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A. López-Borrull

Universitat Oberta de Catalunya (SPAIN)
Information and Communication Technologies (ICT) have strongly changed the way we behave in our day-to-day. Considering Science, it could be said that ICT have been the main driving force for the two main changes that we think that have happened from the beginning of the Internet. On one hand, Science have been able to introduce Collaboration in a better way in his methodology. Thus, all the steps that can be regarded, such as the design, the data gathering and the later processing can be used from a collaborative point of view for creating easily new knowledge. Thus, Science have changed and it could be assumed that it will change in the next few years.

From the other hand, the Open Movement, understanding it as a whole. Probably, Open Access is the most known, debated and promoted of the different visions that could be considered of this movement. It was the first one, and have had a great impact in the way scientific knowledge is diffused. But there will be, as we support, many more changes related to Open Science, as it can concern many other steps of the scientific method, including Open Source Software, Open Notebook, Open Data, or Open Peer Review.

So, considering Open Science as a new paradigm, how can Open Science be promoted in a learning stage? In this new paradigm, It could be considered from different approaches: as a Content, related to Open Educational Resources, but also as a methodology, as an attitude or as a competence, being able to be crosscurricular or specific, being more focused in degrees more related with the use of information.

Taking into account these different perspectives, it is seriously worthwhile thinking about this promotion. In our case, it has been taken as a frame of reference the learning model used in our university, the Universitat Oberta de Catalunya (UOC), as it is an online university. In this sense, some reflections will be presented from a global point of view related to Education.

Our first conclusions indicates that contents and resources that are used in the virtual classroom are important, but there are also some key aspects and challenges to cope with. For instance, decisions have to be made regarding software, but there is also some attitudes that concern transparency and the classroom as a community of practice. Moreover, the consideration of the works made by students as a new content, a new knowledge asset, and the possibilities that this include for a diffusion have to be taken into account in the promotion of Open Science. Results will be presented from the point of view of the need for the redesign of subjects and possibilities of implementation that could be adopted.