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"This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world. Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right. A must-read for practitioners, policy-makers, scholars and students in the field of education."

Präsentationsfolien von einer Veranstaltung der Reihe "Forschungsdatenmanagement in Österreich" am 20.01.2022, von 10:00 bis 11:00. Analog zu institutionell bereits verankerten Aktivitäten im Bereich Open Access in der Forschung, beginnen sich Open Educational Resources (OER – freie Bildungsressourcen) an Hochschulen zu etablieren und stoßen bei Lehrenden, Studierenden und Leitungsebenen auf zunehmendes Interesse. Diese "educational skills" im Bereich der OER sind ebenso in der EU Open Science Policy als eine der zentralen "ambitions", die Forscher*innen beim Praktizieren von Open Science benötigen, verankert. (European Comission, 2019) Neben dem Kompetenzaufbau zur Verwendung und Erstellung von OER ist deren Verfügbarkeit und Auffindbarkeit von zentraler Bedeutung, um die Akzeptanz von OER nachhaltig zu sichern. Somit besteht die Anforderung seitens der Nachhaltigkeit neben Publikationen und Forschungsdaten, immer öfter auch Inhalte aus der Lehre langfristig verfügbar zu machen. "Open Education Austria Advanced" als Projekt österreichischer Universitäten trägt somit an der Schnittstelle von Bibliotheken, Zentralen IT-Services und E-Learning-Zentren mit einer vielschichtigen nationalen Infrastruktur für OER zur Sichtbarmachung und Nutzung von Synergien aus Open Science und Open Education bei, um einen Beitrag zur freien Nutzung von Bildungsinhalten aus der Lehre zu leisten und offene Praktiken analog zur Forschung zu etablieren. Im Rahmen dieser Veranstaltung erfahren Sie mehr über den aktuellen Stand und die Entwicklungen der OER-Aktivitäten im österreichischen Hochschulraum und ergründen Synergien aus Open Science und Open Education. Claudia Hackl ist Projektmanagerin von "Open Education Austria Advanced" und berät Hochschulen zur institutionellen Verankerung von Open Educational Resources. Sie ist für den Wissenstransfer innerhalb und zwischen beteiligten sowie interessierten Hochschulen zuständig. Claudia Hackl legt ihren Fokus stark auf die Synergien aus Open Education und Open Science. Ebenso ist sie Teil ...

The culture of "Open" has a great deal to offer educators as they struggle to redefine teaching and learning in the context of ubiquitous connectivity, social media, and collaborative knowledge creation. The social web has empowered every person with internet access to publish & distribute information globally. No longer is "knowledge" owned and meted out by gatekeeper organizations. Commercial publishers of textbooks, academic journals, and educational software are increasingly challenged by free content that is being collaboratively developed by a distributed community of experts. The Open Access movement has convinced faculty members and academic libraries to reconsider traditional scholarly publishing models. The Open Textbook movement has exposed cheaper and more efficient ways to create, update, and distribute textbooks. The Open Courseware movement has successfully launched thousands of free online courses. The Open Data movement agitates to make government and other publicly funded data available freely online. This session aims to introduce the audience to the principles of Open Access, to summarize major post-secondary initiatives in this area, and to outline strategies for students and faculty who wish to participate in and support the movement towards Open Education.

Sci-GaIA (www.sci-gaia.eu) was an EU funded project that ran from May 2015 to April 2017. Initially set out to create sustainable training to support scientific endeavour through Science Gateways and e-Infrastructures in Africa, to better motivate and to establish a clearer route to impact, the project shifted focus to embrace Open Science to better open scientific achievements in Africa across the world. Overall, the Sci-GaIA project made thousands of people made aware of Science Gateways, e-Infrastructures and Open Science and has created a sustainable ecosystem of Open Science compliant, Open Innovation capable and Open Education based collaboration across Africa. It has also addressed several UN Sustainable Development Goals: (3) Good Health and Well-being, (4) Quality Education, (9) Industry, Innovation and Infrastructure, (11) Sustainable Cities and Communities, (13) Climate Action and (17) Partnerships for the Goals. Overall the project made effective impacts on African health and public health and, consequently, on the quality and duration of life. The major results of the project related to the theme of the session this abstract is proposed for were: - The creation of the Open Science Platform (www.sci-gaia.eu/osp), a DevOps-compliant public research e-Infrastructure (both Grid and Cloud Computing based) for projects and applications, which includes a Linked Open Data federation, a standard based Open Access Repository – also for Open Educational Resources – and an online platform for MOOCs. - The creation of more than 120 e-Infrastructure-related training and educational materials (www.sci-gaia.eu/materials/). - The creation and implementation of the e-Research Hackfest (www.sci-gaia.eu/summer-hackfest/) pedagogical model that uses effective challenge-driven education to train, innovate and create new services, applications and developers. - The creation of 35 Champions (www.sci-gaia.eu/champions/) who have has supported 24 Communities of Practice (www.sci-gaia.eu/community/), created 7 new Science Gateways (www.sci-gaia.eu/science-gateways/), multiple new services and 5 new Open Data Repositories. - A catalogue (www.sci-gaia.eu/service-catalogue/) of 19 new federated services and 30 new applications (www.sci-gaia.eu/applications/), which can also be used for education and training purposes. In this contribution we quickly summarise the Sci-GaIA results, share the lessons learnt and discuss the opportunities for the African Communities of Practices and Higher Education System to leverage and exploit project results. I do the latter presenting two examples I'm contributing to: the creation of the NADRE and the definition of new policy and strategic plans for effective ICT implementation in African Higher Education Systems. The National Academic Digital Repository of Ethiopia (NADRE) intends to provide researchers, lecturers, students and stakeholders from outside of the academic world access to research works published by Ethiopian universities and research institutions. All public and private universities as well as research institutions will contribute to the NADRE and will provide citizens access to it. The objective of the NADRE is threefold (see https://agenda.ethernet.edu.et/e/nadre-kom/): - To increase the access of academics and citizens in Ethiopia and worldwide to research works published by Ethiopian researchers at one of the Ethiopian universities or research institutions, - To foster the dissemination of research outcomes and make them, as well as their authors, more visible inside and outside the country, and - To spread completed research to other corners of the country in order to allow other researchers to build on it. For the time being, the NADRE will mainly include Master theses, dissertations, journals, articles, conference proceedings as well as all works published by researchers from Ethiopian universities and research institutions as well as from Ethiopian researchers living abroad. All artefacts will be published under Creative Commons licenses and will be tagged with Digital Object Identifiers (DOIs). In the next few years, African Higher Education & Research System must face and win the unprecedented challenge of re-inventing its mission(s) to create tomorrow's workers that can fully tap on ICT to find better jobs and improve the quality of their own lives as well as those of their families. Universities should not anymore be only responsible for qualifying the human capital (Education – the "First Mission") and for producing new knowledge (Research – the "Second Mission") but they must also engage with societal needs and market demands by linking their activity with their own socio-economic context- the "Third Mission". The contribution of Higher Education to jobs and growth, and its international attractiveness, should be enhanced through close, effective links between education, research, and innovation – the three sides of the so-called "knowledge triangle", which is deemed to be the real "engine" of a knowledge society. For all the above, it is my strong conviction that the policy and strategic plans for ICT effective ICT implementation in Africa Higher Education should be aligned to the goal of creating next generation of ICT-conversant people that could improve the quality of the African societies, their digital literacy degree and the continent as a whole. Policies and plans should be framed within the larger design of an Open Science commons, which will sensibly improve higher education, research and innovation on the same foot across Africa. The main goals of carrying out a pervasive implementation of ICTs in the African Higher Education System should be: (i) to promote easy access to ICT resources such as teaching/learning materials, simulation and demonstration tools, scientific publications, and scientific computing power to both the educators and students; (ii) to build an infrastructure that will pool the limited and scattered ICT expertise in the continent into a common platform so as to promote local and international collaboration; (iii) to make African researchers and educators, as well as their scientific and educational products, more visible worldwide so to enhance the attractiveness of African universities and create better curricula that could help reduce the brain drain and contribute to open innovation; (iv) to increase reputation, in order to attract resources to the continent. The presentation has been given in the Session "African Universities Response to the Challenges of the Data Revolution" of SciDataCon-IDW2018 Conference held in Gaborone (Botswana) on November 5-8, 2018.

Der Beitrag behandelt Synergien zwischen Open Science und Open Education mit dem Fokus auf "Open Education Austria Advanced" im Rahmen der aktuellen Open Educational Resources (OER)-Aktivitäten in Österreich. Das Projekt österreichischer Universitäten verfolgt eine attraktive und vielschichtige nationale Infrastruktur für OER als Gesamtprojektziel. Diese äußert sich im Rahmen eines OERhub (zentrale Meta-Suchmaschine für OER aus dem gesamten öst. Hochschulraum), sowie in einer nationalen OER-Zertifizierungsstelle mit passenden Qualifizierungsangeboten und weitreichendem Wissenstransfer an der Schnittstelle von Bibliotheken, Zentralen IT-Services und E-Learning-Zentren. Analog zu institutionell bereits verankerten Aktivitäten im Bereich Open Access in der Forschung, beginnen sich OER an Hochschulen zu etablieren und stoßen bei Lehrenden, Studierenden und Leitungsebenen auf zunehmendes Interesse. Diese "educational skills" im Bereich der OER sind ebenso in der EU Open Science Policy als eine der zentralen "ambitions", die Forscher*innen beim Praktizieren von Open Science benötigen, verankert. (European Comission, 2019) Neben dem Kompetenzaufbau zur Verwendung und Erstellung von OER ist deren Verfügbarkeit und Auffindbarkeit von zentraler Bedeutung, um die Akzeptanz von OER nachhaltig zu sichern. Somit besteht die Anforderung seitens der Nachhaltigkeit neben Publikationen und Forschungsdaten, immer öfter auch Inhalte aus der Lehre langfristig verfügbar zu machen. "Open Education Austria Advanced" trägt somit an der Schnittstelle von Bibliotheken, Zentralen IT-Services und E-Learning-Zentren zur Sichtbarmachung und Nutzung von Synergien aus Open Science und Open Education bei, um einen Beitrag zur freien Nutzung von Bildungsinhalten aus der Lehre zu leisten und offene Praktiken analog zur Forschung zu etablieren.

This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world. Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right. A must-read for practitioners, policy-makers, scholars and students in the field of education.

Open Education does not occur in a vacuum; ergo, policies aimed at fostering sustainable growth of Open Educational Practices (OEP) must acknowledge that such practices sit within a wider landscape of socioeconomic and educational ecosystems aiming to widespread efforts to democratise access to research and knowledge; however, the development of national and institutional-level OER & OEP policies appears to lag behind, therefore, the main objective of the OE policy registry is to become a hub for benchlearning, supporting institutions and communities of practice to develop OE policies that promote ethical developments of OE (Atenas et al, 2019). Much discussion of the need for open education policy has occurred at the supranational level. International OE declarations (e.g. Cape Town Declaration, 2007; Paris Declaration, 2012; UNESCO-Recommendation, 2019) have called for an OE ethos to be embedded within wider education policy, as it is understood as a key spur to democratise access to quality education. Nowadays, a series of international initiatives are attempting to stimulate action on educational and scientific openness, including guidelines to foster sustainable policies. In some cases, nations and subnational governments have taken up the challenge of incorporating policy to enable open resources and practices into education policymaking agendas. What is less clear, and less straightforward to investigate, is the extent to which individual institutions are developing policies to support openness. Our session at OER20, reported on the current state of OE policies internationally, based on the OE Policy Registry dataset. Through engagement with the data held in the Policy Registry it has been possible to collect and examine a wide range of policy documents and sketch some key features of the OE policy landscape. Further auditing of this dataset is needed, in order that the registry can be used effectively to support policy benchlearning by OE advocates, researchers and policymakers. This session ...

Open Education explores the disruption of the traditional university as a result of the increasingly widespread provision of free online open education.

Although some non-state armed groups protect and promote education, many others neglect it or even attack schools and students. Adapted from the source document.

The definition of openness influenced the sustainability of business models of Open Education (OE). Yet, whether openness is defined as the free (re)usage of resources, or the free entry in courses, there always is a discussion on who pays for the resources used in these offerings. The free offering of courses or materials raises the question if OE can be maintained independent of large government subsidies. This article analyzes four cases that each have a different approach to OE and (financial) survival. The aim of this study is to determine the most efficient conditions for a sustainable OE business model.Instead of using different earning models, this research concentrates on the different aspects of unbundling (costs, income, and financiers), arguing that an adjusted Business Model Canvas can be used to analyze the not-for-profit organizations in higher education institutions (HEIs). The cases are OpenupEd, FemTechNet, MERLOT, and Lumen Learning. Openness plays different roles in the business models of the different organizations. For OpenupEd and MERLOT, openness of the materials offered to students and teachers (MOOCs, OER) is essential. For FemTechNet, openness is part of the need to collaborate and share within their community. Commercial organizations, such as Lumen Learning, use free materials to teach educational organizations to use these materials for their own courses. All four organizations use different key activities and key resources (for example, management competencies, social skills, or design and teaching skills) for their continuity. Yet, despite the differences between the case-organizations, community building is important in all cases. Either because producers and users of Open Education become identical, because standardization does decrease costs and increases findability and quality, or because they can bridge the difference between supply and competences necessary for usage of Open Education.

This article examines the phenomenon of open education, its infl uence, and prospects within the context of contemporary education. An in-depth exploration of this pedagogical approach offers invaluable insights for educators, researchers, policymakers, and other stakeholders intrigued by advanced methodologies and ideas in the educational realm. The primary objective of the research is to ascertain how the principles of open education facilitate the transformation of traditional educational frameworks and how they can promote educational equity. To achieve this aim, the author employs a method of analyzing diverse sources and practical examples. It is posited that open education represents a signifi cant stride towards creating a more inclusive and accessible educational milieu, anchored in the principles of democracy, self-organization, and knowledge equality. The article's key fi ndings encompass the understanding that open education, rooted in principles of accessibility, inclusivity, self-organization, and knowledge democratization, offers novel opportunities for the transformation of conventional education and the realization of educational fairness. Challenges in implementing open education, including digital disparity, content quality, accreditation, and student motivation, are also illuminated. Open education introduces pedagogical innovations, infusing elements of fl exibility and individualization. Novelty contributions of the research encompass delineating the impact of open education on transforming educational frameworks, a profound comprehension of open education principles and their application for ensuring educational equity, and the formulation of new methodological approaches to studying the open education phenomenon. In conclusion, the study offers valuable perspectives on the role and position of open education in the current educational landscape and its potential for further exploration. This work will be of interest to those seeking to understand and probe the possibilities that open education presents for today's educational environment.

An article about the regional priorities of open education in Russia. The author examines the trends, causes and patterns of development of open (distance) education in Russia. Particular attention is paid to the analysis of contradictions objectively encountered during implementation of open education. Subjected to criticism formal approach, dominant in the implementation of distance technologies in the Russian Federation.