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sociology

some jotted notes, LM 2009-03-20

In resopnse to the question about the differences between:


  • eResearch in education

  • eResearch for education

  • Education for eResearch

  • (Educational) research for education and e-research

eResearch in education

School students should be modern knowledge-builders and school curriculum should be based on knowledge, ways inquiry and tools of investigation that are relevant for present day and future society/science/economy. Students and teachers should have access to the same data, methods and tools for conducting scientific investigations as modern research communities do. Current school curriculum is essentially based on the knowledge and ways of inquiry that can’t produce knowledge relevant for contemporary society. The gap between school science and “real” science is as never big; and students do not find motivating and challenging to learn knowledge that is not relevant for present day world. Present eResearch infrastructures have been created almost exclusively for “big real” science and are not accessible neither for teachers nor for students. In order to make learning relevant and engaging for school students we need to make knowledge generated by eResearch as well as eResearch methods and tools available for schools. In other words we need to integrate eReseach in education.

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The Oxford eResearch Conference 2008
Date: 11-13 September 2008
Location: University of Oxford: The Oxford Internet Institute and Oxford e-Research Centre

This multi-disciplinary, international conference on e-Research, use and implications of information and communication technologies (ICTs), like the Internet, in shaping research across the disciplines.

Full papers are here

v. 30-06-2008, unpublished draft

The new Labour Government’s educational initiatives with the promises “to turn every secondary school in Australia into a digital school” and “boost the research and development capacity” have triggered a range of new discussions about the implications of new political agendas on educational research. Research-related discussions at the ACER and education.au symposia “A digital education revolution” and the Educational Research Futures task group’s discussions initiated by the AARE and ARDEN are just few such examples to mention.

There has been a lot of action on another digital end of research policy and practice, called “e-research”. Among many others, the key developments over the last two years include the release of the Australian E-Research Strategy , the Strategic Roadmap and Investment Plan and the recent announcement of the Roadmap’s Review . These developments, however, have been almost unnoticed by the educational research community and education, as a discipline, essentially has been left out from the national e-research strategies and budgets. Why bother?
E-research has already shaped research agendas of many “soft” sciences. E-humanities and e-social social sciences have become important buzzwords in many research funding games and, in some countries, even got dedicated lines in the national research budgets.

E-research in educational research is a different story...

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Social and cultural aspects of e-research, grid and/or cyberinfrastructure become increasingly an attractive research topic for social scientists and cultural anthropologists. It is not surprising why. Interesting and important research themes can be found almost on the surface of e-research phenomenon. As an example, at least two research questions are represented in the following titles of the papers presented at e-research conferences this year:

  • M. Daw, R. Procter, Y. Lin, T. Hewitt, W. Jie, A. Voss, K. Baird, A. Turner, M. Birkin K. Miller, W. Dutton, M. Jirotka, R. Schroeder, G. de la Flor, P. Edwards, R. Allan, X. Yang, R. Crouchley (2007) Developing an e-Infrastructure for Social Science. Paper presented at the Third international conference on e-social science, Ann Arbor, MI, US. URL

Question 1: Is there a limit for productive collaboration?

  • J. Dalziel, C. Nguyen, R. Warouw (2007) Macquarie University: ASK-OSS, DRAMA and RAMS: eResearch support from MELCOE. Paper presented at the E-Research Australasia 2007. Brisbane. URL

Question 2: Is there a limit for effective(?) technical communication?

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