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

Open Praxis ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 409 ◽  
Author(s):  
Tanja Urbančič ◽  
Anja Polajnar ◽  
Mitja Jermol
Keyword(s):  
Sustainable Development ◽  
Social Impact ◽  
Sustainable Development Goals ◽  
Impact Analysis ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open Education ◽  
Online Mentoring ◽  
Educational Materials ◽  
Development Goals

An international online mentoring programme Open Education for a Better World (OE4BW) has been developed to unlock the potential of open education in achieving the UN Sustainable Development Goals. The programme provides an innovative approach to building Open Educational Resources, connecting developers of educational materials with experts volunteering as mentors. The model of the programme has been carefully designed and tested in two subsequent implementations in years 2018 and 2019. Results have proved the model to be useful for building capacities in open education, while producing concrete educational materials with great potential for social impact. Analysis of results has been used to suggest further improvements needed for enabling the program to be used on an even larger scale. The paper presents the development of the OE4BW model, its main characteristics, implementation results and guidelines for the future.

scholarly journals Otwarte zasoby edukacyjne - przegląd inicjatyw w Polsce i na świecie

e-mentor ◽  
2021 ◽  
Vol 91 (4) ◽  
pp. 51-60
Author(s):  
Kamila Kokot-Kanikuła ◽  
◽  
Anna Wałek
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Open Education ◽  
Educational Materials ◽  
Learning And Teaching ◽  
Legal Documents ◽  
Training Materials ◽  
Barriers To Teaching ◽  
And Training

Open Educational Resources (OER) are training materials and tools that support both learning and teaching. This phenomenon is inextricably linked with a broader concept - open education, which calls for the removal of barriers to teaching so that learners can acquire knowledge following their educational and training needs. The aim of the article is to familiarize the readers with the idea of open educational resources, the legal and organizational foundations crucial for their creation and development, as well as the latest initiatives undertaken in the field of OER dissemination. In the first part of the article, the authors explain the concept and role of open educational resources in the teaching process. Then, they present selected initiatives implemented by members of European Network of Open Education Librarians (ENOEL) and the results of a survey conducted among European academic libraries by SPARC Europe. The analysis of publications, the content of legal documents, reports, and recommendations made it possible to precisely define the meaning of open educational resources for their users. The multifaceted nature and scale of the activities confirm that modern teaching can develop faster based on open educational materials.

A Systems Approach for Modeling Interactions Among the Sustainable Development Goals Part 2

2019 ◽  
Vol 8 (1) ◽  
pp. 41-59 ◽  
Author(s):  
David Zelinka ◽  
Bernard Amadei
Keyword(s):  
Sustainable Development ◽  
System Dynamics ◽  
Sustainable Development Goals ◽  
Impact Analysis ◽  
Systems Approach ◽  
Soft Systems ◽  
The Sustainable Development ◽  
Development Goals ◽  
The Impact ◽  
Over Time

This article presents a methodology using system dynamics to model the time-dependent progress of each one of the 17 Sustainable Development Goals (SDGs), as well as their mutual interactions. The hard-systems approach presented herein complements a soft-systems, cross-impact analysis approach presented in part 1. To accomplish this, a modified logistic innovation-diffusion model is used to represent the progress of individual SDGs over time. Then, matrix transposition is used to model the SDGs' interactions. Combining these two techniques into one system dynamics model, the authors propose an analytical, quantifiable, and easily learned tool to understand the complex interplay among the SDGs as a system. The new web-based tool can be used to analyze several scenarios of the SDGs over time to understand the impact of a certain policy or economic intervention. This article is the second of a sequence of two papers analyzing the interactions between the SDGs in a systemic manner.

scholarly journals Social Aspects of Electric Vehicles Research—Trends and Relations to Sustainable Development Goals

2021 ◽  
Vol 12 (1) ◽  
pp. 15
Author(s):  
Vasja Omahne ◽  
Matjaz Knez ◽  
Matevz Obrecht
Keyword(s):  
Sustainable Development ◽  
Electric Vehicles ◽  
Social Impact ◽  
Sustainable Development Goals ◽  
Sustainability Assessment ◽  
Research Policy ◽  
Social Aspects ◽  
Future Research ◽  
Transportation Sector ◽  
Development Goals

E-mobility sustainability assessment is becoming more comprehensive with research integrating social aspects without focusing only on technical, economic, and/or environmental perspectives. The transportation sector is indeed one of the leading and most challenging greenhouse gas polluters, and e-mobility is seen as one of the potential solutions; however, a social perspective must be further investigated to improve the perception of and acceptance of electric vehicles. This could consequently lead to the European Green Deal’s holy grail: faster decarbonization of the transportation sector. Another way to achieve it is by promoting more comprehensive sustainable development goals. Therefore, this paper combines a systematic review of recent research with research emphasis focused on social aspects of electric vehicles and their interconnection with specific UN Sustainable Development Goals. By knowing the current research focus mainly related with “perception” of electric vehicles and assessing their social “impact” as well as an emerging area of “user experience” and their relations with UN Sustainable Development Goals enables better insight on the current and future directions of electric vehicle social sustainability research. The current priority is identified as “climate actions”. Increasingly important “sustainable cities and communities” shows potential for becoming one of the future research, policy, and community priorities.

Integrating Digital Learning Management System (LMS) Into Institutional Policies on Open Education in India for the Attainment of Sustainable Development Goals (SDGs)

2018 ◽  
pp. 292-312 ◽  
Author(s):  
M. Rajesh ◽  
Sindhu P. Nair ◽  
JalajaKumari V T
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technologies ◽  
Sustainable Development Goals ◽  
Open Education ◽  
Digital Learning ◽  
The Sustainable Development ◽  
The Road ◽  
Road Map ◽  
Education In India ◽  
Development Goals

India is home to millions of potential learners at various levels. The current educational system and its infrastructure is bursting at its seams due to the bourgeoning pressure of demands on it. Open education is often touted as the way out of this immense demand generated pressure. However, the slow assimilation of Information and Communication Technologies (ICTs) stays put on such expectations. The Sustainable Development Goals (SDGs) formulated by the UN lays down the road map for making the world a better place to dwell in all aspects of human existence. Education lies at the heart of attaining the goal of sustainable development. The limitations imposed by time, place and other barriers can be effectively met only by the infusion of new technology into open education systems, in countries like India. The substantial internet penetration in India gives it a unique advantage to affect a massive technology driven growth in high quality education.

The Emerging Future

2019 ◽  
pp. 229-239
Keyword(s):  
Sustainable Development ◽  
Emerging Economies ◽  
Social Impact ◽  
International Institutions ◽  
Sustainable Development Goals ◽  
The Sustainable Development ◽  
Governance Challenges ◽  
Development Goals ◽  
High Level

This chapter draws together the various chapters of the book, summarising the high-level points from each. It highlights how Blockchain and other frontier technologies will be an important tool for social impact globally. A renewed focus and promise on emerging economies is highlighted as they now have a way to access knowledge, talent, capital, and to share their talent and ideas and to seek global investment in ways that were not possible before. Some of the policy and governance challenges which will emerge from Blockchain economies are raised as well as the need for more research and discovery. It reinforces the links to the Sustainable Development Goals (SDGs) and the ways that Blockchain and frontier technologies can exponentiate impact towards the SDGs and should be a focus of governments, international institutions, and indeed, the entire ecosystem.

scholarly journals Impacts of Green Office Projects in Thailand: An Evaluation Consistent with Sustainable Development Goals (SDGs)

2020 ◽  
Vol 13 (4) ◽  
pp. 164
Author(s):  
Sayam Aroonsrimorakot ◽  
Meena Laiphrakpam ◽  
Warit Paisantanakij
Keyword(s):  
Sustainable Development ◽  
Environmental Economic ◽  
Social Impact ◽  
Sustainable Development Goals ◽  
National Policy ◽  
Evaluation Criteria ◽  
High Satisfaction ◽  
Depth Interview ◽  
Development Goals ◽  
Economic And Social Impacts

This study aims to evaluate the environmental, economic, and social impacts of a green office project in Thailand, that is consistent with sustainable development goals (SDGs), to analyze and present the result of the study of the environmental, economic, and social impact of green office, and to evaluate satisfaction in the green office project operation. Evaluated the operating steps of green office projects, using new green office evaluation criteria, under Department of Environmental Quality Promotion (DEQP), by collecting preliminary data through questionnaires from 73 agencies, by monitoring and analyzing the project operation of participating organizations to certify as green office standard during 2015 to 2017. Besides, qualitative data were collected through the in-depth interview from 25 representative agencies, selected on the criteria of readiness to provide information and to evaluate their satisfaction in the green office project’s operation. The value of the green office project was 299 million Baht for all participant organizations equal to 1.4 million Baht/office/year. And this could be divided into economic compensation, (262.5 million Baht), social compensation (28.5 million Baht), and environmental compensation (7.55 million Baht). Evaluation of satisfaction found that most agencies (79.45%) have high satisfaction to certification on the evaluation result of national auditors, benefit on staffs’ knowledge, understanding, and observation of the importance of green office operation (86.63%), and the advantage of green office operation in their office (90.41%). The study further suggests that green office projects should be supported as a national policy to all agencies for continuous enhancement or development of the standard, to be an international level according to sustainable development goals (SDGs).

scholarly journals Open Educational Resources as a Catalyst for Innovation and Lifelong Learning: A Question of Human Rights and Social Justice

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Lifelong Learning ◽  
Sustainable Development Goals ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Education For All ◽  
Building Capacity ◽  
Development Goals ◽  
Opening Up

A milestone in the achievement of UNESCO’s Sustainability Goals, Education for All (SDG4), was passed when the organization’s recommendation for the implementation of Open Educational Resources (OER) was uniformly adopted in 2019. Now it is time to move from the awareness of OER to their mainstream implementation at all levels, micro, meso, and macro, including all stakeholders, such as governments, institutions, academics, teachers, administrators, librarians, students, learners, and the civil service. The OER Recommendation includes five areas: building capacity and utilizing OER; developing supportive policies; ensuring effectiveness; promoting the creation of sustainable OER models; promoting and facilitating international collaboration; monitoring and evaluation.OER are valued as a catalyst for innovation and the achievement of UNESCO’s Sustainable Development Goals (SDG) of education for all, lifelong learning, social justice, and human rights. The implementation of the OER Recommendation will contribute to the achievement of several other SDGs. Because access to quality OER concerns human rights and social justice, this recommendation is vital. In 2020, the effects of the worldwide COVID-19 pandemic clearly demonstrated the importance of opening up education and the access to internationally recognized, qualified learning resources. This article describes and discusses how the promise of resilient, sustainable quality education can be fulfilled in the new normal and the next normal.

scholarly journals Cross-cultural mentoring

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Helen DeWaard ◽  
Rekha Chavhan
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Cross Cultural ◽  
Open Educational Resources ◽  
Professional Relationships ◽  
Open Education ◽  
Online Mentoring ◽  
Development Goals ◽  
Teacher Education Faculty

This paper offers insight from an informal cross-cultural mentoring experience of course development in higher education framed by the UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning project. The Open Education for a Better World is a tuition-free international online mentoring program established to unlock the potential of open education in achieving the United Nation Sustainable Development Goals. Drawing from mentor/protégé conversations and reflections, and examining the experiences of mentoring in the development of an online course for Indian teacher education faculty development, the authors illuminate a pathway toward building professional relationships and professional learning beyond borders and boundaries. This paper describes how mentorship can develop digital competencies foundational for transferring tacit knowledge about planning, designing, recording, implementing, and evaluating teaching and learning in education. Explicit knowledge-building for professional learning within a supportive mentoring relationship is explored.

Social Impact of Community-Based Educational Programs in Europe

2017 ◽  
Author(s):  
Ramon Flecha
Keyword(s):  
Sustainable Development ◽  
Family Involvement ◽  
Social Cohesion ◽  
Social Impact ◽  
Sustainable Development Goals ◽  
Educational Programs ◽  
Community Based ◽  
Societal Challenges ◽  
The Social ◽  
Development Goals

Community-based educational programs (CBEPs) have been recommended as a successful strategy for improving students’ results, family involvement, and community and social cohesion. However, research has shown that not all CBEPs generate the same results. An analysis of the social impact of community-based educational programs enables us to identify programs that achieve better social results and provide evidence of the extent to which these results contribute to improving citizens’ lives. To this end, this study describes the social impact of social improvements achieved as a consequence of implementing community-based educational programs informed by research and how those improvements contribute to addressing existing societal challenges and goals (such as EU2020 targets and Sustainable Development Goals).

Sustainable Development Goals as a Framework for Postgraduate Future Research Following COVID-19 Pandemic: A New Norm for Developing Countries

2020 ◽  
pp. 234763112097206
Author(s):  
Ushotanefe Useh
Keyword(s):  
Sustainable Development ◽  
Social Impact ◽  
Sustainable Development Goals ◽  
Real Life ◽  
Interdisciplinary Approach ◽  
Integrated Approach ◽  
Future Research ◽  
Main Body ◽  
Life Challenges ◽  
Development Goals

Purpose and Significance: Education is regarded as the key to economic development, and COVID-19 has provided all universities the unique opportunity to urgently address their fitness for purpose. Universities can play a significant role in contributing to a more sustainable world by mainstreaming Sustainable Development Goals (SDGs) at postgraduate levels. The opportunity to utilize United Nation’s Sustainable Development Goals (UN SDGs) as the framework for postgraduate projects in solving real world’s challenges in our communities after the COVID-19 pandemic was explored. Main Body: One way of ensuring concomitant attainments of the SDGs with community development is that post-COVID-19 postgraduate projects should be purposively driven to address UN SDGs to make positive social impact in our communities. Through this, higher education institutions (HEIs) will be contributing in no little measures to human capital and social development with sustainable developments driven through interdisciplinary approach. Conclusion: The research products upon the completion of master’s and doctoral studies from our different universities should be purposively designed in accordance with the UN SDGs and universities’ visions to solve real-life challenges and therefore make social impacts in our communities. All HEIs should embrace an integrated approach by designing courses with learning objectives that are clearly focused on holistic approaches to sustainable societal development.

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