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If you're taking this course out of Canada, the Copyright @ UBC website has a lot of really good information available to you. Guides specifically relevant to this course include the Creative Commons Guide (where you can find information about using CC licensed work, applying CC licenses to your own work, and several lists of websites where you can find CC licensed work) and the Public Domain Guide (where you can find information about how to determine if something is in the public domain in Canada). The entire site is CC BY-SA (except where otherwise indicated) though, so the entire thing is a resource for copyright questions in Canada.

Online discussions and post-publication analyses are catching mistakes that sneak past editorial review. This article describes the pitfalls with editorial review and pre-publication peer review, and advocates for post-publication crowd-sourced reviewing through social media platforms.

I think having a comments section is a great way to provide feedback on the information provided. Often when I read articles the comments section allows me to understand different perspectives and interpretations of the information.

This article, while not necessarily explicitly, managed to hint at what I find to be a source of problematic practices/outcomes in the academy, publishing, etc. That is, it is not necessarily that traditional peer review processes are ineffective at finding errors or misconduct, but rather it is when our processes and practices become so systematized that we can mindlessly or effortlessly engage in and reproduce them without our full, critical attention that they can produce problems. While I think there are good reasons to critique the notion of peer and "expert" culture within traditional peer review processes, an additional and separate critique is the problems that arise with systematization. The article implicitly addressed this when the author commented that current post-publication environments "provide a public space that is not under the control of journal editors and conference organizers." Yet, as White indicates, there exists skepticism of the value of post-publication reviews along with a simultaneous effort to build post-publication systems that have standards that put those questioning it at ease. The National Institutes of Health establishing requirements that potential post-publication reviewers must meet demonstrated this. That is, they are trying to figure out how to systematize post-publication. For me, what this article indicates is that we ought to figure out how to keep our academic and publishing processes "fresh," so to speak. This way we don't become so comfortable with our methods and practices that they allow us to simply go through the motions without fostering innovative and critical inquiry.

Text from 2011, still extremely timely, about privacy. The author, professor of Law, deconstructs the "nothing to hide" argument that says that we should not be scared to disclose private activities or information when we do nothing wrong.

"With regard to individual rights,.... there exists a private domain in man which should not be regulated or violated. This realm constitutes what is deepest, highest, and most valuable in the individual human being." http://rebirthofreason.com/Articles/Younkins/Social_Cooperation,_Flourishing,_and_Happiness.shtml

Privacy off course matters.It is right that if I have not done anything wrong then why should I hide it. On other hand we can not share our family relationship information with anyone.

An alternative perspective on "openness".

The argument will be with us for a very long time. I think this is based on the side of the fence that one is sitting on. It is just like a case of what came first a chicken or an egg. The fact is Open has place to occupy in our learning space. The jury is still out there.

Thanks for sharing this well presented write up. Big question put forth is are we really getting the outcomes expected from the open society. Open vs. quality is a big issue. At times restricting access helps a great deal.

The author of the article focuses on the question of exhistance of such a thing as 'emotional intelligence and how does it relate to critical thinking.

This article highlights the battle of convenience vs security when it comes to personal data sharing. The Cloud's security has been called into question after nude photos of a number of celebrities leaked on the web a few days ago. With the allure of taking data and information with you everywhere, on any device, comes the sacrifice of security and often privacy, as cloud systems make data more vulnerable to the outside world. But the author of this article argues that, interestingly enough, it is not the Cloud that is too open, but hardware and devices themselves, as Cloud operators have imposed "two-factor authentication" to provide better security for their users.

I find many of the questions, and the perspectives of the answers, to be useful in thinking about teaching and learning.

This blog examines open data that is provided by the New York City government. It is written by a visiting assistant professor at Pratt College in Brooklyn NY. He uses the open data in his statistics and city planning course there. The interesting thing is that every open data set has a story to tell. Journalists are realizing this and are starting to analyze this open data to write stories, it is called data journalism. If you are interested data journalism, there is a course offered on the canvas network titled Doing Journalism with Data: First Steps, Skills and Tools (link provided) https://www.canvas.net/courses/doing-journalism-with-data The great thing about this in my opinion is that with open data the world starts to become more transparent. Everyone with some statistical knowledge can access these data, analyze them, and answer questions.

Online book self-published by Stacey Pitsillides in 2012 about digital death, a fascinating aspect of digital identity. Covers questions like "What happens when a virtual friend die?". See her website for more of her publications on the topic: http://www.digitaldeath.eu/texts/ License: Copyright:Attribution Non-commercial (I made a literature review on digital death in 2012 for my master in information science and this author really captures the social aspects of digital life in my opinion)

"It is an irony of the digital age that at a time when we are used to having easy access to seemingly endless information and knowledge, so much of it is disappearing into a digital black hole. For 450 years the concept of legal deposit has helped to preserve the nation's intellectual record.| There is this aspect of disappearing data as well.

See my bookmark post 'Academic citation practices ...' for some geeky stuff on the reference / citation issues.

Jacynthe, you are welcome, and Phillip, many thanks!

This blog is especially great because it talks about the motivation and mindset behind adopting an ope approach. Open is not simply about making or using open resources but open as a 'way of being'

"Logan Laplante is a 13 year-old boy who was taken out of the education system to be home schooled instead. Not only was he home schooled, but Logan had the ability to tailor his education to his interests and also his style of learning, something traditional education does not offer." I realise this article (and the video on which the article is based) does not fall neatly into any category we've studied yet, though I hope many of you may find it as interesting and inspiring as I have. At core, this is about "hacking" the educational system. As Logan explains, his methods can be applied in mainstream schooling (or indeed for anyone interested in lifelong/lifewide education). There's also the element of "participatory culture" embedded in the production of this video: Logan is sharing his experiences, allowing others to comment and contribute so that he might learn as others are learning from him.

This is a truly amazing talk, I was especially pleased to discover your post since I was just about to share a talk that speaks to many of the same issues! My shared video talks about how schools simply aren't made for boys - for many reasons - and what should be done to reengage them in education. (You can check it out here, if you're interested - https://groups.diigo.com/group/okmooc/content/gaming-could-the-ultimate-tools-to-re-engage-boys-in-education-12782090) The part about "writing about butterflies and rainbows" quite literally made me chuckle, here's why: (from my video) "Boy comes home from school, and he says, "I hate writing." "Why do you hate writing, son? What's wrong with writing?" "Now I have to write what she tells me to write." "Okay, what is she telling you to write?" "Poems. I have to write poems. And little moments in my life. I don't want to write that stuff." :) The boy then goes on to saying "I want to write about video games. I want to write about leveling-up. I want to write about this really interesting world. I want to write about a tornado that comes into our house and blows all the windows out and ruins all the furniture and kills everybody." ...which is one of the main points of "hackschooling" -writing through experiences & interests. Also, speaking from personal experience as someone who also left a diploma behind, I can confirm that leaving a rigid non-functional study environment for an open world of possibility can be the best thing you can ever do. All in all - thumbs up for sharing the talk!

Thanks for sharing - what an inspiring talk. Many of his lessons are just as valuable for adults, who often seem to lose any sense of creativity after settling in to their lives, careers, and relationships. FYI - my wife and I have done some limited homeschooling with one of our kids who really doesn't thrive in traditional school settings. I wish we could have done more, but at the very least I encourage each of our kids to explore other ways to learn to either supplement (or question) what they are learning in school. Traditional education just isn't supportive of creative thinking and creative thinkers.

The massive expansion of higher education across all continents is one of the defining features of our century. This volume examines two dimensions of this: those of access and equity. Building on the country studies undertaken by this group of Fulbright New Century Scholars, the book offers a unique focus in its commitment to bring together an analysis of the theoretical literature on equity; a focus on the methodological problems of measuring access and equity from a comparative perspective; a comparative analysis of trends and policy developments set in a global framework; and a comparative analysis of targeted initiatives which are currently in place in different societies. The need to develop a comparative research programme addressing the question of measuring equity is noted

A teacher is a life long learner, in fact, everyone should be a lifelong learner, but the difference between us ( teachers and educators ) and others is that we have no choice but to be life long learners. We can not stop learning for fear that we might be outrun by our students.

Interesting way to frame teachers' life long learning: "for fear that we might be outrun by our students". The author also tells teachers that they need to lead students, "not lag behind". These ideas bring up interesting questions around self-directed learning and participatory learning environments, which might actually celebrate times when students outrun their teachers by finding new tools and solutions and leading their teachers in different directions.

This piece was published as part of the GIZ compendium "10 trends in open innovation" and talks about self-organized and connected peer-to-peer learning for sustainable human development worldwide. Might be of interest as additional resource for Module 11: Global Perspectives on Equity, Development, and Open Knowledge

Dear Pris, dear Jurado, thanks a lot for your comments. I like the ideas and I would particularly like to know more about the thought, that "freedom has its own process tht could eventually produce a network ...". Thanks and cheers, Your Balthas

Thanks for sharing this great article! These topics are where I would like discussions about open access to start. We may be able to use that base of peer learning communities to think about all the other issues of open access in a new light.

This article provides a brief historical contextualization of different forms of peer review. It does well to highlight not only pros and cons of the various processes, but it also discusses the positions from which these pros and cons come form. For example, gender is discussed, revealing that women frequently advocate for anonymous peer review due to the sexism they encounter leading to their work not being published. Another aspect that the authors engage with is how the technologies available shape the forms that peer review takes.