Category Archives: RRI data

PROFESSIONAL TEAMS

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Analyse data with coding tools to foster authorship

Data science is vital in the digital age to support Responsible Research and Innovation.

This initiative based on various projects focuses on big data, mixed methods and coding tools to examine how to foster scientific authorship and competences for practice and policy changes.

 

Working Together

References

Okada, A., Noguera, I., Alexieva, L., Rozeva, A., Kocdar, S., Brouns, F., … & Guerrero‐Roldán, A. E. (2019). Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education. British Journal of Educational Technology.

Okada, A., Whitelock, D., Holmes, W., & Edwards, C. (2019). e‐Authentication for online assessment: A mixed‐method study. British Journal of Educational Technology, 50(2), 861-875

Okada, Alexandra and Whitelock, (2018) Denise Responsible Research and Innovation with data science: a novel approach to evaluate trust of the European TeSLA system. In: 6th International Conference on Human-Agent Interaction, 15-18 Dec 2018, Southhampton.

Okada, A., Whitelock, D., & Holmes, W. (2017). Students’ views on trust-based e-assessment system for online and blended environments.

Okada, A., Whitelock, D., Holmes, W., & Edwards, C. (2017, October). Student Acceptance of Online Assessment with e-Authentication in the UK. In International Conference on Technology Enhanced Assessment (pp. 109-122). Springer, Cham.

UNIVERSITY STUDENTS

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Annotate data with LiteMap for writing skills 

Digital annotation is increasingly relevant for students in online courses to select content, add their own reflections and map knowledge.

Our projects focuses on Visualising Interfaces for Systematising Online Notes with annotation tools for developing scientific writing skills.

Interpret your map

Use your own words to communicate your ideas

Edit a map into an essay

LiteMap outline helps to change a map into a text

Identify key issues

What topics are you interested in?

Search for information

Relevant content from different sources

Categorise your notes

Icons and colours help you visualise your notes

Map your notes

Connect your notes to organise your knowledge

Annotate with LiteMap

Notes are linked to original sources

CHIC, R, Phyton, NVivo, Atlas, Gephi, NodeXL, LiteMap

  • Okada, Alexandra; Whitelock, Denise; Holmes, Wayne and Edwards, Chris. (2018). e-Authentication for online assessment: a mixed-method study. British Journal of Educational Technology (Early Access).

  • Okada, Alexandra and Whitelock, (2018) Denise Responsible Research and Innovation with data science: a novel approach to evaluate trust of the European TeSLA system. In: 6th International Conference on Human-Agent Interaction, 15-18 Dec 2018, Southhampton.

  • Okada, A., Whitelock, D., & Holmes, W. (2017). Students’ views on trust-based e-assessment system for online and blended environments.

  • Okada, A., Noguera, I., Alexieva, L., Rozeva, A., Kocdar, S., Brouns, F., … & Guerrero‐Roldán, A. E. (2019). Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education. British Journal of Educational Technology

  • Okada, A., Whitelock, D., Holmes, W., & Edwards, C. (2019). e‐Authentication for online assessment: A mixed‐method study. British Journal of Educational Technology, 50(2), 861-875

  • Okada, Alexandra; Scott, Peter and Mendonca, Murilo. (2015). Effective web videoconferencing for proctoring online oral exams: a case study at scale in Brazil. Open Praxis International Journal, 7 (3) pp. 227-242.

  • Costa, A. M. (2018). A coaprendizagem na formação de gestores públicos em um ambiente de coinvestigação para pesquisa e inovação responsáveis. Revista e-Curriculum, 16(2), 445-466.

SCHOOL TEACHERS

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Technology at School

Arguing from data with AR for critical thinking  

Teaching argumentation from and supported by data is vital for students to develop critical thinking and problem-solving skills.

Our projects and resources focus on socio-scientific dilemmas and AR games to support kids to learn how to identify fake information and argue from scientific data.

 

 

 

 

Augmented Reality GlassesMobile PhonePerson Checking Data Two Friends with a TabletVISUALISING ARGUMENTATION

References

  1. Alexandra Okada, Raquel Pasternak Glitz Kowalski, Claudio Kirner & Patrícia Lupion Torres (2019) Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation, Interactive Learning Environments, 27:3, 324-335, DOI: 10.1080/10494820.2018.1473257

  2. Okada, A., & Sherborne, T. (2018). Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil. Journal of Interactive Media in Education, 1(18), 1-15.

  3. Okada, Alexandra (2014). Scaffolding school students’ scientific argumentation in inquiry-based learning with evidence maps. In: Okada, Alexandra; Buckingham Shum, Simon J. and Sherborne, Tony eds. Knowledge Cartography: Software Tools and Mapping TechniquesLondon: Springer London, pp. 135-172.

  4. Okada, Alexandra and Buckingham Shum, Simon. (2008). Evidence-Based Dialogue Maps as a research tool to evaluate the quality of school pupils’ scientific argumentation. International Journal of Research & Method in Education, 31 (3) pp. 291-315.

  5. Okada A. & Kowalski G (2019, in print). Promovendo habilidades científicas para a Pesquisa e Inovação Responsáveis (RRI) através da Metodologia de Projetos de Design e Escolarização Aberta com a parceria entre Universidade e Escolas. in eds. Patrícia Torres, Complexidade : redes e conexões na produção do conhecimento, Curitiba: SENAR – PR 2. ed.

  6. Okada, A. (2019, in print).  Mapas do Conhecimento com Recursos Educacionais Abertos Aplicados à Coaprendizagem Baseada em Coinvestigação, in eds. Patrícia Torres, Complexidade : redes e conexões na produção do conhecimento, Curitiba: SENAR – PR 2. ed.

  7.  Pinto, S. M., Ribeiro, S. F., Rocha, A. K. L. T., & Okada, A. L. P. (2018). Argumentação de estudantes da educação básica sobre dilemas sócio-científicos no Projeto ENGAGE. Revista Ibero-Americana de Estudos em Educação, 13(1), 207-228.

  8. Ribeiro, S. F., Pinto, S. M. D. C., & Okada, A. L. P. (2017). Formação continuada de professores para o uso de dilemas sócio científicos com elementos de ubiquidade. Interfaces Cientificas, 6(1), 107-124.

About

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We are a multidisciplinary network of educators, PhD students, schools, universities, companies, policy makers, technologists and science citizens interested in data driven goals to contribute to a sustainable world and build a desirable future. Our decision-making process is informed by collective empirical studies and high-quality data evaluation. We build productive partnerships and RRI projects to make a positive impact with all of our pursuits.