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Futures for Higher Education and ICT: Changes Due to the Use of Open Content
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Envisioning the Future of Higher Education in a Digital Age” implemented by the The publication summarizes the results of the project “Access, Equity and Quality: UNESCO Institute for Information Technologies in Education in 2014-2016. The project was aimed to identify the current trends related to the use of open and online education and to bring evidence to the debate about the future changes expected due to the use of new approaches to teaching and learning, new technologies and new forms of content developed for higher education.
How will higher education evolve over the next 15 years? How might technological changes impact the society, labour market needs, higher education systems and institutions? How can and do countries and institutions address these changes? In what ways are the skills required by the market changing? How should higher education institutions adapt to the changing learning needs? What impact will the availability of new technologies and online resources have on how people learn? Are national systems of recognition of learning outcomes and credentialing prepared to accommodate the results of open education? Answers to these questions and opinions of experts from 48 countries are presented in this publication.
The book is meant to raise awareness of higher education stakeholders such as policy makers, managers of higher education institutions, academics, researchers and students, as well as of all readers interested in education development trends
A Basic Guide to Open Educational Resources (OER)
This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively
Concepts of Openness and Open Access
Information and Communication Technologies (ICT) in the late twentieth century had become enablers in empowering citizens worldwide in all segments. Openness in obtaining, processing, publishing and disseminating research information becomes easily achievable due to spread of ICTs. This Module discusses different perspectives of openness, particularly those which deal with the open access movement.
Guidelines for open educational resources (OER) in higher education
Open educational resources (OER) are materials used to support education that may be freely accessed, reused, modified, and shared. These Guidelines outline key issues and make suggestions for integrating OER into higher education.
Introduction to open access
The Open Access movement is gaining momentum, thanks to technology, efforts for quality control and its measureable impact on productivity and further research. It needs to be strengthened with participation of every researcher, scientist, educationist and librarian. This module covers the following issues: definition of scholarly communication and OA, and differentiation between the various forms of OA; rights management, including copyright, copy-left, authors’ rights and related intellectual property rights; and the impact of OA within scholarly communication
Open access infrastructure
Launching an e-journal or knowledge repository requires meticulous planning in terms of need, scope, technology, administration, legal issues, finances and sustainability. This module deals with open access resources of all types, their definition, nature, features, planning, executing, choosing technical standards and following procedures, as well as later maintenance for all parties involved: host, sponsors, users and prospective content creators. Emphasis is made on e-journals, e-repositories and emerging trends in the open access movement
Sharing your work in open access
This is the last Module of the course on Open Access for researchers. The two units in this Module aim to help you share your work in Open Access through repositories and journals in order to be able to understand the publication process involved in dissemination of scholarly works; to choose appropriate Open Access journals and repositories for sharing research results; and to use social media to promote personal research work and build reputation
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Model Policy for Inclusive ICTs in Education of Persons with Disabilities
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This model policy is part of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and Global Initiative for Inclusive Information and Communication Technologies (G3ict) joint efforts to facilitate the implementation of the UNCRPD. The main objective was to develop a model policy document to be used as a template to assist UNESCO Member States in promoting the effective use of inclusive ICTs in education for learners with disabilities, although it must be emphasised that the policy objectives and actions outlined in this document are equally applicable to any learners who are vulnerable to exclusion from any sector of education.
SciELO: 15 Years of Open Access: an analytic study of Open Access and scholarly communication
Open Access has been recognized as an implicit agenda to deal with the knowledge challenge in the future. The unique stakeholder composition of UNESCO gives it a privileged position to act as a go-between the existing knowledge-divide between countries, and to identify good practices in this area. With over 1.0 million hits per day, the SciELO Network has been a beacon to spread scientific knowledge contained in journals and books. This publication on SciELO has been prepared with the aim to document a best practice of Open Access Publication. It is the first case study of this kind, which appreciates the positive contribution of SciELO and, hopefully, will provide others with an excellent example to follow.
How Openness Impacts on Higher Education
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As societies move towards increasing openness, higher education is also showing increasing interest in and commitment to releasing information and knowledge. This paper describes some of the common ways in which the term open is used and discussed in relation to open initiatives. It considers how open practices affects teaching and learning as well as research in higher education, highlighting the importance for higher education providers to grapple with the challenges and opportunities provided by openness to make them more relevant to society today. Finally, the paper considers how rapidly evolving developments in openness impacts on higher education policy, and provides some policy considerations which may useful to deliberate over.
UNESCO global report: opening new avenues for empowerment: ICTs to access information and knowledge for persons with disabilities
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Building on the United Nations Convention on the Rights of Persons with Disabilities, this Global Report addresses strong recommendations to all stakeholders – from decision-makers to educators, civil society and industry – on how concretely to advance the rights of people living with disabilities. These recommendations draw on extensive research and consultations. Studies launched in five regions have allowed UNESCO to understand more clearly the conditions and challenges faced by persons with disabilities around the world.
Guidelines for Open Educational Resources (OER) in Higher Education
Open educational resources (OER) are materials used to support education that may be freely accessed, reused, modified and shared. These Guidelines outline key issues and make suggestions for integrating OER into higher education. Their purpose is to encourage decision makers in governments and institutions to invest in the systematic production, adaptation and use of OER and to bring them into the mainstream of higher education in order to improve the quality of curricula and teaching and to reduce costs.
Information and Communication Technologies in Education
The monograph presents a systematic overview of the results of analytical research organized by UNESCO IITE. The publication summarizes main trends, recommendations, experience of certain countries, as well as key areas for integration of new ICT in educational systems in the context of knowledge-based societies, globalization of information environment and evolution of alternative forms of education. The book will be useful for research and practical activities of school teachers, students and professors, researchers, educators at additional teacher training institutions, as well as policy-makers and education administrators.
Policy guidelines for the development and promotion of open access
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UNESCO issued this publication to demystify the concept of Open Access (OA) and to provide concrete steps on putting relevant policies in place. Building capacities in Member States for Open Access is a necessary but not sufficient condition for promotion of the concept. Creating an enabling policy environment for OA is therefore a priority.
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