No abstract

This paper reviews a framework to support the co-creation of policies to sustainably foster Open Education. The framework has been derived from a comprehensive review of public and Open Education policy documents and related literature, as well as identification and consideration of contiguous issues in the education landscape that directly impact openness and can potentially derail policies, including datafication, copyright reforms, and the unbundling of services into component parts.The open policy framework, along with a canvas and set of change cards and a dynamic grounded in the participation and co-creation standard developed by the Open Government Partnership, have been used in three workshops piloted during 2018, to facilitate co-design of Open Education policies, by discussing contexts, objectives and challenges with policymakers and advisors both at national and institutional levels, policymakers and advocates with a series of tools and advise to enable arenas to co-create open-education policies.

Digital literacy has moved away from its traditional instrumental conception, to be nourished by critical perspectives that have been increasingly adopted in all areas of the analysis of technology and education. The importance of generating educational models that contribute to the emancipation of people in a post-digital and highly complex world is an increasingly evident challenge. However, it is still difficult to find concrete examples of pedagogical strategies specifically devised to foster digital literacy in line with this much needed emerging critical lens. This paper presents a case study of a set of learning experiences integrated into a compulsory module for students in the 1st year of a degree in education sciences, which leads to the qualification required to teach at primary schools in Spain. The results highlight the importance of providing students with learning opportunities conceived to help them become future teachers ready to have a transversal impact on education for the emancipation of people in the post-digital world, rather than simply training them as operators who use technology to enhance skills.

No abstract