Open Education Science

Zee, Tim van der; Reich, Justin

doi:10.1177/2332858418787466

Cited by 79 publications

(54 citation statements)

References 70 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this regard, the effort made by the research community to generate common principles for the quality of Open Data should be considered. The FAIR (Findability, Accessibility, Interoperability, and Reusability) data principles [25] are an expression of this endeavour, aiming at introducing clear parameters for Open Data associated not only with humans, but also with machine tasks throughout algorithms and workflows. In the field of educational science, the issue is relatively new, and thus requires specific attention in order to overcome the initial state of aversion, as well as the fragmentation of incipient practices [26].…”

Section: Of 17mentioning

confidence: 99%

Is There a Social Life in Open Data? The Case of Open Data Practices in Educational Technology Research

Raffaghelli

Manca

2019

Publications

View full text Add to dashboard Cite

In the landscape of Open Science, Open Data (OD) plays a crucial role as data are one of the most basic components of research, despite their diverse formats across scientific disciplines. Opening up data is a recent concern for policy makers and researchers, as the basis for good Open Science practices. The common factor underlying these new practices—the relevance of promoting Open Data circulation and reuse—is mostly a social form of knowledge sharing and construction. However, while data sharing is being strongly promoted by policy making and is becoming a frequent practice in some disciplinary fields, Open Data sharing is much less developed in Social Sciences and in educational research. In this study, practices of OD publication and sharing in the field of Educational Technology are explored. The aim is to investigate Open Data sharing in a selection of Open Data repositories, as well as in the academic social network site ResearchGate. The 23 Open Datasets selected across five OD platforms were analysed in terms of (a) the metrics offered by the platforms and the affordances for social activity; (b) the type of OD published; (c) the FAIR (Findability, Accessibility, Interoperability, and Reusability) data principles compliance; and (d) the extent of presence and related social activity on ResearchGate. The results show a very low social activity in the platforms and very few correspondences in ResearchGate that highlight a limited social life surrounding Open Datasets. Future research perspectives as well as limitations of the study are interpreted in the discussion.

show abstract

Section: Of 17mentioning

confidence: 99%

Is There a Social Life in Open Data? The Case of Open Data Practices in Educational Technology Research

Raffaghelli

Manca

2019

Publications

View full text Add to dashboard Cite

show abstract

“…In response to these challenges, we propose multiplatform MOOC analytics, which replicates the same analyses using a common script in different MOOC environments. This work aligns with calls for methodologies that promote open education science [22] and replication studies in the social sciences [2].…”

Section: Introductionmentioning

confidence: 57%

Multiplatform MOOC Analytics: Comparing Global and Regional Patterns in edX and Edraak

Ruipérez‐Valiente¹,

Halawa²,

Reich³

2019

Preprint

Self Cite

View full text Add to dashboard Cite

While global massive open online course (MOOC) providers such as edX, Coursera, and FutureLearn have garnered the bulk of attention from researchers and the popular press, MOOCs are also provisioned by a series of regional providers, who are often using the Open edX platform. We leverage the data infrastructure shared by the main edX instance and one regional Open edX provider, Edraak in Jordan, to compare the experience of learners from Arab countries on both platforms. Comparing learners from Arab countries on edX to those on Edraak, the Edraak population has a more even gender balance, more learners with lower education levels, greater participation from more developing countries, higher levels of persistence and completion, and a larger total population of learners. This "apples to apples" comparison of MOOC learners is facilitated by an approach to multiplatform MOOC analytics, which employs parallel research processes to create joint aggregate datasets without sharing identifiable data across institutions. Our findings suggest that greater research attention should be paid towards regional MOOC providers, and regional providers may have an important role to play in expanding access to higher education.

show abstract

“…El primer caso se basa en el concepto de datos abiertos como un recurso educativo abierto (Atenas, Havemann y Priego, 2015) en una cultura ampliamente científica. El segundo caso está relacionado con el movimiento general de la ciencia abierta aplicada a la investigación educativa (Zee y Reich, 2018). A pesar de tales escenarios prometedores para prácticas basadas en datos, la implementación de estas innovaciones en investigación y enseñanza implica tanto la reflexión profesional como la necesidad de un enfoque crítico (Raffaghelli y Manca, 2019; Zee y Reich, 2018).…”

Section: Estado Del Arte: «Datificación» En La Educación Superior Y Nunclassified

«Datificación» y Educación Superior: Hacia la construcción de un marco para la alfabetización en datos del profesorado universitario

Raffaghelli

2019

RIIEP

View full text Add to dashboard Cite

La «datificación» de procesos y servicios es un fenómeno emergente, que está creando una nueva forma de divisoria digital (Kitchin, 2014). La abundancia de datos generados y disponibles a partir del uso aplicativos web y móviles requiere competencias específicas para su explotación; además, han surgido nuevas preocupaciones, como la vigilancia y la incapacidad de comprender el poder y el control detrás del seguimiento de datos y las características de los algoritmos aplicados para el uso de dichos datos (Kennedy, Poell y van Dijck, 2015). La alfabetización en datos (Data Literacy) en general y de los educadores en particular serían un medio para lograr la apropiación activa y crítica de la riqueza provista por los datos, frenando inclusive las aristas más negativas del fenómeno (Dunlap y Piro, 2016; Markham, 2018 y Raffaghelli, 2017a y 2018a). Este artículo tiene como objetivo introducir un marco conceptual que apoye la alfabetización en datos del profesorado universitario, para capacitarlos en relación al fenómeno de la sociedad «datificada». El estudio se basa en una revisión de la literatura y es parte de una etapa inicial de un proyecto de investigación más amplio. Los marcos de alfabetización en datos, incluido el marco europeo DigCompEdu (Redecker y Punie, 2017) que ha sido adoptado para orientar la formación a la competencia digital de los educadores e incluye la alfabetización en datos, se analizan y discuten, con el objetivo de crear una síntesis de los componentes básicos y sus implicaciones para la investigación y la práctica.

show abstract

Open Education Science

Cited by 79 publications

References 70 publications

Is There a Social Life in Open Data? The Case of Open Data Practices in Educational Technology Research

Is There a Social Life in Open Data? The Case of Open Data Practices in Educational Technology Research

Multiplatform MOOC Analytics: Comparing Global and Regional Patterns in edX and Edraak

«Datificación» y Educación Superior: Hacia la construcción de un marco para la alfabetización en datos del profesorado universitario

Contact Info

Product

Resources

About