Page - xiii - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

FromCommitment to Action. FromAction to Accountability Outof this historicalmoment,with somanypeopleworking ingood conscience to open up education, and in the spirit ofUNSDG4,we need to be specific (United Nations, 2012; Unterhalter, 2019). We, the educational community, the society, need tomove from commitment to action (like themotto of the 2ndOERWorld Congress, 2017, in Ljubljana, Slovenia) as well as from action to accountability. Weneed tobeeffective, toprovide resources andservices, but also toapplymetrics and be smart.We need tomove from a feeling of goodwill to a calculated project management-based action plan involvingmilestones, resources committed, impact factors, key performance indicators, dissemination metrics, scalability and, above all, sustainability. A good conscience goes to sleepwhen a real problem comes to the table, or a family issue, or the lack of funding, or the increasing need to multi-task on the job. So, we cannot guarantee a long-term action if there is not a business model and a strategic plan behind all those remarkable efforts (Downes, 2007;Kalman, 2014;Daniel et al., 2015). It is our duty not just as visionaries and good people, but also practical stakeholders of the educational game.We need to get intoaccountableactions, leavingbehindpromises ingoodfaithandembracinga well-equippedmaster plan inmotion.This is thekey to success.And, as educators, it is our duty. References Burgos,D. (2017). Into the open:A transgenic evolutionof the educational system, at 27th ICDE WorldConferenceononline learning, inToronto.Canada.RetrievedDecember23,2019, from http://onlinelearning2017.ca/en/abstracts-and-presentations/. Burgos,D.,Tattersall,C.,&Koper,R. (2007).Howto represent adaptation ineLearningwith IMS learning design. Interactive Learning Environments, 15(2), 161–170. Chen,B.,&Bryer,T. (2012). Investigating instructional strategies forusingsocialmedia in formal and informal learning. The International Review of Research in Open and Distributed Learning, 13(1), 87–104. ContactNord.(2012).Howreallyrelevantandpracticalareopeneducationalresources?Acasefora littlehumilityaboutthepotential.RetrievedJanuary18,2020,fromhttps://teachonline.ca/trends- directions/beyond-open-educational-resources/how-open-and-free-content-transform-post. Daniel, J., Cano, E. V., &Cervera, M. G. (2015). The future ofMOOCs: Adaptive learning or business model?. International Journal of Educational Technology in Higher Education, 12(1), 64–73. Downes, S. (2007).Models for sustainable open educational resources. Interdisciplinary Journal of E-Learning and LearningObjects, 3(1), 29–44. Gramatakos, A. L., & Lavau, S. (2019). Informal learning for sustainability in higher education institutions. International Journal of Sustainability inHigher Education, 20(2), 378–392. Hilton, J. (2019).Open educational resources, student efficacy, and user perceptions:A synthesis of research published between 2015 and 2018. Educational Technology Research and Development, 1–24. Book 2: Editorial xiii