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Reflections on Participatory Science for TELSci2.0

by: Joshua Underwood, Rosemary Luckin, Hilary Smith, Kevin Walker, Duncan Rowland, Geraldine Fitzpatrick, Judith Good, and Steve Benford

In: Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009, Vol. 5794 Berlin/Heidelberg: Springer (October 2009) .

Abstract

Technology is undoubtedly enabling scientists to do research in interesting new ways. However, Science 2.0 is about more than improved workflows, efficiency and sharing within communities, it also offers opportunities to greatly broaden participation beyond existing scientific communities and bridge between communities. These developments bring significant challenges: we need both scientists and a public that can fully understand and exploit the opportunities for technology enhanced participatory science. In this paper we are interested in pointing to implications for TEL research as participatory science. In order to do this we extrapolate from our work designing participatory science activities with teachers and learners both within and outside of school. We derive guidelines for designing participatory science learning and teaching and reflect on how these guidelines might apply to our own discipline, and the development of participatory TEL research.

BibTeX record

@inproceedings{underwood2009reflections,
  abstract = {Technology is undoubtedly enabling scientists to do research in interesting new ways. However, Science 2.0 is about more than improved workflows, efficiency and sharing within communities, it also offers opportunities to greatly broaden participation beyond existing scientific communities and bridge between communities. These developments bring significant challenges: we need both scientists and a public that can fully understand and exploit the opportunities for technology enhanced participatory science. In this paper we are interested in pointing to implications for TEL research as participatory science. In order to do this we extrapolate from our work designing participatory science activities with teachers and learners both within and outside of school. We derive guidelines for designing participatory science learning and teaching and reflect on how these guidelines might apply to our own discipline, and the development of participatory TEL research.},
  added-at = {2009-09-25T10:36:23.000+0200},
  address = {Berlin/Heidelberg},
  author = {Underwood, Joshua and Luckin, Rosemary and Smith, Hilary and Walker, Kevin and Rowland, Duncan and Fitzpatrick, Geraldine and Good, Judith and Benford, Steve},
  biburl = {http://www.bibsonomy.org/bibtex/240bc362161683e1809714237663ced74/ectel09},
  booktitle = {Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009},
  editor = {Cress, U. and Dimitrova, V. and Specht, M.},
  interhash = {ca577bfb666124503acc0d507e76294d},
  intrahash = {40bc362161683e1809714237663ced74},
  keywords = {Science2.0ForTel ectel2009 ws10},
  month = {October},
  paperid = {1186},
  publisher = {Springer},
  series = {Lecture Notes in Computer Science},
  timestamp = {2009-09-25T10:36:23.000+0200},
  title = {Reflections on Participatory Science for TELSci2.0},
  topic = {WS 10: Science2.0 for TEL},
  volume = 5794,
  year = 2009
}

Endnote record

%0 Conference Paper
%1 underwood2009reflections
%A Underwood, Joshua
%A Luckin, Rosemary
%A Smith, Hilary
%A Walker, Kevin
%A Rowland, Duncan
%A Fitzpatrick, Geraldine
%A Good, Judith
%A Benford, Steve
%B Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009
%C Berlin/Heidelberg
%D 2009
%E Cress, U.
%E Dimitrova, V.
%E Specht, M.
%I Springer
%K 
%T Reflections on Participatory Science for TELSci2.0
%V 5794
%X Technology is undoubtedly enabling scientists to do research in interesting new ways. However, Science 2.0 is about more than improved workflows, efficiency and sharing within communities, it also offers opportunities to greatly broaden participation beyond existing scientific communities and bridge between communities. These developments bring significant challenges: we need both scientists and a public that can fully understand and exploit the opportunities for technology enhanced participatory science. In this paper we are interested in pointing to implications for TEL research as participatory science. In order to do this we extrapolate from our work designing participatory science activities with teachers and learners both within and outside of school. We derive guidelines for designing participatory science learning and teaching and reflect on how these guidelines might apply to our own discipline, and the development of participatory TEL research.