Sub-communities within this community

Collections in this community

Recent Submissions

  • ArchEthno - a new tool for sharing research materials and a new method for archiving your own research

    Florence Weber; Carlo Zwölf; Arnaud Trouche; Agnès Tricoche; José Sastre (Nicolas Turenne, 2024-01-01)
    The archiving of ethnographic material is generally considered a blind spot in ethnographic working methods which place more importance on actual investigations and analysis than on how archives are constructed. A team of computer scientists and ethnographers has built an initial tool for sharing ethnographic materials, based on an SQL relational data model that suited the first survey processed but proved difficult to transpose to other surveys. The team developed a new tool based on dynamic vocabularies of concepts which breaks down archiving into three stages. Firstly ethnographers can select and contextualise their survey materials; secondly they structure them in a database according to the research question discovered during their survey; finally, they share this data with other researchers subject to the opinion of an ethics committee whose members are competent in ethnography.
  • Ethical Issues of the Organization and Management of Research Information

    Schöpfel, Joachim; Azeroual, Otmane (Communication, technologies et développementChaire Unesco Pratiques émergentes en technologies et communication pour le développement, 2024-03-12)
    The paper offers a comprehensive examination of the ethical considerations surrounding the management of research information within an organization. It includes a summary of survey findings and an overview of ongoing research efforts. Special attention is given to ethical standards pertaining to data quality, data models, and data formats, which are essential factors in organizing research knowledge. As open science continues to gain prominence, research ethics - such as integrity, openness, and transparency - become increasingly crucial. Adhering to these open science principles will play a pivotal role in determining future research funding. Hence, it is crucial to understand how current research information systems (CRIS), a particular type of knowledge organization systems, deal with matters concerning scientific misconduct and integrate ethical guidelines for both individuals and institutions into their data structures.
  • From research misconduct to disciplinary sanction: an empirical examination of French higher education case law

    Centre de Théorie et Analyse du Droit (CTAD) ; Université Paris Nanterre (UPN)-Centre National de la Recherche Scientifique (CNRS)-Département de Sciences sociales ENS-PSL ; École normale supérieure - Paris (ENS-PSL) ; Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École normale supérieure - Paris (ENS-PSL) ; Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL); Centre de recherches sociologiques sur le droit et les institutions pénales (CESDIP) ; Université de Versailles Saint-Quentin-en-Yvelines (UVSQ)-Ministère de la Justice [Paris, France]-Université Paris-Saclay-Centre National de la Recherche Scientifique (CNRS)-CY Cergy Paris Université (CY); ANR-20-CE27-0016,CRISP,Les enjeux d'intégrité scientifique dans les pratiques de recherche(2020); Leclerc, Olivier; Klausser, Nicolas (HAL CCSDSage, 2024)
    International audience
  • Academic Dishonesty – A preliminary researchers’ view

    Shawren Singh (13355904); John Mendy (17163391) (2019-06-20)
    Increasingly academe is facing the challenge of dealing with allegations of plagiarism and academic dishonesty. Academic dishonesty plagues both the degree acquisition process as well and the publishing process. Academic dishonesty within the university space has been clouded in mystery, as many universities are not willing to break the code of silence. However, within the academic publishing space, several respectable journals had to withdraw published papers citing academic dishonesty as a concern. At the core of academic dishonesty is the researcher and their perceptions of issues affecting academic dishonesty. The purpose of this research is to develop a better understanding of researchers’ attitudes to issues of academic dishonesty. This study is quantitative in nature and primary data in the form of Likert scale questions were collected from developing researchers. The questionnaire data were statistically analysed, and a framework was developed to outline emerging researchers’ perceptions of academic dishonesty. Key findings included academic dishonesty is influenced by several issues such as academic pressure, electronic deterrents, writing challenges, outsourcing, data challenges, plagiarism, database challenges, and electronic sources. This is important because by better understanding researchers’ perceptions to academic dishonesty, (1) appropriate training interventions can be implemented (2) higher quality research will be produced and (3) research funding will not be wasted.
  • ROSiE Training Materials for Responsible Open Science: Citizen Scientists

    Mežinska, Signe; Neiders, Ivars (Zenodo, 2024-03-10)
    <p>The aim of the ROSiE Training Materials for Responsible Open Science is to learn how to practice open science (OS) responsibly and how to prevent research misconduct in the context of OS by providing necessary knowledge and developing specific skills and attitudes.</p> <p>The training material consists of a trainers' file including 8 units and respective activities, as well as materials for trainees – <a href="https://rosie-project.eu/knowledge-hub/#!training/social-sciences">handouts and printouts</a>. The activities can be implemented separately (e.g., for organising a single workshop to discuss cases) or for organising a complete two-day training course. </p> <p>Additionally, trainers can use the <a href="https://classroom.eneri.eu/node/82">ROSiE online training course</a> as a complementary resource to this training material. Students and researchers can use ROSiE online learning modules to implement <strong>self-directed learning.</strong> In this case, the trainee as a user of online ROSiE training materials takes the initiative, with or without the help of the trainer, determines his/her learning needs, formulates learning goals and evaluates learning outcomes. In this process, trainees are in charge of their learning, and they are autonomous in choosing what, how and where they are learning. Online training materials can also be used for the implementation of <strong>blended learning</strong>, which combines traditional on-site training led by a trainer with using online content to allow trainees to build their own learning experience. By blending face-to-face and online training methods, trainees can benefit from guidance and interaction with a trainer while having access to interactive and flexible training opportunities outside the classroom. Blended learning allows development of <strong>multimodal learning</strong> through visual, auditory, reading, discussion and writing methods. Multimodal learning expands inclusive learning opportunities.</p>
  • ROSiE Training Materials for Responsible Open Science: Health and Life Sciences

    Mežinska, Signe; Neiders, Ivars (Zenodo, 2024-03-10)
    <p>The aim of the ROSiE Training Materials for Responsible Open Science is to learn how to practice open science (OS) responsibly and how to prevent research misconduct in the context of OS by providing necessary knowledge and developing specific skills and attitudes.</p> <p>The training material consists of a trainers' file including 8 units and respective activities, as well as materials for trainees – <a href="https://rosie-project.eu/knowledge-hub/#!training/social-sciences">handouts and printouts</a>. The activities can be implemented separately (e.g., for organising a single workshop to discuss cases) or for organising a complete two-day training course. </p> <p>Additionally, trainers can use the <a href="https://classroom.eneri.eu/node/82">ROSiE online training course</a> as a complementary resource to this training material. Students and researchers can use ROSiE online learning modules to implement <strong>self-directed learning.</strong> In this case, the trainee as a user of online ROSiE training materials takes the initiative, with or without the help of the trainer, determines his/her learning needs, formulates learning goals and evaluates learning outcomes. In this process, trainees are in charge of their learning, and they are autonomous in choosing what, how and where they are learning. Online training materials can also be used for the implementation of <strong>blended learning</strong>, which combines traditional on-site training led by a trainer with using online content to allow trainees to build their own learning experience. By blending face-to-face and online training methods, trainees can benefit from guidance and interaction with a trainer while having access to interactive and flexible training opportunities outside the classroom. Blended learning allows development of <strong>multimodal learning</strong> through visual, auditory, reading, discussion and writing methods. Multimodal learning expands inclusive learning opportunities.</p>
  • ROSiE Case Collection: Responsible Open Science

    Simm, Kadri; Eigi-Watkin, Jaana; Mežinska, Signe; Neiders, Ivars (Zenodo, 2024-03-07)
    <p><span>This is a case collection for the ROSiE Training Materials for Responsible Open Science. Many cases included in this material are used in the ROSiE traditional and <a href="https://classroom.eneri.eu/node/82">online training materials</a>; however, if trainers want to use additional cases or address a topic that is not directly addressed in the training materials, they might consult this collection of cases. This material can also be used independently from the training materials for any course addressing ethical issues in open science and citizen science. Additionally, for six of the cases there are animations available on the </span><a href="https://rosie-project.eu/"><span>ROSiE Knowledge Hub</span></a><span>. </span></p> <p><span>After each case, there are questions for discussion, as well as supplementary readings that may be used by a trainer or assigned as required or optional readings for trainees.</span><span> The case collection includes an index (p. 5) where cases are grouped according to field of science, stage of research and topic</span></p> <div> </div>
  • Disclosure of Support Statement: Increasing Student Transparency About Support from Software Like ChatGPT

    Lipuma, James; Leon, Cristo (Digital Commons @ NJIT, 2024-03-01)
    Our latest publication in the Journal of Engineering Research introduces the Disclosure of Support Statement (DSS) tool to enhance transparency and student engagement in academic writing. This innovative tool encourages students to openly discuss and reflect on the various human and software supports utilized in their writing processes, such as professors, peers, and artificial intelligence software tools. The DSS tool seeks to initiate meaningful conversations around academic integrity and the educational journey by promoting ethical considerations and fostering critical thinking. Through a detailed pilot study, our research offers insights into student attitudes towards support mechanisms, setting the stage for further development and refinement of the DSS tool to better support academic writing and ethical understanding in the educational landscape.
  • Beyond the “Death of Research”: Reimagining the Human–AI Collaboration in Scientific Research

    Salah, M.; Abdelfattah, F.; Al Halbusi, H.; Mohammed, M. (Уральский федеральный университетUral Federal University, 2024-03-04)
    Received 8 August 2023. Accepted 15 December 2023. Published online 27 December 2023.
  • ROSiE Training Materials for Responsible Open Science: Natural Sciences

    Mežinska, Signe; Neiders, Ivars (Zenodo, 2024-03-09)
    <p>The aim of the ROSiE Training Materials for Responsible Open Science is to learn how to practice open science (OS) responsibly and how to prevent research misconduct in the context of OS by providing necessary knowledge and developing specific skills and attitudes.</p> <p>The training material consists of a trainers' file including 8 units and respective activities, as well as materials for trainees – <a href="https://rosie-project.eu/knowledge-hub/#!training/social-sciences">handouts and printouts</a>. The activities can be implemented separately (e.g., for organising a single workshop to discuss cases) or for organising a complete two-day training course. </p> <p>Additionally, trainers can use the <a href="https://classroom.eneri.eu/node/82">ROSiE online training course</a> as a complementary resource to this training material. Students and researchers can use ROSiE online learning modules to implement <strong>self-directed learning.</strong> In this case, the trainee as a user of online ROSiE training materials takes the initiative, with or without the help of the trainer, determines his/her learning needs, formulates learning goals and evaluates learning outcomes. In this process, trainees are in charge of their learning, and they are autonomous in choosing what, how and where they are learning. Online training materials can also be used for the implementation of <strong>blended learning</strong>, which combines traditional on-site training led by a trainer with using online content to allow trainees to build their own learning experience. By blending face-to-face and online training methods, trainees can benefit from guidance and interaction with a trainer while having access to interactive and flexible training opportunities outside the classroom. Blended learning allows development of <strong>multimodal learning</strong> through visual, auditory, reading, discussion and writing methods. Multimodal learning expands inclusive learning opportunities.</p>
  • ROSiE Training Materials for Responsible Open Science: Social Sciences

    Mežinska, Signe; Neiders, Ivars (Zenodo, 2024-03-09)
    <p><span>The aim of the ROSiE Training Materials for Responsible Open Science is to learn how to practice open science (OS) responsibly and how to prevent research misconduct in the context of OS by providing necessary knowledge and developing specific skills and attitudes.</span></p> <p><span><span>The training material consists of a trainers' file including 8 units and respective activities, as well as materials for trainees – <a href="https://rosie-project.eu/knowledge-hub/#!training/social-sciences">handouts and printouts</a>. The activities can be implemented separately (e.g., for organising a single workshop to discuss cases) or for organising a complete two-day training course. </span></span></p> <p><span>Additionally, trainers can use the </span><span><a href="https://classroom.eneri.eu/node/82"><span>ROSiE online training course</span></a></span><span> as a complementary resource to this training material. Students and researchers can use ROSiE online learning modules to implement <strong>self-directed learning.</strong> In this case, the trainee as a user of online ROSiE training materials takes the initiative, with or without the help of the trainer, determines his/her learning needs, formulates learning goals and evaluates learning outcomes. In this process, trainees are in charge of their learning, and they are autonomous in choosing what, how and where they are learning. Online training materials can also be used for the implementation of <strong>blended learning</strong>, which combines traditional on-site training led by a trainer with using online content to allow trainees to build their own learning experience. By blending face-to-face and online training methods, trainees can benefit from guidance and interaction with a trainer while having access to interactive and flexible training opportunities outside the classroom. Blended learning allows development of <strong>multimodal learning</strong> through visual, auditory, reading, discussion and writing methods. Multimodal learning expands inclusive learning opportunities.</span><span><br></span></p>
  • ROSiE Training Materials for Responsible Open Science: Humanities

    Mežinska, Signe; Neiders, Ivars (Zenodo, 2024-03-09)
    <p>The aim of the ROSiE Training Materials for Responsible Open Science is to learn how to practice open science (OS) responsibly and how to prevent research misconduct in the context of OS by providing necessary knowledge and developing specific skills and attitudes.</p> <p>The training material consists of a trainers' file including 8 units and respective activities, as well as materials for trainees – <a href="https://rosie-project.eu/knowledge-hub/#!training/social-sciences">handouts and printouts</a>. The activities can be implemented separately (e.g., for organising a single workshop to discuss cases) or for organising a complete two-day training course. </p> <p>Additionally, trainers can use the <a href="https://classroom.eneri.eu/node/82">ROSiE online training course</a> as a complementary resource to this training material. Students and researchers can use ROSiE online learning modules to implement <strong>self-directed learning.</strong> In this case, the trainee as a user of online ROSiE training materials takes the initiative, with or without the help of the trainer, determines his/her learning needs, formulates learning goals and evaluates learning outcomes. In this process, trainees are in charge of their learning, and they are autonomous in choosing what, how and where they are learning. Online training materials can also be used for the implementation of <strong>blended learning</strong>, which combines traditional on-site training led by a trainer with using online content to allow trainees to build their own learning experience. By blending face-to-face and online training methods, trainees can benefit from guidance and interaction with a trainer while having access to interactive and flexible training opportunities outside the classroom. Blended learning allows development of <strong>multimodal learning</strong> through visual, auditory, reading, discussion and writing methods. Multimodal learning expands inclusive learning opportunities.</p>
  • Sobre la tolerància, la democràcia i l’educació

    Navarro Zárate, Raúl; Salinas Fuentes, Héctor (Universitat de Barcelona, 2023)
    En aquest article plantegem pensar l’educació en relació amb la tolerància i la democràcia. Proposem que la vinculació de l’educació amb aquests dos conceptes requereix un exercici que ens permeti ser capaços de pensar més enllà de la nostra pròpia cultura, és a dir, sobrepassar-la, per propiciar una millora de la qualitat humana dels ciutadans. Per això proposem un recorregut i una reflexió estructurada a l’entorn de tres eixos, en què s'aborden, en un primer moment, les complexitats culturals i les polítiques del procés civilitzatori, i, en un segon moment, els precedents del viure democràtic i el viure tolerant, però en un context on ja no es compta amb models hegemònics que busquin resoldre els problemes de la convivència. Finalment, abordem el tema de l’educació mostrant la necessitat d’una educació vinculada a una certa saviesa que es dirimeix en el terreny de la pluralitat i la interfecundació de cultures.
  • Empire and Education

    Means, Alexander J.; Sojot, Amy N.; Ida, Yuko; Sustarsic, Manca (Scholarly and Creative Work from DePauw University, 2023-04-18)
    Empire is in a state of emergency. A global pandemic and an ongoing secular crisis of capitalism, ecological instability, racism and ethnic conflict, geopolitical tensions, and specters of war all haunt the global order. Education preforms a key role in producing the subjective capacities that nourish Empire within its current neoliberal form. Simultaneously, education and pedagogy contain creative elements, presenting an immanent surplus that always exceeds incorporation. Empire and Education builds on the influential work of Michael Hardt and Antonio Negri to examine the role of education and pedagogy in the making and unmaking of Empire within our historical conjuncture. The essays included in the book, which include an interview with Michael Hardt, mobilize concepts of biopolitics, swarm intelligence, revolution, love, stupidity, the body, multitude, networked solidarity, and the common to imagine pedagogical possibilities for collective life beyond Empire. This book was originally published as a special issue of the journal Educational Philosophy and Theory.
  • La pedagogía como forma de vida: Reflexiones sobre la ejemplaridad moral y el oficio de profesor

    Buxarrais Estrada, Maria Rosa; Vilanou, Conrad; Universitat de Barcelona. Facultat d'Educació; Ortega González, Eric (Universitat de Barcelona, 2024-02-29)
    Programa de Doctorat en Educació i Societat
  • Horizonte y estructura de la pregunta pedagógica / Horizon and structure of the pedagogical question

    Arturo G. Rillo; Maria Luisa Pimentel Ramírez; Mario E. Arceo Guzmán; Héctor Ocaña Servin; Leticia García Pérez; Daniela Hernández Monroy (Universidad de Costa Rica, 2011-04-01)
    En este artículo se abren caminos para la reflexión y la investigación de la pregunta pedagógica como un problema hermenéutico sustentado en la dialéctica de la pregunta y la respuesta. El punto de partida se construyó mediante las coordenadas propuestas por Heidegger (punto de mira, dirección de la mirada y horizonte de la mira) y los prejuicios que subyacen en la tradición educativa contemporánea. El análisis se proyecta hacia la identificación de la estructura y el horizonte de la pregunta pedagógica confrontando los aportes de Heidegger, Gadamer y Freire en la elaboración de una pedagogía de la pregunta. La estructura de la pregunta incluye lo puesto en cuestión, lo preguntado y lo interrogado, lo que posibilita construir un horizonte para comprender la pregunta pedagógica desde la aproximación del estudiante a los saberes desde una praxis liberadora. Se concluye que la estructura y el horizonte de la pregunta pedagógica se sustentan en la lógica concreta del trabajo hermenéutico, donde la apertura del estudiante a las experiencias y vivencias desvela la construcción de su conocimiento mediante el arte de pensar que deriva de la praxis transformadora.   In this article, open paths for reflection and research on the pedagogical question as a problem of interpretation supported by the dialectic of question and answer. The starting point is constructed using the coordinates proposed by Heidegger (sights, gaze direction and horizon of staff) and prejudice that underlie the contemporary educational tradition. The analysis projects to identify the structure and the horizon of the pedagogical question confronting the contributions of Heidegger, Gadamer and Freire in the development of pedagogy of the question. The structure of the question includes the position in question, as asked and questioned, making it possible construct one horizon to understand the pedagogical question from the student with knowledge from a liberating praxis. We conclude that the structure and the horizon of educational questions are based on the specific logic of the hermeneutic work, where the opening of student experiences and experiences reveals the construction of knowledge through the art of thinking that derives from the transformative praxis.
  • Beyond embedded: Blended roles for information professionals in the 21st century knowledge economy

    Hyun-Duck Chung (18106744); Chris Kim (16991493); Helen Kula (18106747) (2024-03-05)
    Twenty-first century librarians work with diverse populations with a variety of needs. Information users take multiple roles and institutional affiliations, collaborating across disciplines and domains of expertise. Librarians at the Gerstein Science Information Centre (Gerstein) of the University of Toronto Libraries (UTL) in Ontario, Canada have embraced the challenge of providing services that not only expand across traditional boundaries of public, academic and corporate information services, but also reach beyond a local user base. They meet this challenge by taking on embedded and blended roles as market intelligence information specialists at the MaRS Discovery District (MaRS), an innovation centre that works closely with the University of Toronto community. Working as a cohesive team, information specialists and industry analysts at MaRS serve clients that have diverse information needs, which span multiple industry sectors: information, communications and entertainment; life sciences; clean-tech and advanced manufacturing & materials; and social innovation. In the absence of a physical library, the market intelligence team leverages proprietary electronic subscriptions and publicly available information to deliver quality information services in a unique and sustainable way. This chapter will provide a case study that examines the growth of the operation from a single information specialist to a larger team over time, explains the current structure of the team, and explores the complementary strengths and skill sets of the various team members.
  • La pedagogía como forma de vida: Reflexiones sobre la ejemplaridad moral y el oficio de profesor

    Buxarrais Estrada, Maria Rosa; Vilanou, Conrad; Universitat de Barcelona. Facultat d'Educació; Ortega González, Eric (Universitat de Barcelona, 2024-02-29)
    [spa] Los maestros son esas figuras pedagógicas capaces de alterar nuestra forma habitual de ser y estar en el mundo, nuestro corriente existir. Muchas son las historias de vida que basan, de hecho, buena parte de su contenido en estas experiencias pedagógicas, recogiendo el profundo impacto que el encuentro con determinada persona imprimió en la totalidad de su ser y en su devenir posterior. Esa es la razón por la que el presente trabajo busca comprender estas figuras imprescindibles en la formación de los seres humanos y hacerlo a la luz de sus características esenciales y de su forma particular de vida. De este modo se pretende estudiar la figura del maestro y su vinculación con la pedagogía como forma de vida, analizando la relación que en él se da entre la ejemplaridad moral y el oficio de profesor. Para ello, se seguirá una metodología hermenéutica, forma habitual de trabajo en campo de la filosofía de la educación, que consiste en leer, pensar y escribir acompañado de autores, teorías y textos relevantes. Y que en este trabajo queda reflejada en un texto de carácter ensayístico que representa los argumentos y las idas y venidas en las distintas fases de la investigación. Como prolegómeno al análisis de los elementos que conforman la figura del maestro se presenta en la primera parte, titulada Aproximación a la pedagogía como forma de vida, una concepción filosófica que bebe de los planteamientos desarrollados por Pierre Hadot y Michel Foucault. Y de la cual deriva una forma de comprender la pedagogía como un modo particular de existencia vinculada a unas formas de hacer, pensar y relacionarse con el mundo, con los demás y con uno mismo eminentemente formativas. Las dos partes siguientes se adentran en los elementos para la comprensión de la figura del maestro desde una aproximación pedagógica. La primera parte, titulada La ejemplaridad moral, introduce la ejemplaridad a través de múltiples perspectivas: como ser prototípico (Javier Gomá) como ser admirable (Linda Zagzebski) y como vía de acceso práctico y epistémico (Bryan R. Warnick). Triada conceptual que sitúa la ejemplaridad moral como un fenómeno indispensable para la comprensión de la figura del maestro y la pedagogía como forma de vida. Y, la segunda, denominada El oficio de profesor, establece a través de una polifonía de autores os elementos que permiten identificar este oficio. La escuela, el amor, la vocación, la relación, la seducción, la transmisión y la atención surgen como sus características fundamentales. La conjugación de las partes anteriores lleva al culmen de esta investigación. En El maestro y la pedagogía como forma de vida se ofrece una concepción de la figura del maestro que surge de la síntesis entre un oficio netamente pedagógico como lo es el oficio de profesor y la ejemplaridad moral como forma de estar en el mundo. Dicha ejemplaridad supone una disposición que afecta de una vez por todas el oficio, se incardina con él, y permite la emergencia de una forma de vida dedicada a formarse a uno mismo y formar a los demás. Eso es, en último término, lo que esta tesis denomina la «pedagogía como forma de vida», forma de vida que encuentra, en el maestro, su máxima expresión.
  • Validación de una escala para medir la adaptación de docentes universitarios peruanos a los medios académicos virtuales

    Minaya-Herrera, Maria-Elizabeth; Becerra-Santacruz, Angel; Puño-Quispe, Lucy (Revista Española de Pedagogía, 2024)
    University teachers have had to adapt to the changes required by virtual education. The aim of this study is to adapt and validate the scale of adaptation to virtual academic media in Peruvian university teachers. The participants were 252 university teachers selected using purposive non-probability sampling. The instrument being adapted was the student adaptation to college questionnaire of Rodriguez-Ayan and Sotelo (2014), which consists of eleven items distributed across three dimensions. The content validity was studied by means of the judgement of twelve experts. We carried out exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and estimated the reliability using Cronbach’s alpha. Before calculating the Kaiser-Meyer-Olkin coefficient (0.916) and performing Bartlett’s test of sphericity (χ2 = 2571.3, p
  • Amplify: Elevating Student Voice of Youth Experiencing Homelessness Through Podcasting

    Silva, Kimberley A (Digital Commons@Georgia Southern, 2024-03-05)
    Discover the synergy of student voice, podcasting, and equity. Empower the voices of students experiencing homelessness in your schools through podcasting with best practices and trauma-informed insights. Learn the basics of starting a podcast with students, access a comprehensive toolkit, and hear from youth speakers. Don't miss this opportunity to amplify diverse voices and break down educational barriers for students experiencing homelessness with podcasting.

View more