So some colleagues have mentioned we are we are part
of a unified network of fairly large network of of of institutions
that are focused on on chairs, that are focused on
an open education and the topics of open education in general.
So uniting a bunch of topics, including A.I.,
but teacher professional development, content creation,
open tools and so on, which will be announced soon,
officially will be a, I think, a really great network to be part of
and to join to discuss these these topics of discussion
this year in Brazil as part of this effort as well.
On our end, we are we are really focused on
this idea of of because of the way that Europe is organized.
It's focused on this very broad idea of education to application
with technology so that we focus on distance education really grabs
a larger chunk of discussions around just in education in general.
And so
over the past few years that I've been chair
at the University of Brasilia, we've been trying to to move towards
more specific discussions around open education.
So to us, open education is really a combination
of three big factors and then one underlying transversal theme.
The three big factors I think are common to most people.
We're really interested, of course, in open educational resources.
We're interested in open practices that are resulting or not
from these resources, just the idea of open educational practices
that can include we are but don't depend on them.
And then finally, the idea of open tools, so open
source software and open protocols and things of that sort.
So these three things together I think are a common framework
for most people that are talking about
both distance and open education.
The third element, the fourth element that's kind of transversal
for it is this idea of digital rights.
And this is something that we've been working on for quite some time,
and I think it's an element that's often ignored.
Just as, as Glauber has mentioned, this idea of social justice
is an underlying element that's really important.
So for us, this is part of thinking about digital rights in education,
digital rights in education.
So I'll go very quickly through some of the things that we've been doing.
It's one of the major areas of action for us, and I think this is
this has been some of our strengths.
One, it's been the professional development
and we do we have open courses on open education and we are
we have a certificate with you, Mexico here
in Brazil on leadership in open education.
We've certified about 60
administrators and teachers
to become leaders in their institutions
and their secretary of education on an open education.
It's an online course that we've developed.
We're now developing for the Ministry of Education of Brazil,
specialization of open education, which will be a year long course
that will focus on the production and sharing of resources.
The Chair As part of the Open Education for Better World Program,
which I think is something that everybody should, should know about.
It's a volunteer mentoring program that's headed by the folks
in the charity's Slovenia and the University of Calgary.
So it's an opportunity for people to share experiences
about how to create and and share OCR.
And then it's a mentoring opportunity,
a global mentoring opportunity.
So lots of interesting professional development activities happening.
We've just concluded
some some interesting studies that I think are are useful to share.
We're trying actively
to think about open education in different areas of interest.
So one of the studies we just completed
and I'll put the link in the
in the chat in just a
bit is the South Africa Brazil comparative study on the
we are the state of what we are,
but we're also looking at two areas of interest for us
sorry, three areas of interest for us which I think are key
and understudied.
Which one is this idea of how open education relates
to sustainable development and particularly in the global South?
And so we're have this this review done and published early 2024
and we're also very interested in how open education intersects
with migration, forced or not, in adult education.
So that report is also coming out early 2024.
And we're taking the strategy of looking at specific
sections of interest, particularly for Mexico
and how they relate to open education.
And then a more common theme we're working to develop guidelines for,
I imagine, higher education in Brazil,
but we're trying to look at it from the perspective of open education.
So how does how does open its contribute
to providing guidelines to institutions?
We have plenty of guidelines around what we should be doing,
what we think we should be doing.
But I think open
education can really help contribute this to this discussion and open.
How does openness really intersect with with
with policymaking in higher education?
So we're going to have that report mid 2024 as well.
One of the things we're really well known for
and so if you're interested in developing policy
for we are, this is something that we do
quite a lot for open education and we are
and we've done it at the federal level, state
level, city level, and we've helped other folks
in other countries as well.
But one of the things that I wanted to highlight
is we have this open education
policy game, which has been around for quite some time,
and we're launching a new version of it early next year as well.
It's been used by many people around the world
and the link is there and I'll put it in the chart
and it's a really great tool to help people think about how to design
open education policy or OCR policy.
And it's a great way to get conversation started around
what it's important on on open education at institutional level
for governments as well. This is something we've done quite a bit.
And finally,
on the aspect of digital rights that we mentioned, we run it
with other colleagues
of the Education Under Surveillance Observatory and it's meant to map out
and we've we've mapped out all of Latin America
and we're finalizing the African continent early next year,
and we try to map how institutions are more and more
dependent on big tech and the technologies provided by big tech.
And that's
sort of an antithesis to the idea of what open education should be.
So we bring up these issues
of infrastructure and technologies and big tech and education
and not separating it from the ethos of open education,
the open education, Education and Surveillance Observatory
provides a wealth of data and information on that.
And I think it's an important aspect of open education that's
quite often ignored.
And to to wrap it up.
But just in the area of free software,
which is this last pillar, we have what we call in Portuguese,
it sounds better in Portuguese scholarly work, free choice,
playing with the idea of a free and open source software.
We have this
this guide that we created
in the pandemic with the support from UNESCO's world that helps
teachers and education managers look at
free and open source software.
And oh, we are that they can use.
And we've mapped these things out, particularly tools
that people can use in services that are online but are based on open
source software that people don't know about,
as particularly as alternatives to to just free stuff
that's online in the sense of free as and cost,
but that doesn't respect digital rights.
And so we're relaunching this again in 2024 or early 2024,
and it's something to be translated in multiple languages for people
to use.
And finally, ZDNet from Munich already mentioned
the Yo-Yo dynamic collisions is a great place to identify
a lot of activities happening around the world in this area as well. So,
so very briefly, apologies for the noise.
This is just the last slide with some information on the chair
if you're interested in getting in touch.
And thank you very much for your time and for your patience on
this extended circumstance.