Mark Brown

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The aim of this report is to explore how stronger relationships between higher education and business can address barriers to mainstream adoption and development of innovative and sustainable models and policies for Open Educational Practices (OEP). In this report, we explore how educational institutions and business interests can work together to better leverage the potential of Open Educational Resources (OER) in the service of OEPs. The report provides an overview of existing literature and research in the field of OER and presents a series of business models and approaches to supporting the development of OER, as well as their policies and practices. The issue of sustainability and longevity of OER materials, content and communities is discussed and three case studies are presented to illustrate different business models for supporting capability development, knowledge exchange and Communities of Practice. The report concludes with recommendations and provides some points to consider for organisations interested in developing business models, policies and practices to support the development of sustainable OER and in promoting OEP. The term OEP is used in this report as an umbrella concept reflecting the wider goals of creating more open educational and organisational cultures that support more diverse, equitable and inclusive approaches to teaching, learning and assessment (Cronin, 2017, p.1). Seminal and commonly accepted definitions of key concepts are provided as part of the report.

GASTA Goes Global 2

This year saw the return of the highly popular “Gasta Goes Global” ed-tech event. “Gasta” is a high-energy, high-participation event format created and popularised by Dr Tom Farrelly of Munster Technological University.

GASTA Goes Global 2

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This document, produced by OpenGame project with the support of the Erasmus+ Programme, aims to define the learning outcomes, course content, learning activities and assessment methods to be included in the OPENGAME gamified course. The contents on open education proposed here comprises 8 modules based on 8 competences. For each competence we have defined learning outcomes. The modules are built around the practices identified and described in IO1 (García-Holgado et al., 2020). In each module 3 practices are used to engage the trainees, having one as the main one, further explored, and two others to broaden the expertise in the area.