There is still much more emphasis in hyperbolic education discourse on pushing content rather than enabling connections between people
There is. But it might be shifting a bit. Or, at least, there are people around who are proposing another Sphere of Agency, one which relies much less on content and does a lot more with openness. As with Berkana, our job might be to connect these people who sing in a different voice. We might reach richer harmonies when we don’t expect unison.
a handful in a few major world languages
One might think that those other languages are well-represented. People connected with the Open Knowledge Foundation are currently tackling this very issue. Here, Open Education isn’t just about content.
The majority of content comes from Western, developed countries
expand access to some knowledge
xploratory grants for developing new pathways.
Like how about open education tools and app stores?
Colleges using data analytics have to make sure their students have “open futures” — that their programs create educational opportunities, not the other way around.
Another side to Open Education: open opportunities. While they still mean “opportunities for success in the current system”, it’s compatible with a view of student success which goes beyond the current system.
Decentralized Web Summit (June 8-9, 2016) Tim Berners-Lee, Vint Cerf, Brewster Kahle, Cory Doctorow
Mike Caulfield envisions OER production and utility being enhanced by "choral explanations" via websites similar to StackExchange or Quora.
disheartened that open education is still mainly focused on MOOCs and OERs, rather than on the broader concept of open textbooks, open research, and open data.
We often think of the hype cycle but two things this post reveals about MOOC hype: 1) There can be regional differences in the timing of those cycles. 2) We might be in a broad shift from MOOC as a thing to MOOC as a pretext for openness.
“Students chose how they were going to display how they were going to master those standards through projects,”
A big part of both Competency-Based Education and the open-ended side of Open Education.
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Being able to access these resources without any cost can lead to cool projects, but the fact that they maintain full copyright does restrict the type of learning which may happen through this. In other words, we’re far from Open Educational Resources. But it doesn’t mean these aren’t useful.
VIA EFF
Excellent report on the state of academic publishing— and why so much of it is still locked down.
NOTE
if we can Not access the works we fund, we can Neither annotate all knowledge.
And this case, it may pertain the most crucial body of all our knowledge — the knowledge upon what we are to found our own futures for us all. What is to be recognized as "the Human knowledge", whilst yet unknown by almost everyone us Humans ourselves.>
A history of open access academic publishing from the early 1990s to 2016.
Six Things Faculty Can Do to Promote Student Engagement
The web breaks us out of a product-centered publishing cycle and allows us to become part of an ongoing flow, in which knowledge is perpetually negotiated within networks.
Evolution of knowledge/content: process over product
educators and students alike have found themselves more and more flummoxed by a system that values assessment over engagement, learning management over discovery, content over community, outcomes over epiphanies
This Systems or "factory farming" approach to education seems antithetical to (and virtually guaranteed to flummox) a community-based, engaged, serendipitous and spontaneous learning explosion in traditional Higher Ed. Where are some cracks and crevices where the System has failed to snuff out the accidental life of learning?
We need to enable and facilitate alternative development models if our vision of universal OER adoption is to become a reality.
While the open educationfieldtends to focus onthe development and scalability ofeducational resources and practices, networked learningtends to emphasizethe pedagogical experience of learning communities and interpersonal connections, and connected learning promotes instructional designs for holistic, participatorylearning.
three definitions
who are the gatekeepers in deciding what that looks like.
perhaps a transformation is necessary here. To many (too many), education means grades and scores and standardization. Capacity for self-directed learning is more important and difficult to quantify.
it can mean that students see themselves as actively building their learning
This is the heart of the open ed/info lit connection. If the perception is that students go to school to be taught, the more important goal of learning how to learn is so much more difficult to achieve. But fostering lifelong learning means ceding some control over what is to be learned to the learner.
does “open” actually transform the way in which we do “school,” the way in which we teach and learn?
I think it can, but does higher ed want it to? Does anyone other than the open evangelists? The attempts at transformation in the 70s failed pretty hard. Maybe we need to transform teh public vision of what education looks like.
Free? Open access? Open enrollment? Open data? Openly-licensed materials, as in open educational resources or open source software? Open for discussion? Open for debate? Open to competition? Open for business? Open-ended intellectual exploration?
love the extended list, esp. "open for discussion/debate" Most definitions don't get past "free." "Open to competition" is an interesting thought. Open to cooperation would be more ideal. What would the competition be? For-profits?
Look for existing networks for collaboration that could be adapted to fit the strategy if formal networks are desired.
Work with OpenStax here on grant application? Could we somehow piggy back on their relationship with Hewlett and build for them their annotation solution--most recently articulated as requiring better teacher-student communication?
ANCHOR INSTITUTIONS
Name names...
OER must have the right metadata
Could h provide that metadata?!
SUPPORTING ROBUST TECHNICAL and INSTITUTIONAL INFRASTRUCTURE
Possibly where h fits in...
the Foundation will provide enhanced support for grantee collaboration.
We're already working with grantees: OpenStax, Lumen, Rebus.
Perhaps the OpenStax collaboration could get funding to enhance 1:1 communication within textbooks.
the technical basis for OER
robust and flexible infrastructure.
In so far as collaborative annotation might be critical to a broader OER infrastructure, then perhaps it does contribute to scale.
Moreover, ZTC degrees ensure that the benefits of open materials follow students from enrollment to graduation, allowing for a pathway of personalized courses that guide students toward completing their degrees.
What infrastructure would hold this together, especially if textbooks are remixed and mashed up by both students and teachers. Perhaps an annotation system?
Open materials can empower faculty with the aca-demic freedom to tailor their courses to their students’ needs and even engage students in meaningful learning experiences through adaptation and improvement of the open content itself.10
HUGE, especially the part about "meaningful learning experiences."
This is something Kathi Fletcher (OpenStax) alluded to in the edu board meeting: using h to provide a line of communication between students and teachers.
reserve part of its portfolio to con-tinue funding the infrastructure necessary to support the field
This is at least part of h's play IMO. Annotation should be part of this infrastructure, not only for post-publication discussion but for production and discovery of such resources as well.
Therefore, we refreshed our OER strategy to focus on our goal of using grants to help OER reach mainstream adoption.
This stage of funding is focused on scale.
high-quality academic materials
Are tools "materials"?
I hired a bunch of undergrad students and recent alums, and paid them out of my own pocket to assist me.
I did not know this. And I already thought Robin was a bad-ass. There should be national, philanthropic funding for projects like this.
and any other tools, materials, or techniques used to support access to knowledge.
Tools are OERs.
and refreshed OER strategy.
This "refresh" was done December 2015.
The infrastructure
Hmm, I wonder if this is thinking inspired by the NGDLE movement (from Gates, EDUCAUSE)?
Develop innovative OER models
I suppose that would be us.
the frustration faculty members sometimes feel when searching for open content to include in their courses.
Annotation could help with this discovery, evaluation, and remixing process.
thinking more broadly about what ‘open’ means and how open connects to a variety of different areas
Yes!
Scaling Up OER
New Hampshire System Plans Open Education Push
“papers are the only scientific artifacts that are guaranteed to be preserved.”
Under the current mode of action.
Annotation can help us weave that web of linked data.
This pithy statement brings together all sorts of previous annotations. Would be neat to map them.
If the limitations are acknowledged and accounted for, there is no reason why open education should not offer genuine opportunities for promoting equity of access to higher education
addressed the way we treat student writing as the waste product of assessment.
If texts — content — are at the heart of a course, and content is now shaped into a process that depends on learner engagement in order to function fully, then OER propels us into truly student-centered territory.
from OER to OEP and open pedagogy
the learning-analytics industry still lacks the kinds of standards and protocols that would make it easy to extract, organize, and share such data among institutions for research purposes.
Sakai development is actually accelerating.
Preamble Share We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
You can't get much better than this! https://www.youtube.com/watch?v=3GwjfUFyY6M
talking about open pedagogy as the “second power of open.”
There are clear signs that some move towards Open Pedagogy is in fact happening. At SALTISE, last week, @Downes made it quite clear that Open Education is about openness, not merely about cost.
talking about open pedagogy as the “second power of open.”
Open access: All human knowledge is there—so why can’t everybody access it?
the LMS’s institutionally friendly attributes have an important role in shaping our thinking about teaching and learning.
But should it?
In considering considerations, I think it’s important to begin with a thinking (or erasing?) exercise that asks you to forget everything you know or think you know about ed tech and start over.
Jessie Frazelle's advice on saying "no" to patch requests for open source projects.
Designing for Open Pedagogy with CCCOER
List of publications on open access research data
nice bibliography!
The essay competition will run until June 15th and will be judged by a committee of scientists, librarians, members of industry, and students based on the following criteria.
Which criteria are you referring to?
SSRN had one of the early freemium business models for an open access service.
that OER can provide benefits to some schools, but that commercial resources will continue to have value because of the tech-based enhancements, in analytics and adaptive learning and other areas, that they offer beyond academic content.
Why can't OERs have the equivalent?
Wiggins and McTighe’s solutions—backward design, sharing detailed rubrics with students, etc.—are certainly the right way to do teacher-centered, standards-driven education based on measurable outcomes.
I've been wondering for a long time about ID, UbD and the like as they fit in with open educational practices and open pedagogy. It seems like they're closed in a way, in that the the goals, the way they're defined and the means to getting there are all defined for the learner. But if we really want to help people grow and be all they can be, we have to cede control to the learners, so they can start to define their own goals, and find out how to set their own paths.
Input feed: lkfitz's bookmarks
5 billion reasons for open access
FLEXspace is a repository and open online education resource institutions can use to research and share information about successful learning space design.
To me, this is what OER for the web should start to reflect.
You mean it’s not just about the price of textbooks??
Open access is not fully realized without open peer review, which would provide opportunities for scholarly dialogue and critique throughout the writing process and beyond, argues Alex Mueller.
Work on exploitation arising from asymmetries of information is an important example.
What is being referred to when "asymmetries of information" is mentioned? Could the open access (to scholarly publishing) movement help to reshape this asymmetry to be more symmetric?
A public must allow for new members to join as the old fade away. A public must not die every semester.
Around 40% of Swiss research is open access
first MOOC was open in the sense articulated by the Open Education Consortium: knowledge, insights, and information were shared between students, and new knowledge, skills, ideas, and understanding built through sharing. This is perhaps the purest form of open education, in which the instructor is a facilitator, and the students collaborate to create a shared understanding.
in line with the Barth definition
Cape Town Open Education Declaration (n.d.) declares that the promise of open education is that “each and every person on earth can access and contribute to the sum of all human knowledge.
compare definition to Barth
Jenkins’ argument is that cultural progress is necessarily the result of freedom
that progress is a result of technical abilities (literacies) as well as permissions
material objects that may be patentable, rather than copyrightable, may be open. The Open Design Definition, for example, was developed in 2000 by the Open Design Foundation for the world of manufacturing design
open patent
My experimentation with open pedagogy – and my attempts to guide students’ learning with/in and across open platforms – was a social endeavor that invited reciprocal networking.
I can be in Egypt and in my home office at the same time. And because I can communicate with her at any moment, unexpectedly, I am always in Egypt and in my home office.
We saw this with Maha and Keegan via Twitter at OLC Innovate. Virtually Connecting added a dimension to the meeting, both bringing people together and challenging the pay to play standard of conferences.
Writing and submission. The process of compiling findings, writing accompanying narrative and making this available for public view and scrutiny can be simplified by the use of new improved software. These tools can help identify relevant papers through increasingly powerful learning algorithms (e.g. F1000Workspace, Mendeley, Readcube). They can also enable collaborative authoring (e.g. F1000Workspace, Overleaf, Google docs), and provide formatting tools to simplify the process of structuring an article to ensure all the necessary underlying information has been captured (e.g. F1000Workspace, EndNote). Submission for posting as a preprint, and/or for formal publication and peer review, should be as simple as a single click.
How can an "Open Science Platform" be built upon proprietary tools only? Maybe is meaning of "open" to define here?
After hundreds of emails with developers and peer-reviewers, his open-source book will be ready for use at UConn. Neth began planning for the second version of the book in January and the project has taken more than four months.
SocialBoost — is a tech NGO that promotes open data and coordinates the activities of more than 1,000 IT-enthusiasts, biggest IT-companies and government bodies in Ukraine through hackathons for socially meaningful IT-projects, related to e-government, e-services, data visualization and open government data. SocialBoost has developed dozens of public services, interactive maps, websites for niche communities, as well as state projects such as data.gov.ua, ogp.gov.ua. SocialBoost builds the bridge between civic activists, government and IT-industry through technology. Main goal is to make government more open by crowdsourcing the creation of innovative public services with the help of civic society.
I utilize some of the useful critiques OA has generated to inform the discussion of OER creation and practice.
Though there are major differences between Open Access and Open Educational Resources, the two approaches to openness share a lot. Advocates for both are likely to have a lot of values in common, including a distaste for inequalities.
Books can learn from the web how to be bounded, but open.The web can learn from books how to be open, but bounded.
Active OER: Beyond open licensing policies
“free vs. open”
Reasons Facebook, Twitter, and Instagram have dominated the Web over blogs and independent sites:
Let go of the idea of people reading your stuff on your site, and develop or support interfaces that put your readers in control of how they view the web instead of giving the control to the people with the servers.
Blogs tend towards conversational and quotative reuse, which is great for some subject areas, but not so great for others. Wiki feeds forward into a consensus process that provides a high level of remix and reuse, but at the expense of personal control and the preservation of divergent goals. Wikity takes lessons from federated wiki, combining the individual control of blogging with the permissionless improvement of wiki.
Mike Caulfield introduces http://wikity.cc, a personal wiki platform in which editing is blog-like (it runs on WordPress), but pages can be easily copied and remixed.
I am particularly excited about ways it might be used to help faculty and students to collaborate on OER across institutions.
Do we mean free open access?
Yes; this isn't hard. That is what all well-established (over a decade old) definitions of "open access" mean.
The comparison to inter-library loan both is and isn't helpful. It is helpful because it shows that libraries have never been purely competitive spaces. It is less helpful because the digital environment fundamentally alters the way we disseminate material and shifts the vast majority of costs to labour-to-first-copy, rather than in the dissemination phase.
the hyperlink provided a diversity and decentralisation that the real world lacked
We’re also losing the organic and open shape of the web. It’s becoming something much more rigid and more hierarchical.
The hyperlink was a way to abandon centralization — all the links, lines and hierarchies — and replace them with something more distributed, a system of nodes and networks.
Open Education Resources and Repositories
OER Repository
"connected copies" - multiple copies of pages and other files stored across the Web, accessed by name rather than just a single address.
Some examples already exist: git, torrents, federated wiki, various named data networking projects, and the Interplanetary File System.
Distributed copies fight link rot and reduce Internet traffic congestion. More importantly, if the files are freely licensed, easy to copy, and easy to edit, the concept reaches toward the full peer-to-peer potential of the Web.
OER Data Report
what we sell in the Open Textbook movement is not just reduced cost.
And it's not just equality of access to "required" materials (though that's important too). It's more about the pedagogical process.
Those students that bought the cheap version of the text back in 1991? They were pill-splitters. And they failed at pill-splitting (and maybe at the course). Do we own that failure? What we’ve learned over the past five years or so in OER is that what we sell in the Open Textbook movement is not just reduced cost. It’s the simplicity that you can get when you’re not working with an industry trying to milk every last dollar out of students. It’s every student having their materials on day one, for as long as they like, without having to navigate “simple” questions of what to buy, what to rent, and when-is-the-book-on-the-syllabus-that’s-required-not-really-required.
Asking What Students Spend on Textbooks Is the Wrong Question
Cost of textbooks and what students are able to spend.
Pedagogy in Public: Open Education Unbound
Is it possible to add information to a resource without touching it?
That’s something we’ve been doing, yes.
The University of New Hampshire Open Educational Resources Ambassador Pilot
To maximize its utility
The unusual data released strategy involving crowdsourcing on twitter, is discussed in more detail in this blog http://blogs.biomedcentral.com/gigablog/2011/08/03/notes-from-an-e-coli-tweenome-lessons-learned-from-our-first-data-doi/
“In the last 15 years, we’ve seen a massive transition in the way academic publishing is being done,” said Jules Blais, an environmental scientist at the University of Ottawa and editor of FACETS.
Students Should Demand Their Colleges Produce Free Open Textbooks to End the Textbook Racket
To date 5'-cytosine methylation (5mC) has not been reported in Caenorhabditis elegans, and using ultra-performance liquid chromatography/tandem mass spectrometry (UPLC-MS/MS) the existence of DNA methylation in T. spiralis was detected, making it the first 5mC reported in any species of nematode.
As a novel and potentially controversial finding, the huge amounts of supporting data are depositedhere to assist others to follow on and reproduce the results. This won the BMC Open Data Prize, as the judges were impressed by the numerous extra steps taken by the authors in optimizing the openness and easy accessibility of this data, and were keen to emphasize that the value of open data for such breakthrough science lies not only in providing a resource, but also in conferring transparency to unexpected conclusions that others will naturally wish to challenge. You can see more in the blog posting and interview with the authors here: http://blogs.biomedcentral.com/gigablog/2013/10/02/open-data-for-the-win/
Giga Science Database
For more about GigaDB, see the paper in Database Journal: http://database.oxfordjournals.org/content/2014/bau018.full
Scholarly communication is the system through which research and other scholarly writings are created, evaluated for quality, disseminated to the scholarly community, and preserved for future use.” –Association of College and Research Libraries
networked discovery of connections would be at the center of both the learning environment as designed by faculty and the learning environment as experienced by students
Would love to hear Campbell or Kuh elaborate on this. Identifying "connections" as more important than identifying content/information? A new way for searching the Internet? Mining connections among content/people? Mining the connections I've made among content/people on the Internet?
When you see young people as agents of change, rather than objects to be changed,
Students as Authors: Why Students Should Publish Their Class Essays Online
It also arguably just shifts the costs of a broken system from students to the library.
Maybe thinking beyond the textbook needs to be there from the start. See Downes "the textbook is a monolith."
involving students throughout the entire process
There is the goal. Free textbooks is a baby-step along the way.
it sometimes isn’t enough just to say “this will save students money so we should do it.
Indeed!
“While we have the ‘must do’ layer, there’s also that little bit of subversion here, giving kids that little bit of creativity and maybe a ray of hope,” Reisinger said. “I want them to learn that learning is not all about what someone else preordains for you. It’s OK to tinker and play with things.”
Refreshing! Self-directed learning. Agency. Almost smells like open pedagogy!
Researchers have ‘ethical obligation’ to share data
The Battle for Open: How openness won and why it doesn't feel like victory
Academic Publishing is a Goddamned Exploitative Farce
A Framework for Identifying and Evaluating Openly Networked Connected Learning Course Designs
In the MIT Libraries we’ve just launched a new and innovative approach for our scholarly communications program — and for our collections budget: the collections budget is now part of the scholarly communications program.
Super rad!
What occurs when we decide that agency and not expertise is the core principle of learning is that we must, as teachers, learn to see the very best in students.
Imagine having at least part of your virtual learning environment (VLE) open, not just for current students (and even current students usually can't see all the teaching that might be useful to them) but for non-students, prospective students, or staff members who want to know what's happening down the road, across the country, in that academic department that interests them. NetworkED 2020 Watch Donna at NetworkED 2020: The London University, as she asks 'what if all of London were a networked University?'There would be so much potential for seeing the different ways in which departments are teaching, for instance. Which departments of biology are doing what in their labs? What theoretical approaches are they taking?
This to me is more transparent than open where the world outside can see,
In this context open to me is more about connecting, communicating, learning together and from each other. it's people can walk in on their own or be invited in, people inside can go explore and visit others
Important: Open to me is much more than that still. I remember the Vconnecting we had during OpenEd15 : No consensus on what "Open" means yet.
Open data
Sadly, there may not be much work on opening up data in Higher Education. For instance, there was only one panel at last year’s international Open Data Conference. https://www.youtube.com/watch?v=NUtQBC4SqTU
Looking at the interoperability of competency profiles, been wondering if it could be enhanced through use of Linked Open Data.
Open Learning
Could soooo imagine a presentation on using #Hypothesis with #PressBooks!
Think about that, a student speaks up to represent her class.
The Open Stuff that I am interested in, is not just that anyone can walk through the door, as there are often ONLY IFs. They can walk through the door ONLY IF they create an account and login. They can walk through the door ONLY IF they are in certain parts of the world (geographic limits on media). Openness is not just a door.
This is a crucial paragraph in this post ... many of us assume openness as a possibility for everyone but the world is complicated for many, and the "if" question -- and how to change the nature of the world to lower barriers -- is as crucial as designing something that has the possibilities of open.
you do not always know who is there with what class, or on their own.
I rarely even think about that idea of a "class of students is here" -- I just figure, this is my space and I am doing what I am doing, and enjoying what you re doing and so ... away we go ...
inner cynic
open – that is, to make public, transparent, and participatory
Neat definition of “open”, very contextual, it sounds like.
As of fall 2015, the University of Maryland University College (UMUC) no longer expects any undergraduate to spend money on textbooks.
What is a business model?
open annotation.
I'd like to hear discussion around the term "open" here. How exactly are you using it @remiholden? To mean public as opposed to private?
For me, open has specific infrastructural connotations: it's about a variety of annotation clients like hypothes.is conforming to certain wider standards so that web annotation--like the web itself--is an interoperable system.
But I'm curious the degree to which that matters to teachers and learners. And why? We're using hypothes.is, which promises to conform to standards being developed by the w3c, but could DIIGO do the trick even though they're system (for now) is closed?
Faculty want to share their life’s work with others that care about their niche too.
Textbook Cost Research Results
Many times, the work we do as educators is actually taking away some of the most powerful learning from our students.
Rebus Open Webbooks Building knowledge to build on
3 Keys to Designing Learner-Centered Spaces
Thoughts on using open eBooks as textbooks
Who Pays for Supplemental Materials?
Open educational resources and college textbook choices: a review of research on efficacy and perceptions
If the average college student spends approximately $1000 per year on textbooks and yet performs scholastically no better than the student who utilizes free OER, what exactly is being purchased with that $1000?
Supplemental materials?
A multi-institutional study of the impact of opentextbook adoption on the learning outcomes of post-secondary students
Rhizomatic learning as an open pedagogy
Questioning the metaphor. Right there with you.
Alongside the Dutch government, which is using its presidency of the EU to push the case for open access, only Hungary, Romania, Sweden and the UK, share the view that academic publishers should stop charging readers a subscription and instead charge authors for publishing their papers.
Could be worse.
The peer-reviewed journal marks a new era in academic journal publishing. Discrete Analysis will follow the "diamond open access" model - free to read and free to publish in - and will be entirely editor-owned with no publisher middleman.
diamond open access
right to privacy, while allowing them to make an informed choice about taking reasonable risks to their privacy in order to help advance research
OCW Educator: Sharing teaching approaches and materials from MIT with educators everywhere, for free
Open Pedagogy: Moving Forward
A Pre-flight Check: Response to Wiley’s Open Pedagogy Challenge
Notes on Open Pedagogy
A framework for assessing fitness for purpose in open educational resources
When does using OER make sense... This is a great framework, especially if we are talking about assessing the OER completely on its own. But that probably isn't reality. OER is meant to be used, as in a process rather than a finished product. That process, the purposeful integration of the interactions and connections between teachers, students, "content" and the "open" public should be the foundation for such a framework.
The OER is used to devise interactive ways of using OER to promote students’ engagement in the problem-solving process.
This is close. How about "promote students' engagement" with the OER itself? Student can annotate, edit, create, improve, expand the OER.
Pedagogy
The 'O' from OER is pretty absent from this list.
Learners are engaged in solving real-world problems. Existing knowledge is activated as a foundation for new knowledge. New knowledge is demonstrated to the learner. New knowledge is applied by the learner. New knowledge is integrated into the learner’s world.
Not totally on board with this. Perhaps if "learner" role can be filled with student or instructor.
1) Providing open, accessible and quality content for a wider community of teachers and learners. 2) Sharing best practice and helping to avoid re-inventing the wheel. 3) Helping developing countries improve and expand learning for development opportunities. 4) Offering flexible non-formal and informal knowledge and skills accumulation pathways to formal study. 5) Providing learning opportunities for geographically, socially or economically excluded students and non-traditional and work-based learners. 6) Improving the quality of conventional and online education by achieving greater awareness of open and inclusive educational practices and varied perspectives on fields of study. 7) Enabling collaboration between institutions, sectors, disciplines and countries.
I would have expected a more direct reference to serving students. Students being active participants, potentially creators of the content (knowledge) they are interacting with.
Inquiry Learning Vs. Standardized Content: Can They Coexist?
The feed is how stuff enters their content system. But the feed itself is outside, leaving it available for other services to use. It's great when this happens, rather than doing it via a WG that tend to go on for years, and create stuff that's super-complicated, why not design something that works for you, put it out there with no restrictions and let whatever's going to happen happen.
Interesting approach for hypothes.is to consider?
Re-Envisioning Paulo Freire's "Banking Concept of Education"
Sci-Hub: the debate continues
Academic freedom is for students, too
The power of open
High academic journal prices justify sharing of illegal articles
Framing our Open EdTech project
The university must promote teaching excellence and the use of open learning methods
Nice
We don’t know if content will be interoperable – that is, usable beyond the Amazon (Kindle) ecosystem – or if there’ll be integration with other software systems.
If not then it really wouldn't be truly "open."
federally funded research publicly accessible are becoming the norm
BC Open Textbook Authoring Guide
the MLA Commons is built on top of Commons in a Box
An Open Education Reader
As I have mentioned in previous posts, several platforms have appeared recently that could take on this role of third-party reviewer. I could imagine at least: libreapp.org, peerevaluation.org, pubpeer.com, and publons.com. Pandelis Perakakis mentioned several others as well: http://thomas.arildsen.org/2013/08/01/open-review-of-scientific-literature/comment-page-1/#comment-9.
A coalition of some of the world’s key scholarly publishers, platforms, libraries, and technology organizations
Important that academia is in this space. It's also important that annotations and connections can be open as this is how knowledge spreads and grows.
REBUS Open Web Textbooks - A new project to build a collaborative system for open source textbooks.
https://twitter.com/hughmcguire<br> https://twitter.com/Bopuc
What makes this more difficult to resolve is that GitHub is — surprise! — not open source. GitHub is closed source, meaning that only GitHub staff is able to make improvements to its platform.The irony of using a proprietary tool to manage open source projects, much like BitKeeper and Linux, has not been lost on everyone. Some developers refuse to put their code on GitHub to retain their independence. Linus Torvalds, the creator of Git himself, refuses to accept pull requests (code changes) from GitHub.
That's why I have advocated tools like Fossil to other members of our Hackerspace and other communities like Pharo or decentralized options to Mozilla Science (without much acceptation in the communities or even any reaction from Mozilla Science).
Going with the de facto and popular defaults (without caring about freedom or diversity) seems the position of open source/science communities and even digital activist, which contrast sharply with their discourse for the building of tools/data/politics, but seems invisible in the building of community/metadata/metapolitics.
The kind of disempowerment these communities are trying to fight, is the one they're suffering with GitHub, like showed here: https://hypothes.is/a/AVKjLddpvTW_3w8LyrU-
So there is a tension between the convenience and wider awareness/participation of centralized privative platforms that is wanted by these open/activist communities and a growth in the (over)use of the commons that is bigger that the growth of its sustainability/ethos, as shown here: https://hypothes.is/a/AVKjfsTRvTW_3w8LyrqI . Sacrificing growth/convenience by choosing simpler and more coherent infrastructures aligned with the commons and its ethos seems a sensible approach then.
Technically, if you use someone else’s code revision from Stack Overflow, you would have to add a comment in your code that attributes the code to them. And then that person’s code would potentially have a different license from the rest of your code.Your average hobbyist developer might not care about the rules, but many companies forbid employees from using Stack Overflow, partly for this reason.As we enter a post open source world, Stack Overflow has explored transitioning to a more permissive MIT license, but the conversation hasn’t been easy. Questions like what happens to legacy code, and dual licensing for code and non-code contributions, have generated confusion and strong reactions.
The free software generation had to think about licenses because they were taking a stance on what they were not (that is, proprietary software). The GitHub generation takes this right for granted. They don’t care about permissions. They default to open.Open source is so popular today that we don’t think of it as exceptional anymore. We’re so open source, that maybe we’re post open source:But not is all groovy in the land of post open source.
"It comes down to what is the reason for our existence? It's to accelerate science, not to make money."
Adapt an Existing Open Textbook
Below I list a few advantages and drawbacks of anonymity where I assume that a drawback of anonymous review is an advantage of identified review and vice versa. Drawbacks Reviewers do not get credit for their work. They cannot, for example, reference particular reviews in their CVs as they can with publications. It is relatively “easy” for a reviewer to provide unnecessarily blunt or harsh critique. It is difficult to guess if the reviewer has any conflict of interest with the authors by being, for example, a competing researcher interested in stalling the paper’s publication. Advantages Reviewers do not have to fear “payback” for an unfavourable review that is perceived as unfair by the authors of the work. Some (perhaps especially “high-profile” senior faculty members) reviewers might find it difficult to find the time to provide as thorough a review as they would ideally like to, yet would still like to contribute and can perhaps provide valuable experienced insight. They can do so without putting their reputation on the line.
With most journals, if I submit a paper that is rejected, that information is private and I can re-submit elsewhere. In open review, with a negative review one can publicly lose face as well as lose the possibility of re-submitting the paper. Won’t this be a significant disincentive to submit? This is precisely what we are trying to change. Currently, scientists can submit a paper numerous times, receive numerous negative reviews and ultimately publish their paper somewhere else after having “passed” peer review. If scientists prefer this system then science is in a dangerous place. By choosing this model, we as scientists are basically saying we prefer nice neat stories that no one will criticize. This is silly though because science, more often than not, is not neat and perfect. The Winnower believes that transparency in publishing is of the utmost importance. Going from a closed anonymous system to an open system will be hard for many scientists but I believe that it is the right thing to do if we care about the truth.
PLOS Labs is working on establishing structured reviews and we have talked with them about this.
It should be noted that papers will always be open for review so that a paper can accumulate reviews throughout its lifetime.
I am hoping to change scholarly communication at all levels and I think transparency must be at the heart of this.
While there are some features shared between a university repository and us we are distinctly different for the following reasons: We offer DOIs to all content published on The Winnower All content is automatically typeset on The Winnower Content published on the winnower is not restricted to one university but is published amongst work from peers at different institutions around the world Work is published from around the world it is more discoverable We offer Altmetrics to content Our site is much more visually appealing than a typical repository Work can be openly reviewed on The Winnower but often times not even commented on in repositories. This is not to say that repositories have no place, but that we should focus on offering authors choices not restricting them to products developed in house.
Over this tension/complementary between in house and external publishing platforms I wonder where is the place for indie web self hosted publishing, like the one impulsed by grafoscopio.
A reproducible structured interactive grafoscopio notebook is self contained in software and data and holds all its history by design. Will in-house solutions and open journals like The Winnower, RIO Journal or the Self Journal of Science, support such kinds of publishing artifacts?
Technically there is not a big barrier (it's mostly about hosting fossil repositories, which is pretty easy, and adding a discoverability and author layer on top), but it seems that the only option now is going to big DVCS and data platforms now like GitHub or datahub alike for storing other research artifacts like software and data, so it is more about centralized-mostly instead of p2p-also. This other p2p alternatives seem outside the radar for most alternative Open Access and Open Science publishers now.
These 39 Sites Have Amazing Stock Photos You Can Use For Free
We need to talk about sharing
open Science
Die Auswirkungen des digitalen Wandels in der Forschung erforschr der Leibniz-Forschungsverbund Science 2.0. Die derzeit 37 Partner bearbeiten die Forschungsschwerpunkte „Neue Arbeitsgewohnheiten“, „Technologieentwicklung“ und „Nutzungsforschung“. Damit untrennbar verbunden sind die aktuellen Entwicklungen im Hinblick auf die Öffnung des gesamten Wissenschaftsprozesses oder Teilen davon („Open Science“)
Scott Johnson tweeted a screen-capture of a message he received from academia.edu.
Would you be open to paying a small fee to submit any upcoming papers to our board of editors to be considered for recommendation? You'd only be charged if your paper was recommended.
Academia.edu founder Richard Price replied.
Technologies that live within closed systems create roadblocks in students’ learning pathways.
What is Open Access?
What the Open-Access Movement Doesn’t Want You to Know
Open Access Overview
Open Pedagogy: Connection, Community, and Transparency
Nothing really interesting grows there. For that you need the wilds of -- the open web -- of course.
The walled garden vs the wildflower?
authors have pulled around 100 papers from Lingua and transferred them to Glossa
“If I wanted to do it for the compensation, I would be better off using that time to flip burgers or go wash windows.”
True!
He refers to hybrid journals as “double-dipping journals” because they profit from both APCs and subscriptions.
True!
Publishing an open-access paper in a journal can be prohibitively expensive. Some researchers are drumming up support for a movement to change that
Green OA and the role of repositories remain controversial. This is perhaps less the case for institutional repositories, than for subject repositories, especially PubMed Central. The lack of its own independent sustainable business model means Green OA depends on its not undermining that of (subscription) journals. The evidence remains mixed: the PEER project found that availability of articles on the PEER open repository did not negatively impact downloads from the publishers’s site, but this was contrary to the experience of publishers with more substantial fractions of their journals’ content available on the longer-established and better-known arXiv and PubMed Central repositories. The PEER usage data study also provided further confirmation of the long usage half-life of journal articles and its substantial variation between fields (suggesting the importance of longer embargo periods than 6–12 months, especially for those fields with longer usage half-lives). Green proponents for their part point to the continuing profitability of STM publishing, the lack of closures of existing journals and the absence of a decline in the rate of launch of new journals since repositories came online as evidence of a lack of impact to date, and hence as evidence of low risk of impact going forward. Many publishers’ business instincts tell them otherwise; they have little choice about needing to accept submissions from large funders such as NIH, but there has been some tightening of publishers’ Green policies (page 102).
Gold open access based on APCs has a number of potential advantages. It would scale with the growth in research outputs, there are potential system-wide savings, and reuse is simplified. Research funders generally reimburse publication charges, but even with broad funder support the details regarding the funding arrangements within universities it remain to be fully worked out. It is unclear where the market will set OA publication charges: they are currently lower than the historical average cost of article publication; about 25% of authors are from developing countries;