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Vom Projekt zur Infrastruktur - das vom Fellow-Programm Freies Wissen geförderte Projekt […]
Hocker, Julian; Helmstädt, Maximilian
Verschiedenartige Dokumente
| 2021
41285 Endnote
Autor*innen:
Hocker, Julian; Helmstädt, Maximilian
Titel:
Vom Projekt zur Infrastruktur - das vom Fellow-Programm Freies Wissen geförderte Projekt Schularchive-Wiki. Die Verstetigung des Schularchive-Wikis im Rahmen des Fellow-Programms Freies Wissen
Erscheinungsvermerk:
Berlin: Wikimedia Deutschland, 2021
URL:
https://blog.wikimedia.de/2021/06/18/vom-projekt-zur-infrastruktur-das-vom-fellow-programm-freies-wissen-gefoerderte-projekt-schularchive-wiki/
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Sprache:
Deutsch
Schlagwörter:
Projekt; Open Science; Schulforschung; Datenbank; Projektbericht; Wissensnetz
DIPF-Abteilung:
Informationszentrum Bildung
Resources for practicing open science with qualitative research in education
Renbarger, Rachel; Stegenga, Sondra; Lösch, Thomas; Karcher, Sebastian; Steltenpohl, Crystal
Verschiedenartige Dokumente
| 2021
41399 Endnote
Autor*innen:
Renbarger, Rachel; Stegenga, Sondra; Lösch, Thomas; Karcher, Sebastian; Steltenpohl, Crystal
Titel:
Resources for practicing open science with qualitative research in education
Erscheinungsvermerk:
Half Moon Bay; CA: Institute for the Study of Knowledge Management in Education, 2021
URL:
https://www.oercommons.org/courseware/lesson/80058/overview
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Sprache:
Englisch
Schlagwörter:
Open Science; Bildungsforschung; Qualitative Forschung; Forschungsprozess; Transparenz; Qualitative Daten; Forschungsdaten; Datenmanagement; Datenaustausch; Datenanalyse; Open Access
Abstract:
This list of resources consists of resources for researchers, editors, and reviewers interested in practicing open science principles, particularly in education research. This list is not exhaustive but meant as a starting point for individuals wanting to learn more about doing open science work specifically for qualitative research. This list was compiled by the following contributors: Rachel Renbarger, Sondra Stegenga, Thomas, Sebastian Karcher, and Crystal Steltenpohl. This resource list grew out of a hackathon at the Virtual Unconference on Open Scholarship Practices in Education Research. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Symposium opine. Proceedings of Open Practices IN Education, 14-15 November 2019, Frankfurt am […]
Heck, Tamara; Brimioulle, Patrick; Havemann, Johanna; Heyden, Linda; Schmalz, Xenia; […] (Hrsg.)
Sammelband
| Meyrin: CERN | 2020
39842 Endnote
Herausgeber*innen:
Heck, Tamara; Brimioulle, Patrick; Havemann, Johanna; Heyden, Linda; Schmalz, Xenia; Schwarzkopf, Christopher; Steinhardt, Isabel
Titel:
Symposium opine. Proceedings of Open Practices IN Education, 14-15 November 2019, Frankfurt am Main, Germany
Erscheinungsvermerk:
Meyrin: CERN, 2020
DOI:
10.5281/zenodo.3724512
URN:
urn:nbn:de:0111-dipfdocs-190342
URL:
http://www.dipfdocs.de/volltexte/2020/19034/pdf/Heck_2019_OPINE_Proceedings_A.pdf
Dokumenttyp:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Open Science; Forschung; Wissenschaft; Bildung; Bildungsforschung; Hochschule; Praxis; Erziehungswissenschaft; Psychologie; Lernen; Kollaboration; Statistik; Methode; Kompetenz; E-Learning; World Wide Web; Symposium; Tagungsbeitrag
DIPF-Abteilung:
Informationszentrum Bildung
"At Home but Open" - eine erfolgreiche Umsetzung im digitalen Format. Bericht zu den […]
Bielow, Manuela; Bondesen, Madeleine; Grahl, Tina; Hagen, Florian; Müller, Katharina; […]
Zeitschriftenbeitrag
| In: o-bib | 2020
40855 Endnote
Autor*innen:
Bielow, Manuela; Bondesen, Madeleine; Grahl, Tina; Hagen, Florian; Müller, Katharina; Oßwald, Achim; Person, Alisa; Steyer, Timo
Titel:
"At Home but Open" - eine erfolgreiche Umsetzung im digitalen Format. Bericht zu den Open-Access-Tagen 2020 in Bielefeld
In:
o-bib, 7 (2020) 4, S. 1-21
DOI:
10.5282/o-bib/5646
URN:
urn:nbn:de:0111-dipfdocs-233139
URL:
https://nbn-resolving.org/urn:nbn:de:0111-dipfdocs-233139
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Open Access; Open Science; Publikation; Publizistische Vielfalt; Hochschule; Wissenschaftler; Rollenübernahme; Lateinamerika; Finanzierung; Förderung; Deutsche Forschungsgemeinschaft; Kompetenz; Vernetzung; Tagungsbericht
Abstract:
Vom 15. bis 17. September 2020 fanden die Open-Access-Tage 2020 statt. Unter dem Motto "Open Access 2020 - Wege, Akteur*innen, Effekte" wurden vier thematische Schwerpunkte gesetzt: Wissenschaftler*innen als Open-Access-Akteur*innen, die Rolle von Open Access für Open Science, Regionale und nationale Strategien sowie Open Access für unterschiedliche Hochschultypen und Bildungseinrichtungen. Im vorliegenden kollaborativ erstellten Bericht werden die drei Keynotes sowie ausgewählte Sessions und Workshops, die Postersession sowie der Toolmarktplatz besprochen. Zudem wird auf das neue Format der virtuellen Konferenz eingegangen.
DIPF-Abteilung:
Frankfurter Forschungsbibliothek
Special issue: Engaging with open science in learning and teaching
Heck, Tamara; Bossu, Carina
Zeitschriftenbeitrag
| In: Education for Information | 2020
40410 Endnote
Autor*innen:
Heck, Tamara; Bossu, Carina
Titel:
Special issue: Engaging with open science in learning and teaching
In:
Education for Information, 36 (2020) 3, S. 211-225
DOI:
10.3233/EFI-200386
URL:
https://content.iospress.com/articles/education-for-information/efi200386
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Englisch
Schlagwörter:
Open Science; Open Educational Resources; Integration; Lehren; Lernen; Wissenschaft; Offenes Lernen; Literaturdatenbank; Literaturrecherche; Informationssystem; Literaturübersicht
Abstract (english):
In this paper, we discuss some of the literature that attempts to bring together these two different, but also overlapping elements of openness: open science and open education. We investigated these two topics and how they intersected with each other by conducting a desktop research with relevant topical terms in diverse information services. The coverage of topics in this literature sample gives first hints on current topics covered in research and papers that we think are relevant for further investigating potentials of interrelating open science and open education. We present the result of the desktop research in the next section. We then present and examine each of the five papers included in the special issue and finally, we make some recommendations regarding how institutions, educators and students can take advantage of and further advance open science in learning and teaching.
DIPF-Abteilung:
Informationszentrum Bildung
Open science practices in higher education. Discussion of survey results from research and teaching […]
Heck, Tamara; Peters, Isabella; Mazarakis, Athanasios; Scherp, Ansgar; Blümel, Ina
Zeitschriftenbeitrag
| In: Education for Information | 2020
39841 Endnote
Autor*innen:
Heck, Tamara; Peters, Isabella; Mazarakis, Athanasios; Scherp, Ansgar; Blümel, Ina
Titel:
Open science practices in higher education. Discussion of survey results from research and teaching staff in Germany
In:
Education for Information, 36 (2020) 3, S. 301-323
DOI:
10.3233/EFI-190272
URN:
urn:nbn:de:0111-dipfdocs-190330
URL:
http://www.dipfdocs.de/volltexte/2020/19033/pdf/Heck_2020_Open_Science_in_Higher_Education_Preprint_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Open Science; Open Educational Resources; Hochschullehre; Hochschullehrer; Offenes Lernen; Praxis; Befragung; Online; Empirische Untersuchung; Empfehlung; Deutschland
Abstract (english):
Aspects of open science and scholarly practices are often discussed with a focus on research and research dissemination processes. There is currently less discussion on open science and its influence on learning and teaching in higher education, and reversely. This paper discusses open science in relation to educational practices and resources and reports on a study to investigate current educational practices from the perspective of open science. We argue that offering students opportunities via open educational practices raises their awareness of future open science goals and teaches them the skills needed to reach those goals. We present online survey results from 210 participants with teaching responsibility at higher education institutions in Germany. While some of them try to establish more open learning and teaching settings, the majority applies rather traditional ways of learning and teaching. 60 % do not use open educational resources - many have not even heard of them - nor do they make their courses open for an online audience. Participants' priority lies in resource accuracy and quality and we still see a gap between the benefit of open practices and their practicability and applicability. The paper contributes to the general discussion of open practices in higher education by looking at open science practices and their adaptation into the learning and teaching environment. It formulates recommendations for improvements of open practice support and infrastructure. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Participatory design for ontologies. A case study of an open science ontology for qualitative […]
Hocker, Julian; Schindler, Christoph; Rittberger, Marc
Zeitschriftenbeitrag
| In: Aslib Journal of Information Management | 2020
40522 Endnote
Autor*innen:
Hocker, Julian; Schindler, Christoph; Rittberger, Marc
Titel:
Participatory design for ontologies. A case study of an open science ontology for qualitative coding schemas
In:
Aslib Journal of Information Management, 72 (2020) 4, S. 671-685
DOI:
10.1108/AJIM-11-2019-0320/
URN:
urn:nbn:de:0111-dipfdocs-231022
URL:
http://www.dipfdocs.de/volltexte/2021/23102/pdf/Hocker_2020_Participatory_design_for_ontologies1.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Ontologie; Design; Partizipation; Geisteswissenschaften; Digitalisierung; Open Science; World Wide Web; Semantik; Qualitative Forschung; Codierung; Schema
Abstract:
The open science movement calls for transparent and retraceable research processes. While infrastructures to support these practices in qualitative research are lacking, the design needs to consider different approaches and workflows. The paper bases on the definition of ontologies as shared conceptualizations of knowledge (Borst, 1999). The authors argue that participatory design is a good way to create these shared conceptualizations by giving domain experts and future users a voice in the design process via interviews, workshops and observations. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Collaborative open analysis in a qualitative research environment
Schindler, Christoph; Veja, Cornelia; Hocker, Julian; Kminek, Helge; Meier, Michael
Zeitschriftenbeitrag
| In: Education for Information | 2020
40174 Endnote
Autor*innen:
Schindler, Christoph; Veja, Cornelia; Hocker, Julian; Kminek, Helge; Meier, Michael
Titel:
Collaborative open analysis in a qualitative research environment
In:
Education for Information, 36 (2020) 3, S. 247-261
DOI:
10.3233/EFI-190261
URL:
https://content.iospress.com/articles/education-for-information/efi190261
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Open Science; Objektivität; Hermeneutik; Qualitative Daten; Datenanalyse; Forschungsprozess; Offenheit; Qualitative Forschung; Bildungsforschung; Lehr-Lern-Forschung; Geisteswissenschaften; Digitalisierung
Abstract (english):
One goal of open science is making research processes like analysis more open and traceable. To contribute to this aim, we designed an open digital research environment based on Semantic MediaWiki technology to be used for the qualitative collaborative analysis method of objective hermeneutics. The environment was used in university seminars in which students learned the analysis method in a research based learning setting. This article examines added values of open analysis in learning and teaching of qualitative research methods. It outlines the potentials of the environment like guiding students through digital structures, and retracing the collaborative interpretation processes, but as well discusses the pedagogical boundaries of open online collaborative work.
DIPF-Abteilung:
Informationszentrum Bildung
Sharing your coding schemas. Developing a platform to fit within the qualitative research workflow
Hocker, Julian; Bipat, Taryn; Zachry, Mark; McDonald, David W.
Sammelbandbeitrag
| Aus: Association for Computing Machinery (Hrsg.): OpenSym 2020: Proceedings of the 16th International Symposium on Open Collaboration, August 26-27, 2020, online | New York; NY: Association for Computing Machinery | 2020
40523 Endnote
Autor*innen:
Hocker, Julian; Bipat, Taryn; Zachry, Mark; McDonald, David W.
Titel:
Sharing your coding schemas. Developing a platform to fit within the qualitative research workflow
Aus:
Association for Computing Machinery (Hrsg.): OpenSym 2020: Proceedings of the 16th International Symposium on Open Collaboration, August 26-27, 2020, online, New York; NY: Association for Computing Machinery, 2020 (International Conference Proceeding Series (ICPS)), S. 1-10
DOI:
10.1145/3412569.3412574
URL:
https://opensym.org/wp-content/uploads/2020/08/os20-paper-a2-hocker.pdf
Dokumenttyp:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Open Science; Qualitative Forschung; Interview; Ontologie; Daten; Nutzung; Teilen; Austausch; Codierung; Schema
Abstract:
Qualitative coding schemas are an essential part of qualitative research used in methods like Grounded Theory. To date, there is no platform to share these coding schemas. Sharing and exchanging these coding schemas has a great potential when it comes to the traceability of qualitative research and well as the re-use of coding schemas. Based on an interview study with qualitative researchers, we propose concepts for integrating a new platform for sharing qualitative coding schemas. Based on theoretical work by Birnholtz and Bietz (2002), it became clear that an easy-to-use system can foster the acceptance and the willingness of researchers to share their coding schemas. We identified three major points to focus for this on: the governance of th platform, the development of the ontology itself and integrating the sharing of qualitative coding schemas into the workflow of researchers by enabling direct upload from the qualitative coding software. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Methodological challenges of international student assessment
Frey, Andreas; Hartig, Johannes
Sammelbandbeitrag
| Aus: Harju-Luukkainen, Heidi; McElvany, Nele; Stang, Justine (Hrsg.): Monitoring student achievement in the 21st century: European policy perspectives and assessment strategies | Cham: Springer | 2020
40524 Endnote
Autor*innen:
Frey, Andreas; Hartig, Johannes
Titel:
Methodological challenges of international student assessment
Aus:
Harju-Luukkainen, Heidi; McElvany, Nele; Stang, Justine (Hrsg.): Monitoring student achievement in the 21st century: European policy perspectives and assessment strategies, Cham: Springer, 2020 , S. 39-49
DOI:
10.1007/978-3-030-38969-7_4
URL:
https://link.springer.com/chapter/10.1007/978-3-030-38969-7_4
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Schülerleistungstest; Leistungsmessung; Internationaler Vergleich; Methodologie; Herausforderung; Veränderung; Schülerleistung; Heterogenität; Adaptives Testen; Befragung; Daten; Open Science; Validität
Abstract (english):
International large-scale assessments are very successful. One key factor of this success is their rigorous methodological and psychometric basis. Because education systems worldwide are subject to rapid changes, international large-scale assessments need to evolve as well. We describe five current methodological challenges that should be addressed so that large-scale assessments can continue to provide highly useful information on educational outcomes in the future. First, new or changed constructs should be adopted, and constructs with declining importance should be dropped from the assessments. Second, the heterogeneity of student performance within and between countries should be better accounted for. This can be achieved by completing the introduction of computerized adaptive testing into international large-scale assessments and making full use of computers to optimise the testing and scaling process. Third, more analytical effort should be invested in the measurement and modelling of context variables, mainly by applying latent variable.
DIPF-Abteilung:
Bildungsqualität und Evaluation
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