Access Copyright and Fair Dealing Guidelines in Higher Educational Institutions in Canada: A Survey

Information about the acceptance by Canadian Higher Education Institutions (HEI) of the Access Copyright (AC) tariff is important for educators even though only a minority of HEIs in Canada have committed to the AC tariff. In addition, the copyright “pentalogy,” the five major decisions of the Supreme Court of Canada (SCC), and its interpretation of fair dealing has become relevant for the institutions, faculty and students. Many universities and community colleges in Canada have adopted the Universities Canada (UC) guidelines on fair dealing, while some have adopted the “six-point test” as their guideline. In some cases, institutions have not adopted any policy or guidelines on any aspect of copyright. This paper will investigate these issues to provide one view of the behaviour Canadian HEIs exhibit in their adherence to AC and their use of policy and guidelines at their institutions

GO-GN Guidelines for Equity Diversity and Inclusion in Open Education with a focus on Africa and Latin America

The GO-GN EDI project has had two phases to date. The first phase (2018-19) focused on EDI practices in open education (OE) in Africa. Nine interviews with key OE experts and practitioners from Africa were conducted. This phase also included a two-day face-to-face workshop in Nairobi, and several dissemination events. Findings from phase 1 informed the initial GO-GN recommendations for EDI and also provided the foundation for phase 2 of the EDI project. Phase 2 of the project started in early 2020. Phase 2 aimed at investigating EDI in OE in Latin America. Although the initial plan for Phase 2 was to mirror the project design elements of Phase 1, this was not possible due to the impact of the Covid-19 global pandemic on researchers, participants and worldwide. Notwithstanding, 12 online interviews with key OE experts across Latin America were conducted, including participants from Argentina, Brazil, Chile, Colombia, Costa Rica, Mexico, and Uruguay. Instead of a face-to-face workshop, the team conducted an online workshop with key project participants who had been previously interviewed. Both phases were widely disseminated through conference presentations, webinars and blog posts; phase 2 blog posts were translated into Portuguese and Spanish. The objective of the implementation phase was reoriented to the production of this handbook, which contains a set of GO-GN EDI guidelines in OE based on the experiences of phases 1 and 2 and informed by the relevant literature in the field

The GO-GN Fellowship reflections report

This document summarises the experience of the Global OER Graduate Network (GOGN) fellowship scheme 2020-2022 drawing on the reflections of the nine GO-GN alumni and fellows

The Go-GN Open Research Handbook

This Handbook draws together work done between 2020 and 2023 by members of the Global OER Graduate Network (GO-GN). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK. In our current phase of activity, we began these collaborative writing efforts with a Research Methods Handbook which was created during the depths of the Covid-19 pandemic. Working together at distance provided an important way to strengthen community links when meeting in person was not possible. The Research Methods Handbook was well received by a much larger audience than we anticipated, and went on to win an Open Research Award. We followed this up with a sister publication, our Conceptual Frameworks Guide. This explores a less well traversed (but nonetheless important) area of scholarly focus. Together, these two explore open approaches to the theory and practice of research in open education. One distinctive feature of our presentation is to foreground the authentic experiences of doctoral researchers who have used specific approaches in researching open education. While it is not possible to cover all approaches in this detail, we hope that important insights are presented in this form of open practice. Throughout 2020-2022 we also regularly engaged our membership through collective reviews of recently published papers and articles. The Research Reviews serve as an overview of recent research but also as a snapshot of the critical responses recorded by doctoral and post-doctoral researchers working in relevant areas. No one volume can claim to comprehensively contain the diversity and variety of open approaches, and this is no exception. But one virtue of openness is that we can draw on the openly licensed works of others to increase our coverage of relevant areas. The Additional Resources at the end of this volume bring together a range of openly licensed texts on open education research and suggests places for further reading and research. Consequently, the information contained here represents a wide range of contributors and collaborators. The original and intended audience for this volume is the doctoral student working on an open education research project - in short, the typical student member of GO-GN and the profile the network exists to support. However, we’ve learned through feedback and analytics that the potential audience for works like this is much larger. Many people who wouldn’t describe themselves as researchers still do research and evaluation. Presenting accessible insights into research foundations and practices helps with this and can be understood as a form of open practice

Diversity, Equity and Inclusion in Latin America in the Context of an Open Education Initiative.

Diversity, inclusion and equity are almost taken-for-granted concepts in the broader context of open education initiatives, projects and practices. How can an Open Education initiative be ‘open’ while also embracing diversity, equity and inclusion (DEI)? Are these concepts understood in a similar way across different regions of the world? This paper reports on the second phase of a project that seeks to scope diversity, inclusion and equity in the context of the Global OER Graduate Network (GO-GN). Founded in 2013, GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education (i.e. OER, OEP, MOOC). These doctoral researchers are at the core of the network; around them, over two hundred experts, supervisors, mentors and interested parties connect to form a community of practice. The first phase of the project took place in 2019, where we started the development of GO-GN DEI strategy, with the support and participation of African stakeholders and experts. This process gave us a great insight of DEI for open education in Africa. During the second phase, we look at understanding these DEI insights from a Latin American perspective and point view. This paper presents the progress of phase two so far. It discusses some of the impact of the current pandemic on the project, including opportunities and challenges that emerged. We will explore some of the preliminary analysis of phase two and discuss some of the similarities and differences between both phases. We hope that this project will assist better representation from the Global South and Global in GO-GN, and that we have the strategy and implementation tools in place to fulfil our aims in an intercultural, connected and open world

DEI Project in Latin America: Plan and preliminary findings

Diversity, Equity and Inclusion (DEI) has been in the GO-GN’s agenda since it’s foundation in 2013, but it was in 2018 when its first project directly related to DEI was developed. The first phase of GO-GN DEI project had a focus on DEI practices in Open Education in Africa. Findings of this first stage informed the initial GO-GN guidelines for DEI. These findings have also been used as a foundation for phase 2 of the DEI project, which focuses on Latin America. This blog post presents the progress of phase two so far, including data gathering and analysis processes, as well as changes made to adapt the project and its deliverables to the global pandemic. We will explore some of the preliminary findings and recommendations from phase two and discuss some of the similarities and differences between both phases

Links between Open Education and DEI – findings from a Latin American study

Diversity, Equity and Inclusion (DEI) has been in the Global OER Graduate Network’s (GO-GN) agenda since it’s foundation in 2013, but it was in 2018 when its first project directly related to DEI was developed. The first phase of GO-GN DEI project focused on DEI practices in Open Education in Africa. Findings of this first stage informed the initial GO-GN guidelines for DEI. The findings of phase 1 have also been used as a foundation for phase 2 of the DEI project, which focuses on Latin America. DEI phase 2 started in early 2020 and we realized very soon that the project that was originally planned would certainly have to be modified due to the impact of the global pandemic on researchers, participants and in fact on the world. Notwithstanding, we managed to conduct 12 online interviews with key OE experts across Latin America, including from Argentina, Brazil, Chile, Colombia, Costa Rica, Mexico and Uruguay. In addition to the online interviews, we plan to hold additional activities so as to validate the preliminary findings and to gather additional data. One of the activities will be to conduct an online workshop with project participants and also some additional experts to discuss the preliminary results and further DEI issues in Latin America. This event will occur before OER21 so that final results of this project can be shared with attendees. The online interviews were conducted in English. Recorded interviews were transcribed, and transcripts were imported into the NVivo software for qualitative analysis. Interviews were structured around questions regarding participants’ perceptions of diversity, equity and inclusion, the elements needed to foster a DEI community of practice and/or research, the type of support that might be needed in the Global South, particularly in Latin and Central America, for PhD researchers/early career researchers in Open Education, and what would be the elements of the GO-GN guidelines for DEI, to cite a few. A similar process will be undertaken for the online workshop. This presentation will explore the results of DEI phase 2 project, including analysis from the interviews and also additional data gathered from the online workshop. Based on the research findings, we will make some recommendations for the GO-GN DEI guidelines. Conference attendees will be asked to engage and provide their own views on DEI in their region/country. We hope that this project will assist better representation from the Global South in GO-GN, and that we have the strategy and implementation tools in place to fulfil our aims in an intercultural, connected and open world. References DEI phase 1 – Blog post http://go-gn.net/research/diversity-equity-and-inclusion-project/ Bossu, C. & Vladimirschi, V. (Nov 16-20). Diversity, Equity and Inclusion in Latin America in the Context of an Open Education Initiative, presented at the Open Education Global 2020. https://connect.oeglobal.org/t/diversity-equity-and-inclusion-in-latin-america-in-the-context-of-an-open-education-initiative/38

Access Copyright and Fair Dealing Guidelines in Higher Educational Institutions in Canada: A Survey

Information about the acceptance by Canadian Higher Education Institutions (HEI) of the Access Copyright (AC) tariff is important for educators even though only a minority of HEIs in Canada have committed to the AC tariff. In addition, the copyright “pentalogy,” the five major decisions of the Supreme Court of Canada (SCC), and its interpretation of fair dealing has become relevant for the institutions, faculty and students. Many universities and community colleges in Canada have adopted the Universities Canada (UC) guidelines on fair dealing, while some have adopted the “six-point test” as their guideline. In some cases, institutions have not adopted any policy or guidelines on any aspect of copyright. This paper will investigate these issues to provide one view of the behaviour Canadian HEIs exhibit in their adherence to AC and their use of policy and guidelines at their institutions.L’information sur l’acceptation de la licence d’Access Copyright (AC) par les établissements d’enseignement supérieur (EES) canadiens est importante pour les éducateurs, bien que seule une minorité d'EES au Canada ait opté pour cette licence. De plus, la « pentalogie » du droit d’auteur, c’est-à-dire les cinq décisions majeures de la Cour suprême du Canada (CSC) et son interprétation de l’utilisation équitable, est pertinente pour les établissements, les professeurs et les étudiants. Plusieurs universités, collèges et instituts canadiens ont adopté les lignes directrices de l’utilisation équitable prescrites par Universités Canada tandis que d’autres ont adopté les six facteurs énoncés par la CSC comme lignes directrices. Dans certains cas, des établissements n’ont pas adopté de politique ou de ligne directrice en lien avec le droit d’auteur. Cet article examine ces enjeux afin d’offrir une perspective sur le comportement des EES canadiens quant à leur adhésion à AC et leur utilisation des politiques et des lignes directrices au sein de leurs établissements respectifs

Access Copyright and Fair Dealing Guidelines in Higher Educational Institutions in Canada: A Survey

Information about the acceptance by Canadian Higher Education Institutions (HEI) of the Access Copyright (AC) tariff is important for educators even though only a minority of HEIs in Canada have committed to the AC tariff. In addition, the copyright “pentalogy,” the five major decisions of the Supreme Court of Canada (SCC), and its interpretation of fair dealing has become relevant for the institutions, faculty and students. Many universities and community colleges in Canada have adopted the Universities Canada (UC) guidelines on fair dealing, while some have adopted the “six-point test” as their guideline. In some cases, institutions have not adopted any policy or guidelines on any aspect of copyright. This paper will investigate these issues to provide one view of the behaviour Canadian HEIs exhibit in their adherence to AC and their use of policy and guidelines at their institutions

GO-GN Annual Review 2021

The Global OER Graduate Network's (GO-GN) Annual Review for 2021 includes results of our annual member survey, an overview of the year's fellowships, recent publications and more