Figure 1
RRI Curriculum.
Figure 2
Inquiry skills for RRI (authors, 2016).
Figure 3
Transformational CPD Model (authors, 2016).
Figure 4
Inquiry learning cycle for teaching staff’s professional development adopted by ENGAGE universities.
Figure 5
Framework to identify the influence of an Open Education project for RRI.
Figure 6
Table 1
Indicators for monitoring RRI.
| RRI DIMENSIONS | ENGAGE Open Education strategies | ENGAGE 11 countries | Average per country | Brazil |
|---|---|---|---|---|
| Science Education | RRI workshops provided | 33 | 3 | 5 |
| RRI Resources (OER) created | 330 | 30 | 42 | |
| RRI MOOC (courses) delivered | 22 | 2 | 1 | |
| Public Engagement | Academic members (universities) | 12 | 1 | 5 |
| Non-academic (school & local communities) | 660 | 60 | 319 | |
| Teaching staff members | 17,120 | 1,100 | 2,179 | |
| Open Access | Open presentations in conferences | 32 | 3 | 5 |
| Open peer-reviewed articles | 10 | 1 | 6 | |
| Open schooling projects | 27 | 2 | 2 | |
| Equality Gender | Women coordinators | 15 | 2 | 4 |
| Women facilitators | 9 | 2 | 3 | |
| Total of partners (women + men) | 25 | 2 | 6 | |
| Ethics | Ethical discussions | 38 | 3 | 12 |
| Ethical issues raised | 9 | 1 | 6 | |
| Governance | RRI Institutional debates (events) | 12 | 1 | 9 |
| RRI communities | 11 | 1 | 5 | |
| Policies and Institutional changes | 3 | - | 2 |
Table 2
Promoting RRI through Open Education in Brazil.
| Open Education strategies | Interactive Media environments | Adopters: participated in ENGAGE | Adapters: used OER and shared changes in practices | Transformers: developed open schooling projects with students and articles | |||
|---|---|---|---|---|---|---|---|
| OER | WordPress | 2179 | 100% | 567 | 26% | 75 | 3% |
| SlideShare | 1704 | 78% | 890 | 41% | 32 | 1% | |
| YouTube | 78 | 4% | 35 | 2% | 12 | 1% | |
| MOOC | Open edX/PDF | 180 | 8% | 26 | 1% | 13 | 1% |
| Communities | 520 | 24% | 320 | 15% | 180 | 8% | |
| 1550 | 71% | 768 | 35% | 345 | 16% | ||
| 264 | 12% | 76 | 3% | 15 | 1% | ||
| Hangouts | 70 | 3% | 25 | 1% | 25 | 1% | |
| LiteMap | 1346 | 62% | 125 | 6% | 46 | 2% | |
Figure 7
Members registered from 2014 to 2017.
Figure 8
OER production in LiteMap from 2014 to 2017.
Table 3
Journal articles about GM produced by Brazilian members during the ENGAGE project.
| Co-author Interviewed | Journal Article | Open Schooling Project (question) | Open Schooling Project (findings) | Impact reported by Interviewees (summary translated) |
|---|---|---|---|---|
| Brazilian Postgraduate Coordinator | Responsible Research and Innovation for the Media Facebook: Community Involvement in the Study on Agrobiodiversity. Creative Education. | To what extent are OER used to explore the issues related to agricultural biodiversity, specifically to GM products in order to promote RRI? | OER were successfully adopted by 54 teachers through a collaborative process of teaching and learning with social networks, which engaged 340 students who participated in the GM discussion from Brazil, including learners from other countries Portugal, Ecuador, Spain, Luxembourg, UK, USA. | Participatory Research using OER and social media enabled the co-creation of new OER that were widely disseminated: images, games, video clips, articles presentations and interviews. The variety of OER enabled teachers to consider gender preferences. The combination of OER and social media promoted students and public engagement. |
| Brazilian Postgraduate Coordinator | Experience of Environmental Education using Responsible Research and Innovation of the Pontifical Catholic University of Paraná in the European Project Engage. Diálogo Educacional. | In what ways are OER linked to formal education to foster RRI skills? | RRI skills were fostered through a variety of OER that were embedded in the curriculum such as video clips, interviews, magazines, games and maps. These OER were used and co-produced by more than 583 students supported by 19 teachers from secondary school and 11 lecturers from higher education. | OER were embedded in the curriculum by various teachers and lecturers from schools and university to foster skills for RRI through more learner-centred approaches. The positive outcomes from open schooling projects are useful to support policy and institutional changes. |
| Brazilian PhD student | Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation. Interactive Learning Environment. | What are teachers’ views about a novel inquiry game, which is an OER created with an Augmented Reality (AR) open platform to foster inquiry skills for RRI? | The AR inquiry game about GM developed by ENGAGE members from Brazil was considered easy-to-use and useful by 18 teachers from Brazil who used the game with their students (390). They found it meaningful to help students practise key skills: devise questions, estimate risks and communicate ideas. | Open courses and guidelines for teachers’ professional development facilitated the adoption of AR inquiry game to foster skills for RRI. The game and pedagogical strategies discussed during the course were useful for teachers to work with skills that they were not used to; such as estimate risks, examine consequences and use ethics. |
Table 4
Journal articles produced by Brazilian members during the ENGAGE project.
| Co-author Interviewed | Journal Article | Open Schooling Project (question) | Open Schooling Project (findings) | Impact reported by Interviewees (summary translated) |
|---|---|---|---|---|
| Head of CPD (teachers’ professional development) | Continuing teacher training using dilemmas with elements of ubiquity. Interfaces Científicas. | To what extent teacher’s continuing pedagogical practices can be supported through mobile devices and elements of ubiquity, articulated with face-to-face (F2F) activities in the real classroom environment? | Thirty-two teachers and four facilitators used WhatsApp and Google Hangouts. The materials and slides from the Open edX course about RRI were translated and made available through PDF for teachers to access on their mobile devices. Questions and answers were shared just-in-time during their lessons through Apps. | Teachers’ professional development was enhanced by the use of mobile devices integrated to their workplace. They became more confident to use OER to foster inquiry skills for RRI. Students also used their mobile devices during their inquiry projects. They found that digital and scientific skills were vital to succeed in university, professional careers and for sustainable economic growth. |
| Brazilian Postdoctoral Researcher | Argumentation of basic education students about socio-scientific dilemmas in the engage project. Ibero-Americana de Estudos em Educação. | To what extent students use evidence-based argumentation to justify opinions about socio-scientific dilemmas? | All the elements of the argumentation were identified during the activities carried out by groups, however, it was observed that students had difficulties to elaborate a justification based on evidence and scientific thinking. | The open schooling project enabled teachers to be aware of students’ strengths and difficulties in terms of scientific argumentation. Secondary school students who took part in this research had opportunity to practise argumentation about socio-scientific issues that are relevant for their community. The combination of relevant socio-scientific issue for the Irecê community and open schooling project to develop inquiry skills for RRI were very meaningful to reflect on social prosperity. |
| Brazilian Secondary School Teacher | Rubric to assess evidence-based dialogue of socio-scientific issues with LiteMap. Technology Enhanced Assessment. | In what ways LiteMap application tool can be used by teachers to annotate students’ socio-scientific discussion and assess their evidence-based dialogue? | The discussion about Zika was mapped with LiteMap to support evidence-based decisions. Participants used icons to annotate questions, views, pros, cons, and evidence. Some graphs were used to visualise argumentation. This study focused on open schooling project developed by 24 teachers and 478 students from a public professional school in Irecê, including also 5 collaborators and 2 researchers. | The open schooling project created opportunity to discuss science with and for society. This increased participants’ awareness of the importance of science projects to promote Sustainability, Social and Business prosperity. Both communities of academics and non-academics were engaged to develop their views about the various possibilities to reduce Aedes mosquitoes and Zika: through homemade repellents, Oxitec GM-mosquitoes and a natural solution mesocyclops that eat Aedes larvae. |