France

Entering a modern car is like entering a computer with wheels, seats and windows. Similarly, entering a classroom is like entering a large digital system with chairs, windows and a board. The input devices of this system are not a keyboard and mouse, but an entire classroom equipped with sensors. The output device of this system is not a screen but a set of digital elements distributed in the class. The output is not a simple reflection of the input but input data are processed by multiple operators that aggregate, compare and visualize data. The resulting dashboards are used for monitoring the learners’ progress in order to decide when and to whom to intervene. They are also used to compile data from the constructivist activities for supporting the debriefing phase, as well as to predict the completion time of an activity. Monitoring, debriefing and timing are central processes in classroom orchestration.

CSEDU 2020

Classware

Track A participant information packet [PDF](https://drive.google.com/file/d/1dQtZHSkIzuXHT-TFNRaY_UTi5FTk_Kcb/view?usp=sharing)

Track B participant information packet [PDF](https://drive.google.com/file/d/1HtBtLsmb4ST392VF7K22St5ZJqaSsSZ9/view?usp=sharing)


Dear B15 cohort members,

On behalf of the University of California and OA2020 Initiative, we are pleased to share with you the attendee information packet for the 15th Berlin Open Access Conference (B15): Adapt and Advance.

Since 2003, the Berlin Open Access Conference has explored the potentials of our digital environment to transform scholarly communication and “build a future-proof, flexible, open, and high-quality scholarly and scientific publishing system.” Over the years, the persistence of subscription paywalls prompted the creation of a global alliance dedicated to accelerating the transition to open access; the focus of the Berlin Open Access Conference series now centers on viable strategies to replace the existing subscription business model with transparent and sustainable open access models.

The international cohort of the 14th Berlin Open Access Conference (2018) affirmed the importance of transformative agreements in accelerating the open access transition and today we can observe the progress made with transformative agreements in just a few short years. As we progress in our strategies, each step elevates us to a new vantage point revealing a new set of challenges. At this juncture, in 2021, we are therefore convening various stakeholders and decision-makers—including higher education and research administrators; library leaders; academic communities and faculty governance; research funders; and ministries of research, education and innovation—involved in further adapting, improving and advancing transformative open access agreements for the betterment of the research enterprise. As detailed in the agenda that follows, the B15 plenaries will consider transformative open access agreements in the context of heightened budget pressures, equity and scholarly communications, and the growing variety of transformative models being implemented worldwide.

As a B15 attendee, we ask that you use this conference as a springboard for further action, partnership and change.
We look forward to seeing you at B15.

Many thanks,

Gerard Meijer, Director and Scientific Member, Fritz Haber Institute, Max Planck Society, Berlin (B15 Track B Conference Chair)
 Günter Waibel, Associate Vice Provost and Executive Director, California Digital Library, University of California (B15 Track A Conference Chair)

### **Schedule at a glance:**

To facilitate global participation, the B15 conference will be offered twice (to confirm your track, please refer to your invitation from the B15 coordinators or the participant information packet that was distributed via email in advance of the conference).

The conference program will comprise four plenary sessions and include opportunities for discussion (breakout sessions) to reflect together on the insights presented in plenaries 1-3.

Day 01
 -Welcome & opening remarks
 -Plenary 1 - Open access and cost reduction: Competing priorities?
 -Panel
 			-Breakout discussions
 -Plenary 2 - Equal opportunity to publish open access
 -Panel 
 -Breakout discussions
 -Closing Remarks
 -Social event
 
 Day 02
 -Opening remarks
 -Plenary 3 - The range of open access transition models
 -Panel 
 -Breakout discussions
 -Poster session
 -Plenary Panel 4 - The B15 Journey
 -Closing remarks
 
To view the full schedule, please click [here](https://underline.io/events/186/schedule?day=2021-09-28T04%3A00%3A00.000Z) (be sure to sort by your track).

### **B15 message board: Please share your insights, feedback and questions**
In advance of and during B15, we invite you to share your insights, feedback and questions around transformative open access on the B15 message board. Please access the message board [here](https://underline.io/events/186/posters/7945/poster/35472-message-board).

### **Technical issues or questions?**
If you have any questions (before or during B15) about the underline event platform, Zoom or Gather Town, please don’t hesitate to contact the underline help desk [here](https://underline.io/events/186/help-desk).

This event requires a registration to attend, please register for the event [here](https://oa2020.org/b15-conference/). 

Registration Required

The 15th Berlin Open Access Conference: Adapt and Advance

Welcome letter:

Dear B15 cohort members,
On behalf of the University of California and OA2020 Initiative, we are pleased to welcome you to the 15th Berlin Open Access Conference (B15): Adapt and Advance.

keynote

CSEDU, the International Conference on Computer Supported Education, is a yearly meeting place for presenting and discussing new educational tools and environments, best practices and case studies on innovative technology-based learning strategies, and institutional policies on computer supported education including open and distance education. 

In this talk the different research fields of MOOCs, Learning Analytics and OER are addressed and brought together. Over a couple of years now, different proponents announcing MOOS or OER or Learning Analytics. Nevertheless, the idea is to put all the research results together and provide it as a service for education, especially in Higher Education.
Using the example from Graz University of Technology the talk will provide insights how we can deal with it in the future based on research findings and hands-on experiences with real student data.

MOOCs, Learning Analytics and OER - A Perfect Triangle for the Future of Education!

Technology-enhanced learning ecosystems are becoming quite complex, especially when non-conventional approaches, such as collaborative or inquiry learning are employed. On the other hand, the recent advances in the learning analytics field have been very promising, for purposes of understanding and optimizing learning and the environments in which it occurs. However, the alignment between design for learning and learning analytics has been recently shown to be a pending, albeit essential, issue that would allow for effective and efficient pedagogical interventions and orchestration. This keynote focuses on human-centered design for learning, and especially on the eventual support to teachers as designers of pedagogical interventions and classroom orchestration. Taking into account the “In Media Res” and the “Orchestration and Learning Analytics” frameworks, this lecture presents some important issues, design principles and illustrating examples, regarding the involvement of teachers in the loop of design for effective use of learning analytics.

Classware

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