Daniel-Mietchen
commented
3 years ago A first reaction: https://twitter.com/EvoMRI/status/1434286169831919619 .
Open Daniel-Mietchen opened 3 years ago
Daniel-Mietchen
commented
3 years ago A first reaction: https://twitter.com/EvoMRI/status/1434286169831919619 .
Daniel-Mietchen
commented
3 years ago I got back to this today, in two steps:
The results of both steps are pasted below.
Things to look out for:
collaboration wiki plural crowd sustainab/ SDGs climat data software hardware infrastructure policy it's not all about rewards, it's about removing barriers; think fossil subsidies / hoary relics language ethics diversity/ equity/ inclusion curricula life-long learning books community commons citizen science licensing mentoring testbeds
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After explaining why education from an Open Science perspective needs to be explored and strength- ened, we differentiate four faces of open education: the Open Sci- ence mindset, Open Science skillset, open educational resources, and how these activities should be recognised and rewarded.
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For Open Science to become the norm, academics need to adopt a reflective and self- critical attitude: to develop an open academic self.
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We believe that this reflection should begin with the premise that scientists should constantly interact with society. ==> They already do, just like any other living human being. The manifesto's point here could have been sharpened by clarifying that they should interact with society as scientists.
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They should not be overpromising but be open about the uncertainties and about the institutional, cultural, and social factors influencing their work and the practical reality of ‘doing science’.
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we should think about what it implies for our education: both for self-development of future graduates as well as more broadly to strengthen the transformative potential of education for society.
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For universities to become more open and inclusive institutions, we think it is necessary to stimulate the debate on the relationship between Open Science and education, with education playing a pivotal role in shaping the open academic self we envision for our students. ==> But mind life-long learning
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At its very core, Open Science is an attitude. It is a way of thinking and working, grounded on a thorough understanding of the practical reality of doing science and a vision of the role that science ought to play within society.
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Unfortunately, scientific literacy, knowledge about what it prac- tically means to do science in the current academic system, and active reflection on the role science and scientists should play in society, are subjects often omitted from university curricula.
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Yet obtaining a view on how knowledge is created, structured, and viewed within a discipline, is vital to academic formation.
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We have to invite and challenge students to reflect on the daily realities of do- ing research: the ideologies and hierarchies implied by the Myth, and the different alternative perspectives on science, on how hard it is to produce reliable knowledge, what uncertainties there are, and how knowledge is structured and continuously tested in the community of peers. This does not overburden them with problems that are not 4 theirs yet or will never be. On the contrary: this reflection forms the basis of developing a critical and open academic self. ==> shorten
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Questioning the Myth of indisputable facts and the image of the infallible and ethically neutral academic only fosters higher standards of integrity.
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We be- lieve that it also empowers students to make meaningful connections with the world outside of formal academic institutions in adherence to the values of transparency, accessibility, reliability, interconnect- edness, and inclusivity.
==> values! ==> see also pledges
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By educating new generations of scientists and scholars and socializing them with the values and attitudes of Open Science, we facilitate and accelerate the transition that simultaneously re-aligns research and education and empowers students for a transformative role after graduation.
==> educating new generations probably does not accelerate the transition per se, especially in our current hyperconnected and constantly changing world
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FOUR FACES OF OPEN EDUCATION ==> an illustration would be nice (i) Open Science mindset (ii) Open Science skillset (iii) open educational resources (iv) recognition and rewards
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This scientific literacy enables students to understand the ori- gins of the present-day problems that academia is faced with, such as the replication crisis, counterproductive competition, the distortive power of metrics, and the unrealistic public image of science, result- ing in the disconnect with society and decreasing institutional trust. It also serves as a basis for understanding how knowledge claims de- velop within their specific discipline as compared to other disciplines. Both are prerequisites for developing an open academic self.
==> "student" should be understood broadly here, explicitly including research administrators
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Academics should be sensitive to and critical of the problems and expectations of society.
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This needs to be the foundation of curricula that educates future generations of graduates equipped to communicate and collaborate not only across disciplinary and cultural boundaries, but also as democratic citizens 6 beyond the confined reality of the academy. ==> good to make the (implicit) bridge from curricula to life-long learning
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An open mindset con- tributes to and is the result of community-engaged learning. ==> yes to lowercase, optimism for uppercase
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The FAIR principles, reproducible workflows, open licensing, and creative commons should not remain exotic topics. They should become part of the academic skillset being taught.
==> comment on de-emphasizing branding by lowercasing creative commons, especially in light of uppercasing the Open stuff throughout much of the text
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An in-depth discussion of the implications and consequences of open practices creates the opportunity to make ethical and technically oriented discussions part of everyday academic practice. ==> This works in the other direction too, e.g. discussion of non-open practices
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protective walls of the academy. ==> this elicits connotations that were probably not intended, e.g. paywalls, and issues like the generally precarious work situation of many in academia do not seem to support the "protective" notion here. ==> think about what this means for a "self"
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Open scientists see knowl- edge as a commons, rather than a commodity. ==> Indeed!
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barriers to participate.
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team effort
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wide range of educational roles For these developments to develop into robust and enduring practices, both individuals and teams should be rewarded for this, through personal assessment and accreditation based on the values of transparency, accessibility, reliability, interconnectedness, and inclusivity. In evaluating Open Education, we should measure what we value, rather than valuing what we measure.
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From the perspec- tive of Open Science and the recognition and reward of all primary domains, we recommend that professional and self-development of PhD-candidates should become part of the required training. ==> depends on implementation ==> perhaps better to go for learning by doing
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Academic training should move beyond schooling on ‘how’ to per- form research to reflect on ‘what’ to research, ‘why’ and with and for ‘whom’.
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Moreover, through novel formats such as community-engaged learning and mixed classrooms, students need to be educated to crit- ically reflect upon their future role in society as an academic and how the practices of their discipline relate to the challenges raised in soci- ety at large.
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we hope 13 to shift the focus from the qualification function of higher education to the empowerment of our students for a transformative contribu- tion to society.
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We hope that our graduates will embody the values of transparency, accessibility, reliability, interconnectedness, and in- clusivity.
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Most importantly, connecting Open Science with education should stimulate our pupils to develop an open academic self that is desired both within and outside of academia.
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builds on the 2013 ‘Science in Transition’ position paper. http://www.scienceintransition.nl/app/uploads/2013/10/Science-in-Transition-Position-Paper-final.pdf
as per https://doi.org/10.5281/zenodo.5345573 .
Seen via https://twitter.com/MiedemaF/status/1433529993766658048 .