This is an interesting conclusion as it has oft been stated that OER are a gateway to OEP. While that appears to be the case for 3 of the participants, for the rest it appears that OER was not the starting point to OEP. What bears deeper investigation is whether the second or third step to OEP was OER. Reminds me of a blog post I wrote a few years back wondering if OEP required OER http://clintlalonde.net/2017/02/04/does-open-pedagogy-require-oer/

Great quote

This is an important change in perception that has occurred in the past 10-15 years of OER. OER's used to be met with much skepticism by faculty. It is nice to see that these are now becoming "less threatening" and, by extension, more accessible.

Giving learners more autonomy in their learning is a great pedagogical principle, and in the context of the article focusing on learning design, I can see how this fits with "open" as it does require that the course design needs to be more "open" as in flexible to allow for this kind of learner autonomy. There is overlap here between authentic learning and open pedagogy.

Changes the audience and gets students to think about writing for a larger, perhaps more general audience. This is an important aspect if we want to have, say, highly technical disciplines, like sciences, learning to engage more broadly with the public. Having learners understand the importance of writing for an audience that is more general could become an important open pedagogy principle for disciplines that want to have their work have a broader impact with the general public.

I have trouble believing many faculty members will be swayed by undergraduate students' perceptions of quality. There's a difference to be explored in "quality of disciplinary content in the abstract" vs. "quality as a study aid for this particular course."

This is of course a broader concern for advocacy for OERs, not a critique of this particular study.

The absence of the teacher here seems like an issue. To what extent may the students have come up with that perception on their own, or might they perceive it because the teacher told them about the work involved in vetting this particular textbook? What, if anything, did the traditional textbook teachers say?

(Further down the paragraph it's made clear that the OERs were adapted to be more relevant, which I agree is part of the attraction of OERs and including that is fair. But I'd still like to know what the teachers said in class about it, if anything.)

Seems to hint to me that on-campus students may be receiving (or perceiving) a superior level of instructor support (thereby making the textbook less relevant). Interesting responsibility for F2F faculty and interesting possible criticism of the level of instructor support provided to online students.

Students who have been primed with the knowledge that this course uses a lower-cost OER text are more critical of textbook price vs use in other courses?

There are several companies that although they have closed-source products, they have large open-source projects that are core-components to their product. Thing Facebook and it's open-source projects or Microsoft and their open-sourcing of the asp.net and corresponding frameworks. It seems like in general, there is a trend toward companies open-sourcing their DX tools, which is what a majority of open-source projects are....

Zero-textbook cost degrees is still a long way off as far as India goes. Our students are now extremely proficient in the use of the internet and open sources. However, compared to open access resources use of standardised textbooks in traditionnal classrooms is definitely better as teachers has a personal connect with the student. This is particularly necessary as students are becoming victims of PUBG and other such addctive games leading to either suicide or other behavioural problems. We do not need a plethora of zombie students in our schools and colleges!

Replacing text books with open resources does push teachers out of their comfort zones!

I found this blog post by David Wiley very honest and interesting, seeing as though we didn’t talk about ‘before Creative Commons’ at all in this course. While we most likely don’t have time in the course and didn’t really need to talk about the before CC, it’s really intriguing to see that people were talking about the foundations of CC already back in 1998 and that the bones of CC were already there.

another body working on scholarly comms infrastructure - but for AI

requires a open, sharing, collaborative environment. Promotes pedagogical dialogue. OER have potential to transcend "geographic, economic, or language barriers". Also, OER strengthens digital literacy.

Creative Commons covers 4 areas of practice: -re-use: right to verbatim reuse content

• revise: right to change/ modify the content -remix: right to combine original or revised with new content -redistribute: right to make and share copies of content

great for expanding, exploring, sharing and remixing content in the educational world.

open learning is influential in areas of design, practice, pedagogy, and theory in education. Open Education Resources at the K-12 level are fundamental to OL.

defined as "set of practices, resources, and scholarship that are open to the public and that are accessible, free to use and access, and re-purpose"

which should perhaps increasingly be read as "adjunct/contingent scholars between contracts"

UK only additional opportunity for open source software funding: Software Sustainability Institute (University of Edinburgh)

Funding opportunities for open source software

Open Science Grassroots Community Networks

and perhaps what is good work for others, beyond the class...

​The definition of "open infrastructure" (or the software component of open infrastructure) should include an explicit requirement for open-source code.​ Even an explicit recommendation short of a requirement would be better than the current definition, which is entirely silent the value of opening the code. The Elsevier acquisition of bepress (to use one example among many) would have been much less harmful to the community if the code had been open and user institutions could hold on to the platform, fork it if they wanted, take it in their own direction, and continue using it without becoming Elsevier customers.

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

Interesting -- what would it look like to have a shared annotation layer that could be accessed by a variety of tools?

Etienne's blog! Amazing resource for OSINT; particularly focused on technical attacks.

an appeal for open education

open aid - argument from dfid

Open source note taking software article

Also critical assessments of authority structures, truth claims, value judgments...

Are there any examples currently where something is not free of charge but is free of licensing restrictions?

Growing dissatisfaction with a subscription-based publication model with "scholarly research outputs" freely available to public.

A Vision for Scholarly Communication

This sounds a lot like the Apache trademark, to me.

98%?!?!?! Data please!

¿Qué sistema de organización de conocimiento se los posibilita? ¿Qué están usando para enlazar datos y en qué formato?

all the data

Engaging the Public Through Wikipedia: Strategies and Tools

There is a serious crisis of discoverability. To overcome it, we have to tear down the walls of dark knowledge and invest in the open discovery infrastructure, esp. user interfaces.

David and Ian talk about the NGDLE in relation to open.

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>

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

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.") 

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.

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

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.

This concept is addressed further in https://ocsdnet.org/principles-and-practice-in-open-science-addressing-power-and-inequality-through-situated-openness/

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.

What does independent mean in this context?

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.

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.

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.

This is an incredibly important point.

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

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.

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

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.

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.

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.

Open Education Leadership Summit

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

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.

participation in activities to share research outcomes.

'publish or perish' culture creating mental health issues.

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.

New journals released by PeerJ

a platform for cooperative open communities

Gitenberg: collaboration + open source (github + gutenberg)

Tamper-proof evidence for photographs, videos and preprints using timestamp, blockchain etc.

Timestamps for prepritns

Blockchain for scholarly publishing

First charitable funders to join Plan-S

Open science towards reducing the north-south divide

Open Therapeutics incorporated annotation some time ago.

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.)

Übergangsbestimmungen OA-Bestimmungen vom 1.4.2018

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

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

a good design principle

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

design principles - compare to Kahle

open peer review model

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

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