Research Symposium, 14.-15. November 2019, Frankfurt a. M.

Open Science refers to a research process that allows for the interaction with stakeholders from industry, the general public, and politics. This requires that the processes are accessible, transparent, and encourage exchange, communication, and collaboration. Thus, Open Science directly contributes to the acquisition of knowledge on all levels of the society and, furthermore, allows for the open validation of this acquired knowledge. Open questions remain for researchers about the implementation of Open Science in practice, which are specific to the culture and discipline; furthermore, differences in personality affect researchers’ willingness to share data (Kim & Nah, 2018; Linek, Fecher, Friesike, & Hebing, 2017).

Open research practices are beneficial not only for research, but also for tertiary education. For example, Open Educational Resources (OER) and Open Tools can be used independently of constraints associated with location or time (Blessinger, & Bliss, 2016). At the same time, they allow students to directly participate in the creation of OER, and for the follow-up use of these tools. As well, the communication of the importance of Open Science takes an increasingly central role, as was recently exemplified by the mitigation of the replication crisis. Making study design processes and data open contributes to comprehensive and reproducible research to validate significant results. In relation to tertiary education, little is known about the internal and external factors, and the extent to which they play a role in the teaching and use of open practices (Bossu, & Stagg, 2018).

Higher education institutions provide an optimal setting to examine the interactions between open practices in research and teaching because the agents simultaneously conduct research and incorporate it in their teaching. The goal of the current symposium is to obtain a better understanding of this context, as well as understanding the relationship of various factors that influence practices and the tension between data safety, protection of data privacy, and openness (Cronin, 2017).
Participants

The symposium is directed at researchers who work on Open Research Practices or Open Research Resources, or any related questions. Participants are invited to present ongoing and future projects, and identify potential collaborators. The focus of the symposium will be networking and sharing of ideas. After a brief introduction of the participants, we will split up into parallel sessions, where the goal will be to discuss relevant topics which are of interest to the participants. The topics will be decided based on the submitted abstracts, which will be published (open access) before the symposium takes place.

Abstracts can be submitted on the following topics, or any related subject:

Studies and user studies about open practices at tertiary education institutes
Studies, user studies, and case studies on the relationship between open research and open education
Case studies on the implementation of open practices as tertiary education institutes
Study designs to measure or examine openness and open practices
Theoretical contributions on openness in research and education
Theoretical contributions on scientific research, educational, pedagogical and political factors in relation to open research practices

Participation and Costs

Participation in this symposium requires the submission and acceptance of an abstract. Participation is free of charge, but limited to 25 persons. Registration is required (details to follow). Event language will be English.

Deadline for abstract submission (max. 1000 words): 30.06.2019 via easychair: is https://easychair.org/conferences/?conf=opine2019

Decisions about acceptance will be communicated by 15.07.2019
Organisers

OPINE is funded by the Leibniz Research Alliance Open Science and organised by DIPF | Leibniz Institute for Research and Information in Education, Wikimedia Deutschland e.V., Access 2 Perspectives, Ludwig- Maximilians-Universität München and Universität Kassel.

Johanna Havemann, Access 2 Perspectives
Tamara Heck, DIPF
Xenia Schmalz, Ludwig- Maximilians-Universität München
Christopher Schwarzkopf, Wikimedia Deutschland e.V.
Isabel Steinhardt, Universität Kassel

Location

DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323 Frankfurt am Main
Literature

Blessinger, P., & Bliss, T. J. (Eds.). (2016). Open education: International Perspectives in Higher Education. Cambridge, Mass.: Open Book Publishers. https://doi.org/10.11647/OBP.0103
Bossu, C., & Stagg, A. (2018). The potential role of Open Educational Practice policy in transforming Australian higher education. Open Praxis, 10(2), 145. https://doi.org/10.5944/openpraxis.10.2.835
Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. The International Review of Research in Open and Distributed Learning, 18(5). https://doi.org/10.19173/irrodl.v18i5.3096
Kim, Y., & Nah, S. (2018). Internet researchers’ data sharing behaviors. Online Information Review, 42(1), 124–142. https://doi.org/10.1108/OIR-10-2016-0313
Linek, S. B., Fecher, B., Friesike, S., & Hebing, M. (2017). Data sharing as social dilemma: Influence of the researcher’s personality. PLoS ONE, 12(8), e0183216. https://doi.org/10.1371/journal.pone.0183216