Abstract
One of the principal recommendations of the UNESCO OER Recommendation (2019) is the development of supportive policies, including regulatory frameworks and strategies. In this chapter, we describe a novel approach to the development of such policies and strategies for their implementation. The process involves using two resources: the UNESCO Guidelines for OER Policy as a framework and the Open Education Policy Game as a method for eliciting gaps and defining priorities in open policy and strategy design. Both instruments have shown to be a powerful mechanism to analyse and create a road map for OER and open education policy for organisations and groups. We will describe this methodology, developed and implemented as part of the Leadership in Open Education Master’s course entitled Open Education Strategies. We begin with an overall perspective on the importance of developing leadership in open education by describing the Master’s programme, its conception and its objectives. We highlight the importance of policy to promote the adoption of Open Educational Resources (OER) and Open Education (OE) more broadly. We then present the course rationale, followed by a description of the open practices and tools used to support a group of 10 students as they engaged in real-world open policy design.
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Notes
- 1.
See: https://oe4bw.org.
- 2.
The programme was launched and coordinated by two of the authors, Tanja Urbančič and Mitja Jermol, in 2017.
- 3.
One of the authors of this paper, Dominic Orr, was a lead author of this work.
- 4.
See: https://aberta.org.br.
- 5.
Co-lead by one of authors of this paper, Tel Amiel. The game can be found at: https://aberta.org.br/oe-game. The game is based on a guidebook, available at: https://guiaea.educadigital.org.br/o-guia/
- 6.
See: https://fediverse.party.
- 7.
As an example, the Game was used as part of the process which led to the implementation of the State Secretariat of Education OER policy for the State of São Paulo, in Brazil, one of the largest school systems in the world. See: http://www.educacao.sp.gov.br/lise/sislegis/detresol.asp?strAto=202107220063.
- 8.
Examples of this process can be seen in reports published in our community. An example from a previous year can be seen in: https://zenodo.org/record/4728828.
- 9.
See: https://mastodon.online.
- 10.
Through an API, see: https://docs.joinmastodon.org/client/intro/.
- 11.
- 12.
This instance of the course developed over a 13 week period.
- 13.
- 14.
See a draft implementation in: https://tabletopia.com/playground/openeducation-uurt7v/play-now.
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Acknowledgements
We would like to thank the University of Nova Gorica for providing a supportive academic environment and infrastructure needed to develop and implement the Leadership in Open Education Master’s programme. We thank Larry Cooperman for many insightful discussions and support that have valuably contributed to the development of the programme. We would also like to extend a thank you to all students, professors and other staff involved in the implementation of the programme for all their efforts and commitment needed to provide the best possible study experience to the students and for the positioning of this innovative programme in the professional community The authors acknowledge and very much appreciate the financial support provided to the Leadership in Open Education study programme by the William and Flora Hewlett Foundation as presented at https://hewlett.org/grants/university-of-nova-gorica-for-support-of-the-leadership-in-open-education-masters-program/.
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Urbančič, T., Orr, D., Jermol, M., Amiel, T. (2023). Developing Supportive Policies and Strategies for Their Implementation: Student Experience with Real-World Cases. In: Olivier, J., Rambow, A. (eds) Open Educational Resources in Higher Education. Future Education and Learning Spaces. Springer, Singapore. https://doi.org/10.1007/978-981-19-8590-4_3
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