Mapping Open Collections for Higher Education

Does your University have an institutional repository?

Do you have or know of a collection of resources that is openly licensed or in the public domain? For example a repository, a digitised collection of arts, a collection of audiovisual resources…

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The OpenGame results presented at the EDEN 2020 Research workshop

The OpenGame Competencies Framework, which outlines 8 competences that every educator should master to work with Open Educational approaches, was presented at the EDEN 2020 Research workshop on the 22nd of October 2020. The presentation raised a lot of interested, which confirms the need to reach a shared understanding about the attitude, knowledge and skills of educators that can guide the transition towards more open (and equitable) education settings.

The OpenGame competencies framework is available here:

Ever heard of open textbooks?

Are you still using commercial textbooks?

Up to the 2017 academic year, the Psychology Foundation module on the Psychology Major Programme of Dublin City University (DCU) used a commercial textbook to compliment the online learning materials provided by the programme team. Life as usual.

 In the 2018 academic year a switch was made from this commercial textbook to an open textbook by the Canadian Edition Open Textbook Project: this textbook was selected because it was high quality in terms of content and structure, and was sufficiently detailed to replace the textbook that had been used. This simple choice has brought to zero the textbook cost for the module, eliminating any issues with students access because of cost or lack of access through the institutional library. Also, the success of this practice has opened the door to, and strengthened the case for, the replacement of commercial textbooks with open textbooks in other modules’ reading lists.

Do you want to know how the DCU team led by Dr James Brunton did it? Check out Practice 3.1 in the OpenGame Handbook of Successful Open Teaching Practices.

New report: “Open Education as a game-changer, stories from the pandemic”

During the fifth Open Education Policy Forum, organised by Centrum Cyfrowe Foundation, with the collaboration of several institutions as Creative Commons, OE Global, SPARC, the Communia Association and the Slovenian Intellectual Property Institute, the study  “Open Education as a game-changer – stories from the pandemic” was presented to stakeholders.

Written with through the collaboration of  researchers from Poland, Italy, Greece, Uruguay, and Brazil, the report provides a comparative analysis of the role that Open Education has been playing in overcoming the educational crisis during the COVID-19 pandemic.

The analysis aims to gather information about the most interesting and influential Open Education initiatives which could inspire and hopefully permanently revolutionize remote education systems around the world. An important objective is to initiate a discussion on the role played by Open Education during the pandemic and to provide arguments to support public policymaking.

Further information:

OpenGame results presented at TEEM 2020

The 8th edition of the Technological Ecosystems for Enhancing Multiculturality (TEEM) conference will be held online from October 21 to 23, 2020. It is organised by the GRIAL Research Group of the University of Salamanca. This event brings together researchers and postgraduate students interested in combining different aspects of the technology applied to knowledge society development, with a special attention to educational and learning issues regarding, but not limited to, the following broad-scope research areas: Educational Assessment and Orientation, Human-Computer Interaction, eLearning, Computers in Education, Communication Media and Education, Medicine and Education, Learning Analytics, Engineering Education, Robotics in Education, Diversity in Education, Gamification and Games for Learning. TEEM is divided in thematic and highly cohesive tracks.

In this special online edition we have opted for a different event, in which the articles have been presented in a video presentation of maximum 5 minutes ( Moreover, during the days of the conference, different types of activities are carried out to maintain the cohesion and synergies that the TEEM Conference precedes. During these three days there are round tables, keynote speakers, workshops, special sessions and special awards. All activities are streamed on YouTube: The program and the links to the specific activities are available here (

The conference was opening with a keynote by Prof. Dr. Daniel Burgos about “Openness as the key factor to support education in times of crisis”. The lecture provided a few clues towards a seamlessly integration of formal and informal online contexts, blended into the open. Furthermore, Dr. Daniel shared the main ideas of the OpenGame project, an European funding project coordinated by the Universidad Internacional de la Rioja (UNIR) which involves six institutions: University of Salamanca (Spain), Université de Nantes (France), Universidade Aberta (Portugal), Duale Hochschule Baden-Württemberg Karlsruhe (Germany), and Dublin City University (Ireland). Their is more information about the project in and

Transform your course into a MOOC: Impossible mission ?

Professor Juan Quemada has been teaching software engineering at the Universidad Politécnica de Madrid (UPM) for many years. He was approached by the Spanish MOOC platform MiriadaX, with the request to develop a MOOC .

He took the challenge. The decision paid off: over 200.000 persons have registered in the 8 editions of Juan’s MOOC since 2013. As Prof. Quemada found out, transforming a course into a MOOC was not a technology issue, but deals primarily with deeply revising the concepts and activities of the course, so as to keep the learners’ attention high and, at the same time, to replicate the intensity of the classroom teaching. Three years later, in 2016, Juan and his team consolidated the lessons learnt through the AMMIL methodology (Active Meaningful Micro Inductive Learning), that aimed to improve the quality and effectiveness of self-learning materials used in MOOCs, flipped classrooms and online courses. 

Do you want to know more? Check out Practice 2.2 in the OpenGame Handbook of Successful Open Teaching Practices.

Teaching foreign languages through the use of OER


Dr. Jula Titus, from Yale University, is currently using Open Educational Resources (OER) in her Russian language course , making them available through an openly accessible website. In this particular practice, OER are used to teach Russian by using poems, complemented by additional background information. They also include a glossary of terms, a series of exercises, an audio file of the poem, with direct access to detailed information relating to the poet. Everything is openly licensed and can be used in a variety of academic settings, from traditional to a blended classroom, even in online learning enviroments. Best of all,  it is easily adaptable to other foreign languages!

Do you want to know more? Check out Practice 2.3 in the OpenGame Handbook of Successful Open Teaching Practices.

Have you ever heard of “open flipped-classroom teaching”?

Professor Anna Förster from the University of Bremen in Germany has revolutionised the introductory course on Computer Science she delivers by adopting an inverted classroom format. She has rearranged the course structure, transforming face-to-face sessions into hackathons, where students  work in groups on practical exercises in sessions of 4-to-5 hours. Further, all the self-study content she produced for the course as well as the content developed by students during these Hackathons is released as OER. They are available on both the university learning platform and Youtube, therefore facilitating reuse and improvement by peer colleagues and students. 

Do you want to know more? Check out Practice 1.3 in the OpenGame Handbook of Successful Open Teaching Practices.

Can MOOCs be used in classroom-based teaching?

Despite MOOCs are usually designed as distance courses, they could also represent a great support to improve classroom teaching.  Educators at TU Delft, one of the world-leading MOOCs provider with over 2 million learners, are encouraged to use MOOCs in campus education, mostly in a blended model. As an example, one of the authors of the MOOC “Introduction to Water and Climate”, launched in 2015, found additional MOOCs from other universities which he considered useful to support his on-campus teaching and started using them using a flipped-classroom approach. 

Do you want to know what it takes to replicate this idea? Check out Practice 1.2 in the OpenGame Handbook of Successful Open Teaching Practices.

Online Course on Open Education, copyright, and open licensing

UNESCO has partnered with the OERu and the International Council for Open and Distance Education (ICDE) to provide free access to an online micro-course on Open education, copyright, and open licensing in a digital world (LiDA103). This professional development opportunity is open for all educators.

Commencing on 9 September 2020, the UNESCO / ICDE Chair in Open Educational Resources (OER) in New Zealand will facilitate a cohort offering of LiDA103 over two weeks. Registered participants will also receive free access to take an online competency test to earn the Certificate of Competency in Copyright and Creative Commons Licensing.


Further information



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