ExploringtherelationbetweenOpenEducationandInternationalHigherEducationCooperation

eMundusFinalPublication

December2015

Authoringteam:eMundusPartners

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TableofContentsExecutiveSummary ............................................................................................................................................. 31. Introduction ................................................................................................................................................. 72. AsnapshotofOpenEducationfromtheeMunduscountries .................................................................... 8

2.1SummaryofCountrydemographics ......................................................................................................... 82.2Openeducationinitiatives ........................................................................................................................ 92.3MassiveOpenOnlineCourses(MOOCs) ................................................................................................. 102.4Virtualmobility ........................................................................................................................................ 10

3. MappingOpenEducationdevelopments:theeMundusAtlas ................................................................. 12

3.1eMundusAtlasFeatures ......................................................................................................................... 123.2TheAtlascommunityandcontributions ................................................................................................. 133.3ResponsestotheeMundusAtlas ............................................................................................................ 13

4. BuildingcapacityforOpenEducation:theeMundusExploratorium ....................................................... 14

4.1eMundusExploratoriumFuncionalities .................................................................................................. 144.2eMundusExploratiumScenarios ............................................................................................................ 14

5. EmergingformsofinternationalcollaborationenabledbyOpenEducation ........................................... 166. Recommendations ..................................................................................................................................... 18

Recommendationsforuniversityleaders,executives,internationalrelationofficers ................................ 18Recommendationsforacademicnetworks .................................................................................................. 18RecommendationsforpolicymakersinchargeofHigherEducation .......................................................... 19

References ......................................................................................................................................................... 20

ExecutiveSummary(English)

ThepresentpublicationpresentsthemainresultsandfindingsoftheeMundusproject,anactivityconductedduring the period 2013-2015 with the support of the Erasmus Mundus programme of the EuropeanCommission. The project involved an international consortium coordinated by SOPHIA R&I (Italy) with theOpenUniversityoftheNetherlands(NL),theUniversidadInternacionaldelaRioja(Spain),theUniversityofSaoPaulo(Brazil),theUniversidadAutonomaMetropolitana(Mexico),theMoscowStateUniversityofEconomics,StatisticsandInformatics(Russia),theOERFoundation(NewZealand),AthabascaUniversity(Canada)andtheUniversitasSiswaBangsaInternasional(Indonesia).

TheaimofeMunduswastostrengthencooperationamongEuropeanHigherEducationInstitutionsandtheirstrategic counterparts in Brazil, Mexico, Russia, Indonesia, Canada and New Zealand, by exploring andmainstreamingthepotentialofOpenEducation(OE)approachestosupportlongterm,balanced,inter-culturalacademicpartnerships.ThisreportpresentsabriefoverviewofthemainresultsandmessagesofeMundus:• First, some considerations are presented from the fact-finding reports drawn to identify patterns of

collaboration enhanced by open education approaches, MOOCs and Virtual Mobility in the eMunduscountries,specificallyBrazil,Canada,Europe,Indonesia,Mexico,NewZealandandRussia.

• Second,theeMundusonlineAtlas isdescribed,asawayto identifysuccessfulpatternsofOE-enhancedinternationalcollaborationbygatheringandanalysinginterestingandinspiringinternationalOEpractices.

• Third, the eMundus Exploratorium is introduced, a platform to foster sharing of Open Educationapproachesand tools throughanonline repositorybasedon scenariosofusedesignedon theneedsofHigherEducationstakeholders.

• Fourth,thereportpresentsthesixnewformsofinternationalcollaborationfosteredbyOpenEducationapproachesthathaveemergedfromtheeMunduswork.

• Lastbutnotleast,therecommendationsresultingfromtheeMundusexperiencearepresented,targetinguniversity leaders, executives, international relation officers, academic networks and policy makers inchargeofHigherEducation.

eMundushasbeenworking–inaratherpioneeringway-toexploreandpromotethepotentialcontributionofOpenEducationtoXXIcenturyacademiccooperation,encouragingandsupportingthetransfertouniversitiesofthebestpracticesofworldleadersinthefield,especiallytothosewhicharestartingtoadoptstrategiessuchasOER,MOOCsandVirtualMobility for their internationalisation.During theproject, theeMundus tea,haspresentedtheprojectmessagesinmorethan120eventsworldwide,andmorethan500institutionshavebeenengagedinonewayoranotherwiththeprojectactivities.Still,thewaytogotopromoteOpenEducationasacatalysttowardsinclusive,interculturalandeffectiveinternationalcooperationamonguniversitiesislongandmuchwork remains to bedone. Thepresent publication aims at providing a “snapshot legacy” of theworkdone,sothatotherscanfurtherexploretherelationbetweenOpenEducationandinternationalisation,forthebenefitofuniversitiesaroundtheglobe.

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ExecutiveSummary(Portuguese)

Apresentepublicaçãoapresentaosprincipais resultadosedescobertasdoprojetoeMundus,umaatividaderealizadaduranteoperíodode2013a2015comoapoiodoprogramaErasmusMundusdaComissãoEuropéia.OprojetoenvolveuumconsórciointernacionalcoordenadoporSOPHIAR&I(Itália)comaUniversidadeAbertadosPaísesBaixos(PB),aUniversidadeInternacionaldeLaRioja(Espanha),aUniversidadedeSãoPaulo(Brasil),a Universidade Autônoma Metropolitana (México), a Universidade Estadual de Moscou de Economia,Estatísticas e Informática (Rússia), a Fundação REA (Nova Zelândia), a Universidade Athabasca (Canadá) e aUniversidadeInternacionalSiswaBangsa(Indonésia).OobjetivodoeMundusfoideestreitaracooperaçãoentreas instituiçõesdeEducaçãoSuperiorEuropéiaseseus parceiros estratégicos no Brasil, México, Rússia, Indonésia, Canadá e Nova Zelândia, explorando opotencial das abordagens da EducaçãoAberta (EA), a fim de apoiar as parcerias acadêmicas internacionais,balanceadasedelongoprazo.EsterelatórioapresentaumabrevevisãodosprincipaisresultadosemensagensdoeMundus:• Primeiro, algumas considerações sãoapresentadasapartirdos relatóriosde fatosdescobertos trazidos

para identificar padrões de colaboração realçados por abordagens de educação aberta, MOOCs eMobilidade Virtual nos países do eMundus, especificamente Brasil, Canadá, Europa, Indonésia,México,NovaZelândiaeRússia.

• Segundo,oAtlaseMundusonlineédescritocomoumaformadeidentificarpadrõesexitososdemelhoriada colaboração internacional de EA por meio de coleta e análise de práticas internacionais de EAinteressanteseinspiradoras.

• Terceiro, o Exploratório do eMundus é apresentado; é uma plataforma para promover ocompartilhamento de abordagens e ferramentas de Educação Aberta através de um repositório onlinebaseadoemcenáriosdeusodesenhadosparaasnecessidadesdosinteressadosemEducaçãoSuperior.

• Quarto, o relatório apresenta as seis novas formas de colaboração internacional promovidas porabordagensdeEducaçãoAbertaoriundasdotrabalhodoeMundus.

• Finalmente,masnãomenosimportante,sãoapresentadasasrecomendaçõesresultantesdaexperiênciado eMundus, visando líderes universitários, executivos, gestores de relações internacionais, redesacadêmicaseagentespolíticosresponsáveispelaEducaçãoSuperior.

O eMundus vem trabalhando – de uma certa forma pioneira – para explorar e promover a contribuiçãopotencial da Educação Aberta para a cooperação acadêmica do século XXI, encorajando e apoiando atransferênciadasmelhorespráticas dos líderesmundiais da áreapara asuniversidades, especialmenteparaaquelas que estão começando a adotar estratégias, tais como REA, MOOCs e Mobilidade Virtual para suainternalização.Duranteoprojeto,otimedoeMundus,apresentouasmensagensdoprojetoemmaisde120eventosmundiais,emaisde500instituiçõesseengajaram,deumaformaoudeoutra,comasatividadesdoprojeto.PromoveraEducaçãoAbertacomocatalizadoradeefetivacooperação internacional, interculturaleinclusiva entre universidades é um trabalho longo e ainda hámuito a ser feito. A presente publicação visafornecer um “pequeno legado” do trabalho realizado para que outros possam explorar a relação entreEducaçãoAbertaeinternacionalização,paraobenefíciodasuniversidadesdoglobo.

ExecutiveSummary(Spanish)

Esta publicación presenta los principales resultados y hallazgos del proyecto eMundus, desarrollado en elperíodo 2013-2015 con el apoyo del Programa Erasmus Mundus de la Comisión Europea. El proyecto fuellevado a cabo por un consorcio internacional de instituciones, coordinado por SOPHIA R&I (Italia). Dichoconsorcioestuvointegradopor:OpenUniversityoftheNetherlands(Holanda);laUniversidadInternacionaldeLa Rioja (España); La Universidad de San Pablo (Brasil); la Universidad Autónoma Metropolitana (México);Moscow StateUniversity of Economics, Statistics and Informatics (Rusia); OER Foundation (Nueva Zelanda);AthabascaUniversity(Canadá)ylaUniversitasSiswaBangsa(Indonesia).

ElobjetivodeeMundusfuefortalecerlacooperaciónentreInstitucionesdeEducaciónSuperiorEuropeasysuscontrapartes estratégicas en Brasil, México, Rusia, Indonesia, Canadá y Nueva Zelanda, explorando eintegrandoelpotencialde losenfoquesdeEducaciónAbierta (EA)paraapoyar lacooperaciónacadémicadelargoplazo,balanceadaydecarácterintercultural.

EstereportebrindaunbrevepanoramadelosprincipalesresultadoymensajesdeeMundus:

• Primero,sepresentanalgunasconsideracionessobrelosReportesdeHechoselaboradosparaidentificarpatronesdecolaboración,mejoradosporelenfoquedeeducaciónabierta,MOOCsylaMovilidadVirtualenlospaísesdeeMundus;específicamenteBrasil,Canadá,lospaíseseuropeos,Indonesia,México,NuevaZelandayRusia.

• Segundo, se describe alAtlas eMundusen línea como un medio para identificar patrones exitosos demejora en la colaboración internacional con base en EA, reuniendo y analizando experienciasinternacionalesdeEAinteresanteseinspiradoras.

• Tercero,sepresentaalExploratoriumeMunduscomounaplataformaparapromoverlacolaboracióndeenfoquesyherramientasdeEducaciónAbierta,medianteunrepositorioenlíneabasadoenescenariosdeusodiseñadoparalasnecesidadeslaEducaciónSuperiordelosparticipantes.

• Cuarto,elreportepresentaseisnuevasformasdecolaboracióninternacionalimpulsadasporelenfoquedeEducaciónAbierta,surgidasdeltrabajodeeMundus.

• Último pero nomenos importante, se presentan las recomendaciones resultantes de la experiencia deeMundus,dirigidasalíderesdeuniversidades,ejecutivos,oficinasderelacionesinternacionales,redesdeacadémicosyelaboradoresdepolíticasresponsablesdelaEducaciónSuperior.

eMundushaestadotrabajando–deunamanerapionera-paraexplorarypromoverlacontribuciónpotencialdelaEducaciónAbiertaparalacooperaciónacadémicaenelSigloXXI,alentandoyapoyandolatransferenciaalas universidades de las mejores prácticas de los líderes mundiales en este campo. Especialmente haciaaquellosqueestáncomenzandoaadoptarestrategiastalescomolosOER,MOOCsylaMovilidadVirtualparasuinternacionalización.DuranteelproyectoelequipodeeMundushapresentadoelmensajedelproyectoenmásde120eventosanivelmundial,ymásde500institucioneshansidovinculadasdeunauotramaneraenlasactividadesdelproyecto.Sinembargo,elcaminoparapromoverlaEducaciónAbiertacomouncatalizadorhacialacooperacióninternacionalincluyente,interculturalyefectivaestodavíalargoyquedamuchotrabajoporhacer.Lapresentepublicacióndeseaproveerun“legadofotográfico”deltrabajorealizado,demodoqueotros puedan realizar nuevas exploraciones sobre la relación entre la Educación Abierta y lainternacionalización,paraelbeneficiodelasuniversidadesenelmundo.

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1. Introduction

ThepresentpublicationpresentsthemainresultsandfindingsoftheeMundusproject,anactivityconductedduring the period 2013-2015 with the support of the Erasmus Mundus programme of the EuropeanCommission. The project involved an international consortium coordinated by SOPHIA R&I (Italy) with theOpenUniversityoftheNetherlands(NL),theUniversidadInternacionaldelaRioja(Spain),theUniversityofSaoPaulo(Brazil),theUniversidadAutonomaMetropolitana(Mexico),theMoscowStateUniversityofEconomics,StatisticsandInformatics(Russia),theOERFoundation(NewZealand),AthabascaUniversity(Canada)andtheUniversitasSiswaBangsaInternasional(Indonesia).ThestartingpointofeMunduswasthattheOpenEducationmovement,withitsemphasisonOpenEducationalResources(OER),MOOCs(MassiveOpenOnlineCourses)andVirtualMobility,ischallengingtheexistingHigherEducation internationalisation paradigms, having the potential to radically change the approaches toeducationalmobility,transparency,qualityassuranceandeffectiveness.Against this background, the aim of the project was to strengthen cooperation among European HigherEducation Institutions and their strategic counterparts inBrazil,Mexico, Russia, Indonesia, Canada andNewZealand,byexploringandmainstreamingthepotentialofOpenEducationapproachestosupportlongterm,balanced,inter-culturalacademicpartnerships.Toreachthisaim,theprojecthasbeenworkingalongthreemainlines:• MappingthestateoftheartofOpenEducationinhighereducationinthepartners’countries,facilitating

theidentificationofsuccessfulpatternsofICT-enhancedinternationalcollaboration,throughanumberofreportsandanonlineAtlaspresentinginterestingandinspiringinternationalOEpractices.

• Fostering sharingofOpenEducationapproachesand tools throughanonline repositoryand throughanumber of face-to-face and online knowledge-exchange events involving both Open Education andinternationalisationspecialists.

• Promoting the contributionofOpenEducation toXXI centuryacademic cooperation, encouragingandsupportingthetransfertouniversitiesofthebestpracticesofworldleadersinthefield,especiallytothosewhich are starting to adopt strategies such as OER, MOOCs and Virtual Mobility for theirinternationalisation.

Duringtheproject,eMundusanditsmessageshavebeenpresentedinmorethan120eventsworldwide,andmorethan500institutionshavebeenengagedinonewayoranotherwiththeprojectactivities.Still,thewayto go to promote Open Education as a catalyst towards inclusive, intercultural and effective internationalcooperationamonguniversities is longandmuchwork remains tobedone.Thepresentpublicationaimsatprovidinga“snapshotlegacy”oftheworkdone,sothatotherscanfurtherexploretherelationbetweenOpenEducationandinternationalisation,forthebenefitofuniversitiesaroundtheglobe.

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2. AsnapshotofOpenEducationfromtheeMunduscountries

The eMundus initiative commenced with a fact-finding exercise during 2014 to identify patterns ofcollaborationenhancedbyopeneducationapproaches,MOOCsandVirtualMobilityintheeMunduscountries,specificallyBrazil,Canada,Europe,Indonesia,Mexico,NewZealandandRussia.Theprojectteamagreedtoagenericframeworktofacilitatecomparisonsandidentificationofkeythemesandtrends.Thecountryreportswere developed openly and published on theWikieducator.org site (WikiEducator 2014a). As of November2015,thesereportshaverecordedover11,000pageviewssincepublicationandwillremainopenlyaccessible.

2.1SummaryofCountrydemographics

TheeMundusparticipantsincludedawideanddiversesetofcountrieswhenconsideringtheextensivelistofEuropeancountriesandnon-EuropeanpartnersincludingBrazil,Canada,Indonesia,Mexico,NewZealandandRussia.Consequently, it ischallengingtodo justicetotherichdataandreportsassembledfor theproject inthis summary. This section is limited to the identification of important trends which have informed thesubsequentphasesofeMundus.Withreferencetosize,participatingcountriesrangedfromNewZealandwithasmallpopulationofjustover4millionpeopletosomeofthemostpopulatedcountriesintheworldincludingIndonesia, Brazil and Russia ranked the fourth, fifth and ninth most populated countries, with populationsrangingfrom144millionto255millionpeople(OneWorldNationsOnline:2015).Grossenrolmentratiosfortertiaryeducationparticipationvaried considerablyacross theeMundus countries ranging from30% to80%(UNESCO2014)withtheaveragegrossenrolmentratiofortheEuropeanUnionreportedbytheWorldBanktobe 66.5% (Knoema 2015). In countries with lower participation rates, the growth in tertiary educationparticipationhasinpartbeentakenup,bytheincreasedprovisionofprivateeducation,asinthecaseofBrazil(WikiEducator2014b)andMexico(WikiEducator2014c).Clearly,therearestilllargenumbersoflearnerswhoare unable to participate in tertiary education through traditional models of provision and themajority ofcountrieshavereporteddecreasedfundingforhighereducationthusunderscoringtheneedtofindmorecost-effective ways of reaching more students. Internet access also varies considerably across the eMunduscountries.Soforexample,thereportonMexicoindicatesthatthecountryisoneoftheworstintheregionforhomeinternetaccess(WikiEducator2014c).NotwithstandingthedisparitiesofaffordableandreliableInternetconnectivityincountrieslikeBrazil,MexicoandIndonesia,twosignificanttrendsareevident.FirstthecountryreportsconfirmrapidgrowthinInternetconnectivity.Forinstance,inIndonesia,thenumberofInternetusersincreasedfrom55millionin2011toanestimated74.6millionin2012representinganincreaseof36%inoneyearalthoughtheInternetpenetrationrateforthepopulationisrelativelylowat29.9%(WikiEducator:2014d)whencomparedwitharateof78.5%intheEuropeanUnionin2014(InternetWorldStats:2015).Thesecondsignificanttrendnotedinanumberofthecountryreportsisthegrowthinaccesstotheinternetusingmobiledevices. InBrazil, forexample,23.3%ofBraziliansareusing theirphones toaccess the InternetandRoutershasforecastthatBrazilwillbecomethelargestmobilephonemarket inLatinAmerica(WikiEducator2014b).TheEuropeanUnion is rankedashaving the3rdhighestnumberofmobilesubscribers in theworld (CentralIntelligenceAgency:2014). In Indonesia, it ispredictedthattherewillbe119millionmobiledeviceusersby2017that isdoublethetotalnumberof Internetusers in2011(WikiEducator:2014d).AccesstotheInternetfrom mobile devices is surpassing connectivity from personal computers and this generates significantopportunitiesforwideningaccesstoeducationalopportunities.Insummary,thedemographicsnapshotrevealedthatthereisunsatisfieddemandfortertiaryeducationwithintheeMunduscountrieswithinthecontextofgrowingfiscalconstraints.ThereisvariableaccesstotheInternet.However,accessisgrowingrapidlywithacleartrendtowardssignificantgrowthinaccessingtheInternetusingmobiledevicesandsmartphones.

2.2Openeducationinitiatives

Open Education in the context of this report is used as an umbrella concept which incorporates emerginginternationalpracticesintheformaleducationsectorassociatedwithOpenEducationalResources(OER),OpenEducationalPractices(OEP),OpenAccess(OA)andOpenLicensing.The policy imperative for more sustainable education futures is best highlighted through the open policyprinciple: education resources funded frompublicmoney should be releasedunder an open license for thebenefit of citizens. Theopen licensing principlewas endorsedby the 2012ParisOERDeclaration at the theWorld OER conference convened by UNESCO and encourages United Nations member states to releaseeducational materials using open licenses (UNESCO 2012). While the open access movement has madeimpressive progress in reaching the “tipping point” where half of the scientific papers published are nowavailableforfree(EuropeanCommission2013), internationalresearchdatasuggeststhatawarenessofOpenEducational Resources is still lagging. Consider for example that only 28% of chief academic officers in theUnitedStatesreportedbeing“Aware”or“VeryAware”ofOER(Allen&Seaman2012:4).CreativeCommonswhichwasestablishedin2001hasestablishedthedefactolicensingstandardusedforOERworldwide.TheeMunduscountryreportshavenotedthatthereisanationalCreativeCommonsaffiliateinthemajorityofpartnercountriesthusprovidinganinternationalandinteroperablelegalframeworkforreuseandremixofOER.Historically,theCreativeCommonsaffiliatestookonresponsibilityof“porting”thelicensesforthe national copyright jurisdictions. However,with the recent Version 4 of the Creative Commons licensingsuitewhich ismore internationally robust, national affiliates are taking on a stronger role in advocacy andcopyrightreformforthedigitalagethusfurtheringtheaimsoftheopenpolicyprincipleintheirjurisdictions.TheeMunduscountryreportsconfirmthatthereisarapidlygrowinggroundswellofOERrelatedinitiativesatgovernmentandinstitutionallevels.Considerthefollowing:• Examples of Government funded open education initiatives: In Canada, the Government of British

Columbia has invested a cumulative total of more than $10 million through the Online ProgrammeDevelopment Fund towards sharedopen resources. This investment in sharing education resources hascontinuedthroughfundingoftheOpenTextbookProjectthatisdevelopingopentextbooksforthehighestenrolledacademicsubjectareascoordinatedbyBCcampus.ThisinitiativewasfollowedbyaMemorandumof Understanding on Open Educational Resources between the western provinces of Alberta, BritishColumbiaandSaskatchewancommittingsignificantresourcestocooperationonthedevelopmentofOER(WikiEducator2014e).In2010CabinetapprovedtheNewZealandGovernmentOpenAccessandLicensingFramework (NZGOAL) which encourages Crown entities to license copyright works under a CreativeCommons Attribution (CC-BY) license. Under NZGOAL, school boards are strongly encouraged to adoptCreative Commons license policies and Government provides financial support to Creative CommonsAotearoa New Zealand, the national affiliate of Creative Commons. Previously, in the United Kingdombetween2009and2012,theHigherEducationFundingCouncilforEnglandfundedmorethan80projectsunder the UKOER Programme (WikiEducator 2014f). European agencies have also funded a number ofleading OER initiatives. For instance, the POERUP (Policies for OER Uptake) and the Open EducationalQuality Initiative (OPAL), fundedby theEuropeanCommission, tomentiona few (see reference links inWikiEducator 2014f). The European Commission has also launched the Open Education Europa portalwhichprovidesagatewaytoOERinEurope.

• A wide range of institutional OER activities gaining momentum in all eMundus partner countries. TheeMundus country reports (WikiEducator 2014a) list awide rangeofOER related activities in all partnercountries incorporating: Open Access, use, reuse and creation of OER and capability developmentinitiativesfocusedonbuildingknowledgeandskills inOEP.ThePOERUP(2014)studyhasalsogenerated

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detailed country reports documenting OER development in many European countries (see alsoWikiEducator2014f). Thestudyhasobservedprogress in theuniversity sectorwith theadoptionofOAfriendlypoliciesforsharingresearchinanumberofcountries.However,attheinstitutionallevel,adoptionofOERandopenintellectualpropertypoliciesislaggingineMunduscountries.ThestudywasonlyabletoidentifyOtagoPolytechnicinNewZealandwhohasadoptedaninstitution-wideopenintellectualpropertypolicywhereadefaultCreativeCommonsAttributionhasbeenimplemented(OtagoPolytechnic2008).

2.3MassiveOpenOnlineCourses(MOOCs)

ThescaleofuptakeofMassiveOpenOnlineCourses(MOOCs)withineMunduscountriesisconsiderablewithallpartnersreportingactivityinthisarea.Inadditiontowideengagementwiththefor-profitMOOCplatformswithineMunduswehavealsoobservedanumberofOERinspiredalternatives.MOOCshaveaCanadianorigin.ThenamedatestoanexperimentalcourseledbyGeorgeSiemensattheUniversityofManitobaandStephenDownesat theNationalResearchCouncil in2008.Theyopenedupa regularuniversitycourse,Connectivismandconnectiveknowledge,with25studentsandmorethan2200additionallearnersjoinedthecourseonline.As Siemens reports, this course, delivered in 2008,was the firstMOOC, combiningopen contentwithopenteaching(WikiEducator2014e).SincetheoriginsofthefirstMOOC,moreteacher-centricMOOCshaveevolvedwhencomparedtotheoriginalconnectivist MOOC. Stephen Downes coined the term cMOOC to describe their connectivist course andreferredtotheteacherversionsasxMOOCs(WikiEducator2014e).ManyMOOCdeliversarealignedwithfor-profitcompanieslikeCourseraintheUnitedStatesandtheFutureLearninitiativeoftheOpenUniversityintheUnitedKingdom.Others are alignedwith thenot-for-profit EdX group ledby theMassachusetts InstituteofTechnology.ThemajorityofeMunduspartnercountrieshavereportedinstitutionswhoareengagedwithoneormoreofthexMOOCproviders.Otherthanprovidingaccesstoonline learningmaterials for free,xMOOCstypically are using copyright restricted content. Themajority of the xMOOC course materials use all rightsreserved copyright and are not “open” for reuse and remix. Learners are also typically required to registerbeforegainingaccess to theseso-called“open”courses.Moreover, themajorityofxMOOCsdonot typicallyprovidelearnerswithpathwaystoformalacademiccredit.There are, however, a number MOOC initiatives within eMundus partner countries which have strongerassociations with open education. For instance, In Russia, there are a growing number of platforms (forexampleUniversarium.organdUniWeb.ru)thatofferMOOCsfromRussianuniversitiesandregisteredfull-feestudentsareabletoearnacademiccredit fromtheseopencourses(WikiEducator2014).TheRussianMOOCplatforms have a strong cultural and national identity by promoting the Russian language. In Europe, thenascent OpenupEd initiative with support from the European Commission has launched a non-profitpartnership offering MOOCs. A distinctive feature of the OpenupEd initiative is the development andimplementationofa“qualitylabel”asaconditionofjoiningthecollaborationwhichrequirestheendorsementthatcourseswillbeopenlylicensed(Rosewell2014).Finally,whilenotbrandedasaMOOCcollaboration,theOER universitas (OERu) international consortium ofmore than thirty universities, colleges and polytechnicsoffer open online courses assembled from OER with pathways to achieve formal academic credit towardscrediblecredentials.

2.4Virtualmobility

Virtualmobility as concept can be used inmultiple contexts. In Europe, the concept of virtualmobility haspreviouslybeendefined to refer to theuseof “Informationandcommunication technologies (ICT) toobtainthe same benefits as one would have with physical mobility but without the need to travel” (Bijnenes,Boussemaere,Rajagopal,OpdeBeeck&VanPetegem2006:5).Soforexample,virtualmobilitycouldreferto

international student exchange interventions using “ICT supported activities that release or facilitateinternational,collaborativeexperiencesinacontextofteachingand/orlearning”(Move-IT:Undated).TheeMundusprojectwasdesignedtofocusonthenexusofhighereducation,OERandvirtualmobilityonagloballevel.Consequently,theeMunduscountryreportsoptedtofiltertheirresearchusinganarrowlydefinedfocus forvirtualmobility specifically referring tohighereducation learnersusing institutionsoutsideof theirowncountriesforacademicstudywithouttheneedof leavingtheirhomecountriestogainformalacademiccredit towards credentials. This definition does not preclude the advantages of international exchange, thebenefitsofinterculturallearningexperiencesortheflexibilityofonlinestudybutitintendedtoprovideaclearfocus for filtering initiatives in the overlapping domains of the formal higher education sector, OER andMOOCs.WiththeuptakeofOERsandMOOCs,virtualmobilityisagrowingphenomenonbecausestudentsareno longer limited to local institutions but do want their learning accepted and accredited (WikiEducator2014e). Notwithstanding the need for progressing virtual mobility using OER and MOOCs, there is littleinternational standardisation and implementation solutions for wide stream adoption evident from theeMunduscountryreports.There are two primarymechanisms to progress virtualmobility and corresponding recognition of academiccreditacrossnationalandregionalboundaries:recognitionofpriorlearning(RPL)andacademiccredittransfer(McGreal,Conrad,Murphy,Witthaus&Mackintosh:2014).RPL is frequentlyusedtoaccredit learningwhichtakesplaceoutsidetheclassroomandreliesonportfoliomodelstoprovideevidenceoflearning.HoweverRPLisexpensiveanddifficulttoscaleforalargenumbersoflearners.Challengeforcreditexaminationsareusedbya small number of institutions within the eMundus countries and could potentially provide an affordablepathway for OER and MOOC learners to sit examinations for achieving formal credit (see for exampleWikiEducator2014e)attheconferringinstitution,howeverthisdoesnotresolvethevirtualmobilitychallenge.However,theOERucollaborationdiscussedlaterinthisreportprovidesanexampleofpotentialsolutionsforvirtualmobility.

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3. MappingOpenEducationdevelopments:theeMundusAtlas

TheeMundusAtlas is anonlineworldmap to locate initiatives involvingMOOCs, virtualmobility, andOpenEducational Resources (OER). The Atlas was opened to the research community and general public inSeptember2014,andcurrentlycontainsthelocations,metadata,andprofilesof277initiatives.Thesitecanbeviewedatemundusatlas.org.

3.1eMundusAtlasFeatures

TheeMundusAtlas includes twoprimaryviews:aworldmap locating individual initiativesandachloropleth(“heatmap”)illustratingcountries’relativelevelsofactivityininitiativedevelopment.Theworldmapprovidesan intuitive,graphic interface(panningandzooming)toexplorethe initiatives,aswellas filtering,searching,andgeolocatingtoolstolocateinitiativesorregionsofinterest.Italsoincludes“quick”and“full”methodsforaddingnewinitiativestothedatabase,the“quick”methodtakingplaceentirelywithintheframeofthemapitself. As themap is explored, the currentmap state can be shared through a custom URL, through socialmedia,orthroughanembedcoderecreatingthemaponasmallerscaleforuseinblogsandotherwebsites;initiatives in the currentmap view can also be exported as data. The chloropleth (“heatmap”) provides acomparative overview of initiative development by country, selectable between initiatives located (ordeveloped)withinthecountryandinitiativeslocatedoutsidethecountry’sborders.Individualcountriescanbeexplored further through country profile pages, which feature a map locating the country’s initiatives,demographicstatistics,andadiagramillustratingitspositionwithinaglobalcollaborativenetwork.Additionalscreens include infographics breaking down the initiatives by category, education level, subject area, andlanguage, as well as overall charts of initiative development by continent and levels of openness andcollaboration.Asearch-and-filterwindowoneveryscreenreturnsweightedsetsofinitiativesasalist,ontheworldmap,orasexportabledata.Detailedinformationabouteachinitiativeispresentedonaninitiativeprofilepage,withamapillustratingitslocation,asummarydescription,additionalmetadataincludingcontactandfundingdetails,andalistofrelatedornearbyinitiativesforfurtherexploration.

3.2TheAtlascommunityandcontributions

TheeMundusAtlashasanopenmembershipwithonsitesign-up.Acurrentmemberlistandaninfographicoftheirdistributionbycountryisavailableonthesite.Throughwebforms,memberscanaddnewinitiativestothedatabaseandalterthosetheyhavepreviouslyadded;aPostbuttonisincludedonthehomepageandtheworldmaptoencouragecontributions.Whilethere issomeongoingcuration, includingan initial injectionofinitiatives, it is expected that new entries will come from the Atlas community. “Spambots” are excludedthroughanumberofrelativelynon-intrusivesecuritychecks,andtodate,therehasbeennoabuseofthisopenmembershipsystem.DataintheAtlas(otherthanmemberdataandemailaddresses)isopenlyavailableforexportorusebyotherapplications. The data is licensed under the Open Data Commons - Public Domain and Dedication License,while additional site content is licensed under the Creative Commons Attribution 4.0 International License.Initiativesdatacanbedownloadedinfull,filteredbyuser-selectedcriteria,orselectedthroughthemap-basedinterface,allowingforahighlevelofcontroloverthedataoutputtosupportawiderangeofpotentialuses.Through cross-origin resource sharing (CORS) and representational state transfer (REST), external sites canquerytheAtlasinitiativedatabasedirectly,enablingtheAtlas’sdatastorepotentiallytoactasthebackbonetoapplicationsbeyond theAtlas itself. The initialdata structurewasdeveloped in consultationwithotherOERmappinginitiativesactiveatthetime,includingthePOERUPmap.AsotherOERmappinginitiativessuchastheHewlett-fundedOERWorldMapfinalizetheirowndataimportandexporttools, it isexpectedthattheAtlaswilladjust itsoutputsaccordinglytoallowforthegreatestpossible interchangeofdatabetweenprojects. Inaddition, the Atlas developer is currently researching extensions to standardize further the exported dataaccordingtotheresourcedescriptionframework(RDF),makingthedataavailabletothebroaderandgrowinglinkeddatacommunity.

3.3ResponsestotheeMundusAtlas

TheAtlaswaspresentedattheICDEConferenceofSeptember2014inParisbytheAtlasprojectmanager,RoryMcGreal of Athabasca University. Participants at the presentation described the Atlas as “very impressive”,withEUofficialsemphasizingtheAtlasasa“most important”componentof theeMundusproject.TheAtlaswasagainpresentedtotheinternationalopeneducationcommunityattheOEGlobalConferenceofApril2015inBanff,Canada,throughapanelsessionincludingtheAtlasdeveloper,DanWiltonfromAthabascaUniversity.During the session, the various features andprotocols of theAtlasweredescribedalongside thoseof otherOER-mappinginitiatives,includingtheHewlett-fundedOERWorldMap,followedbyadiscussionofstrategiesfor improving thegenerationandsharingofdatabetween these initiatives.Following thepanel session, theAtlas was described by the project manager of Policies for OER Uptake (POERUP) as being at the mostadvancedstageofallthemappinginitiativespresented.Subsequently,thedeveloperhasbeenapproachedbythemanagerofPOERUP,bya researcherat theUniversityofCampinas,andbyacollaboratorwith theOCTAssociation (Overseas Countries and Territories of the EU) to explore the potential of theAtlas software tosupport further OER-related initiatives. The Atlas’s developer remains directly involved with the project,providingongoingmonitoring,maintenance,datacuration,andmodificationstothesiteandunderlyingcodeasrequired.AsnewOERmappingprojectscomeonline,andasstandardsdevelopinthisarea,itwillbecomeincreasinglyimportanttoaddandrefineimportandexportoptionsandparticipateinagrowingcommunityofopen and linkedOER data. It is also expected that,with newdata, therewill be opportunities for new andvaluableanalyticsandvisualizationsofopeneducationresourcesandcollaborationsaroundtheglobe.

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4. BuildingcapacityforOpenEducation:theeMundusExploratorium

TheeMundusExploratoriumisacollectiveplatformgatheringandofferingtools&practicesfocusedonOpenEducation which aim to facilitate international collaboration in Higher Education through Open EducationinitiativessuchasMOOCsorVirtualMobility.It isfocusedonidentifying,analysingandmakingavailabletoalarge public the most successful ICT tools and practices that can help international collaboration amonguniversitiestoflourishanddevelop,andondiscussingtheimpactofthesetoolsandpracticesonissuessuchasemployability,qualityassurance,creditrecognition,jointdegrees.

4.1eMundusExploratoriumFunctionalities

Inordertoallowmeaningfulbrowsingandcapacitybuilding,theExploratoriumisstructuredthroughasetofscenarios, based on cases where Open Education can have a significant impact on internationalisation. Inaddition, all the resources and tools are listed in the Resources section. Each item comes with a smalldescription;usersarefreetoaddtheirownitems,aslongastheyfitwiththeobjectivesoftheExploratorium.Fora are also an important part of the Exploratorium, as they give the opportunity for users to share theirexperience,opinion,doubtsandsuggestions,andexchangewithothereducatorsandprofessionalsonspecificsubjectsrelatedtoOpenEducationApproachesandinternationalcollaboration.TheExploratoriumusesSakai,afree,communitysource,educationalsoftwareplatformusinganopensourcelicense,whichallowsanopenandglobalaccesstoeveryonethroughthefollowinglink:http://tel.unir.net/eMundus-portal.

4.2eMundusExploratiorumScenarios

The eMundus scenarios define different cases inwhich users can recognize themselves, depending on theirsituation andobjectives. Scenarios are usually fictional but canbe real cases, in English or other languages.eMundusscenariosdealwiththemainobjectiveoftheproject:enhancinginternationalcollaborationthroughOpenEducationApproaches. They are groupedunder three categories. Fist, teacherswhowant to create aMOOCoranOpenCoursecanfindexistingopenmaterialsandtoolstohelpassemblethecourse,andhavetheopportunitytosharetheirowntoolsandexperience.Second,teacherswhowanttoaddavirtualcomponenttotheexistingteachingcooperationwithcolleaguescanbrowseVirtualMobilitysuccessstoriestosharewithmanagersandpolicymakers,andexploreeMundustoolstomakeithappen.Third,HEmanagerswhowanttoenhancethequalityoftheinstitution'seducationalofferbyincreasinginternationalcooperationcandiscoverhow other universities have implemented MOOCs and Virtual Mobility and raise their institutional profilethroughtheseinnovativepractices.Someexamplescenariosareherebydescribed:• You teach at a Higher Education Institution and youwant to create aMOOC? Professor Tim Robinson

(fictional) has been teaching the same class on Basic Arithmetic for over 10 years at a medium-sizeuniversityinUnitedKingdom,basedontraditional,face-to-facelearning.HeisthinkingaboutcreatinghisownMOOC,so to reachawidercommunityof students,developprofessionallyand foster internationalcooperationwith other professionals. However, he is notmuch experienced on eLearning technologiesandhedoesnothavetheresourcestocreatehisMOOCbyhimself.

• “Digital Psychology”: how content curation can be used for educational purposes. There are a lot ofresourcesdisseminatedon the Internet, frompsychologicalexperiments conductedand recorded in theearly20thcentury,tolettersandmanuscriptswrittenbysomeofthemostprominentpsychologists;nottomentionongoingpsychologyresearchprojects,archivesandlabswhichcontentscouldbecuratedforlearningandteachingpurposes.Anassociatelecturerinpsychologyhasseenhowpositivelystudentsreactwhenpresentedwithcuratedcontent.Mostteachersandtutorsusedigitalresourcesthatareextremely

popularamongstudents;however, someof themdon’tknowall thepossibilitiesand tools thatcontentcurationoffersforeducationalpurposes.Howteachersaswellasstudentscanlearnmoreaboutcontentcurationandhowitcouldbeappliedtopsychologywithineducationalcontexts?

• CLIL teachers sharingvideopostcats:evaluatingand learning teachingpractices.Multilingualism isahotissue in Europe, and one of the educational goals of many countries nowadays. One of the commonapproachesthatmanyeducationalinstitutionshaveadoptedtodevelopbilingualismandmultilingualismisCLIL(ContentandLanguageIntegratesLearning).AlecturerinanonlineuniversityinSpain,whoteachesdidactics of the English language in pre-school and primary education grades, has observed that thecomplexityofCLIL,andparticularlyhowtheteacherisexpectedtoperforminclass,isoneofherstudents’majorworries.Ateacher’sdiscourseisnotjustwords.Asanyotheroralcommunicativeevent,visualcues,such as gestures or facial expressions help to meet educational objectives, and these are even morerelevantwhencommunicationisthroughaforeignlanguage.ThisscenarioaimsatcreatinganetworkofcurrentandprospectiveCLILteachers,wheretheformercanshareexamplesoftheirdailypracticesandvideo recordings. An online platform for foreign language teachers to share video podcasts has beencreated.Thishelpsthemtoevaluatetheirteaching,andcanprovideprospectiveteacherswithexamplesofgoodteachingpractices.

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5. EmergingformsofinternationalcollaborationenabledbyOpenEducation

eMundushasbeenanalysingthestateoftheartofOpenEducationinanumberofcountries,andhascollectedpractices thatarehavingan impacton thewayuniversities collaborate internationally.This knowledgebasehas been the basis for a number of discussions with stakeholders in workshops organised in the partners’countries, where the impact of Open Education on international Higher Education cooperation has beendebated. During this process, six new forms of international collaboration which are fostered by OpenEducationapproacheshaveemerged.

1. OER collaborative contextualisation and adaptation. Probably because the Open Education movementstarted its work by focussing on licenses and content, this is the most advanced typology of internationalcollaborationsupportedbyOpenEducation,bothintermsofexistingcasesandresearchliterature.Ultimately,themainaddedvalueofOERstandsintheirreusability,typicallyfollowingacontextualisationprocess:whenthisadaptationprocessisrunincollaborationamongtheinstitutionsthathaveproducedtheOERandtheonesthat are reusing them, the impact on the participating universities can be very high, especially in terms ofculturaldifferenceappreciationandlanguagelearning.2.KnowledgeSharingonOpenEducation.InlinewiththeunderlyingopenphilosophyoftheOpenEducationmovement,anumberofnationalandinternationalplatformsandcommunitiesexistwhereuniversitiesshareknowledge and learn from each other on topics related to Open Education. Examples are the REA BrasilcommunityorJorum,theUK’slargestrepositoryandsearchfacilityforOERtargetinghighereducation,furthereducation,andskillseducators.3. Joint promotion through MOOCs platforms. A number of national and cross-national web platformsgatheringMOOCsfromdifferentuniversitieshavebeenlaunchedinthelastyears,suchasFuturelearnintheUKorOpenUpEduattheEUlevel.Themost interestingcooperationaspectofsuchplatformsisnotthejointproductionofMOOCs-noneoftheMOOCsofferedthusfarhasbeenproducedbymorethanoneuniversity–but the fact that by participating in the platform, universities exchange knowledge and collaborate onfundamentalaspectsofinternationalcollaboration,onaspectssuchas(intheOpenUpEducase):1.Opennessto learners, 2. Digital openness, 3. Learner-centred approach, 4. Independent learning, 5.Media-supportedinteraction,6.Recognitionoptions,7.Qualityfocus,and8.Spectrumofdiversity.

4. OER-based Virtual Mobility schemes. Since Virtual Mobility schemes are often using collaborativeapproaches,especiallytofacilitateknowledgesharingbetweenresidentstudentsand“virtuallyvisiting”ones,openapproacheshavethepotentialtoimprovethetransparency,theefficiencyandultimatelytheimpactoftheseexperiences.Inthecaseofvirtualmobilityexperiencesthataimtoprepareforaphysicalmobilityperiod,beingabletoaccesswhatpreviousstudentshaveproduced,discussedandultimatelylearntcanbeextremelyuseful:byadoptingopenlicensesandbyfosteringaccesstocontentpreviouslydevelopedbyfellowstudentsthisknowledgeaccumulationprocesscanbemadeeasierandlesscostly.

5. Collaborative open courses development. Co-developing open courses across national boundaries is anextremelycomplexprocesswhichdealswithcurriculum,culturalandlinguisticdifferences,amongothers.Onthe other hand, such collaborative ventures can represent a rich space for experimentation with onlineteachingandlearning.Asanexample,EMMA–EuropeanMultipleMOOCsAggregator–isaprojectfundedbythe European Commission[1] which has put in place a platform to support ICT-based innovation in HEapproacheswhereparticipatinguniversitiescanbuildtogethercoursesthatcanarethendeliveredacrosstheboard.DifferentlyfromtheplatformsthataimataggregatingcoursesproducedbydifferentuniversitiessuchasCourseraorFutureLearn,withinEMMAthecoursesarebuilt incooperationbymore thanoneuniversity:this is facilitatinghands-ondiscussionsanddevelopments in innovativeteachingmethodologiesand learningapproachesthroughthelarge-scalepilotingofMOOCs,providingasystemforthedeliveryoffree,open,onlinecoursesfromdiverseuniversities,promotingcross-culturalandmultilinguallearning.6.Collaborativeaccreditationofnon-formallearningusingOER.ThemostadvancedexampleinthisareaistheOER universitas (OERu), a “global consortium of post secondary institutions whose collaboration aroundassessmentandaccreditationoflearnersstudyingonlineandusingOER”(McGreal,Conrad,Murphy,WhithausandMackintosh2014:125)TheOERuisdevelopinga“parallellearninguniverse”byassemblinguniversity-levelcourses from OER, offering these at no-cost to learners and providing pathways to formal academic credittowards credible credentials (Mackintosh, Taylor and McGreal 2011). While further research on theestablishmentofcross-bordersystemsofarticulationandtransferhavebeenrecommended(McGreal,Conrad,Murphy,WhithausandMackintosh2014:125) theOERupartnershiphasmade impressiveprogresswiththeconsultativedevelopmentof credit transfer and coursearticulationguidelines for thenetwork (OERu2015).The OERu first graduate participated in a first-year prototype OER course developed by the University ofSouthern Queensland in Australia and applied her credits assessed in Australia towards a credential atThompsonRiversUniversityinCanada,providingevidencethatthemodelworksinpractice(OERu2014).Apartfrom building courses fromOER using open licenses and implementing open educational practices throughcollaborativeandopendesignapproaches,allplanningandmeetingsareconductedopenlyandtransparently,enabling the OERu network to develop accreditation protocols for non-formal learning towards credibledegrees.

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6. Recommendations

eMundushasfoundthatopenapproachescanhaveapositiveimpactoninternationalcollaborationpractices,increasing not only trust and mutual understanding but also the efficiency and innovation of internationalcooperation.Atthesametime,therelationbetweenopeneducationandInternationalcooperation isratherunexplored,mainlybecausecollaborationpracticesfosteredbyopeneducationarerathernewandevolving.Toaddressthis,eMundusisproposingasetofrecommendationstargetedtothreestakeholdercategories:firstinstitutional leaders, executives, and international relation officers within universities, second academicnetworksandthirdpolicymakers(possiblechangeagents)inHigherEducation.

Recommendationsforuniversityleaders,executives,internationalrelationofficers

ü IncludeOpenLicensesandOERasafundamentaldefaultcomponentofyourcooperationagreements(goodexample:theopenintellectualpolicyoftheOthagoPolytechic).

ü Empoweryourlearningdesigncentrestofostertheassembly,useandreuseofOER,sincethiswillfostercollaborationbydefinition(goodexample:theOERstrategyoftheUniversityofSouthAfrica).

ü IncludeopenlicencesandOERinyourstrategicplanning“inareasonableway”(goodexamples:thestrategiesoftheOtagoPolytechnicandoftheOpenUniversityoftheNetherlands).

ü Builddigitalskillsandcapabilityinthecollaborativeassembly,useandreuseofOER(Goodexample:theopenonlineUNESCOcourseon"DigitalSkillsforCollaborativeOERdevelopment").

ü Acceptaccreditationoflearnersbasedonassessmentsoftheirknowledgeandskills,whetherlearntusingOERpathwaysorbyothermeans,thusfostering(virtual)mobility(goodexample:OERUniversitas).

Recommendationsforacademicnetworks

ü IdentifyandengagetheOERchampionsamongyourmembersandpartners(startingfromtheUNESCO/ICDEChairsonOER).

ü FosterawarenessofOpenEducationandthebenefitsandchallengesofOERamongyourmembersandpartners(usingforexampletheUNESCOOERsiteortheOERKnowledgeCloud).

ü Ensurethateducationalcontentqualityconsiderationsandrequirementsarethesameforcommercial/copyrightedcontentandOER,sincequalityisbestjudgedbytheeffectivenessofthematerialintransferringknowledge,notbyitsappearance,norbythetypeoflicence.

ü Facilitatecommunitybuildingforsharinganddiscussinggoodpractices,experiencesandopenresourcesenabledandmoderatedbycommunitymembersthemselves.

ü Connecttoexistingopeneducationnetworks(suchasOERUniversitasandICORE).

RecommendationsforpolicymakersinchargeofHigherEducation

ü Includeopenlicencesasthedefaultinyourcontentpolicies(goodexamples:theEuropeanCommission’OpeningUpEducationpolicy,thePhilippines’OpenDistanceLearningActandtheCanadianTri-AgencyOpenAccessPolicyonPublications).

ü AcceptaccreditationbasedontheassessmentoflearnersknowledgeandskillsacquiredusingOERthroughchallengeexaminationsandRecognitionofPriorLearning(goodexamples:AthabascaUniversity;ExcelsiorCollege).

ü RewardOpenEducationinnovatorsandpractitionersthroughcompetitionsandincentives(goodexample:theBCcampusinCanadaandUniversidadeFederaldoParanainBrazil).

ü Connectwithotherpolicymakersleadinginopeneducationdevelopments(goodexample:theOpeningUpSloveniapolicy).

ü Develop,promoteandassessyourOpenEducationpoliciesandopenlysharetheirevaluationresults.

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References

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http://poerup.referata.com/wiki/Country_reports.• Rosewell,J.(2014).OpenupEdlabel,qualitybenchmarksforMOOCs.OpenupEd.Retrievedfrom

http://www.openuped.eu/images/docs/OpenupEd_quality_label_-_Version1_0.pdf.• OneWorldNationsOnline.(2015).PopulationFiguresforallCountries.

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