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Reshaping the Academic Self: Connecting Education & Open Science

Sicco de Knecht; Martijn van der Meer; Loek Brinkman; Manon Kluijtmans; Frank Miedema


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    <dct:title>Reshaping the Academic Self: Connecting Education &amp; Open Science</dct:title>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#gYear">2021</dct:issued>
    <dcat:keyword>Open Science</dcat:keyword>
    <dcat:keyword>Education</dcat:keyword>
    <dcat:keyword>Reflexivity</dcat:keyword>
    <dcat:keyword>Recognition and Rewards</dcat:keyword>
    <dcat:keyword>Open Educational Resources</dcat:keyword>
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    <dct:description>&lt;p&gt;The transition towards Open Science will drastically alter our approach to academic life. It will change the ways in which we reward and recognise university employees and reshape the relationship between education and research. This should be reflected in how a new generation of academics and citizens are educated. Not only through the qualifications our students receive to become productive members of society, but also by dint of the values and attitudes we teach our pupils. The aim of university education should be preparing future graduates to share their (inter)disciplinary knowledge, engage with societal stakeholders, and shape tomorrow&amp;rsquo;s society. Now is the time to explore how.&lt;/p&gt; &lt;p&gt;This manifesto is a thought exercise that explores the (possible) relationships between Open Science and education. It attempts to point out the overlap, parallels, synergy, and possible conflicts between Open Science attitudes and practices, and contemporary views and practices in education. We aim to provoke a perspective&amp;nbsp;on the different aspects of how Open Science relates to education and propose several concrete directions forward and possible corresponding interventions. After explaining why education from an Open Science perspective needs to be explored and strengthened, we differentiate four faces of open education: the Open Science mindset, Open Science skillset, open educational resources, and how these activities should be recognised and rewarded. We subsequently illuminate three possible paths on how to strengthen open education, ranging from content to form and system. We hope that this will spark a broader national and international conversation on the relationship between Open Science and education.&lt;/p&gt;</dct:description>
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