Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond

This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards. Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek 28 September 2021 Presented at Open Education Global 2021 - fr.slideshare.net Presentation content : 1. and 2. Title, Authors, Date 3. Open Education and Open Science for our global society pixabay.com • Australia • Brazil • France • India • Mexico • The Netherlands • Nigeria • South Korea • Spain • Sweden • Taiwan • Turkey • United Kingdom 4. Challenges for formal education during the COVID-19 outbreak pixabay.com • Global overview of the status of Open Education and Open Science • First year of the COVID-19 pandemic • Practices and uses cases from 13 countries and global regions • Challenges for formal education during the COVID-19 outbreak • Potential solutions and examples of Open Education and Open Science 5. New Normal pixabay.com Our responses to emerging challenges in education is of vital importance to sustaining its ideals and philosophy. With the emergence of COVID 19, one is tempted to either stay reserved for a variety of reasons or be inspired to embrace the 'new normal' 6. Disruptions and Lockdowns pixabay.com Educational systems in all countries were affected and witnessed disruptions and partial lockdowns (OECD, 2020; UNESCO et al., 2020) Governments, public authorities, educators, pupils and their parents were not prepared facing unexpected challenges. Thrown into cold water, all parties tried to develop and implement solutions and work-arounds. 7. Emergent need for enhanced sharing of the information and knowledge pixabay.com • Science and technology to respond to challenges of global health crisis and outbreaks • Need for enhanced sharing of the information and knowledge • Open science: prominence or stands out as a (scholarly) movement • Transformative role of science and technology 8. Four guiding questions Two general questions: 1. How was formal education affected by the COVID-19 outbreak? 2. What were the strategies and implemented solutions? Two specific questions on Open Education and Open Science: 3. How much have Open Education and Open Science been proposed and addressed and what is the difference between original intentions and current real impact? 4. Which good practices, lessons learned and recommendations exist and how can Open Education and Open Science contribute in the future? 9. Impact of COVID-19 on formal education in selected 13 countries 10. Key aspects of distance education due to COVID-19 in selected 13 countries • Formal education at a distance for first time • Similar approaches for formal education • Missing infrastructure and sharing Open Educational Resources MACRO • Diverse teaching and learning methods and practices • Open education and access to Open Educational Resources MESO • Urgent need for professional development and training for teachers • Assessing and monitoring learning environments, teachers and students MICRO