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Ahmed Tlili; Fabio Nascimbeni; Daniel Burgos; Xiangling Zhang; Ronghuai Huang; Ting-Wen Chang. The evolution of sustainability models for Open Educational Resources: insights from the literature and experts. Interactive Learning Environments 2020, 1 -16.
AMA StyleAhmed Tlili, Fabio Nascimbeni, Daniel Burgos, Xiangling Zhang, Ronghuai Huang, Ting-Wen Chang. The evolution of sustainability models for Open Educational Resources: insights from the literature and experts. Interactive Learning Environments. 2020; ():1-16.
Chicago/Turabian StyleAhmed Tlili; Fabio Nascimbeni; Daniel Burgos; Xiangling Zhang; Ronghuai Huang; Ting-Wen Chang. 2020. "The evolution of sustainability models for Open Educational Resources: insights from the literature and experts." Interactive Learning Environments , no. : 1-16.
The paper introduces the competence framework produced by the OpenGame project, that includes the attitudes, knowledge and skills that educators need to master in order to work with Open Educational Practices (OEP). With this outcome, the OpenGame research team aims at closing the gap between the expanded interest of researchers and practitioners towards a holistic vision of open education and the absence of a shared competence framework that can cover both the creation and/or use of Open Educational resources (OER) and the broader realm of OEP. Starting from literature review complemented with the analysis of 24 open teaching practices, 8 competences have been defined, related to both OER and open pedagogies. The competences relating to OER are: use open licences; search for OER; create, revise, and remix OER; and share OER. The competences relating to open pedagogy are: design open educational experiences; guide students to learn in the open; teach with OER; and implement open assessment. The framework details the knowledge and skills that correspond to each competence and can serve both as a starting point to build educators’ capacities to work with open approaches and as a reflexion tool to better understand what it means to be an Open Educator in the 21st century.
Fabio Nascimbeni; Antonio Teixeira; Alicia García Holgado; Francisco García Peñalvo; Natalia Padilla Zea; Ulf-Daniel Ehlers; James Brtunton; Daniel Burgos. The Opengame Competencies Framework: an Attempt to Map Open Education Attitudes, Knowledge and Skills. EDEN Conference Proceedings 2020, 105 -112.
AMA StyleFabio Nascimbeni, Antonio Teixeira, Alicia García Holgado, Francisco García Peñalvo, Natalia Padilla Zea, Ulf-Daniel Ehlers, James Brtunton, Daniel Burgos. The Opengame Competencies Framework: an Attempt to Map Open Education Attitudes, Knowledge and Skills. EDEN Conference Proceedings. 2020; (1):105-112.
Chicago/Turabian StyleFabio Nascimbeni; Antonio Teixeira; Alicia García Holgado; Francisco García Peñalvo; Natalia Padilla Zea; Ulf-Daniel Ehlers; James Brtunton; Daniel Burgos. 2020. "The Opengame Competencies Framework: an Attempt to Map Open Education Attitudes, Knowledge and Skills." EDEN Conference Proceedings , no. 1: 105-112.
With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.
Ronghuai Huang; Ahmed Tlili; Ting-Wen Chang; Xiangling Zhang; Fabio Nascimbeni; Daniel Burgos. Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. 2020, 7, 1 .
AMA StyleRonghuai Huang, Ahmed Tlili, Ting-Wen Chang, Xiangling Zhang, Fabio Nascimbeni, Daniel Burgos. Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. . 2020; 7 (1):1.
Chicago/Turabian StyleRonghuai Huang; Ahmed Tlili; Ting-Wen Chang; Xiangling Zhang; Fabio Nascimbeni; Daniel Burgos. 2020. "Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources." 7, no. 1: 1.
The chapter explores the competences that university educators should master in our increasingly digital, open and connected societies in order to fill their role effectively and responsibly. Starting from a brief analysis of the concepts of collaborative learning and open education, we analyse three teachers’ competencies frameworks, focusing on the digital, collaboration and openness aspects of contemporary teaching. We conclude that educators should not build radically new competences but should rather update their competences in line with emerging needs. Also, we notice that some additional competence areas should be developed by educators, if we want them to be able to bridge the work of students in formal and informal settings. We propose six competences areas in this sense: personal data management, capacity to leverage the open web, intercultural digital dialogues, critical view on media, digital ethical issues, accessibility. These areas are becoming increasingly important for educators to be able to critically engage learners in the core issues of our digital, networked and open societies, guiding them—in open and collaborative ways—towards solutions to the newly emerging problems of our times.
Fabio Nascimbeni. Empowering University Educators for Contemporary Open and Networked Teaching. A Theory of Creative Thinking 2020, 123 -134.
AMA StyleFabio Nascimbeni. Empowering University Educators for Contemporary Open and Networked Teaching. A Theory of Creative Thinking. 2020; ():123-134.
Chicago/Turabian StyleFabio Nascimbeni. 2020. "Empowering University Educators for Contemporary Open and Networked Teaching." A Theory of Creative Thinking , no. : 123-134.
The chapter presents a snapshot of the state of the art of Open Educational Resources (OER) in Italy. It starts from the macro public policy level, noting that OER are part of the national school policy, to the advocacy meso level, describing the work that the Italian Conference of Rectors has been doing in the last years to both understand and advocate for open content within university teaching, to the institutional micro level. In the university sector, attention to the issue of OER started in 2011, and since then, despite the absence of an organic policy, a number of institutions have started to offer content openly. A lively MOOCs ecosystem exists, with a national MOOC platform and some leading universities releasing their MOOCs as OER. The chapter also reflects on the main challenges that Italy is facing to build a working OER ecosystem, including the national copyright law, the capacity and attitudes of teachers and the absence of a holistic vision at the policy level.
Fabio Nascimbeni. Open Educational Resources in Italy. A Theory of Creative Thinking 2020, 49 -62.
AMA StyleFabio Nascimbeni. Open Educational Resources in Italy. A Theory of Creative Thinking. 2020; ():49-62.
Chicago/Turabian StyleFabio Nascimbeni. 2020. "Open Educational Resources in Italy." A Theory of Creative Thinking , no. : 49-62.
The paper explores the extent to which the use of Open Educational Resources (OER) can enhance international partnerships among universities. In order to validate the hypothesis that the use of OER can positively contribute to transformational partnerships, we have collected cases of OER-enhanced international cooperation and we have classified them in six patterns: OER contextualisation, knowledge sharing on Open Education, collaboration through MOOC platforms, virtual mobility schemes, collaborative open courses development, and collaborative accreditation of non-formal learning. Following an analysis of these patterns through the lenses of institutional engagement and transformational impact, we argue that the use of OER can have an potential transformational impact on the way universities collaborate and work in increasingly complex and international contexts, mainly thanks to the collaborative knowledge building and the stakeholders’ engagement dynamics that the use of OER can foster.
Fabio Nascimbeni; Daniel Burgos; Edison Spina; Marcel Jaques Simonette. Patterns for higher education international cooperation fostered by Open Educational Resources. Innovations in Education and Teaching International 2020, 1 -11.
AMA StyleFabio Nascimbeni, Daniel Burgos, Edison Spina, Marcel Jaques Simonette. Patterns for higher education international cooperation fostered by Open Educational Resources. Innovations in Education and Teaching International. 2020; ():1-11.
Chicago/Turabian StyleFabio Nascimbeni; Daniel Burgos; Edison Spina; Marcel Jaques Simonette. 2020. "Patterns for higher education international cooperation fostered by Open Educational Resources." Innovations in Education and Teaching International , no. : 1-11.
Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open Education and OER can be treated as two strands with different historical roots even though, in theory, OER are an aspect of Open Education. Different OER definitions and typologies are analyzed in relation to their dimensions and categorizations. Furthermore, the four conditions and two original categories of MOOCs are discussed, leading to a debate on their quality. It turns out that there are two perspectives on MOOCs: from an OER perspective, MOOCs as a product can be called OER. From an Open Education perspective, MOOCs are going beyond OER as enablers of Open Education and are understood as an innovative way of changing education. These perspectives are reflected by the OpenEd Quality Framework. The short answer to our leading question is: sometimes, and it depends on your perspective.
Christian M. Stracke; Stephen Downes; Grainne Conole; Daniel Burgos; Fabio Nascimbeni. Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs. Open Praxis 2019, 11, 331 -341.
AMA StyleChristian M. Stracke, Stephen Downes, Grainne Conole, Daniel Burgos, Fabio Nascimbeni. Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs. Open Praxis. 2019; 11 (4):331-341.
Chicago/Turabian StyleChristian M. Stracke; Stephen Downes; Grainne Conole; Daniel Burgos; Fabio Nascimbeni. 2019. "Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs." Open Praxis 11, no. 4: 331-341.
This multinational authored article presents the findings and recommendations of a three-year, European-funded project ‘OpenMed: Opening up education in South Mediterranean countries’, which brought together five higher education partners from Europe and nine from the South Mediterranean region. This was the first cross-European initiative to promote the adoption of Open Educational Practices (OEP) within higher education involving educational institutions in each of the countries. A three-phase project design included gathering and analyzing case studies of OEPs globally, and, in particular, in the South Mediterranean; the organization of regional forums to encourage priorities for change; and the multi-national design and pilot implementation of a ‘training of trainers’ course for academic capacity building in OEPs as part of curricula reform. We will discuss how the cultural approaches used among experts and project partners with different national, linguistic, and educational backgrounds have instigated change in policy and practice at a personal, institutional, and national level.
Katherine Wimpenny; Fabio Nascimbeni; Saida Affouneh; Ahmed Almakari; Isidro Maya Jariego; Ayman Eldeib. Using open education practices across the Mediterranean for intercultural curriculum development in higher education. Teaching in Higher Education 2019, 1 -16.
AMA StyleKatherine Wimpenny, Fabio Nascimbeni, Saida Affouneh, Ahmed Almakari, Isidro Maya Jariego, Ayman Eldeib. Using open education practices across the Mediterranean for intercultural curriculum development in higher education. Teaching in Higher Education. 2019; ():1-16.
Chicago/Turabian StyleKatherine Wimpenny; Fabio Nascimbeni; Saida Affouneh; Ahmed Almakari; Isidro Maya Jariego; Ayman Eldeib. 2019. "Using open education practices across the Mediterranean for intercultural curriculum development in higher education." Teaching in Higher Education , no. : 1-16.
The goal of this paper is to advance the understanding of the way university educators currently adopt open educational practices (OEP) by analyzing the relation between the use of open educational resources (OER) and the implementation of open teaching practices. The results are based on data collected through an online survey among 724 university educators. Depending on the actual use of OER and open teaching practices by the survey respondents, we have categorized them along a scale that goes from “novice” to “expert”, and we analyzed the data to evaluate their use of OER and their adoption of open teaching practices, looking for relationships between the two phenomena. The main finding of this paper, which confirms the latest research findings from the open education community, is that a strong relationship exists between the two dimensions: The more an educator uses OER, the more he will probably adopt open teaching practices, and vice versa. These results are discussed with a view to use this virtuous circle between the use of open content and adoption of open teaching as a way to build generalized open education capacity among universities’ teaching staff.
Fabio Nascimbeni; Daniel Burgos. Unveiling the Relationship between the Use of Open Educational Resources and the Adoption of Open Teaching Practices in Higher Education. Sustainability 2019, 11, 5637 .
AMA StyleFabio Nascimbeni, Daniel Burgos. Unveiling the Relationship between the Use of Open Educational Resources and the Adoption of Open Teaching Practices in Higher Education. Sustainability. 2019; 11 (20):5637.
Chicago/Turabian StyleFabio Nascimbeni; Daniel Burgos. 2019. "Unveiling the Relationship between the Use of Open Educational Resources and the Adoption of Open Teaching Practices in Higher Education." Sustainability 11, no. 20: 5637.
Fabio Nascimbeni; Joaquin Alonso; Olga Sanz; Daniel Burgos. Read, Watch, Do: Developing Digital Competence for University Educators. Communications in Computer and Information Science 2019, 80 -93.
AMA StyleFabio Nascimbeni, Joaquin Alonso, Olga Sanz, Daniel Burgos. Read, Watch, Do: Developing Digital Competence for University Educators. Communications in Computer and Information Science. 2019; ():80-93.
Chicago/Turabian StyleFabio Nascimbeni; Joaquin Alonso; Olga Sanz; Daniel Burgos. 2019. "Read, Watch, Do: Developing Digital Competence for University Educators." Communications in Computer and Information Science , no. : 80-93.
The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.
Ahmed Tlili; Ronghuai Huang; Ting-Wen Chang; Fabio Nascimbeni; Daniel Burgos. Open Educational Resources and Practices in China: A Systematic Literature Review. Sustainability 2019, 11, 4867 .
AMA StyleAhmed Tlili, Ronghuai Huang, Ting-Wen Chang, Fabio Nascimbeni, Daniel Burgos. Open Educational Resources and Practices in China: A Systematic Literature Review. Sustainability. 2019; 11 (18):4867.
Chicago/Turabian StyleAhmed Tlili; Ronghuai Huang; Ting-Wen Chang; Fabio Nascimbeni; Daniel Burgos. 2019. "Open Educational Resources and Practices in China: A Systematic Literature Review." Sustainability 11, no. 18: 4867.
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.
Javiera Atenas; Leo Havemann; Fabio Nascimbeni; Daniel Villar-Onrubia; Davor Orlic. Fostering Openness in Education: Considerations for Sustainable Policy-Making. Open Praxis 2019, 11, 167 -183.
AMA StyleJaviera Atenas, Leo Havemann, Fabio Nascimbeni, Daniel Villar-Onrubia, Davor Orlic. Fostering Openness in Education: Considerations for Sustainable Policy-Making. Open Praxis. 2019; 11 (2):167-183.
Chicago/Turabian StyleJaviera Atenas; Leo Havemann; Fabio Nascimbeni; Daniel Villar-Onrubia; Davor Orlic. 2019. "Fostering Openness in Education: Considerations for Sustainable Policy-Making." Open Praxis 11, no. 2: 167-183.
Many initiatives exist to increase the adoption of open educational practices (OEP) within universities, but few initiatives start by exploring the capacity of educators to adopt open approaches. This paper addresses this challenge, suggesting that in order to build OEP capacity, universities should build on the existing skills of local champions who are familiar with open approaches. The paper builds on the Open Educators’ Factory methodology to map the capacities of university teachers across four areas: open design, open content, open teaching and open assessment and presents the results of its application to a case study within an Italian university. The pilot demonstrates that by using this approach, it is possible to map universities’ existing OEP and connect them with the capability of local educators. This enables university managers to build on the expertise of open education practitioners to raise the overall capacity of their staff to adopt open approaches.
Fabio Nascimbeni; Daniel Burgos; Lorna M. Campbell; Anita Tabacco. Institutional mapping of open educational practices beyond use of Open Educational Resources. Distance Education 2018, 39, 511 -527.
AMA StyleFabio Nascimbeni, Daniel Burgos, Lorna M. Campbell, Anita Tabacco. Institutional mapping of open educational practices beyond use of Open Educational Resources. Distance Education. 2018; 39 (4):511-527.
Chicago/Turabian StyleFabio Nascimbeni; Daniel Burgos; Lorna M. Campbell; Anita Tabacco. 2018. "Institutional mapping of open educational practices beyond use of Open Educational Resources." Distance Education 39, no. 4: 511-527.
This article argues that models for the integration of ICT in teacher training should be based on a holistic understanding of digital literacy that considers the ongoing change in knowledge production, management and consumptions connected with the generalised rise of open and participatory societies. In order to understand how this could be done, the article analyses a few digital literacy frameworks, including the recent DigCompEdu framework by the European Commission, looking for the space given to competencies related to openness and collaboration, and proposes some reflections on how critical competences could be included in contemporary digital literacy frameworks for teachers. The article concludes that more should be done by teacher training initiatives to transform educators into critically literate actors able to participate competently in digital practices but also to transform these practices into an active, inclusive and open way.
Fabio Nascimbeni. Rethinking Digital Literacy for Teachers in Open and Participatory Societies. International Journal of Digital Literacy and Digital Competence 2018, 9, 1 -11.
AMA StyleFabio Nascimbeni. Rethinking Digital Literacy for Teachers in Open and Participatory Societies. International Journal of Digital Literacy and Digital Competence. 2018; 9 (3):1-11.
Chicago/Turabian StyleFabio Nascimbeni. 2018. "Rethinking Digital Literacy for Teachers in Open and Participatory Societies." International Journal of Digital Literacy and Digital Competence 9, no. 3: 1-11.
This paper presents and reflects upon the training course organized by the OpenMed project, aimed at building capacity in Open Educational Resources (OER) and Open Education approaches across universities from the South Mediterranean, namely in Egypt, Jordan, Lebanon, Morocco and Palestine. The course, which is currently being piloted among 10 universities, represents an example of an intercultural and multilingual learning experience, both from the way in which it was conceived and developed, to the way it is actually being delivered. In this paper, we reflect on the challenges and benefits of adopting such an open approach towards intercultural learning.
Fabio Nascimbeni; Daniel Burgos; Stefania Aceto; Katherine Wimpenny; Isidro Maya-Jariego; Cristina Stefanelli; Ayman Eldeib. Exploring intercultural learning through a blended course about open education practices across the Mediterranean. 2018 IEEE Global Engineering Education Conference (EDUCON) 2018, 285 -288.
AMA StyleFabio Nascimbeni, Daniel Burgos, Stefania Aceto, Katherine Wimpenny, Isidro Maya-Jariego, Cristina Stefanelli, Ayman Eldeib. Exploring intercultural learning through a blended course about open education practices across the Mediterranean. 2018 IEEE Global Engineering Education Conference (EDUCON). 2018; ():285-288.
Chicago/Turabian StyleFabio Nascimbeni; Daniel Burgos; Stefania Aceto; Katherine Wimpenny; Isidro Maya-Jariego; Cristina Stefanelli; Ayman Eldeib. 2018. "Exploring intercultural learning through a blended course about open education practices across the Mediterranean." 2018 IEEE Global Engineering Education Conference (EDUCON) , no. : 285-288.
Fabio Nascimbeni; Daniel Burgos. BUILDING CAPACITY OF UNIVERSITY EDUCATORS TO WORK WITH OPEN PRACTICES BEYOND OER: A CASE STUDY. INTED2018 Proceedings 2018, 2786 -2790.
AMA StyleFabio Nascimbeni, Daniel Burgos. BUILDING CAPACITY OF UNIVERSITY EDUCATORS TO WORK WITH OPEN PRACTICES BEYOND OER: A CASE STUDY. INTED2018 Proceedings. 2018; ():2786-2790.
Chicago/Turabian StyleFabio Nascimbeni; Daniel Burgos. 2018. "BUILDING CAPACITY OF UNIVERSITY EDUCATORS TO WORK WITH OPEN PRACTICES BEYOND OER: A CASE STUDY." INTED2018 Proceedings , no. : 2786-2790.
The paper aims to demonstrate that networking activities, if properly planned, applied and monitored, can contribute to improving the long-term impact of development cooperation actions. We present the added value of networking within development actions, focusing on dynamics of trust and reciprocity and on the rationales beyond different collaboration patterns, demonstrating the impact of networking on program effectiveness, intercultural learning and sustainability. Through the use of Social Network Analysis coupled with participant observation, it has been possible to follow the development of a large multistakeholder development programme and to understand a number of dynamics that had not been considered by the donor when evaluating the action, achieving a better appreciation of the programme challenges and success factors.This article is protected by copyright. All rights reserved.
Fabio Nascimbeni. The importance of networking in development co-operation: A social network analysis-based evaluation of an international development programme. Development Policy Review 2017, 36, 1 .
AMA StyleFabio Nascimbeni. The importance of networking in development co-operation: A social network analysis-based evaluation of an international development programme. Development Policy Review. 2017; 36 ():1.
Chicago/Turabian StyleFabio Nascimbeni. 2017. "The importance of networking in development co-operation: A social network analysis-based evaluation of an international development programme." Development Policy Review 36, no. : 1.
Anna Maria Tammaro; Laura Ciancio; Rosanna De Rosa; Eleonora Pantò; Fabio Nascimbeni. Digital Libraries in Open Education: The Italy Case. Programmieren für Ingenieure und Naturwissenschaftler 2017, 32 -41.
AMA StyleAnna Maria Tammaro, Laura Ciancio, Rosanna De Rosa, Eleonora Pantò, Fabio Nascimbeni. Digital Libraries in Open Education: The Italy Case. Programmieren für Ingenieure und Naturwissenschaftler. 2017; ():32-41.
Chicago/Turabian StyleAnna Maria Tammaro; Laura Ciancio; Rosanna De Rosa; Eleonora Pantò; Fabio Nascimbeni. 2017. "Digital Libraries in Open Education: The Italy Case." Programmieren für Ingenieure und Naturwissenschaftler , no. : 32-41.
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Vana Kamtsiou; Fabio Nascimbeni; Stefania Aceto; Daniel Burgos. Supporting innovation in technology-enhanced learning: a stakeholder-based open approach. International Journal of Innovation and Learning 2017, 22, 233 .
AMA StyleVana Kamtsiou, Fabio Nascimbeni, Stefania Aceto, Daniel Burgos. Supporting innovation in technology-enhanced learning: a stakeholder-based open approach. International Journal of Innovation and Learning. 2017; 22 (2):233.
Chicago/Turabian StyleVana Kamtsiou; Fabio Nascimbeni; Stefania Aceto; Daniel Burgos. 2017. "Supporting innovation in technology-enhanced learning: a stakeholder-based open approach." International Journal of Innovation and Learning 22, no. 2: 233.
This paper explores the concept of innovation in technology-enhanced learning (TEL) and proposes a model to support innovation in the area of TEL. This model has emerged from the HoTEL project, a support action funded by EU's FP7. The paper first provides a brief summary of innovation models emerging from research and then moves to an analysis of the key elements, dynamics and dimensions that need be considered in order to develop a model supporting innovation specific to the TEL domain. The HoTEL innovation support model is then presented as a new way for supporting innovation adoption and mainstreaming within the field. Such a model is based on the concept of open innovation and advocates the direct involvement of all key stakeholders in the innovation process and their active role in considering all the strategic elements (networking, partnerships, support, user engagement, etc.) necessary for meaningful and effective innovation in TEL.
Fabio Nascimbeni; Daniel Burgos; Stefania Aceto; Vana Kamtsiou. Supporting innovation in technology-enhanced learning: a stakeholder-based open approach. International Journal of Innovation and Learning 2017, 22, 233 .
AMA StyleFabio Nascimbeni, Daniel Burgos, Stefania Aceto, Vana Kamtsiou. Supporting innovation in technology-enhanced learning: a stakeholder-based open approach. International Journal of Innovation and Learning. 2017; 22 (2):233.
Chicago/Turabian StyleFabio Nascimbeni; Daniel Burgos; Stefania Aceto; Vana Kamtsiou. 2017. "Supporting innovation in technology-enhanced learning: a stakeholder-based open approach." International Journal of Innovation and Learning 22, no. 2: 233.