Exchanging Experiences: Building on Open Science and Open Education Capacities across the Mediterranean to Support the Emergence of Open Scholars
Swiss partners
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Université de Genève: Barbara Class (main applicant), Alexandra Fedorova, Maria Assunta Cappelli
Partners in the MENA region
- Centre de recherche sur l'information scientifique et technique (CERIST), Algeria: Dalila Bebbouchi (main applicant)
- Alexandria University, Egypt: Ghada El Khayat
- Université Mohammed V, Morocco: Khalid Berrada, Souhad Shlaka
- Université de Sousse, Tunisia: Lilia Cheniti Belcadhi
Presentation of the project
This project allowed scholars from 5 Higher Education Institutions (HEIs) based in Algeria (Centre de Recherche sur l'Information Scientifique et Technique), Egypt (Alexandria University), Morocco (Mohammed V Rabat), Switzerland (Université de Genève) and Tunisia (Université de Sousse) to reflect on competences of the Open Scholar.
First, scholars investigated existing regulatory frameworks in their respective countries and institutions with regard to Distance education, Open Education and Open Science. Producing these country reports created the need for a broader understanding of regulatory terminology, international regulation in the domain of distance and open education and reaching out to other key concepts like sustainability or global citizenship. A further report on these issues was thus produced.
Second, scholars identified existing competences for the Open Scholar from competence frameworks and a systematic literature review. Main findings are first to understand Open Scholar competences in terms of Open Education, Open Science and Open Community and, second, the unveiling of a dearth in epistemic competences.
Third, under the lead of the Université de Sousse, to obtain her engineer diploma, a student did an internship and developed the Open Scholar Atelier – an open source prototype to evaluate one’s competences in all three domains of open scholarship and train autonomously.
Finally, the entire project findings, including next steps, have been reported in a scientific article published in Open Praxis in 2024.
See more on the project’s website