Towards more effective adoption of OER by integrating implementation of Open Science and Open Education :async:

Robert Schuwer (Fontys University of Applied Sciences), Lieke Rensink (SURF), Gaby Lutgens (Maastricht University), Leontien Van Rossum (Fontys University of Applied Sciences)

Last year UNESCO launched a draft Recommendation on Open Science. Comparing this recommendation with the OER Recommendation, they have a large resemblance. In the Recommendation, OER is considered as one of the elements comprising Open Science, next to a.o. Open Data and Open Access.

However, in daily practice in Dutch institutions of Higher Education we observe that implementation to adopt outcome of both Open Science (more specifically Open Access and Open Data) and Open Education (more specifically OER) are often separated. This is remarkable, because there are a lot of similarities between the two phenomena. The challenges and dilemmas in both fields are similar: fear of commercial use of openly available resources, fear of free riding, uncertainty about copyright issues and fear of harming your career when involved in openness.

We can also learn from each other. One example to illustrate this. For scientific publications, there is an internationally recognized, highly developed and well-functioning ecosystem. In the case of OER, such an ecosystem does not yet exist, and the ecosystem to be developed should be linked to the existing education and training ecosystems. The ecosystem for scientific publications ensures that publications meet a minimum quality standard. A similar ecosystem is not available for OER.

As part of the Acceleration Plan for Educational Innovation with IT, the program focusing on digital (open) learning material is working towards a more integrated approach to accelerate adoption of both Open Access publications and OER. In a symposium with stakeholders from institutions and associations of institutions we will formulate an action plan for further uptake.

In this session, we will inform participants about our activities and intermediate results. We will invite participants to share their efforts, results and discuss ideas to approach the two forms of openness in a more integrated way.

Extended abstract: OE_Global_2021_paper_39.pdf 📄

Activity Details

UNESCO OER Action Area: Building capacity
Format: Asynchronous Interactive Activity
Language: English


This activity can be completed at any time during (or after) the conference.

Instructions and materials for the activity will be added below by the authors. They will provide specific details on how to participate and what to share back as a response to the activity.

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Greetings from Austin, Texas, USA! I am your Raporteur for this activity and am very much looking forward to it.

Here you can watch the presentation we made. After watching, please take a minute to reply to the questions we have put hereunder. Your input is very valuable for us in activities we plan to do this fall.

We gathered some examples of whitepapers and policy documents on embedding Open Educational Practices in Open Science.

Did your institute adopt an Open Education/OER Policy?
Please share documents or websites you think are worthwhile reading by replying to this message.

We mentioned the existence of an ecosystem for open science publishing offering for instance a transparent and recognized quality assurance system based on peer review. Do you agree with us in the idea that this could also be applicable for OER?

What could an ecosystem for OER look like? Do you for instance use a peer review process/workflow with regard to educational or assessment material?

Like Open Access publishing is part of how academic staff is being recognized and rewarded, we like to learn if and how educational design, including the creation of educational material, could be part of staff career paths

Does your institute have any activities in this area of recognition and reward in the context of (open) education? Do you for instance add DOIs to open educational material or do you reward good practices of sharing and reusing OER?

Please provide us with your experiences or ideas.