The Infinite Learning Chain : Flipped Professional Labs for Learning and Knowledge Co-Creation
Nowadays universities and other classical research institutions are changing their role in knowledge creation. In general terms we can characterize this transition as the path from “Closed Science” to “Open Science” as a part of a deeper and structural phenomenon known as “knowledge democratization”...
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Malmö universitet, Institutionen för konst, kultur och kommunikation (K3)
2019
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Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-64544 https://doi.org/10.1515/edu-2019-0011 |
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ftunivmalmoe:oai:DiVA.org:mau-64544 2024-01-14T10:08:34+01:00 The Infinite Learning Chain : Flipped Professional Labs for Learning and Knowledge Co-Creation Gordillo Martorell, José Antonio Martin-Torres, Javier Zorzano Mier, María-Paz Mathanlal, Thasshwin Cuartielles, David Johansson, Mattis 2019 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-64544 https://doi.org/10.1515/edu-2019-0011 eng eng Malmö universitet, Institutionen för konst, kultur och kommunikation (K3) University of Technology , Luleå , 2019, 1:1, s. 151-176 Open Education Studies, 2019, 1:1, s. 151-176 orcid:0000-0002-9894-1209 http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-64544 doi:10.1515/edu-2019-0011 Scopus 2-s2.0-85118769078 info:eu-repo/semantics/openAccess Computer Sciences Datavetenskap (datalogi) Article in journal info:eu-repo/semantics/article text 2019 ftunivmalmoe https://doi.org/10.1515/edu-2019-0011 2023-12-20T23:31:16Z Nowadays universities and other classical research institutions are changing their role in knowledge creation. In general terms we can characterize this transition as the path from “Closed Science” to “Open Science” as a part of a deeper and structural phenomenon known as “knowledge democratization”, where different stakeholders as students, makers and other tech and science enthusiasts are able to create knowledge learning from the researchers and cooperating with them. In this process, science engagement of these new actors is a key point to stimulate their creativity, get some important research skills learnt directly from the researchers and be able to apply these skills teaching others in a continuous “learning chain”. In this article, we introduce some main features and preliminary results of an experiment called “The infinite learning chain” done in cooperation with Arduino, focused on sensing science and based in a real research project of Group of Atmospheric Science (GAS) called Luleå Environmental Monitoring Stations (LEMS). We debate some interesting questions related to the impact of the format in terms of science engagement, STEM skills acquisition and cooperative learning involvement. We used as “learning ecosystem” a professional Lab, the INSPIRE Lab a complete multidisciplinary facility for space and environmental research and exploration Article in Journal/Newspaper Luleå Luleå Luleå Malmö University Publications Open Education Studies 1 1 151 176 |
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Open Polar |
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Malmö University Publications |
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ftunivmalmoe |
language |
English |
topic |
Computer Sciences Datavetenskap (datalogi) |
spellingShingle |
Computer Sciences Datavetenskap (datalogi) Gordillo Martorell, José Antonio Martin-Torres, Javier Zorzano Mier, María-Paz Mathanlal, Thasshwin Cuartielles, David Johansson, Mattis The Infinite Learning Chain : Flipped Professional Labs for Learning and Knowledge Co-Creation |
topic_facet |
Computer Sciences Datavetenskap (datalogi) |
description |
Nowadays universities and other classical research institutions are changing their role in knowledge creation. In general terms we can characterize this transition as the path from “Closed Science” to “Open Science” as a part of a deeper and structural phenomenon known as “knowledge democratization”, where different stakeholders as students, makers and other tech and science enthusiasts are able to create knowledge learning from the researchers and cooperating with them. In this process, science engagement of these new actors is a key point to stimulate their creativity, get some important research skills learnt directly from the researchers and be able to apply these skills teaching others in a continuous “learning chain”. In this article, we introduce some main features and preliminary results of an experiment called “The infinite learning chain” done in cooperation with Arduino, focused on sensing science and based in a real research project of Group of Atmospheric Science (GAS) called Luleå Environmental Monitoring Stations (LEMS). We debate some interesting questions related to the impact of the format in terms of science engagement, STEM skills acquisition and cooperative learning involvement. We used as “learning ecosystem” a professional Lab, the INSPIRE Lab a complete multidisciplinary facility for space and environmental research and exploration |
format |
Article in Journal/Newspaper |
author |
Gordillo Martorell, José Antonio Martin-Torres, Javier Zorzano Mier, María-Paz Mathanlal, Thasshwin Cuartielles, David Johansson, Mattis |
author_facet |
Gordillo Martorell, José Antonio Martin-Torres, Javier Zorzano Mier, María-Paz Mathanlal, Thasshwin Cuartielles, David Johansson, Mattis |
author_sort |
Gordillo Martorell, José Antonio |
title |
The Infinite Learning Chain : Flipped Professional Labs for Learning and Knowledge Co-Creation |
title_short |
The Infinite Learning Chain : Flipped Professional Labs for Learning and Knowledge Co-Creation |
title_full |
The Infinite Learning Chain : Flipped Professional Labs for Learning and Knowledge Co-Creation |
title_fullStr |
The Infinite Learning Chain : Flipped Professional Labs for Learning and Knowledge Co-Creation |
title_full_unstemmed |
The Infinite Learning Chain : Flipped Professional Labs for Learning and Knowledge Co-Creation |
title_sort |
infinite learning chain : flipped professional labs for learning and knowledge co-creation |
publisher |
Malmö universitet, Institutionen för konst, kultur och kommunikation (K3) |
publishDate |
2019 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-64544 https://doi.org/10.1515/edu-2019-0011 |
genre |
Luleå Luleå Luleå |
genre_facet |
Luleå Luleå Luleå |
op_relation |
, 2019, 1:1, s. 151-176 Open Education Studies, 2019, 1:1, s. 151-176 orcid:0000-0002-9894-1209 http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-64544 doi:10.1515/edu-2019-0011 Scopus 2-s2.0-85118769078 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.1515/edu-2019-0011 |
container_title |
Open Education Studies |
container_volume |
1 |
container_issue |
1 |
container_start_page |
151 |
op_container_end_page |
176 |
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1788062975758696448 |