We’re asking faculty to play “Icky Thump” when they haven’t mastered “Love Me Do.” We’re asking them to knit complex cables when they haven’t even combined knits and purls. We’re asking them to bomb down a black diamond run when they haven’t figured out how to stay upright on the green run.

for empowering them

Taken together, these somewhat equivocal results lead to a short discussion of the limitations of the data, which are available in anonymized form via Deep Blue

OA articles may have been previously available in working paper or pre-print versions that differ from their final published form. The resulting final publications may benefit from that early availability

We’ve run into roadblocks, and people really appreciate hearing about them because for the most part they’re running into the same issues

where there’s collaboration, where there are pages for a lot of people who are discussing and editing each other and calling each other out and correcting and learning from each other — that’s what I think the open internet is.

When we meet up, it’s not like, here’s my proprietary curriculum that you guys can buy from me. We’re realizing that we’ll all do better if we share parts of what we do, rather than trying hold on to these little pieces and sell it or charge for it. There’s other ways that us working together can help us find funding in other places and stay alive, and also be more relevant to the young people that we work with, which is really important.

webinar

Why are there poor in this world where technology has helped create sufficient abundance to provide for basic needs including food, homes and care for all?

Remark1.73.IfPandQare total orders andf:P!Qand1:Q!Pare drawn witharrows bending as in Exercise 1.72, we believe thatfis left adjoint to1iff the arrows donot cross. But we have not proved this, mainly because it is difficult to state precisely,and the total order case is not particularly general

“In short, they have no history of supporting the machine learning research community and instead they are viewed as part of the disreputable ecosystem of people hoping to hype machine learning to make money.”

Eight Attributes of Open Pedagogy

Open Pedagogy

The video offers HAX as the future of online course development because it simplifies the technology requirements of users in exchange for quality content and ease of access. At a recent conference in Nashville, Ollendyke and Kaufman used Lego pieces to explain HAX as being like the gridplate of a Lego board that allow for Open Source modular content to work together to create easy, multimedia integration.

When you contain the source of a thought, that thought can change along with you as you acquire new knowledge and new skills.  When you contain the source of a thought, it becomes truly a part of you and grows along with you. Strive to make yourself the source of every thought worth thinking.  If the thought originally came from outside, make sure it comes from inside as well.  Continually ask yourself:  "How would I regenerate the thought if it were deleted?"

But staying on top of innovative teaching methods and adopting new course materials is not at the center of every faculty member’s work.

The eight distinct sub-topics within open education over the past four decades were identified as open access, OER, MOOCs, open educational practice, social media, e-learning, open education in schools and distance learning.

Open education does not constitute a discipline, in the manner of a hard science for example, so there is no agreed canon of research that all researchers will be familiar with. It is also an area that practitioners tend to move into from other fields, often because of an interest in applying aspects of openness to their foundational discipline. This can be seen as an advantage, in that different perspectives are brought into the domain, and it evolves rapidly. However, it also results in an absence of shared knowledge, with the consequence that existing knowledge is often ‘rediscovered’ or not built upon.

Open Education Group

Butte Biology

Authoring Open Textbooks

With AMP Stories, which is now in beta, publishers can combine the speed of AMP with the rich, immersive storytelling of the open web.

Try, explore, fail, share, revise.

Let students curate course content.

Build course policies, outcomes, assignments, rubrics, and schedules of work collaboratively with students. Once we involve students in creating or revising OERs or in shaping learning architectures, we can begin to see the syllabus as more of a collaborative document, co-generated at least in part with our students.

Students can choose to openly license the work that they post on these sites, thereby contributing OERs to the commons; they can also choose not to openly license their work, which is an exercising of their rights and perfectly in keeping with the ethos of Open Pedagogy. If students create their own learning architectures, they can (and should) control how public or private they wish to be, how and when to share or license their work, and what kinds of design, tools, and plug-ins will enhance their learning. It is important to point out here that open is not the opposite of private.

So one key component of Open Pedagogy might be that it sees access, broadly writ, as fundamental to learning and to teaching, and agency as an important way of broadening that access.

Will they be able to read their Chemistry textbook given their vision impairment? Will their LMS site list them by their birth name rather than their chosen name, and thereby misgender them? Will they have access to the knowledge they need for research if their college restricts their search access or if they don’t have Wi-Fi or a computer at home? Are they safe to participate in online, public collaborations if they are undocumented? Is their college or the required adaptive learning platform collecting data on them, and if so, could those data be used in ways that could put them at risk?

Open Pedagogy” as a named approach to teaching is nothing new. Scholars such as Catherine Cronin,[1] Katy Jordan,[2] Vivien Rolfe,[3] and Tannis Morgan have traced the term back to early etymologies. Morgan cites a 1979 article[4] by the Canadian Claude Paquette: “Paquette outlines three sets of foundational values of Open Pedagogy, namely: autonomy and interdependence; freedom and responsibility; democracy and participation.”

We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.

avoid digital redlining,[26] creating inequities (however unintentionally) through the use of technology.

For Paquette, open is very much about learner choice, (albeit for him this is really about creating a classroom environment where this can be optimized).  Good stuff right? Of course, this becomes much more fascinating if you consider the sociopolitical context in which these ideas were playing out.

On-Demand Learning

Open Textbooks

Open Education: International Perspectives in Higher Education

Having found my voice in the academic community and a means to engage in the meaningful deployment of my abilities across institutional and national boundaries thanks to the open internet, I have made yet another career "modification" - one where I can pass on a new perspective to students considering teaching languages.

Este libro fue creado íntegramente por estudiantes en la sección de otoño de 2016 del Seminario de primer año en la Universidad Estatal de Plymouth. Llamamos al curso "OpenSem" porque se organizó en torno a un conjunto básico de prácticas pedagógicas abiertas. El tema del curso fue "¿De quién es este curso, de todos modos?" Los estudiantes crearon todos los resultados de aprendizaje, tareas, políticas de curso y procesos de calificación. Los estudiantes seleccionaron el contenido y crearon el plan de estudios a medida que se desarrollaba el curso. Los estudiantes publicaron todo el trabajo en sus propios ePorts públicos, obtuvieron una licencia que funciona abiertamente, y luego cedieron una muestra de ese trabajo a esta colección para compartirla fácilmente. Puede ver nuestro hashtag en Twitter en #opensem y ver el programa en 

Aunque el maestro dicte lo que se aprende, los estudiantes deciden qué parte de esa información recogen. Nadie ayudará a un alumno si no comienza a ayudarse a sí mismo. En conclusión, esta es la razón por la que la

Open Textbooks

Free Software Definition

university education to all, with no formal entry requirements

OER can help achieve Colorado’s Goals.

Open 101: An Action Plan for Affordable Textbooks

Find Open Speakers

Exploring the Use of E-Textbooks in Higher Education: A Multiyear Study

Subscribing to my personal timeline(s) with my favorite RSS reader would bring everything together,

open access

social engagement, public knowledge, and the mission of promoting enlightenment and critical inquiry in society

The Pedagogy of Boredom

Let's imagine a world in which universities, not vendors, designed and built our online learning environments.

The H5P format is open and the tools for creating H5P content are open source. This guarantees that creatives own their own content and are not locked into the fate and licensing regime of a specific tool. Read more about how H5P ensures that the content remains yours in our blog.

Call for Proposals: PSU Library Seeks Faculty to Author Open Textbooks

An institution has implemented a learning management system (LMS). The LMS contains a learning object repository (LOR) that in some aspects is populated by all users across the world  who use the same LMS.  Each user is able to align his/her learning objects to the academic standards appropriate to that jurisdiction. Using CASE 1.0, the LMS is able to present the same learning objects to users in other jurisdictions while displaying the academic standards alignment for the other jurisdictions (associations).

Moving to a Web of Linked Data for Credential Ecosystems

advanced OER Courseware

a strategic partner and collaborator to the 770 stores on campuses nationwide

Instructors can supplement traditional course materials with low-cost alternatives such as Open Educational Resources and faculty-generated content.

“We’re between the now and the not yet of moving to digital textbooks. But the model has not been discerned,”

Moodle Pty—more widely known within the Moodle community as Moodle HQ—does most of the development of the core Moodle code and maintains tight control over which code submitted by third parties gets accepted into the code base

Capable of including multimedia, annotation, and interaction

if cross-format identifiers like DOIs are used, annotations made in one format (eg, EPUB) can be seen in the same document published in other formats (eg, HTML, PDF) and in other locations.

This is certainly how the debate about licensing has played out.

an exercising of their rights and perfectly in keeping with the ethos of Open Pedagogy.

Open Referral : faciliter l’accès aux services sociaux pour les personnes dans le besoinLa rencontre a permis aussi de s’intéresser à des standards plus « grassroots », élaborés par la société civile en fonction de ses besoins. C’est le cas d’Open Referral, un standard élaboré aux Etats-Unis par Greg Bloom pour répondre à un problème essentiel : les personnes dans le besoin ont le plus grand mal à trouver les informations sur les services sociaux à leur disposition. A l’heure actuelle, tous les services d’aides sociales constituent leurs propres bases de données et se plaignent de leur incomplétude. Pour y répondre, Open Referral propose un standard de données pour déterminer : quel organisme propose quel service social ? Où, quand et comment y accéder ? Plutôt que de proposer une application qui répond à ces questions, Open Referral tente de développer un écosystème autour de ses données pour que les personnes dans le besoin trouvent l’information, quel que soit le service dans lequel elles cherchent. A Chicago, Open Referral a permis le lancement de plusieurs services autour des données ouvertes par Purple Binder, un annuaire des services sociaux. Le standard en est à ses débuts mais, pour Open Referral, l’incertitude porte sur le modèle économique : comment générer des revenus tout en augmentant l’impact social par l’ouverture des données ?

The word 'open' signals a broad, de-centralized constellation of practices that skirt the institutional structures and roles by which formal learning has been organized for generations

How can we minimize the cost of textbooks?

How library collections budgets work By Library Loon 27 October 2017 Library as organization, Scholarly communication 3 Comments “Why can’t open-access initiatives get some of that sweet, sweet library budget money?” the Loon was asked (well, entitledly whinged at, but it comes to much the same thing). Short answer: The librarians in charge of allocating collections money have no incentive to support open access, and the librarians (supposedly) in charge of changing scholarly communication have either zero budget or strictly-earmarked budgets that do not permit this use. QED.

Butherethesharingofgovernmentdataisalsodirectedatcommercialbodiestowardsstimulatingamarketofapplications,platforms,andanalyticsaswellastoinnovateservices,contributetoaworldwidegovernmentdatamarket,andstimulategreaterprivate-sectorprovisionofpublicservices

And they invite faculty to ask questions about how we can impact access in ways that go beyond textbook costs

the five R's are a set of activities

Our work, said Campbell, is not to graduate more students, but to enable students to graduate themselves

Call for Papers: Special Technology Enhanced Learning (TEL) edition

The Chan Zuckerberg Initiative’s investments in Meta and bioRxiv are also said to carry with them a strong preference for open source solutions.

We’re delighted to announce that the California Digital Library has been awarded a 2-year NSF EAGER grant to support active, machine-actionable data management plans (DMPs).

Sci-Hub has made nearly all articles freely available using a black open access model, leaving green and gold models in its dust

Proprietary and open forms of technology provision

© 2016 Thienemann-Esslinger VerlagTranslated excerptSebastian MeschenmoserRotkäppchen hat keine Lust

Filtering obligations -Undermining the foundations of Open Access7.The provisions of Article 13 threaten the accessibility of scientific articles, publications and research data made available through over 1250 repositoriesmanaged byEuropean non-profit institutions and academiccommunities. These repositories, which are essential for Open Access and Science in Europe, are likely to face significant additional operational costs associated with implementing new filtering technologyandthe legal costs of managing the risks of intermediary liability. The additional administrative burdens of policing this contentwould add to these costs. Such repositories, run on a not-for-profit basis, are not equipped to take onsuch responsibilities, and may face closure. This would be a significant blow, creating new risks forimplementing funder, research council and other EU Open Access policies.

Civic hackathons are spaces where the technological imagination and civic imagination collide and jostle as people collectively envision future technologies. Finally, I suggest three lessons drawn from civic hackathons to demonstrate the contradictory and even treacherous ways civic innovation produces ideas. In the conclusion I consider how we might read civic hackathons alongside other modern political formations. After all, civic hackathons are just one part in a larger formation of “open government” that prioritizes direct participation and institutional collaboration as a pathway to reform.

Springer Nature is pleased to present the subscription price list.

Richardson argues that “open design” in the maker movement encourages diversity and collective participation in the production process. Being “pre-hacked” provides an alternative way to think about participation in technological produc-tion. The maker movement tenuously embraces open design, even if they have less success in considering how these practices might scale.

.Theopendatadefinitionthatemergedfocusedoneightqualitiesofdata:completeness,pri-macy,timeliness,easeofphysicalandelectronicaccess,machinereadability,non-discrimination,useofcommonlyownedstandards,licensing,permanence,andusagecosts.

a particularly influential one published in Nature in 1970 by Ulrich Laemelli, on a new method of electrophoresis revealing as yet unknown proteins in a bacteriophage (unfortunately, if you don’t have a subscription, you’ll need to pay to read the whole paper…)

Open data, like open information before it, promised fixes for bureaucratic problems and leveling power asymmetries (Fenster, 2012). Municipal governments strapped for funds and in dire need of more efficient frameworks have, of course, welcomed the message that open government data can alleviate time-consuming FOIA requests, make services easier for residents to use, and drive hack-athons as a form of public outreach.

The open data definition drafted at Sebastopol describes data’s completeness, primacy, timeliness, ease of physical and electronic access, machine readability, non-discrimination, use of commonly owned standards, licensing, permanence, and usage costs. This description made it clear what the proper-ties of data were, even as outcomes, fitting with an open-source model, were more

His stance was not cyberlibertarian (Barbrook and Cameron, 1996). As his successive refutation of transparency in this shift toward open data indicates (Lessig, 2009), he was quite concerned about efforts with software becoming distanced from tangible outcomes. Lessig might regarded as a hacker in the mold of Tim Jordan (2008), taking a progressive perspective on how we might regulate technologies—alongside laws, norms, and markets—that affect behavior.

Guzzella: Der Closed Access kann ja wohl nicht die Alternative sein. Da gibt man gewissen Firmen oder Verlagen die Möglichkeit, massiv Profit damit zu machen. Die Forschung wurde ja von der Öffentlichkeit finanziert – also soll die Gesellschaft als Ganzes profitieren.

Leviathan

Doch zunehmend gewinnt man den Eindruck, dass auch Bibliotheken mehr und mehr tangiert werden von aktuellen politischen Umwälzungen und Ereignissen, denen sie sich nicht mehr verschliessen können und dürfen. Da ist zum Beispiel das Thema «Open Access», das deutlich mehr ist als eine weitere Spielart der Literaturversorgung. Es ist vielmehr eine politische und wirtschaftliche Problematik, die bis in die Führung von Staaten reicht und auf der gleichen Ebene wie Wirtschaftssubventionen oder Marktinterventio-nen abgehandelt wird. Denn die Konsequenzen sind so ge-waltig und grundlegend, dass viele Akteure sie nicht mehr zu überschauen scheinen und das Thema mit einem blossen Aktionismus mit ungewissem Ausgang vorantreiben.Gerade hier ist es wichtig, dass sich Bibliotheken ihrer Jahrhunderte alten Tradition als Kultur- und Gedächtnis-institution erinnern und neuen Trends – zumal wenn sie irreversible Konsequenzen haben – mit dem notwendigen Sachverstand und der gebotenen Tiefe nähern und die be-teiligten Akteure mit validen Informationen und Statements unterstützen. Die ETH-Bibliothek ist gerade bei diesem Thema im besten Sinne des Wortes professionell mit dabei: Qualifiziert, durchdacht, konstruktiv, aber ohne Schnell-schüsse.

Sind wir denn nie schön genug

SCHÖN GENUG

Philipp Dittberner

Perhaps we should only use open as a modifier for other pedagogies,

In the United States, before 1989 no creative work was protected by copyright unless the creator opted in to protection by reigstering. Open (free + permissions) was the default. It was only in 1989, when the US joined the Berne Convention, that protection of all creative works became automatic and closed became the new default, requiring people to opt-in to sharing.

Attributes of Open Pedagogy: A Model for Using Open Educational Resources

The focus is not so much on what we are learning but on how we are learning.5

I continue to believe that every time we use the word “textbook” to describe the work we’re doing with OER we paint ourselves a little further into the corner of traditional thinking about teaching and learning resources.

generate fake FCC filings, or advance their big government agenda.

Under these regulations, government bureaucrats can decide what websites they can prioritize or punish and what broadband infrastructure investments are worth.

“bizarre” “triple-pay” system, in which “the state funds most research, pays the salaries of most of those checking the quality of research, and then buys most of the published product”.

In the early '90s, so-called open access journals started to make scientific research free to anyone with working WiFi by shifting costs to scientists, who pay an upfront fee to cover editing.