Yesterday, I attended the 3rd Annual Open Access Symposium at UNT (#oa12unt). It was a full day of talking about open data, sharing research and collaborative efforts and examples in #highered. The open access process is not as simple as you think. It was interesting to hear from researchers, academics, librarians, industry partners, and data managers about what it means to be “open” and accessible for others. Here are a few open notes I took and a Storify I curated from the day.
I think the concluding remarks (and other notes) made by Brian Schottlaender (@ucsdBECS) helped to summarize the key points that were both said and were not said during the day, including the following topics:
- Data Preservation
- Data Aggregation
- Data Ecology
- Peer Review
- Discovery & Delivery
- Data Governance
- Exhortations to Librarians
These final thoughts left me questioning about how higher education will engage in open access and consider what academic tenure/promotion will look like in the future. The open movement is present in my learning network, among the Social and Open Educators like @courosa and academic contributors who want to End Knowledge Cartels in publication such as @academicdave, There are many open and transparent academics/educators contributing to the open movement – but there needs to be more. And more importantly, academic institutions need to recognize and accept open scholarship.
I know the #oa12unt symposium lit the fire for me to finish the layout and publish the first issue of the Learning and Performance Quarterly. This student-lead, open access journal is an open access publication that I am proud to edit and coordinate with a phenomenal group of reviewers and a great editorial team. The inaugural issue was JUST published online today, and is available for your reading and sharing pleasure HERE.
What have you done openly lately in #highered? Please share.
The term “open education” means different things to different people. There are many interpretations as to what open education and content means for learning. Often the financial costs, learning environments, accreditation and the role of the faculty are a few key issues that arise when discussed amongst educators.
I thought it was suitable to explore this topic, since I am currently enrolled in 2 open education courses, EC & I 831 & CCK 09 as a non-credit student. My goal in joining these open content courses was to collaborate with other learners, share resources, & establish on-going connections beyond the scope of the course, i.e. stay connected to people in the #edtech field for information-sharing and learning support. My participation in #eci831 & #cck09 has greatly enhanced my knowledge and research for my doctorate work at UNT, and I value the introductions to various topics, presenters, and peers.
Last week, Jon Mott joined #eci831 to discuss his experiences in open education. Here are the slides:
A few key take-away points, resources & quotes include:
- Great Talk: David Wiley’s recent keynote on Open Education
- openness allows for connection, personalizing and creation: allowance to share resources, ideas & knowledge
- ability to move from passive consumption to sharing & collaborating amongst our connections
- Creative Commons is a valuable entity that allows content to be shared & accessed
- “Literacy is moving from being knowledgeable to knowledge-able.” ~Jon Mott
- MIT Open CourseWare project is a solid model that offers free content for approximately 2000 courses
- Open Courseware Consortium is a great database for other open education content
- Other examples where education is open = Education Channel of YouTube, iTunes U, and OER Commons
- academic institutions vary their stance on content sharing, open education, etc
- help students and instructors to understand the difference between “open” and “closed” education
- need to seek sustainable models for open courseware and education
- debates and questions continue about openness in education, with regards to Learning Management Systems (LMS), credentialing, faculty role, archeticture of courses, etc.
- open education is more of a social & cultural issue, now that the technology is becoming rapidly available and accessible for learners/educators
The final thoughts prompted questions on how open education will impact our learners & how education will change in the future. More discussion about open education will continue tomorrow evening when Alan Levine joins #cck09 to share some of his thoughts around Openness & Transparency. Join in & share your two cents.
is a nonprofit corporation dedicated to making it easier for people to share and build upon the work of others, consistent with the rules of copyright.
[They] provide free licenses and other legal tools to mark creative work with the freedom the creator wants it to carry, so others can share, remix, use commercially, or any combination thereof.
Creative Commons (CC) is quite relevant for all faculty & instructors who put together online course materials for students. It allows for content, such as images, videos, writing and music, to be shared freely and some access rights to the intellectual property. As classrooms expand and more material is shared openly, it is important for educators to be aware of how to use Creative Commons, and the implications for teaching & learning. Here are a few videos that best explain CC.
If you look at the Content Directories of CC is utilized by many companies, and even educational institutions. Some faculty started to challenge the traditional methods of research collection and how intellectual property is shared with others. One faculty shares how to encourage this open education movement in a publication called - Open Doors and Open Minds.
The recent development and contribution from Creative Commons is the DiscoverEd search engine, which provides accessible searches for open educational resources. This allows educators to access and share teaching and learning materials in an effective, easy way.
The question is… Wanna Work Together?