Open science, Karen notes, has a lot of benefits, so why is open science still not regularly adopted and discussed in science classrooms? Well, opening up your scientific research can exacerbate existing issues, by leaving people vulnerable, sharing "too much," & uplifting the already-famous.
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Open science, Karen notes, has a lot of benefits, so why is open science still not regularly adopted and discussed in science classrooms? Well, opening up your scientific research can exacerbate existing issues, by leaving people vulnerable, sharing "too much," & uplifting the already-famous.
But this isn't to say that #OpenScience is bad by any means. We just need to be conscientious about the risks and how we can mitigate them, while doing good science.
One thing we can do better is to reach out to a broader audience, Karen argues. Open science is often marketed to established scientists, but we need a cultural shift in this work, by supporting citizen science and bringing in undergraduates into this important #Open work too.
And since this is #OpenEd25, of course, we're going to connect that work in #OpenScience to #OpenPedagogy. How can we invite students into their learning experience as co-creators of knowledge, and teach them best practices for sharing well and broadly, as outlined by our peers in open science?
Open pedagogy is an educational practice that encourages collaboration and community engagement (much like service learning) and students developing learning objects (not just textbooks! We are sick of textbooks!) and students can learn to be open scholars through this work. #OpenEd25
Karen's talk asks us to consider how we can leverage experimental work (open pedagogy assignments, course innovation) while leveraging the best practices of open science to build media literacy and critical thinking among our students. How do we help students build tools that serve the public good?
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