Open Education for a Better World: A Mentoring Programme Fostering Design
                        and Reuse of Open Educational Resources for Sustainable Development
                        Goals

Urbančič, Tanja; Polajnar, Anja; Jermol, Mitja

doi:10.5944/openpraxis.11.4.1026

Cited by 13 publications

(16 citation statements)

References 8 publications

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“…Factors such as differences in race, gender, language, and geographical contexts (for example, locations, time zones, and cultures) should be considered to ensure inclusivity and accessibility. These differences also aid in bringing cross-cultural perspectives, which are often appreciated by mentees [ 7 , 11 ] and mentors. Some mentees may require additional considerations and tailored interventions according to their unique circumstances and preferences.…”

Section: Rule 6: Develop and Evaluate Mentor–mentee Matching Strategi...mentioning

confidence: 99%

“…A good idea is to consider quality over quantity (such as the maximum number of mentors or mentees) in order to ensure effective resource allocation and sustainability in the programme. Finally, share the data in the form of postprogramme reports such as blogs (e.g., see https://escalator.sadilar.org/post ), formal documentation [ 37 ], or peer-reviewed publications [ 11 ]. Such reporting showing the impact of the programme will help to build trust in the community, attract new participants or funding, and support stronger programmes within networks, thereby promoting long-term sustainability (see Rule 10 ).…”

Section: Rule 9: Design a Mande Planmentioning

confidence: 99%

“…These recommendations are drawn from the collective experiences of 4 different emerging and established mentorship programmes as well as the outcomes of an online mentorship workshop held in April 2021 [ 24 ]. The mentorship programmes that contributed to this article include ESCALATOR Digital Champions Initiative ( https://escalator.sadilar.org/champions/overview ), Deep Learning Indaba (DLI) Mentorship Programme ( https://deeplearningindaba.com/mentorship ), Open Education For A Better World (OE4BW) ( https://oe4bw.org ; see [ 11 ]), and Open Life Science (OLS) ( https://openlifesci.org ). These 4 programmes vary in some of their particulars (age, size, target audience, focus subject areas, and duration of formal mentoring relationship), but overlaps occur, for example, in some common subject areas and target audiences ( Table 1 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Ten simple rules for establishing a mentorship programme

Treasure¹,

Hall

Lesko

et al. 2022

PLoS Comput Biol

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In recent years, a wide variety of mentorship programmes targeting issues that cannot be addressed through traditional teaching and learning methods alone have been developed. Mentoring plays significant roles in the growth and development of both mentors and mentees, and the positive impacts of mentoring have been well documented. Mentorship programmes are therefore increasingly being implemented in a wide variety of fields by organisations, academic institutes, businesses, and governments. While there is a growing body of literature on mentoring and mentorship programmes, gaining a clear overview of the field is often challenging. In this article, we therefore provide a concise summary of recommendations to consider when designing and establishing mentorship programmes. These recommendations are based on the collective knowledge and experiences of 4 different emerging and established mentorship programmes and can be adapted across various mentorship settings or contexts.

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Section: Rule 6: Develop and Evaluate Mentor–mentee Matching Strategi...mentioning

confidence: 99%

Section: Rule 9: Design a Mande Planmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Ten simple rules for establishing a mentorship programme

Treasure¹,

Hall

Lesko

et al. 2022

PLoS Comput Biol

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“…For this reason, hundreds of educational institutions have formed international consortia and alliances in open educational technologies, with the aim of developing and sharing new models of free repositories, teaching materials, and collaboration for the production and distribution of educational resources [15]. These initiatives are clearly aligned with the alliances established to achieve the ODS 17 [3,16], as can be seen in the results of initiatives presented in the ROER4D research project in the last two years [17].…”

Section: Open Educational Resources and Practicesmentioning

confidence: 99%

“…Its foundation and inspiration are rooted in the free software movement, which is based on the principles of freedom of use, distribution, study, and modification. Open education contributes to UNESCO's Sustainable Development Goals (SDGs), especially in SDG 4 Quality Education, which has, as one of its goals, obtaining satisfactory learning results in an equitable and effective way at all levels and in all environments, including life-long education and training [2,3].…”

Section: Introductionmentioning

confidence: 99%

Open Education through Interactive Training Material

et al. 2020

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This work has come about as a result of an attempt to improve educational practices by taking advantage of research experience in the field of additive manufacturing technologies. As a result of the work carried out, an open educational resources project was developed by the group of educational innovation Ingeniería de Fabricación of the University of Las Palmas de Gran Canaria. It consists of interactive teaching material adapted to the new international standards that regulate these technologies and includes a methodology for selecting the most appropriate technology for the specific application. In this paper, we describe the co-creation process that was carried out with students in order to develop the resources, as well as a description of the didactic material itself together with its interactive elements. An analysis of its use in various academic courses is included and also an evaluation of its impact, both in teaching a specific subject and in other training activities. Our findings indicate that the process has led to the production of didactic materials that present content in an attractive way and which, in combination with active methodologies, noticeably improves students’ learning experiences, and is also considered a successful experience in open educational practices.

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Sustainable Quality Education Through Self-directed Multimodal Learning, for Open Indigenous Knowledge Co-creation

Olivier

2021

Sustainable Development in Africa

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Open Education for a Better World: A Mentoring Programme Fostering Design and Reuse of Open Educational Resources for Sustainable Development Goals

Cited by 13 publications

References 8 publications

Ten simple rules for establishing a mentorship programme

Ten simple rules for establishing a mentorship programme

Open Education through Interactive Training Material

Sustainable Quality Education Through Self-directed Multimodal Learning, for Open Indigenous Knowledge Co-creation

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