Open Education and Open Educational Resources for the Teaching of Classics in the UK Simon Mahony University College London
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OER: a Field Guide for Academic Librarians Andrew Wesolek Vanderbilt University, [email protected]
Pacific nivU ersity CommonKnowledge Pacific nivU ersity Press Pacific nivU ersity Libraries 11-2018 OER: A Field Guide for Academic Librarians Andrew Wesolek Vanderbilt University, [email protected] Jonathan Lashley Boise State University, [email protected] Anne Langley University of Connecticut, [email protected] Follow this and additional works at: https://commons.pacificu.edu/pup Part of the Scholarly Communication Commons, and the Scholarly Publishing Commons Recommended Citation Wesolek, Andrew; Lashley, Jonathan; and Langley, Anne, "OER: A Field Guide for Academic Librarians" (2018). Pacific nU iversity Press. 3. https://commons.pacificu.edu/pup/3 This Book is brought to you for free and open access by the Pacific nivU ersity Libraries at CommonKnowledge. It has been accepted for inclusion in Pacific nivU ersity Press by an authorized administrator of CommonKnowledge. For more information, please contact [email protected]. OER: A Field Guide for Academic Librarians Description We intend this book to act as a guide writ large for would-be champions of OER, that anyone—called to action by the example set by our chapter authors—might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence. Disciplines Library and Information Science | Scholarly Communication | Scholarly Publishing Publisher Pacific nivU ersity Press ISBN 9781945398797 Comments Errata / Version Statement: All formats (print, PDF, epub) corrected 12/04/2018 to reflect editorial corrections not captured in initial publication. -
Open Education Resources: Current Limitations and Challenges and Its Usage in Developing Countries
Open Education Resources: Current Limitations and Challenges and its Usage in Developing Countries Mark Peneder and Felix Walcher February 9, 2020 1 Abstract As the cost and demand of higher education is on the rise all over the world, education stakeholders are searching for ways to meet these demands. Open Educational Resources (OER) have the potential to provide these resources and promote lifelong learning. OER are freely accessible resources for educational purpose. OER are considered to reduce the gap between different strata of society and countries. But despite all these opportunities, OER has still not reached its full potential. This might be explained by the fact that it is still in the early adoption state and the number of challenges that OER is still facing at the moment. Often both teachers and students in higher education communities are not aware of the potential of OER. Furthermore, the major content of OER is mostly English language based and global north dominated. OER is free to use but not free to produce and maintain, because of this the perhaps biggest challenge of Open Educational Resources is their sustainability in financial terms. Developing countries have the possibility to benefit even more from existing OER to enhance or develop new teaching material based on the knowledge from all over the world but are also facing additional challenges. The western-dominated resources have to be recontextualized for their cultural context and they are plagued by limited funding, poor internet infrastructure and a general lack of awareness of OER and policies for its use and creation. -
Plan S in Latin America: a Precautionary Note
Plan S in Latin America: A precautionary note Humberto Debat1 & Dominique Babini2 1Instituto Nacional de Tecnología Agropecuaria (IPAVE-CIAP-INTA), Argentina, ORCID id: 0000-0003-3056-3739, [email protected] 2Consejo Latinoamericano de Ciencias Sociales (CLACSO), Argentina. ORCID id: 0000-0002- 5752-7060, [email protected] Latin America has historically led a firm and rising Open Access movement and represents the worldwide region with larger adoption of Open Access practices. Argentina has recently expressed its commitment to join Plan S, an initiative from a European consortium of research funders oriented to mandate Open Access publishing of scientific outputs. Here we suggest that the potential adhesion of Argentina or other Latin American nations to Plan S, even in its recently revised version, ignores the reality and tradition of Latin American Open Access publishing, and has still to demonstrate that it will encourage at a regional and global level the advancement of non-commercial Open Access initiatives. Plan S is an initiative from a European consortium of research funders, with the intention of becoming international, oriented to mandate Open Access publishing of research outputs funded by public or private grants, starting from 2021. Launched in September 2018 and revised in May 2019, the plan supported by the so-called cOAlition S involves 10 principles directed to achieve scholarly publishing in “Open Access Journals, Open Access Platforms, or made immediately available through Open Access Repositories without embargo” [1]. cOAlition S, coordinated by Science Europe and comprising 16 national research funders, three charitable foundations and the European Research Council, has pledged to coordinately implement the 10 principles of Plan S in 2021. -
Open Educational Engineering Resources: Adoption and Development by Faculty and Instructors
Paper ID #18100 Open Educational Engineering Resources: Adoption and Development by Faculty and Instructors Chelsea Leachman, Washington State University Chelsea Leachman is the engineering librarian at Washington State University. She obtained here Masters of Library and Information Science from the University of Wisconsin-Milwaukee in 2011. She has a background in science and engineering. She received her Bachelor of Science in Environmental Science with a minor in geology from the University of Idaho 2007. Ms. Talea Anderson, Washington State University Talea Anderson works as Scholarly Communication Librarian in the Center for Digital Scholarship and Curation at Washington State University. c American Society for Engineering Education, 2017 Open Educational Engineering Resources: Adoption and Development by Faculty and Instructors As the cost of higher education has continued to rapidly rise, the associated student government organization at Washington State University successfully launched a Course Material Cost Reduction Initiative1. In their statement to the Provost’s Office, campus bookstore, and Faculty Senate, students called on instructors and administrators to consider strategies for reducing the cost of course materials1. Following discussion, the campus responded by creating a task force, which ultimately recommended, among other things, increased use of open educational resources (OERs) on campus2. The task force made initial forays into open education by matching available OERs to general-education undergraduate courses such as introductory biology, mathematics, and history. However, when addressing engineering courses, they encountered unique problems related to the availability of appropriate resources and the organization of departmental selection processes. For this project, the scholarly communication librarian and the engineering librarian at the university have come together to work with the College of Engineering to address the best way to incorporate OERs into upper-division undergraduate courses for engineering students. -
Open Educational Practices and Resources
Open Educational Practices and Resources OLCOS Roadmap 2012 Edited by Guntram Geser Salzburg Research EduMedia Group Project information and imprint Project information and imprint Open e-Learning Content Observatory Services (OLCOS) OLCOS is a Transversal Action funded by the European Commission under the eLearning Programme. Duration: January 2006 – December 2007 Website: www.olcos.org Project partners European Centre for Media Competence, Germany European Distance and E-Learning Network, Hungary FernUniversitaet in Hagen, Germany Mediamaisteri Group, Finland Open University of Catalonia, Spain Salzburg Research, Austria Project coordinator Salzburg Research / EduMedia Group Veronika Hornung-Prähauser Jakob Haringer Straße 5/III, A-5020 Salzburg, Austria [email protected] Tel. 0043-662-2288-405 OLCOS roadmap editor Guntram Geser, Salzburg Research / EduMedia Group, Austria Contributors to the OLCOS roadmap FernUniversitaet in Hagen: Peter Baumgartner and Viola Naust Open University of Catalonia: Agustí Canals, Núria Ferran, Julià Minguillón and Mireia Pascual Mediamaisteri Group: Mats Rajalakso and Timo Väliharju Salzburg Research: Wernher Behrendt, Andreas Gruber, Veronika Hornung-Prähauser and Sebastian Schaffert Graphics & layout Jesper Visser, Salzburg Research 3 Project information and imprint Images Based on copyright-free photographs from www.imageafter.com Print version ISBN 3-902448-08-3 Printed in Austria January 2007 Online A digital version of this report can be freely downloaded from www.olcos.org Copyright This work is licensed under the Creative Commons Attribution–NonCommercial–ShareAlike 2.5 License http://creativecommons.org/licenses/by-nc-sa/2.5/ Disclaimer This publication was produced by the OLCOS Project with the financial support of the European Commission. The content of this report is the sole responsibility of OLCOS and its project partners. -
Digital Humanities Pedagogy: Practices, Principles and Politics
To access digital resources including: blog posts videos online appendices and to purchase copies of this book in: hardback paperback ebook editions Go to: https://www.openbookpublishers.com/product/161 Open Book Publishers is a non-profit independent initiative. We rely on sales and donations to continue publishing high-quality academic works. Digital Humanities Pedagogy: Practices, Principles and Politics Edited by Brett D. Hirsch http://www.openbookpublishers.com © 2012 Brett D. Hirsch et al. (contributors retain copyright of their work). Some rights are reserved. The articles of this book are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported Licence. This license allows for copying any part of the work for personal and non-commercial use, providing author attribution is clearly stated. Details of allowances and restrictions are available at: http://creativecommons.org/licenses/by-nc-nd/3.0/ As with all Open Book Publishers titles, digital material and resources associated with this volume are available from our website at: http://www.openbookpublishers.com/product/161 ISBN Hardback: 978-1-909254-26-8 ISBN Paperback: 978-1-909254-25-1 ISBN Digital (pdf): 978-1-909254-27-5 ISBN Digital ebook (epub): 978-1-909254-28-2 ISBN Digital ebook (mobi): 978-1-909254-29-9 Typesetting by www.bookgenie.in Cover image: © Daniel Rohr, ‘Brain and Microchip’, product designs first exhibited as prototypes in January 2009. Image used with kind permission of the designer. For more information about Daniel and his work, see http://www.danielrohr.com/ All paper used by Open Book Publishers is SFI (Sustainable Forestry Initiative), and PEFC (Programme for the Endorsement of Forest Certification Schemes) Certified. -
From Coalition to Commons: Plan S and the Future of Scholarly Communication
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Copyright, Fair Use, Scholarly Communication, etc. Libraries at University of Nebraska-Lincoln 2019 From Coalition to Commons: Plan S and the Future of Scholarly Communication Rob Johnson Research Consulting Follow this and additional works at: https://digitalcommons.unl.edu/scholcom Part of the Intellectual Property Law Commons, Scholarly Communication Commons, and the Scholarly Publishing Commons Johnson, Rob, "From Coalition to Commons: Plan S and the Future of Scholarly Communication" (2019). Copyright, Fair Use, Scholarly Communication, etc.. 157. https://digitalcommons.unl.edu/scholcom/157 This Article is brought to you for free and open access by the Libraries at University of Nebraska-Lincoln at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Copyright, Fair Use, Scholarly Communication, etc. by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Insights – 32, 2019 Plan S and the future of scholarly communication | Rob Johnson From coalition to commons: Plan S and the future of scholarly communication The announcement of Plan S in September 2018 triggered a wide-ranging debate over how best to accelerate the shift to open access. The Plan’s ten principles represent a call for the creation of an intellectual commons, to be brought into being through collective action by funders and managed through regulated market mechanisms. As it gathers both momentum and critics, the coalition must grapple with questions of equity, efficiency and sustainability. The work of Elinor Ostrom has shown that successful management of the commons frequently relies on polycentricity and adaptive governance. The Plan S principles must therefore function as an overarching framework within which local actors retain some autonomy, and should remain open to amendment as the scholarly communication landscape evolves. -
March 13, 2019 AMS Primer on Open Access
Robert M. Harington Associate Executive Director, Publishing Publishing Division [email protected] 401.455.4165 401.331.3842 www.ams.org AMS Primer on Open Access Introduction Open access (OA) refers to published scholarly content (such as journal research articles, and books) made openly available in online digital form. This content is free of charge at point of use, free of most copyright and licensing restrictions, and free of technical or other barriers to access (such as digital rights management or requirements to register to access). Communicating and sharing discoveries is an essential part of the research process. Any author of a research paper wants it to be read, and the fewer restrictions placed on access to those papers means that more people may benefit from the research. In many ways, the OA movement is very much in line with the shared mission of researchers, scholarly societies, and publishers. Journal publishing programs perform many services for researchers including peer review, communication, and career advancement. In society publishing programs, revenue from journal publishing directly supports the important work societies do on behalf of their scholarly communities. How do we maximize the dissemination of knowledge while at the same time maintaining both a high level of quality and a sustainable financial future for our professional society, the AMS? The OA movement can be traced to a letter from the year 2000, signed by around 34,000 researchers, demanding publishers make all content free after 6 months. The signatories of the letter said they would boycott any journals refusing to comply. In 2002, the accepted definition of OA was encapsulated in the Budapest Open Access Initiative declaration. -
Digital Science Recommendations for Food & Agriculture
DIGITAL SCIENCE RECOMMENDATIONS FOR FOOD & AGRICULTURE Edited by February 2020 Table of Contents FOREWORD 3 TOWARDS A DIGITAL ECOSYSTEM FOR SCIENCE 6 POSITION STATEMENTS FROM AGINFRAplus PARTNERS 9 POSITION STATEMENTS FROM EU STAKEHOLDERS 17 POSITION STATEMENTS FROM INTERNATIONAL STAKEHOLDERS 28 2 FOREWORD I joined FAO1 (The Food and Agriculture Organization of the UN) in 1998 and got the responsibility for the AGRIS system2. AGRIS was one of the huge bibliograph- ical databases of the time which collected information about scientific and tech- nical publications in agriculture and made them available especially to partners in developing countries. AGRIS already had the two elements about which most of the contributions to this publication are speaking. Community and Technol- ogy. AGRIS centers were holding annual meetings at FAO to coordinate their efforts to cover all publications in their area. The AGRIS secretariat initiated the development of specific software which should help them to accomplish this task. CDS-ISIS3 was developed already in the early 90s. In a way, FAO had a pioneering role in creating collaboration between scientific institutions. WUR and INRA, two contributors to this volume were very important centers of the AGRIS network. Nearly all of the contributions in this volume emphasize the human factor and the necessity of community building before the technological aspects. This is understandable. Technological questions are straightforward (normally) and resolvable (theoretically). For com- munity building there exists something similar as the 2nd law of thermodynamics. DeltaS>=0. Entropy (non collaboration) in a closed system can only grow. Collaboration is not a given. Every unit has its own business model and even every single person pursues specific goals. -
2020 OCW Impact Report Contents
2020 OCW Impact Report Contents Reflections • 3 MIT OpenCourseWare: Part of a Global Effort • 4 OCW: Sharing MIT Materials With Learners and Educators Everywhere • 4 Updates From the Dean for Digital Learning • 5 Reaching Learners and Raising Awareness • 6 OCW’s Impact By the Numbers • 7 Thankful for Your Support • 8 Supporting Educators and Sharing Pedagogy • 9 Chalk Radio: A Podcast About Inspired Teaching • 10 In Memoriam • 11 Future Forward: Next Gen OCW • 12 2 Reflections Dear Friend of OCW, The challenges we have all faced over the last eight months have been extreme, ranging from the loss of loved ones to tragic consequences of long standing inequities and injustice, to the emotional toll of uncertainty and isolation in our daily lives. Amidst all of this, we are humbled and inspired to witness the amazing resilience of the millions of students, teachers, and independent learners using OpenCourseWare, and prioritizing learning. We are inspired by the teaching and learning communities that have come together and the resolve of people who continue to pursue knowledge even as they are isolated. Teaching and learning is what we do, together, even when we are apart. Hearing about your experiences doing so during these most trying circumstances is uplifting. We are also profoundly thankful to you, the faculty and contributors to OCW. Your support directly makes our work possible and helps us serve the thousands of learners who use and visit our site every day. We are grateful to count you as part of our growing learning community. As we head into a new academic year, we wanted to look back and share some of the high points as well as a snapshot of where OCW is headed. -
Open Educational Resources: CLIPP
CLIPP 45 College Library Information on Policy and Practice from the College Libraries Section of the Association of College and Research Libraries Open Educational Resources COMPILED AND WRITTEN BY MARY FRANCIS Association of College and Research Libraries A division of the American Library Association Chicago, Illinois 2021 The paper used in this publication meets the minimum requirements of American National Stan- dard for Information Sciences–Permanence of Paper for Printed Library Materials, ANSI Z39.48- 1992. ∞ Library of Congress Control Number: 2021931261 Copyright ©2021 by the Association of College and Research Libraries. All rights reserved except those which may be granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Printed in the United States of America. 25 24 23 22 21 5 4 3 2 1 TABLE OF CONTENTS VII CLS CLIPP COMMITTEE 1 INTRODUCTION 3 LITERATURE REVIEW AND BIBLIOGRAPHY 13 ANALYSIS AND DISCUSSION OF SURVEY RESULTS 18 Appendix A: Survey With Results 50 Appendix B: Resources From Survey Respondents 51 Appendix C: Sample Documents 53 OER RESOURCES LISTS: 53 Elon University Belk Library Elon, NC 53 Open Educational Resources (OER) 54 Furman University James B. Duke Library Greenville, SC 54 Open Educational Resources (OERs): OERs by Subject 55 FACULTY STIPEND PROGRAMS: 55 Connecticut College Charles E. Shain Library New London, CT 55 Open Educational Resources Grant Program 55 Rationale 56 Program Design 56 Application Categories 59 Fort Hays State University Forsyth Library Hays, KS 59 Open Textbook Grant -
The Plan S Footprint
ISI visual language/comms: report 44 The Plan S footprint: ISI Report Implications for the ISI Report Global Reserach Report – Global Reserach Report – Profiles notscholarly metrics publishing Profiles not metrics Pudipsus commolumlandscape ihitor boribus as sum Pudipsus commolum ihitor boribus as sum tem dolupta temporepe latur mini volo. tem dolupta temporepe latur mini volo. Nandita Quaderi, James Hardcastle, Christos Petrou and Martin Szomszor March 2019 Contents 4 15 Summary How does Plan S affect publishers? 5 Papers funded 18 by Plan S organisations What could change under Plan S? 8 How does Plan S affect 21 research areas? Responsibility for costs 11 22 How frequently are Tasks for a system Plan S papers cited? in transition 12 24 How does Plan S affect Annex – Data Sources countries and regions? 2 Dr Nandita Quaderi is Editor-in-Chief of James Hardcastle is a Senior Business Web of Science at the Institute for Scientific Analyst at Web of Science Group. Prior to Information, responsible for the editorial this he was Head of Business Development selection of content indexed in the Web for wisdom.ai, and the Senior Manager for of Science. Prior to joining the Web of Product Analytics at Taylor & Francis. Science Group, Dr Quaderi was Publishing Christos Petrou is Head of Strategic Director of Open Research at Springer Analytics at the Web of Science Group. Nature where she had responsibility for the Previously, he was Director of Strategic portfolio of open access Nature Research Analytics at the Open Research Group journals. Before joining the STM publishing of Springer Nature. He has worked as a sector she was a EU-funded Marie Curie management consultant at A.T.