Page - 162 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

10 MOOCsandOER:DevelopmentsandContributions… 169 The objective of the case presented here as a good practice was aimed at researchers, undergraduate and graduate students, as well as academics, business collaborators and civil society, participating in twoprojects, to incorporate the use of open access practices of the scientific and academic production management model of the Tecnologico deMonterrey, in order to support the open access pol- icy of CONACYT aimed at increasing the social appropriation of scientific and technological knowledge (Ramírez-Montoya, Burgos Aguilar, González-Pérez, & Ceballos-Cancino,2019). Themanagementmodelofscientificproductiongeneratedbytheacademiccom- munity of Tecnologico deMonterrey, involves the production of open educational resources (OER), the selection of OER, the use of the Institutional Repository (RITEC) and themobilization in open practices, such asmechanism to give vis- ibility to academic and scientific production, as well as the consolidation of the digital identityof theInstitutionanditsResearchers,aimedatstrengtheningthedig- italcultureandopenaccess toknowledgeofour Institutionandmaking itvisible, in anopenway, for theworld. Los OER were produced with scalable and accessibility properties (such as reusability, atomicity, interoperability and durability). The development of these OER took care of reusability (so that they could be reused in different educational contexts); interoperability (produced so that theywere not limited to a single type of technological platform, butwere easy to interactwith and exchangewith other technologicaluses);durability(theOERwereproducedundercertainstandards that guaranteed their documentation, classification and categorization; accessibility (so that theywould guarantee their access and presentation); scalability (so that they could be part ofmodular components, to be expanded and serve awide range of purposes in their use) and atomicity (with granulity so that they could be broken down into parts and thus generate educational entities by themselves that could be documentedand identified). Thus, from the schemeof open access practices, in the case presented here,we collaborated and built sciencewith open instruments, open data, open innovation laboratoriesandopenpublications thatareavailable in theinstitutional repositoryof theTecnologicodeMonterrey,withtheopenavailabilityofmorethan5000OER.Of substantial importancewas thecollaborationofopennetworks (OpenergyNetwork and theUNESCOChairs/ICDEOpen EducationalMovement for Latin America) and the OpenergyLab laboratory. It is also important to connect with other open platformssuchasOpenDOAR,LaReferencia,Google,Remeri (Fig.10.7). Asaresultandcontributiontoopeneducation,thisprojectgeneratescontributions to the open science through evidencinggoodpractice of collaborative construction and visibility of knowledge, throughmore than 5000OERavailable openly in the Ritec, built in theOpenergyLab, digitized postgraduate theses andOERproduced in the binational laboratory.Open sciencewas also contributedwith a protocol for evaluatingtheuserexperienceofamanagementmodel that involvesvisibilitymech- anisms of scientific production, thus contributing to incremental innovation with open systems togivevisibility to knowledge andopen science (Ramírez-Montoya, 2019b).