Welcome to Post-Digital Community Science!

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A Generation Research theme: April/May 2019

Invitation to contribute!

The theme will start in mid April 2019 and over the course of six weeks GenR will look to offer up examples of cutting edge work in the field from across Europe.

If you would like to make a contribution please drop the editor-in-chief Simon Worthington a line at simon@genr.eu or DM @gen_r_ on Twitter.

In this Generation Research theme the idea is to look at how the general public can participate in the research process and the creation of knowledge as Community Science and how this is reinvigorating a culture of scholarship and science in society at large.

Citizen Science is booming around the world but the degree to which it is open varies greatly, as does formal support for Citizen Science across disciplines, organizations and countries.


‘LIBER Open Science Roadmap’ (Ayris et al. 2018)
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Will Education Become More Open?

Fig 1. The interplay of open science and open education

D

OI:

10.25815/hh4f-zn73

Citation format: The Chicago Manual of Style, 17th Edition

Heck, Tamara. ‘Will Education Become More Open?’, 2019. https://doi.org/10.25815/hh4f-zn73.

Open science practitioners embrace the ideas of sharing and communicating their research and interests as well as collaborating with like-minded peers, i.e., practicing co-science (McKiernan et al. 2016) such as on the Open Science MOOC1 platform. If they admit to those goals regarding their research, it can be assumed that those researchers adapt their attitudes and practices towards learning and teaching, respectively. So, if researchers move towards open science practices, will they do so in their higher education teaching? Will education become more open? More generally, what would open science principles (Bezjak et al. 2018) in education look like, for educators and learners, respectively?

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Teaching Impact is Key to Make Science Socially Relevant

Image: CC0, https://en.wikipedia.org/wiki/Knowledge_transfer#/media/File:Knowledge_transfer.svg

DOI:

10.25815/qx24-8m92

Citation format: The Chicago Manual of Style, 17th Edition

Benedikt Fecher, Nataliia Sokolovska & Marcel Hebing. ‘Teaching Impact is Key to Make Science Socially Relevant’, 2019. https://doi.org/10.25815/qx24-8m92.

By: Benedikt Fecher, Alexander von Humboldt Institute for Internet and Society;
Nataliia Sokolovska, Alexander von Humboldt Institute for Internet and Society;
Marcel Hebing, Impact Distillery & Alexander von Humboldt Institute for Internet and Society

Funders and policy makers increasingly demand that science has societal impact. This becomes apparent in national debates (e.g., the German Wissenschaftsrat position paper on Knowledge transfer) or supranational initiatives like the European Commission’s strategy “Open innovation, open science, open to the world“. The call for societal relevance of research is motivated by an increased need for scientific expertise in the light of global and multidisciplinary challenges such as climate change, migration, or digitisation, and partly of course as a return-of-investment expectation. Societal impact is en vogue.

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