Modelo de democratización de los contenidos albergados en los MOOC

Els cursos online massius i oberts (MOOC per Massive Online OpenCourses ) són la materialització d’un nou escenari formatiu en l’educació superior fonamentat en la gratuïtat, la massivitat i la ubiqüitat. En la seva essència suposen una evolució del moviment d’aprenentatge obert (Open Learning Movement), els principis del qual són la reutilització, revisió, remescla i redistribució dels recursos educatius oberts (REA). Però, a diferència d’aquests, en els MOOC els continguts estan tancats i protegits per copyright, per la qual cosa els seus materials no poden ser reutilitzats. Criticats des de diferents punts de vista, des de la perspectiva de la filosofia REA el principal problema que presenten és que els seus recursos no siguin accessibles, modificables i traduïbles, la qual cosa impedeix la democratització i l’accés lliure del coneixement. Per això, diferents autors i instàncies consideren necessària l’obertura dels continguts dels MOOC, i en aquest article es proposen tres estratègies per a obrir aquests continguts: dipositar els materials en repositoris de REA, arxivar-los com a objectes individuals en repositoris de REA com a paquets de dades i la seva conversió a OpenCourseWare, com a cursos d’autoaprenentatge.Massive Online Open Courses (MOOCs) have emerged as a new educational tool in higher education, based on gratuity, massiveness and ubiquity. Essentially they suggest an evolution of the Open Learning Movement based on principles of reusing, revising, remixing and redistributing open educational resources (OER). However, in contrast with the content of OERs, content hosed in MOOCs tends to be paywalled and copyrighted, which restricts its reuse. Philosophically, the main problem with MOOCs is the inaccessibility and inadaptability of their resources, challenging democratic open access to knowledge. A number of authors and organisations consider it an ultimate necessity to open up MOOC resources. Therefore in this paper three strategies to open up MOOC contents are proposed: to deposit the materials in repositories of OER (ROER) as individual objects, to archive them in ROER in data packages as learning units or to convert them into OpenCourseWare (OCW) as self-taught courses.Los cursos online masivos y abiertos (MOOC por Massive Online Open Courses) son la materialización de un nuevo escenario formativo en la educación superior fundamentado en la gratuidad, la masividad y la ubicuidad. En su esencia suponen una evolución del movimiento de aprendizaje abierto (Open Learning Movement), cuyos principios son la reutilización, revisión, remezcla y redistribución de los recursos educativos abiertos (REA). Pero a diferencia de estos, en los MOOC los contenidos están cerrados y protegidos bajo copyright, por lo que sus materiales no pueden ser reutilizados. Criticados desde diferentes puntos de vista, desde la perspectiva de la filosofía REA, el principal problema que presentan es que sus recursos no sean accesibles, modificables y traducibles, lo que impide la democratización y el acceso libre del conocimiento. Por ello diferentes autores e instancias consideran necesaria la apertura de los contenidos de los MOOC y en este artículo se proponen tres estrategias para abrir los contenidos: depositar los materiales en repositorios de REA, archivarlos como objetos individuales en repositorios de REA como paquetes de datos y su conversión a Open CourseWare, como cursos de autoaprendizaje

Course Review Report

This is the initial revision of each one of the modules of the OpenMed pilot course, this initial review focuses in identify good practices, flaws, missing aspects, structure and clarity of the language towards allow the authors to improve the content, to restructure the modules and to include or exclude support materials, examples, case studies and any other resources towards ensuring that the content can be assessed and improved in a second version

Skills Not Silos: Open Data as OER

Open Data is produced and used at various levels in research, governance, policy making and civil society. So far though, conversation around its value and significance has tended to occur within an Open Data silo, existing in parallel with other open discussions around Open Educational Resources and Open Access. In our presentation we explore practices which make use of Open Data as OER, with a focus on the the opportunities and challenges inherent in this approach. For the OECD, "All citizens should have equal opportunities and multiple channels to access information, be consulted and participate. Every reasonable effort should be made to engage with as wide a variety of people as possible." A central challenge in higher education is to develop skills useful not only at subject/professional level, but which also engage students with real-world problems. The skills needed to participate in democratic discussions can be understood as transversal skills, defined by UNESCO (2015) as "Critical and innovative thinking, inter-personal skills; intrapersonal skills, and global citizenship". If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data has been understood as key to research, policy and governance development, and also heralded as a force for democratic discourse and participation, but in our view, this is not achieved by opening data alone. By using Open Data in research- and scenario-based learning activities, educators can enhance the information, digital, statistical and data analysis literacies that can empower students, and ultimately citizens and communities. Such pedagogic activities allow students to learn using the same raw materials researchers and policymakers produce and use. Drawing from a series of case studies of the use of Open Data as OER, we suggest educators consider the following elements : Focus: define the research problem and its relation to the environment students. Practicality: match technical applications and practices to expected solutions. Expectations: set realistic expectations for data analysis. Directions: support in finding data portals which contain appropriate information. Training: provide training materials for the software students will need to analyse the data. Location: use global, local and scientific data which is as granular as possible. Modelling: develop model solutions to guide students on the challenges and activities. Collaboration: support students to work collaboratively and at multidisciplinary level. Communication: support students in communicating their findings to local or wider communities

Open Data Sectors and Communities: Education

Open data can help researchers and policy-makers understand the education landscape, provide information for parents and children about education facilities and their performance, and serve as a key element in the creation of open educational resources (OER). Attention must move beyond the simple availability of data on education to also question how the data is contextualised, presented, and used to ensure it does not result in the reinforcement of pre-existing biases and social divides. There has been relatively limited intersection to date between the open education and open data communities. There are opportunities for future strengthening of these links, increasing the use of open data as a key educational resource, and supporting more applied civic education

Education

Key Points * Open data can help researchers and policy makers understand the education landscape, can provide information for parents and children about education facilities and their performance, and can be used as an input into education: making a connection between open data and Open Educational Resources (OER). * Attention must focus beyond the simple availability of education data to also question how the data is shaped, presented, and used. This should address the ways in which, without wider policy interventions, making data available about education performance may ultimately reinforce stigma and social divides. * There has been relatively limited overlap between OER and Open Data communities, although since 2013, the Open Knowledge Education Working Group has sought to build connections between them. There are opportunities for future strengthening of these links, increasing the use of open data as a key educational resource, and supporting more applied civic education

Fostering policy making in Open Education: The OER policy registry

The OER World Map aims at be the platform that facilitates access to materials and and knowledge to promote open educational practices, acting as a source of information on current projects, practices and people for everyone interested in Open Education (OE). One of its newest developments is the OER Policy Registry, which aims not only to record current policies in OE but to become the knowledge hub to support the wider OE community to develop OE policies, helping them to bench-learn from other policies, to contact organisations that have developed policies and to openly learn from others. This session will explain how you can engage with the Policy Registry, and why you should

Reframing data ethics in research methods education: a pathway to critical data literacy

This paper presents an ethical framework designed to support the development of critical data literacy for research methods courses and data training programmes in higher education. The framework we present draws upon our reviews of literature, course syllabi and existing frameworks on data ethics. For this research we reviewed 250 research methods syllabi from across the disciplines, as well as 80 syllabi from data science programmes to understand how or if data ethics was taught. We also reviewed 12 data ethics frameworks drawn from different sectors. Finally, we reviewed an extensive and diverse body of literature about data practices, research ethics, data ethics and critical data literacy, in order to develop a transversal model that can be adopted across higher education. To promote and support ethical approaches to the collection and use of data, ethics training must go beyond securing informed consent to enable a critical understanding of the techno-centric environment and the intersecting hierarchies of power embedded in technology and data. By fostering ethics as a method, educators can enable research that protects vulnerable groups and empower communities

The OE policy registry – An open benchlearning tool

The OER World Map platform facilitates access to materials and knowledge to promote OEP, acting as a source of information for everyone interested in Open Education. One of its newest developments is the OE Policy Registry, which aims not only to record the current policies in open education but to become the knowledge hub to support the wider OE community in developing OE policies, helping them to locate and bench-learn from existing policies and the people and organisations which have developed and promoted them. Much discussion of the need for open education policy has occurred at the supranational level. 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. This session reports 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. The session will cover the initial findings of a research project conducted using this dataset, and additionally, inputs gained during a series of workshops designed to support OE policy co-creation. We will present key features of the OE Policy Registry to support – OE advocates seeking to support and enhance practice through policy – Policymakers at institutional and governmental levels – Researchers interested in OE policy For these user groups, several different use-cases are addressed and presented: – Policymakers can showcase and find good practice policy exemplars, which they can adapt and reuse within their context. – OER advocates and advocacy networks can connect with each other, so that they can exchange experiences and cooperate in joint projects. – Researchers can collect data on policy activities in different educational sectors and geographical areas, gaining a deeper understanding of the functioning of OE ecosystems and develop strategies for mainstreaming. Recording available: https://youtu.be/ra34cClfd9w References Atenas, J., & Havemann, L. (2019). On the trail of OE policy co-creation. http://dx.doi.org/10.5281/zenodo.2654899 Atenas, J., Havemann, L., Nascimbeni, F., Villar-Onrubia, D., & Orlic, D. (2019). Fostering Openness in Education: Considerations for Sustainable Policy-Making. Open Praxis, 11(2), 167-183. http://dx.doi.org/10.5944/openpraxis.11.2.947 Inamorato dos Santos, A., Punie, Y. & Castaño Muñoz, J. (2016). Opening up Education: A Support Framework for Higher Education Institutions, JRC – EUR – Scientific and Technical Research Reports. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/opening-education-support-framework-higher-education-institutions Inamorato dos Santos, A., Nascimbeni, F., Bacsich, P., Atenas, J., Aceto, S. Burgos, D., & Punie, Y. (2017). Policy Approaches to Open Education – Case Studies from 28 EU Member States. https://ec.europa.eu/jrc/en/publication/policy-approaches-open-education-case-studies-28-eu-member-states-openedu-policie

Critical literacies for a datafied society: academic development and curriculum design in higher education

Participation in democracy, in today’s digital and datafied society, requires the development of a series of transversal skills, which should be fostered in higher education (HE) through critically oriented pedagogies that interweave technical data skills and practices together with information and media literacies. If students are to navigate the turbulent waters of data and algorithms, then data literacies must be featured in academic development programmes, thereby enabling HE to lead in the development of approaches to understanding and analysing data, in order to foster reflection on how data are constructed and operationalised across societies, and provide opportunities to learn from the analysis of data from a range of sources. The key strategy proposed is to adopt the use of open data as open educational resources in the context of problem and research-based learning activities. This paper introduces a conceptual analysis including an integrative overview of relevant literature, to provide a landscape perspective to support the development of academic training and curriculum design programmes in HE to contribute to civic participation and to the promotion of social justice

Open Data as driver of critical data literacies in Higher Education

Participation in today’s datafied society requires a series of transversal skills. In fact, we need technical abilities and media literacies weaved in a critical approach to understand the socio-political and cultural mechanisms that affects individuals and groups. Higher Education (HE) must lead in the development of critical, socio-technical pedagogic approaches to understand and analyse data. To this end, adopting Open Data as the base of Open Educational Practices has potential to trigger authentic learning. situations. In this regard, the approach aims at going beyond the development of technical abilities to extract, elaborate and integrate Open Data in services, activities and projects. In fact, using data as OER in research-based learning activities for data journalism and civic monitoring techniques can be the catalyser for the appropriation of the datafied public spaces and also, to data ownership and activism. On the basis of these pedagogical practices, HE could play a key role in fostering critical approaches. The abilities developed in HE should transcend the classroom, to understand datafication in society. In time, HE students and teachers would contribute to shaping informed and transformative democratic practices and dialogue empowering citizens to address social justice concerns. This envisioned strategy requires of faculty development and engagement, as data literacies need of disciplinary and pedagogical efforts to innovate in curricular and learning design. Furthermore, supporting faculty’s awareness and practices to shape critical and ethical approaches to data implies care for spaces of dialogue at the juncture of technical and social needs. Care for interdisciplinary thinking and understanding the differences between “Psyche and Tekné”, building on Umberto Galimberti’s conceptualisation of the problem of balance between ethics/social sciences and technological advancement. Session content This workshop explores the educational potential of Open Data as a driver of interdisciplinary dialogue in learning design and pedagogical practices. It will offer instruments for designing educational interventions in two simple phases: 1- A conceptual (but dialogical!) introduction, to present the principles, the policy context and existing practices in citizen science, responsible research and innovation and Open Data, and the connections with data literacy in HE will be defined from the perspective of the researchers and their experiences in using Open Data for educational/learning purposes. An initial overview of the principles and resources to work with Open Data as OER in the context of Data in Education will be introduced. Also the frameworks to develop data literacy in HE will also be considered with a focus on the issues hindering these practices will be also displayed. 2- A “hands on” exercise in which the concepts above will be applied to the participants’ pedagogical practices, and their sense discussed on the light of both practical and deontological implications. The educational potential of Open Data in the participants perspective will collect personal reflections to understand in which extent the concept of open data could be applied to personal pedagogical practices. Which datasets could be useful? Which are the critical issues that I could face to use open data in my pedagogical practices? The reflections will be collected by using sticky notes and a map of possible future practices. Session recording: https://youtu.be/BZJX2BifYIg References Atenas, J. & Havemann, L. (2019) Open Data and Education. In T. Davies, S. Walker, M. Rubinstein, & F. Perini (Eds.), The State of Open Data: Histories and Horizons. Cape Town and Ottawa: African Minds and International Development Research Centre. Print version DOI: https://doi.org/10.5281/zenodo.2677851 Atenas, J., Havemann, L., & Priego, E. (2015). Open Data as Open Educational Resources: Towards Transversal Skills and Global Citizenship. Open Praxis, 7(4), 377–389. https://doi.org/10.5944/openpraxis.7.4.233 Manca, A., Atenas, J., Ciociola, C., & Nascimbeni, F. (2017). Critical pedagogy and open data for educating towards social cohesion. Italian Journal of Educational Technology, 25(1), 111–115. https://doi.org/10.17471/2499-4324/862 Raffaghelli, J. E. (2017). Alfabetizzare ai dati nella società dei big e open data: una sfida formativa. Formazione&Insegnamento – European Journal of Research on Education and Teaching, 25(3), 279–304. https://doi.org/107346/-fei-XV-03-17_21 Raffaghelli, J. E. (2018a). Educators’ Data Literacy Supporting critical perspectives in the context of a “datafied” education. In M. Ranieri, L. Menichetti, & M. Kashny-Borges (Eds.), Teacher education & training on ict between Europe and Latin America (pp. 91–109). Roma: Aracné. https://doi.org/10.4399/97888255210238 Raffaghelli, J. E. (2018b). Open Data for Learning: A case study in Higher Education. In A. Volungeviciene & A. Szűcs (Eds.), Exploring the Micro, Meso and Macro Navigating between dimensions in the digital learning landscape. Proceedings of the EDEN Annual Conference, 2018 (pp. 178–190). Genoa, Italy: European Distance and E-Learning Network. https://doi.org/978-615-5511-23-3 Raffaghelli, J. E. (2019). DEVELOPING A FRAMEWORK FOR EDUCATORS’ DATA LITERACY IN THE EUROPEAN CONTEXT: PROPOSAL, IMPLICATIONS AND DEBATE. In International Conference on Education and New Learning Technologies EDULEARN (pp. 10520–10530). Palma de Mallorca: IATED. https://doi.org/10.21125/edulearn.2019.265