Re-use of public sector information in cultural heritage institutions

In 2013 the European Union amended the Directive on Public Sector Information, establishing the principle that all available information produced and collected by public sector institutions must be made available for reuse under open terms and conditions. The amended Directive also brings publicly funded libraries, museums and archives into its scope. These new rules on reuse of heritage materials, treated as public sector information (PSI), attempt for the first time to define a general framework for sharing cultural heritage information all around Europe. In this paper we argue that if Member States are not careful, the implementation of the changes required by the new Directive could do more harm than good when it comes to access to digitized cultural heritage in Europe. These concerns center on how the directive interacts with copyright legislation. The paper recommends that in order to contribute to the opening up of cultural heritage resources, Member States should ensure that all qualifying documents that are not currently covered by third party intellectual property rights fall within the scope of the Directive. Member States should also implement the Directive in a way that does not encourage or require institutions to charge for the reuse of works that they make available for reuse. For documents that are still protected by intellectual property rights but where these rights are held by the cultural heritage institutions that have these works in their collections, Member States should encourage the use of Open Definition-compliant licenses

The Framework Catalogue of Digital Competences

The Framework Catalogue of Digital Competences Justyna Jasiewicz, Mirosław Filiciak, Anna Mierzecka, Kamil Śliwowski, Andrzej Klimczuk, Małgorzata Kisilowska, Alek Tarkowski & Jacek Zadrożny Centrum Cyfrowe Projekt: Polska (2015

Ramowy Katalog Kompetencji Cyfrowych

Ramowy Katalog Kompetencji Cyfrowych Justyna Jasiewicz, Mirosław Filiciak, Anna Mierzecka, Kamil Śliwowski, Andrzej Klimczuk, Małgorzata Kisilowska, Alek Tarkowski & Jacek Zadrożny Centrum Cyfrowe Projekt: Polska (2015

Methodological guide for implementation and evaluation of open e-textbook programs

In order to draw evidence-based conclusions about publicly funded programmes and interventions, there is an interest in impact assessment. This Methodological Guide is meant to provide assistance on conducting evaluations of public initiatives focused on the provision of open digital textbooks. Such textbooks are in a digital format and made available publicly online. When funded through public funds, it becomes important to understand the possible costs and savings. Therefore, the Guide focuses on exploring the costs and savings associated with such initiatives, and on the other hand, estimating their impact on learning outcomes (e.g. exemplified as academic achievements). The Guide aims to be generic drawing on experiences gained from an independent evaluation of a Polish public program that produced open digital textbooks. Therefore, the methodology presented in this Guide can also be used to analyse programs focused on other types of digital content in education. The long-term aim of the Guide is to promote the proper evaluation of such initiatives in the future.JRC.B.4-Human Capital and Employmen

Taksonomia funkcjonalnych kompetencji cyfrowych oraz metodologia pomiaru poziomu funkcjonalnych kompetencji cyfrowych osób z pokolenia 50+

The report was released by the Association "Cities in the Internet". Its aim is to develop a functional model and a directory of digital skills. It presents an analysis of research and literature, taxonomies digital skills and project functional measurement of digital literacy. The report was made under the "System Project - promoting the development of broadband", implemented by the Ministry of Administration and Digitization and the "Cities on the Internet" under the slogan "Poland Digital Equal Opportunities"

Open Education as a game changer – stories from the pandemic

El estudio presenta ejemplos de iniciativas positivas y cambios en la educación que se originaron como reacción al cierre de escuelas durante la pandemia de 2020 y son parte de lo que se conoce como prácticas educativas abiertas y recursos educativos abiertos.This document presents examples of positive initiatives and changes in education originated as a reaction to the closure of schools during the COVID-19 pandemic in 2020 and which are part of what is known as Open Educational Practices and Open Educational Resources. The aim of analysis is to gather information about the most interesting and influential Open Education initiatives which could inspire and hopefully permanently revolutionize remote education systems around the world. An important objective is to initiate a discussion on the role played by Open Education during the pandemic and to provide arguments to support public policy making. We describe initiatives from five countries – Greece, Italy, Poland, Uruguay and Brazil. For each country we provide: a) specific stories about the broadly understood Open Education in the pandemic to encourage discussion and inspiration. Each initiative is connected with a corresponding UNESCO Recommendation on OER Objective. b) the reactions by the governments to the pandemic and the actions taken, also from the point of view of using Open Education in remote learning. c) a brief description of the education systems in the days before the pandemic. Story from Greece: - Cooperation changes everything - the community of practice in Greece Stories from Italy: - How to open what is closed – the MOOC “E-collaboration at school and beyond” from Politecnico di Milano - The Didactics of Proximity - the municipality of Turin for parents and educators Stories from Poland: - Invite me to your lesson – a grassroots initiative for the exchange and cooperation of teachers from thousands of Polish schools - Wolne Lektury – a grassroots digital library visited by 1,500,000 readers per month in the pandemic - Pistacja.tv – how to teach millions of maths students during the pandemic - Remote Lessons and Open Educational Network - Polish government initiatives Stories from Uruguay:- Plan Ceibal and Portal Uruguay Educa - how systematic building of national OER repositories can help as a response to emergency remote education - RedREA (OER Network) - how to ensure the continued creation of open resources that feed national repositories Story from Brazil: - Mobile Apps in Education – teachers widely open to mobile communication with students Key conclusions from the study drawn on the basis of the records of discussions between the authors of the report and the activists of Open Education during a two-day workshop in October 2020: a) Resources, institutions and infrastructure built on the Open Education model provide resilience to educational systems. b) Teachers were the first responders during the educational crisis. Networks of teachers were quickly formed, using communication technologies available to them. These networks created and shared teaching resources, and provided teachers with mutual support. c) Grassroots initiatives require support to function for a longer time. Public institutions need to partner with informal initiatives, in order to make them sustainable and help them scale up. d) Actors of many types took action and supported remote education: non-governmental organisations, universities, city governments. Ministries of Education need to adopt a multi-stakeholder model to manage remote education which acknowledges this support. e) Open Education does not solely rely on sharing openly licensed educational resources. It also harnesses practices of collaboration, content creation, networking and mutual support based on values of openness, solidarity and equality. f) At the time of crisis, educators and learners used any technologies and resources available. Over time, remote education requires the provision of necessary public infrastructure, educational services and resources. g) The digital divide – lack of access to equipment and the internet as well as insufficient conditions for teaching and learning – became even more prominent during the pandemicExecutive summary Introduction Context and form Analysis methodology How do we understand Open Education? Key conclusions Story from Greece Cooperation changes everything – the community of practice in Greece Decisions on education in early lockdown – Greece Stories from Italy How to open what is closed – the MOOC ‘E-collaboration at school and beyond’ from Politecnico di Milano The Didactics of Proximity – the municipality of Turin for parents and educators Decisions on education in early lockdown – Italy The day before the pandemic – brief description of Italian educational system Basic information about the educational system Open education in documents, strategies and regulations Infrastructure and digital repositories Stories from Poland Invite me to your lesson – a grassroots initiative for the exchange and cooperation of teachers from thousands of Polish schools Wolne Lektury – a grassroots digital library visited by 1,500,000 readers per month in the pandemic Pistacja.tv – how to teach millions of maths students during the pandemic Remote Lessons and Open Educational Network - Polish government initiatives Decisions on education in early lockdown - Poland The day before pandemic – brief description of Polish educational system Key assumptions of the education systems Open education in documents, strategies and regulations Infrastructure and digital repositories Stories from Uruguay Plan Ceibal and Portal Uruguay Educa – how systematic building of national OER repositories can help as a response to emergency remote education RedREA (OER Network) – how to ensure the continued creation of open resources that feed national repositories Decisions on education in early lockdown – Uruguay The day before the pandemic – brief description of Uruguayan educational system Basic information about the educational system Infrastructure and digital repositories Story from Brazil Mobile Apps in Education – teachers widely open to mobile communication with students 50 Decisions on education in early lockdown – Brazil The day before the pandemic – brief description of Brazilian educational system Basic information about the educational system Open education in documents, strategies and regulations Infrastructure and digital repositorie

Otwarty model licencjonowania Creative Commons

The paper presents a family of Creative Commons licenses (which form nowadays one of the basic legal tools used in the Open Access movement), as well as a genesis of the licenses – inspired by Open Software Licenses and the concept of commons. Then legal tools such as individual Creative Commons licenses are discussed as well as how to use them, with a special emphasis on practical applications in science and education. The author discusses also his research results on scientific publishers attitude towards Open Access movement

System YADDA - oprogramowanie dla repozytoriów cyfrowych

The presentation discusses the software for creating repositories YADDA: its structure, capabilities and use. YADDA system allows to create an integrated service platform for full-text and bibliographic databases. All components and features of a modular system architecture, implemented modules and plans for further development YADDA platform have been presented