873 Matching Annotations
  1. Mar 2019
    1. Open science is the movement to make scientific research, data and dissemination accessible to all levels of an inquiring society.

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

    1. Open Access publishing and Open Science MENU

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

    1. Center for Open Science

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

    1. Open Science MOOC

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

    1. Open Science Directory

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

      base de datos

    1. October 21 - 27, 2019

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

      RSS

    1. How open science helps researchers succeed

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

      DOI:10.7554/eLife.16800 PMCID: PMC4973366 PMID: 27387362 OA

    1. Open Science Grid About News Contact

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

    1. Open Science Prize

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

    1. Open Science Manifesto

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

    1. Festival de la ciencia abierta y participativa

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

    1. Open Science Days

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

    1. Open Research Facilitating faster and more effective research discovery

      lavaylanda

      bioinformacion

      infovestigacion

      curso

      ciencia abierta

  2. Feb 2019
    1. Open-Access Efforts

      George Cham, the author/illustrator behind PhD Comics, created a visual explainer video that unpacks the rationale behind open access: <iframe src="https://www.youtube.com/embed/L5rVH1KGBCY" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>

    1. Research methodologies and methods used must be open for full discussion and review by peers and stakeholders.

      So does this mean totally open? As in publish your protocols open?

    1. Ideally, an open pedagogy project explicitly welcomes future participation and adaptation (Robbins, “Guidelines”).

      Timothy Robbins emphasizes this goal in his guidelines for contributors to the latest Rebus Community iteration of the Open Anthology of Earlier American Literature. In a distillation I find particularly elegant, he notes: "In its best iteration, “open pedagogy” entails the spread of access to knowledge with an invitation to participate in the re-creation of new knowledge" ("Guidelines: Section Introductions.") 

    2. it is also the process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part

      Rajiv Jhangiani connects this point both to the 2008 Cape Town Open Education Declaration's outline of open pedagogy and to UNESCO's UNESCO’s Education for Sustainable Development Goals (or ESD), which he excerpts in more detail in his presentation:

      “ESD does not only integrate contents such as climate change, poverty and sustainable consumption into the curriculum… It asks for an action-oriented, transformative pedagogy, which supports self-directed learning, participation and collaboration, problem-orientation, inter- and transdisciplinarity and the linking of formal and informal learning. Only such pedagogical approaches make possible the development of the key competencies needed for promoting sustainable development.”

      Jhangiani, Rajiv. "Open Educational Practices in Services of the Sustainable Development Goals." Open Con, United Nations Headquarters, New York, 2018. Recording and transcript; Permalink.

    1. how would our education system change to take advantage of this new external symbol-manipulation capability of students and teachers (and administrators)?

      Let's say it's been twenty years since PDAs have been widely available. I returned to higher education less than ten years ago. K-12 seems to have embraced learning technologies, and their affordances, to improve primary and secondary education. In my experience, few educators with terminal degrees have made the effort while younger and more precarious teachers are slowly adopting educational technologies. Administrators are leading the way with their digital management systems and students are using proprietary social media platforms. Our institutions are doing what they were designed to do: resist change and reproduce the social order. Research paid for with public monies is as quickly privatized as that produced in corporations. Open education practices are just beginning to be explored.

      The first PDA, the Organizer, was released in 1984 by Psion, followed by Psion's Series 3, in 1991. The latter began to resemble the more familiar PDA style, including a full keyboard.[4][5] The term PDA was first used on January 7, 1992 by Apple Computer CEO John Sculley at the Consumer Electronics Show in Las Vegas, Nevada, referring to the Apple Newton.[6] In 1994, IBM introduced the first PDA with full telephone functionality, the IBM Simon, which can also be considered the first smartphone. Then in 1996, Nokia introduced a PDA with telephone functionality, the 9000 Communicator, which became the world's best-selling PDA. Another early entrant in this market was Palm, with a line of PDA products which began in March 1996. https://en.wikipedia.org/wiki/Personal_digital_assistant

    1. However, a healthy news ecosystem doesn’t just require a thriving free press, it also needs a diversity of curators, newsletters and content discovery options that enable the weird and wonderful to surface. We want to use Nuzzel as a test kitchen to see what models works for curators as well as content creators. The simple goal is a sustainable open web where the goals of creators, curators and consumers are aligned around the best possible experience.

      This sounds exciting to me and could dovetail with efforts of many with respect to IndieWeb for Journalism.

    1. intentional about learning

      Absolutely. I've also been thinking about this in terms of "learning out loud" openly online.

    2. Do

      I like that most of these focus on process…as opposed to product. I still think they need to be revisited and remixed to capture my earlier note.

      Also thinking about issues of ownership, sharing, and IP online. This would call in a need for CC-licensing, open learning, OER, etc.

    1. every individual has the means to decide how their knowledge is governed and managed to address their needs
    2. knowledge commons

      The idea of a "knowledge commons" was referenced in the book, "Campesino a Campesino: Voices from Latin America’s Farmer to Farmer Movement for Sustainable Agriculture" by Eric Holt-Giménez in the context of agroecological knowledge inherent in agrarian communities in Latin America.

    3. independent

      What does independent mean in this context?

  3. Jan 2019
    1. Am I having my students read a bunch of monographs, all authored by white males, for example?

      We need better ways to incentivize the finding and sharing of these more diverse arrays of knowledge forms and knowledge producers, particularly I think at introductory levels. When faculty balk at the labor of finding appropriate and diverse readings, we need resources to show that some of the work has already been done.

    1. This is one of the most important decisions in an EFA (Thompson, 2004; Warne & Larsen, 2014), and these decisions can make g artificially easier or harder to identify.

      Deciding the number of factors to retain can be extremely subjective. But that was why it was so important to pre-register our work. We wanted to choose methods for making this decision before seeing the data so that no one could accuse of us of trying to monkey with the data until we got the results we wanted.

    2. For the sake of transparency, we find it important to explicitly state deviations from our preregistration protocol. First, in our preregistration, we stated that we would search for (cognitive OR intelligence) AND the name of a continent or population. However, searching for a continent was not feasible in finding data sets. We also had difficulty generating a list of population groups (e.g., ethnic groups, tribal groups) that would be useful for our search procedures.

      This was my second time I pre-registered the study and the first time my student co-author had. We are still getting the hang of it.

    1. Apart from the free and open source KNIME Analytics Platform, KNIME also has commercial offerings. The KNIME server provides a platform for sharing workflows. It has a web interface and is connected to a KNIME instance for executing workflows remotely on demand or according to a schedule. Also commercially available are the Big Data Extensions and the KNIME Spark executor.
    1. If the open source community really wants to make a difference, then the some focus should be directed toward back-end, e-commerce billing systems. The regulatory conditions of the market have reached a point where it is incredibly inefficient for them to be tracked and applied by hand.

      This is an incredibly important point.

  4. Dec 2018
    1. Le commerce de l’échange savant dont les règles, les formes et les lieux peuvent être mis en cartes produit diverses sortes de validations qui permettent à leurs bénéficiaires d’entrer dans la négociation de situations matérielles : l’expression République des Lettres couvre, et mêle tout à la fois ces formes, ces lieux et un bon nombre de ces situations. Alors que l’échange et la validation des savoirs par les institutions académiques sont soumis à des conditions d’accès étroites et à des délais de publication encore plus longs pour les mémoires reçus par les sociétés que pour ceux de leurs propres membres, les périodiques savants s’ouvrent à des contributions d’origines très diverses qu’ils publient rapidement.

      cohabitation et complémentarité des formes de communication savante (voir l'intervention de Judith). Le périodique apparaît comme une ouverture.

    1. In the most physically salient and concrete example, ‘spatial boundaries’ [11] at work—such as office or cubicle walls—are being removed to create open ‘unbounded’ offices in order to stimulate greater collaboration and collective intelligence. Does it work?

      This type of office plan saves money. Small start ups have this type of office because it is cheaper and more flexible for a growing company. Increases collaboration? Most of our jobs are not collaborative.

    2. Contrary to common belief, the volume of face-to-face interaction decreased significantly (approx. 70%) in both cases, with an associated increase in electronic interaction.

      This fits with my observances and the anecdotal information I've gotten from others.

    1. OSS contribution takes time; I don't think anyone would contest that. Getting familiar with a project, finding out where you can fit into it, reading and responding to issues, testing and submitting patches, writing documentation. All of that requires a good deal of time.

      I reached out to a prominent OSS company preferring a "history of open source contributions" and put forward the idea that people who code for a living don't always have the opportunity. The response was surprisingly hostile:

      It doesn't exclude anyone. Zero chance I'm going to have a debate about it.

    1. Today, I had the privilege of speaking on a panel at the Comparative and International Education Society’s Annual Conference with representatives of two open education projects that depend on Creative Commons licenses to do their work. One is the OER publisher Siyavula, based in Cape Town, South Africa. Among other things, they publish textbooks for use in primary and secondary school in math and science. After high school students in the country protested about the conditions of their education – singling out textbook prices as a barrier to their learning – the South African government relied on the Creative Commons license used by Siyavula to print and distribute 10 million Siyavula textbooks to school children, some of whom had never had their own textbook before. The other are the related teacher education projects, TESSA, and TESS-India, which use the Creative Commons Attribution Share-Alike license on teacher training materials. Created first in English, the projects and their teachers rely on the reuse rights granted by the Creative Commons license to translate and localize these training materials to make them authentic for teachers in the linguistically and culturally diverse settings of sub-Saharan Africa and India. (Both projects are linked to and supported by the Open University in the UK, http://www.open.ac.uk/, which uses Creative Commons-licensed materials as well.) If one wakes up hoping to feel that one’s work in the world is useful, then an experience like this makes it a good day.

      I think contextualizing Creative Commons material as a component in global justice and thinking of fair distribution of resources and knowledge as an antidote to imperialism is a provocative concept.This blog, infojusticeorg offers perspectives on social justice and Creative Commons by many authors.

    1. I think contextualizing the applications of a tool like Unpaywall in the OA movement could be useful in the 5.3 section, as an added paragraph. Unpaywall helps researchers find papers that are available freely on the web. Often these papers are held in university repositories or author websites. The author may have transferred copyright to the publisher at the time of publication for a window of time that has expired, or the author may have retained copyright of their publication. I think that the idea of a scientific language decoder for the public is an excellent educational tool and potential public service.

  5. Nov 2018
    1. At its core, open pedagogy is teaching practices that facilitate the collaborative and transparent construction of knowledge made openly available through online communities.

      This might be one of the most succinct definitions of open pedagogy I have seen.

    1. OER matters not because textbooks matter. OER matters because it highlights an example of how something central to our public missions, the transfer of our foundational disciplinary knowledge from one generation of scholars to the next, has been co-opted by private profit. And OER is not a solution, but a systemic shift from private to public architecture in how we deliver learning.

      I love this framing of OER as public infrastructure to facilitate the transfer of knowledge. I think it is not only generational, but also more broadly to the public. OER use is not limited to just students within our institutions, but are available freely and openly more broadly to the public. To anyone. I think we need to make that point more widely known. Every OER that is made freely available is making knowledge more open to not only students in our institutions, but to anyone, anywhere. It truly is "public" infrastructure.

    1. Freedom of intramural expression means that teaching personnel is not only allowed to teach according to their knowledge, but that they can take part in the administration of their institutions. This is supported by the freedom of extramural expression, which gives teachers the capacity to share their research outcomes and disseminate the knowledge acquired.

      participation in activities to share research outcomes.

    1. Researchers now typically engage in a range of ‘questionable research practices’ in the hunt for the glory of publication, with such conditions leading to mental health issues in a higher proportion than any other industry.  

      'publish or perish' culture creating mental health issues.

    1. How do you feel about writing in books?

      Open Questions:

      1. What is your approach to leaving marks in the books you own?
      2. Is your approach any different when you're interacting with library books or other shared volumes?
      3. Do you ever type out notes to yourself when using e-readers or interacting with a digital pdf?

      Feel free to share your response to one or more of these questions by clicking the arrow button at the bottom right-hand side of this annotation.

    1. At the same time, we now have several years of experience launching and running new and innovative publications in broad fields. For example, PeerJ – the Journal of Life & Environmental Sciences covers all of biology, the life sciences, and the environmental sciences in a single title; whilst PeerJ Computer Science is targeted towards a more well-defined community. In 2013 we also launched a preprint server (PeerJ Preprints) which covers all the areas in which we publish; and we have developed a comprehensive suite of journal and peer-review functionalities.

      New journals released by PeerJ

    1. This is Colony.A platform foropen organizations.

      a platform for cooperative open communities

    1. GITenberg vise notamment à permettre de renseigner de la façon la plus riche et collaborative possible les méta-données des livres, afin d’alimenter qualitativement les catalogues de bibliothèques qui souhaiteront y puiser, en plus du grand public.

      Gitenberg: collaboration + open source (github + gutenberg)

    1. To ensure that research findings are shared widely and are made freely available at the time of publication, Wellcome and the Bill & Melinda Gates Foundation have today (Monday) joined cOAlition S (opens in a new tab) and endorsed the principles of Plan S.

      First charitable funders to join Plan-S

    1. Open Science has the potential to make the scientific enterprise more inclusive, and bridge North-South divides in research,

      Open science towards reducing the north-south divide

    1. The Moodle project

      Moodle is one of the largest open source collaborative platform used in the development of curriculum.

      Moodle is an Australian company and has various levels of subscriptions including one level for free. Overall I have found the site to be user friendly rich with demos, documentation and support including community forums. This site supports multiple languages and has an easy to use drop down menu for that selection.

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  6. Oct 2018
    1. Die Bestimmungen dieses Reglementssind auch anwendbar auf Gesuche oderBeiträge des SNF, die bis am 1. April 2018 beantragtundzugesprochenwurden,sowie auf Beiträge, die am 1. April 2018 laufend oder abgelaufen sind.

      Übergangsbestimmungen OA-Bestimmungen vom 1.4.2018

    1. For students to work in the open, everything they use has to be original content, openly licensed, or in the public domain

      have to disagree here. Students can link, quote, summarize, paraphrase, and thus build or contribute to open resources from closed information

    1. Restricting access to information, limiting engagement and participation, and providing learners and instructors with little control over the learning activity, materials, or processes creates a demotivating experience

      Restricting and limiting are keys to profit-making. Relate to education as a commons

    2. ‘making the bad diffi cult and the good easy’”

      a good design principle

    3. access, agency, ownership, participation and experience

      principles of open ed - compare to Downes: autonomy, diversity, interactivity, openness

  7. Sep 2018
    1. open policies

      Some possible new items to add, relevant to module 5.5, Opening Up Your Institution:

      1. OER Africa has an in-depth OER policy review and development toolkit. It looks at issues around developing OER policies from the perspective of students, faculty, institutions, government context, and more. It includes case studies relevant to the regional context with probing questions to consider after each case study. It is from 2012, but many of the considerations about developing and implementing an OER policy that are included in the toolkit are still relevant. This resource can be valuable when thinking about possibly instituting an OER policy at one's own institution. The toolkit is licensed CC BY 4.0, South Africa Institute for Distance Education.

      The next two resources are relevant to the section on OER policies because it provides examples of policies along with case studies and challenges that differ in different parts of the world. It can help people see how what works in one place may not work well elsewhere.

      1. There is a global open policy report from 2016, ed. Kelsey Wiens and Alek Tarkowski, published by the open policy network: https://openpolicynetwork.org/solving-some-of-the-worlds-toughest-problems-with-the-global-open-policy-report/ It includes reports on open policies in Africa & the Middle East, Asia, Australia, Latin America, Europe, and North America. There is an overview in each section along with case studies. This report is also housed on the CC website: https://creativecommons.org/wp-content/uploads/2016/12/StateofOpenPolicyFullReport_FINAL-1-1-1-1.pdf The report is licensed CC BY 4.0.

      2. The ROER4D project (research on OER for development) produced a report in 2017 called Spotlight on OER policy in the Global South: Case studies from the Research on Open Educational Resources for Development (ROER4D) project. The main questions addressed include: "What is the state of OER policy development in the Global South?" "To what extent do developing countries need OER policies for OER adoption to flourish there?" The report discusses ROER4D research in four countries: Colombia, South Africa, Afghanistan and Mongolia. The report is licensed CC BY 4.0

    1. Each aspect of the scientific cycle—research design, data collection, analysis, and publication—can and should be made more transparent and accessible.

      Cmp. article draft from 2011 related to science in general, not particularly for education science.

  8. Aug 2018
    1. YouTube Lectures by Kevin

      If you hold down the CMD or CTRL key while clicking the video links, the video will open up in a new tab. Otherwise, when you go "back" to the book from the video, you'll be sent back to the beginning of the book. Not great.

    1. The philosopher Karl Popper, author of The Open Society and Its Enemies, did not stay involved. He had a more nuanced view on markets and freedom, pointing out that ‘proponents of complete freedom are in actuality, whatever their intentions, enemies of freedom’. Popper saw the logical consequence of ignoring how power, unregulated markets and unrestrained individual behaviour would interact, reasoning that this notion of freedom would, paradoxically, be, ‘not only self-destructive but bound to produce its opposite, for if all restraints were removed there would be nothing whatever to stop the strong enslaving the weak’. By Popper’s definition, neoliberalism wasn’t liberal at all.

      Is it fair to at least partially blame Popper for the advent of neoliberalism? If not, is it fair to question the use of the term "open" to describe the ideal society?

    1. working in public, and asking students to work in public, is fraught with dangers and challenges.
    2. If OER is free, what hidden costs exist in its production? Making these textbooks is taking me a chunk of time in the off-season.  Thanks to my salaried position, I feel ok about putting in the overtime, but it’s a privilege my colleagues who teach under year-to-year part-time non-contracts can’t afford. Who should be funding OER creation? Institutions? Students? For-profit start-ups? How will you invest time in this project without obscuring the true costs of academic labor? Right now, we pass the corruptly high cost of academic publishing onto the backs of academia’s most vulnerable members: students. But as OER gains steam, we need to come up with funding models that don’t land us back in the same quagmire of exploitation that we were trying to get out of.

      This is a nearly perfect question and something to watch in the coming years.

    3. Most of the actual texts in the Heath were public domain texts, freely available and not under any copyright restrictions.  As the Heath produced new editions (of literature from roughly 1400-1800!), forcing students to buy new textbooks or be irritatingly out of sync with page numbers, and as students turned to rental markets that necessitated them giving their books back at the end of the semester, I began to look in earnest for an alternative.

      Repackaging public domain texts and charging a steep markup too much above and beyond the cost of the paper is just highway robbery. Unless a publisher is adding some actual annotative or analytical value, they shouldn't be charging outrageous prices for textbooks of this nature.

    1. They are allowed to operate independently and explore with personal freedom.

      There is still typically a "thing(s)" they need to learn, a goal they need to reach, or standards that are typically set, so the freedom only goes so far.

    1. Because students know their work will be used both by their peers and potentially by future generations of students, they invest in this work at a different level.

      I'm wondering if Greg McVerry stated something along these lines at the beginning of EDU522? I suspected he's planning something along these lines, but I'm unsure if it was stated specifically. Students should also know about creative commons and be actively opting in to creating this content as open while they're doing it. They also shouldn't be forced into opening it up, or if they do, not necessarily taking credit for it if they choose not to.

    2. Free to accessFree to reuseFree to reviseFree to remixFree to redistributeThe question becomes, then, what is the relationship between these additional capabilities and what we know about effective teaching and learning? How can we extend, revise, and remix our pedagogy based on these additional capabilities?

      I look at this and think immediatly about the Git model of allowing people to not only fork and reuse/redistribute pieces, but what about the ability to do pull requests to take improvements and push them back up the the source so that everyone potentially benefits?

    1. And to Vivian Rolfe’s point made at OpenEd 16, are we are paying enough attention to voices of the past?

      And of course, there's the flip side of thinking about the voices of the future as well. Looking at the past is a nice exercise, but consider what those in the past would have potentially done differently if they could have seen the future? We should spend a moment or two of reflection on what the future potentially holds with the prior of where we are right now.

    2. open pedagogy is currently a sort of proxy for the use and creation of open educational resources as opposed to being tied to a broader pedagogical objective.
    3. us ed tech folks will recognize some of the themes – individualized learning, learner choice, self-direction, – to name a few.

      Aren't these all just Montessori principles under a different name?

    4. Paquette outlines 3 sets of foundational values of open pedagogy, namely:  autonomy and interdependence; freedom and responsibility; democracy and participation.
    1. The current buzz about open pedagogy got kick-started in David Wiley’s 2013 blog post. Wiley defined open pedagogy as any approach or technique that would not be possible without the “5Rs” (at the time listed as the “4Rs plus free to access”: free to access, free to reuse, free to revise, free to remix, free to redistribute – the right to retain came later…) of OER.
    1. City Data Exchange is a public-private partnership that explores the possibilities of data exchange. The project investigates the purchase, sale and sharing of a wide variety of data types between different types of users in the city - citizens, public institutions and private companies. The project is a collaboration between the City of Copenhagen, the Capital Region, CLEAN and Hitachi. The idea behind the cooperation is to create a data hub that supports innovation, and which improves the quality of life in the Copenhagen area. The project aims at establishing a marketplace for data owned by both public authorities and private companies. In this way, the project aims to enable large, small and medium-sized enterprises, start-up companies, universities and the public sector to collaborate by consolidating several sources of information. So far, the project has conducted several experiments aimed at organizational and technical setup of a computer market. The technical part of this can be seen on the platform developed by Hitachi, citydataexchange.com .
    1. Open Data DK is a union consisting of a number of Danish municipalities and regions aimed at making public data open and accessible for citizens and businesses. The goal is to increase transparency in public administration and support data-driven growth. The Copenhagen portal for city data contains information about infrastructure, traffic, cultural events and much more. You can find the portal here .
    1. How public do you want to be? and How do you want to be public?

      Seems like a good pair of guiding questions.

    1. I am not, and will never be, a simple writer. I have sought to convict, accuse, comfort, and plead with my readers. I’m leaving the majority of my flaws online: Go for it, you can find them if you want. It’s a choice I made long ago.
  9. Jul 2018
    1. We’re asking faculty to play “Icky Thump” when they haven’t mastered “Love Me Do.” We’re asking them to knit complex cables when they haven’t even combined knits and purls. We’re asking them to bomb down a black diamond run when they haven’t figured out how to stay upright on the green run.

      This is a grand, grand, grand piece of writing. Perhaps somewhere there's an open educator - rocker - knitter - skier who's not thrown by any of these terms, but for the rest of us at least one of these examples should be disorienting.

    1. for empowering them

      This is a key point - the opportunity to do something with content, to create content, has a real and lasting value beyond the content itself. We want students to recognize that they are in charge of their learning, they have control and can take initiative. There's nothing empowering about jumping through hoops of absorbing content, taking tests and following rubrics.

    1. Taken together, these somewhat equivocal results lead to a short discussion of the limitations of the data, which are available in anonymized form via Deep Blue

      Open data

    2. OA articles may have been previously available in working paper or pre-print versions that differ from their final published form. The resulting final publications may benefit from that early availability

      Open access and open scholarship

    1. We’ve run into roadblocks, and people really appreciate hearing about them because for the most part they’re running into the same issues