Open Education (OE) in European Libraries of Higher Education Survey 2022

“Welcome to the 2022 edition of SPARC Europe’s Survey of European academic libraries regarding Open Education (OE) and Open Education Resources (OER).

We define OE as resources, tools and practices that are free of legal, financial and technical barriers and can be fully used, shared and adapted in the digital environment.

We define OER as learning, teaching and research materials that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others. 

This survey was developed in consultation with members of the European Network of Open Education Librarians (ENOEL): The aim of this survey is to explore the work done by academic librarians to implement the UNESCO OER Recommendation, published in Nov 2019, and is structured around its five areas of action….”

In Keeping with Academic Tradition: Copyright ownership in higher education and potential implications for Open Education | Journal of Copyright in Education & Librarianship

Abstract:  Most postsecondary institutions in the United States have a copyright and/or intellectual property (IP) ownership policy, outlining under various circumstances the ownership of copyright and IP generated by faculty, staff, and students (Patel, 1996). As awareness of open educational resources (OER) increases and both faculty and student creation of openly licensed materials builds momentum, a closer examination of copyright ownership policies and what legal and ethical implications they may have for open education is crucial. This study analyzed 109 copyright ownership policies at both public and independent two-year and four-year postsecondary institutions of higher education in the U.S. and surveyed facilitators of open education initiatives (generally librarians and related educators) at these same institutions (N = 51) to gather the perceptions and preferences of their copyright policies with respect to locally-developed OER.

The content analysis revealed that while the ownership of scholarly works overwhelmingly belongs to the person who created the work, variables such as unusual support and potential uses affect copyright ownership. These factors can be problematic for faculty who receive support through campus programs to create and share openly licensed instructional materials beyond their institution and are also problematic for students participating in OER-enabled pedagogy coursework and projects. While our survey showed that many in the open community indicate that they have great confidence in their understanding of these policies, that certainty is often pinned to a sense of shared values and unspoken assumptions, rather than clear legal rules or reliable policy.

Open Education Conference

“The Open Education Conference is an annual convening for sharing and learning about open educational resources, open pedagogy, and open education initiatives. This dynamic gathering celebrates the core values of open education that strive to realize education ecosystems that are accessible, affordable, equitable and inclusive to everyone, regardless of their background.

Building on a seventeen-year history, the conference is in the process of redesigning itself through a community-driven planning process, guided by a Steering Committee and organizing partnership.

The call for participation for the 2021 conference organizing process is open! Learn more on how to sign up or participate in our next community meeting….”

OE Global Conference 2021-2022 – Global Congress for Implementation of UNESCO OER Recommendation

“The Open Education Global 2021& 2022 conference series is co-hosted by Open Education Global and the Université de Nantes. Both events are entirely focused on presenting existing solutions and practices that inform and guide the implementation of the UNESCO OER Recommendation. The Open Education Global in-person congress will take place from May 23–25, 2022 in Nantes, France.

For over 10 years, the Open Education Global annual conference has been the main annual event for open education practitioners, policy builders, and decision-makers. Supporters, advocates, and students from around the world explore the OEGlobal opportunity to share, collaborate, learn, network, and celebrate each other’s work and benefit through a broad, dynamic, and innovative collective vision of Open Education.”

Concrete Details Emerge on edX’s Role After 2U Acquisition — Class Central

“Broadly speaking, 2U’s motivation for acquiring edX boils down to acquiring two assets: website — the “marketplace,” as 2U referred to it during the acquisition.
edX brand.

What we haven’t seen yet is how 2U is planning to turn edX around and compete with Coursera. 2U’s “marketing engine” was supposed to help with this aspect.

Since the acquisition, 2U’s stock has dropped dramatically, and at the time I’m writing this article, 2U’s market cap is at the same amount as the cost of the edX acquisition….”

Sanjay Sarma to step down as vice president for open learning | MIT News | Massachusetts Institute of Technology

“After nearly a decade running MIT’s digital learning platforms and education initiatives, Vice President for Open Learning Sanjay Sarma will step down from that post at the end of June, President L. Rafael Reif announced today in an email to the MIT community.


Sarma, who is the Fred Fort Flowers and Daniel Fort Flowers Professor of Mechanical Engineering, has been responsible for MIT Open Learning, which includes the Office of Digital Learning, the MIT Integrated Learning Initiative (MITili), the Center for Advanced Virtuality, and the Abdul Latif Jameel World Education Lab (J-WEL). Since 2012, he has led MIT Open Learning, first as director, then as dean, and finally as MIT vice president for open learning….”

» How College Students Are Improving Wikipedia

“Some of that information has been added by college students from New England, written as a class assignment. Wiki Education, a small nonprofit, runs a program called the Wikipedia Student Program, in which we support college and university faculty who want to assign their students to write Wikipedia articles as part of their coursework.

Why do instructors assign their students to edit Wikipedia as a course assignment? Research shows a Wikipedia assignment increases motivation for students, while providing them learning objectives like critical thinking, research, writing for a public audience, evaluating and synthesizing sources and peer review. Especially important in today’s climate of misinformation and disinformation is the critical digital media literacy skills students gain from writing for Wikipedia, where they’re asked to consider and evaluate the reliability of the sources they’re citing. In addition to the benefits to student learning outcomes, instructors are also glad to see Wikipedia’s coverage of their discipline get better. And it does get better; studies such as this and this and this have shown the quality of content students add to Wikipedia is high.

Since 2010, more than 5,100 courses have participated in the program and more than 102,000 student editors have added more than 85 million words to Wikipedia. That’s 292,000 printed pages or the equivalent of 62 volumes of a printed encyclopedia. To put that in context, the last print edition of Encyclopedia Britannica had only 32 volumes. That means Wikipedia Student Program participants have added nearly twice as much content as was in Britannica. …”

Collaboration across open science education: working towards a FAIR and open future – EOSC synergy

“Two years ago, the EOSC Synergy project presented at the Open Education Conference (OER20) outlining our aim to contribute to the development of a sustainable infrastructure for open learning in the European Open Science Cloud. 

Today we are presenting again at OER22 in London, providing an update on the project, but even more importantly providing a story of collaboration across the open science education and training world, bringing together communities from different countries, roles and disciplines.  

These collaborations enabled EOSC Synergy to situate its activities in a global network linked by a shared aim of working towards making open and FAIR (Findable, Accessible, Interoperable, Re-usable) principles the norm for research, but also for research training and education.  

The collaborations provide many examples of the conference theme ‘open in action’ and focus on different areas of openness: from community building and sharing practice across different parts of the open science education community, to creating shared resources and joining up infrastructure and resources. 

This presentation reflects on the nature of the collaborations and lessons learned, presenting details of their outputs and future plans. We aim to raise awareness of these activities and build further bridges between the open education and open science communities. In this post we highlight a selection of collaborations EOSC Synergy has been involved in focussing on open science training and education. …”

“Researching factors influencing faculty engagement with open practices” by Jessica Kirschner

“Researching factors influencing faculty engagement with open practices” provides an overview of a current research project at VCU which is attempting to identify which factors influence faculty engagement with open practices (for this project, publishing an open access article or book or creating or customizing OER), focusing on the VCU School of Education. An initial quantitative survey has been completed and the project will soon move to a qualitative data collection phase of interviews and focus groups. This presentation provides an overview on the current project status, initial results, how the team hopes to apply our findings, and next steps. Initial results includes how faculty are generally supportive of the concept of open, but are unsure how it will be received by promotion and tenure committees.

Intellectual Property and Youth: Copyright Laws Must Advance the Right to Education | infojustice

“On the occasion of a World Intellectual Property Day focused on Intellectual Property and Youth, we call on governments to ensure that national and international copyright laws ensure the right to education for all.

We applaud the choice of theme, which draws attention to the largest generation in history, who will be the driving force for sustainable and inclusive development.

Yet, young people today are faced with considerable barriers to engage politically, economically and socially. Unfortunately, the COVID-19 pandemic has exacerbated preexisting challenges and created new obstacles that prevent youth and students from thriving. This has been particularly evident with regard to education.

As affirmed in the 2030 Agenda for Sustainable Development, education is a human right and a public good that plays an essential role in enabling young people to transform their lives and their communities. The right to education includes access to knowledge and, as highlighted by UNESCO’s International Commission on the Futures of Education, it is a life-long right that is “closely connected to the right to information, to culture and, to science”. Alarmingly, the world is completely ‘off track’ to achieve SDG 4 on Quality Education by the 2030 deadline.

Overly restrictive and outdated intellectual property laws are among the factors that have aggravated the situation facing educators and students, adding complexity, confusion and unnecessary costs. Consequently, young people and students throughout all sectors of education have been hindered from fully participating in society, from innovating and fully unlocking their creativity to benefit themselves and their communities.

In short, we must act now to ensure that Intellectual Property rules are a support, and not a barrier, to inclusive, equitable, adaptable, and high-quality education….”

An open future for education : Maha Bali

“In Episode 3 we speak to Maha Bali. Maha Bali comes from a family of medical doctors but she fancied studying computer science. This was not to last however, as it didn’t gel with personality as an extrovert. She then made the happy option of becoming an educator. 

She is currently an Associate Professor of Practice at the Centre for Learning and Teaching at the American University in Cairo.

Maha’s love of interacting and connecting with people led her to co-found Virtually Connecting, a grassroots movement that challenges academic gatekeeping at conferences. She is also the co-facilitator of Equity Unbound, an equity-focused, open, connected intercultural learning curriculum….”

Open Learning Talks | Open Education, Cultural Collection, and Curation: Focus on HBCUs – YouTube

“Although more learners and educators continue to adopt and create open education resources (OERs), there has been a dearth of culturally-relevant content created by and curated for underserved and underrepresented populations. In this Open Learning Talk, we’ll hear from members of Historically Black Colleges and Universities (HBCUs) and learn about their journey to opening up and creating a more inclusive canon of OER for HBCUs and the world.”

Proposal for a Digital Services Act — Research, Education, and Science as Collateral Damage – LIBER Europe

“Schools and universities are highly reliant on the multiple digital platforms and infrastructures that provide services to students, teachers, and researchers. It is therefore surprising that the Digital Services Act (DSA) does not consider the impact that this new regulation will have on education and Open Science.

In fact, despite high levels of public investment in education and research, infrastructures (such as institutional and national repositories as well as platforms like Zenodo, the European Open Science Cloud, etc.), they do not feature at all in the European Commission’s impact assessment, nor are they mentioned in the draft Digital Services Act….”