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Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond.

Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts.

The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond.

To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER.

This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.

The purpose of this study is to focus on structured data provision and asset information model maintenance and develop a data provenance model on a blockchain-based digital twin smart and sustainable built environment (DT) for predictive asset management (PAM) in building facilities.

Qualitative research data were collected through a comprehensive scoping review of secondary sources. Additionally, primary data were gathered through interviews with industry specialists. The analysis of the data served as the basis for developing blockchain-based DT data provenance models and scenarios. A case study involving a conference room in an office building in Stockholm was conducted to assess the proposed data provenance model. The implementation utilized the Remix Ethereum platform and Sepolia testnet.

Based on the analysis of results, a data provenance model on blockchain-based DT which ensures the reliability and trustworthiness of data used in PAM processes was developed. This was achieved by providing a transparent and immutable record of data origin, ownership and lineage.

The proposed model enables decentralized applications (DApps) to publish real-time data obtained from dynamic operations and maintenance processes, enhancing the reliability and effectiveness of data for PAM.

The research presents a data provenance model on a blockchain-based DT, specifically tailored to PAM in building facilities. The proposed model enhances decision-making processes related to PAM by ensuring data reliability and trustworthiness and providing valuable insights for specialists and stakeholders interested in the application of blockchain technology in asset management and data provenance.

This paper aims to study the impact of innovation climate (IC) on co-creating modular mass-customisation (CMMC) in terms of cost effectiveness, volume effectiveness, responsiveness, product modularity and collaborative assembly. Additionally, this research paper investigates the effect of IC and CMMC on the value to customer (VC) in a modular jewellery emerging market that includes international companies.

After conducting a comprehensive literature review, the authors suggested a conceptual framework and examined it using mixed methods approach. In addition to qualitative focus groups, questionnaires were filled – across five-point Likert scale format – through 63 depth interviews carried out with subject-matter-experts working at 14 international organisations in the Egyptian modular jewellery market. SmartPLS software was used for structural equation modelling analysis.

Results showed that CMMC positively and significantly affects VC. Furthermore, IC positively and significantly affects both CMMC and VC.

Recent industrial developments that can be observed in such international modular jewellery sector can be enhanced by the empirical evidence of this research regarding the importance of developing IC for more creative manufacturing approach of modular mass-customisation and better VC.

To the best of our knowledge, it is the first empirical study that investigates the relationship between CMMC, IC and VC in a unique jewellery market, which recently generated high customer involvement in the assembly/reassembly processes. Conceptually and empirically, it consolidates and adds to the literature of production and operations management (mass-customisation), organisational studies and innovation science (organisational climate for innovation) and applied social sciences.

A critical attribute of open educational practices (OEP) is the pursuit of open scholarship which comprises the release of educational resources under an open licence scheme that permits no-cost access, use, reuse, adaptation, retention and redistribution to others. The degree of openness in relation to this attribute will depend on the context and culture of the place and the people in it. When left to chance, the adoption and practice of open scholarship by educators is at best sketchy. For optimum impact, a design-based approach is essential. A central focus of such an approach will need to target educators’ belief systems and practices about their scholarship. Any such work will involve researchers collaborating with practitioners in real-life settings to improve educational practices through iterative analysis, design, development and implementation. The purpose of this paper is to report on how the development and use of such a design-based approach, implemented by the Open University of Sri Lanka, impacted the adoption and uptake of open scholarship among teachers in the Sri Lankan school system in terms of changes in their use of instructional resources, pedagogical thinking and pedagogical practices.

The study adopted a design-based research (DBR) approach (Reeves, 2006), which involved researchers collaboratively working with practitioners in real-life settings to improve their educational practices along three aspects – instructional resource use, pedagogical perspectives and pedagogical practices. Based on the four stages of the DBR approach – analysis, solution, testing and refinement, and reflection, a professional development intervention programme was designed and implemented to support teachers on the integration of open educational resources (OER) and adoption of OEP in their teaching-learning process. Data collected throughout the process using multiple strategies such as questionnaire surveys, concept mapping, lesson plans, focus group interviews, self-reflections and “stories”, were analyzed using both qualitative and quantitative methods.

By the end of the intervention, significant changes were observed in teachers’ use of instructional resources, their pedagogical thinking and pedagogical practices. While resource usage has shifted from no or low usage of OER to reuse, revise, remix and creation of OER, the pedagogical thinking and practices of teachers moved from a content-centric and individualized patterns to more constructivist, context centric and collaborative ways. The diffusion of OEP was prominent along two dimensions – enhancements in the individual practices in innovative OER use as well as collaborative practices of sharing of resources, knowledge and good practices.

The systematic and flexible methodology adopted based on the DBR approach via a framework designed as a contextualized, process oriented and a self-reflective enquiry has been very useful to support changes in OEP among practitioners over time.

This iterative process allowed the researchers to function as “designers”, while investigating real-life issues in collaboration with the practitioners through reflective enquiry to further refine innovative practices towards OEP. This provides valuable insights for improved design solutions for future interventions in similar contexts.

The purpose of this paper is to present conceptual definitions for digital object use and reuse. Typically, assessment of digital repository content struggles to go beyond traditional usage metrics such as clicks, views or downloads. This is problematic for galleries, libraries, archives, museums and repositories (GLAMR) practitioners because use assessment does not tell a nuanced story of how users engage with digital content and objects.

This paper reviews prior research and literature aimed at defining use and reuse of digital content in GLAMR contexts and builds off of this group’s previous research to devise a new model for defining use and reuse called the use-reuse matrix.

This paper presents the use-reuse matrix, which visually represents eight categories and numerous examples of use and reuse. Additionally, the paper explores the concept of “permeability” and its bearing on the matrix. It concludes with the next steps for future research and application in the development of the Digital Content Reuse Assessment Framework Toolkit (D-CRAFT).

The authors developed this model and definitions to inform D-CRAFT, an Institute of Museum and Library Services National Leadership Grant project. This toolkit is being developed to help practitioners assess reuse at their own institutions.

To the best of the authors’ knowledge, this paper is one of the first to propose distinct definitions that describe and differentiate between digital object use and reuse in the context of assessing digital collections and data.

This study examines the information literacy practices of young video bloggers, focusing on the ways in which they construct their cognitive authority through a health-related information creation process.

This study draws upon socially oriented information literacy research and nexus analysis as its methodological framework. Data, including YouTube videos, theme interviews and video diaries, were collected with three Finnish video bloggers and qualitatively analysed using nexus analytical concepts to describe the central elements of social action.

The study shows that video bloggers employ several information practices during the information creation process, including planning, information-seeking, organization, editing and presentation of information. They construct their cognitive authority in relation to their anticipated audience by grounding it on different types of information: experience-based, embodied and scientific. Trustworthiness, emphasized with authenticity and genuineness, and competence, based on experience, expertise and second-hand information, were recognized as key components of credibility in this context.

This study increases the understanding of the complex ways in which young people create information on social media and influence their audiences. The study contributes to information literacy research by offering insights into the under-researched area of information creation. It is among the few studies to examine cognitive authority construction in the information creation process. The notion of authority as constructed through trustworthiness and competence and grounded on different types of information, can be taken into account in practice by information professionals and educators when planning information literacy instruction.