Papers by Fabio Nascimbeni
This project has been funded with support from the European Commission. This publication reflects... more This project has been funded with support from the European Commission. This publication reflects the views of its authors only, and the Commission cannot be held responsible for any use which may be made of the information contained herein. This document has been published by the European Literacy Policy Network (ELINET). The report was completed in 2016. The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded by a reference to "Elinet", followed by the date of publication of the document.
This project has been funded with support from the European Commission. This publication reflects... more This project has been funded with support from the European Commission. This publication reflects the views of its authors only, and the Commission cannot be held responsible for any use which may be made of the information contained herein. 2 This document has been published by the European Literacy Policy Network (ELINET). The report was completed in 2016. The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded by a reference to "Elinet", followed by the date of publication of the document.
Proceedings of the 16th CONTECSI International Conference on Information Systems and Technology Management, Aug 16, 2019
حول OpenMed<br> مشروع أوبن ميد ) OpenMed ( مشروع للتعاون الدولي بتمويل مشترك من برنامج إيرا... more حول OpenMed<br> مشروع أوبن ميد ) OpenMed ( مشروع للتعاون الدولي بتمويل مشترك من برنامج إيرازموس+ لبناء القدرات في التعليم العالي<br> (Erasmus+ Capacity Building in HE ( للاتحاد الأوروبي خلال الفترة من 15 أكتوبر 2015 إلى 14 أكتوبر 2018 ، ويتضمن<br> )المغرب وفلسطين ومصر والأردن(.خمسة شركاء من أوروبا وثمانية من بلدان جنوب البحر الأبيض المتوسط<br> ويهدف مشروع أوبن ميد ) OpenMed ( في المقام الأول إلى رفع مستوى الوعي وتسهيل آليات تبني الممارسات التعليمية المفتوحة ) OEP )<br> والموارد التعليمية المفتوحة ) OER ( في بلدان جنوب المتوسط، مع تركيز خاص على التعليم العالي في مصر والأردن والمغرب وفلسطين.<br> يعزز مشروع أوبن ميد ) OpenMed ( دور الجامعات باعتبارها جهات معنية بتقديم مختلف العلوم لطلابها في الحرم الجامعي وخارج هذه<br> المؤسسات أيضا،ً وخاصة تجاه الفئات المحرومة )مثل الشعوب ذات الدخل المنخفض، والطلاب ذوي الإعاقة، وأهالي المناطق الريفية، Project n.: 561651-EPP-1-2015-1-IT-EPPKA2-CBHE-JP
Open Praxis
Consider for a moment the implications of a solitary existence devoid of openness-an isolated wor... more Consider for a moment the implications of a solitary existence devoid of openness-an isolated world where social relationships, human interaction and communication are anomalies, rather than the norm. Imagining such a bleak, antisocial future illuminates the profound significance of openness, revealing it to be a vital component in our survival toolkit as inherently social beings. While the value of openness in sustaining life is undeniable, its contributions extend far beyond mere survival. Openness serves as an indispensable ingredient in the rich recipe of human learning, development, and progress. It is a truth universally acknowledged that human beings naturally inhabit an open ecosystem, engaging in complex, multifaceted interactions with their environment. Hence, one can make a persuasive argument that openness acts as a potent catalyst, facilitating and invigorating the process of learning. Despite all these benefits of openness and its important role in the learning ecology, it should be noted that institutions create artificial boundaries and insert barriers that oppose and interrupt this openness. However, those of us who wrote this piece resist these artificial barriers and believe in the value of openness. VOICES FROM THE SCHOLARLY LANDSCAPES The chorus of scholarly voices advocating the praxis of Openness in Education continues to grow (Cronin, 2017; Hodgkinson-Williams et al., 2017; Koçdar et al., 2023; Stracke et al., 2023a; Zawacki-Richter et al., 2020), a noble purpose faithfully echoed by the long-established Journal of Open Praxis (Bozkurt & Gil-Jaurena, 2023) and many other journals in the field. Openness in Education is neither a stagnant nor a monolithic concept; it is a fluid, continually evolving ideal, moulded by shifting societal, cultural, geographical, and economic landscapes and, thus, it does not have a precise definition (Bozkurt et al., 2019). Its boundaries are expansive, spanning across myriad dimensions, levels, and layers (
Interactive Learning Environments, 2020
des services d'édition numérique de documents scientifiques depuis 1998.
Threshold concept framework: A threshold concept can be considered as akin to a portal, opening u... more Threshold concept framework: A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress. As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even worldview (Meyer and Land, 2003). Threshold concepts have been explored in many disciplines (Bradbeer, 2006) and may have a key role for the transformation of the students? learning experience (Cousin, 2006). Since open education has implications for innovation and change (Peter and Deimann, 2013), we suggest exploring it as a threshold concept. There are five main attributes defined originally by Meyer and Land (2003) and three more have also been listed stemming from comments made by the authors (UCL, 2013): transformative, troublesome, irreversi...
Share-copy and redistribute the material in any medium or format Adapt-remix, transform, and buil... more Share-copy and redistribute the material in any medium or format Adapt-remix, transform, and build upon the material for any purpose, even commercially. Under the following terms: Attribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
RePEc: Research Papers in Economics, 2017
This publication is a Technical report by the Joint Research Centre (JRC), the European Commissio... more This publication is a Technical report by the Joint Research Centre (JRC), the European Commission's science and knowledge service. It aims to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication.
The proposed workshop aims at presenting the state of the art of cooperation between Europe and L... more The proposed workshop aims at presenting the state of the art of cooperation between Europe and Latin America in the field of ICT research, the new approach to international cooperation of the Seventh Framework Programme for Research and the existing participation possibilities for Lain American researchers and research institutions to join European projects in the ICT field. The workshop will
European Distance and E-Learning Network (EDEN) Conference proceedings, Oct 21, 2020
The paper introduces the competence framework produced by the OpenGame project, that includes the... more 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 21 st century.
Zenodo (CERN European Organization for Nuclear Research), Jul 26, 2017
TD Tecnologie Didattiche, Dec 14, 2016
Riflessioni sulle possibilita dell’uso dei Dati Aperti come Risorse Educative Aperte per la forma... more Riflessioni sulle possibilita dell’uso dei Dati Aperti come Risorse Educative Aperte per la formazione alla coesione sociale all'interno di un discorso di pedagogia critica.
Open education enables the transformation of higher education institutions to increase access to ... more Open education enables the transformation of higher education institutions to increase access to and quality of education, which is directly connected with the fourth sustainable development goal defined by UNESCO. Despite the need for this transformation, higher education institutions face a barrier. Educators are resistant to embracing the use of OERs and OEPs. The OpenGame project aims to contribute to the uptake of open educational resources and open educational practices among educators in higher education in an innovative and motivating way through the development of a gamified and situated learning experience in open education. This work introduces the main characteristics of the project and describes the main results achieved during the first months of the project.
Open Praxis, Jun 30, 2019
This paper reviews a framework to support the co-creation of policies to sustainably foster Open ... more 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.
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Papers by Fabio Nascimbeni
We claim that a renewed theoretical framework is needed in order to advance towards a networking-intensive paradigm of development cooperation. We also advocate for an increased use of specific networking methods and tools, which are able to represent development practices in terms not only of actors, but also of networks.
From a theoretical framework point of view, the main contribution of the research is the concept of networking for development, a new way to consider networking activities within development cooperation. Within this notion, development networks, defined as open multistakeholder aggregations of donors, receivers and intermediaries as well as other relevant actors, should have a primary role within development activities and should do so starting from their own priorities and concerns. The idea is debated in relation to other concepts such as ICT for Development and is analysed in terms of added values and possible application strategies. The concept of networking divide, defined as the difference of opportunities between the actors that are included into healthy and active development networks and actors that are not, is presented: being part of a development network can have an impact on capacity building, employability, civic participation and social inclusion.
In order to validate the networking for development concept by using networking-specific methods and tools, we have analysed the networking history of @LIS, a European Commission funded programme that was run from 2002 to 2006 focusing on Europe-Latin America cooperation in the information society. By using Social Network Analysis (SNA) enriched with field observation, we have explored the networking and collaboration activities that took place among the @LIS stakeholders by visualising how the network developed and by focussing on cases that explain the observed dynamics. Looking at information-sharing practices, joint planning activities, and community building, we argue that the synergies that are built on the long tail of networking can be very meaningful for further collaboration developments. Focussing on the emerging dynamics of trust and reciprocity and on the rationales beyond different collaboration patterns, we have demonstrated the impact of networking on the programme effectiveness, intercultural learning and sustainability, and ultimately that the @LIS social capital was productive, and that this productivity was achieved through the actors’ interactions around the available network resources.
The networking for development approach calls for a change in the whole process of development cooperation, from the way development actions are designed, to their implementation, to the evaluation of their results and impact. Evaluation is particularly important, since it can facilitate a reflection among decision makers on what should be changed in their planning and implementation strategies. With respect to the evaluation activities that have been run by the European Commission during and after the @LIS Programme, applying network analysis methods has uncovered the explicit and tacit knowledge sharing dynamics and has allowed appreciating the real added value of the @LIS collaboration activities. Further, it has permitted to reflect on the importance of monitoring and influencing the dynamics of development networks: the @LIS analysis has demonstrated that the more these support activities are constructivist, flexible and attentive to interculturality, the more they will be successful.