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Knowledge seeking and sharing within organisations. Doesn't deal with progress of this in a wider context.

Researching online often means leaving a trail of information about yourself, including your location, what websites you visited and for how long, with whom you chatted or emailed, and what you downloaded and printed. All of these details are all easy to associate with a particular computer user when insufficient privacy protections are in place.

Thanks for sharing this article. The right to electronic privacy is most important to me. It's frightening how 'big brother' can trace everything we do. I intend following up on the links and asking our local professional association to run a workshop on this.

Librarians in Massachusetts are working to give their patrons a chance to opt-out of pervasive surveillance. Partnering with the ACLU of Massachusetts, area librarians have been teaching and taking workshops on how freedom of speech and the right to privacy are compromised by the surveillance of online and digital communications -- and what new privacy-protecting services they can offer patrons to shield them from unwanted spying of their library activity.

este curso abierto es muy interesante. Inicia el 13 de octubre para saber mejor cómo aprovechar las oportunidades de las redes sociales dentro del proceso de enseñanza

En este post se habla de Randy Schekman y su postura sobre las revistas de lujo y el open access

Originally shared by Inez in the course Google Community. From the article, by Morozov: "For all its utopianism and scientism, its algedonic meters and hand-drawn graphs, Project Cybersyn got some aspects of its politics right: it started with the needs of the citizens and went from there. The problem with today's digital utopianism is that it typically starts with a PowerPoint slide in a venture capitalist's pitch deck."

Alex writes, "It features censorship, hangings, dissent and criticism, a whole bunch of state and church control, angry queens, sad Stationers, and, of course, our terrible culprit: the printing press." Copy-me is the world's first ever animated web series about copyright, copying and open culture.

The Mediterranean Journal of Social Sciences, published in Italy, has been called a scam but it appears on the CVs of several professors at Unisa as the publisher of papers authored by them. This journal, owned by the Mediterranean Centre of Social and Educational Research, will publish an article only on payment by the author of a fee of $200 (about R2200).

Free access to 3 articles: The Unfolding of the Knowledge Commons pp. 13-24(12) Author: Hess, Charlotte Free Content From Lobsters to Universities: The Making of the Knowledge Commons pp. 25-42(18) Author: Caffentzis, C. George Open Access Scientific Publishing and the Developing World pp. 43-69(27) Author: Contreras, Jorge

Hi Raúl. Thanks for sharing these free resources. Which one do you like best? Which new insight did you gain?

I think Elinor Ostrom's approach to commons pool resources (used by Hess, for example) is very useful not only for understand the case of natural resources as commons (the tragedy of the commons to which it was originally applied), but to matters more close to this course, as knowledge. The approach is useful because it complicates the original perspective on commons. Originally (Elinor Ostrom) her perspective considered only group boundaries clearly defined (very small groups, peasants or indigenous); rules governing the use of collective goods well matched to local needs and conditions; cases where most individuals affected by these rules can participate in modifying the rules; the right of community members to devise their own rules is respected by external authorities; monitoring mechanisms by community & graduated sanctions. With the new commons (surprisingly, not only knowledge but roads, budgets, radio spectrum; medical commons, atmospheric commons and even silence as commons), new questions rises on the evolution or building new types of commons with no pre-existing rules and norms; increasingly complex; with size, communities, incentives often unknown; extremely dynamic; reactions to threats of enclosure; heterogeneous community; new forms of collaboration and collective action; and global in many cases. I think is a perspective that can help a lot in the case of knowledge and new forms of learning.

An alternative perspective on some of the hype around makerspaces and hacking, looking into how it supports and extends the neoliberal agenda.

It is curious to see that everytime some new technology rises, there are someone saying that it will mean the end of the system (call it capitalism, for instance) and a new real democracy era will arise. Nevertheless, once and over again we see that the technology arrives to everyone's door, but always controlled by someone else. You might have your own car, which was almost imposible in the early 50's, but you depend on how expensive gas is and how many barriers you find in your way; you have internet in your pocket, but every movement you do and every site you visit are being saved in someone's server with we don't know what exact purposes. But we keep hoping and saying, once and over again, that democracy, the real one, will some day florish with a new magical device. I honestly think it is in human nature to try to control and manipulate others; even people that honestly see themselves as good collaborative human beens, when they are under a tense situation, they don't hesitate to hide the truth, manipulate or lie to find adepts to their cause. So only with a genetic mutation we will reach that golden dream!

Kevin you mentioned this article to me several weeks ago and I did read it and really appreciated the recommendation. I think it is important for us to think about other perspectives to makerspaces to really understand how libraries should (and do) fit into this changing landscape. The library landscape is definitely changing, and some are really latching on to this idea of makerspaces, and others latching on to the more traditional services that libraries offer. I think that we really need to understand how the concept of makerspaces can fit into developing strong civic skills, critical thinking and appreciation of the arts to really make it fit into libraries, and focus less on the "production" and "innovation" appeal that makerspaces have. I do think that skills that can be honed in makerspaces have the potential to create great global citizens, but only if it is accompanied by deep critical thinking and a broader understanding of the world.

The wonderful blog, Hack Library School, has recently posted a piece on open access publishing. This piece is a great overview, which covers many of the basic concepts covered in Module 6. The article discusses what open access is (and what it isn't) and some of the biggest discussion points on the issue today. It's a great overview and well worth the read if you want an overview or a refresher on the topic!

This blog covers a lot of relevant concepts related to OA, but a finer point need to be clarified. Regarding Google Scholar, not everything retrieved from GS is OA. GS is a web crowler, it crows wherever it is allowed, including references and citations to articles behind paywalls. On the other hand, many librarians are working to make their paid journals subscriptions available to their faculty and students via Google Scholar. So when faculty/students are on their universities' network, they can search GS, find articles from journals. If their library subscribes to that journal, there is a good chance a link to the full text will be available.

I agree with the point that "findability" for green OA articles is a current problem. We need a PubMed or Web of Science for green OA articles!

Os dejo el enlace a un blog. Se discute "el todo gratis" en el mundo cultural y sus consecuencias.

Para el 23 de octubre!! Os copio el resumen de la presentacion de estas jornadas; " La Universitat de Barcelona y la Universidad Complutense de Madrid organizan dos jornadas dirigidas a los investigadores sobre acceso abierto a la producción científica y a los datos de investigación, en el marco del proyecto FOSTER (Facilitate Open Science Training for European Research). Estas jornadas se celebran en Barcelona y en Madrid durante la Semana de Acceso Abierto (20-25 de octubre de 2014). FOSTER es un proyecto europeo, financiado por el FP7, en el que participan 13 socios procedentes de 8 países europeos. El principal objetivo de FOSTER es establecer un programa de formación que ayude a los investigadores, especialmente a los jóvenes investigadores, bibliotecarios universitarios y otros implicados a adoptar los principios y políticas de acceso abierto para crear y compartir conocimiento conforme al programa Horizonte 2020 y al European Research Area (ERA)."

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.

"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.

Cape Town, 10 December 2013 - This is a presentation to the combined 3rd Global Congress on IP and the Public Interest and Open A.I.R. Conference on Innovation and IP in Africa, www.openair.org.za/capetown2013.

New plans to improve health outcomes and the quality of patient care through digital technology and innovation have been unveiled by national health and social care organisations today (13 November 2014).

Este artículo es una reflexión sobre tendencias en las revistas científicas pero también en la revisión del estado de los repositorios en la comunicación científica (López-Borrull, 2012a). Casualidad o sincronicidad, en el momento de escribir esta nota, Dale Askey escribía un artículo con el título "Is it time for a PLoLIS?" (Askey, 2014). Secundo su reflexión, pero quisiera hacerla más amplia, puesto que su complejidad cabe ser considerada.

"MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems."

Very interesting! Thanks. "MOOCs and MOOC-type courses have added a new dimension to the educational landscape by strengthening the non-formal educational space and providing opportunities to experiment with the disaggregated components of the educational experience"

After watching the Willinsky video, this hit home even more. I think the value of quality education is extremely important, and creating a "global village" of learning is still in its growing pains. Having a face-to-face instructor/professor/facilitator lets you ask the questions that pop to mind and being in a classroom setting allows an idea to flow and develop into other ideas. There are a lot of social media tools that are familiar to a lot of students living in a Western culture, but those social tools are not always available to developing countries; many do not have access to schools or even have a computer - as this article indicates, MOOCs are certainly a venue that opens learning opportunities for those who do not have access to learning in a formal environment, but may have access to the internet. What I particularly found interesting were the various MOOC categories - Gateway: MOOCs for prepping to get into higher learning; Research showcase: promote an institute's research areas; Professional skills: MOOCs for those who need to "upskill" or specialize…and there are others. The main reason for taking this course was to improve my knowledge of what social media is out there (MOOCs are part of it), how it is being used, and how useful is this "new" media is within the publishing realm. It is a challenge.