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

Open Science isWayBeyondContent Anumberofaspectscame tomove thediscussion toaslightlymoreadvanced level. On one side, teachers show their interest in open education and how to integrate resources andmethodologies into the daily life (Chen&Bryer, 2012;Gramatakos & Lavau, 2019). They realise that the combination of formal, non-formal and informal learning into one harmonised backbone provides a richer and more complex soil to deploy effective educationalmethodologies, learning strategies and tools. On the other hand, technology awareness makes that very technology invisible, so that the teacher, the researcheror the student can focusonwhatmatters most,with technologybeing just a simple tool. In addition, other stakeholders, like content providers or policymakers, can play a key role in the open scenario, since they complement and foster the concept and practical applications of an open, universal and/or free product or service to the society. Meaning ofOpenness Openness is not just a theoretical approach or word-based powerful speech, but a practical and active project that requires specific actions inmotion, as a polysemy. Part of these actions comes alongwith logistics, politics,management,finance and many other aspects of the sameRubik’s Cube so that the project is successfully implemented (Transgeniclearning.com, 2017). In doing so, we also must be cautious with what we promise. Usually, these declarationsholdgoodwillbut lacka twistof realism. Ifwecommit toopenup50% of the resources at universityXby2020or 2030 (the lastmagical number in every official document, anywhere), wemust be sure to reach that threshold by then. Thatfigureshouldmeananengagement thatdrives thespecificsteps toget there. We cannot spread around self-given and unrealistic figures, placed far away on purpose so that events can modify the route or the promise along the way, and nobody is held accountable (Huston, 2019). This community of openness is usually accused of being idealistic and impractical, producing a lot ofwords but little usefulness (ContactNord, 2012). If we incorporate criteria andactionsbeyond thewords, like theonesafore-listed, and wedrawarealistic andverifiableplan, like theonesafore-proposed,wecouldbreak the glass ceiling between ‘foolish goodwill’ and the ‘too realistic to take “open” seriously’. Meeting at the middle point would make both sides part of the same project, since there is abalance tofind, possible, andat hand reach, to enrichall for the best of education. xii Book 2: Editorial