TEACHER TRAINING IN THE CONTEXT OF OPEN SCIENCE AND SCIENCE EDUCATION

Over the last 10 years, as a result of the increased communication and collaboration facilities offered by the Web, there has been a pronounced worldwide tendency towards making scientific research and its outcomes accessible to society. We refer here to the easy access for both researchers and the large public to research results in various top-level domains such as bio- or nanotechnologies, drug design or astrophysics, as well as to the involvement of non-specialists in different major research projects in these domains At the same time, we observe an exponential growth of Open Educational Resources (OER), online courses, MOOCs, books and other materials organized in digital libraries, encyclopaedias, games and multimedia applications, as well as attempts to build a sustainable infrastructure to achieve open education through new pedagogies such as Open Core Courseware, Web 2.0 approaches, blended learning and learning analytics. If, until recently, the accent was set on OERs, in the last years the focus shifted towards the Open Educational Practice (OEP), i.e. the way in which OERs can be used for teaching and learning in order to innovate the learning process. In the long run, the sustainability of Open Education (OE) and/or Open Science (OS) is undoubtedly ensured by a cultural and/or behavioural change of society’s members, especially of the current young generation which will be the researchers or non-specialized producers/consumers of science in the future. In this paper, we highlight how we can educate students/future teachers for a world of open science and open education, both through the use/reuse/create of OERs and the use of OEP, as well as raising awareness of the impact of openness on the development of science and the way it is absorbed by society.

过去十年间，依托万维网不断完善的通信与协作设施，全球范围内出现了显著趋势——推动科学研究及其成果向社会开放。本文所指的开放，既包括研究人员与广大公众能够便捷获取生物、纳米技术、药物设计、天体物理学等多个顶级学科领域的研究成果，也涵盖非专业人士参与这些领域的各类重大科研项目。与此同时，开放教育资源（Open Educational Resources, OER）、在线课程、大规模开放在线课程（Massive Open Online Courses, MOOCs）、图书以及其他各类素材的数量呈指数级增长，这些资源被整合至数字图书馆、百科全书、游戏及多媒体应用中；同时各界也在尝试构建可持续的基础设施，以通过开放核心课件（Open Core Courseware）、Web 2.0理念、混合式学习（blended learning）、学习分析（learning analytics）等新型教学法实现开放教育。若说此前的重心长期置于开放教育资源之上，近年来的关注焦点已转向开放教育实践（Open Educational Practice, OEP），即如何利用开放教育资源革新教学与学习流程。从长远来看，开放教育（Open Education, OE）与/或开放科学（Open Science, OS）的可持续性，无疑有赖于社会成员尤其是年轻一代的文化与行为观念转变——未来他们将成为科研人员，或是科学成果的非专业生产者与消费者。本文着重探讨了如何通过开放教育资源的使用、复用与创作，结合开放教育实践的应用，以及提升公众对开放理念之于科学发展及其为社会所接纳的方式的影响的认知，来培养面向开放科学与开放教育时代的学生与未来教师。