Can citizen inquiry be inclusive?

Jessica Carr, The Open University.

Jessica Carr, The Open University.

Are people with learning disabilities regularly excluded from decision-making processes which may have a direct impact on them?

I’ve recently published research that explores this important issue (Carr, 2018), with the aim of contributing to wider discussions about how we build capacity to ensure that citizens have access to, and agency within, research (Holliman, 2017).

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Learning from Engaging Opportunities

Engaging Opportunities (Holliman et al, 2018)

Engaging Opportunities (Holliman et al. 2018)

We have recently published the final report for ‘Engaging Opportunities’ (Holliman et al. 2018).

Funded as one of 12 by RCUK, our project involved a School-University Partnership (SUPI) between the Open University and the Denbigh Teaching School Alliance.

Informed by action research, our partnership was designed to create structured, strategic, sustainable and equitable mechanisms for effective school-university engagement with research.

Over four years our project team created engaging opportunities for 11 schools and more than 6,577 people within Milton Keynes. Students and teachers engaged with authentic practices of contemporary and inspiring research in a range of academic disciplines.

Through this work we offering opportunities to participate in mutual learning and develop relevant and useful skills and competencies in how to access, assess, analyse and respond to contemporary research.

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Online citizen science: social technologies in use

The authors of the chapter: Vickie Curtis; Richard Holliman; Ann Jones; and Eileen Scanlon.

Vickie Curtis, Richard Holliman, Ann Jones and Eileen Scanlon

Colleagues and I have recently had a chapter published in an edited collection (Curtis et al., 2017).

Led by Dr Vickie Curtis, and reporting findings from her PhD thesis (Curtis, 2015), this chapter explores processes of learning within online citizen science projects.

In particular, the chapter presents evidence as to why citizen scientists register on projects, but also, crucially, what makes them stay and become productive members of a distributed research project.

Social technologies in use
In the chapter we argue that digital technologies are profoundly social in use. They are developed and defined by participants who learn through iterative processes of participation.

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