Group items tagged

' ... licensing really does go to the heart of what open access means ...'

Open source and Open Access They are quite similar terms and with a common philosophy, give freedom to the user to use the share as he wills material. Interestingly both the open source and open access are four levels: Levels of open source 1 Level 0: Freedom to use the code 2 Level 1: Freedom of study code 3 Level 2: Freedom to study it and / or modify 4 Level 3: Freedom to redistribute (with or without changes) Levels of free access 1 Reuse all or part of the material for their own purposes 2 Sharing work with other 3 Power revise, adapt, change, and / or translate the shared work 4 Mix two or more existing sources and combine them to create something new As you can see they are very similar and can cause confusion, and believe they are the same. The authors are open access, public and / or private who wish to retain their copyright while the free code can be found that there is so much trouble (at least I think). ---------------- Código abierto y Acceso abierto Son términos bastante similares y con una filosofía común, dar libertad al usuario de usar el material compartido como a él le parezca. Curiosamente tanto el código abierto y el libre acceso tienen cuatro niveles: Niveles del código abierto 1. Nivel 0: Libertad de usar el código 2. Nivel 1: Libertad de estudiar el código 3. Nivel 2: Libertad de estudiarlo y/o modificarlo 4. Nivel 3: Libertad para redistribuirlo (con o sin cambios) Niveles del acceso abierto 1. Reusar una parte o toda del material para sus propios fines 2. Compartir el trabajo con otros 3. Poder revisar, adaptar, cambiar, y/o traducir el trabajo compartido 4. Mezclar dos o más fuentes existentes y combinarlos para crear algo nuevo Como se puede apreciar son muy similares y pueden causar confusión, y creer que son lo mismo. En el libre acceso existen autores, instituciones públicas y/o privadas que desean conservar sus derechos de aut

"Not long ago producing multimedia digital content required expensive equipment and deep levels of technical expertise. Now anyone can create, publish, and share compelling works with nothing more complex than a web browser. Open licensed media is easy to find/re-use, and combing that with our own content and a set of free tools, means we have powerful ways to express ideas beyond text and bullet points. "

"Educational standards limit the consciousness towards which critical pedagogy aims. Yet, those committed to developing critical digital pedagogies need to pay attention to standards anyway. Specifically, critical digital pedagogues at all levels of education must familiarize themselves with standards regarding Information and Communications Technology (ICT) literacy"

Collaborative video editing with different levels for entry-level editors to more advanced. A Chrome plugin allows you to edit video within the browser.

Emotional expression and linguistic style in online collaboration differ substantially depending on the contributors' gender and status, and on the communication network. This should be taken into account when analyzing collaborative success, and may prove insightful to communities facing gender gap and stagnation in contributor acquisition and participation levels.

lubajong and taylor_cole thank you for your comments. From my part I will add a critical evaluation of this resource as well. The talk pages of Wikipedia provide a rich source for researchers to study communication patterns. On Wikipedia talk pages they have found signals for status differences between groups of participants, notably between admins and ordinary contributors. Those findings support in general the theories of the researchers about status differences and communication style differences between managers and employees in firms. They have also found differences in communication style bases on gender, which also support their general theories about gender (which is a social construct). What I - as a Wikipedian insider - finds missing in the article is the selection bias. Wikipedia admins aren't appointed by Jimmy Wales or some other body. Admins are community selected. The exact process differs per language version. On the English Wikipedia admin selection is by a community consensus process. Future admins are selected who show the preferred communication style of admins by other contributors including existing admins. For me, the patterns in communication style do not explain the gender gap on Wikipedia. There is a gender gap in many language versions of Wikipedia, but not in all. The Armenian language version of Wikipedia is a notable exception, showing a gender balance in the conbtributor base. An explanation of that exemption requires further research. What taylor_cole notes about neutrality and bias is a valid point. People volunteer to write for Wikipedia, and volunteer in topic choice. My guess is that in general people will opt to write about something they like, care about, know about. A lack of diversity in contributors will naturally reflect in lack of diversity of topics. For example nerdy males will write about things male nerds like. In general females tend to be interested in other topics than nerdy males. A lack of topics covered in Wikipe

Levels of participation influences emotional expression and phrasing? has the function of sex and status of the taxpayer. 4 strands to study and find a result! Interesting!

A significant movement in education concerns the use of open educational resources. By ―open‖ it is generally meant that the resource is available at no cost to others for adaptation and reuse in different contexts. However ―open‖ is not a simple dichotomy; rather, there is a continuum of openness. We discuss four separate aspects of reuse and demonstrate how these describe different levels of openness. We discuss how the licensing and technical aspects of open educational resources affect the relative openness of an OER.

"This article argues for a model of university-level (graduate and undergraduate) publishing education that builds upon a vocational self-identification of incoming students, nurtures a community of practice and professional discourse, and in doing so generates and renews the very culture of publishing. In times of transition and disruption, this is a role uniquely suited to the university, where an environment of collaborative research, development, and innovation can be cultivated. "

Kevin: Muchas gracias por la referencia. Es interesante no solo el artículo que mencionas sino varios de los textos del número monográfico, http://tinyurl.com/nvoq8xq. Dear Kevin: Thank you very much for the info. Interestingly, not only the article but several of the texts of special issue.

The BCN Open Data Portal makes public the data generated by the Barcelona City Council, excluding those subject to privacy, property or security restrictions. Data are available to everyone in standard, open, digital formats, that are clearly structured and comprehensible. In my opinion, this is a valuable example of how governments at different levels (in this case the municipality, which is the level of government closest to the citizen), can make efforts to facilitate access to the great amount of data they collect and to encourage citizens to reuse them.

"Responding to rapid and steep increases in the cost of scientific journals, a growing number of scholars and librarians have advocated "open access" (OA) to the scientific literature. OA publishing models are having a significant impact on the dissemination of scientific information. Despite the success of these initiatives, their impact on researchers in the developing world is uncertain. This article analyses major OA approaches adopted in the industrialized world (so-called Green OA, Gold OA, and OA mandates, as well as non-OA information philanthropy) as they relate to the consumption and production of research in the developing world. The article concludes that while the consumption of scientific literature by developing world researchers is likely to be significantly enhanced through such programs, promoting the production of research in the developing world requires additional measures. These could include the introduction of better South-focused journal indexing systems that identify high-quality journals published in the developing world, coupled with the adjustment of academic norms to reward publication in such journals. Financial models must also be developed to decrease the reliance by institutions in the developing world on information philanthropy and to level the playing field between OA journals in industrialized and developing countries."

The European Commission is organising an High-Level Conference on "Education in the Digital Era". It'll take place in Brussels on the 11th December. Discussion will also take place online. Themes will be adrressed in advanced, promoting an online debate feeding into the conference, and during the day allowing anyone to follow-up and contribute to the debate on spot. Bookmark the page and go back to it during the comming weeks. Ricardo Twitter: @ricbruno71

"At the same time, a fair amount of resistance to OA practices still exists. Publishers object to OA on economic principles, as it undermines the revenue generated by journals. Some researchers feel that it devalues their work as well, lowering it to the level of "a database to be consulted," in Eve's words. He believes the academic community is over-reliant on scholarly publishing's status quo; as he told the crowd at Columbia, "the system reinforces itself through economies of prestige." Even as interest in altmetrics grows, the quality of research continues to be gauged by the number of citations an article gathers and the status of the journal it appears in."

This is a good overview of a project that seeks to demystify and break down resistance to open educational resources.

MIT Research Paper - The pre- and posttesting showed substantial learning: The students had a normalized gain slightly higher than typical values for a traditional course, but significantly lower than typical values for courses using interactive engagement pedagogy. Importantly, both the normalized gain and the IRT analysis of pre- and posttests showed that learning was the same for different cohorts selected on various criteria: level of education, preparation in math and physics, and overall ability in the course. We found a small positive correlation between relative improvement and prior educational attainment. Interactive engagement pedagogy is where students regularly interact in small groups and participate in peer-to-peer learning.

The Digital Humanities field is addressing this at the academic level. There is so much resistance to collaboration when sharing means someone else may publish your idea first, while at the same time, multiple operating/networked computers can leveraged to do a lot more work and discover a lot more when people work together. HASTAC is a good resource for learning about digital collaboration in the Humanities. In fact they have just launched a competition about building trust in collaborative environments focusing on education, youth and privacy issues.

As I participate in, and contribute to, the MOOC for Changing the Global Course for Learning, I will inevitably tie the readings / work / ideas back to education at the K12 level. As noted, "Before the internet there were two important things to teach: content and skills, like writing," November said. "Now there's a third skill which is to build out your network to the world."

Argues that increasing corporate control is undermining the foundational values of higher education.

Here in Spain we have a similar evolution of higher education; private postgraduate private schools give masters that guarantee the access to top jobposts, but they are not focused on analysis, creativity and critical minds, but on pure business. What you need to be on your future job post is what you learn. Public institutions are still on air, but they are struggling with less and less public resources to survive. So I guess this is not only going on in USA.

Italy is going even worse...i'm an Adjunct Professor for maybe 1000 euro per year ... surviving by scholarships, call center mid term contracts, collaborations where i'm asked to pay for taxes the university should pay, all levels teaching.. I like "Some of the basic principles underlying effective pedagogy, such as small class size, individual attention and the importance of mentoring, are being sacrificed in order to increase head count, limit labor costs and create a one-size-fits-all educational experience." The problem is that universities are to make profits from fees (that's why they hire me instead of employing me) and offer any kind of courses, masters to increase their income! The problem is: how can we expect to increase the quality of learning as far as decisions are taking by political, business, organizational sides instead of scientific and educational ones?

This research study was an eye-opener for me. Until this point, I was completely unaware of these journal practices, although I had received several emails from journals I had never heard of wanting to publish papers based on conference presentations.

Although it is important to put those predatory journals under the spotlight so researchers don't fall in their trap, I always wince when I read one of those articles because too few take the time to talk about the good sides of open access journals and many readers will leave the article thinking that open access publishing is bad and not trustworthy. Of course, as mentioned in the Nature Mag article linked in the Guardian article, PLOS are excellent and have very high levels of evaluation, but they are not alone. And I have yet to find a paper that would make the same exercise with both open access journals and subscription-based journals so we could see how bad it is in the publishing world in general. That said, we must do everything within our power to stop those malpractices by predatory journals. (by the way, I have also received spam to publish in journals that were not even in my field of practice by BioMed Central. They are good, they are trustworthy. I wrote to them to say that it looks like baits to send spam calling me a Dr and inviting me to publish in fields that I know nothing about. They removed me from their mailing list but I don't know if they changed this practice)

A blog, Scholarly Open Access. Critical analysis of scholarly open-access publishing, http://scholarlyoa.com/, systematically lists fake academic journals and predatory publishers, who are taking advantage of a some open access naiveté.