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What is the role of Open Access and Open Educational Resources within Distance Education?

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'What is the role of Open Access and Open Educational Resources within Distance Education?' Presentation by Jon Gregson (Institute for Development Studies, UK; CDE Visiting Fellow) during CDE seminar …

'What is the role of Open Access and Open Educational Resources within Distance Education?' Presentation by Jon Gregson (Institute for Development Studies, UK; CDE Visiting Fellow) during CDE seminar The Role of Open Access and OERs within Distance Education. Full details at www.cde.london.ac.uk.

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  • introduction
  • to copy, distribute, display, and perform the work
    to make derivative works
    to make commercial use of the work
  • Public Library of Science
  • WB Open Knowledge Platform http://www.worldbank.org/open/
    UNESCO Open Access to Scientific Information Programme http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-access-to-scientific-information/
  • “I believe that OA publishing will be part of the default and therefore content will grow both in importance and size. At the moment stats show that 10-15% of articles are published with gold OA, I believe that number will reach the 40-50% in the next 10 years”.
    “I think there will be increasing pressure to make research findings available”.
    “With shrinking budgets, growing awareness of open access & research council funders mandating deposit, significance will grow - although unevenly across disciplines”.
    “...at the time of writing the G8 have endorsed the open access initiative to publicly funded research. Funder mandates for immediate open access are increasing with reinforced "stick approach" for non-compliance - most recently the Wellcome Trust in this regard. There is a hopeful future that HEFCE will require all items submitted for REF2020 be made open access at point of publication. All this is slowly turning the academic community towards a change in their research practice. And if the academics are changing their practice, so too must students be prepared to learn in this new research environment. The library therefore plays an integral part in providing access to open research and in teaching academics and students working within it. Senior Management teams of institutions need to recognise the significance of the library's role here and provide ample support and resources - this seems to me to be the best way for the institution as a whole to move forward into this new open landscape”.
    “We expect them to become highly significant given the political shift in having more scholarly research publically available”.
    “I think this will be hugely significant for us, and has both positive and negative implications. On the positive side, our students should be able to find more up-to-date material freely available. On the negative side, we in the International Programmes will face huge competition from MOOCs, especially as mechanisms for accreditation of MOOC courses mature”.
  • Transcript

    • 1. What is the role of Open Access and Open Educational Resources within Distance Education ? Jon Gregson Stylianos Hatzipanagos This work is licensed under a Creative Commons Attribution-ShareAlike 2.5 License.
    • 2. Introducing Open Access  The Open Access Spectrum  The Open Access Debate  Examples from IDS  Survey responses on current status  Some conclusions to discuss
    • 3. Attribution Some rights reserved by James Cridland Suddenly Open Access is in the mainstream
    • 4. The Open Access Spectrum  Open Content  Open Publishing: Gold = Journals, Green = Repositories  Open Data – reuse, revise, remix, redistribute  Open Educational Resources  Open Development  Open Licensing: Creative Commons Licensing - CC-BY is now the defacto standard for OA licensing (free to copy, distribute, display, perform, make derivative works, and make commercial use, but must give the original author credit)
    • 5. Green…
    • 6. … Or the gold AttributionNoncommercialNo Derivative Works Some rights reserved by ENOUGH Project
    • 7. Science Research Publication "Scientific research is as much the product of the society that enables it, as of the individuals who author it." David Dorling, 2006 http://www.worldmapper.org/
    • 8. Open Access Debate  “Access to publically funded knowledge is a human right”  Changing the business model for research and education  Author Payment Charges (APC) model another exploitation ?  Researchers resistance to Open Access  ISI Impact factor and Alt-Metrics http://www.altmetric.com/whatwe do.php
    • 9. AltMetrics (altmetric.com)
    • 10. Open Access Funding  Author Processing Costs (APCs) mean author must pay to cover loss of subscription fees  UK Finch report - £30m/yr to pay for OA  RCUK and EU providing £ for OA  RCUK gives block grants to HEFCE institutions to cover APCs for Gold OA  Welcome trust withholds 10% of grants for non compliance  DFID – researchers must self archive within 6 months of finishing
    • 11. OA: Examples from IDS  OpenDocs: Institutional Repositories  Federated Repositories – building capacity with Southern partners  Open Knowledge Hub Project  IDS Knowledge Services is an example of a non UoLIP institution that is providing open licensed materials of potential use to UoLIP and its students
    • 12. Responses about our libraries  Does your library have any policies related to open access subscriptions?  Are you developing a collection of recommended open access materials?  5 YES, 6 NO  5 YES, 6 NO  Do you have an open licensed  If yes, what system does it use digital repository?  8 YES, 3 NO (Dspace etc)?  7 E-Prints, 1 Not Sure
    • 13. Responses about our libraries  Does your college produce any  If yes, how are these made  5 YES, 6 NO Often, maybe not always, create catalogue record and links to full next open journals? available through your library? Added to Institutional Repository at roar.uel.ac.uk Open Journals System platform, archived in the ePrints repository Birkbeck Law Review (student led) - in print and link to open access site Does your library provide training or support to staff on how to produce open licensed materials? Does your library provide training or support to students on how to produce open licensed materials? 4 YES, 5 NO 2 YES, 5 NO
    • 14. Responses about our libraries  Does your library provide  Does your library provide  3 YES, 7 NO  3 YES, 7 NO training or support to staff on how to find open licensed materials and assess their quality?  Do you think a collaborative scheme for drawing together an open access repository across the colleges involved in the UoLIP would be useful?  8 YES, 3 NO training or support to students on how to find open licensed materials and assess their quality?  Do you have any plans to make open access materials more available via mobile technologies and tablet PCs?  5 YES, 6 NO
    • 15. Responses about our libraries  What is your opinion on the current quality and usefulness of open licensed materials? (Programme directors) “All books should be available online. I am a strong supporter of Google's scanning program”. “There are many good resources of information, including informal ones”. “Variable. until there is a way of screening /rating that is robust difficult to recommend” “MOOCs and open journals generally of very high standard in my experience”. “I think that it is useful to use open licensed materials where possible but aware of them being carefully used in context”
    • 16. Responses about our libraries How do you promote your open access collection?  LINKING  Research Online (repository)  Indexed to library’s resource  MARKETING  via social media, emails and     RSS feeds Mailouts and blogs, at conferences ,workshops, school committees and department meetings via informal academic networks Fliers and working closely with IT services and Dept Administrators discovery tool: Summon  EthOS, http://ethos.bl.uk/Home.do  Open to Google Scholar     TRAINING Information Skils Guides Online resources
    • 17. Responses about our libraries What is your view on how significant open access materials are likely to become in the next 5-10 years?  “would be significantly increased”.  “Indispensible”  “OA publishing will become part of the default”  “I think there will be increasing pressure to make research findings available”.  “With shrinking budgets, growing awareness of open access & research council funders mandating deposit, significance will grow - although unevenly across disciplines”.  “if the academics are changing their practice, so too must students be prepared to learn in this new research environment”  I think this will be hugely significant for us, and has both positive and negative implications.
    • 18. Advantages of OA  Many students in developing countries, and libraries globally becoming more digital and serving people who are not physically present  Promotes access, availability and usage  Gain more feedback and engagement with readers, who can collaborate on ongoing development of ideas and resources  New ways to measure impact  Supports more effective ‘browsing’ – purchase not needed  Enables data mining as it allows simultaneous access to many articles
    • 19. Some conclusions for ODL/HE  Reaching a global audience, off campus and distance students  Engaging with MOOCs – becoming a new driver  Rights and equity issues: How do they apply in UoLIP ?  Digital Repositories, Standards, Quality & Linkages – librarians, IT departments, course leaders and researchers need to work closely together  Build awareness of students, and make resources available as OA, e.g. data sets for ODL students to work on  Author open licensed ODL materials with references to open licensed research. Value citations of OA materials – markers can more easily access this  Plagiarism awareness !  Recognise and support and reward OA initiatives and systems

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