Special Issue: Engaging with Open Science in Learning and Teaching

Bossu, Carina; Heck, Tamara

doi:10.3233/efi-200386

Cited by 6 publications

(6 citation statements)

References 36 publications

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“…The former uses student scoring to quantify the evaluation, and the latter evaluates according to the impression of leaders. Every year, it will inevitably be unfair [22,23]. The evaluation of students cannot reflect the people-oriented principle and lacks personalization, and the mechanization and modularization of the evaluation process directly lead to the unfairness of the evaluation.…”

Section: The Evaluation Mechanism Has Not Keptmentioning

confidence: 99%

“…The independent learning mode can be adopted. Piano teachers can arrange corresponding homework for students in advance, so that they can find relevant materials for some problems in their spare time and carry out independent research and learning, so that they can better understand and digest piano music knowledge [23].…”

Section: Design Of Piano Curriculum In Collegesmentioning

confidence: 99%

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Research on the Use of Open Teaching Mode Based on IoT Applications in College Piano Courses

Zhang

2022

Wireless Communications and Mobile Computing

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The existing piano curriculum education system in colleges has been very backward. With the rapid economic development, it is also necessary to add new teaching technical means to meet the teaching needs of the new era and study the application of open teaching mode in the piano curriculum in colleges. This paper examines the current state of piano instruction in colleges and puts forward some problems, such as the serious lag of teaching mode, the backwardness of curriculum design education, and the failure of evaluation mechanism to keep pace with the times. The design is based on the open teaching mode, designs the piano course in colleges, establishes the open teaching mode, designs the open and inclusive teaching content, improves the piano teaching evaluation mechanism, and obtains a new teaching method of piano course in colleges. In the case analysis, the test results of this teaching mode and traditional teaching mode are compared. The results of the pretest and posttest show that the open teaching mode can greatly improve the teaching performance of piano courses and can be applied to practical teaching.

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Section: The Evaluation Mechanism Has Not Keptmentioning

confidence: 99%

Section: Design Of Piano Curriculum In Collegesmentioning

confidence: 99%

Research on the Use of Open Teaching Mode Based on IoT Applications in College Piano Courses

Zhang

2022

Wireless Communications and Mobile Computing

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“…Overall, the use of OER remains the most important core element in the concept and as well dominates many studies, as a recent literature review proves (Bozkurt, Koseoglu, & Singh, 2019). Despite this fact, other recent studies like those from special issues (Bossu & Heck, 2020;Koseoglu, Bozkurt, & Havemann, 2020) Wiley (2014).…”

Section: The Concept Of Oermentioning

confidence: 98%

Designing Open Informational Ecosystems on the Concept of Open Educational Resources

Heck

Kullmann

Hiebl

et al. 2020

Open Education Studies

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Open informational ecosystems play a crucial role in fostering open educational resources (OER) and allow new opportunities to share and collaborate in the learning and teaching environment. Such ecosystems containing interoperable infrastructures and open interfaces aim at fulfilling user needs and fostering practices related to the concept of OER and the five user rights (5 R’s). To fully embrace this role, those ecosystems need to be designed carefully.In this paper, we discuss implications for open informational ecosystems to fully comprise the concept of OER and related user needs. We carried out literature reviews to analyse recent aspects of the 5 R’s in relation to user behaviour and infrastructures. We will introduce the results from these reviews and illustrate upcoming questions and challenges for the design of an ecosystem respecting the 5 R’s conceptual ideas. With our recommendations, we aim at contributing to a better understanding of the concept of OER to improve ecosystem development and implement useful and user-friendly functions.

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“…Further, the International Plant Functional Traits Courses offer training in trait-based ecology through a field campaign grounded in FAIR open science practices, including planning and conducting reproducible fieldwork and data management, and experience with publishing data papers [26,34]. Moreover, educators can obtain formal support for implementing OS in teaching and learning provided through workshops, courses and online-tutorials, and Bossu & Heck [35] offer recommendations on the topic.…”

Section: Efforts Aimed At Implementing Os Practices In Academic Institutions Involve Amentioning

confidence: 99%

Applying And Promoting Open Science In Ecology - Surveyed Drivers And Challenges

Strømme

Lane

Halbritter

et al. 2021

Preprint

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Open Science (OS) comprises a variety of practices and principles that are broadly intended to improve the quality and transparency of research, and the concept is gaining traction. Since OS has multiple facets and still lacks a unifying definition, it may be interpreted quite differently among practitioners. Moreover, successfully implementing OS broadly throughout science requires a better understanding of the conditions that facilitate or hinder OS engagement, and in particular, how practitioners learn OS in the first place. We addressed these issues by surveying OS practitioners that attended a workshop hosted by the Living Norway Ecological Data Network in 2020. The survey contained scaled-response and open-ended questions, allowing for a mixed-methods approach. Out of 128 registered participants we obtained survey responses from 60 individuals. Responses indicated usage and sharing of data and code, as well as open access publications, as the OS aspects most frequently engaged with. Men and those affiliated with academic institutions reported more frequent engagement with OS than women and those with other affiliations. When it came to learning OS practices, only a minority of respondents reported having encountered OS in their own formal education. Consistent with this, a majority of respondents viewed OS as less important in their teaching than in their research and supervision. Even so, many of the respondents' suggestions for what would help or hinder individual OS engagement included more knowledge, guidelines, resource availability and social and structural support; indicating that formal instruction can facilitate individual OS engagement. We suggest that the time is ripe to incorporate OS in teaching and learning, as this can yield substantial benefits to OS practitioners, student learning, and ultimately, the objectives advanced by the OS movement.

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Special Issue: Engaging with Open Science in Learning and Teaching

Cited by 6 publications

References 36 publications

Research on the Use of Open Teaching Mode Based on IoT Applications in College Piano Courses

Research on the Use of Open Teaching Mode Based on IoT Applications in College Piano Courses

Designing Open Informational Ecosystems on the Concept of Open Educational Resources

Applying And Promoting Open Science In Ecology - Surveyed Drivers And Challenges

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