Open Education in European Libraries of Higher Education (2021 report).

Santos-Hermosa, Gema; Proudman, Vanessa; Corti, Paola

doi:10.5281/zenodo.5734980

Cited by 5 publications

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“…Third, training webinars were organised by the library or its resource suppliers to focus on academic databases to help make searching for information easier. They have also performed some actions to implement the UNESCO OER Recommendation [60] and they have joined into social media campaigns, such as #StayAtHomeAndLearn, by highlighting several useful resources. A report [61] from the Association of European Research Libraries as to how academic libraries responded to the COVID-19 crisis indicates the need for co-creation through collaboration and states that 'Working together is essential in the success of future projects, and we need to work hard to make collaboration efficient, pleasant, and meaningful in the (post) COVID world' (p. 21).…”

Section: The Case Studies and Country Reports From Europementioning

confidence: 99%

Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education

et al. 2022

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This paper presents and analyses solutions where open education and open science were utilised to reduce the impact of the COVID-19 pandemic on education. The COVID-19 outbreak and associated lockdowns created huge challenges in school and higher education, demanding sudden responses which aimed to sustain pedagogical quality. Responses have varied from conservative to radically innovative. Universally, the COVID-19 pandemic disrupted and shocked societies worldwide, and education systems were on the front line. The lockdowns largely stopped face-to-face and formal education in almost all countries, and in most cases, distance learning soon became the ‘new normal’. A central challenge concerned sustaining educational visions and ideals in such circumstances. To better understand the state of the art in the educational landscape, we collected case studies from 13 countries during the first year of the pandemic starting on 11 March 2020 (when the World Health Organization declared a pandemic). This paper presents summaries of the full country reports that were collected and describe lessons learned. Our overall aim was to identify good practices and recommendations from the collected case studies that can be taken forward in the future. We categorised the responses on the three generic educational levels (macro, meso and micro) and identified seven key aspects and trends that are valid for all or most countries: (1) formal education at a distance for first time; (2) similar approaches for formal education; (3) missing infrastructure and sharing open educational resources; (4) diverse teaching and learning methods and practices; (5) open education and access to open educational resources; (6) urgent need for professional development and training for teachers and (7) assessing and monitoring learning environments, teachers and students. Finally, we identified key recommendations on how open education and open science can benefit formal education in schools and universities in the future, namely, improved awareness of open educational practices, provision of ICT infrastructure, embracing and sustaining the practice of open access publications and OERs, capacity building for stakeholders and finally encouraging research and development in the area of open education and open science. We found significant evidence for the proposition that open education and open science can support both traditional face-to-face and distance learning.

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Section: The Case Studies and Country Reports From Europementioning

confidence: 99%

Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education

et al. 2022

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“…Our survey indicates that, compared to its previous edition (San tos-Hermosa; Proudman & Corti, 2021), an increasing number of HEIs employing policies that address OE are primarily as part of a larger overarching policy, and that their libraries are typically involved in their conception. Indeed, an ICDE report (2020) has suggested that most countries already have, or are in the process of developing, policies to support OER integration, whilst a number of other studies have identified a new group of policies that either contain or embed OE in their areas of action -such as general openness policies with an OE/OER component (Atenas et al, 2020;Santos-Hermosa et al, 2020) -and which have been added to the four policy types initially identified by the European Commission (Inamorato dos Santos et al, 2017).…”

Section: Developing Supportive Oer Policiesmentioning

confidence: 89%

Impact and implementation of UNESCO’s Recommendation on Open Educational Resources in academic libraries: SPARC Europe Case Study

Santos-Hermosa

2024

Research in Learning Technology

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This paper analyses the role of libraries in the development of Open Educational Resources (OER) and, more specifically, the impact and level of implementation of UNESCO’s (2019) OER Recommendation in Higher Education libraries. This study, the result of a joint undertaking between a national R&D project and SPARC Europe, is based on an online survey, disseminated amongst the European Network of Open Education Librarians (ENOEL) and uses a descriptive research methodology. The results highlight the implementation actions being taken by university libraries (n = 136) in each of the five areas of action of UNESCO’s Recommendation. We find that the main contributions are being made in the areas of capacity building and Open Education policies, but that considerable work has yet to be done in terms of promoting inclusiveness and the sustainability of OER. Thus, the full implementation of UNESCO’s recommendation requires a greater commitment on the part of librarians to joint actions undertaken via international networks and projects, as well as greater institutional commitment and the building of interdepartmental alliances.

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“…Our analysis showcases an existing dichotomy in the academic sector, as institutional policies assign libraries the responsibility for raising the awareness, guidance, and training of openness to faculty and students (such as the UOC and Oxford); however, their library staff is not "officially" trained for it, or, at least, they have neither received formal training nor they have been given the opportunities to gain a qualification in the area. Hence, these are relying on the capacity of LIS professionals to self-acquire the skills needed to perform their jobs (Rodriguez, 2015;Swiatek, 2019;Santos-Hermosa et al, 2021).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

Santos-Hermosa

Atenas

2022

Front. Educ.

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The impact openness to knowledge is having, not only in the Higher Education (HE) sector but at the public and institutional policy level, is largely due to the efforts of information professionals and researchers, and thanks to these two groups, initiatives such as open access (OA), open education (OE), and open science (OSC) have changed the way in which research is being taught, conducted, and communicated. Openness is a way to democratise access to knowledge developed through public funds, and this movement has been led by informational professionals worldwide; however, we have observed that to a large extent, professional development in different areas of openness is rather self-taught, informal, mentored, or continuous, but not formalised in information science, documentation, or scientific educational programmes. In this exploratory research, we gathered evidence on how (or if) openness to knowledge is being taught by reviewing a series of syllabi from undergraduate and postgraduate programmes in Library and Information Science (LIS) schools sampled from universities that either (a) are leading the agenda in OA, OSC, or OE; or (b) have policies in OA, OSC, or OE; or (c) have national/federal mandates, policies, or regulations regarding OA, OSC, or OE and also from a range of non-formal and/or lifelong learning training programmes offered in these same three areas. We found that while LIS schools are not providing formal training to gain skills and competencies in openness, their libraries are offering different kinds of training in this respect. On the other hand, the good intentions and openness awareness of policies have not yet materialised in actions to ensure capacity building. Research implications aim to influence the development of capacity building in open knowledge, by providing solid evidence for enhancing curriculum advancement in LIS schools and by proposing some recommendations in this direction.

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Open Education in European Libraries of Higher Education (2021 report).

Cited by 5 publications

References 0 publications

Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education

Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education

Impact and implementation of UNESCO’s Recommendation on Open Educational Resources in academic libraries: SPARC Europe Case Study

Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

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