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The Philosophy and Practices That Are Revolutionizing Education and Science THE PHILOSOPHY AND PRACTICES THAT ARE REVOLUTIONIZING EDUCATION AND SCIENCE EDITED BY Rajiv S. Jhangiani & Robert Biswas-Diener Open: The Philosophy and Practices that are Revolutionizing Education and Science Edited by Rajiv S. Jhangiani and Robert Biswas-Diener ]u[ ubiquity press London Published by Ubiquity Press Ltd. 6 Windmill Street London W1T 2JB www.ubiquitypress.com Text © The Authors 2017 First published 2017 Cover design by Amber MacKay Images used in the cover design are licensed under CC0 Public Domain. Main cover image: Pexels/Pixabay.com Background cover image: lalesh aldarwish/Pexels.com Printed in the UK by Lightning Source Ltd. Print and digital versions typeset by Siliconchips Services Ltd. ISBN (Paperback): 978-1-911529-00-2 ISBN (PDF): 978-1-911529-01-9 ISBN (EPUB): 978-1-911529-02-6 ISBN (Mobi): 978-1-911529-03-3 DOI: https://doi.org/10.5334/bbc This work is licensed under the Creative Commons Attribution 4.0 Interna- tional License (unless stated otherwise within the content of the work). To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. This license allows for copying any part of the work for personal and commercial use, providing author attribution is clearly stated. The full text of this book has been peer-reviewed to ensure high academic standards. For full review policies, see http://www.ubiquitypress.com/ Suggested citation: Jhangiani, R S and Biswas-Diener, R 2017 Open: The Philosophy and Practices that are Revolutionizing Education and Science. London: Ubiquity Press. DOI: https://doi.org/10.5334/bbc. License: CC-BY 4.0 To read the free, open access version of this book online, visit https://doi.org/10.5334/bbc or scan this QR code with your mobile device: Table of Contents Acknowledgements vi Contributors vii Introduction 1 Introduction to Open (Robert Biswas-Diener and Rajiv S. Jhangiani) 3 A Brief History of Open Educational Resources (T. J. Bliss and M. Smith) 9 Open Licensing and Open Education Licensing Policy (Cable Green) 29 Openness and the Transformation of Education and Schooling (William G. Huitt and David M. Monetti) 43 What Can OER Do for Me? Evaluating the Claims for OER (Martin Weller, Beatriz de los Arcos, Rob Farrow, Rebecca Pitt and Patrick McAndrew) 67 Are OE Resources High Quality? (Regan A. R. Gurung) 79 Open Practices 87 Opening Science (Brian A. Nosek) 89 Open Course Development at the OERu (Wayne Mackintosh) 101 iv Table of Contents From OER to Open Pedagogy: Harnessing the Power of Open (Robin DeRosa and Scott Robison) 115 Opening Up Higher Education with Screencasts (David B. Miller and Addison Zhao) 125 Librarians in the Pursuit of Open Practices (Quill West) 139 A Library Viewpoint: Exploring Open Educational Practices (Anita Walz) 147 How to Open an Academic Department (Farhad Dastur) 163 Case Studies 179 The International Journal of Wellbeing: An Open Access Success Story (Dan Weijers and Aaron Jarden) 181 Iterating Toward Openness: Lessons Learned on a Personal Journey (David Wiley) 195 Open-Source for Educational Materials Making Textbooks Cheaper and Better (Ed Diener, Carol Diener and Robert Biswas-Diener) 209 Free is Not Enough (Richard Baraniuk, Nicole Finkbeiner, David Harris, Dani Nicholson and Daniel Williamson) 219 The BC Open Textbook Project (Mary Burgess) 227 TeachPsychScience.org: Sharing to Improve the Teaching of Research Methods (David B. Strohmetz, Natalie J. Ciarocco and Gary W. Lewandowski, Jr.) 237 DIY Open Pedagogy: Freely Sharing Teaching Resources in Psychology (Jessica Hartnett) 245 Table of Contents v Conclusion 255 You Can’t Sell Free, and Other OER Problems (Robert Biswas-Diener) 257 Open as Default: The Future of Education and Scholarship (Rajiv S. Jhangiani) 267 Index 281 Acknowledgements No book—whether edited or single authored—is truly an individual effort. We are grateful to those who helped us improve the quality of this volume. First, we would like to thank Nadia Lyubchik for her support in preparing the manu- script for publication. Just as a script supervisor ensures the continuity of a feature film, Nadia kept track of all of the references, formatting, correspond- ence and countless other details necessary for the publication of this book. Our deepest thanks. We would also like to thank Peter Lindberg at Noba, who gave valuable feedback on a number of aspects of this project as well as specific chapters. We would also like to thank Cathy Casserly at the Carnegie Founda- tion for her input. Finally, we are grateful to the contributing authors for their eager participation in this project. The breadth and depth of their collective insights and experiences have made this volume everything an editor could hope for. This book was produced with the support of a grant from the Association for Psychological Science and we gratefully acknowledge their role. We would also like to thank David Ernst and George Veletsianos for providing informa- tive peer review feedback and helping us to develop the book. Contributors Richard Baraniuk – Rice University, OpenStax College Robert Biswas-Diener – Noba Project T. J. Bliss – Hewlett Foundation Mary Burgess – BCcampus Natalie Ciarocco – Monmouth University Farhad Dastur – Kwantlen Polytechnic University Beatriz de los Arcos – The Open University Robin DeRosa – Plymouth State University Carol Diener – University of Illinois Ed Diener – University of Virginia Rob Farrow – The Open University Nicole Finkbeiner – OpenStax College Cable Green – Creative Commons Regan Gurung – University of Wisconsin-Green Bay David Harris – OpenStax College Jessica Hartnett – Gannon University William Huitt – Valdosta State University & Capella University Aaron Jarden – Auckland University of Technology Rajiv S. Jhangiani – Kwantlen Polytechnic University Gary Lewandowski – Monmouth University Wayne Mackintosh – Otago Polytechnic & OER Foundation Patrick McAndrew – The Open University David Miller – University of Connecticut David Monetti – Valdosta State University Danielle Nicholoson – OpenStax College Brian Nosek – University of Virginia & Center for Open Science Rebecca Pitt – The Open University Scott Robison – Portland State University Mike Smith – Hewlett Foundation David Strohmetz – Monmouth University Anita Walz – Virginia Polytechnic Institute & State University Daniel Weijers – University of Waikato viii Contributors Martin Weller – The Open University Quill West – Pierce College David Wiley – Lumen Learning Daniel Williamson – OpenStax College Addison Zhao – University of Connecticut Introduction Introduction to Open Robert Biswas-Diener* and Rajiv S. Jhangiani† *Noba Project, [email protected] †Kwantlen Polytechnic University The creation and spread of knowledge has always redefined the possibilities of the human experience. Among all the inventions of humans—water treat- ment, bows and arrows, space travel—formal education is, perhaps, the most powerful. Whether in the form of trade apprenticeships, religious schools, or modern universities, education is the principal way in which we pass skills and knowledge from one person, and even one generation, to another. At the heart of education lies an inquiry and understanding of how it is that we come to know. In modern times this includes the development and application of the scientific method, which has become vital to the creation and dissemination of knowledge. As education becomes more accessible, affordable, and flexible, knowledge and skills act, increasingly, as tools for the empowerment for the world’s poor. In fact, studies point to education as being associated with better health, improved well-being, and increased economic empowerment.1 This notion that education can unlock a person’s potential is relatively non- controversial. More controversial is the related notion that education should be made available to all. Indeed, despite the fact that it is specifically mentioned in Article 26 of the United Nations Universal Declaration of Human rights,2 this ‘education as a fundamental human right’ idea is a relatively recent phe- nomenon. Historically, learning was an activity reserved for privileged citizens: the priestly class, the wealthy, men. In The Theory of the Leisure Class, Veblen How to cite this book chapter: Biswas-Diener, R and Jhangiani, R S. 2017. Introduction to Open. In: Jhangiani, R S and Biswas-Diener, R. (eds.) Open: The Philosophy and Practices that are Revolutionizing Education and Science. Pp. 3–7. London: Ubiquity Press. DOI: https://doi.org/10.5334/bbc.a. License: CC-BY 4.0 4 Open (1899/2009) argues that the ‘learned class’ has therefore long been associated with the aspects of higher education that have no immediate industrial use, such as the study of the classics or music. However, over the last couple of dec- ades advances in technology have enabled the marginal cost of education, such as the sharing of resources, to approach zero.3 This means that barriers to edu- cation are now being removed for a broader swath of humanity than at any time in history. What is more, that all people should have equal access to not only job skills-related education but also a liberal arts education is a case that can be made more strongly on a human rights platform than on an economic empowerment platform. The real tragedy of poverty is not that the poor need more opportunities to be factory foremen, office managers, or stock traders. The real tragedy is the loss of every scientific discovery, artistic work, invention, new business, and cultivated mind because of lack of opportunity according to random chance at birth. Unfortunately, educational inequality abounds. Braun (2014) states that as many as 57 million school-aged children worldwide do not attend primary school. In 1999 the ambitious Voices of the Poor project was launched in order to conduct field interviews with tens of thousands of poor people from around the globe.4 With regard to education, poor people identified the strain of costly and distant schools, lack of quality education, feelings of low self-worth, and competition with child labor as widespread educational problems.
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