Open Educational Resources (OER) have been developed over the past years in several formats, conceptions and directions in all learning scenarios: they are changing the way of learning by giving access to free resources. The next challenge is how to reuse, revise, remix and redistribute those resources by linking them to effective open approaches in which to explore teacher-learner-peer interactions, creation and assessment of contents. Openness thus ought not only to be access but also connectedness, trust and innovation. Open Educational Practices (OEP) are understood as the use of OER for teaching and learning in order to innovate learning processes. The context for OpenCCCP are what are called “community arts”, whose projects run in economically deprived areas, with a grassroots oriented approach focused in the fight against social exclusion. In this case, the main element to work with is local heritage (tangible, intangible, natural or digital), where the different strategies for facilitating inclusion: intercultural dialogue, attention to diversity, gender support can be put into practice innovatively. The international dimension of OpenCCCP is given by facilitating, during the project’s life, that other players could promote their own Open Educational Practices, for peer-learning about the initiatives undertaken and to initiate local learning processes. Objectives - To promote a highly effective Open Educational Practices model in context - To empower cultural mediators to initiate community processes by a common learning frame based on Open Educational Practices - To create specific plans to start community processes based on tangible,intangible, natural or digital heritage - To promote new learning projects by other actors using the Open Educational Practice approach and intellectual tools generated Results - A model for Open Educational Practice in community settings based in the 8 attributes of OEP: participatory technologies: openness; innovation and creativity; sharing ideas and resources; connected community; learner generated; reflective practice and peer review - An Open Curriculum for Open Intellectual Practice, made in two tranches: one to train the trainers and another for the implementation of local community processes (local training labs) - A Compendium of local training labs where the activities done locally are registered - 25 cases of OER or OEP collected by the partners - 5 locally detected needs reports and training action plans for implementing the local trainings labs - 10 ECVET certifications for each one of the participants in the Train the Trainers course - 1 EQF Level assignment for the Train the Trainer course - 5 EQF Level assignment for the local training labs - 1 Open Educational Practice for the international Train the Trainers course - 5 Open Educational Practices to be implemented locally in the local training labs - 5 Training Labs implemented in ES, DE, UK, IT and RO attending to 50 VET learners - 15 actions plans for community action based in heritage coming from the 5 local training labs - 5 OEP development as proof of exploitation of the project made by other organisations
OpenCCCP aimed at bridging the gap between OER and OEP. OERs (Open Educational Resources) are digital materials designed to be re-used for teaching, learning and research. To facilitate re-use, they are freely accessible and not protected by licenses. Ever since they emerged at the end of the previous century, they have been gaining traction as a way to democratize and progress learning. The using and re-using of these online resources for learning purposes in the real world is sometimes referred to as OEPs (Open Educational Practices). The initiators of OpenCCCP noticed that re-using the material rarely happens by itself. The material needs to be adapted to a specific context. In other words, it has to be revised, re-mixed and then re-distributed. Not wanting to work in the abstract, the partners of OpenCCCP focused their efforts on disadvantaged neighborhoods in Barcelona, Berlin, Iasi, London and Palermo. Furthermore, the subject-matter of their re-use of OERs was cultural heritage, both in its tangible and intangible sense. This added a specific interest in a moment when the discourse and practice of heritage is increasingly shifting from a specialistic and conservative approach as steered by top-down institutions to a processual understanding of the term as “heritage making”, in which communities organise, reclaim and consolidate their values through participatory practices and co-creation. First step was, then, to develop a comprehensive model to create OEPs to provide a clear frame where to develop them in the context of the needs of trainers, cultural managers, social workers and other mediator figures. The comprehensive model aims also to guarantee the transferability of the experience. Then, a curriculum was developed to train the trainers who will, afterwards, develop Local Training Laboratories in each partner country. Through that, they set out to develop a number of tools, and draw lessons from the way the re-vising, re-mixing and re-distributed was articulated locally, referred to as Local Action Plans. The tools were meant to facilitate the engaging and aligning of actors, help in designing a local action plan, and where possible facilitated the recognition and certification of skills. The instruments were brought together in an Open Curriculum. Additionally, must be acknowledged how the unexpected Covid emergency highlighted open digital resources as providing essential responses to the need for tools to manage collaborative work and horizontal cooperation without social proximity, and their translation into operational practices has been one essential scope of the training in a very concrete eventuality. Through the 2,5 years of the project, 27 participants were trained as trainers (social workers, cultural managers, activists), 46 beneficiaries participated in the local labs, and 15 local action plans were developed. Moreover, a series of collaborations with local organizations in the different countries give an idea of the interest raised and the possibilities of the findings of the project in different contexts.