ENGAGE - GM decisions - case study

1. 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

2. Topical?
Flexible?
Open? Planning?
Know-how?
Time?
Open Educational Resources for
Responsible Research and Innovation
What are the BENEFITS and CHALLENGES?

3. How can OER be easily disseminated
to foster RRI inquiry skills?
COLEARN research community Participants in Brazil

4. What are the RRI inquiry skills developed by participants?

5. "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”.

7. SCHOOLS
students
educators
parents
UNIVERSITIES
Supervisors
PhD students
in-service teachers
LABS or Companies
professionals
specialists
researchers
For RRI
(Okada, 2015)

8. RRI
Science-in-Society
Knowledge
Scientific
Skills
Technology
COLEARN NETWORK - FRAMEWORK
Smart
environment
IBL
co-inquiry
(Okada, 2015)

9. 1,473 learners coordinated by 36 research educators
from 3 states in Brazil:
Ceara, Parana and Santa Catarina

10. 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

11. 1. weSPOT platform to
develop co-inquiry
community of educators
3. SlideShare to share
the OER “GM decision”
in Portuguese
2. ENGAGE OER portal
to select OER about RRI
------------------------Preparation phase with Educators--------------------

12. 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 --------------------

13. 9. Facebook
for networking
8.Youtube to share
videoclips
7. LiteMap for mapping
outcomes
------------------------Dissemination phase with all participants-------------------

14. “GM decision” was easily embedded in the Brazilian curricula.
Fotos de
estudantes do
ensjno medio e
graducacao

15. Participants developed their informed-based opinions on GM food,
which were shared through an exhibition, video, and games.

16. Collaborative planning is essential for deploying the GM lesson
successfully at scale in a short time.

17. Technologies (hangouts, weSPOT, nQuire and LiteMap) were useful
and relevant for promoting digital literacy integrated to scientific
literacy.

18. Dissemination is the key for large scale participation.

19. 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

20. What and Why should we use technology?
Open Educational Resources for
Responsible Research and Innovation
ENGAGE PROJECT: http://engagingscience.eu
Publications: http://engagingscience.eu/en/documents/
Contact: Ale Okada ale.okada@open.ac.uk
Interaction
Digital skills Participatory
Engagement
Dissemination
….