Seite - 122 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

8 EmpoweringUniversityEducators… 129 classroomwith themanyknowledge-rich activities that takeplaceoutside learning institutions. In this perspective, some additional competences should be acquired by teachers to actively manage the knowledge they produce and to make use of knowledgeproducedby their students, inacollaborative, engagingandopenway. Weproposesixcompetencesareas that shouldbeexplored toalign thecapacities of educatorswith the needs of contemporary open and networked societies, at the same timebridging formaland informal learning (Fig.8.4). First, personal datamanagement. In a data-driven society, being able to under- standtheissuesandcriticalitiesconnectedtotheuseofpersonaldataisfundamental. Thishastodowithcomprehendingthetermsofuseofonlineplatformsaswellaswith behavinginlinewithlegalandtechnologicaldevelopments,butalsowithusinglearn- ers’dataproperlywhenapplying learninganalytics techniques (SladeandPrinsloo, 2013).This isparticularly importantgiven the raiseofonlinebusinessmodels, also withineducational settings, that involve trackingandprofilingofusers,whosedata canpotentiallybemisusedinmanyways(O’Neil,2016).Apossiblesourcetodefine thedetailedcompetences that shouldbe included in thisarea is theMyDatamodel, a rather advancedapproach that aims tomove fromthecurrentorganizationcentric models tohumancentric systemswherepersonal data are treatedas a resource that the individualscaneasilyaccessanddecideupon(Poikola,Kuikkaniemi,&Honko, 2014). Second, the capacity to leverage the openweb. In a societywhere openly shar- ing knowledge is becoming inmany cases the norm, a fundamental component of educators’ literacyshouldbe thecapacity tobothshare theknowledge theyproduce and tomakeuseofknowledgeproducedbyothers ina responsible, transparent and traceableway (Villar, 2019).Learninghowto teach throughopencommunities and withopenandnetworkedpractices impliesbothasetof technical skills, related, for example, tocopyrightunderstanding,andafundamentalchangeindailypracticesof coursedesign,contentproduction, teachingandassessment (Nascimbeni&Burgos, 2016).By relyingon theopenweb, educators shouldbeable towork throughopen Fig.8.4 Sixcompetence areas foropenand networked teaching Personal data management Capacity to work with the open web Intercultural digital competence Critical media literacy Ethical issues management Accessibility