Authors : Alexandra Okada, Tony Sherborne
There has been an increasing number of projects and institutions promoting open education at scale through Open Educational Resources (OER) and Massive Open Online Courses (MOOC) to broaden learning opportunities for all. However, there are still many challenges in relation to sustainability, effective implementation and evidence-based impact to support educational policies.
To explore this gap, this paper focuses on an integrated model that combines OER, MOOC, Communities of Practice (CoP) and Open Schooling to promote open education and foster inquiry skills for Responsible Research and Innovation (RRI), a key approach coined by the European Commission.
This study focuses on the ENGAGE Project, with 14 partners in Europe who produced more than 300 OER, 60 MOOC in ten languages and supported 27 CoP with more than 17,000 members in the world including more than 2,000 from Brazil.
Through a novel framework on impact assessment of OER for RRI underpinned by a mixed method approach, this study examines the influence of open education on academic and non-academic groups and the correlation between the outputs developed in the project with the outcomes reported by the Brazilian communities.
Qualitative and quantitative data from the ENGAGE platform, journal articles produced by the Brazilian participants and interviews with authors were analysed.
Findings report the different ways that the community developed open schooling projects, the changes in their practices to foster digital scientific literacy, and outcomes with implications for society.