data practices have been studied and data repositories developed (Raffaghelli, Manca 2018). Software has been programmed and the source code published (Fenner et al. 2018). So various questions and uncertainties surrounding these issues pose concerns to colleagues, and the educational sector in general. Likewise, various institutions, departments, and colleagues have already studied, developed, and established stable and fruitful practices concerning Open Science.
In this perspective, the panel discussion aims at creating a hybrid forum for a critical-engagement with Open Science. Thereby, capacities and boundaries concerning the European Educational Science area are discussed for opening up a design space for Open Science. To involve a broad scope of the research community, the panel is designed as a joint-session of the EERA networks 2. VETNET, 6. Open Learning: Media, Environments and Cultures, 12. LISNET and 30. ESER. All networks are welcome to participate.
The panel will discuss current activities, developments, and challenges of the European Educational Science area concerning Open Science. Thereby, several perspectives will be taken from research to development, funding, and infrastructure. Each of the six panel members will give a five minute introduction including her/his own standpoint and opinion on the following topics in advance to a vivid discussion with audience and panel members:
- "Open Science and the European Open Science Cloud" (Katarzyna Skzuta),
- "Open Educational Resources as game changers in the EHEA?" (Sandra Hofhues),
- "Open Access as driving platform for discursive scientific community development?" (Klaus Rummler),
- "Infrastructuring Educational Research: Balancing Capacities and Boundaries” (Christoph Schindler)" (Christoph Schindler),
- "Open Access publications to disseminate high-quality research papers: The example of VETNET & ijrvet" (Michael Gessler),
- The discussant Theo Hug will give an overarching comment and his opinion to movements of "Openness" at a handful examples.
Alquézar Sabadie, J. M., Castaño Muñoz, J., Puni, Y., Redecker, C., & Vuorikari, R. (2014): OER: A European Policy Perspective. Journal of Interactive Media in Education. Borgman, C. L. (2012): The conundrum of sharing research data. Journal of the American Society for Information Science and Technology, 63(6), 1059-1078. URL https://doi.org/10.1002/asi.22634 European Commission (2015): Validation of the results of the public consultation on Science 2.0: Science in Transition. European Commission (2018a): Prompting an EOSC in practice. Final report and recommendations of the Commission 2nd High Level Expert Group on the European Open Science Cloud (EOSC), 2018 https://doi.org/10.2777/112658 European Commission (2018b): Implementation Roadmap for the European Open Science Cloud. Commission Staff Working Document. URL https://ec.europa.eu/research/openscience/pdf/swd_2018_83_f1_staff_working_paper_en.pdf Fecher B., Friesike S. (2014): Open Science: One Term, Five Schools of Thought. In: Bartling S., Friesike S. (eds) Opening Science. Springer, Cham. URL https://doi.org/10.1007/978-3-319-00026-8_2 Fenner, M., Katz, D. S., Nielsen, L. H., & Smith, A. (2018). DOI Registrations for Software. https://doi.org/10.5438/1nmy-9902 Gessler, M. (ed.): International Journal on Research in Vocational Education and Training (peer-reviewed, referenced, www.ijrvet.net) and the Conference Proceedings. https://doi.org/10.5281/zenodo.1319718 Hug, T. (2017): Openness in Education: Claims, Concepts, and Perspectives for Higher Education. In: Seminar.net - International journal of media, technology and lifelong learning. Vol. 13/No. 2 (2017), pp. 72-87. https://journals.hioa.no/index.php/seminar/article/view/2308/ Open Science Monitor (undated): Trends for open access to publications. https://ec.europa.eu/info/research-and-innovation/strategy/goals-research-and-innovation-policy/open-science/open-science-monitor/trends-open-access-publications_en oa2020 (undated): oa2020 Initiative. URL https://oa2020.org/ Raffaghelli, J., & Manca, S. (2019). Is There a Social Life in Open Data? The Case of Open Data Practices in Educational Technology Research. Publications, 7(1), 9. https://doi.org/10.3390/publications7010009 Schindler, C./Rummler, K. (2018): Open Access in der Publikationslandschaft der Erziehungswissenschaft. Eine Sondierung mit Blick auf Monographien und Sammelwerke. In: Erziehungswissenschaft, 29. Jg., H. 57, S. 8–18. https://doi.org/10.3224/ezw.v29i2.02 . Schimmer, R., Geschuhn, K. K., & Vogler, A. (2015). Disrupting the subscription journals’ business model for the necessary large-scale transformation to open access. http://dx.doi.org/10.17617/1.3
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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