CAS Digital Learning in Emergencies (2022-23)/module4-Taam
Module 4 - Tawfiq's page
Open education and open science: An exploration outline
An introductory word
Using the two terms, ‘Open education’ and ‘Open science,’ separately indicates as if they were different in kind. It cannot be accurate. The two are parts of same rotating continuum; each field unstoppingly leads to the other.
| It is a matter of the perspective from which you are looking at. Entering a research lab to read, then it is an education for you; to work, then it is a science. Entering a school to investigate a learning theory, on the other hand, then it is a science for you; to teach/learn, then it is an education. |
As put by Inserm: “[F]rom what is already known [education], scientists ask questions, construct hypotheses, and develop experiments that will generate new knowledge [education].” They have here a nice illustration of research continuum in health sector that is applicable to education, too
Openness
Open should simply mean that educational and scientific processes, materials and products are accessible to you, as a learner or a scientist, without unnecessary systemic and patent restrictions.
The purpose
The final output of this exercise will be a catalogue or directory of cognitive neuroscience research labs (CNRLs) with reachable websites.
The method
The outline will explore how a convenient sample of research (science) labs are open. ‘Open’ here can operationally be defined as having research results and progress published in media accessible to the public. The sample will be those labs returned from search using the main Internet search engines of Google and MS Bing to search for cognitive neuroscience research labs. It is a scientific field that should have no security and financial implications that may justify access restrictions. The catalogue of CNRLs will look like the table in the Annex.
Conclusion
The catalogue will conclude with a comment on state and degree of openness of CNRLs as inferred from availability on CNRL’s websites of accessible publications of research projects or links to the publications. This will be the indicator considered to point to an open science and open education.
Annex: An illustration of the catalogue’s content
1. Boston Children's Hospital Laboratories of Cognitive Neuroscience
2 Brookline Place
Brookline, MA 02445
Main Lab: 617-355-0400
Email:Jessica.Slater@childrens.harvard.edu
Overview
Boston Children's Hospital Research under the direction of Charles A. Nelson, PhD, the Boston Children's Hospital Laboratories of Cognitive Neuroscience are dedicated to furthering our understanding of brain and cognitive development in typically developing infants and children, as well as children diagnosed with or at risk for various developmental disorders. In gaining a better understanding of these processes, our goal is to contribute to the healthy growth and development of our children. Our multidisciplinary team of researchers brings together experts from a wide range of fields, including neuroscience, psychology, and education. In collaboration with clinical experts in fields such as developmental pediatrics and child neurology, we are working to expand our knowledge of child development and developmental disorders through cutting edge cognitive neuroscience research. Our central areas of focus include the development of memory and face-processing, the impact of environmental factors such as stress on cognitive development, and growing research programs in autism, ADHD, and dyslexia. Through this collaborative and comprehensive approach, we aim to drive the science forward as rapidly as possible, so that we can translate what we learn into earlier identification, improved therapies, and better outcomes for children and families affected by developmental disorders.
The Nelson Laboratory
Dr. Nelson and his staff are studying a variety of questions related to brain and behavior development in infants and children. In particular they are interested in the role that experience plays in shaping these developmental pathways.
The Wilkinson Laboratory
Dr. Wilkinson and her team are interested in understanding the neurobiological and environmental factors that impact language acquisition and cognition in early child development.
The Arnett Laboratory
Dr. Arnett and her research team aim to improve precision medicine care for children and families affected by neurodevelopmental disorders. Dr. Arnett’s laboratory investigates brain-behavior associations leading to atypical neurodevelopment among children. Research initiatives have included investigations of neurocognitive and genetic etiologies of ADHD, learning disorders and autism; as well as single gene disorders associated with autism and intellectual disability.
The Faja Laboratory
Dr. Faja and her team are studying social and cognitive development in individuals with autism spectrum disorders, other neurodevelopmental disorders, and typical development.
Research Projects
| The project | Its theme | Description |
|---|---|---|
| The Faja Laboratory | Plasticity and treatment response | Can existing training programs be adapted for clinical use? Which aspects of behavior and neural function change in response to intervention? |
| Individual differences | How can we understand the vast differences in children with autism spectrum disorders? Do we see the same patterns in typical development? Can we better predict which individuals will respond to interventions or may benefit from combinations of treatments? | |
| Autism spectrum disorders | What risk factors are associated with specific aspects of autism? How can we better measure the strengths and challenges of all individuals with autism spectrum disorders? How can we better understand and support individuals with autism later in life? | |
| The Wilkinson Laboratory | Brain-based biomarkers of language acquisition in neurodevelopmental disorders | focus on identifying biomarkers of language development in young children at risk for severe language impairment, including infant siblings of children with autism spectrum disorders, and genetic disorders such as Fragile X syndrome and Down syndrome. Biomarkers identified through these studies could be used as objective measures of language prognosis, treatment monitoring during clinical trials, and development of effective therapies. |
| Early brain development | interested in understanding biological and environmental factors that impact early brain development and, in turn, functional outcomes in children. What is the expected developmental trajectory of a variety of EEG-based brain measures over the first three years of life? Are individual differences in developmental trajectory associated with developmental outcomes, and if so, what factors mediate these individual differences? | |
| The Arnett Laboratory | School-aged children with ADHD & related neurodevelopmental disorders | What cognitive, neuropsychological, and genetic factors are associated with diagnoses of attention deficit hyperactivity disorder (ADHD) and associated symptoms? |
| Preschool-aged children at risk for ADHD | Are there neurocognitive differences that we can measure using EEG and neuropsychological testing that will predict which children at risk for ADHD will go on to develop the disorder in later childhood? | |
| Brain-based biomarkers associated with neurodevelopmental disorders | What can neurobiological markers of ADHD and neurodevelopmental disorders tell us about the origin of these symptoms? How can these biomarkers help us develop individualized treatment plans for each child and family? | |
| The Nelson Laboratory | The ability to recognize faces and emotions | How do infants and children learn to process the social information that faces convey? What is happening differently for children with autism spectrum disorders, who often struggle with everyday social interactions? Are there links between how social information is processed in infancy and children who later develop problems with anxiety? |
| The impacts of early biological and psychosocial adversity | How do such experiences impact brain development? Can we identify ways to remediate some of the negative impacts? What would early intervention look like for children exposed to adversity early in life? | |
| Infants and children at high risk for developing autism spectrum disorder | How early in life can we identify infants who will later develop autism? And, can our brain-based measures of autism shed light on why some children develop autism and others do not? | |
| Longitudinal Accelerated Boston Study (LABS) | In this research study we want to learn more about how children’s thinking, behaviors, and ability to regulate their emotions develop over the first three years of life. These skill sets are important for children to learn, work, and manage daily life. Our primary goal is to develop a toolkit that can be used to assess executive functions and emotional regulation during the first three years, when interventions are most effective. We are working in coordination with several international partner laboratories to understand how children develop these skill sets in different environmental contexts. |
Openness comment
There is no reference, neither to publications nor to results or progress of research in any of the four labs.