For OEGlobal 2022 Let's Annotate these Action Areas!

For anyone presenting or participating at the OEGlobal 2022 Conference please attach your own presentation, unconference session or notes, ideas, resources from any session to the specific words below that references.

Can we fill up this space with many yellow notes? See also the other language versions available for annotating.

Offered as a Coursera MOOC, Aboriginal Worldviews and Education is produced by the University of Toronto:

ntended for both Aboriginal and non-Aboriginal learners, this course will explore indigenous ways of knowing and how they can benefit all students. Topics include historical, social, and political issues in Aboriginal education; terminology; cultural, spiritual and philosophical themes in Aboriginal worldviews; and how Aboriginal worldviews can inform professional programs and practices, including but not limited to the field of education.

See more in the research paper (Tessaro and Restoule, 2022) "Indigenous pedagogies and online learning environments: a massive open online course case study":

Despite significant pedagogical differences between massive open online course and Indigenous pedagogical learning environments, this study builds the case that various Indigenous pedagogies can effectively be incorporated in a massive open online course.

Follow the effort of Catherine Cronin's Just Knowledge GO-GN research project

a community-focused, open knowledge research project guided by three core ideals: justice, equity and openness. The aim of the project is to work with community-based knowledge initiatives to: (i) understand their current aims and challenges, (ii) study their use of digital and open approaches to accomplish those aims, and (iii) explore ideas together for context-appropriate, equity-focused, open approaches to knowledge sharing.

Note the emphasis on extending the aims of open education beyond institutions to community organizations:

Community-focused initiatives, located within HEIs or not, may lack adequate support for developing and using open educational practices, and thus in making the most of sharing open knowledge with their associated communities. Conversely, resources may be shared openly without a full understanding of copyright, consent, and other critical considerations regarding openness.

A post from encore+ OER Sustainability Business Models reviews a recent paper by Konkel et al (2021) citing three categories of sustainability models for OER:

1. Community-based models "In the Community-based model, the members of an OER community or network collaboratively create and use OER. Revenue can be generated by hosting the required infrastructure or charging for related activity."
2. Philanthropy-based models "In the Governmental model, national and international governmental agencies provide funding for creating OER. This (along with philanthropy) is how a lot of OER has traditionally been funded but is rather dependent on the political and strategic priorities of those outside the business itself."
3. Revenue-based models "The Selling course experience model or “Freemium” model where educational materials (e.g., slides, texts, data) are offered for free. Sustainability here is derived from income streams offered alongside this, such as answering questions, giving feedback on submissions, supervising research and examination, and certification."

See the full paper (shared under CC BY):

Konkol, Markus, Jager-Ringoir, Katinka, & Zurita-Milla, Raúl. (2021). Open Educational Resources – Basic concepts, challenges, and business models (2.0). Zenodo. https://doi.org/10.5281/zenodo.4789124

To me, annotation is most effective when attached at the word level, rather than entire sentences or paragraphs. Bu maybe that's my preference? What seems most effective to you?

Am I too clever here to be using annotation (the red marks) in my images?

It's a common act to add meaning to not only text, but images, audio, and video media forms. Where have you seen annotation outside of text and also outside of digital spaces?

Who here has read the entire Recommendation?

Hello friends, colleagues, and all others that I hope become part of the first two categories. I am Alan Levine, coming to you from central Canada. Welcome to my unorthodox workshop. I am so web old I can remember annotations in the first Mosaic browser.

Please reply with your own introduction, and share your experience, interest in web annotation.

Do not forget to tag all responses oer22 in this workshop !

If you are looking at this, then you are (a) the type of person who is curious enough to click; or (b) you already are wise to the power of Hypothes.is

Are you ready to Jam at OER22?

https://www.youtube.com/watch?v=6jTAb5AVLsg

WikiAfrica's Offline Resources is an effort of outreach for poorly connected areas of the world - in English, French, Spanish languages.

This is a curated list of resources (visuals, texts, graphics, videos etc) related to the Wikimedia ecosystem in three languages : English, French, Spanish.

Those resources may be used by anyone really, but they have been curated with those mostly offline in mind (= the resources are self-standing).

European Open Education Champions (SPARC Europe):

How can we draw attention to the importance of Open Education? SPARC Europe thought that one of the best ways would be to talk to OE experts and practitioners themselves and share real stories about their OE journeys: successes, challenges, and plans for the future. .... The project gathered an initial handsome group of thirteen OE Champions from nine European countries

Shared for Open Education Week 2022 https://oeweek.oeglobal.org/resources/2022/oe-champions/

Built With Bits

In 2021, our eight-week mentoring programme helped educators and teachers to achieve this by combining collaborative learning experiences and digital technologies with the values of accessibility, inclusivity and sustainability that are at the heart of the European Commission’s New European Bauhaus movement.

The programme explored how virtual experiences can be used within education and is designed for teachers and educators working with students in secondary education in Greece, Italy, Spain and Portugal.

Shared during Open Education Week 2022 https://oeweek.oeglobal.org/resources/2022/built-with-bits/

Based in Brazil, Alquimétricos > designs and shares tutorials, educational guides, and STEAM projects instructions and blueprints to fabricate DIY modular didactic toys.

We are an open, collaborative, cooperative, and international movement aimed to reduce the entry barriers to learning STEAM disciplines by experimenting and playing. The intention is to help lower educational resources access inequality, especially in the Global South.

Shared during Open Education Week 2022 https://oeweek.oeglobal.org/resources/2022/alquimetricos-lab-open-steam-toys/

CREA

es el nombre del nuevo portal de recursos educativos abiertos para la enseñanza de STEM de la Fundación Internacional Siemens Stiftung. La plataforma ofrece a los profesores más de 1.300 medios gratuitos (REA), introduce modernas metodologías de enseñanza y aprendizaje, además de interesantes cursos de formación para profesores.

UNESCO invited its Caribbean Member States to discuss the implementation of the UNESCO Recommendation on Open Educational Resources (OER) in Caribbean SIDS and issues related to OER in the region, on 9 December 2021.

Kicking off this multi-faceted process, the meeting, held via Zoom, discussed the necessary next steps to advance the implementation of the Recommendation on Open Educational Resources in Caribbean SIDS by sharing knowledge and information on the activities and progress of the OER Recommendation at the global level, presenting the proposed activities of the plan for the Caribbean sub-region, and deliberating and recommending strategies to ensure the success of the initiative.

https://en.unesco.org/news/steps-taken-towards-implementation-unesco-recommendation-open-educational-resources-oer

Shared in the session were plans to distribute surveys to examine the development and implementation of OER capacities and policies in Caribbean Member States.

Caribbean UNESCO Member States, including Cuba, Jamaica, Curaçao and Aruba, expressed great interest in implementing the OER recommendation in their countries.

e.g. Global Network on Copyright User Rights

What is the connection between OER policies at an institution/organizational level to national frameworks and strategy frameworks? Are there examples? How do they influence each other? These are notes that can be added here as a reply or anchored to other words in this item.

What policies have incentives for creators of OER to publish the source files of their works? What does this afford? What are the mechanisms that enable this?

From the Canadian Association of Research Librarians (CARL) a collection of Canadian OER communities of practice for librarians

https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-education/communitiesofpractice/

The question for item c is tying these listed acts to policies that support them. For example, the BC Open Education Librarians (BC OEL) is supported/hosted by BCcampus, the provincially funded organization that supports open education, and supporting communities of librarians falls under their policies. Right?

See OER Quality TIPS (PDF) a guide developed by the Commonwealth of Learning (COL) and Commonwealth Educational Media Centre for Asia (CEMCA) and shared under a CC BY-SA license

The Research on Open Educational Resources for Development (ROER4D) project was proposed to investigate in what ways and under what circumstances the adoption of open educational resources (OER) could address the increasing demand for accessible, relevant, high-quality and affordable education in the Global South. The project was originally intended to focus on post-secondary education, but the scope was expanded to include basic education teachers and government funding when it launched in 2013. In 2014, the research agenda was further expanded to include the potential impact of OER adoption and associated open educational practices.

https://www.roer4d.org/

For reference, see the section on File Formats from the WikiEducator OER Handbook for Educators

https://wikieducator.org/OER_Handbook/educator_version_one/Find/File_formats

A 2013 paper by one Paul Stacey (!) makes a case that OER development initiated by private funding sources should then be supported in implementation by government and/or public funding

Stacey, P. (2013). Government Support for Open Educational Resources: Policy, Funding, and Strategies. International Review of Research in Open and Distributed Learning, 14(2), 67–80. https://doi.org/10.19173/irrodl.v14i2.1537

On February 1-3, 2022 we are calling for annotation of this Developing Supportive Policy Action area with a Three Days of Focus event in OEG Connect.

We offer a place there for discussion, prompts for annotating specific items listed in this action area, plus live drop in sessions where we can talk and annotate together.

Annotate with us to fill this part of the recommendation with new notes or respond to existing ones.

What do we seek? We want to collectively expand on the meaning and application of specific words of this section of the OER Recommendation to share where policy connects to practice.

• If your institution has an operating policy on OER, attach it to the specific section that best correlates to the suggestion. This means, what does an example of the recommendation look like in the world?
• You can also explore the OEPolicy Hub for examples of other policies from different parts of the world, and find in the recommendation where it is best connected to
• Critically ask questions of the recommendation to discuss where it may be missing policy issues or where local or national regulations cause problems. What should be changed?

Look for specific words or phrases in items (a-h) under article 12 to attach a note or reply to existing notes you see there.

从 2022 年 2 月 1 日至 3 日，我们通过 OEG Connect 中的活动 呼吁关注和注释开发支持政策行动领域。

我们提供了一个讨论的地方，建议 用于注释列出的特定项目在这个行动领域，加上 现场直播 我们可以一起讨论和注释。

与我们一起注释以用新注释填充推荐的这一部分或回应现有注释。

我们追求什么？我们希望共同扩展 OER 建议本部分特定词语的含义和应用，以分享政策与实践的联系。

• 如果您的机构有关于 OER 的运营政策，请将其附加到与建议最相关的特定部分。这意味着，推荐的示例在世界上是什么样的？
• 您还可以浏览 OEPolicy Hub 以获取来自世界不同地区的其他政策示例，并在推荐中找到最适合的地方
• 批判性地询问建议的问题，以讨论它可能遗漏的政策问题或地方或国家法规导致问题的地方。应该改变什么？

在第 12 条下的项目 (a-h) 中查找特定单词或短语，以附加注释或回复您在此处看到的现有注释。

1–3 февраля 2022 г. мы призываем аннотировать эту область «Разработка поддерживающей политики» мероприятием в OEG Connect.

Мы предлагаем место для обсуждения, предложения для аннотирования конкретных перечисленных элементов. в этой области действий, а также сеансы в прямом эфире, где мы можем вместе обсуждать и комментировать.

Аннотируйте с нами, чтобы заполнить эту часть рекомендации новыми примечаниями или ответить на существующие.

Что мы ищем? Мы хотим совместно расширить значение и применение конкретных слов в этом разделе Рекомендации по ООР, чтобы поделиться информацией о том, где политика связана с практикой.

• Если в вашем учреждении действует политика ООР, прикрепите ее к конкретному разделу, который лучше всего соответствует предложению. Это означает, как пример рекомендации выглядит в мире?
• Вы также можете изучить [OEPolicy Hub] (https://www.oepolicyhub.org/) для получения примеров других политик из разных частей мира и найти в рекомендациях, где они лучше всего связаны с
• Критически задайте вопросы по рекомендации, чтобы обсудить, где могут отсутствовать вопросы политики или где местные или национальные правила вызывают проблемы. Что следует изменить?

Ищите определенные слова или фразы в пунктах (a-h) статьи 12, чтобы прикрепить примечание или ответить на существующие примечания, которые вы там видите.

Du 1er au 3 février 2022, nous appelons à l'annotation de ce domaine d'action de développement de politiques de soutien avec un [événement de trois jours de discussion dans OEG Connect] (https://connect.oeglobal.org/t/3392).

Nous y proposons un lieu de discussion, invites pour annoter les éléments spécifiques répertoriés dans ce domaine d'action, plus live drop in sessions où nous pouvons parler et annoter ensemble.

Annotez avec nous pour remplir cette partie de la recommandation avec de nouvelles notes ou répondre à celles existantes.

Que recherchons-nous ? Nous souhaitons développer collectivement la signification et l'application de mots spécifiques de cette section de la recommandation sur les REL afin de partager les liens entre la politique et la pratique.

• Si votre institution a une politique opérationnelle sur les REL, joignez-la à la section spécifique qui correspond le mieux à la suggestion. Cela signifie, à quoi ressemble un exemple de la recommandation dans le monde ?
• Vous pouvez également explorer le OEPolicy Hub pour des exemples d'autres politiques de différentes parties du monde, et trouver dans la recommandation où il est le mieux connecté à
• Posez des questions critiques sur la recommandation pour discuter des problèmes politiques manquants ou des problèmes liés aux réglementations locales ou nationales. Que faut-il changer ?

Recherchez des mots ou des phrases spécifiques dans les éléments (a-h) de l'article 12 pour joindre une note ou répondre aux notes existantes que vous y voyez.

For the USA see SPARC's State Policy Tracker a map and list of OER policies at the state level

https://sparcopen.org/our-work/state-policy-tracking/

Presented in the Dynamic Coalition Webinar -- RELIEFH : Ressources Educatives Libres pour l’Egalité Femmes-Hommes (EFH) (Open Educational Resources for Gender Equality (EFH))

A platform allowing the research, the exchange and the sharing of resources and good practices between the countries of the Francophonie for the promotion of GE in the field of Education. This portal is intended for teachers and supervisory staff wishing to integrate GE into their daily teaching practice, and more broadly for all institutions and people interested in this subject.

PAVE is a tool "to make your PDF documents accessible and to interpret conventional reader programs correctly. It does not change the visual layout of your PDF. The ICT Accessibility Lab of the ZHAW School of Engineering which developed PAVE, is making it available free of charge for personal use."

https://pave-pdf.org/index.html

Principles of Web accessibility - Perceivable, Operable, Understandable, Robust https://webaim.org/resources/quickref/

See UNESCO's Atlas of the World's Languages in Danger

What if the national copyright legislation is overly protective or hinders open practices? Where is the recommendation to influence copyright reform?

I'm thinking of this while listening to this episode of the Walled Culture podcast --Salvador Alcántar Morán: Mexican Copyright Unfit-for-purpose in the Digital age, the Public Domain as a Human Right, and the Need for a True Multistakeholder Approach and a Global Perspective on Copyright

He talks about how the Mexican copyright framework is not adapted to the digital age and shaped mainly by the creative industries, the copyright industry’s scaremongering tactics. He also explains how the fact that Mexico has the lengthiest copyright term (100 years after the author’s death) negatively impacts the country’s collective memory and the public domain. In his view, the public domain should be considered as a human right. He further emphasises the need for normal citizens and other stakeholders, that are currently neglected, to be more involved in shaping a copyright framework that works for the digital age based on a true multistakeholder approach. He also talks about the need for a more global perspective on copyright in general.

Despite some concessions to access in the early start of the pandemic, publishers have returned to aggressive pricing of textbooks. A group of library, educational organizations in the UK have organized together around the #ebooksos campaign to press for more fair and sustainable pricing. See https://academicebookinvestigation.org/2021/10/06/the-sector-united/

The paper calls for “immediate action by publishers an aggregators to introduce more sustainable and affordable pricing models for e-books and e-textbooks” and pledges the signatory bodies to work towards a “fairer and more transparent marketplace” so that “students and teachers in UK higher and further education can gain equitable and sustainable access to e-books, e-textbooks.”

More info at https://academicebookinvestigation.org/ such as

https://www.youtube.com/watch?v=tuZUJs72288

UNESCO has much covered in their 2021 report AI and education: guidance for policy-makers

Policy-makers and educators have entered uncharted territory that raises fundamental questions on how the future of learning will interact with AI. The bottom line is that the deployment and use of AI in education must be guided by the core principles of inclusion and equity. For this to happen, policies must promote equitable and inclusive access to AI and the use of AI as a public good, with focus on empowering girls and women and disadvantaged socio-economic groups. The growing use of novel AI technologies in education will only benefit all of humanity if – by design – it enhances human-centred approaches to pedagogy, and respects ethical norms and standards.

OER at secondary level -- Mountain Heights Academy (Utah, USA):

we were the first secondary school in the world to create and publicly release its own curriculum as an open educational resource freely available for anyone else to use. Because it is our own content, our teachers have the ability to personalize it to meet students’ needs.

Learn more and explore resources https://mountainheightsoer.org/

Many examples of open pedagogy can fit here! For example, see the Deltia Project a citizen science project from NC State University, shared at OERcamp 2021.

See "https://sched.co/rYTm"

We have connected a citizen science project (go.ncsu.edu/delftia) to several undergraduate and graduate courses through the use of public student projects shared openly. As part of courses assignments, students create and use OERs made by peers to learn about the microbes around us and technologies to improve sustainability and biotechnologies.

As presented at OERcamp 2021:

The three-year IMLS Grant, Reaching Out: Meeting the Needs of Rural School Librarians, focused on building capacity of stakeholders to create, access, use, adapt and redistribute OER. Grant participants learned the skills needed to utilize Open Educational Resources (OER), to integrate digital applications into professional practices, and to serve as instructional leaders in their schools.

See presentation resources https://tie.link/oercamp

It's interesting that the concept of open scholarship does not appear here (unless I am missing it worded differently). Where is the place to recommend the recognition of open pedagogy and practices as being equally importance as research and service?

For example see the University of Windsor's Open Educational Practices Hub section [on Open Scholarship] where there is a series of posts/interviews about issues of (https://uwinopenlearn.ca/blog/category/open-scholarship/).

For an example from a single discipline, see Open Social Work "a collaborative project that addresses open education, open access, open science, and the practices that support them." with resources on open education, open science, open data, as well as a collection of OERs in the field of social work.

The Open Education in European Libraries of Higher Education (2021) provides a comprehensive summary of how European libraries are implementing the UNESCO Recommendation of OER. "The research analysed responses from 233 libraries from 28 European countries. Respondents primarily came from universities, followed by technical colleges, specialised institutions, universities of applied sciences, teaching colleges, distance education institutions and other service centres."

The SPARC Europe survey shows familiarity with the UNESCO OER Recommendation amongst many academic libraries, with about one-third of respondents taking concerted action. Therefore, whilst some concretely address the UNESCO OER Recommendation, further awareness-raising and support in academic libraries and their institutions is required to help implement it.

Of all of the five actions of the UNESCO Recommendation on OER, building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER, developing supportive policy for OER, encouraging inclusive and equitable quality OER, nurturing the creation of sustainability models for OER, and promoting and reinforcing international cooperation in OER, libraries are carrying out capacity-building activities the most. Libraries continue to lead or support OE in equal measure and lead in areas close to their core work. They do this mainly through their teaching and learning and research support departments. In addition, they work in conjunction with Open Access and Open Science areas when advocating for open.

I am unsure of what "automatic OER Processing" might mean/ Can anyone help?

The closes I came was in the section of a International Journal of OER paper by Stephen Downes: A Look at the Future of Open Educational Resources where in the Artificial Intelligence section he illustrates an example of AI creating OER (?)

What is relevant to open education is that the services offered by these programs will be available as basic resources to help build courses, learning modules, or interactive instruction. For example, Figure 3 illustrates a simple case. It takes the URL of an image, loads it, and connects an online artificial intelligence gateway offered by Microsoft as part of its Azure cloud services using an API key generated from an Azure account.

The Azure AI service automatically generates a description of the image, which is used as an alt tag, so the image can be accessible; the alt tag can be read by a screen reader for those who aren’t able to actually see the image. In this case, the image recognition technology automatically created the text “a large waterfall over a rocky cliff,” along with a more complete set of analytical data about the image.

Yes this is interesting and is a useful tool for content creation, but to me seems a far leap to creating educational content.

Take a closer look at item (a) -- look for specific word, phrases to associate a note with, rather than the entire sentence.

Some places to look at this item at a more granular level might include:

Potential text to anchor notes might include:

• building awareness - what encompasses building awareness? what are marks of success?
• stakeholder communities - who might this be in your locale?
• how OER can increase access to educational and research resources what are examples of this? Add specific examples of access increasing for education and research. Where has this been done?
• improve learning outcomes where and how has OER been used to achieve this? What research has been done? where is OER being linked to learning outcomes?
• maximize the impact of public funding again what are examples where OER has been shown to make better use of public funding? what data is needed to support this?
• to become co-creators of knowledge This would related to examples of open pedagogy, right? What are some examples you know of that demonstrate this?

One of many examples, see OER - Radical Digital Literacy by by Ruth Weeks as part of the Digital Futures course for the MSc in Digital Education at the University of Edinburgh

This resource is based on the idea that current approaches to digital literacy in most Higher Education institutions are simplistic and fail to take into account that technology is not a neutral entity. This OER provides a number of resources to read and watch with the aim of providing a springboard to discuss and share ideas of how to integrate a more radical approach to digital literacy into an undergraduate curriculum.

Many guides, I would guess hundreds?? can be added here, for example from Worcester Polytechic Institute's Libguide for creating OER https://libguides.wpi.edu/oer/create

Examples adding here could be many, but programs that share open versions of syllabi are definitely an act of building capacity. For example, from Open Education for a Better World (OE4BW) is a remixable of their Open Syllabus for teaching Open Science.

Differentiating between licenses is one thing we work towards in capacity building, but often the differences in copyright and public domain between countries gets to be even more complex in the fine print- see for example the exceptions listed in this 1912 image in Wikimedia Commons https://commons.wikimedia.org/wiki/File:Krotona_sketch_public_domain_circa_1912.jpg

First coming to mind is the accomplishments of OERu for showing how much can be done in delivering open education with a platform of only free and open-source tools. See the summary Open For All: The OERu’s Next Generation Digital Learning Ecosystem

This paper describes the functionality, scalability, and cost of implementing and maintaining a suite of open source technologies, which have supported hundreds of thousands of learners in the past year, on an information technology infrastructure budget of less than US$10,000 per year. In addition, it reviews pedagogical opportunities offered by a fully open digital learning ecosystem, as well as benefits for learners and educators alike.

Item b provides annotation points to expand on the elements of training programs, noting the importance of educators as well as listing other roles where capacity building of OER awareness is important.

Potential words to respond to with notes include

• in-service or pre-service Differentiate issues, challenges, examples of where capacity building is done
• how to create, access, make available, re-use, adapt, and redistribute OER This sounds like some “Rs” and many programs, annotation could be added to specific "hows" such as re-use or redistribute to provide examples or raise questions
• an integral part of training programmes Where has OER capacity building been made integral to training programs? or…
• specifically initial training programmes for educators ?
• public authorities or policy makers provide examples or issues with providing this capacity building to these roles
• attach specific examples of supporting integration into learning or teaching or research or everyday life

What does strategic planning and support for OER Capacity Building look like, require?

What are examples of it being done? Items a-f describe these in more detail, but here in article 11 phrases worth annotating with examples might include the references to "institutional and national levels" or expanding on where it is focused on "all education sectors and levels"

We are focusing on this Action area November 30 - December 2 with a Three Days of Focus event in OEG Connect, offering a place for discussion, prompts for annotation to specific parts of the recommendation, live sessions where we can talk and annotate together.

Let's fill this part of the recommendation with new notes- or respond to existing ones.

Look for specific words or phrases in items (a-f) under article 11 to attach a note.

The DSOERs project offered an online course opportunity for Pacific Island secondary school teachers on how to find, remix, and publish as printable worksheets OERs. It touches all of these points, and was made available to anyone. Another great project from the OERu.

https://pacificopencourses.col.org/ds4oers/

See WUN / UNESCO Webinar featuring Glenda Cox on "Open, inclusive education and social justice: The role of open textbooks"

https://www.youtube.com/watch?v=0X1DwDdKYk0

Worth adding here, a new IRRODL paper Developing Institutional Open Educational Resource Repositories in Vietnam: Opportunities and Challenges

The introduction of open educational resources (OER) provides new opportunities for learners worldwide to access high-quality educational materials at the lowest cost. As a developing country, Vietnam is one of the countries that can most benefit from the OER movement. However, the concept of OER in Vietnam remains little known to the public, with few institutional OER repositories (IOER) developed. This study contends that IOER development in Vietnam is complicated and constrained by many contextual difficulties; it was designed to explore the challenges and opportunities.

The paper suggests while awareness of OER is present, barriers include policy issues and funding issues. Perhaps this is a call for international collaboration?

Go GLAM! https://openglam.org/ and as well from Creative Commons the CC Open GLAM Platform.

In this tweet David Wiley suggests a reason why OER projects struggle with sustainability

https://twitter.com/opencontent/status/1462798079732731911

Wiley is quoting an opinion blog post by Martin Weller "Academics as entrepreneurs" that makes a case that most academics are not entrepreneurs nor should we expect them to be.

So is "entrepreneurship" a necessary item for sustainability? The recommendation described here suggests more specific and systemic approaches.

Ver el seminario web de WUN / UNESCO con Glenda Cox sobre "Educación abierta e inclusiva y justicia social: el papel de los libros de texto abiertos".

https://www.youtube.com/watch?v=pmYTaUb4218

Nos enfocamos en esta área de acción del 30 de noviembre al 2 de diciembre con un evento Three Days of Focus en OEG Connect, que ofrece un lugar para charlar, solicitudes para escribir partes específicas de la recomendación, sesiones en vivo donde podemos hablar y escribir juntos.

Completemos esta parte de la recomendación con nuevas notas o respondamos a las existentes.

En el marco de un proyecto de innovación financiado por la UE y desarrollado a nivel internacional que se denomina “Enfoques Colaborativos Interdisciplinares para el Aprendizaje y la Enseñanza” (INCOLLAB), este artículo propone analizar dos aspectos, en concreto, los enfoques interdisciplinares mediante el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y la consecuente y necesaria cooperación entre el profesorado de disciplinas lingüísticas y no lingüísticas para programar y diseñar materiales didácticos innovadores y personalizables en forma de Recursos Educativos Abiertos (REA) que se puedan adaptar a contextos educativos similares. Se describen dos propuestas específicas de REA sobre el tema del “Apoyo a la Autonomía” como parte de la asignatura de “Psicología del Desarrollo” y también como competencia transversal y se analizan los resultados de su implementación en tres contextos reales

https://journals.ucjc.edu/VREF/article/view/4398/3172

从 11 月 30 日到 12 月 2 日，我们将在 OEG Connect 上举办为期三天的焦点活动，重点关注这一行动领域，提供一个聊天的地方，要求撰写推荐的特定部分，以及我们可以一起交谈和写作的现场会议。

让我们用新的笔记或回应现有的笔记来完成这部分建议。

欢迎 OEGlobal 呼吁对在 OEGlobal 2021 在线会议上提出的联合国教科文组织开放教育资源建议进行注释。

会议空间包含丰富的内容，例如演示文稿、链接、文档、视频和讨论，您可以使用这些内容为推荐的特定部分提供上下文。

这里的注释可以帮助构建关于这五个领域的上下文、含义、理解和对话。

Мы фокусируемся на этой области действий с 30 ноября по 2 декабря с помощью трехдневного мероприятия на OEG Connect, предлагая место для общения, запросы на написание определенных частей рекомендации, живые сессии, на которых мы можем поговорить и написать вместе.

Давайте дополним эту часть рекомендации новыми примечаниями или ответим на существующие.

Добро пожаловать на призыв OEGlobal аннотировать Рекомендацию ЮНЕСКО по ООР, представленную на онлайн-конференции OEGlobal 2021.

Конференц-пространство включает в себя множество контента, такого как презентации, ссылки, документы, видео и обсуждения, которые вы можете использовать для предоставления контекста для определенных частей рекомендации.

Аннотации здесь могут помочь построить контекст, смысл, понимание и диалог о пяти областях вместе.

Nous nous concentrons sur ce domaine d'action du 30 novembre au 2 décembre avec un événement Three Days of Focus sur OEG Connect, offrant un lieu de discussion, des demandes d'écriture de parties spécifiques de la recommandation, des sessions en direct où nous pouvons parler et écrire ensemble.

Complétons cette partie de la recommandation avec de nouvelles notes ou répondons à celles existantes.

When I learn a song to play on my guitar, I print the lyrics, but annotate with chords and notes (since I don't always follow the notations of others)

Vea el proyecto del kit de herramientas de REA de REBUIN con una sección sobre sostenibilidad de los REA https://rebiun.libguides.com/GuiaREA/sostenibilidad

One possibility discussed at OEGlobal 2021 is the Web Monetization concept (I am still working through an understanding) presented by Erica Hargreave in Sustainable Funding Solutions in Open Education with the Web Monetization Standard -- see also https://www.grantfortheweb.org/

Definitely see for reference the OEGlobal 2021 pre-recorded presentation by Florence Devouard on Using offline tools to build open content and introduce to open knowledge movement including by not limited to WikiFundi (see presentation for more references).

It may be worth clarifying that "offline" refers to situations and places with little to no connectivity, generally speaking all parts of the world where internet access is restricted, expensive, or unavailable: including schools, clinics, prisons, refugee camps, disaster areas. This presentation intends to provide a broad perspective

https://www.youtube.com/watch?v=mJII-6A8oA0

An interesting study on research papers about Open Educational Practices (OEP):

The findings showed that research on OEP started in 2007 and focused on higher education, including open and distance higher education. Most of the OEP studies were published in English as journal articles, in particular, many were published in Distance Education, International Review of Research in Open and Distributed Learning, and Open Praxis. The United Kingdom, Spain, and Australia were the top contributors to the OEP literature. The analysis of keywords and terms in the titles and abstracts revealed that current OEP trends covered only open pedagogy and open collaboration, suggesting a need for more research on other trends, such as open assessment, open data, and open science. The results also suggested that future research needs to focus more on inclusive open educational practices that accommodate students with disabilities.

Tlili, A.; Burgos, D.; Huang, R.; Mishra, S.; Sharma, R.C.; Bozkurt, A. An Analysis of Peer-Reviewed Publications on Open Educational Practices (OEP) from 2007 to 2020: A Bibliometric Mapping Analysis. Sustainability 2021, 13, 10798. https://doi.org/10.3390/su131910798

Noting that the word "ethics" does not appear in the Recommendation, and the discussion in a draft by the Creative Commons Copyright Platform Working Group 4 seems relevant- what are the ethical considerations of sharing?

In September 2021 the University of Edinburgh updated their OER Policy originally put into place in 2016:

Supported by the central OER Service, the policy encourages staff and students to use, create and publish OERs to enhance the quality of the student experience, expand provision of learning opportunities, and enrich our shared knowledge commons. Investing in OER and open licensing helps to improve the sustainability and longevity of our educational resources, while encouraging colleagues to reuse and repurpose existing open materials expands the pool of teaching and learning resources and helps to diversity the curriculum. As one of the few universities in the UK to have an OER policy, the new policy strengthens the University of Edinburgh’s position as a world leader in open education and reiterates our strategic commitment to openness and achieving the 2030 Agenda for Sustainable Development.

See the summary in a blog post by Lorna Campbell of what gains the university has achieved in five years of having in place an OER policy