Seite - 123 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

130 F.Nascimbeni and connected online identities,meaning that they should adopt a transparent and consistent attitude in online spaces related to their teachingwork (Ross, Sinclair, Knox,Bayne,&Macleod, 2014) and should relyonsocial networks toenrich their teachingbysettingupandnurturing theirpersonal learningnetwork (Tour,2017). With theability toengage in interculturaldigitaldialogueswemean that educa- tors shouldusedigital technologies tomove froma reactive anddefensiveposition with respect to the increasedmulticulturalityofour societies—andofour students’ cohorts—towardsanactiveapproachabletoaddvaluetolearningexperiencesthanks totheexistenceofmultipleculturalperspectives.Apartfromdevelopingintercultural communicationskills,engagingininterculturaldigitaldialoguesbearsthecapacityto moveacrossdiverseonline communities, graspingand followingalternativenorms and respectingmultiple perspectives. This in turn can influence the possibility of learnerswithdifferentbackgroundstoidentifywithandrelate toteachingresources, avoidingbiasesandstereotypes (Elder, 2019). Fourth,havingacriticalviewonmediameansbeingabletodeconstruct,question and challenge online and offlinemedia content. In a world where 40% of young people seem toprefer to get their news fromsocialmedia (CommonSenseMedia, 2018), educatorsmustbeable tosupport students inunderstanding the implications of the current cognitive war (Trinchero, 2018), including the difference between real and fake news. In more general terms, they shall guide students on how to consume,understandandcreatemedia that corresponds to fact-checkingstandards. Alreadyin2008,beforethemassiveadventofsocialmedia,UNESCOhadidentified fivebroadcompetencies formedia and information literacy: understanding, critical thinking,creativity,culturalawarenessandcitizenship(UNESCO,2008).Sincethen, a number of efforts have tried to detail what beingmedia literate today should mean(seee.g.Richardson,Milovidov,&Schmalzried,2017),but toourknowledge educators’ competences have not yet been targeted deeply enough by the media literacymovements. Fifth, the capacity todealwithdigital ethical issues.Already recognised asone of the three fundamental dimensionof teachers’ digital literacymore thanadecade ago (Calvani et al., 2008), ethical issueshavebeengaining importance in theeraof socialmedia. Educators shall knowwhen and at what conditions information can be shared, or whether or not they can use openly available knowledge, or how to dealwith issues such asArtificial Intelligence or the scarcity of learners’ attention (Farrow2016).Theproblem is thatmost of thesequestions lie ingrey areaswhere solutions are being debated at themoment, and are connectedwith the need to be able to apply traditional ethical frameworks to problems that are emerging in the digitalworld. Sixth,educatorsshouldbeabletodealwithaccessibility issues.First, theyshould beawareof technicalwebaccessibility issues, so toallowstudentswithaccess lim- itations to understand, navigate and contribute to theweb. Second, they should be able tomake their coursesmore accessible to all student categories, including dis- abled students.Oneway to do this is to follow theUniversalDesign for Learning (UDL) framework, which providesmultipleways of engagingwith a course con- tent, for example, representing ideas from different angles and in differentmedia