© 2016 Thienemann-Esslinger VerlagTranslated excerptSebastian MeschenmoserRotkäppchen hat keine Lust

Filtering obligations -Undermining the foundations of Open Access7.The provisions of Article 13 threaten the accessibility of scientific articles, publications and research data made available through over 1250 repositoriesmanaged byEuropean non-profit institutions and academiccommunities. These repositories, which are essential for Open Access and Science in Europe, are likely to face significant additional operational costs associated with implementing new filtering technologyandthe legal costs of managing the risks of intermediary liability. The additional administrative burdens of policing this contentwould add to these costs. Such repositories, run on a not-for-profit basis, are not equipped to take onsuch responsibilities, and may face closure. This would be a significant blow, creating new risks forimplementing funder, research council and other EU Open Access policies.

Civic hackathons are spaces where the technological imagination and civic imagination collide and jostle as people collectively envision future technologies. Finally, I suggest three lessons drawn from civic hackathons to demonstrate the contradictory and even treacherous ways civic innovation produces ideas. In the conclusion I consider how we might read civic hackathons alongside other modern political formations. After all, civic hackathons are just one part in a larger formation of “open government” that prioritizes direct participation and institutional collaboration as a pathway to reform.

Springer Nature is pleased to present the subscription price list.

Richardson argues that “open design” in the maker movement encourages diversity and collective participation in the production process. Being “pre-hacked” provides an alternative way to think about participation in technological produc-tion. The maker movement tenuously embraces open design, even if they have less success in considering how these practices might scale.

.Theopendatadefinitionthatemergedfocusedoneightqualitiesofdata:completeness,pri-macy,timeliness,easeofphysicalandelectronicaccess,machinereadability,non-discrimination,useofcommonlyownedstandards,licensing,permanence,andusagecosts.

a particularly influential one published in Nature in 1970 by Ulrich Laemelli, on a new method of electrophoresis revealing as yet unknown proteins in a bacteriophage (unfortunately, if you don’t have a subscription, you’ll need to pay to read the whole paper…)

Open data, like open information before it, promised fixes for bureaucratic problems and leveling power asymmetries (Fenster, 2012). Municipal governments strapped for funds and in dire need of more efficient frameworks have, of course, welcomed the message that open government data can alleviate time-consuming FOIA requests, make services easier for residents to use, and drive hack-athons as a form of public outreach.

The open data definition drafted at Sebastopol describes data’s completeness, primacy, timeliness, ease of physical and electronic access, machine readability, non-discrimination, use of commonly owned standards, licensing, permanence, and usage costs. This description made it clear what the proper-ties of data were, even as outcomes, fitting with an open-source model, were more

His stance was not cyberlibertarian (Barbrook and Cameron, 1996). As his successive refutation of transparency in this shift toward open data indicates (Lessig, 2009), he was quite concerned about efforts with software becoming distanced from tangible outcomes. Lessig might regarded as a hacker in the mold of Tim Jordan (2008), taking a progressive perspective on how we might regulate technologies—alongside laws, norms, and markets—that affect behavior.

Guzzella: Der Closed Access kann ja wohl nicht die Alternative sein. Da gibt man gewissen Firmen oder Verlagen die Möglichkeit, massiv Profit damit zu machen. Die Forschung wurde ja von der Öffentlichkeit finanziert – also soll die Gesellschaft als Ganzes profitieren.

Leviathan

Doch zunehmend gewinnt man den Eindruck, dass auch Bibliotheken mehr und mehr tangiert werden von aktuellen politischen Umwälzungen und Ereignissen, denen sie sich nicht mehr verschliessen können und dürfen. Da ist zum Beispiel das Thema «Open Access», das deutlich mehr ist als eine weitere Spielart der Literaturversorgung. Es ist vielmehr eine politische und wirtschaftliche Problematik, die bis in die Führung von Staaten reicht und auf der gleichen Ebene wie Wirtschaftssubventionen oder Marktinterventio-nen abgehandelt wird. Denn die Konsequenzen sind so ge-waltig und grundlegend, dass viele Akteure sie nicht mehr zu überschauen scheinen und das Thema mit einem blossen Aktionismus mit ungewissem Ausgang vorantreiben.Gerade hier ist es wichtig, dass sich Bibliotheken ihrer Jahrhunderte alten Tradition als Kultur- und Gedächtnis-institution erinnern und neuen Trends – zumal wenn sie irreversible Konsequenzen haben – mit dem notwendigen Sachverstand und der gebotenen Tiefe nähern und die be-teiligten Akteure mit validen Informationen und Statements unterstützen. Die ETH-Bibliothek ist gerade bei diesem Thema im besten Sinne des Wortes professionell mit dabei: Qualifiziert, durchdacht, konstruktiv, aber ohne Schnell-schüsse.

Sind wir denn nie schön genug

SCHÖN GENUG

Philipp Dittberner

Perhaps we should only use open as a modifier for other pedagogies,

In the United States, before 1989 no creative work was protected by copyright unless the creator opted in to protection by reigstering. Open (free + permissions) was the default. It was only in 1989, when the US joined the Berne Convention, that protection of all creative works became automatic and closed became the new default, requiring people to opt-in to sharing.

Attributes of Open Pedagogy: A Model for Using Open Educational Resources

The focus is not so much on what we are learning but on how we are learning.5

I continue to believe that every time we use the word “textbook” to describe the work we’re doing with OER we paint ourselves a little further into the corner of traditional thinking about teaching and learning resources.

generate fake FCC filings, or advance their big government agenda.

Under these regulations, government bureaucrats can decide what websites they can prioritize or punish and what broadband infrastructure investments are worth.

“bizarre” “triple-pay” system, in which “the state funds most research, pays the salaries of most of those checking the quality of research, and then buys most of the published product”.

In the early '90s, so-called open access journals started to make scientific research free to anyone with working WiFi by shifting costs to scientists, who pay an upfront fee to cover editing.

Vivien’s research profile

The history of Open Education – a timeline and bibliography

Open Syllabus Project (OSP), a research project organizing data gathered from over a million syllabuses.

Publications

Textbooks by Subject

protected platform whereby many expert reviewers could read and comment on submissions, as well as on fellow reviewers’ comments

intelligent crowd reviewing

What is clear, is that data are increasingly conceptualized as inherently valuable products of scientific research, rather than as components of the research process

the vast majority of scientific data generated in the 20th century have only been accessed by small groups of experts; and few of those data, selected in relation to the inferences made, have been made publicly available in scientific journal

The real prize for society is not simply producing open data but facilitating open innovation. Open data enables a situation where the collective genius of thousands of researchers produces insights and analyses, inventions and understanding beyond what isolated individuals with their silos of data could produce.

Today, it would be hard to imagine the world without Wikipedia or Linux, and, yet, society has not recognized those as economic contributions.

60% thought they should be allowed to upload their articles regardless of publisher or journal policies

Faudra-t-il attendre des décrets d’application pour que la loi devienne applicable ? Non. L’adoption de décrets va en effet être nécessaire pour d’autres parties de la loi République numérique (notamment celle relatives à l’Open Data et à l’exception en faveur du Text et Data Mining). Néanmoins, l’article 30 ne mentionne nullement la nécessité d’adopter des décrets et il sera donc directement applicable à la date d’entrée en vigueur de la loi (c’est-à-dire le 9 octobre 2016).

a tax plan

Interesting things are happening over at Mastodon. If you have had your ears tuned to the hacker grapevines, you will most likely have heard that Mastodon is an open source federated social network that works very much like Twitter but is, in fact, not Twitter, and thus poses a challenge to the venerable bird site.

Commons search results display text that has been extracted from PDFs to show search terms in context. If preprints are displayed, they can be displayed as PDFs. All pages are tagged with schema.org meta tags to ensure that content is discoverable.

To augment collaborative human and ecosystem capacity to perceive and to wisely address complex local and global issues. In all deliberations, consider onto the 7th generation.

ne critical element in the effectiveness of these networks is “working in the open.” This includes a number of simple practices commonly associated with open source software: making curriculum and tools easy for others to discover; publishing using an editable format that allows others to freely use and adapt them; using an open license like Creative Commons. It also includes a set of work practices that make it easy for people to collaborate across organizations and locations: collaborative writing in shared online documents; shared public plans on wiki or other editable documents; progress reports and insights shared in real time and posted on blogs. These simple practices are the grease that lubricates the network, allowing ideas to flow and innovations to spread. More importantly, they make it possible for people to genuinely build things together—and learn along the way. This point cannot be emphasized strongly enough: when people build things together they tend to own them emotionally and want to roll them out after they are created. If the people building together are from different institutions, then the innovations spread more quickly to more institutions.

Closing comments because you don’t want to engage in conversations?

Samson-Steinbach Delphine, Legeai Fabrice, Karsenty Emmanuelle et al. (2003) GénoPlante-Info (GPI): a collection of databases and bioinformatics resources for plant genomics. Nucleic Acids Res., 31, 179–182.

Mozilla Web Literacy Map (https://wiki.mozilla.org/Webmaker/WebLiteracyMap).

Implications for practice

Open Digital Literacy

has been said by many that monographs are, fundamentally, books that cannot make their own way in the market, but which are worth publishing anyway

Tohaveopeneducationmeansthatapersonisabletochoosethecourseoftheirownlearning

We need to start with a good term — could we call this vision one of “connected open”?

fundamentally redefine open education and once and for all decide that it cannot just equal open educational resources

It is a change related to creativity, collaboration and innovation, seen as non-political processes.

Polish publishers used this term to show us in negative terms

À la fin des années 1990, c’est au nom de ce réalisme capitaliste, que les promoteurs de l’Open Source Initiative avaient compris l’importance de maintenir des codes sources ouverts pour faciliter un terreau commun permettant d’entretenir le marché. Ils voyaient un frein à l’innovation dans les contraintes des licences du logiciel libre tel que le proposaient Richard Stallman et la Free Software Foundation (par exemple, l’obligation de diffuser les améliorations d’un logiciel libre sous la même licence, comme l’exige la licence GNU GPL – General Public License). Pour eux, l’ouverture du code est une opportunité de création et d’innovation, ce qui n’implique pas forcément de placer dans le bien commun les résultats produits grâce à cette ouverture. Pas de fair play : on pioche dans le bien commun mais on ne redistribue pas, du moins, pas obligatoirement.

I think the locking down of open is dangerous. I think it draws lines where they need not be, and it reconsolidates power for those who define it. More than that, the power around open has been pretty focused on a few people for too long, and I count myself amongst them.

Back in the 1960s and '70s, that debate led to a brand new school design: Small classrooms were out. Wide-open spaces were in. The Open Education movement was born.

How Is Open Pedagogy Different?

Turning open education into a social movement

an invaluable resource for getting started in understanding what “open” is, as well as how it has been applied and practiced across multiple types of institutions, disciplines, and educational settings.

‹

Introduction to Open Education

I arrived in class to find our partner librarians ready to teach our students. 

In response to a social action movement led by students concerned about both the cost and relevance of learning resources

By "open access" to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.

Why Openness in Education

Robin DeRosa - Beyond OER: The Promises, Pitfalls, and Potential of Open Education

Students’ No. 1 Higher Education Obstacle May Surprise You

A New Model for OER: Anthologies Instead of Textbooks?

What I do know is that I get the very distinct feeling that certain systems I use are not convivial. Google+, Facebook, WordPress, Twitter while full of humans, feel closed, feel like templates to be filled in not spaces to be lived in. Hence, the need for outsiders more than ever to raise the question especially in this week of connected courses where we are talking about the why of why.

My idea of the consummate outsider is architect

I decided that I would respond to Terry's bravery and speak to the world 'ad hoc' in my turn and have faith in whatever came out of my mouth accompanied by a picture on the wall.

Reaching out.

I noted other Spacemen, Arthur, Ronald perhaps who had been listening in to our conversations, unknown to us while we were travelling through space connected by some virtual, umbilical tube.

Meanwhile Teresa Mackinnon has been able to represent our rhizomatically evolving project in the UK and elsewhere got it accepted as a case study by a European Project.

In August 2013, with my colleagues Christine Rodrigues and now Marcin Kleban we presented again at Eurocall in Portugal a study, Telecollaboration in Historical Spaces, looking at the barriers and openings  to widening connected learning among teachers and learners.

research mentor Christine Rodrigues, she trusted me (I didn't know how some of you guys do research stuff) (I didn't know how to use the library) I was able to get a presentation, a study on social networks of language learners online, entitled Building Bridges, accepted at Eurocall in Sweden. We still have to find the time to write the article.

With only an hour face-to-face meeting with my friend Claude Tregoat we set up connections for 500 students in a project which would become to be known as CLAVIER.

It was thanks to his blog that I learnt that I could comment safely, the perhaps that I might even blog. I felt as many do I had nothing to say. I could never contribute anything. I still lived with the words of an ex-boss in PR,

I wrote about this experience here in Swings and Roundabouts.

I came out in the open.

Rounders, the ball comes my way, I give it a big wallop and then run round, sort of.

Here's a sort of wallop:

The accompanying portfolio/website would be Taches de Sens

I started a blog. This would be this  Touches of Sense I didn't really know why or if I would ever write more than one post. To boldy go represents the first. It will also represent the last.

I think some of the most promising work in the future is having students explore that explanation space, and coming face-to-face with their own ignorance, as we all must do.

OEP and open pedagogy: #OEGlobal reflections

Open Textbook Summit 2017, May 24-25, 2017

Authoring Open Textbooks

How inclusive is the “Openness” of Open Education?

Open Pedagogy Library

massive, open, online course

Advocacy and use of free and/or open source tools and software wherever possible and beneficial to student learning;Integration of free and open content and media in teaching and learning;Promotion of copyleft content licenses for student content production and publication;Facilitation of student understanding regarding copyright law (e.g., fair use/fair dealing, copyleft/copyright);Facilitation and scaffolding of student personal learning networks for collaborative and sustained learning;Development of learning environments that are reflective, responsive, student-centred, and that incorporate a diverse array of instructional and learning strategies;Modeling of openness, transparency, connectedness, and responsible copyright/copyleft use and licensing; and,Advocacy for the participation and development of collaborative gift cultures in education and society.

Nomadic Learners: The nthLearners

For two decades or more, we have experienced a steady, global Kerosion of appropriated state support. In the 1970s, state general revenue appropriations covered 85% of the core academic costs (faculty salaries, operating costs of academic units, core adminis-tration). Today, they cover about a third, and the share falls every year. There have been huge rises in tuition and fees, with no

Establishing a New Compact

Over time, these qualities drove American society to redefine the goal of higher education, which became, in Kerr’s words, “to serve less the perpetuation of an elite class and more the creation of a relatively classless society, with the doors of opportunity open to all through education.

Permeable Boundaries

Open education is the combination of open licensing and web-based social media. It brings some fundamental challenges to the way we think about higher education and the institutional arrangements in which it is organized (Katz, 2008; Liyoshi & Kumar, 2008).1

The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems

Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.

aul Stacey (2013) makes th

his ongoing efforts show that it is possible to have a satisfying and safe user experience while using federated alternatives, this is only possible because, unlike any other XMPP client developers, he is in the position of working on this project full time. The problem has not been solved but shifted. If economically sustainable XMPP federation were to scale to the point of being as successful as the centralised solution offered by Signal, it would have to face the consequences of doing so in the context of a free market driven by competition. In that situation, each XMMP client's economic viability would depend heavily on its capacity to capture enough users that can provide income for their developers. The problem therefore is not so much a problem of the technical or economical sustainability of federation, but more a problem of the economic sustainability of open standards and protocols in a world saturated with solutionist business models

79.4%ofOERusersadaptresourcestofittheirneed

ThemoreeducatorsuseOER,themoretheyarewi

40.9%ofallformallearnersinoursampleconsiderthatOERhaveapositiveimpact in helping them complete their course of stud

unmeasurable outcome

open = creativity

open = expansion

open = agency

Open’ course designs

Open education can take a number of forms:

only possible in the context of the free access and 4R permissions

focus on what is likely to be true rather than what is likely to sell

largest cause of misunderstanding is lack of familiarity

What Does It Mean to Open Education? Perspectives on Using Open Educational Resources at a US Public University1

Open Educational Resources and Institutional Repositories

Eve Marder, a neurobiologist at Brandeis University and a deputy editor at eLife, says that around one third of reviewers under her purview sign their reviews.

If Kriegeskorte is invited by a journal to write a review, first he decides whether he’s interested enough to review it. If so, he checks whether there’s a preprint available—basically a final draft of the manuscript posted publicly online on one of several preprint servers like arxiv and biorxiv. This is crucial. Writing about a manuscript that he’s received in confidence from a journal editor would break confidentiality—talking about a paper before the authors are ready. If there’s a preprint, great. He reviews the paper, posts to his blog, and also sends the review to the journal editor.

The tweet linked to the blog of a neuroscientist named Niko Kriegeskorte, a cognitive neuroscientist at the Medical Research Council in the UK who, since December 2015, has performed all of his peer review openly.

Open Access policy adopted by IU Bloomington faculty

Quick Thoughts on Open Pedagogy

Why Open Education Matters

Why Open Education Matters

we are diving back into annotation

a significant jump-start to that sense of belonging to a community, both within the course and beyond it.

their reflections that week posted to their own blogs were filled with connections they made between Dewey’s work, John Seely Brown’s, and the research report/agenda for Connected Learning

scaffolding between the texts and supportive approaches

Amazing

to highlight things they noticed and that raised questions for them

about the power of annotation