<p class="3">This article provides an overview of the current state of repositories of open educational resources (ROER) in higher education at international level. It analyses a series of educational indicators to determine whether ROER can meet the specific needs of the education context, and to clarify understanding of the reuse of open educational resources (OER) provided by ROER. The aim of the study is to assess ROER by combining these two perspectives, and to form a basis for discussion among the universities that are responsible for these repositories.</p><p class="3">The method was based on content analysis and consisted of two phases: an exploration of international sources, and an analysis of 110 ROER using the proposed set of indicators. The results focus on data from the analysis of ROER websites and some models of good practices. They are presented according to three core dimensions for evaluating ROER: general factors to establish types of ROER, a focus on drivers for OER reuse, and a focus on educational aspects.  It was found that most of the ROER that included one or more of the proposed reuse indicators were created exclusively for educational resources. Educational aspects are not yet firmly embedded into ROER. The few repositories that seem to have successfully included them are those that provide other educational metadata and use educational standards.</p>

Transformative agreements, also known as 'offsetting', 'read and publish', or 'publish and read' agreements, have shifted the focus of scholarly journal licensing from cost containment towards open access publication. An analysis of 36 full-text transformative agreements recorded in the ESAC registry shows that 'transformative agreement' is an umbrella term that encompasses different kinds of contracts. We differentiate between pre-transformative, partially transformative, and fully transformative agreements. Pretransformative agreements are traditional subscription licences that grant article processing charge (APC) discounts or vouchers for open access publication of a limited number of articles. Partially transformative agreements differentiate between a read fee and a publish fee to cover the processing charges of a certain number of articles. Fully transformative agreements allow unlimited open access publication of the scholarly output of the subscribing institution. In all three categories, some agreements restrict open access publication to hybrid journals, whereas others allow publication in both hybrid and gold journals. Transformative agreements are more transparent than traditional journal licences, allow authors to retain copyright, and make provisions to facilitate the management of open access workflows. It is hard to assess whether these agreements are just a temporary phase in the transition towards open access or will perpetuate the current structure of the scholarly communication system and its associated high costs.

No abstract

Gema Santos-Hermosa realiza su tesis doctoral sobre "Desarrollo y uso de los recursos educativos abiertos en la docencia universitaria española" en la Universidad de Barcelona (UB). Documentalista en la Biblioteca Virtual de la Universitat Oberta de Catalunya (UOC) y colaboradora docente de los Estudios de Ciencias de la Información y la Comunicación de la misma universidad. Licenciada en historia y en documentación por la UB y master en sociedad de la información y el conocimiento por la UOC. Universitat Oberta de Catalunya (UOC)Rambla Ernest Abadal es decano y catedrático de la Facultat de Biblioteconomia i Documentació de laUniversitat de Barcelona, licenciado en filosofía, diplomado en biblioteconomía y documentación, y doctor en ciencias de la información. Co-director del grupo de investigación "Acceso abierto a la ciencia" (http://accesoabierto.net) y coordinador del grupo de investigación consolidado "Cultura y contenido digitales". Es investigador principal de diversos proyectos del Plan Nacional I+D+I. ResumenSe presenta una revisión bibliográfica, estado del arte, historia, características, desarrollo, proyectos y líneas de investigación de los recursos educativos abiertos (OERs), así como su disposición en repositorios y su uso en la práctica educativa universitaria. Los OERs han tenido dos fases: una inicial, preocupada por el acceso, y otra más actual, centrada en su incorporación a la práctica educativa. Palabras claveAcceso abierto, Recursos educativos abiertos, OER, Repositorios institucionales, Práctica educativa, Educación superior. Title: Open educational resources: repositories and use AbstractA bibliographic review, state of the art, history, characteristics, development, projects and research lines of open educational resources (OERs) are presented, as well as their storage in repositories and their use in university educational practice. OERs have had two phases: an initial one concerned about providing access, and the more current one, focused on their incorporation into educational practice. KeywordsOpen access, Open educational resources, OER, Institutional repositories, Educational practice, Higher education.Santos-Hermosa, Gema; Ferran-Ferrer, Núria; Abadal, Ernest. Recursos educativos abiertos: repositorios y uso. El profesional de la información, 2012, marzo-abril, v. 21, n. 2, pp. 136-145. http://dx.doi.org/10.3145/epi.2012.mar.03 Recursos educativos abiertos: repositorios y uso Los OERs son un denominador genérico que incluye cursos y programas curriculares, módulos didácticos, guías de estudiante, libros de texto, artículos de investigación, vídeos, podcasts, herramientas de evaluación, materiales interactivos (como simulaciones), bases de datos, software, aplicaciones (incluyendo aplicaciones móviles) y cualquier otro material educativo diseñado para uso en la enseñanza y el aprendizaje (OECD, 2007). En este sentido, no deben confundirse con los contenidos del proyecto OpenCourseWare (OCW), un conjunto de materiales educativos de alta calidad organizados en cursos que a me...

No abstract