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New blog post at @IJOERandBeyond, where I argue that Open Educational Resources ( #oer) are needed in #HigherEd to keep up with the latest developments in science.
Here's the gist (with little nuance.. for some more nuance, better read the blogpost
): 1/n https://twitter.com/IJOERandBeyond/status/1336723724209360898
Here's the gist (with little nuance.. for some more nuance, better read the blogpost
): 1/n https://twitter.com/IJOERandBeyond/status/1336723724209360898
OERs can keep up with scientific insight and research discoveries better than traditional teaching materials. One key reason: more educators can work on updates when the OERs use open licenses (e.g., https://creativecommons.org/about/cclicenses/), not just the original authors. 2/n
Why would we even need updates in teaching materials? Well, sometimes the science we teach is wrong. Ask a psychologist about phrenology, for example â https://en.wikipedia.org/wiki/Phrenology . This happens, even though we try really hard to be right. 3/n
When science is wrong, not only the scientific record needs to be corrected (which is quite hard as it stands, says Brandoliniâs law â aka the âbullshit asymmetry principleâ https://en.wikipedia.org/wiki/Brandolini%27s_law). 4/n
Corrections also need to trickle down into the educational canon. And that just works better if the educational canon can actually be corrected. 5/n
An example of a pending update because science was wrong: the educational canon in social psychology. When we teach about researching using priming in social psychology that doesn't replicate (think: Florida priming study, power posing, you name it) ... 6/n
... should we flag specific contents as questionable? Should we explain the larger context of the non-reproducible findings (think: Replication Crisis)? Should we strike questionable materials from the canon? 7/n
In my course on Social Cognition, I opted for discussing the controversy between the original studies and (failed) replication attempts (see here for an example on the Florida priming study ). 8/n
Others have followed a similar approach, for instance @R__INDEX 's Introduction to Anti-Social Psychology https://replicationindex.com/2018/12/28/an-introduction-to-anti-social-psychology/ 9/n
Some have focused on developing resources that help (future) researchers improve their methodological skills to avoid (and spot) problems that can lead to non-reproducible findings (think @lakens's Improving your Statistical Inferences course https://www.coursera.org/learn/statistical-inferences) 10/n
In their capacity to facilitate change, making and using #OER s is part of the larger #OpenScience movement towards more transparency and openness in science generally and translate the scientific reform movement into educational reform. 11/n
Gaby Lutgens + @micahvandegrift have argued a similar point in @IJOERandBeyond, too. Check out their blogpost here: https://ijoerandbeyond.org/open-science-and-oer-closing-the-loop/ 12/12
