Showing papers in "Open Praxis in 2014"
TL;DR: In this article, the authors examine the impact of digital technologies on student support in distance and e-learning, drawing on the case of Open University UK and argue that educational mission, not mode of delivery, is the more powerful explanatory driver.
Abstract: This article examines the impact of digital technologies on student support in distance and e-learning, drawing on the case of Open University UK. Giving a historical perspective on the use of technologies in learning over many centuries, it argues that the dominant paradigm of geography -which has defined the structures for student support services in second generation distance education- has now been overtaken in digital distance and e-learning contexts by the more powerful affordances of learning design. The article examines in detail the issue of student drop-out as the major challenge for student support in distance and e-learning, and argues that educational mission, not mode of delivery, is the more powerful explanatory driver. The article proposes that student support should now be understood as integrated with teaching and assessment, not separately organised structurally and professionally.
54 citations
TL;DR: In this article, the authors examined commencing enrolment and associated student withdrawal data, as well as performance scores from eight units forming a marketing major for an open access online undergraduate degree.
Abstract: Swinburne University of Technology has experienced tremendous growth in open access online learning and as such is typical of the many Australian institutions that have ventured into online tertiary education. While research in online education continues to expand, comparatively little investigates students’ enrolment and attrition. This research examines commencing enrolment and associated student withdrawal data, as well as performance scores from eight units forming a Marketing Major for an open access online undergraduate degree. Since data were collected over a five year period, trends and patterns within a substantial online undergraduate program can be explored. The paper discusses the challenges of analysing enrolment data. Initial findings suggest that retention strategies should be designed according to the stage students are at in their studies. Furthermore, the research informs the prioritisation and development of more effective enrolment and performance data reporting capabilities, which in turn would benefit student management and retention.
53 citations
TL;DR: The challenges academics face with in attempting to adopt OEP are understood, and whether these are related to or stem from the functionalities afforded by current repositories of OER (ROER).
Abstract: Scholars are increasingly being asked to share teaching materials, publish in open access journals, network in social media, and reuse open educational resources (OER). The theoretical benefits of Open Educational Practices (OEP) have become understood in the academic community but thus far, the use of OER has not been rapidly adopted. We aim to understand the challenges academics face with in attempting to adopt OEP, and identify whether these are related to or stem from the functionalities afforded by current repositories of OER (ROER). By understanding what academics and experts consider good practices, we can develop guidelines for quality in the development of ROER. In this article we present the findings from a study surveying academics using OER and experts who develop and/or work with ROER. We conclude by suggesting a framework to enhance the development and quality of ROER.
52 citations
TL;DR: This work shows a data architecture based on semantic web technologies that support the inclusion of open educational materials in massive online courses and focuses on a type of openness: open of contents as regards alteration i.e. freedom to reuse the material, to combine it with other materials, to adapt, and to share it further under an open license.
Abstract: The Linked Data initiative is considered as one of the most effective alternatives for creating global shared information spaces, it has become an interesting approach for discovering and enriching open educational resources data, as well as achieving semantic interoperability and re-use between multiple OER repositories. The notion of Linked Data refers to a set of best practices for publishing, sharing and interconnecting data in RDF format. Educational repositories managers are, in fact, realizing the potential of using Linked Data for describing, discovering, linking and publishing educational data on the Web. This work shows a data architecture based on semantic web technologies that support the inclusion of open educational materials in massive online courses. The authors focus on a type of openness: open of contents as regards alteration i.e. freedom to reuse the material, to combine it with other materials, to adapt, and to share it further under an open license.
34 citations
TL;DR: In this article, the authors compare and contrast current MOOCs with one large population ICT-enhanced, mostly online Open University UK course presented a decade earlier and how they have both served, or might serve, broader social, economic or environmental objectives.
Abstract: Massive Online Open Courses (MOOCs) have recently become a much discussed development within higher education. Much of this debate focuses on the philosophical and operational similarities and differences between the types of MOOCs that have emerged to date, the learner completion rates and how they can be sustained. In contrast there has been much less discussion about how such courses do, or do not, fit in with existing higher education policy and practice in terms of the social, economic and environmental benefits. This paper begins to address this issue by comparing and contrasting current MOOCs with one large population ICT-enhanced, mostly online Open University UK course presented a decade earlier and how they have both served, or might serve, broader social, economic or environmental objectives. The paper concludes that while MOOCs are forcing a re-conceptualisation of higher education study, much can also be learned from previous and existing large population mainly online courses from open universities.
32 citations
TL;DR: In this article, the authors bring awareness to the concept of wellness as an important student support service in adult online education and provide examples of how three American higher education institutions are addressing the issue of wellness promotion in online learning.
Abstract: Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies specific wellness concerns of adult online learners. The paper also provides examples of how three American higher education institutions are addressing the issue of wellness promotion in online learning. It identifies areas for improvement in current wellness initiatives and offers recommended strategies for supporting adult online learner wellness to professional organizations, institutions, instructors, and distance learners.
22 citations
TL;DR: In this article, the authors investigate the economics of dis aggregated models for assessing and accrediting informal learners undertaking post secondary education and present some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies.
Abstract: This report shares the findings and lessons learned from an investigation into the economics of dis aggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies. It also includes discussion of findings from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions, with a particular focus on the OER universitas (OERu) concept.
18 citations
TL;DR: In this article, the authors explore how the projects have supported localisation of the OER and how processes of OER localisation can contribute to more equal knowledge partnerships in the pursuit of education quality.
Abstract: Open educational resources (OER) continue to support the needs of educators and learners globally. However, it is clear that to maximise their potential more focus is needed on reuse and repurposing. Accordingly, adapting OER for local contexts remains one of the greatest challenges of the open education movement, with little written about how to support communities of users to adapt materials. This paper emerges from the ongoing debate around education quality in low income countries (LICs), taking as its focus two OER projects led by the Open University –TESSA and TESS-India. These projects have collaboratively developed core banks of OER for teacher education that respond to regional and national priorities and pedagogies. In this paper we explore how the projects have supported localisation of the OER and how processes of OER localisation can contribute to more equal knowledge partnerships in the pursuit of education quality.
17 citations
TL;DR: In this paper, a case study described in this paper illustrates strategies based on informed learning design for educating diverse student cohorts in an online program offered by Swinburne University of Technology.
Abstract: With growth in online education, students gain tertiary qualifications through a mode more suited to their demographics such as work and life balance, learning styles and geographical accessibility. Inevitably this has led to a growth in diversity within student cohorts. The case study described in this paper illustrates strategies based on informed learning design for educating diverse student cohorts in an online program offered by Swinburne University of Technology. The case, an open-access, undergraduate information systems program, attracts mature age students studying while balancing employment and family commitments. The program’s open-access facet is the ‘no entry requirements’ such as prerequisite studies. Hence, many students enter the program via non-traditional pathways bringing significant differences in experience and consequent skill bases. The program’s innovative pedagogy encourages students to engage via active learning with tailored assessments, interactive communication via discussion boards and facilitated real-time sessions and formative feedback which include audio components.
16 citations
TL;DR: In this article, the authors discuss about on-going initiatives of online training of teachers in different parts of the world, focusing on promises of using OER to make online training more relevant and up-to-date.
Abstract: Teacher education nowadays needs a change in vision and action to cater to the demands of changing societies. Reforms, improvements, and new approaches in teacher education are an immediate need. Online training of teachers using OER has emerged as a new approach in this direction. This approach is based on the assumption that online training will facilitate mass training of teachers as per their convenience and ease and will be helpful in filling the huge gap in demand for skilled teachers. The other assumption is that being OER-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, the present paper discusses about on-going initiatives of online training of teachers in different parts of the world; focuses on promises of using OER to make online training of teachers more relevant and up-to-date; and suggests potential strategies for effectively using OER for initial training and continuing professional learning of teachers in online settings.
16 citations
TL;DR: In this article, the authors present an educational experience with 100 student teachers from different courses of the University of the Balearic Islands (Spain) in which Twitter is used for various different activities.
Abstract: This paper presents an educational experience with 100 student teachers from different courses of the University of the Balearic Islands (Spain) in which Twitter is used for various different activities. The aim of this experiment was to explore student teachers’ perceptions in order to value their attitude towards Twitter for educational aims. Afterwards, students were asked to write down their reflections on an eportfolio. Data was collected from their eportfolio evidence, which was analysed to review their attitude towards the use of Twitter for educational purposes and for their future teaching and professional development. The conclusions indicate the need to conduct different educational activities in which Twitter is used in various ways. In addition, conclusions reflect on the real impact of Twitter on students’ learning enhancement, in order to improve student teachers’ attitudes towards social media in education. Therefore, this article contributes to the body of existing research on the use of technology in education, specifically to the possibilities of the use of social media and microblogging in Teacher Education.
TL;DR: In this paper, the role of the educator was investigated to discover how learning and subject content are affected by contextual factors, to find out if it enhances the sense of togetherness (immediacy and intimacy).
Abstract: The paper reports on the experienced educator perspective regarding human-to-human connection in distance education. The research questions aimed to fill gaps in the existing research literature, to investigate the role of the educator, to discover how learning and subject content are affected by contextual factors, to find out if it enhances the sense of togetherness (immediacy and intimacy). The Informed Grounded Theory and the Community of Inquiry model provided a scaffolding framework for designing interview questions and analyzing findings. The outcome of the analysis formulated a new theory called tele-proximity, which gives an explanation of how presences could work in synchronicity. The findings may help educators gain insight into how to use Synchronous Video Communication (SVC) and lead future research to dig deeper into the field of synchronicity and the importance of audiovisual cues.
TL;DR: This paper discusses the conclusions derived from the experience at Universidad Carlos III de Madrid with a widely disseminated OCW course that was satisfactorily converted into a MOOC and compares two different models of open education initially based on the same content.
Abstract: The emergence of Massive Open Online Courses (MOOCs) is focusing all its attention on open education. There is growing interest in creating MOOCs, which can be done by transferring OCW courses to MOOC format. However, a series of doubts arise regarding the pros and cons implied in this transformation. In this paper we discuss the conclusions derived from our experience at Universidad Carlos III de Madrid with a widely disseminated OCW course that was satisfactorily converted into a MOOC. This experience has allowed us to compare two different models of open education initially based on the same content. We also analyze the difficulties incurred in the transformation process and present strategies to successfully carry out this change.
TL;DR: The Open Praxis 2017 issue as mentioned in this paper focused on innovative and effective student support services in open, distance and flexible education, and the call for papers included aspects such as the following:
Abstract: Currently, when open, distance and flexible education is increasing worldwide, a reflection and analysis of lessons learned about how to support students’ learning and which support services could institutions provide seems appropriate. Beyond the effort to increase students’ retention or to reduce drop-out in open, distance or online education, support services should facilitate more meaningful learning experiences for all. With the purpose of contributing to this goal, this issue of Open Praxis focuses on innovative and effective student support services in open, distance and flexible education. The call for papers included aspects such as the following:
TL;DR: The Dutch Ministry of Education, Culture and Science has funded a five years program to encourage the use, creation and sharing of Open Educational Resources (OER) by teachers from various types of education as discussed by the authors.
Abstract: The Dutch Ministry of Education, Culture and Science has funded a five years program to encourage the use, creation and sharing of Open Educational Resources (OER) by teachers from various types of education. This program is known as Wikiwijs. Ultimo 2013, the program has come to an end. As some of the assumptions at the start of Wikiwijs proved to work out in unexpected ways the lessons learned could fuel the next steps in developing Wikiwijs. Besides, other national initiatives on opening up education 1 may also benefit from the lessons learned reported here. The main conclusion from five years Wikiwijs was that to accomplish mainstreaming OER, the Wikiwijs program should go along with other interventions that are more oriented toward prescriptive policies and regulations. In particular: the Dutch government should be more directive in persuading executive boards and teachers on schools to adopt OER as an important part of educational reform and the acquisition of 21st century skills.
TL;DR: The authors developed a modified version of Moodle, called Stand Alone Moodle (SAM), which does not require Internet access, but provides the same level of access and interactivity as regular Moodle.
Abstract: As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access to resources. This article reports on four projects that incrementally build on each other, three of which are completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn’t require Internet access, but provides the same level of access and interactivity as regular Moodle. EBook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
TL;DR: This work investigates special demands on quality from the context of OER and derive emergent quality criteria for OER, and analyzes quality standards for TEL and contrasts the life cycle model of commercial learning resources against the life Cycle model of Oer.
Abstract: The central concept behind Open Educational Resources (OER) is opening up the access to educational resources for stakeholders who are not the usual target user group. This concept must be perceived as innovative because it describes a general economic and social paradigm shift: Education, which formerly was limited to a specific group of learners, now, is promoted as a public good. However, despite very good intentions, internationally agreed quality standards, and the availability of the required technological infrastructure, the critical threshold is not yet met. Due to several reasons, the usefulness of OER is often limited to the originally targeted context. Questions arise if the existing quality standards for Technology Enhanced Learning (TEL) actually meet the specific requirements within the OER value chain, if the existing quality standards are applicable to OER in a meaningful way, and under which conditions related standards generally could support the exploitation of OER. We analyze quality standards for TEL and contrast the life cycle model of commercial learning resources against the life cycle model of OER. We investigate special demands on quality from the context of OER and, taking the former results into account, derive emergent quality criteria for OER. The paper concludes with recommendations for the design of OER and a future standard development.
TL;DR: Three courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning.
Abstract: This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.
TL;DR: In this article, the authors identify and analyze public policy and the investment and expenditure that the governments of Argentina, Chile, Colombia, Paraguay and Uruguay commit to make in the development and procurement of textbooks, books and digital content for primary and secondary education (K-12).
Abstract: In this paper, the authors identify and analyze public policy and the investment and expenditure that the governments of Argentina, Chile, Colombia, Paraguay and Uruguay commit to make in the development and procurement of textbooks, books and digital content for primary and secondary education (K-12). The aim is to identify and propose a roadmap for developing policies that advance the principles of the Paris Open Educational Resources Declaration. In the region, digital content coexists with and complements the traditional ones. Paper textbooks continue to have a leading role in the education systems of the region. In this context, the authors assess how the acquisition of traditional and digital materials occurs and offer some recommendations to the governments to adjust their public spending policies on educational resources development and procurement.
TL;DR: In this paper, a student with disabilities, his advisor, and his writing coach consorted in the cloud using Google applications to achieve a writing goal, where individual levels of technical acumen with digital technology evolved to bridge the psychological and communication space between the student and his instructors.
Abstract: Though separated by geographical distance, a student with disabilities, his advisor, and his writing coach consorted in the Cloud using Google applications to achieve a writing goal. Our scenario demonstrates how emerging technologies can bridge transactional distance and “virtually” supplant face-to-face conferencing around a college writing assignment. Individual levels of technical acumen with digital technology evolved to bridge the psychological and communication space between the student and his instructors. As a result, the telecollaborators developed an efficient coaching process adaptable for all students who need assistance in revising college writing assignments at a distance. Action research frames our discussion of the Cloud collaboration and provides a scaffold for student autonomy. The advantages as well and disadvantages of Cloud collaboration are outlined with reference to the National Institute of Standards of Technology definition of Cloud Computing and the Seven Principles of Universal Course Design.
TL;DR: The work done by the Saylor Academy in amalgamating OER in such a format that college credit is more easily attainable is described.
Abstract: Over the past decade great progress has been made in improving the availability of Open Educational Resources (OER). However, one area in which OER has been deficient is in its ability to lead to college or university credit, something that many users of OER may desire. This article describes the work done by the Saylor Academy in amalgamating OER in such a format that college credit is more easily attainable. We describe not only the theory behind what Saylor has done, but also provide details about the initial stages of their program implementation within specific accredited institutions.
TL;DR: In this paper, the authors investigated success rates and possible predictors of success among students at The University of the West Indies Open Campus and found that the retention rate was high (>75%) and the completion rate compared favourably with other similar institutions.
Abstract: This paper investigated success rates and possible predictors of success among students at The University of the West Indies Open Campus. Archival data were mined from admissions and academic records of students from the 2008 intake to explore retention and completion rates, and for students enrolled in two online undergraduate courses in Semester 1 of the 2012/2013 academic year. The two courses had consistently high failure rates. Descriptive statistics and binary logistic regression were used to analyse the data. The results indicate that among the 2008 cohort, the retention rate was high (>75%) and the completion rate compared favourably with other similar institutions. Significant predictors of programme completion included sex and location of the students as well as cumulative GPA at the end of the first year of study. Predictors of success for individual courses included the location of the students and engagement with course resources.
TL;DR: The first year of University of Michigan’s project to share its OER usage data dynamically, publicly, to synthesize it across different levels within the repository hierarchies, and to aggregate in a method inclusive of content hosted on third-party platforms is discussed.
Abstract: The usage metrics for open educational resources (OER) are often either hidden behind an authentication system or shared intermittently in static, aggregated format at the repository level. This paper discusses the first year of University of Michigan’s project to share its OER usage data dynamically, publicly, to synthesize it across different levels within the repository hierarchies, and to aggregate in a method inclusive of content hosted on third-party platforms. The authors analyze their user research with a target audience of faculty authors, multimedia specialists, librarians, and communications specialists. Next, they explore a stratified technical design that allows the dynamic sharing of metrics down to the level of individual resources. The authors conclude that this framework enables sustainable feedback to OER creators, helps to build positive relationships with creators of OER, and allows the institution to move toward sharing OER on a larger scale.
TL;DR: The expanded CoSMEC concept, which allows content authors to use the power of the crowd to create (semantically) structured multilingual educational content out of their material, is proposed.
Abstract: The support of multilingual content becomes crucial for educational platforms due to the benefits it offers. In this paper we propose a concept that allows content authors to use the power of the crowd to create (semantically) structured multilingual educational content out of their material. To enable the collaboration of the crowd, we expand our previously developed CrowdLearn concept and WikiApp data model to support multilingual educational content. The expanded concept, CoSMEC, was evaluated with an example implementation within the web-based educational platform SlideWiki. Based on this experience, we provide solutions for the most complicated technical issues we faced during the implementation. This paper also discusses statistics which show the flow of multilingual content usage.
TL;DR: This paper examines approaches to define the learning competences in the field of digitally mediated learning using data obtained from empirical research with a group of Spanish university students, based on the ecological focus applied to explanatory models of digital literacy.
Abstract: As a result of the increasing use of mobile devices in education, new approaches to define the learning competences in the field of digitally mediated learning have emerged. This paper examines these approaches, using data obtained from empirical research with a group of Spanish university students. The analysis is focused on the experiences of students in the use of mobile devices in both formal and open-informal educational contexts. The theoretical framework of the study is based on the ecological focus applied to explanatory models of digital literacy. As a result of the data it is possible to study this framework in depth, taking into account the theories defending an open view of digital literacy. The study may be of interest to instructional designers and researchers in the fields of open educational resources and technologies applied to education in open contexts.
TL;DR: The processes which took place in migrating to WizIQ tutorials are discussed and some best practices for implementation are provided.
Abstract: Wawasan Open University (WOU) was established in 2007 with the sole aim of providing affordable and accessible higher education opportunities to working adults in the fields of business, technology, education and liberal studies. As part of its Open Distance Learning (ODL) delivery, WOU provides tutorial support for students every semester through 5 sessions of 2 hours each. These tutorials are considered to be crucial in the learning process as they provide an opportunity for students to get their doubts clarified by a subject matter expert (tutor) in a synchronous environment. In the initial years, the University used face-to-face and video conferencing modes for conducting tutorials. However, both these modes have their own limitations. As a possible alternative, WOU has since ventured into Virtual Learning Environments (VLE) in the form of WizIQ to remedy some of these limitations. This paper discusses in detail the processes which took place in migrating to WizIQ tutorials and provides some best practices for implementation.
TL;DR: The team converted a two-day classroom-based program, taught from 2010-2013 through the Canadian Organization Development Institute, into an on-line offering, using several leading edge technologies, without sacrificing the power of face-to-face training.
Abstract: Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from 2010-2013 through the Canadian Organization Development Institute (CODI), into an on-line offering. We used several leading edge technologies, without sacrificing the power of face-to-face training. In this article we will highlight the lessons learned and the best practices that ensured the program’s success.
TL;DR: In this article, the authors examined the role of e-learning in combating the issues of inequality in terms of access and quality in the field of higher education in Pakistan and concluded that virtual education, discrimination on the basis of gender, social class and location, is no more applicable.
Abstract: This study aims at examining the role of e-learning in combating the issues of inequality in terms of access and quality in the field of higher education in Pakistan. The education system in Pakistan is mainly characterized by educational disparity. The standard of education is directly proportional to the investment students make in the form of registration and fees. Another important issue is the non-availability of reputed educational institutes in small towns and villages. Unfortunately, very few people from rural areas have access to quality higher education. Virtual University of Pakistan through its distance e-learning mode has come forward to break this trend in social inequality by providing equal educational opportunities to all social classes through its affordable fee structure yet ensuring high standards of teaching. For the purpose of testing these assumptions with reference to a Virtual education system, the existing patterns of enrollment, income structure of guardian/students, professors’ profile, and alumni’s profile data were obtained from IT department of Virtual University of Pakistan. Descriptive statistics and independent sample t-test were used for data analysis. It could be ascertained from the conclusion that Virtual University of Pakistan has successfully broken the chain of educational inequality through its e-learning mode. In case of virtual education, discrimination on the basis of gender, social class and location, is no more applicable. The findings of current research have invalidated the existence of inequality in the e-learning system.
TL;DR: In this paper, the authors investigate the factors that may affect tutors and students' intentions to use emerging technologies (ETs) in e-learning systems in higher education institutions in distance learning.
Abstract: Tutors’ and students’ intentions to use emerging technologies (ETs) in e-learning systems in higher education institutions are a central concern of researchers, academicians, and practitioners. However, tutors’ and students’ intentions to use ETs in e-learning systems in distance learning are relatively low. The goal of the study, developed in Universitas Terbuka, was to investigate the factors that may affect tutors’ and students’ intentions to use ETs in online tutorials. A Web-based survey was designed to empirically assess the effect of the aforementioned constructs on tutors’ and students’ intentions to use ETs in online tutorials. The statistical analysis results showed that the theoretical model was able to predict instructors’ and students’ intention to use ETs in online tutorials. However, not all three independent variables showed significant relationships with the dependent variable. Results of MLR analysis was consistent on technology competencies (TC) as having the greatest weight on predicting instructors’ and students’ intentions to use ETs.
TL;DR: This editorial focuses on the last aspect, related to visibility, providing a brief report on the actions developed to promote Open Praxis, and introduces the nine papers included in the issue.
Abstract: The editorial project for the relaunching of Open Praxis as the ICDE scholarly, peer-reviewed and open access journal included three main aspects: editorial process, scientific quality and dissemination After 6 published issues in 2013 and 2014, this editorial focuses on the last aspect, related to visibility, providing a brief report on the actions developed to promote Open Praxis A second part introduces the nine papers included in the issue