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Imagine a tutor or sessional instructor anywhere in the world who wishes to know something about what students know and can do. With knowledge about Open Assessment Resources (OAR), a repository is visited that is linked to many sites frequented by instructors and instructional designers. The website links existing OER activities with open assessment resource activity-prompts for online student responses. Within the assessment component of a selected OER, the instructor finds a searchable data bank of concepts linked to core content and activities related to what is being taught. The assessment activity-prompt packages can be made, modified or found and

This paper which arises from EDUsummIT 2015 provides an overview of the development of a working definition of Smart Partnerships (SP) in education before describing and analysing three potential SPs of which only one is identified as a SP.Further research and development of SPs are recommended to further understand SPs and to unleash the potential of digital technologies in education.

[EN] transLectures is a FP7 project aimed at developing innovative, cost-effective solutions to produce accurate transcriptions and translations in large repositories of video lectures. This paper describes user requirements, first integration steps and evaluation plans at transLectures case studies, VideoLectures.NET and poliMedia.

This paper reviews a framework to support the co-creation of policies to sustainably foster Open Education. The framework has been derived from a comprehensive review of public and Open Education policy documents and related literature, as well as identification and consideration of contiguous issues in the education landscape that directly impact openness and can potentially derail policies, including datafication, copyright reforms, and the unbundling of services into component parts. The open policy framework, along with a canvas and set of change cards and a dynamic grounded in the participation and co-creation standard developed by the Open Government Partnership, have been used in three workshops piloted during 2018, to facilitate co-design of Open Education policies, by discussing contexts, objectives and challenges with policymakers and advisors both at national and institutional levels, policymakers and advocates with a series of tools and advise to enable arenas to co-create open-education policies.

Open Education (OE) aims at increasing educational access, effectiveness and equity. The 2019 UNESCO Open Educational Resources (OER) Recommendation calls on governments and educational institutions to create enabling policies. Such policies should aim to foster open educational practices in a wide sense, including creation and use of OER. Key elements of OE policies are identified: capacity building; learning accreditation/credit transfer; access and inclusivity; diverse access to knowledge; platform governance; and fostering a culture of openness. OE policies, whether standalone or incorporated into a wider openness policy, should be designed to cohere with other policies addressing open content and practices. This brief seeks to promote the involvement of a wide range of stakeholders in institutional policymaking process via a co-creation approach. Co-creation of policy enables stakeholders' voices to be heard, supports shared understanding and ownership of policy goals, while also ensuring policy is relevant and fit for local purposes, contexts and communities.

This paper reviews a framework to support the co-creation of policies to sustainably foster Open Education. The framework has been derived from a comprehensive review of public and Open Education policy documents and related literature, as well as identification and consideration of contiguous issues in the education landscape that directly impact openness and can potentially derail policies, including datafication, copyright reforms, and the unbundling of services into component parts. The open policy framework, along with a canvas and set of change cards and a dynamic grounded in the participation and co-creation standard developed by the Open Government Partnership, have been used in three workshops piloted during 2018, to facilitate co-design of Open Education policies, by discussing contexts, objectives and challenges with policymakers and advisors both at national and institutional levels, policymakers and advocates with a series of tools and advise to enable arenas to co-create open-education policies.

Open Education (OE) aims at increasing educational access, effectiveness and equity. The 2019 UNESCO Open Educational Resources (OER) Recommendation calls on governments and educational institutions to create enabling policies. Such policies should aim to foster open educational practices in a wide sense, including creation and use of OER. Key elements of OE policies are identified: capacity building; learning accreditation/credit transfer; access and inclusivity; diverse access to knowledge; platform governance; and fostering a culture of openness. OE policies, whether standalone or incorporated into a wider openness policy, should be designed to cohere with other policies addressing open content and practices. This brief seeks to promote the involvement of a wide range of stakeholders in institutional policymaking process via a co-creation approach. Co-creation of policy enables stakeholders' voices to be heard, supports shared understanding and ownership of policy goals, while also ensuring policy is relevant and fit for local purposes, contexts and communities.