SlideShare a Scribd company logo
Open Educational Practices (OEP)
Regional Agenda
A bottom up approach in Latin America and Europe
to develop a common area of Higher Education




                                                   1
OportUnidad is an action-research project with the aim of promoting the adoption of Open Educational Practices (OEP)
in Latin America.
Partners and Support: OportUnidad is led by a group of universities from both Latin America and Europe: Universidade
Federal Fluminense (Brazil), the Universidad Estatal a Distancia (Costa Rica), the Universidad Técnica Particular de
Loja (Ecuador), the Fundación Uvirtual (Bolivia), the Universidad Virtual del Tecnológico de Monterrey (Mexico), the
Universidad de la Empresa (Uruguay) and the Universidad Inca Garcilaso de la Vega (Peru), the EAFIT University
(Colombia). The European partners are the Università degli Studi Guglielmo Marconi (Italy) (Project Coordinator),
the Universitat Oberta de Catalunya (Spain), the Faculdade de Letras da Universidade de Lisboa (Portugal) and the
University of Oxford (UK). OportUnidad is supported by the European Commission under the EuropeAid ALFA III
programme.


This publication has been produced with the assistance of the European Union. The contents of this publication are the
sole responsibility of its authors and can in no way be taken to reflect the views of the European Union.
Open Educational Practices (OEP)
Regional Agenda
A bottom up approach in Latin America and Europe
to develop a common area of Higher Education
Context
The Open Educational Practices (OEP) Regional Agenda has been developed through consultations with over 50
partner universities in Latin America. It presents strategic guidelines for openness in Higher Education, outlining
policies and actions aiming at maximising the benefits of the use, reuse and remix of Open Educational Resources
(OER) for university course development as a mean to opening up access to knowledge.

The Agenda includes these recommended dimensions:

           Pedagogical Approaches to OER (P), including teaching and learning aspects and links to social
           learning, constructive learning with peers;

           Technological Solutions for OER
 (T), including key technologies, standards, specifications (i.e.
           metadata, publishing, querying) and infrastructure;

           Organisational Frameworks and Procedures
 (OF), roles of different actors in institutions to build,
           reuse and remix OER, and cost-effective procedures for OER;

           New institutional funding models and sustainability (FMS), how do OEP contribute to generate new
           funding and institutional business models in order to assure the long term sustainability of the initiatives;

           Collaborative Models for OER Between Institutions
 (CM) and communities of interest.

Based on this OEP Regional Agenda, each university (i.e. partner and fellow universities involved in the
OportUnidad project) will define an institutional roadmap, i.e. a contextualisation of the Agenda to the local, cultural
and institutional framework. It is a mid-term strategic plan for the implementation of one or more items of included
in the enclosed Agenda that must be considered as a locally-contextualised plan within a global strategic plan.


The dimensions included in this Agenda must be addressed prioritising the following stakeholders communities
(as defined at the Glossary):

           At a Regional, National or Local Level: inter-governmental entities, governments, national accreditation
           agencies, and civil organizations.

           At an Institutional Level: Student Bodies, Managerial level, Educator community, Librarians, Technical
           (IT) staff.

           At a Users Level: Students, educators, vulnerable communities.




                         Open Educational Practices (OEP) Regional Agenda
2                        www.oportunidadproject.eu
Pedagogical Approaches to OER
Recommendations on pedagogical approaches to OER take into consideration affordances of new Information
and Communication Technologies (ICTs) in relation to teaching and learning processes. They focus on
opportunities for social learning, namely constructive and collaborative learning with peers. Moreover, although
OER are commonly produced to support teaching and learning, they may also be created by students as part
of learning activities; authorship and licensing issues are therefore addressed herein.

This Agenda recommends that Higher Education organisations, within their capacities:



    P.1 Incorporate an open approach to knowledge production within education, promoting use, reuse
         and remix of educational resources.



    P.2 Foster awareness of OER through practical experimentation.



    P.3 Pursue inter-institutional collaboration, fostering the emergence of communities of practice
         around educational themes and areas of interest.



    P.4 Recognise and give credit to knowledge acquired through OEP by means of creating adequate
         indicators and metrics to assess competences.



    P.5 Pursue academic quality assurance and rigour in the process of OER production.



    P.6 Raise awareness of the role of OER supporting educational transformative practices and learning
         innovation in order to motivate the distribution of knowledge generation and transference
         through OEP.



    P.7 Further develop empirical investigation of the pedagogical value of OER, including their impacts
         on formal and informal education environments.



    P.8 Stimulate the creation of institutional but also regional communities of educators in order to
         facilitate the exchange of experience, knowledge transfer and skills development regarding the
         importance of OER initiative.



    P.9 To address accessibility principles during the design, implementation and use of OER learning
         based practices.




                                                                                                              3
Technological Solutions for OER
There are numerous technological solutions for production and publication of OER, the choice of which depends
upon a range of factors, such as scale, audience, and resources available to the initiative. Nevertheless, this
Agenda focuses on key technologies, standards, specifications (e.g. metadata, publishing, querying) and
infrastructure, and recommends that Higher Education organisations, within their capacities:



    T.1   Ensure access to reliable Information and Communication Technologies (ICTs), a crucial
          requirement in the adoption and production of OER.


    T.2   Promote an open, inclusive and democratic access to digital technologies (hardware and
          software) in order to enhance the use, adaptation and appropriation of ICTs in order to contribute
          to enhance and consolidate OER initiatives.



    T.3   Implement an adequate technological infrastructure and technical support that facilitate the
          development of OER initiatives.



    T.4   Incorporate in teachers’ training programmes the use and value of open standards.Promote the
          incorporation of open-source systems in the practice of education developing technical skills
          and competence to find, use, remix, and contribute with OER as well as to engage with and to
          promote OEP.



    T.5   Pursue decentralised or federated solutions to knowledge management which facilitate the
          creation of inter-institutional and regional OER initiatives that leverage the findability, exchange,
          reuse and repurpose of resources within an expanded community of users within and beyond
          the educational institutions.



    T.6   Adopt open standards, accessibility principles, and bibliometric criteria when publishing OER.



    T.7   Structure OER repositories in machine-readable format as to enable proper indexing and
          Search Engine Optimisation of resources.




                       Open Educational Practices (OEP) Regional Agenda
4                      www.oportunidadproject.eu
Organisational Frameworks and Procedures
Higher Education organisations willing to take part in OER provision are faced with the need to lead profound
changes in organisational frameworks and procedures. Most of these changes take place over time and are
embedded at different levels of the institution: managerial, educational and, cross-cutting these two, at the
cultural level. It is likely that when changes transform the culture of the organisation, longstanding effects are
also perceived by staff members, students and the wider community.

This Agenda recommends that Higher Education organisations, within their capacities:



   OF.1   Ensure equal and democratic open access to knowledge.


   OF.2   Implement consistent and inclusive OER institutional policies outlining the ways in which the
          organisation aims to engage with OER and OEP to foster accessibility best practices, in what
          context, involving what departments/people, and how such involvement relates to its overarching
          mission and values.


   OF.3   Develop a strategic plan of use, production and diffusion of OER in both a systematic and an
          integrated way within the organisation.


   OF.4   Stimulate the adoption of OEP through institutional and/or financial incentives to staff members
          and professional recognition.


   OF.5   Foster an OER culture through knowledge management practices that enable an educational
          paradigm shift toward openness and collaboration.


   OF.6   Diffuse and disseminate OER and OEP within the institution and beyond.


   OF.7   Foster and advance academic research on the various organisational challenges associated
          with the implementation and use of OER.


   OF.8   Develop and disseminate a methodology for production and adoption of OER internally, both in
          pedagogical and institutional terms.


   OF.9   Respect authors’ rights, and disseminate information about the various licensing alternatives
          available.


  OF.10   Empower ‘champions’ (innovators and early adopted communities or individuals) to spread the
          word to faculty and non-faculty members about the value proposition and benefits of OER.


  OF.11   Develop and disseminate institutional guidelines and a clear set of quality criteria for evaluating
          OER and the effectiveness of existing OEP.


  OF.12   Implement permanent training on collaborative practices of knowledge creation and remix for
          both faculty and non-faculty members.
                                                                                                                5
New institutional funding models and sustainability
The diffusion of OER and OEP poses challenges to institutional business models. There are relevant
economic dimensions to pursue for the creation, management, and publication of OERs, many of which are
being currently adopted by different Higher Education organisations worldwide. Although many existing OER
initiatives were built with one-off funding, either due to its marketing value or altruistic notion of widening
access to education, sustainability of these initiatives has become a critical notion which still remains
underdeveloped.

This Agenda recommends that Higher Education organisations, within their capacities:



    FMS.1   Actively pursue and manage change in the organisational culture toward an open and
            collaborative approach to the educational environment.



    FMS.2   Explore new approaches, which without affecting the open access of the educational resources
            could provide new revenue sources for the funding institutions and or content providers (i.e.
            quality assurance certification; training programmes; customization of open source software or
            new accreditations schemes).



    FMS.3   Direct economic resources towards OER initiatives.



    FMS.4   Pursue new business models that do not rely on restrictive and exclusive access to knowledge,
            but rather on potential added value beyond access.



    FMS.5   Participate in externally-funded projects aiming at the development of OER and OEP, as well as
            seek internal support to related initiatives.



    FMS.6   Identify and share those OER initiatives that contribute to ensure the sustainability of institutional
            and inter-institutional OER initiatives.



    FMS.7   Disseminate the existence of business models that support and promote the consistent
            development of OEP.



    FMS.8   Develop institutional and inter-institutional flexible certification models that assess, qualify and
            recognize the learning outcomes of those who learned through the use of OER and OEP.




                         Open Educational Practices (OEP) Regional Agenda
6                        www.oportunidadproject.eu
Collaborative Models for OER Between Institutions
One of the outcomes of OER initiatives is that it allows for local and global collaboration via the Internet, both
between staff and across institutions. Through the offer of OER, universities have started to have clearer
policy statements about the use of content of their websites. The adoption of institutional endorsement of
common licensing can activate and facilitate a more dynamic and better-coordinated participation of the
content producers.

OER provision and use is also perceived as an opportunity to expand learning beyond the boundaries
of traditional education. The increasing availability of OER allows these initiatives to reach wider online
communities, thus strengthening institutional presence and new forms of academic recognition and authority.
Nevertheless, the OER discussion is not without its challenges. A broader appropriation of OER by the
academic community is still undergoing a process of consolidation, and will require organisations to face and
cooperate in overcoming inter-institutional and multi-cultural boundaries.

This Agenda recommends that Higher Education organisations, within their capacities:




  CM.1    Further cooperation with other institutions pursuing OER initiatives, fostering community
          building and peer-based collaboration.


  CM.2    Adopt open licences that enable cooperation between institutions and individuals through reuse
          and remix of educational resources, with clarity in terms of author rights and conditions of use.



  CM.3    Participate in initiatives aiming at developing flexible quality assurance mechanisms to assess
          and evaluate educational resources.



  CM.4    Ensure that open standards are used in all online repositories, ensuring not only accessibility,
          but also interoperability with existing platforms.



  CM.5    Stimulate the consolidation of active, national and/or regional communities (i.e. educators,
          decision makers, senior educational manager and/or technology administrators) who are
          interested in the development and sustainability of OER and OEP.



  CM.6    Promote the collaboration with other national and international initiatives (i.e. consortiums,
          world wide federations, initiatives promoted by UNESCO, etc.) that enhance external liaison
          and the participation in worldwide OEP initiatives.




                                                                                                                7
Glossary
Governments. They can usually play an important role in setting policies for higher education systems. They have an
interest in ensuring that public investments in higher education make a useful and cost-effective contribution to socio-
economic development. Most governments also support some universities financially.

Higher education institutions. They can play a critical role in supporting their teaching staff in the creation of effective
teaching and learning environments for students and providing ongoing opportunities for professional development.

Academic staff. Are vital agents in ensuring the quality of teaching and learning delivered to students; they are central
to the teaching and learning experience of students.

Student bodies. They promote the emerging changing student roles and they have to play a role in shaping the quality
of their educational experience.

Quality assurance/accreditation bodies and academic recognition bodies. The quality assurance bodies play an essential
role in fostering a quality culture through the assessment of programmes and reviews of institutional quality assurance
mechanisms. Recognition bodies should also have an understanding of the role of OER in higher education to ensure
the fair recognition of qualifications.

Vulnerable group. People who are long-term unemployed, and also others who are inactive but not registered as
unemployed. It should include workers who are in some form of employment but are at a high risk of losing their jobs.

Students. The “on-campus” students that will benefit from the open educational practices that brings learning processes
and their outcomes closer to what they need to participate successfully in a dynamic knowledge-based society and to
enter the job market.

Open Educational Resources (OER).“Open Educational Resources (OER) are teaching, learning, and research
resources that reside in the public domain or have been released under an intellectual property license that permits
their free use or re-purposing by others. Open educational resources include full courses, course materials, modules,
textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to
knowledge”

Atkins, D.E., Brown, J.S. & Hammond, A.L., 2007.A review of the open educational resources (OER) movement:
Achievements, challenges, and new opportunities, Report to The William and Flora Hewlett Foundation. Available
at:www.hewlett.org/uploads/files/Hewlett_OER_report.pdf

Copyrights licenses. During the actions in the project we will consider as “open” license those from Creative Commons
(http://creativecommons.org/licenses), Open Source Initiative (http://www.opensource.org/licenses) and also
Customized Licenses. Customized licenses refers to institutional and individuals licenses that have chosen to craft their
own license - and that frequently use borrowing terms from the standardized licenses, allowing free use or re-purposing
of educational resources.

Bissell, A., and Park, J. (2008). What Status for Open? An Examination of the Licensing Policies of Open Educational
Organizations and Projects, a report from ccLearn (Creative Commons) to The William and Flora Hewlett Foundation,
http://creativecommons.org/weblog/entry/11700

Open Educational Practices (OEP). “OEP are defined as practices which support the (re)use and production of
OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as
co-producers on their lifelong learning path. OEP address the whole OER governance community: policy makers,
managers/ administrators of organisations, educational professionals and learners” (OPAL, 2012, p. 6).

OPAL (2012).Open Educational Quality Initiative (OPAL) a project funded with support from the European Commission.
Progress Report (Public Part); Report version: Final; Date of preparation: 10.1.2012. Available in http://www.oer-quality.
org/wp-content/uploads/2012/02/D1.4_Project_Report_pub_PrintFinal_Public.pdf




                          Open Educational Practices (OEP) Regional Agenda
Participant Institutions
8                 www.oportunidadproject.eu
1   CETYS Universidad
 2   Conectando Pasos
 3   Fundación Universitaria del Área Andina
 4   Fundación Uvirtual (Bolivia)
 5   Pontificia Universidade Católica do Paraná
 6   Universidade Estácio de Sá – UNESA (Brazil)
 7   Universidade do Sul de Santa Catarina - Campus UnisulVirtual
 8   Universidad Autónoma de Manizales
 9   Universidad Autónoma del Estado de Morelos
10   Universidad Católica de Santa Fe
11   Universidad Católica de Santiago de Guayaquil
12   Universidad Católica del Uruguay
13   Universidad Católica Redemptoris Mater
14   Universidad Central de Venezuela
15   Universidad Colegio Mayor de Nuestra Señora del Rosario
16   Universidad de Colima
17   Universidad de La Empresa
18   Universidad de la República de Uruguay
19   Universidad de La Sabana
20   Universidad de Los Lagos
21   Universidad de Montemorelos
22   Universidad del Norte
23   Universidad del Quindío
24   Universidad del Salvador
25   Universidad EAFIT
26   Universidad Estatal a Distancia (UNED) de Costa Rica
27   Universidad Inca Garcilaso de la Vega (Peru)
28   Universidad Metropolitana de Ciencias de laEducación
29   Universidad Nacional Autónoma de México
30   Universidad Pedagógica Nacional
31   Universidad Señor de Sipán
32   Universidad Tecnológica de El Salvador
33   Universidad Tecnológica de Honduras
34   Universidad TECVirtual del Sistema Tecnológico de Monterrey
35   Universidad Técnica de Ambato UTA
36   Universidad Técnica Particular de Loja (UTPL)
37   Universidad Veracruzana
38   Universidad Virtual del Estado de Guanajuato
39   Universidade Estadual de Maringá
40   Universidade Federal de Itajubá (UNIFEI)
41   Universidade Federal de Juiz de Fora
42   Universidade Federal Fluminense (UFF)
43   Universitat Oberta de Catalunya
44   University of Lisbon
45   University of Oxford
46   Università degli Studi Guglielmo Marconi
47   Universidad Tecnológica de Honduras




                                                                    9
This publication is also available in Portuguese and Spanish.




     Open Educational Practices (OEP) Regional Agenda
10   www.oportunidadproject.eu

More Related Content

What's hot

Introducing OER Africa: Building African Higher Education capacity through op...
Introducing OER Africa: Building African Higher Education capacity through op...Introducing OER Africa: Building African Higher Education capacity through op...
Introducing OER Africa: Building African Higher Education capacity through op...
PiLNAfrica
 
Capacity building to address Innovation - Some Examples from the University o...
Capacity building to address Innovation - Some Examples from the University o...Capacity building to address Innovation - Some Examples from the University o...
Capacity building to address Innovation - Some Examples from the University o...
M I Santally
 
OER Africa: Maximising the Potential of OER for Sustainable Higher Education...
 OER Africa: Maximising the Potential of OER for Sustainable Higher Education... OER Africa: Maximising the Potential of OER for Sustainable Higher Education...
OER Africa: Maximising the Potential of OER for Sustainable Higher Education...
PiLNAfrica
 
Alex. bd esib policy statement on transnational education
Alex. bd esib policy statement on transnational educationAlex. bd esib policy statement on transnational education
Alex. bd esib policy statement on transnational education
IAU_Past_Conferences
 
Characteristics and Definition of Professional of Higher Education
Characteristics and Definition of Professional of Higher EducationCharacteristics and Definition of Professional of Higher Education
Characteristics and Definition of Professional of Higher Education
Anthony Fisher Camilleri
 
Lin position paper_on_hunt
Lin position paper_on_huntLin position paper_on_hunt
Lin position paper_on_hunt
linioti
 
Erasmus+ Knowledge Alliances
Erasmus+ Knowledge AlliancesErasmus+ Knowledge Alliances
Erasmus+ Knowledge Alliances
PhDSofiaUniversity
 
Disruption in TEL the way of the future and the way to go
Disruption in TEL the way of the future and the way to goDisruption in TEL the way of the future and the way to go
Disruption in TEL the way of the future and the way to go
Charles Darwin University
 
Evolution of DE at UoM....and Future Perspectives
Evolution of DE at UoM....and Future PerspectivesEvolution of DE at UoM....and Future Perspectives
Evolution of DE at UoM....and Future Perspectives
M I Santally
 
Possible Role in Agriculture OER for Africa - Presentation to Bill and Melind...
Possible Role in Agriculture OER for Africa - Presentation to Bill and Melind...Possible Role in Agriculture OER for Africa - Presentation to Bill and Melind...
Possible Role in Agriculture OER for Africa - Presentation to Bill and Melind...
PiLNAfrica
 
Virtual Education: Tool for liberal or humanist values?
Virtual Education: Tool for liberal or humanist values?Virtual Education: Tool for liberal or humanist values?
Virtual Education: Tool for liberal or humanist values?
alex bal
 
Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?
Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?
Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?
guest52421c
 
Utr. plans proposed for the future
Utr. plans proposed for the futureUtr. plans proposed for the future
Utr. plans proposed for the future
IAU_Past_Conferences
 
Digital Skills for FAIR and Open Science
Digital Skills for FAIR and Open Science Digital Skills for FAIR and Open Science
Digital Skills for FAIR and Open Science
dri_ireland
 
Why is “thorough and updated content” the top item in the list of elements as...
Why is “thorough and updated content” the top item in the list of elements as...Why is “thorough and updated content” the top item in the list of elements as...
Why is “thorough and updated content” the top item in the list of elements as...
Luciano Sathler
 
Development of a European Training Curriculum for International Crisis Manage...
Development of a European Training Curriculum for International Crisis Manage...Development of a European Training Curriculum for International Crisis Manage...
Development of a European Training Curriculum for International Crisis Manage...
Global Risk Forum GRFDavos
 
Module 9: Learning from the experience of policy-making Dima course content
Module 9: Learning from the experience of policy-making Dima course contentModule 9: Learning from the experience of policy-making Dima course content
Module 9: Learning from the experience of policy-making Dima course content
Michael Kenny
 
TEST 2018 Horizon Report
TEST 2018 Horizon ReportTEST 2018 Horizon Report
TEST 2018 Horizon Report
Michael Sano
 
Researching OER in the Open: developments and deliberations in the ROER4D pro...
Researching OER in the Open: developments and deliberations in the ROER4D pro...Researching OER in the Open: developments and deliberations in the ROER4D pro...
Researching OER in the Open: developments and deliberations in the ROER4D pro...
ROER4D
 
Emma Olohan. Investigating into the confidence levels of irish undergraduate ...
Emma Olohan. Investigating into the confidence levels of irish undergraduate ...Emma Olohan. Investigating into the confidence levels of irish undergraduate ...
Emma Olohan. Investigating into the confidence levels of irish undergraduate ...
Emma Olohan, PRII
 

What's hot (20)

Introducing OER Africa: Building African Higher Education capacity through op...
Introducing OER Africa: Building African Higher Education capacity through op...Introducing OER Africa: Building African Higher Education capacity through op...
Introducing OER Africa: Building African Higher Education capacity through op...
 
Capacity building to address Innovation - Some Examples from the University o...
Capacity building to address Innovation - Some Examples from the University o...Capacity building to address Innovation - Some Examples from the University o...
Capacity building to address Innovation - Some Examples from the University o...
 
OER Africa: Maximising the Potential of OER for Sustainable Higher Education...
 OER Africa: Maximising the Potential of OER for Sustainable Higher Education... OER Africa: Maximising the Potential of OER for Sustainable Higher Education...
OER Africa: Maximising the Potential of OER for Sustainable Higher Education...
 
Alex. bd esib policy statement on transnational education
Alex. bd esib policy statement on transnational educationAlex. bd esib policy statement on transnational education
Alex. bd esib policy statement on transnational education
 
Characteristics and Definition of Professional of Higher Education
Characteristics and Definition of Professional of Higher EducationCharacteristics and Definition of Professional of Higher Education
Characteristics and Definition of Professional of Higher Education
 
Lin position paper_on_hunt
Lin position paper_on_huntLin position paper_on_hunt
Lin position paper_on_hunt
 
Erasmus+ Knowledge Alliances
Erasmus+ Knowledge AlliancesErasmus+ Knowledge Alliances
Erasmus+ Knowledge Alliances
 
Disruption in TEL the way of the future and the way to go
Disruption in TEL the way of the future and the way to goDisruption in TEL the way of the future and the way to go
Disruption in TEL the way of the future and the way to go
 
Evolution of DE at UoM....and Future Perspectives
Evolution of DE at UoM....and Future PerspectivesEvolution of DE at UoM....and Future Perspectives
Evolution of DE at UoM....and Future Perspectives
 
Possible Role in Agriculture OER for Africa - Presentation to Bill and Melind...
Possible Role in Agriculture OER for Africa - Presentation to Bill and Melind...Possible Role in Agriculture OER for Africa - Presentation to Bill and Melind...
Possible Role in Agriculture OER for Africa - Presentation to Bill and Melind...
 
Virtual Education: Tool for liberal or humanist values?
Virtual Education: Tool for liberal or humanist values?Virtual Education: Tool for liberal or humanist values?
Virtual Education: Tool for liberal or humanist values?
 
Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?
Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?
Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?
 
Utr. plans proposed for the future
Utr. plans proposed for the futureUtr. plans proposed for the future
Utr. plans proposed for the future
 
Digital Skills for FAIR and Open Science
Digital Skills for FAIR and Open Science Digital Skills for FAIR and Open Science
Digital Skills for FAIR and Open Science
 
Why is “thorough and updated content” the top item in the list of elements as...
Why is “thorough and updated content” the top item in the list of elements as...Why is “thorough and updated content” the top item in the list of elements as...
Why is “thorough and updated content” the top item in the list of elements as...
 
Development of a European Training Curriculum for International Crisis Manage...
Development of a European Training Curriculum for International Crisis Manage...Development of a European Training Curriculum for International Crisis Manage...
Development of a European Training Curriculum for International Crisis Manage...
 
Module 9: Learning from the experience of policy-making Dima course content
Module 9: Learning from the experience of policy-making Dima course contentModule 9: Learning from the experience of policy-making Dima course content
Module 9: Learning from the experience of policy-making Dima course content
 
TEST 2018 Horizon Report
TEST 2018 Horizon ReportTEST 2018 Horizon Report
TEST 2018 Horizon Report
 
Researching OER in the Open: developments and deliberations in the ROER4D pro...
Researching OER in the Open: developments and deliberations in the ROER4D pro...Researching OER in the Open: developments and deliberations in the ROER4D pro...
Researching OER in the Open: developments and deliberations in the ROER4D pro...
 
Emma Olohan. Investigating into the confidence levels of irish undergraduate ...
Emma Olohan. Investigating into the confidence levels of irish undergraduate ...Emma Olohan. Investigating into the confidence levels of irish undergraduate ...
Emma Olohan. Investigating into the confidence levels of irish undergraduate ...
 

Viewers also liked

Blendedlearning
BlendedlearningBlendedlearning
Blendedlearning
adudley
 
NIU Tribute: The Huskies Come Closer
NIU Tribute: The Huskies Come CloserNIU Tribute: The Huskies Come Closer
NIU Tribute: The Huskies Come Closer
Sicilian.Sigma
 
Psz.pl jako serwis ekspercki
Psz.pl jako serwis eksperckiPsz.pl jako serwis ekspercki
Psz.pl jako serwis ekspercki
Ewelina Biłda
 
Agenda Regional de Prácticas Educativas Abiertas (PEA)
Agenda Regional de Prácticas Educativas Abiertas (PEA)Agenda Regional de Prácticas Educativas Abiertas (PEA)
Agenda Regional de Prácticas Educativas Abiertas (PEA)
André Avorio
 
Visiones híbridas: ¡¡Viva la mezcla!!
Visiones híbridas: ¡¡Viva la mezcla!!Visiones híbridas: ¡¡Viva la mezcla!!
Visiones híbridas: ¡¡Viva la mezcla!!
emotools
 

Viewers also liked (7)

Blendedlearning
BlendedlearningBlendedlearning
Blendedlearning
 
NIU Tribute: The Huskies Come Closer
NIU Tribute: The Huskies Come CloserNIU Tribute: The Huskies Come Closer
NIU Tribute: The Huskies Come Closer
 
Psz.pl jako serwis ekspercki
Psz.pl jako serwis eksperckiPsz.pl jako serwis ekspercki
Psz.pl jako serwis ekspercki
 
Rooster
RoosterRooster
Rooster
 
Agenda Regional de Prácticas Educativas Abiertas (PEA)
Agenda Regional de Prácticas Educativas Abiertas (PEA)Agenda Regional de Prácticas Educativas Abiertas (PEA)
Agenda Regional de Prácticas Educativas Abiertas (PEA)
 
Rooster
RoosterRooster
Rooster
 
Visiones híbridas: ¡¡Viva la mezcla!!
Visiones híbridas: ¡¡Viva la mezcla!!Visiones híbridas: ¡¡Viva la mezcla!!
Visiones híbridas: ¡¡Viva la mezcla!!
 

Similar to Open Educational Practices (OEP) Regional Agenda

Examples of successful Open Education strategies in Higher Education
Examples of successful Open Education strategies in Higher EducationExamples of successful Open Education strategies in Higher Education
Examples of successful Open Education strategies in Higher Education
Fabio Nascimbeni
 
Innovating Open Education: Critical Pathways and Communities of Practice
Innovating Open Education: Critical Pathways and Communities of PracticeInnovating Open Education: Critical Pathways and Communities of Practice
Innovating Open Education: Critical Pathways and Communities of Practice
Robert Farrow
 
Opening up education in the Mediterranean region
Opening up education in the Mediterranean regionOpening up education in the Mediterranean region
Opening up education in the Mediterranean region
Fabio Nascimbeni
 
Practical Guidelines on Open Education for Academics: Modernising Higher Educ...
Practical Guidelines on Open Education for Academics: Modernising Higher Educ...Practical Guidelines on Open Education for Academics: Modernising Higher Educ...
Practical Guidelines on Open Education for Academics: Modernising Higher Educ...
EDEN Digital Learning Europe
 
Open Education as Innovation
Open Education as InnovationOpen Education as Innovation
Open Education as Innovation
Robert Farrow
 
Opal case study 50 cccoer canada
Opal case study 50 cccoer canadaOpal case study 50 cccoer canada
Opal case study 50 cccoer canada
OPAL2010
 
Governmental and Institutional strategies to support new ways of teaching and...
Governmental and Institutional strategies to support new ways of teaching and...Governmental and Institutional strategies to support new ways of teaching and...
Governmental and Institutional strategies to support new ways of teaching and...
EADTU
 
Opal case study 02 the support centre for open educational resources score uk
Opal case study 02 the support centre for open educational resources score ukOpal case study 02 the support centre for open educational resources score uk
Opal case study 02 the support centre for open educational resources score uk
OPAL2010
 
Policy imperatives driving open educational resources (in universities in the...
Policy imperatives driving open educational resources (in universities in the...Policy imperatives driving open educational resources (in universities in the...
Policy imperatives driving open educational resources (in universities in the...
Paul Bacsich
 
Opal case study 52 CCOT
Opal case study 52 CCOTOpal case study 52 CCOT
Opal case study 52 CCOT
OPAL2010
 
OER and MOOCs in English- and Non-English-Speaking Countries: Credentialing o...
OER and MOOCs in English- and Non-English-Speaking Countries: Credentialing o...OER and MOOCs in English- and Non-English-Speaking Countries: Credentialing o...
OER and MOOCs in English- and Non-English-Speaking Countries: Credentialing o...
Open Education Global (OEGlobal)
 
KI/DU erasmus+ stlm 11 nov2019
KI/DU erasmus+ stlm 11 nov2019KI/DU erasmus+ stlm 11 nov2019
KI/DU erasmus+ stlm 11 nov2019
Ebba Ossiannilsson
 
The future of credentials for learning outcomes with OER and MOOCs
The future of credentials for learning outcomes with OER and MOOCsThe future of credentials for learning outcomes with OER and MOOCs
The future of credentials for learning outcomes with OER and MOOCs
LangOER
 
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Richard Hall
 
Developing a sustainable OER ecosystem in HE
Developing a sustainable OER ecosystem in HEDeveloping a sustainable OER ecosystem in HE
Developing a sustainable OER ecosystem in HE
cetisli
 
2013 08 13-omollo-oerintroworkshopforunairobi-sph (2)
2013 08 13-omollo-oerintroworkshopforunairobi-sph (2)2013 08 13-omollo-oerintroworkshopforunairobi-sph (2)
2013 08 13-omollo-oerintroworkshopforunairobi-sph (2)
Kathleen Ludewig Omollo
 
Open educational resource1
Open educational resource1Open educational resource1
Open educational resource1
Sojy rajan
 
OER in non-English speaking countries: сhallenges and opportunities for suppo...
OER in non-English speaking countries: сhallenges and opportunities for suppo...OER in non-English speaking countries: сhallenges and opportunities for suppo...
OER in non-English speaking countries: сhallenges and opportunities for suppo...
African Virtual University
 
Ontario CIO Shared Service Meeting June 1 2018
Ontario CIO Shared Service Meeting June 1 2018Ontario CIO Shared Service Meeting June 1 2018
Ontario CIO Shared Service Meeting June 1 2018
eCampusOntario
 
The future OER Ecosystem - On building a community for OER in Europe
 The future OER Ecosystem - On building a community for OER in Europe The future OER Ecosystem - On building a community for OER in Europe
The future OER Ecosystem - On building a community for OER in Europe
Robert Farrow
 

Similar to Open Educational Practices (OEP) Regional Agenda (20)

Examples of successful Open Education strategies in Higher Education
Examples of successful Open Education strategies in Higher EducationExamples of successful Open Education strategies in Higher Education
Examples of successful Open Education strategies in Higher Education
 
Innovating Open Education: Critical Pathways and Communities of Practice
Innovating Open Education: Critical Pathways and Communities of PracticeInnovating Open Education: Critical Pathways and Communities of Practice
Innovating Open Education: Critical Pathways and Communities of Practice
 
Opening up education in the Mediterranean region
Opening up education in the Mediterranean regionOpening up education in the Mediterranean region
Opening up education in the Mediterranean region
 
Practical Guidelines on Open Education for Academics: Modernising Higher Educ...
Practical Guidelines on Open Education for Academics: Modernising Higher Educ...Practical Guidelines on Open Education for Academics: Modernising Higher Educ...
Practical Guidelines on Open Education for Academics: Modernising Higher Educ...
 
Open Education as Innovation
Open Education as InnovationOpen Education as Innovation
Open Education as Innovation
 
Opal case study 50 cccoer canada
Opal case study 50 cccoer canadaOpal case study 50 cccoer canada
Opal case study 50 cccoer canada
 
Governmental and Institutional strategies to support new ways of teaching and...
Governmental and Institutional strategies to support new ways of teaching and...Governmental and Institutional strategies to support new ways of teaching and...
Governmental and Institutional strategies to support new ways of teaching and...
 
Opal case study 02 the support centre for open educational resources score uk
Opal case study 02 the support centre for open educational resources score ukOpal case study 02 the support centre for open educational resources score uk
Opal case study 02 the support centre for open educational resources score uk
 
Policy imperatives driving open educational resources (in universities in the...
Policy imperatives driving open educational resources (in universities in the...Policy imperatives driving open educational resources (in universities in the...
Policy imperatives driving open educational resources (in universities in the...
 
Opal case study 52 CCOT
Opal case study 52 CCOTOpal case study 52 CCOT
Opal case study 52 CCOT
 
OER and MOOCs in English- and Non-English-Speaking Countries: Credentialing o...
OER and MOOCs in English- and Non-English-Speaking Countries: Credentialing o...OER and MOOCs in English- and Non-English-Speaking Countries: Credentialing o...
OER and MOOCs in English- and Non-English-Speaking Countries: Credentialing o...
 
KI/DU erasmus+ stlm 11 nov2019
KI/DU erasmus+ stlm 11 nov2019KI/DU erasmus+ stlm 11 nov2019
KI/DU erasmus+ stlm 11 nov2019
 
The future of credentials for learning outcomes with OER and MOOCs
The future of credentials for learning outcomes with OER and MOOCsThe future of credentials for learning outcomes with OER and MOOCs
The future of credentials for learning outcomes with OER and MOOCs
 
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
 
Developing a sustainable OER ecosystem in HE
Developing a sustainable OER ecosystem in HEDeveloping a sustainable OER ecosystem in HE
Developing a sustainable OER ecosystem in HE
 
2013 08 13-omollo-oerintroworkshopforunairobi-sph (2)
2013 08 13-omollo-oerintroworkshopforunairobi-sph (2)2013 08 13-omollo-oerintroworkshopforunairobi-sph (2)
2013 08 13-omollo-oerintroworkshopforunairobi-sph (2)
 
Open educational resource1
Open educational resource1Open educational resource1
Open educational resource1
 
OER in non-English speaking countries: сhallenges and opportunities for suppo...
OER in non-English speaking countries: сhallenges and opportunities for suppo...OER in non-English speaking countries: сhallenges and opportunities for suppo...
OER in non-English speaking countries: сhallenges and opportunities for suppo...
 
Ontario CIO Shared Service Meeting June 1 2018
Ontario CIO Shared Service Meeting June 1 2018Ontario CIO Shared Service Meeting June 1 2018
Ontario CIO Shared Service Meeting June 1 2018
 
The future OER Ecosystem - On building a community for OER in Europe
 The future OER Ecosystem - On building a community for OER in Europe The future OER Ecosystem - On building a community for OER in Europe
The future OER Ecosystem - On building a community for OER in Europe
 

Open Educational Practices (OEP) Regional Agenda

  • 1. Open Educational Practices (OEP) Regional Agenda A bottom up approach in Latin America and Europe to develop a common area of Higher Education 1
  • 2. OportUnidad is an action-research project with the aim of promoting the adoption of Open Educational Practices (OEP) in Latin America. Partners and Support: OportUnidad is led by a group of universities from both Latin America and Europe: Universidade Federal Fluminense (Brazil), the Universidad Estatal a Distancia (Costa Rica), the Universidad Técnica Particular de Loja (Ecuador), the Fundación Uvirtual (Bolivia), the Universidad Virtual del Tecnológico de Monterrey (Mexico), the Universidad de la Empresa (Uruguay) and the Universidad Inca Garcilaso de la Vega (Peru), the EAFIT University (Colombia). The European partners are the Università degli Studi Guglielmo Marconi (Italy) (Project Coordinator), the Universitat Oberta de Catalunya (Spain), the Faculdade de Letras da Universidade de Lisboa (Portugal) and the University of Oxford (UK). OportUnidad is supported by the European Commission under the EuropeAid ALFA III programme. This publication has been produced with the assistance of the European Union. The contents of this publication are the sole responsibility of its authors and can in no way be taken to reflect the views of the European Union.
  • 3. Open Educational Practices (OEP) Regional Agenda A bottom up approach in Latin America and Europe to develop a common area of Higher Education
  • 4. Context The Open Educational Practices (OEP) Regional Agenda has been developed through consultations with over 50 partner universities in Latin America. It presents strategic guidelines for openness in Higher Education, outlining policies and actions aiming at maximising the benefits of the use, reuse and remix of Open Educational Resources (OER) for university course development as a mean to opening up access to knowledge. The Agenda includes these recommended dimensions: Pedagogical Approaches to OER (P), including teaching and learning aspects and links to social learning, constructive learning with peers; Technological Solutions for OER
 (T), including key technologies, standards, specifications (i.e. metadata, publishing, querying) and infrastructure; Organisational Frameworks and Procedures
 (OF), roles of different actors in institutions to build, reuse and remix OER, and cost-effective procedures for OER; New institutional funding models and sustainability (FMS), how do OEP contribute to generate new funding and institutional business models in order to assure the long term sustainability of the initiatives; Collaborative Models for OER Between Institutions
 (CM) and communities of interest. Based on this OEP Regional Agenda, each university (i.e. partner and fellow universities involved in the OportUnidad project) will define an institutional roadmap, i.e. a contextualisation of the Agenda to the local, cultural and institutional framework. It is a mid-term strategic plan for the implementation of one or more items of included in the enclosed Agenda that must be considered as a locally-contextualised plan within a global strategic plan. The dimensions included in this Agenda must be addressed prioritising the following stakeholders communities (as defined at the Glossary): At a Regional, National or Local Level: inter-governmental entities, governments, national accreditation agencies, and civil organizations. At an Institutional Level: Student Bodies, Managerial level, Educator community, Librarians, Technical (IT) staff. At a Users Level: Students, educators, vulnerable communities. Open Educational Practices (OEP) Regional Agenda 2 www.oportunidadproject.eu
  • 5. Pedagogical Approaches to OER Recommendations on pedagogical approaches to OER take into consideration affordances of new Information and Communication Technologies (ICTs) in relation to teaching and learning processes. They focus on opportunities for social learning, namely constructive and collaborative learning with peers. Moreover, although OER are commonly produced to support teaching and learning, they may also be created by students as part of learning activities; authorship and licensing issues are therefore addressed herein. This Agenda recommends that Higher Education organisations, within their capacities: P.1 Incorporate an open approach to knowledge production within education, promoting use, reuse and remix of educational resources. P.2 Foster awareness of OER through practical experimentation. P.3 Pursue inter-institutional collaboration, fostering the emergence of communities of practice around educational themes and areas of interest. P.4 Recognise and give credit to knowledge acquired through OEP by means of creating adequate indicators and metrics to assess competences. P.5 Pursue academic quality assurance and rigour in the process of OER production. P.6 Raise awareness of the role of OER supporting educational transformative practices and learning innovation in order to motivate the distribution of knowledge generation and transference through OEP. P.7 Further develop empirical investigation of the pedagogical value of OER, including their impacts on formal and informal education environments. P.8 Stimulate the creation of institutional but also regional communities of educators in order to facilitate the exchange of experience, knowledge transfer and skills development regarding the importance of OER initiative. P.9 To address accessibility principles during the design, implementation and use of OER learning based practices. 3
  • 6. Technological Solutions for OER There are numerous technological solutions for production and publication of OER, the choice of which depends upon a range of factors, such as scale, audience, and resources available to the initiative. Nevertheless, this Agenda focuses on key technologies, standards, specifications (e.g. metadata, publishing, querying) and infrastructure, and recommends that Higher Education organisations, within their capacities: T.1 Ensure access to reliable Information and Communication Technologies (ICTs), a crucial requirement in the adoption and production of OER. T.2 Promote an open, inclusive and democratic access to digital technologies (hardware and software) in order to enhance the use, adaptation and appropriation of ICTs in order to contribute to enhance and consolidate OER initiatives. T.3 Implement an adequate technological infrastructure and technical support that facilitate the development of OER initiatives. T.4 Incorporate in teachers’ training programmes the use and value of open standards.Promote the incorporation of open-source systems in the practice of education developing technical skills and competence to find, use, remix, and contribute with OER as well as to engage with and to promote OEP. T.5 Pursue decentralised or federated solutions to knowledge management which facilitate the creation of inter-institutional and regional OER initiatives that leverage the findability, exchange, reuse and repurpose of resources within an expanded community of users within and beyond the educational institutions. T.6 Adopt open standards, accessibility principles, and bibliometric criteria when publishing OER. T.7 Structure OER repositories in machine-readable format as to enable proper indexing and Search Engine Optimisation of resources. Open Educational Practices (OEP) Regional Agenda 4 www.oportunidadproject.eu
  • 7. Organisational Frameworks and Procedures Higher Education organisations willing to take part in OER provision are faced with the need to lead profound changes in organisational frameworks and procedures. Most of these changes take place over time and are embedded at different levels of the institution: managerial, educational and, cross-cutting these two, at the cultural level. It is likely that when changes transform the culture of the organisation, longstanding effects are also perceived by staff members, students and the wider community. This Agenda recommends that Higher Education organisations, within their capacities: OF.1 Ensure equal and democratic open access to knowledge. OF.2 Implement consistent and inclusive OER institutional policies outlining the ways in which the organisation aims to engage with OER and OEP to foster accessibility best practices, in what context, involving what departments/people, and how such involvement relates to its overarching mission and values. OF.3 Develop a strategic plan of use, production and diffusion of OER in both a systematic and an integrated way within the organisation. OF.4 Stimulate the adoption of OEP through institutional and/or financial incentives to staff members and professional recognition. OF.5 Foster an OER culture through knowledge management practices that enable an educational paradigm shift toward openness and collaboration. OF.6 Diffuse and disseminate OER and OEP within the institution and beyond. OF.7 Foster and advance academic research on the various organisational challenges associated with the implementation and use of OER. OF.8 Develop and disseminate a methodology for production and adoption of OER internally, both in pedagogical and institutional terms. OF.9 Respect authors’ rights, and disseminate information about the various licensing alternatives available. OF.10 Empower ‘champions’ (innovators and early adopted communities or individuals) to spread the word to faculty and non-faculty members about the value proposition and benefits of OER. OF.11 Develop and disseminate institutional guidelines and a clear set of quality criteria for evaluating OER and the effectiveness of existing OEP. OF.12 Implement permanent training on collaborative practices of knowledge creation and remix for both faculty and non-faculty members. 5
  • 8. New institutional funding models and sustainability The diffusion of OER and OEP poses challenges to institutional business models. There are relevant economic dimensions to pursue for the creation, management, and publication of OERs, many of which are being currently adopted by different Higher Education organisations worldwide. Although many existing OER initiatives were built with one-off funding, either due to its marketing value or altruistic notion of widening access to education, sustainability of these initiatives has become a critical notion which still remains underdeveloped. This Agenda recommends that Higher Education organisations, within their capacities: FMS.1 Actively pursue and manage change in the organisational culture toward an open and collaborative approach to the educational environment. FMS.2 Explore new approaches, which without affecting the open access of the educational resources could provide new revenue sources for the funding institutions and or content providers (i.e. quality assurance certification; training programmes; customization of open source software or new accreditations schemes). FMS.3 Direct economic resources towards OER initiatives. FMS.4 Pursue new business models that do not rely on restrictive and exclusive access to knowledge, but rather on potential added value beyond access. FMS.5 Participate in externally-funded projects aiming at the development of OER and OEP, as well as seek internal support to related initiatives. FMS.6 Identify and share those OER initiatives that contribute to ensure the sustainability of institutional and inter-institutional OER initiatives. FMS.7 Disseminate the existence of business models that support and promote the consistent development of OEP. FMS.8 Develop institutional and inter-institutional flexible certification models that assess, qualify and recognize the learning outcomes of those who learned through the use of OER and OEP. Open Educational Practices (OEP) Regional Agenda 6 www.oportunidadproject.eu
  • 9. Collaborative Models for OER Between Institutions One of the outcomes of OER initiatives is that it allows for local and global collaboration via the Internet, both between staff and across institutions. Through the offer of OER, universities have started to have clearer policy statements about the use of content of their websites. The adoption of institutional endorsement of common licensing can activate and facilitate a more dynamic and better-coordinated participation of the content producers. OER provision and use is also perceived as an opportunity to expand learning beyond the boundaries of traditional education. The increasing availability of OER allows these initiatives to reach wider online communities, thus strengthening institutional presence and new forms of academic recognition and authority. Nevertheless, the OER discussion is not without its challenges. A broader appropriation of OER by the academic community is still undergoing a process of consolidation, and will require organisations to face and cooperate in overcoming inter-institutional and multi-cultural boundaries. This Agenda recommends that Higher Education organisations, within their capacities: CM.1 Further cooperation with other institutions pursuing OER initiatives, fostering community building and peer-based collaboration. CM.2 Adopt open licences that enable cooperation between institutions and individuals through reuse and remix of educational resources, with clarity in terms of author rights and conditions of use. CM.3 Participate in initiatives aiming at developing flexible quality assurance mechanisms to assess and evaluate educational resources. CM.4 Ensure that open standards are used in all online repositories, ensuring not only accessibility, but also interoperability with existing platforms. CM.5 Stimulate the consolidation of active, national and/or regional communities (i.e. educators, decision makers, senior educational manager and/or technology administrators) who are interested in the development and sustainability of OER and OEP. CM.6 Promote the collaboration with other national and international initiatives (i.e. consortiums, world wide federations, initiatives promoted by UNESCO, etc.) that enhance external liaison and the participation in worldwide OEP initiatives. 7
  • 10. Glossary Governments. They can usually play an important role in setting policies for higher education systems. They have an interest in ensuring that public investments in higher education make a useful and cost-effective contribution to socio- economic development. Most governments also support some universities financially. Higher education institutions. They can play a critical role in supporting their teaching staff in the creation of effective teaching and learning environments for students and providing ongoing opportunities for professional development. Academic staff. Are vital agents in ensuring the quality of teaching and learning delivered to students; they are central to the teaching and learning experience of students. Student bodies. They promote the emerging changing student roles and they have to play a role in shaping the quality of their educational experience. Quality assurance/accreditation bodies and academic recognition bodies. The quality assurance bodies play an essential role in fostering a quality culture through the assessment of programmes and reviews of institutional quality assurance mechanisms. Recognition bodies should also have an understanding of the role of OER in higher education to ensure the fair recognition of qualifications. Vulnerable group. People who are long-term unemployed, and also others who are inactive but not registered as unemployed. It should include workers who are in some form of employment but are at a high risk of losing their jobs. Students. The “on-campus” students that will benefit from the open educational practices that brings learning processes and their outcomes closer to what they need to participate successfully in a dynamic knowledge-based society and to enter the job market. Open Educational Resources (OER).“Open Educational Resources (OER) are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge” Atkins, D.E., Brown, J.S. & Hammond, A.L., 2007.A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities, Report to The William and Flora Hewlett Foundation. Available at:www.hewlett.org/uploads/files/Hewlett_OER_report.pdf Copyrights licenses. During the actions in the project we will consider as “open” license those from Creative Commons (http://creativecommons.org/licenses), Open Source Initiative (http://www.opensource.org/licenses) and also Customized Licenses. Customized licenses refers to institutional and individuals licenses that have chosen to craft their own license - and that frequently use borrowing terms from the standardized licenses, allowing free use or re-purposing of educational resources. Bissell, A., and Park, J. (2008). What Status for Open? An Examination of the Licensing Policies of Open Educational Organizations and Projects, a report from ccLearn (Creative Commons) to The William and Flora Hewlett Foundation, http://creativecommons.org/weblog/entry/11700 Open Educational Practices (OEP). “OEP are defined as practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path. OEP address the whole OER governance community: policy makers, managers/ administrators of organisations, educational professionals and learners” (OPAL, 2012, p. 6). OPAL (2012).Open Educational Quality Initiative (OPAL) a project funded with support from the European Commission. Progress Report (Public Part); Report version: Final; Date of preparation: 10.1.2012. Available in http://www.oer-quality. org/wp-content/uploads/2012/02/D1.4_Project_Report_pub_PrintFinal_Public.pdf Open Educational Practices (OEP) Regional Agenda Participant Institutions 8 www.oportunidadproject.eu
  • 11. 1 CETYS Universidad 2 Conectando Pasos 3 Fundación Universitaria del Área Andina 4 Fundación Uvirtual (Bolivia) 5 Pontificia Universidade Católica do Paraná 6 Universidade Estácio de Sá – UNESA (Brazil) 7 Universidade do Sul de Santa Catarina - Campus UnisulVirtual 8 Universidad Autónoma de Manizales 9 Universidad Autónoma del Estado de Morelos 10 Universidad Católica de Santa Fe 11 Universidad Católica de Santiago de Guayaquil 12 Universidad Católica del Uruguay 13 Universidad Católica Redemptoris Mater 14 Universidad Central de Venezuela 15 Universidad Colegio Mayor de Nuestra Señora del Rosario 16 Universidad de Colima 17 Universidad de La Empresa 18 Universidad de la República de Uruguay 19 Universidad de La Sabana 20 Universidad de Los Lagos 21 Universidad de Montemorelos 22 Universidad del Norte 23 Universidad del Quindío 24 Universidad del Salvador 25 Universidad EAFIT 26 Universidad Estatal a Distancia (UNED) de Costa Rica 27 Universidad Inca Garcilaso de la Vega (Peru) 28 Universidad Metropolitana de Ciencias de laEducación 29 Universidad Nacional Autónoma de México 30 Universidad Pedagógica Nacional 31 Universidad Señor de Sipán 32 Universidad Tecnológica de El Salvador 33 Universidad Tecnológica de Honduras 34 Universidad TECVirtual del Sistema Tecnológico de Monterrey 35 Universidad Técnica de Ambato UTA 36 Universidad Técnica Particular de Loja (UTPL) 37 Universidad Veracruzana 38 Universidad Virtual del Estado de Guanajuato 39 Universidade Estadual de Maringá 40 Universidade Federal de Itajubá (UNIFEI) 41 Universidade Federal de Juiz de Fora 42 Universidade Federal Fluminense (UFF) 43 Universitat Oberta de Catalunya 44 University of Lisbon 45 University of Oxford 46 Università degli Studi Guglielmo Marconi 47 Universidad Tecnológica de Honduras 9
  • 12. This publication is also available in Portuguese and Spanish. Open Educational Practices (OEP) Regional Agenda 10 www.oportunidadproject.eu