DC-OER The Transformative Role of OER in Digital Inclusion | IGF 2023

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During the discussion, the speakers exhibited curiosity and a desire to understand the best practices related to decentralised repositories and open technologies. The conversation extensively explored various aspects of the implementation and functioning of these concepts.

Both speakers maintained a neutral stance throughout the discussion, refraining from taking a definitive position.

However, they did not provide any specific supporting facts or evidence, leaving the conversation open-ended.

The Sustainable Development Goals and their connection to decentralised repositories and open technologies were not mentioned during the dialogue. This suggests that the primary focus of the conversation was to explore the concepts themselves rather than their potential impact on sustainable development.

The main takeaway from the discussion was the speakers’ curiosity about best practices in decentralised repositories and open technologies.

Although the lack of supporting evidence or detailed arguments may indicate that this was an introductory exploration or a starting point for further research, it is important to note that no additional noteworthy observations or insights were identified.

Overall, the conversation revolved around the speakers’ neutral interest in decentralised repositories and open technologies, without delving into specific examples, cases, or implications.

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Libraries and librarians have a significant role to play in the realm of Open Educational Resources (OER). They serve as catalysts for the discovery, awareness, and curation of OER while helping to overcome biased views about their value. Libraries actively update their roles by connecting individuals who need knowledge with available resources, thus raising awareness of the potential benefits that OER can offer.

Librarians, in particular, contribute to the curation of OER by evaluating these resources in line with the needs of faculty and other stakeholders.

They bridge the gap between various resources and users, identifying any gaps or deficiencies in the existing OER portfolio. Librarians assist in ensuring that faculty and stakeholders have access to a comprehensive collection of OER.

It is important to note that the OER landscape is currently dominated by a few regions of the world.

This geographic imbalance highlights the need for greater collaboration and dissemination of OER from a global and inclusive perspective. Librarians can empower stakeholders to create and share their own OER, contributing to a more diverse and inclusive OER ecosystem.

Librarians’ involvement extends beyond curation and dissemination.

They provide guidance on usage rights and assist stakeholders in navigating complex legal frameworks surrounding copyright. Librarians can advocate for better regulatory frameworks that include robust educational exceptions in copyright laws, ensuring that OER are not only accessible but also legally protected and supported.

Dudley Stephen Wyber emphasizes the importance of adopting a recurring circular learning approach in education.

This model advocates for active learning and participation, encouraging individuals to learn, explore, contribute, and continuously improve. Wyber also underscores the active involvement of teaching professionals and librarians in facilitating the use of online resources. According to Wyber, simply making educational content available online is insufficient; active facilitation and support are necessary to foster uptake and utilization.

Librarians should feel confident and responsible for guiding faculty and students to make the most of OER.

By providing support and assistance, librarians enhance the educational experience and help individuals maximize the benefits offered by OER.

Additionally, there is a suggestion to apply the interoperability logic used to achieve compatibility between Open Access (OA) repositories to OER repositories.

The work done by organizations such as COAR in Canada serves as a reference in this regard. Interoperability between repositories would enable seamless sharing and integration of OER, contributing to the growth and effectiveness of the OER ecosystem.

Finally, it is essential to strive for equity and parity between OER and Open Access.

OER should be brought to the same level of recognition and value as Open Access, creating a system where both types of resources are equally supported and encouraged. This would foster a more open and inclusive education system, benefiting learners and educators worldwide.

In conclusion, libraries and librarians play a multifaceted role in the realm of OER.

They contribute through the discovery, awareness, and curation of OER, bridging the gaps between available resources and users. Additionally, librarians guide stakeholders in utilizing rights, creating their own OER, and advocating for favorable legislative and regulatory frameworks. Their involvement, combined with the adoption of recurring circular learning approaches and the pursuit of interoperability and equity, is vital in realizing the full potential of OER in facilitating quality education for all.

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The Institute for the Study of Knowledge Management in Education, led by Lisa Petrides, focuses on various aspects of Open Educational Resources (OER). They are involved in building OER libraries, providing professional development, and researching the impact of OER. Moreover, they emphasize the significance of OER repositories as the infrastructure supporting libraries.

The institute promotes the implementation of the CARE framework, which prioritizes good stewardship of OER by emphasizing contribution, attribution, release, and empowerment. They also stress the importance of understanding the provenance of resources to build a transparent knowledge base. Additionally, the institute advocates for the accessibility and inclusivity of OER, viewing educators as experts in their knowledge, promoting decentralization in knowledge distribution, and resisting commercial private partnerships in education.

They emphasize the need to integrate various open areas, such as education resources, pedagogy, data, science, access, and publishing, for better outcomes. Through these efforts, the institute aims to contribute to quality education and drive positive changes in the education system.

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In order to create a more inclusive education system, it is crucial for teachers to have an awareness of who is excluded and the reasons behind their exclusion. Some common barriers include the cost of learning materials, physical challenges such as hearing or sight impairment, language barriers, and cultural diversity.

By understanding these barriers, teachers can better address the needs of excluded students.

To enable more inclusive teaching and learning, teachers should possess knowledge of accessibility guidelines, universal design for learning, and cultural and linguistic diversity. The Web Content Accessibility Guidelines provide a framework for making online platforms accessible to different types of learners.

Integrating the basic principles of universal design for learning into Open Educational Resources (OERs) ensures that they can be accessed by all students. Furthermore, translating OERs into local languages and respecting cultural diversity can enhance inclusivity.

Open Educational Resources (OERs) are a valuable tool in making teaching more inclusive and breaking down barriers.

OERs address the cost barrier of learning materials, as they are freely available for use. They can also be modified to integrate features of universal design for learning, tailored to meet the needs of diverse learners. Additionally, translating OERs into local languages ensures that content is accessible to students who face language barriers.

Teachers need to possess the necessary skills and knowledge to make OERs more accessible and inclusive.

Training programs for teachers should include training in cultural and linguistic diversity, understanding copyright laws and licences associated with OERs, and the ability to convert OERs into alternative formats such as OJO, Braille, and simplified text. Making OERs compatible with assistive technology and determining the readability of materials are also important skills for teachers to have.

The training for teachers should not stop at developing OER materials but should go beyond that to include a wide range of knowledge and skills to make OERs more inclusive and accessible.

This requires ongoing learning and continuous professional development. Teachers should not only develop and share OERs but also make them accessible and inclusive for all learners, which necessitates additional knowledge and skills.

To ensure the quality of OERs, a quality assurance framework is important.

This framework enables the evaluation of the OERs that teachers use, ensuring that they meet certain standards of quality. It serves as a guide for teachers in selecting and utilising high-quality OERs that enhance inclusivity in education.

Both teachers and universities have a role to play in ensuring the quality of OERs.

Teachers are crucial in creating and sharing OERs, while universities can support them in this process. OERs are often reused, remixed, translated into local languages, and shared by teachers and universities, making collaborative efforts essential in enhancing the quality and inclusivity of OERs.

Policies should be implemented to promote the development and use of OERs.

Institutional policies can actively encourage the use of OERs, creating a supportive environment for teachers. Moreover, it is beneficial to use public funds to produce OERs and make them open access, ensuring that cost is not a barrier to their availability.

Incentive systems for faculty members are also important in promoting the use and creation of OERs.

Especially for universities, providing incentives to teachers and faculty members who utilize and create open educational resources helps foster a culture of innovation and inclusivity in education.

In conclusion, creating a truly inclusive education system requires teachers to have an understanding of barriers and exclusion, as well as the necessary skills and knowledge to make learning materials accessible and inclusive.

Open Educational Resources (OERs) serve as a powerful tool in overcoming barriers and promoting inclusivity. By implementing policies and providing support, both teachers and universities can play a vital role in ensuring the quality and accessibility of OERs. With ongoing training and incentives for faculty members, education can become more inclusive for all learners.

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Various stakeholders engaged in discussions about the importance of Open Education Resources (OER) and the challenges associated with its adoption. It was universally agreed that raising awareness among decision makers is crucial for OER adoption. Decision makers play a significant role in implementing and supporting OER initiatives.

Developing OER strategies helps raise awareness and garner support from stakeholders.

The involvement of middle to top-level management was seen as vital for the successful implementation of OER. Without their support, gaining buy-in and implementing the recommendations for OER adoption would be difficult.

This highlights the importance of securing support from influential individuals within educational institutions and policymaking bodies.

One major challenge in realizing OER strategies is concerns over funding. Governments are particularly concerned about finding adequate resources to support OER implementation.

One suggested solution is for governments to ensure that part of the budget for OER production is supported by donors. This approach would alleviate the financial burden on governments and facilitate the production of open educational resources.

Designing OER strategies requires a collective effort involving multiple stakeholders.

It was observed that five countries successfully developed their OER strategies through such collective efforts. This highlights the importance of engaging all relevant stakeholders, including educators, policymakers, and educational institutions, in developing and implementing OER strategies.

An important observation from the discussions is that many West African countries lack a dedicated budget for educational resource production.

This poses a significant challenge to implementing OER strategies. The absence of a budget specifically allocated to educational resource production hinders the development and dissemination of OER. Therefore, it is imperative to raise awareness about the importance of investing in educational resource production and secure adequate funding to support OER initiatives.

In conclusion, the discussions on OER emphasized the need for raising awareness among decision makers, securing middle to top-level buy-ins, addressing funding concerns, fostering collective efforts involving multiple stakeholders, and promoting investment in educational resource production.

These insights are crucial for the successful adoption and implementation of OER, contributing to the goal of quality education (SDG 4) and partnerships for sustainable development (SDG 17).

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The analysis examines various arguments and stances regarding education policies and their impact on sustainability, intellectual property, digital accessibility, procurement processes, and the quality of teaching materials. These arguments provide insights into the importance of effective policy implementation and its influence on achieving sustainable development goals.

A key point highlighted is the need for policies to enable government agencies to use open licences.

Without such provisions, it is unlikely that open licences will be effectively utilised. Another crucial aspect is the inclusion of accessibility considerations in procurement processes. The analysis argues that accessibility should not be overlooked during contract execution, as it may compromise the educational experience for individuals with disabilities.

The quality of accessible teaching and learning materials is also a prominent focus.

The analysis suggests that an excessive emphasis on quantity and accessibility could overlook the importance of quality. Instead, curated collections of resources that promote high-quality teaching and learning experiences are proposed.

The government’s responsibility in ensuring accessible and supportive public education systems for all is emphasized.

The analysis states that the government plays a crucial role in providing accessible and supportive education, regardless of individuals’ backgrounds or abilities. Additionally, the monetization of the education space by the private sector is critiqued, with an argument for prioritising the quality of teaching and learning experiences over financial gains.

Investment strategies in education are highlighted as a means to prioritize the quality of teaching and learning experiences for everyone.

Adequate investment in education is seen as essential in providing a conducive learning environment and promoting positive outcomes for all learners.

Open Educational Resources (OER) are also scrutinized, with a warning against compromising the quality of learning experiences while expanding access.

If OER does not ensure high-quality learning experiences, it may be detrimental to education.

Furthermore, the analysis emphasizes the importance of community representation in improvement processes within education. Representatives from the target communities of learners should lead improvement efforts, ensuring that the education system meets their specific needs and addresses inequalities.

In conclusion, the analysis presents various perspectives on education policies and their implications for sustainability, intellectual property, digital accessibility, procurement processes, and the quality of teaching materials.

Key takeaways include the importance of effective policy implementation, the need for open licences and accessibility considerations, the role of the government in providing accessible public education, critiquing the monetization by the private sector, the significance of investment strategies for quality education, the impact of OER on learning experiences, and the importance of community representation in improvement processes within education.

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The stakeholders involved in the discussion, including government, academia, the private sector, and intergovernmental systems, agree that engagement is crucial for a comprehensive partnership. They recognize the need to work with UNESCO, SDSN, and a joint committee to implement the UNESCO-EOR recommendation.

Additionally, there is a partnership agreement in place to manage an open education resource overlay platform, repository, or journal.

To ensure the quality of submitted courses, a rigorous quality assurance process has been established. Courses are evaluated not only for their academic and scientific content but also for compliance with UN policies and legal frameworks.

The objective is to provide a community of practice with guidelines and playbooks on ensuring quality in submitted courses.

Various educational technologies are being used to manage and organize the courses. This includes open journal systems, copyright licensing management, and other tech tools.

The effective utilization of these technologies is considered essential for managing the courses.

Community engagement is emphasized as a crucial aspect of the project. Collaborating with various user groups such as governments, corporates, academics, and schools is necessary to develop the required metadata and effectively manage the archives.

This collaboration is referred to as “diamond engagement” and is seen as essential for the system to work effectively.

The freedom to create and contribute to a global knowledge commons is a fundamental principle. The open education resource recommendation supports the creation and contribution of educational content to the global knowledge commons.

The content should be easily accessible, and everyone should have the opportunity to contribute freely.

The project also places importance on accessibility and inclusivity. Materials, including slides and videos, should be made accessible to all, including those with visual impairments.

Ensuring compliance with disability regulations and providing equal access for everyone is considered crucial.

The decentralization and adaptability of open education resources to local contexts are promoted. It is essential to make sure that the resources can be repurposed and translated to suit specific local contexts.

This flexibility ensures that the resources remain relevant and applicable in different regions.

There is a concern about the control of academic work archival by commercial entities. The argument is that academic works should not be owned by private entities, and hosting and archiving should be done by libraries rather than commercial entities.

Decentralized repositories are seen as beneficial as they allow for easy updates of courses.

This enables courses to be updated locally and reuploaded to the system, ensuring that the content remains up-to-date and relevant.

Behavioral issues and the psychology of implementing digital infrastructure are important factors to consider. Jeffrey Sachs has highlighted the reality of sunk costs in initiating such projects, and the marginal costs of implementing digital infrastructure are relatively low.

There is also the potential to add commercial value to the project, which could eventually generate returns on investment.

Government mistrust in receiving returns on their investments poses a significant challenge. The argument is that governments need to invest now for future returns, but past experiences of not receiving expected returns have eroded their trust.

There is disagreement regarding the commercialization of open education resources.

While some reject the idea of commercializing the infrastructure or content, others propose value-added commercialization with profit-sharing arrangements if a private entity gains income from the public resource.

Advocacy exists for public or stakeholder ownership of open education resources.

The argument is that open education resources should be either publicly owned or owned by relevant stakeholders to ensure their accessibility and availability to all.

In conclusion, the stakeholders involved in the discussion emphasize the importance of engagement in building a comprehensive partnership.

Quality assurance processes have been implemented to ensure compliance with UN policies and legal frameworks. Various educational technologies are being utilized to manage the courses effectively. Community engagement is crucial for developing metadata and managing archives. The discourse on open education resources highlights the freedom to create and contribute to a global knowledge commons, as well as the need for accessibility, decentralization, and public ownership.

Behavioral issues and government mistrust pose challenges, but there are also opportunities for commercial value and return on investment. Collaborative efforts and a shared vision are crucial for the successful implementation of open education resources and the promotion of quality education for all.

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Open Educational Resources (OER) play a pivotal role in increasing access to quality education worldwide. In 2019, UNESCO adopted the recommendation on OER, a UN normative instrument to support inclusive access to digital learning platforms. This highlights the significance and recognition of OER in the educational landscape.

The recommendation by UNESCO advocates for the use of openly licensed digital education tools that can be accessed through the Internet. By embracing OER, educational institutions and learners can benefit from a wide range of freely available, adaptable, and shareable educational materials.

This promotes inclusivity and equal opportunities for learners globally.

UNESCO’s emphasis on OER aligns with the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education. OER contributes to the achievement of multiple SDGs, including quality education, access to information and ICT, gender equality, and global partnerships.

The adoption and implementation of OER can help bridge educational gaps, address gender disparities, and foster collaboration among nations.

Moreover, OER is part of the broader concept of digital public goods. These digital resources, including OER, drive sustainable models of education, knowledge sharing, and innovation.

The 2019 OER recommendation highlights the importance of international collaboration for content, capacity, and infrastructure development, aligning with the Global Digital Compact principles. These principles promote an inclusive, open, secure, and shared Internet, enabling widespread access to knowledge and educational resources.

In addition to the global significance of OER, there is a recognition that the internet should be used as a force for good. UNESCO envisions a digital ecosystem where the internet serves as a powerful tool for learning, advancing human rights, and sustainable development.

The internet has the potential to facilitate access to information, promote freedom of expression, and provide opportunities for lifelong learning.

To guide the development and use of the internet responsibly and inclusively, UNESCO established the OER Dynamic Coalition.

This coalition brings together stakeholders from various sectors to build values and principles guiding the development and use of the internet. The coalition aims to ensure that the internet is harnessed as a tool for education while also promoting peace, justice, strong institutions, and partnerships.

In conclusion, the adoption and promotion of Open Educational Resources are vital for enhancing access to quality education worldwide. The UNESCO recommendation on OER highlights the importance of openly licensed digital education tools accessible through the Internet. By embracing OER, stakeholders can contribute to the achievement of the SDGs, drive sustainable models of education and innovation, and utilize the internet as a powerful tool for learning while advancing human rights and sustainable development.

The establishment of the OER Dynamic Coalition further showcases the commitment to shaping the future of education inclusively and responsibly.

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Open Educational Resources (OER) projects require sustainable funding to ensure their development and continued existence. This funding can be obtained through partnerships and donations from foundations. However, the success of sustainable funding models, such as open procurement, may vary in different contexts.

The practices surrounding OER and community engagement are essential factors for their success.

Without active community involvement, the implementation of OER loses its meaning. It is crucial to foster collaboration and engagement within the educational community to maximize the benefits of OER.

Policies alone are insufficient to guarantee the effective implementation of OER initiatives.

They need to be actively monitored by a diverse set of stakeholders. Involving various individuals and organizations from different sectors ensures that the implementation remains aligned with the goals and objectives of OER. Additionally, OER should be seen as an evolving concept that requires ongoing monitoring and adaptation to meet changing educational needs.

OER possesses unique qualities that make it a real public good, particularly in multi-stakeholder processes.

Its adaptability, remixability, and reusability enable the inclusion of diverse cultural groups and cater to different educational requirements. Engaging with these resources in a pedagogical context enhances their value as a public good.

The potential of OER is currently understated, especially in interconnected, multilateral contexts.

There is a need for further exploration and utilization of OER to maximize their impact. OER’s ability to share, revise, remix, and reuse content makes it a valuable resource that can enhance education on a global scale.

Successful implementation of OER requires the allocation of serious responsibilities and the active involvement of individuals.

Without meaningful participation and responsibility, OER initiatives may stagnate and fail to realize their objectives. Therefore, it is crucial to involve people at all stages of the implementation process to ensure the effective utilization of OER.

In conclusion, sustainable funding is crucial for the success of OER initiatives, and partnerships and donations from foundations can provide the necessary financial support.

Open procurement models are advocated by governments for sustainable funding, but their effectiveness may vary depending on the context. Community engagement, active monitoring by stakeholders, and recognizing the unique qualities of OER as a public good are vital for their successful implementation.

Further exploration and utilization of OER are needed, especially in interconnected, multilateral contexts. Meaningful implementation of OER requires the involvement and allocation of responsibilities to individuals. Without active participation, OER risks becoming stagnant legislation with limited progress.

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The OER (Open Educational Resources) Recommendation 2019 was unanimously adopted by all member states, providing a clear definition of OER and focusing on capacity building, policy implementation, quality assurance, inclusive multilingual OER, sustainability, and international cooperation. Zeynep Varoglu played a significant role in presenting and supporting the OER Recommendation 2019.

Open procurement models have become popular for developing and sustaining OER projects, although their effectiveness can vary depending on the country or context.

While open procurement is seen as a transition to a more sustainable OER model, its implementation may face challenges in certain countries.

Multi-stakeholder working groups play a crucial role in monitoring policies and ensuring the success of OER initiatives.

These groups can adapt to changes in OER through collaboration and representation of perspectives from all stakeholders.

Community engagement is identified as critical for the relevance and success of OER initiatives. Incentives and recognition are important for motivating individuals at all levels to actively participate in advancing OER goals.

The OER Dynamic Coalition event at the Internet Governance Forum (IGF) is a vital platform for knowledge sharing and collaboration among stakeholders.

With around 500 participants from government, institutions, and civil society, it focuses on implementing the OER Recommendation.

The importance of openness in education and knowledge sharing is emphasized during the event. Zeynep Varoglu actively supports this idea, advocating for openness in education.

In conclusion, the OER Recommendation 2019 provides a comprehensive framework for the development, implementation, and sustainability of OER initiatives.

Stakeholder involvement, such as Zeynep Varoglu’s support and multi-stakeholder working groups, along with community engagement and platforms like the OER Dynamic Coalition event, contribute to advancing OER goals. Emphasizing openness in education and knowledge sharing is crucial for promoting inclusive and quality education globally.