This article suggests a procedure to categorize the enormous amount of educational tools in the market. My approach uses a framework of three well-grounded learning theories: Instruction, Cognition, and Construction based on presentation modes (one-way teaching), dialog settings (two-way education), and collaborative scenarios (learning by mastering complex situations). As a proof of concept, I will use the Top Tools for Learning (TT4L), compiled by Jane Hart as a result of the 13th Annual Learning Tools Survey (published 18 September 2019).
By discussing different definitions of ‘Open Science’ quoted in the literature, the post develops a particular perspective: We argue that openness must include not only scientific findings but also the process of knowledge creation. The article is the first of a series and contrasts a holistic understanding of Open Science with the concepts of eScience, Cyberscience or Science 2.0, Libre Science and Open respective Libre Knowledge.