Seite - 121 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

128 F.Nascimbeni Fig.8.3 Eight attributesofopenpedagogy (Hegarty, 2015) Also in this case, themajority of competences are actuallyopendeclinationsof typicaleducators’competences.AsnotedbyarecentJRCreport,academicsneedto start fromtheir teachingpractices inorder tofindways inwhich theycanshareand collaborateopenly,andthismustbeaccompaniednotsomuchbynewcompetencies but rather by amindset shift (Inamorato dos Santos, 2019). Itmust be noted that, as given openness is strongly connected with personal attitudes and preferences (Cronin, 2017), it is almost impossible to split the components of open education into clearly distinct dimensions. The components of the eight dimensions indeed overlap inmanyways and are all part of a newwayof teaching, that fosters trust, sharing,collaboration,connectedness,peer interactionandreview.Aswehaveseen beforewhen analysing the competences needed to support collaborative learning, also in the realmofopenness it is fundamental to let students be in control of their work, forexample,by letting themchose theopen licenses theypreferorwhatparts of theirwork theywant topublishopenly (Ward,2017). 8.4 SuggestedNewCompetencyAreas forOpen andNetworkedEducators Our analysis of the three competence frameworks presented above concludes that educatorsshouldnotbuildradicallynewcompetencesbutshouldratherupdate their competences in termsof collaborative learningandopeneducation, at least as long as we stay within the formal education realm. Nevertheless, one key capacity of contemporary educators—not only in higher education—is to be able tomeaning- fully bridge formal and informal learning, connecting thework that happens in the