Seite - x - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

papers, conferences and presentations must also count in howwe understand the ways inwhichwe communicate about their work. Cullen, inChap.7,has an interesting takeonprosumerismandaskswhether it is turning higher education institutions into ‘McBusinesses’. Pursuing the argument through the lens ofwhether itworks for accessibility and disability this is a timely readwhen exponents are seeking greater control of learning by students. Educator competencies are highlighted inChap. 8 of the bookwithNascimbeni discussing plenty of detail about six competences areas that the contemporary educator requires to thrive ineducational environments: personaldatamanagement, capacity to leverage the open web, ability to engage in intercultural digital dia- logues, critical view onmedia and capacity to deal with digital ethical issues and with accessibility issues. Chapter 9 is ofmy favourites and if youhave been strugglingwith getting your MOOCs into the curriculum for all sorts of good reasons then this discussion by Cha and So will be of interest to you. A handy framework also looks at credit recognition and online learning that leads to three types of MOOC-integrated learning experiences: Type I—formal MOOC learning, Type II—formal blended MOOC learning and Type III—non-formal/informalMOOC learning. Chapter 10 by Ramírez-Montoya is a wonderful case study of a collaborative withmultidisciplinary teamsofenergy,productionandeducational innovation,who designed and implemented 12MOOCs through theMexicoX and EdX platforms. Operating at scalemore than 2,00,000 learnerswere involved and a huge army of educators, administrators and researchers reaping benefits for social communities, government, business and decision-makers who are likely to be interested in learning environments and open educational practices. Chapter 11 by Hamza provides an interesting case study of the University of Bahrain andhow theUniversity is transforming to address the global, regional and national challenges it is facing today. Readerswillfind the key pillars and the key performance indicatorsof theTransformationPlan2016–2021very relevant to their own contexts in a changing technological society where our learners require new models of learning and teaching and researchmust show greater societal impact. All up, this 2ndBook in theTrilogywill provide food for thought across several areas that are extremely relevant in the twenty-first century.Theyare representative of different cultural countries aswell and provide a global perspective thatwe can all learn from. In a complicated world with increasing individualism and global issues such as sustainability, ageing, health and climate change amongst many others this timewill be a good read formany educators and beyond. Prof. Belinda Tynan DeputyVice Chancellor (Education)& Vice President (2016-contuning) RoyalMelbourne Institute of Technology, Australia Immediate Past President International Council of Open andDistance Education (ICDE, 2017–2019) email: dvce@rmit.edu.au x Introduction