Fostering Openness in Education: considerations for sustainable policy making [O-037] Members : OER19

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Public Group Active 5 years, 7 months ago

Wed, Apr 10 2019, 1:45pm – 2:45pm

Authors: Javiera Atenas, Leo Havemann, Cristina Stefanelli, and Fabio Nascimbeni

Room: G006

Theme: Sustainability

Type: Workshops and panels (60mins)

Description

Session Description

Considering the current lack of national and institutional policies to support the Open Education (OE) agenda, this workshop presents an innovative approach to OE policy co-creation. When designing OE policies, we need to consider certain contemporary elements, as policy-making in education and science are increasingly data governed and driven, because data is used to monitor almost every educational and research activity (Mandinach, Honey & Light, 2006 ; OECD, 2015 ). Also, we need to heed other elements that affect and frame educational policy making such as copyright reforms and legal frameworks that can drastically change the way in which we access knowledge and information (Nobre, 2017) . Furthermore, the possible impacts of unbundling and open accreditation systems need to be considered carefully in order to work towards universal access to knowledge and credentials (Swinnerton et al. 2018) .

To draw policy from an international perspective, considering solid evidence-based driven framework, Haddad & Demsky (1995) mention the three key elements: (a) Evaluation of the sector drawing on data, research, experience and international knowledge; (b) contextual analysis of the socio-political and economic, demographic, and cultural conditions and prospects; and (c) an assessment of the interest groups, their rationalities and their roles in education change. Using these guidelines, a canvas for OE policy design was developed based on the business canvas methodology . This canvas aims at fostering a discussion towards promoting co-creation of policies analysing a series of elements from the perspective of international stakeholders using not only the canvas, but also a set of change cards adapted from those produced by the UK Policy Lab to encourage the discussion in the participants’ group .

This methodology was piloted during October 2018. The first workshop was held at the OpenMed final conference in Rome, where policy stakeholders from Egypt, Italy, Jordan, Lebanon, Morocco, Palestine, Spain, and UK participated. The dynamic aimed at fostering policies considering the complexities of the MENA region. The second workshop was held at the Open Education Policy Forum in Warsaw were participants from Germany, Malta, Poland, Romania, Slovenia, Spain, Sweden, and The Netherlands discussed EU policy-making in a EU context.

By using a policy canvas and change cards, we aim at allowing participants to consider issues such as who needs to be involved in the policy-making process, and who is needed to implement the policy considering the local context and the sociocultural issues at play, alongside with and other policies or regulatory models to draw upon. The main elements reviewed in this co-creation policy workshop which will be reviewed by the participants can be seen in the following categories.

1. Process and Partners
2. Context
3. Stakeholders
4. Solutions & Approaches
5. Policy opportunities
6. Policy challenges
7. Key Elements
8. Evidence
9. Beneficiaries
10. Risks

Session content

Hands on workshop using a canvas methodology and a change cards set in which stakeholders from diverse institutions and backgrounds co-create and draft national and institutional policies. We workshop lasts about 90 minutes, in which the participants will discuss the 10 key elements and will use the cards to exchange ideas to co-create and draft a policy that can be support open education, open science and open access. After the participants have completed the canvas, each table will present their results and the key elements will be mapped and shared with the entire cohort of participants.

References

Haddad, W., & Demsky, T. (1995). Education policy-planning process: an applied framework. UNESCO: International Institute for Educational Planning. Retrieved from http://www.unesco.org/education/pdf/11_200.pdf

Mandinach, E. B., Honey, M., & Light, D. (2006). A Theoretical Framework for Data-Driven Decision Making. AERA, 1–18. Retrieved from https://pdfs.semanticscholar.org/70be/11b76e48eab123ef8a0d721accedb335ed5c.pdf

Nobre, T. (2017). Copyright and Education in Europe: 15 everyday cases in 15 countries. COMMUNIA International Association of the Digital Public Domain Disclaimer: Retrieved from https://rightcopyright.eu/wp-content/uploads/2017/04/15casesin15countries_FinalReport.pdf

Organisation for Economic Co-operation and Development (OECD). (2015). Education Policy Outlook 2015: Making Reforms Happen. Paris: OECD Publishing. http://doi.org/http://dx.doi.org/10.1787/9789264225442-en

Swinnerton, B., Ivancheva, M., Coop, T., Perotta, C., Morris, N., Swartz, R., Czerniewicz, L., Cliff, A., Walji, S. (2018). The Unbundled University : Researching emerging models in an unequal landscape . Preliminary findings from fieldwork in South Africa. In Proceedings of the 11th International Conference on Networked Learning 2018. Retrieved from http://eprints.whiterose.ac.uk/131028/3/swinnerton_23_final.pdf

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Business Model Canvas: A Simple Tool For Designing Innovative Business Models https://www.forbes.com/sites/tedgreenwald/2012/01/31/business-model-canvas-a-simple-tool-for-designing-innovative-business-models/#a63e30b16a73

Change Cards toolkit to help generate ideas and develop your policy project in an agile way https://openpolicy.blog.gov.uk/2015/07/10/cards-toolkit-to-help-generate-ideas-and-develop-your-policy-project-in-an-agile-way/

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