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The Recommendation on Open Educational Resources (OER) (40 C/32) was adopted at the 40th UNESCO General Conference in Paris on 25th November, 2019 as the culmination of a long process of UNESCO engagement with the concept of OER. Now that it is adopted and a UNESCO Dynamic Coalition has been discussing the next steps (download workshop report here), this raises the practical question of what steps government and educational institutions at all levels can do to operationalize the OER Recommendation.

To help to unpack the possibilities, OER Africa has been facilitating a process to support UNESCO and its stakeholders to consider what actions they might take in each of the four key areas of the Recommendation:

  1. Building capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
  2. Developing supportive policy;
  3. Encouraging inclusive and equitable quality OER; and
  4. Nurturing the creation of sustainability models for OER.
 
This work is being done with support and input from a Network of Open Organizations established by Open Education Global. Discussions are in very early phases but has so far led to development of a very detailed Matrix of possible actions to operationalize the OER Recommendation. The draft Matrix considers in detail all the Actions identified for each Area of Action in the OER Recommendation and lists possible initiatives that governments and institutions might take (analysed separately for each stakeholder group). It is a work in progress. A Working Draft of the OER Recommendation Actions Matrix can be downloaded as a PDF file here.
 
As OER Africa is committed to ensuring that the impact of the OER Recommendation is maximized for African governments, networks, institutions, and other stakeholders, we encourage you to review the draft Matrix and add your ideas and comments (editable version can be found here).
 
Additional suggestions of how African governments and institutions can be supported in adopting the Recommendations are most welcome. Please add these to the editable version.
 
Your feedback and suggestions will make the draft Matrix much stronger and useful to others. We anticipate that it might be used, amongst other purposes, to:
  1. Develop a catalogue of freely available online resources for each Area of Action that governments, networks, institutions, and other stakeholders can draw on for support.
  2. Create communications and advocacy resources, drilling into detail on specific aspects of the OER Recommendation to provide ideas on possible activities.
  3. Repackage content for governments and other audiences to explore possible actions and policy reforms that governments might consider when implementing the OER Recommendation.
 
We hope the draft Matrix is already a useful contribution to implementing the OER Recommendation. We will keep the document open for editing until 30th November, 2020.

For more articles in this series, click on the links below.

What's New

What have been the experiences of African Open Educational Resources (OER) initiatives focussed on higher education? What can we learn from these experiences? Although the concept of OER initially gained publicity in the Global North, OER are gaining traction in Africa. OER Africa researched several African OER initiatives to assess their long-term contribution to establishing sustainable OER practices in African higher education.

What have been the experiences of African Open Educational Resources (OER) initiatives focussed on higher education? What can we learn from these experiences? Although the concept of OER initially gained publicity in the Global North, OER are gaining traction in Africa, with an increasing number of OER initiatives focusing on areas such as OER advocacy, practice, and research. Today, the concept has been mainstreamed around the world, as exemplified through the unanimous adoption of the UNESCO Recommendation on OER in 2019.

OER Africa researched several African OER initiatives to assess their long-term contribution to establishing sustainable OER practices in African higher education. This work explored their effectiveness and identified lessons to enable better development and support of OER practices. It also helped to deepen OER Africa’s understanding of professional development needs amongst African academics to enable more effective OER practices.

To do this, we developed case studies on eleven African OER initiatives in higher education to gain an understanding of the effectiveness of each initiative, followed by an analytical summary report. The report collates the findings from the OER initiatives , highlighting the implications of the findings for better development and support for effective OER practices.

Access the case studies and report here.


Related articles:

 Access the OER Africa communications archive here

Museums tell ancient and recent histories as they collect, safeguard, and make accessible artefacts and specimens that they hold in trust to inspire and enable people to explore, learn, and enjoy. They continue to evolve in their roles and contribution to education as they embrace open access and Open Educational Resource (OER) principles.

Image courtesy of Abdullah Elhariry, Unsplash (Unsplash licence)

Museums continue to evolve in their roles and contribution to education as they embrace open access and Open Educational Resource (OER) principles. Museums are joining the open access movement by, for example, providing high-resolution downloadable images free of charge to maximise the ability of people to interact with, share, and reuse their collections.  

Museums tell ancient and recent histories as they collect, safeguard, and make accessible artefacts and specimens that they hold in trust to inspire and enable people to explore, learn, and enjoy. All museums support education as they provide unique prospects and platforms to engage students in their spaces and through their exhibitions, presentations, lectures, and discussion sessions on history, science, mathematics, technology, medicine, arts, politics, religion, humanities and social sciences, among others.

The Shenzhen Declaration on Museums and Collections of the UNESCO High-Level Forum on Museums from 2016 promoted the educational role of museums and the adaptation of museums' contents to provide a variety of formal, non-formal, and lifelong open learning experiences through universal accessibility for various audiences and removal of barriers to disadvantaged groups and persons with specific needs and capacities.

Learning about history and culture includes learning about all the aspects of the human ‘being’ and their day-to-day life. For example, if a student visits a museum and explores an exhibition dealing with historical figures or events involving aviation, the student is likely to be intrigued to want to learn more about flying which may not have been introduced as a vocation in the classroom. In such a case, the museum experience could well be an initial influence on future life choices of the students.

Museums are adopting open access to increase public engagement with their collections, introduce news areas of operation, and collaborate with creators and other institutions of learning, including universities, colleges, and schools.

The challenges of COVID-19 lockdowns in the past two years left museums without visitors, prompting them to accelerate digitization of their collections and adopt open licences for learners and academics to access their holdings as part of their learning or academic research. Since the start of the COVID-19 pandemic, nearly 1,000 cultural heritage institutions around the world have adopted open licences to provide virtual access to their collections and resources.

Open access for museums refers to efforts made by museums to digitise their collections allowing for the creation of virtual exhibitions and databases or libraries, which are accessible online, containing high-resolution downloadable collections of digitised images of artefacts and information resources, including text, photos, movies, audio files, maps, graphs, and links to other sites.

Some of the digitised museum collections for Africa and African resources include the following:

African Online Digital Library (AODL) – AODL is an open access digital library of African cultural heritage materials created by Michigan State University in collaboration with museums, archives, scholars, and communities globally.

Smithsonian Open Access National Museum of African American History & Culture – The Smithsonian Institution is the world’s largest museum, education, and research complex, with 21 museums and the National Zoo—shaping the future by preserving heritage, discovering new knowledge, and sharing resources with the world. The Smithsonian National Museum of African American History and Culture is exclusively devoted to the documentation of the African American life, history, and culture. The museum has collected more than 40,000 artefacts. The images and data are in the public domain under the Creative Commons Zero (CC0) licence, allowing use, transformation, and sharing of the open access assets without asking permission from the Smithsonian.

COM Library - African Art – This hub of open access resources for African art features Google Arts and Culture content from over 1,000 leading museum and archives that have partnered with Google Cultural Institute to bring the world’s treasures online. 

Adoption of open access and OER principles by museums increases the diffusion of knowledge for both education and information. It helps students, researchers, and education providers access unique material locked up in museums all over the world. Open access can also help provide the education sector in Africa access to some of Africa’s artefacts in many museums in the global north collected during colonialism.


Related articles:

OER Africa coordinated a project with members of the Network of Open Orgs, a coalition of organizations that meets regularly on implementing and supporting the UNESCO OER Recommendation. The project involved a collaborative effort among several members of the Network to develop a set of seven research summaries that explore the success of OER.

Advocates of Open Educational Resources (OER) often promote their perceived benefits, such as increasing access to educational materials; improving scalability and circulation of resources; and providing opportunities to adapt resources to suit learners’ needs and contexts. However, the past five years alone have seen significant shifts in education systems. Transformative forces such as the ongoing COVID-19 pandemic, leaps in technology development, and global economic reconfiguration mean that now more than ever, education systems need to remain dynamic and responsive.

Key to this responsiveness is ensuring that there is ongoing research on the actual benefits of using OER, so that we can gain a comprehensive, measured understanding of its implementation, benefits, challenges, and lessons. Such research can provide insight on how to most effectively implement the goals of the UNESCO OER Recommendation.

Within this context, OER Africa coordinated a project with members of the Network of Open Orgs, a coalition of organizations that meets regularly on implementing and supporting the UNESCO OER Recommendation. The project involved a collaborative effort among several members of the Network to develop a set of seven research summaries that explore the success of OER. The summaries were then analysed to extract key findings, which were presented in a short report.

The Network aims to make such analyses an ongoing activity to remain abreast of OER implementation around the world. Ultimately, this will assist in realising the goals of the OER Recommendation.

Access the case studies and summary report here.