“They Have to Combine the Future of the University and Their Own Future”:OpenCourseWare (OCW) Authoring as an Academic Practice in Spain

This study looks at OpenCourseWare (OCW) in Spain, a country where most public universities have tried to promote that particular model of open educational resources (OER) provision among academics. Using three universities with varying levels of OCW activity as a case study, this article examines key drivers behind the implementation of OCW initiatives and unpacks what it means, as an academic practice, to engage in OCW authoring. Following a qualitative case study approach and a multi-methods design, this study offers a basis for theoretical generalisations that can be useful for understanding similar dynamics taking place within different organisational contexts in Spain and beyond. The findings reveal a major disconnect between the drive to implement OCW initiatives in Spain and actual opportunities for academics to engage with them as part of their work. The author concludes that the extrapolation of a highly prescriptive model of OER provision into institutional realities different from the context where it was originally devised—in this case, the Massachusetts Institute of Technology in the United States—is rather problematic. The article also provides some recommendations to university leaders and policy makers, encouraging the creation of alternative models that are mindful of the institutional and cultural specificities of their own contexts and also to take into consideration the social and material realities of the communities they aim to provide with lifelong learning opportunities

Independently-hosted web publishing

The term independently-hosted is used here to describe online publishing practices that utilise the World Wide Web (hereafter the Web) as a decentralised socio-technical system, where individuals and communities operate as the owners or controllers of the online infrastructures they use in order to share content. Such practices may be adopted as an alternative of, or as a complement to, the use of centralised content-sharing systems that belong to and are entirely operated by third parties. The term 'publishing' is used here in a rather inclusive way and refers to the act of making content available online, rather than being restricted to the editorial processes that characterise, for instance, academic publishing.Victoria I. Marín acknowledges the support of the Grant RYC2019-028398-I funded by MCIN/AEI/ 10.13039/501100011033 and FSE “El FSE invierte en tu futuro”

Evaluación de la presencia del concepto ‘Entorno Personal de Aprendizaje’ en los dominios web de las instituciones de Educación Superior en España: un estudio de menciones web

The concept of 'Personal Learning Environment' (PLE) has generated considerable levels of attention among researchers and practitioners concerned with technology -mediated education. By introducing students and educators to this concept, Higher Education Institutions (HEIs) may enable their communities to make better informed decisions on the resources they use in their day-to-day academic practice. Moreover, it may help them develop autonomy as self-regulated learners and enhance their agency in lifelong learning. This article is part of a study looking at the presence of that concept across the web domains of universities and other HEIs in Spain, a country that stands out due to the amount of research on PLEs it has produced. The article presents the findings of the first phase of the study and concludes that the concept is relatively well established in the Spanish HE arena. Nevertheless, the presence of the term is unevenly distributed across the sector, as it is higher among public universities and distance education institutions.El concepto de ‘Entorno Personal de Aprendizaje’ ha generado niveles atención considerables en el ámbito de la tecnología educativa. Familiarizar a estudiantes y docentes con dicho concepto es algo que puede ayudar a las instituciones de educación superior a que sus comunidades tomen decisiones mejor informadas en cuanto los recursos que emplean para el desarrollo de su actividad académica. Asimismo, es algo que puede ayudar a los estudiantes a mejorar su autonomía para la autorregulación de sus procesos de aprendizaje y mejorar su agencia para el aprendizaje a lo largo de la vida. Este artículo forma parte de un estudio que analiza la presencia de dicho concepto en los dominios web de universidades y otras instituciones de educación superior en España, un país que ha destacado por la cantidad de investigación que ha generado en torno a esta temática. El artículo presenta los resultados de la primera fase del estudio y concluye que el concepto de entorno personal de aprendizaje está establecido en el sistema de educación superior español. No obstante, la presencia del término está distribuida de manera irregular en el sector, ya que ha tenido mayor alcance entre universidades públicas e instituciones dedicadas a la educación a distancia.21 página

Promoviendo y Estudiando las Prácticas y Culturas Digitales : el caso del Espacio-Red PCD de Andalucía (UNIA)

Este artículo aborda el proceso de diseño y puesta en funcionamiento del Espacio-Red de Prácticas y Culturas Digitales (PCD), un programa de la Universidad Internacional de Andalucía nacido en 2008 con el objetivo de analizar e impulsar dinámicas sociales y culturales que están emergiendo a partir del uso de los nuevos medios digitales. Se abordan tanto las bases conceptuales como el la ejecución práctica de esta iniciativa.This paper gives an account of the design process and actual implementation of the programme Espacio-Red de Prácticas y Culturas Digitales (PCD), initiated at the Universidad Internacional de Andalucía (UNIA) in 2008 with the aim of analysing and promoting emerging social and cultural dynamics facilitated by the use of new digital media Both the conceptual basis and practical development of this initiative are discusse

Fostering Openness in Education: Considerations for Sustainable Policy-Making

This paper reviews a framework to support the co-creation of policies to sustainably foster Open Education. The framework has been derived from a comprehensive review of public and Open Education policy documents and related literature, as well as identification and consideration of contiguous issues in the education landscape that directly impact openness and can potentially derail policies, including datafication, copyright reforms, and the unbundling of services into component parts. The open policy framework, along with a canvas and set of change cards and a dynamic grounded in the participation and co-creation standard developed by the Open Government Partnership, have been used in three workshops piloted during 2018, to facilitate co-design of Open Education policies, by discussing contexts, objectives and challenges with policymakers and advisors both at national and institutional levels, policymakers and advocates with a series of tools and advise to enable arenas to co-create open-education policies

Editorial del número especial: Prácticas educativas abiertas en educación superior

La noción de apertura no es nueva en la educación. Sin embargo, lejos de permanecer estable, su significado ha variado mucho a lo largo de los años y de unas zonas geográficas a otras, dando lugar a un concepto complejo y con múltiples capas. El enfoque inicialmente limitado a los contenidos asociado a los Recursos Educativos Abiertos (REA) se ha ampliado gradualmente para abarcar una gama más amplia de actividades educativas, como indica el cambio hacia las Prácticas Educativas Abiertas (PEA). Más allá de la producción y (re)utilización de recursos, las PEA abarcan también aspectos como la implantación de infraestructuras educativas abiertas o la adopción de modelos pedagógicos innovadores que empoderen a los estudiantes como coproductores en su trayectoria de aprendizaje permanente. Con este número especial, ofrecemos una perspectiva internacional (con investigaciones del Norte Global y del Sur Global) sobre la diversidad de formas y modalidades que pueden adoptar las PEA en los distintos contextos de la educación superior. Esperamos que las contribuciones de los autores sean de interés para los/as lectores/as de la Revista Edutec y que fomenten una mayor reflexión sobre laas PEA, así como nuevas investigaciones y prácticas