After months of writing and wrangling, we are very happy to open up the first draft chapter of our textbook for open community review: “Open Education & Science“. From now on, we invite scholars and practitioners interested in these two closely related topics to comment on the first version of our manuscript. While working on further chapters, we will engage regularly with these comments and follow suggestions where they seem to fit the overall goal of our project. We understand this process as highly experimental: We have no idea if and how many people are interested in contributing to this textbook-in-progress. Also, we haven’t entirely figured out a routine on how to deal with comments and how to engage with commentators. Hopefully we know more about this in a few weeks time.
Visiting the “Open Science Lab”: My three takeaways
Open science transgresses disciplinary boundaries. In theory, openness is an organizing principle that can be applied to every academic discipline. In practice, scientific processes and cultures vary greatly between disciplines (lab vs. desk, conference paper vs. monograph) and so do the points at which openness can replace closedness. Within the open science landscape, there are some institutions that try to develop generally applicable practices of openness. One of these institutions is the Open Science Lab (OSL) at Technical Information Library in Hannover (TIB). Continue reading
Opening Up the Project: Kick-off Meeting in Vienna
Today, we held our inaugural project meeting in Vienna. For both of us this is our first textbook project, so our day started with a more general discussion on alternative propaedeutical structures of a textbook. After having skimmed some textbooks we use in our own teaching (e.g., Exploring Strategy), we decided to follow a modular rather than a linear approach as you can see in our basic structure (see Textbook-in-Progress).
Our textbook project is inspired by the master-level course “4Open: Open Organizations and Organizing Openess” that Leonhard had developed at the University of Innsbruck. We discussed his experiences and learnings from teaching this course (two times so far) and eventually decided to write an introductory chapter on openness as a paradigm, followed by six chapters with theoretical concepts related to openness, and another six chapters on empirical phenomena. Continue reading