Wikipedia & Education User Group/Methodology

Wikipedia & Education User Group

Methodology[edit]

This methodological documentation was created in order to share with the community how the strategic process of Wikipedia & Education User Group Theory of Change took place. To achieve this, the methodology includes the context of the beginning of the strategic process, details of the main stages of its preparation, and the sections of the final document. The Theory of Change research was conducted by Rocio Aravena, who is serving as the researcher, and Bukola James, as the facilitator respectively. Their efforts are on behalf of the Wiki Education Foundation, Wikipedia + Education User Group, and the Wikimedia Foundation, with their work reflecting the collective input and insights from members of the Wikimedia & Education community.

A. The Literature Review Process[edit]

The first phase of the Theory of Change for Wikimedia and the Education research process revealed that “there is a growing interest among the affiliates to discuss how global trends and technological advancements impact the movement as a whole, with a particular focus on education programs'' (Hubs/Ongoing/Toward a Theory of Change for Wikimedia & Education, 2023). To contribute to the need for a more global dialogue with current educational and technology trends, in the context of this second phase of the research, a Literature Review was carried out. On the other hand, the design of a strong Theory of Change for the EduWiki UG must be based not only on the needs perceived by the members of the community but also on evidence provided by the research that is taking place in the field of Education and Technologies.

For this part of the research, we followed a mixed methodology that combined procedures from the Systematic Literature Review and the Scooping Review (Arksey and O’Malley, 2005; Cruz-González et al.,2019), “a type of scientific research whose main purpose is to objectively and systematically integrate the results of previous studies on the same research problem” (Ballesteros-Quilez et al., 2022, p.4). Through this process, this study located, selected, and evaluated the state of the art of Education and Technologies trends and research.

Before starting the data collection, we defined research questions considering the objectives of the Theory of Change. The definition of key research questions allowed us to delimit and shape the scope of the data collection and analysis, which involved documents such as academic papers, articles, reports, published thesis, and books. We used SCOPUS and Web of Science as the main databases. The election of the databases responded to their quality criteria and their accessibility through Cercabib, the search tool provided by the University of Barcelona.

A complete description of the Literature review process, considering the methodology, the main phases, and the data collection and analysis is detailed in Appendix.

The purpose of the Literature Review process was to

map relevant literature related to Wikimedia and Education topics;
identify the main trends and approaches in the field of Education, Technologies, Openness, and Wikimedia; and
synthesize and systematize the findings for making recommendations toward a Theory of Change for the EduWiki UG.

The literature review for this study allows us to identify and evaluate the current trends in the field of Open Education (OE), as well as the results of different experiences integrating Wikimedia projects in pedagogical contexts.

Concerning OE, the research tends to focus on conceptualizing the several expressions and meanings of OE. Mainly, the documents were centered on the adoption of Open Educational Resources (OER) and the development of Open Educational Practices (OEP) by teachers and students, the policies to promote OE, and the challenges of integrating OE standards in the Global South.

On behalf of Wikimedia and Education, most of the articles reviewed for this study were focused on educational experiences integrating Wikipedia at the university and schools, and on the perceptions and valuations of Wikipedia in pedagogical contexts. None of the texts were centered on other Wikimedia projects, and very few of them were informed about the Wikimedia Programs around the globe regarding governance, assessment, and initiatives. The identification of these research gaps focused on OE and Wikimedia projects enlightens us about possible areas to explore in future research as well as the need to increase the research output of Wikimedia projects focused on its use in education as proposed in the objective.

The results of the literature review are presented below, systematized in three main sections based on the categories that emerged from the analysis of the data and the research questions that guided this study.

Exogenous Trends in the Education and Technology Field: Research, Experiences, and Learnings from an OE Perspective[edit]

Since 2002, OE has gained an important place in the Unesco Agenda. From their definition and conceptualization, several studies and policies have been addressed to explore and promote the integration of Open Education standards for ensuring equal access to educational resources and for promoting a more participative education environment (Arinto et al., 2017). OE is thus a pedagogical approach, a social movement, and a research field. However, a lot of things have changed since The Cape Town Education Declaration summarized ten directions to move forward with OE in 2008 (The Cape Town Education Declaration, 2008). Attending social, technological, and pedagogical changes, the recent research has incorporated new perspectives for studying and analyzing the development of OE.

A More Complex Approach to “Openness” in Education[edit]

The documents analyzed in this study demonstrate the existence of new perspectives for conceptualizing, researching, and promoting OE. Even if traditionally, OE was closely related to the development of OER, in recent years many researchers have extended their approach to the subject, considering other aspects of OE, such as (1) OE Policies; (2) Biases and Gaps in the OE field; (3) uses and perspectives from pedagogical communities of Open Education Technologies and OEP; (4) the impact of OE Initiatives on the student’s performance; and (5) the role of the Wikimedia Movement and the Wikimedia Projects to promote OE. Thus, this literature referred to a complex definition of openness. Two main perspectives that have contributed to a more complex approach to OE are described below, based on the literature reviewed: (1) OE from a Global South Perspective; and (2) From OER to OEP.

Finally, it should be mentioned that, while the Wikimedia Movement is part of the OE initiatives, a Theory of Change for the EduWiki UG should take into account these new approaches to the concept of openness and their influences on the definition of Education from a Wiki perspective.

New Challenges for the OE Movement in the 21st Century[edit]

A more complex approach to openness in education involves new challenges for the OE movement. While several changes are taking place in society as a whole, and, of course, in the educational field, the documents reviewed for this study evidenced an urgent need to rethink the OE Strategy to face the goals of an increasingly digitized society. It should be noted that these challenges must be also taken into account for developing a Theory of Change for the EduWiki UG.

As mentioned above, adopting open resources and open practices in countries of the Global South faces diverse difficulties and obstacles related to the inconsistent support to develop these projects over time and to the lack or poor access to technology and literacy.

Develop a more systematic, organized, and collaborative Open Education Movement
Face the technology gap between Global North and Global South

Endogenous Perspectives and Findings about Education and Wikimedia[edit]

The literature review conducted for this study reported on research in the field of OE, which was systematized as exogenous trends. At the same time, several texts specifically explore the link between Wikimedia projects and education. Systematized as endogenous perspectives, their main results are presented below.

1. The research in the Education and Wikimedia Field: main topics and methods:[edit]

The research in the Education and Wikimedia field is mainly focused on the integration of Wikipedia in educational contexts from different perspectives. Among the principal topics explored by the literature, the following stand out: (1) the use of Wikipedia in higher education with a special focus on the development of transversal skills; (2) the factors that affect the use or non-use of Wikipedia and the Web 2.0; (3) the relevance of Wikipedia for teaching specific knowledge; (5) the perceptions, attitudes and uses toward pedagogical uses of Wikipedia; (6) the Wikipedia environment as a digital community; and (7) the perceptions of Wikipedia in Academia. In summary, the research in this field involves the study of the factors that influence the integration of Wikipedia in educational contexts, the perceptions and uses of Wikipedia in universities and schools, the impact and challenges of the EduWiki programs, and the potential and opportunities of teaching with Wikipedia.

The methods and instruments used in the research considered for this report involve the Case Study Approach and the development of focus groups and questionnaire-based surveys, the Wikipedia content analysis and the literature review, and the Grounded theory.

2. Factors influencing the engagement with Wikimedia’s educational initiatives:[edit]

A lot of research in the field of Wikimedia and Education is related to the factors that influence the engagement of the educational communities. In this regard, two are the main determinants: the support and accompaniment of newcomers, and the digital gap.

Support and accompaniment of newcomers.
Digital gap
Perceptions and uses of Wikimedia in Educational contexts
Conceptions and reluctances about Wikimedia projects

3. Challenges perceived by educational communities when integrating Wikimedia projects:[edit]

When analyzing pedagogical experiences using Wikimedia projects in educational contexts, most of the teachers identify challenges and the need for support and accompaniment for the integration of technologies such as Wikipedia. In this sense, some of the possible initiatives mentioned by teachers that could be developed within the framework of Wikimedia educational programs are:

having a catalog of best practices;
having colleagues explaining their own experiences;
receiving specific training; and
getting more institutional recognition (Aibar et al., 2015).

4. Using Wikipedia to Foster 21st-Century Competencies and Skills:[edit]

The research focuses on the uses of Wikimedia projects in educational contexts mainly related to the integration of Wikipedia for teaching and learning. In this regard, the literature reviewed reported experiences of using Wikipedia as a pedagogical resource for developing 21st Century (C-21) competencies and skills. Fostering digital literacy through Wikipedia is one of its most common pedagogical uses (Obregón-Sierra and González Fernández, 2021). Five main transversal competencies and skills related to the use of the Wikimedia projects were constantly mentioned by researchers: (1) learning depth; (2) high-quality reasoning; (3) findings sources; (4) communicating science to a general audience; and (5) collaborative work (Mareca and Borel, 2019). The use of the Wikimedia projects to teach digital literacy in the framework of Open Education has been underlined by Unesco on several occasions and through the years this potential has become more and more relevant (Fisher et al., 2015; Grewerc and Davis, 2017; Hilton, 2019; Petrucco and Ferranti, 2020; Unesco, 2015).

5. Using Wikipedia to develop collaborative didactic and formative assessment:[edit]

Along with fostering 21st-Century Competencies and Skills, another frequent pedagogical approach considers Wikipedia as “a promising learning environment for collaborative knowledge building, as well as offering a teaching strategy that complements traditional approach” (Petrucco, 2018). From this perspective, integrating Wikipedia into teaching practices can promote not only 21st-century Skills but also new forms of student participation in online communities, as well as formative assessment for teachers.

One of the common expressions of using Wikipedia to develop collaborative didactics are initiatives of Service Learning which involve the collaboration between students and specific communities throughout the development of local projects.

B. The Focus Group Discussions[edit]

The focus group discussion, held from October 26th to November 24th, 2023, involved 19 participants and was a critical component of our research methodology, complementing the literature review to ensure the Wikipedia & Education User Group Strategy accurately represented the global Wikimedia Education Movement. These discussions were designed to be critical and empowering, setting clear expectations for participants and fostering a comfortable and open environment for sharing insights. Utilizing Zoom for virtual meetings, supported by presentation tools and real-time transcription services, the sessions accommodated the global distribution of participants, including 9 females and 10 males from diverse regions such as East and Southeast Asia and the Pacific (ESEAP), Latin America, the Middle East and North Africa, West Africa, North America, Southeast Europe, South Asia, and Central Europe. These individuals, who were Education Program Officers from different Wikimedia Affiliates and certified Trainers of the "Reading Wikipedia in the Classroom" program, brought valuable perspectives from their extensive experience in the EduWiki program and related fields. Their selection was based on active engagement and leadership in Wiki-Education activities, with a strong emphasis on privacy and confidentiality throughout the process.

Data collection was meticulously conducted using Taguette, and the narrative qualitative research study method employed focused on identifying thematic patterns by integrating personal experiences and viewpoints of participants. This approach ensured that the findings were both aspirational and grounded in practical and ethical considerations. We extend our gratitude to everyone who contributed their perspectives, making the strategy truly representative of the diverse and dynamic nature of the Wikimedia Education Movement globally.

S/N	Name	Affiliate	Country
1	James Taylor	Auckland Museum/NZ User Group	New Zealand
2	Erina Mukuta	WMCUGU	Uganda
3	Melissa Guadalupe Huertas	Wikimedia Foundation	Global
4	Ruby Brown	OFWA	Ghana
5	Luisina Ferrante	Wikimedia Argentina	Argentina
6	Amanda Jurno	Wiki Movimento Brasil	Brazil
7	Patricio Romero	Wikimedia Chile	Chile
8	Romeo Ronald Lomora	Wikimedia community user group South Sudan	South Sudan
9	Azogbonon Constant	Réseau @pprendre	Cameroun
10	Ben Vershbow	Wikimedia Foundation	Global
11	Mounir Neddi	Wikimedia Morocco UG	Morocco
12	Jackeline Bucio	WMMX · UNAM	Mexico
13	Maxwell Beganim	Open Knowledge Ghana	Ghana
14	Rafiul Bahar Rafi	NDEC Wikipedia Editorial and Research	Bangladesh
15	Kemi Makinde	Wikimedia Nigeria User Group	Nigeria
16	Oby Ezeilo	Senior Citizens Network	Nigeria
17	Cesluase Ogbonnaya	Wiki in Africa	Francophone Region
18	Anne-Sophie Waag	Wikimedia Germany	Germany
19	Nebojša Ratković	Wikimedia Serbia	Serbia

Appendix: Literature Review Process[edit]

Brief description of the methodology[edit]

For this part of the research, we followed a mixed methodology that combined procedures from the Systematic Literature Review and the Scooping Review (Arksey and O’Malley, 2005; Cruz-González et al.,2019), “a type of scientific research whose main purpose is to objectively and systematically integrate the results of previous studies on the same research problem” (Ballesteros-Quilez et al., 2022, p.4). Through this process, this study located, selected and evaluated the state of the art of Education and Technologies trends and research.

Before starting the data collection, we defined research questions considering the objectives of the Theory of Change. The definition of key research questions allowed us to delimit and shape the scope of the data collection and analysis, which involved documents such as academic papers, articles, reports, published thesis, and books. We used SCOPUS and Web of Science as the main databases. The election of the databases responded to their quality criteria and their accessibility through Cercabib, the search tool provided by the University of Barcelona.

Phases of the Literature Review Process[edit]

The literature review process followed the stages below:

a) Definition of the research questions[edit]

Considering the purpose and objectives of the Theory of Change for the Wikimedia and Education movement, we defined these research questions: (1) What are the current trends in the field of Education, Technology, and Educational Change?; (2) Which evidence about pedagogical and organizational challenges reveles the literature?; (3) What are the main recommendations from the literature for designing a Theory of Change?

b) Data collection[edit]

Using the databases mentioned above, the search included a combination of these keywords: Open Education, Education, Technologies, Wikimedia, Wikimedia Programs, Strategy, Educational Change, Educational Transformation, and Innovative Trends. Applying the Boolean operator “AND” allowed us to combine these different words.

To ensure the relevance of the search for this study, we defined inclusion and exclusion criteria. The inclusion criteria were different kinds of publications such as books, book chapters, academic papers, articles, published theses, government reports, and reports from international organizations. On the other hand, to map the recent research production, one of the exclusion criteria was literature published before 2012, and to guarantee the quality of the literature reviewed, we excluded from the collection the thesis unpublished.

For the selection process, we followed the Prisma protocol (Shamseer et al., 2015) consisting of four main phases. During the identification phase, we collected all the documents that appeared from the keywords, and then, in the screening phase, all the articles that were not directly related to the study scope were eliminated. In the eligibility phase, we finally decided on the articles that would be considered for the analysis phase, resulting in 67 documents, including articles, academic papers, published thesis, and reports.

c) Data analysis[edit]

In the analysis phase of the 67 selected documents, a content analysis was carried out. The content analysis is based on the codification of the text and the construction of axial categories (Cardno, 2018). From an inductive approach, we read all the documents and, considering the research questions, we identified their main topics and key ideas and created a set of five categories: (1) Open Education; (2) Wikimedia in the classroom; (3) Governance; (4) Educational Change; and (5) Recommendations for strategic design

Categorization[edit]

Reference (APA format)	Year of publication	Type of document	Topic	DOI or Link
Alves, Burley, P. R., De Lima, S. F., Peel, M. W., and Peschanski, J. A. (2022). The Technical Infrastructure of Cultural Initiatives on Wikimedia: Three Case Studies From Brazil. ESSACHESS, 15(1), 127–151. https://doi.org/10.21409/QJSC-BK48	2022	Article	Wikimedia and Education	https://doi.org/10.21409/QJSC-BK48
Arinto, P., Hodgkinson William, C. and Trotter, H. (2017). OER and OEP in the Global South: Implications and Recommendations for Social Inclusion. In C. Hodgkinson Williams y P. Arinto (Eds.), Adoption and impact of OER in the Global South (p.3-26). African Minds, International Development Research Centre and Research of Open Educational Resources. https://doi.org/10.5281/zenodo.1038980	2017	Book chapter	Open Educational Resources in the Global South	https://doi.org/10.5281/zenodo.1038980
Arinto, P., Hodgkinson William, C., King, T., Cartmill, T. and Willmers, M. (2017). Research on Open Educational Resources for Development in the Global South: Project landscape. In C. Hodgkinson Williams and P. Arinto (Eds.), Adoption and impact of OER in the Global South (p. 3-26). African Minds, International Development Research Centre and Research of Open Educational Resources. http://dx.doi.org/10.5281/zenodo.1038981	2017	Book chapter	Open Educational Resources in the Global South	http://dx.doi.org/10.5281/zenodo.1038981
Bali, M., Cronic, C. and Jhangiani, R. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 1(10), 1-12. https://doi.org/10.5334/jime.565	2020	Article	Open Educational Practices	https://doi.org/10.5334/jime.565
Beetham, H., Falconer, I., McGill, L. and Littlejohn, A. (2012). Open Practices: a briefing paper. Jisc. https://oersynth.pbworks.com/w/file/58444186/Open Practices briefing paper.pdf.	2012	Article	Open Educational Practices	https://oersynth.pbworks.com/w/file/58444186/Open Practices briefing paper.pdf.
Betancourt, M.C., Celaya, R. and Ramírez, M.S. (2014). Open Educational Practices and technology appropriation: The case of the Regional Open Latin American Community for Social and Educational Research (CLARISE). Revista de Universidad y Sociedad del Conocimiento (RUSC), 11(1), 4-17. http://dx.doi.org/10.7238/rusc.v11i1.1794	2014	Article	Open Educational Practices	http://dx.doi.org/10.7238/rusc.v11i1.1794
Bridges, L. and Llebot, C. (2021). Librarians as Wikimedia Movement Organizers in Spain: An interpretive inquiry exploring activities and motivations. First Monday, 26(7), s/p. https://doi.org/10.5210/fm.v26i3.11482	2021	Article	Wikimedia and Education	https://doi.org/10.5210/fm.v26i3.11482
Cronin, C. and MacLaren, I. (2018). Conceptualizing OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127-143. https://doi.org/10.5944/openpraxis.10.2.825	2018	Article	Open Educational Practices	https://doi.org/10.5944/openpraxis.10.2.825
d’Amato, C., Fernández, M., Tamma, V., Lecue, F., Cudré-Mauroux, P., Sequeda, J., Lange, C. and Helfin, J. (2017). The Semantic Web. Springer. https://doi.org/10.1007/978-3-319-68204-4	2017	Article	Open Educational Resources	https://doi.org/10.1007/978-3-319-68204-4
De los Arcos, B. and Weller, M. (2018). A Tale of Two Globes: Exploring the North/South Divide in Engagement with Open Educational Resources. In J. Schopfel and U. Herb (Eds.), Open Divide: Critical Studies on Open Access (p.147-155). Litwin Books.	2018	Book chapter	Open Educational Resources in the Global South	http://litwinbooks.com/open-divide.php
De Oliveira Neto, J.D., Pete, J., Daryono and Cartmill, T. (2017). OER use in the Global South: A baseline survey of higher education instructor. In C. Hodgkinson Williams y P. Arinto (Eds.), Adoption and impact of OER in the Global South (p. 69–118). Cape Town & Ottawa; African Minds. https://doi.org/10.5281/zenodo.599535	2017	Book chapter	Open Educational Resources in the Global South	https://doi.org/10.5281/zenodo.599535
DeJaeghere, J., Josic, J. y McCleary, K. (Eds.). (2016). Education and Youth: Qualitative Case Studies in Global Context. Springer. https://doi.org/10.1007/978-3-319-33344-1	2016	Book	Open Education	https://doi.org/10.1007/978-3-319-33344-1
Dobusch, L. and Müller-Seitz, G. (2019). Closing for the Benefit of Openness? The case of Wikimedia’s open strategy process. Organization Studies, 40(3), 343–370. https://doi.org/10.1177/0170840617736930	2019	Article	Wikimedia and Education	https://doi.org/10.1177/0170840617736930
Erstad, O., Miño, R., Rivera Vargas, P. (2021). Prácticas educativas para transformar y conectar escuelas y comunidades. Revista Científica de Educomunicación Comunicar, 29(66), 9-20. https://doi.org/10.3916/C66-2021-01	2021	Article	Educational Change	https://doi.org/10.3916/C66-2021-01
Ferrante, L. (2022). Alfabetización digital docente como hecho y derecho en tiempos de pandemia de covid-19: El caso del Programa de Educación y Derechos Humanos de Wikimedia Argentina [Tesis de doctorado no publicada]. Universitat de Barcelona.	2022	Thesis	Wikimedia and Education
Ferrante, L. and Guastavino, F. (2021). Enseñar con Wikipedia en tiempos de aislamiento obligatorio: Una experiencia desde Argentina. Revista de comunicación audiovisual y publicitaria, 21(2), 289-307, https://dx.doi.org/10.5209/arab.72904	2021	Article	Wikimedia and Education	https://dx.doi.org/10.5209/arab.72904
Fisher, L., Hilton, J., Robinson, J. and Wiley, D. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students. Journal of Computer and Higher Education, (27), 159–172. https://doi.org/10.1007/s12528-015-9101-x	2015	Article	Open Educational Resources	https://doi.org/10.1007/s12528-015-9101-x
González Pérez, I., Ramírez Montoya, M. and Peñalvo García, F. (2022). Habilitadores tecnológicos 4.0 para impulsar la educación abierta: aportaciones para las recomendaciones de la UNESCO. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 23-48. https://doi.org/10.5944/ried.25.1.33088	2022	Article	Open Education	https://doi.org/10.5944/ried.25.1.33088
Gouws, A. (2022) Decolonising the journalism curriculum through co-creating an open educational textbook with students. In J. Olivier, C. du Toit-Brits, B. Bunt y A. Dhakulkar (Eds.), Contextualised open educational practices: Towards student agency and self-directed learning (p. 99–127). AOSIS Books. https://doi.org/10.4102/aosis.2022.BK345.06	2022	Book chapter	Open Educational Resources in the Global South	https://doi.org/10.4102/aosis.2022.BK345.06
Grobler, C. and Steyn, J. (2022). Designing an open educational resource to support the development of oral interactional competence at beginner level. In J. Olivier, C. du Toit-Brits, B. Bunt y A. Dhakulkar (Eds.), Contextualised open educational practices: Towards student agency and self-directed learning (p. 73–98). AOSIS Books. https://doi.org/10.4102/aosis.2022.BK345.05	2022	Book chapter	Open Educational Resources in the Global South	https://doi.org/10.4102/aosis.2022.BK345.05
Heymans, Y., Pool, J., Bischoff, C., Christmas, C., Ebrahim, B., Koch, R. and Olivier, J. (2022). Second-year health students’ perspectives on developing open educational resources. In J. Olivier, C. du Toit-Brits, B. Bunt y A. Dhakulkar (Eds.), Contextualised open educational practices: Towards student agency and self-directed learning (p. 157-174). AOSIS Books.https://doi.org/10.4102/aosis.2022.BK345.08	2022	Book chapter	Open Educational Resources	https://doi.org/10.4102/aosis.2022.BK345.08
Kajamaa, A. and Kumpulainen, K. (2019). Agency in the making: Analizing students’ transformative agency in a school-based makerspace. Mind, Culture, and Activity, 26(3), 266-281. https://doi.org/10.1080/10749039.2019.1647547	2019	Article	Educational change	https://doi.org/10.1080/10749039.2019.1647547
Keller, Appelhoff, S., Paffhausen, B., and Wenzel, T. (2023). Development and Sharing of Open Science Hardware: Lessons Learned from Wikimedia Fellowships. Research Ideas and Outcome Journal, 9(6), 1-18. https://doi.org/10.3897/rio.9.e95174	2023	Article	Wikimedia and Education	https://doi.org/10.3897/rio.9.e95174
Kelly, D. and Pelech, S. (2020). Canadian contexts for exploring transformative student agency through place-conscious pedagogy. Education in the North, 27(1), 110-124. https://doi.org/10.26203/3pbv-8992	2020	Article	Educational change	https://doi.org/10.26203/3pbv-8992
Leachman, S. (2019). Wikimedia Projects and Citizen Science. Biodiversity Information Science and Standards, 3(s/n), s/p. https://doi.org/10.3897/biss.3.	2019	Article	Wikimedia and Education	https://doi.org/10.3897/biss.3.
Lund, A., Furberg, A., and Björk Gudmundsdottir, G. (2019). Expanding and Embedding Digital Literacies: Transformative Agency. Media and Communication, 7(2), 47-58. https://doi.org/10.17645/mac.v7i2.1880	2019	Article	Educational Change	https://doi.org/10.17645/mac.v7i2.1880
Miquel Ribé, Vaidla, K., Fort, F., and Torres, A. (2021). Wikimedia 2030 movement strategy: How an inclusive open strategy process has placed people at the center. BiD: textos universitaris de biblioteconomia i documentació, (47), 1-26. https://doi.org/10.1344/BiD2021.47.05	2021	Article	Wikimedia and Education	https://doi.org/10.1344/BiD2021.47.05
Mishra, S. (2017). Open educational resources: removing barriers from within. Distance Education, 38(3), 369-380. https://doi.org/10.1080/01587919.2017.1369350	2017	Article	Open Educational Resources in the Global South	https://doi.org/10.1080/01587919.2017.1369350
Nienaber-Rousseau, C. and Du Troit-Brits, C. (2022). Open educational resources likely contributions to education and implications for self-directed learning. In J. Olivier, C. du Toit-Brits, B. Bunt y A Dhakulkar (Eds.), Contextualised open educational practices: Towards student agency and self-directed learning (p. 37-57). AOSIS Books. https://doi.org/10.4102/aosis.2022.BK345.03	2022	Book chapter	Open Educational Resources	https://doi.org/10.4102/aosis.2022.BK345.03
Olivier, J, Bunt, B. and Dhakulkar, A. (2022), Open educational practices for self-directed learning: A staff fellowship as a case study. In J. Olivier, C. du Toit-Brits, B. Bunt y A Dhakulkar (Eds.), Contextualised open educational practices: Towards student agency and self-directed learning (p. 1-17). AOSIS Books. https://doi.org/10.4102/aosis.2022.BK345.01	2022	Book chapter	Open Educational Practices	https://doi.org/10.4102/aosis.2022.BK345.01
Ramírez Montoya, M. (2020). Challenges for Open Education with Educational Innovation: A systematic literature review. Sustainability, 12,(17), s/p. http://doi.org/10.3390/su12177053	2022	Article	Educational Change	http://doi.org/10.3390/su12177053
Rodés, V. and Iniesto, F. (2022). Research in Open Education in Latin America: towards an agenda of collaboration between networks. En XVI Latin American Conference on Learning Technologies (LACLO), (s/p). Arequipa. http://dx.doi.org/doi:10.1109/LACLO54177.2021.00061	2022	Paper from Conference	Open Education	http://dx.doi.org/doi:10.1109/LACLO54177.2021.00061
Rodés, V. y Gewerc, A. (2021). A Latin American Critical Conceptual Model on the Adoption of Open Educational Resources. Journal of Interactive Media in Education, (1), 1-16. https://doi. org/10.5334/jime.680	2021	Article	Open Educational Resources in the Global South	https://doi. org/10.5334/jime.680
Rodés, V., Gewerc, A. and Llamas, M. (2019). University Teachers and Open Educational Resources: Case Studies from Latin America. International Review of Research in Open and Distributed Learning, 20(1), 165-183. https://doi.org/10.7202/1057978ar	2019	Article	Open Educational Resources in the Global South	https://doi.org/10.7202/1057978ar
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