TY - JOUR
T1 - Towards FAIRification of learning resources and catalogues—lessons learnt from research communities
AU - Provost, Lottie
AU - Bezuidenhout, Louise
AU - Venkataraman, Shanmugasundaram
AU - van der Lek, Iulianna
AU - van Gelder, Celia
AU - Kuchma, Iryna
AU - Leenarts, Ellen
AU - Azevedo, Flavio
AU - Brvar, Irena Vipavc
AU - Paladin, Lisanna
AU - Clare, Helen
AU - Braukmann, Ricarda
N1 - Publisher Copyright:
Copyright © 2024 Provost, Bezuidenhout, Venkataraman, van der Lek, van Gelder, Kuchma, Leenarts, Azevedo, Brvar, Paladin, Clare and Braukmann.
PY - 2024
Y1 - 2024
N2 - Since the introduction of the FAIR (Findable, Accessible, Interoperable and Reusable) data principles in 2016, discussions have evolved beyond the original focus on research data to include learning resources. In 2020, a set of simple rules to FAIRify learning resources was proposed, building on existing expertise within the training community. Disciplinary communities have played an important role in advancing FAIR principles for learning resources, although they have approached FAIRification activities in different ways. These communities range from volunteer-led to funded and independent organisations, however commonly include activities such as organising training and capacity building, and coordinated discussions on disciplinary-focused FAIR best practises and standards. Eight disciplinary community case studies are presented and analysed in this paper to examine the motivations, challenges and opportunities towards FAIRification of learning resources, reflecting on how community structure leads to differing responsibilities. The case studies are based on reflections formulated in 2022, the aim is to pull together the experiences of these different communities, focusing on the processes and challenges they encountered, in order to structure this knowledge across different learning platforms, draw attention to the question of sustainability for learning resources and anticipate improvements in future policies and governance.
AB - Since the introduction of the FAIR (Findable, Accessible, Interoperable and Reusable) data principles in 2016, discussions have evolved beyond the original focus on research data to include learning resources. In 2020, a set of simple rules to FAIRify learning resources was proposed, building on existing expertise within the training community. Disciplinary communities have played an important role in advancing FAIR principles for learning resources, although they have approached FAIRification activities in different ways. These communities range from volunteer-led to funded and independent organisations, however commonly include activities such as organising training and capacity building, and coordinated discussions on disciplinary-focused FAIR best practises and standards. Eight disciplinary community case studies are presented and analysed in this paper to examine the motivations, challenges and opportunities towards FAIRification of learning resources, reflecting on how community structure leads to differing responsibilities. The case studies are based on reflections formulated in 2022, the aim is to pull together the experiences of these different communities, focusing on the processes and challenges they encountered, in order to structure this knowledge across different learning platforms, draw attention to the question of sustainability for learning resources and anticipate improvements in future policies and governance.
KW - accessible
KW - FAIR principles in open education
KW - findable
KW - interoperable
KW - open educational resource (OER)
KW - Open Science
KW - research communities
KW - training
UR - http://www.scopus.com/inward/record.url?scp=85208618964&partnerID=8YFLogxK
U2 - 10.3389/feduc.2024.1390444
DO - 10.3389/feduc.2024.1390444
M3 - Article
AN - SCOPUS:85208618964
SN - 2504-284X
VL - 9
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 1390444
ER -