Spain/OER - Revision history

Pbacsich: /* Backlinks */

2023-11-22T10:15:17Z

Backlinks

← Older revision		Revision as of 10:15, 22 November 2023
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	>> [[Main Page]]		>> [[Main Page]]
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	== Categories ==		== Categories ==

Pbacsich: /* Conclusions */ tidied

2023-11-22T10:14:57Z

Conclusions: tidied

← Older revision		Revision as of 10:14, 22 November 2023
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	Wrapping up, the analysis of previous Spanish OER and OA initiatives shows there is a need to increase awareness, understanding and training to what are open and free content licenses and to improve the use and reuse of existing OER. It should be noted that choosing a free/open license does not automatically translate into becoming a "truly" OER. Other required aspects are availability, accessibility and responsiveness.		Wrapping up, the analysis of previous Spanish OER and OA initiatives shows there is a need to increase awareness, understanding and training to what are open and free content licenses and to improve the use and reuse of existing OER. It should be noted that choosing a free/open license does not automatically translate into becoming a "truly" OER. Other required aspects are availability, accessibility and responsiveness.

	Of particular importance is the lack of clear policy definitions around OER. Though a wide range of initiatives exist, indeed more than in other European countries, the new Law of Education (LOMCE) does not address the issue, and this is also the case in the regions in which education is run by the regional government. If this situation were to be addressed, it would provide a framework for further development and shared understanding, and would make it easier to address the other considerations covered in the next paragraphs.		Of particular importance is the lack of clear policy definitions around OER. Though a wide range of initiatives exist, indeed more than in other European countries, the new Law of Education (LOMCE) does not address the issue, and this is also the case in the regions in which education is run by the regional government. If this situation were to be addressed, it would provide a framework for further development and shared understanding, and would make it easier to address the other considerations covered in the next paragraphs.

	Open resources need to be available because if they cannot be found they are as useless as if they were closed. Accessible means that they clearly set how they can be used and reused (from clearly stating their authors rights policies and being eAccesible for persons suffering disabilities until promoting cultural diversity by providing multilanguage options). Responsiveness entails that feedback is welcomed and channels are provided to facilitate it. All together they reinforce in one hand, recognition and crediting for the author(s) merits, and enable in the other hand, a culture of reciprocity and networking where the flow of ideas and knowledge results in added creativity.		Open resources need to be available because if they cannot be found they are as useless as if they were closed. Accessible means that they clearly set how they can be used and reused (from clearly stating their authors rights policies and being eAccesible for persons suffering disabilities until promoting cultural diversity by providing multilanguage options). Responsiveness entails that feedback is welcomed and channels are provided to facilitate it. All together they reinforce in one hand, recognition and crediting for the author(s) merits, and enable in the other hand, a culture of reciprocity and networking where the flow of ideas and knowledge results in added creativity.
	Finally, another important elements impeding further mainstreaming of Spanish OER initiatives relates to the issue of their discoverability and room for adaptation. Indeed the use of licenses allowing modifications by third parties and open formats enabling to change, modify and adapt contents to new targets, contexts and pedagogical objectives appear as missing assignments for most of the reviewed spanish OER initiatives. Last but not least, OER need to be accessible in the sense that they require to be found to be useful. This last element deal with deeper problems linked to Internet development and the indexing, storage and retrieval of resources. In relation to this dimension, OER initiatives need to go more in-depth in using open linked data and semantics in order to improve their visibility and thus overall usefulness,
	In conclusion, Spain counts on many Open Access initiatives and offers huge potential for boosting OER and Open Education consequently, either by convincing already digitized repositories to go for open/free licenses, either by systematizing links between HE platforms offering OpenCourseWare courses. However, more sensitization towards open standards and the use of open licenses enabling remix of contents and free licenses enabling commercial uses by third parties should also be promoted.		Finally, another important elements impeding further mainstreaming of Spanish OER initiatives relates to the issue of their discoverability and room for adaptation. Indeed the use of licenses allowing modifications by third parties and open formats enabling to change, modify and adapt contents to new targets, contexts and pedagogical objectives appear as missing assignments for most of the reviewed spanish OER initiatives. Last but not least, OER need to be accessible in the sense that they require to be found to be useful. This last element deal with deeper problems linked to Internet development and the indexing, storage and retrieval of resources. In relation to this dimension, OER initiatives need to go more in-depth in using open linked data and semantics in order to improve their visibility and thus overall usefulness.

			In conclusion, Spain counts on many Open Access initiatives and offers huge potential for boosting OER and Open Education consequently, either by convincing already digitized repositories to go for open/free licenses, either by systematizing links between HE platforms offering OpenCourseWare courses. However, more sensitization towards open standards and the use of open licenses enabling remix of contents and free licenses enabling commercial uses by third parties should also be promoted.

	== References ==		== References ==

Pbacsich: /* Conclusions */

2023-11-22T10:14:23Z

Conclusions

← Older revision		Revision as of 10:14, 22 November 2023
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	=== Conclusions ===		=== Conclusions ===

	Wrapping up, the analysis of previous Spanish OER and OA initiatives shows there is a need to increase awareness, understanding and training to what are open and free content licenses and to improve the use and reuse of existing OER. It should be noted that choosing a free/open license does not automatically translate into becoming a "truly" OER. Other required aspects are availability, accessibility and responsiveness.		Wrapping up, the analysis of previous Spanish OER and OA initiatives shows there is a need to increase awareness, understanding and training to what are open and free content licenses and to improve the use and reuse of existing OER. It should be noted that choosing a free/open license does not automatically translate into becoming a "truly" OER. Other required aspects are availability, accessibility and responsiveness.
	Of particular importance is the lack of clear policy definitions around OER. Though a wide range of initiatives exist, indeed more than in other European countries, the new Law of Education (LOMCE) does not address the issue, and this is also the case in the regions in which education is run by the regional government. If this situation were to be addressed, it would provide a framework for further development and shared understanding, and would make it easier to address the other considerations covered in the next paragraphs.		Of particular importance is the lack of clear policy definitions around OER. Though a wide range of initiatives exist, indeed more than in other European countries, the new Law of Education (LOMCE) does not address the issue, and this is also the case in the regions in which education is run by the regional government. If this situation were to be addressed, it would provide a framework for further development and shared understanding, and would make it easier to address the other considerations covered in the next paragraphs.
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	In conclusion, Spain counts on many Open Access initiatives and offers huge potential for boosting OER and Open Education consequently, either by convincing already digitized repositories to go for open/free licenses, either by systematizing links between HE platforms offering OpenCourseWare courses. However, more sensitization towards open standards and the use of open licenses enabling remix of contents and free licenses enabling commercial uses by third parties should also be promoted.		In conclusion, Spain counts on many Open Access initiatives and offers huge potential for boosting OER and Open Education consequently, either by convincing already digitized repositories to go for open/free licenses, either by systematizing links between HE platforms offering OpenCourseWare courses. However, more sensitization towards open standards and the use of open licenses enabling remix of contents and free licenses enabling commercial uses by third parties should also be promoted.

			== References ==

			== Backlinks ==

	> [[Countries]]		> [[Countries]]
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	>> [[Main Page]]		>> [[Main Page]]


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			== Categories ==

	[[Category:Countries]]		[[Category:Countries]]
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	[[Category:POERUP content]]		[[Category:POERUP content]]

			[[Category:Countries in ADOERUP]]

Pbacsich: /* OER in Spain: Map */ changed googlemaps to leaflet

2023-05-15T10:09:21Z

OER in Spain: Map: changed googlemaps to leaflet

← Older revision		Revision as of 10:09, 15 May 2023
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	[[Category:Countries for OEI tracking]]		[[Category:Countries for OEI tracking]]

	{{#ask:[[Category:Open Education Initiatives]] [[Category:Spain]] \|?Has coordinates\|format=~~googlemaps~~ \|centre=40.5,-3.7 \| limit = 300}}		{{#ask:[[Category:Open Education Initiatives]] [[Category:Spain]] \|?Has coordinates\|format=leaflet\|centre=40.5,-3.7 \| limit = 300}}

	'''Additional information'''		'''Additional information'''

Pbacsich: added {{count-OER-initiatives‎}} template

2023-05-15T10:08:49Z

added {{count-OER-initiatives‎}} template

← Older revision		Revision as of 10:08, 15 May 2023
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	=== OER in Spain: Map ===		=== OER in Spain: Map ===

	~~Total number of Open Education Initiatives in~~ {{~~PAGENAME}} on {{CURRENTDAYNAME}}, {{CURRENTDAY}} {{CURRENTMONTHNAME}} {{CURRENTYEAR}} at {{CURRENTTIME}} =~~		{{count-OER-initiatives‎}}
	~~'''[[Has initiative-count::{{#ask:[[Category:Open Education Initiatives]] [[Category:{{PAGENAME}}]] \|format=count\| limit=1000 }} ]]''', of which:~~
	* [[Has MOOC initiative-count~~::{{#ask:[[Category:Open Education Initiatives]] [[Category:MOOC]] [[Category:{{PAGENAME}}]] \|format=count\| limit=1000 }} ]] are MOOC~~
	* [[Has OER initiative-~~count::{{#ask:[[Category:Open Education Initiatives]] [[Category:OER]] [[Category:{{PAGENAME}}]] \|format=count\| limit=1000 }} ]] are~~ OER

	~~''Initiatives per million'' = [[Has initiatives~~-~~per-mill::{{#expr: ( ( {{#show:Spain\|?Has initiative-count#}} * 1000000 ) / {{#show:Spain\|?Has population#}} ) round 2~~ }}]]

	[[Category:Countries for OEI tracking]]		[[Category:Countries for OEI tracking]]

Pbacsich: Pbacsich moved page OER:Spain to Spain/OER

2023-02-01T12:27:24Z

Pbacsich moved page OER:Spain to Spain/OER

← Older revision	Revision as of 12:27, 1 February 2023
(No difference)

Pbacsich: 1 revision imported

2023-01-27T16:36:29Z

1 revision imported

← Older revision	Revision as of 16:36, 27 January 2023
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(Main)>Pbacsich: 1 revision imported: Import categories France, Germany, Italy, Spain, Portugal

2016-10-01T13:23:52Z

1 revision imported: Import categories France, Germany, Italy, Spain, Portugal

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