Research seminar: University Linköping, Högskolan Väst 2011

1. The Impact of Open Access and
Open Source on Teaching,
Open Access Research Repositories 2011
Learning and Research
Research Seminar
Professor Roddy Fox
Gäst Professor, Högskolan Väst
Moodle Registered Sites 2009
18 May 2011 (Högskolan Väst,Trollhättan)
25 May 2011 (Linköping University)
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

2. Open Access Research Repositories 2011
Research Seminar
Professor Roddy Fox
Gäst Professor, Högskolan Väst
Moodle Registered Sites 2009
18 May 2011 (Högskolan Väst,Trollhättan)
25 May 2011 (Linköping University)
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

3. Open Access Research Repositories 2011
Moodle Registered Sites 2009
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

4. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

5. Conceptual Convergence
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

6. Conceptual Convergence
• Temporally and spatially
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

7. Conceptual Convergence
• Temporally and spatially
• Can be understood in similar ways
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

8. Conceptual Convergence
• Temporally and spatially
• Can be understood in similar ways
• Complex adaptive (socio-technical) systems
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

9. Conceptual Convergence
• Temporally and spatially
• Can be understood in similar ways
• Complex adaptive (socio-technical) systems
• Role in providing alternatives to high mass
consumption norms in Higher Education
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

10. Conceptual Convergence
• Temporally and spatially
• Can be understood in similar ways
• Complex adaptive (socio-technical) systems
• Role in providing alternatives to high mass
consumption norms in Higher Education
• Impacted on patterns and degree of access,
ways of learning
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

11. Conceptual Convergence
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

12. Conceptual Convergence
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

13. Conceptual Convergence
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

14. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

15. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

16. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

17. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

18. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

19. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

20. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

21. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

22. Complex Adaptive System
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

23. Complex Adaptive System
• Regularities and patterns emerge in the system, they are not predetermined,
recognition of them affects the system through feedback processes.
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

24. Complex Adaptive System
• Regularities and patterns emerge in the system, they are not predetermined,
recognition of them affects the system through feedback processes.
• Change in the system is not reversible, history cannot be repeated.
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

25. Complex Adaptive System
• Regularities and patterns emerge in the system, they are not predetermined,
recognition of them affects the system through feedback processes.
• Change in the system is not reversible, history cannot be repeated.
• Outcomes cannot be predicted in a simple linear way from components, agents and
processes in the system, ‘optimal’ ‘efficient’ ‘steady-states’ are not necessarily achieved
- reductionism does not work!
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

26. Complex Adaptive System
• Regularities and patterns emerge in the system, they are not predetermined,
recognition of them affects the system through feedback processes.
• Change in the system is not reversible, history cannot be repeated.
• Outcomes cannot be predicted in a simple linear way from components, agents and
processes in the system, ‘optimal’ ‘efficient’ ‘steady-states’ are not necessarily achieved
- reductionism does not work!
• Agents (authors, publishers, University managers, academics etc) operate and adapt,
develop strategies for survival, growth or change:
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

27. Complex Adaptive System
• Regularities and patterns emerge in the system, they are not predetermined,
recognition of them affects the system through feedback processes.
• Change in the system is not reversible, history cannot be repeated.
• Outcomes cannot be predicted in a simple linear way from components, agents and
processes in the system, ‘optimal’ ‘efficient’ ‘steady-states’ are not necessarily achieved
- reductionism does not work!
• Agents (authors, publishers, University managers, academics etc) operate and adapt,
develop strategies for survival, growth or change:
• Roles and structures may exist in processes of tension;
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

28. Complex Adaptive System
• Regularities and patterns emerge in the system, they are not predetermined,
recognition of them affects the system through feedback processes.
• Change in the system is not reversible, history cannot be repeated.
• Outcomes cannot be predicted in a simple linear way from components, agents and
processes in the system, ‘optimal’ ‘efficient’ ‘steady-states’ are not necessarily achieved
- reductionism does not work!
• Agents (authors, publishers, University managers, academics etc) operate and adapt,
develop strategies for survival, growth or change:
• Roles and structures may exist in processes of tension;
• Meta-agents determine rules and flows.
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

29. Complex Adaptive System
• Regularities and patterns emerge in the system, they are not predetermined,
recognition of them affects the system through feedback processes.
• Change in the system is not reversible, history cannot be repeated.
• Outcomes cannot be predicted in a simple linear way from components, agents and
processes in the system, ‘optimal’ ‘efficient’ ‘steady-states’ are not necessarily achieved
- reductionism does not work!
• Agents (authors, publishers, University managers, academics etc) operate and adapt,
develop strategies for survival, growth or change:
• Roles and structures may exist in processes of tension;
• Meta-agents determine rules and flows.
• Positive and negative multipliers in flows of resources and information result from the
complexity of system and who is connected with who.
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

30. Complex Adaptive System
• Regularities and patterns emerge in the system, they are not predetermined,
recognition of them affects the system through feedback processes.
• Change in the system is not reversible, history cannot be repeated.
• Outcomes cannot be predicted in a simple linear way from components, agents and
processes in the system, ‘optimal’ ‘efficient’ ‘steady-states’ are not necessarily achieved
- reductionism does not work!
• Agents (authors, publishers, University managers, academics etc) operate and adapt,
develop strategies for survival, growth or change:
• Roles and structures may exist in processes of tension;
• Meta-agents determine rules and flows.
• Positive and negative multipliers in flows of resources and information result from the
complexity of system and who is connected with who.
• Small-world networks ensure everyone is connected BUT a/the few are MUCH more
connected than most. Rhodes University, South Africa. R.Fox@ru.ac.za
Roddy Fox,

31. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

32. OA & OS: Socio-Technical Levels
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

33. OA & OS: Socio-Technical Levels
Level System Disciplines Examples
Sociology,
Add norms, laws,
Psychology,
Communal Socio-Technical
Computing,
identities etc to
below
Engineering
Social
Psychology, Add semantics,
Personal Human-Computer Computing, ideas, opinions etc
Engineering to below
Add programs,
IT (hardware & Computing,
Information software) Engineering
code, bandwidth etc
to below
Technical
Circuits, voltages,
Physical Hardware Engineering
matter, energy etc
Source: Whitworth, B., and R. Friedman 2009b Reinventing academic publishing online Part II: A Socio-technical vision. [online]
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/issue/view/294 [Available November 10 2009]
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

34. OA & OS: Socio-Technical Levels
Level System Disciplines Examples
Sociology,
Add norms, laws,
Psychology,
Communal Socio-Technical
Computing,
identities etc to
below
Engineering
Social
Psychology, Add semantics,
POWER
Personal Human-Computer Computing, ideas, opinions etc
Engineering to below
Add programs,
IT (hardware & Computing,
Information software) Engineering
code, bandwidth etc
to below
Technical
Circuits, voltages,
Physical Hardware Engineering
matter, energy etc
Source: Whitworth, B., and R. Friedman 2009b Reinventing academic publishing online Part II: A Socio-technical vision. [online]
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/issue/view/294 [Available November 10 2009]
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

35. OA & OS: Socio-Technical Levels
Level System Disciplines Examples
Sociology,
Add norms, laws,
Psychology,
Communal Socio-Technical
Computing,
identities etc to
below
Engineering
Social
Psychology, Add semantics,
Personal Human-Computer Computing, ideas, opinions etc
POWER
Engineering to below
Add programs,
IT (hardware & Computing,
Information software) Engineering
code, bandwidth etc
to below
Technical
Circuits, voltages,
Physical Hardware Engineering
matter, energy etc
Source: Whitworth, B., and R. Friedman 2009b Reinventing academic publishing online Part II: A Socio-technical vision. [online]
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/issue/view/294 [Available November 10 2009]
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

36. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

37. High Mass Consumption in HE
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

38. High Mass Consumption in HE
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

39. High Mass Consumption in HE
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

40. High Mass Consumption in HE
Consumers
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

41. High Mass Consumption in HE
Consumers Producers
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

42. High Mass Consumption in HE
Consumers Producers
FTEs SCUs
(Full Time Equivalents) (Staff Cost Units)
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

43. High Mass Consumption in HE
Consumers Producers
FTEs SCUs
(Full Time Equivalents) (Staff Cost Units)
Throughput
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

44. High Mass Consumption in HE
Consumers Producers
FTEs SCUs
(Full Time Equivalents) (Staff Cost Units)
Throughput
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
Standardization & Reductionism?

45. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

46. But ...
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

47. But ...
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

48. But ...
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

49. But ...
Where and how does learning take place?
Where and how does teaching take place?
Who sets the norms governing South Africa. R.Fox@ru.ac.za
Roddy Fox, Rhodes University, these?

50. But ...
RECOGNITION
REWARDS &
Where and how does learning take place?
Where and how does teaching take place?
Who sets the norms governing South Africa. R.Fox@ru.ac.za
Roddy Fox, Rhodes University, these?

51. But ...
"The truth is that it became far more important for
most professors to deliver a paper at the Hyatt in
Chicago than to teach undergraduates back
home ... I find it hugely ironic that in thinking about
the priorities of the scholar, we give more attention
to those who fly away and teach their peers than to
those who stay home and inspire future scholars
in the classroom." Boyer 1996: 131
RECOGNITION
REWARDS &
Where and how does learning take place?
Where and how does teaching take place?
Who sets the norms governing South Africa. R.Fox@ru.ac.za
Roddy Fox, Rhodes University, these?

52. But ...
"The truth is that it became far more important for
most professors to deliver a paper at the Hyatt in
Chicago than to teach undergraduates back
home ... I find it hugely ironic that in thinking about
the priorities of the scholar, we give more attention
to those who fly away and teach their peers than to
those who stay home and inspire future scholars
EGALITARIANISM
in the classroom." Boyer 1996: 131
DIVERSITY &
RECOGNITION
REWARDS &
Where and how does learning take place?
Where and how does teaching take place?
Who sets the norms governing South Africa. R.Fox@ru.ac.za
Roddy Fox, Rhodes University, these?

53. But ...
"The truth is that it became far more important for
most professors to deliver a paper at the Hyatt in
Chicago than to teach undergraduates back
home ... I find it hugely ironic that in thinking about
the priorities of the scholar, we give more attention
to those who fly away and teach their peers than to
those who stay home and inspire future scholars
EGALITARIANISM
in the classroom." Boyer 1996: 131
DIVERSITY &
RECOGNITION
REWARDS &
Where and how does learning take place?
Where and how does teaching take place?
Who sets the norms governing South Africa. R.Fox@ru.ac.za
Roddy Fox, Rhodes University, these?

54. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

55. Sir Kenneth Robinson
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

56. Sir Kenneth Robinson
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

57. Sir Kenneth Robinson
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

58. Sir Kenneth Robinson
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

59. Sir Kenneth Robinson
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

60. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

61. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

62. Open Access:
RUeResearch Repository & LiUElectronic Press
c1300 staff 1184 documents c1,000,000
c6900 students downloads
c3500 staff 5367 documents c4,900,000
c16,900 students downloads
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

63. Open Access:
RUeResearch Repository & LiUElectronic Press
c1300 staff 1184 documents c1,000,000
c6900 students downloads
c3500 staff 5367 documents c4,900,000
c16,900 students downloads
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

64. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

65. Move from voluntary to mandatory policies of Open
Access Archiving
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

66. Move from voluntary to mandatory policies of Open
Access Archiving
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

67. • “At international level, the most basic, and the most important,
indicator of the digital divide is the number of access lines per 100
inhabitants. It is the leading indicator for the level of universal service
in telecommunications and a fundamental measure of the international
digital divide.” (OECD 2001, p7)
Organisation for Economic Development and Cooperation (2001) Understanding the Digital Divide. [Online] http://www.oecd.org/dataoecd/
38/57/1888451.pdf [Available: 27th May 2010].
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

68. International Telecommunications Union (2010a) Information Society Statistical Profiles 2009 – Africa. [Online]
http://www.itu.int/dms_pub/itu-d/opb/ind/D-IND-RPM.AF-2009-R1-PDF-E.pdf [Available 27th May 2010]
In Africa eServices are mobile services
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

69. Africa: very poor submarine cable connections
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

70. Africa: new submarine cable connections 2009-2011
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

71. Open Access Research Globally
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

72. Globally: 1,000,000,000 downloads since c2005?
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

73. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

74. 2005-9
2009 only
Downloads by top 25 countries
(IP address) Country Full text downloads Percentage
USA 256,792 Sweden 184,987 45.8
South Africa 236,518 Unknown 69,766 17.3
India 50,997 India 35,183 8.7
UK 45,089 United States 13,174 3.3
Unknown 36,675 China 8,862 2.2
France 26,791 Great Britain 8,232 2
Australia 23,869 Germany 6,103 1.5
China 17,540 Australia 5,940 1.5
•
Canada 17,362 Iran 3,871 1
Rhodes 15,008
Examination of the Malaysia 3,214 0.8
University
geographical sources of Finland 3,069 0.8
Germany 13,236
Indonesia 11,393
download requests Vietnam 2,665 0.7
France 2,449 0.6
Iran 10,252
Malaysia 8,605
• Not the distribution to be Pakistan
Czech Republic
2,337
2,025
0.6
0.5
Netherlands 8,183 expected given global Norway 1,931 0.5
Ireland 7,508
Italy 6,891
R&D expenditure and Canada 1,804 0.4
Switzerland 6,679 distribution of Denmark 1,756 0.4
Netherlands 1,733 0.4
Thailand 6,531 repositories Ethiopia 1,663 0.4
Brazil 6,095
Taiwan 1,607 0.4
Sub-total
186 other
812,014
169,106
•
Why India, South Africa/ Italy 1,578 0.4
countries Sweden, unknown, South Korea 1,577 0.4
Total 981,120
China? University, South Africa. Hong Kong
Roddy Fox, Rhodes R.Fox@ru.ac.za
1,519 0.4
Indonesia 1,515 0.5

75. RUeRR Top 100 Documents
70,000
56,000
Network
Times Downloaded
42,000
28,000
14,000
0
1 3 5 7 9 11 14 17 20 23 26 29 32 35 38 41 44 47 50 53 56 59 62 65 68 71 74 77 80 83 86 89 92 95 98
Document Rank
• Why USA, India, South Africa, China?
• Power-law distribution of downloads, top download (MSc Computer Science, 10%
of all downloads) accessed from these countries
• Common pattern for citations, hits on web sites etc ‘rich get richer’, small world
hypothesis
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

76. Sample Thesis: Interoperability for Web Services
3,000
2,400
1,800
1,200
600
0
USA
FRANCE
AUSTRALIA
SWITZERLAND
PORTUGAL
NORWAY
DENMARK
NEW ZEALAND
KOREA
UAE
PAKISTAN
CHILE
SATELLITE
COSTA RICA
SYRIA
CUBA
QATAR
MOROCCO
LEBANON
ARMENIA
Top 100 Countries
• Applies to sources from which requests originate, applies to number of
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
downloads of different types of document in a single discipline

77. • Applies to requests for all
Doctoral theses
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

78. • Similar patterns of thesis requests
• Different pattern of paper pre-print requests - particularly from world’s
poorest countries
• Quality control (visibility) and security issues (legal, ownership, ethical
embargo)
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

79. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

80. Some Questions
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

81. Some Questions
• Do you need to publish work from your PhD or Masters as well as deposit though Open
Access?
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

82. Some Questions
• Do you need to publish work from your PhD or Masters as well as deposit though Open
Access?
• Do we need the global publishing industry if we can already publish pre and post-print
work under our own copyright?
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

83. Some Questions
• Do you need to publish work from your PhD or Masters as well as deposit though Open
Access?
• Do we need the global publishing industry if we can already publish pre and post-print
work under our own copyright?
• Are we under an obligation as employees in public funded institutions to make our work
freely available?
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

84. Some Questions
• Do you need to publish work from your PhD or Masters as well as deposit though Open
Access?
• Do we need the global publishing industry if we can already publish pre and post-print
work under our own copyright?
• Are we under an obligation as employees in public funded institutions to make our work
freely available?
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

85. Some Questions
• Do you need to publish work from your PhD or Masters as well as deposit though Open
Access?
• Do we need the global publishing industry if we can already publish pre and post-print
work under our own copyright?
• Are we under an obligation as employees in public funded institutions to make our work
freely available?
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

86. Some Questions
• Do you need to publish work from your PhD or Masters as well as deposit though Open
Access?
• Do we need the global publishing industry if we can already publish pre and post-print
work under our own copyright?
• Are we under an obligation as employees in public funded institutions to make our work
freely available?
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

87. Some Questions
• Do you need to publish work from your PhD or Masters as well as deposit though Open
Access?
• Do we need the global publishing industry if we can already publish pre and post-print
work under our own copyright?
• Are we under an obligation as employees in public funded institutions to make our work
freely available?
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

88. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

89. Open Access in Teaching and Learning
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

90. Open Access in Teaching and Learning
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

91. Open Access in Teaching and Learning
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

92. Open Access in Teaching and Learning
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

93. Open Access in Teaching and Learning
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

94. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

95. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

96. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

97. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

98. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

99. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

100. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

101. Main Teaching Pedagogical Approaches
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

102. Main Teaching Pedagogical Approaches
DisCo 1 at HTU allowed all four pedagogical approaches
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

103. The Open Source Alternative
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

104. The Open Source Alternative
Moodle Registered Sites 2009
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

105. The Open Source Alternative
Moodle Registered Sites 2009
183 sites in Sweden
179 sites in South Africa
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

106. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

107. http://download.moodle.org/download.php/docs/sv/presentation_sv.ppt
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

108. http://download.moodle.org/download.php/docs/sv/presentation_sv.ppt
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

109. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

110. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

111. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

112. RUconnected based in Centre for Higher Education
Research in Teaching and Learning
NOT IT support division
• Flexible: all blocks and elements are movable
• Not necessarily standardized;
• Control and design in the hands of the educator;
• Facilitates multiple learning pathways and can use
humanist, social and situational pedagogies;
• Multiple languages (incl Swedish);
• Open Source, no licensing fees etc;
• Very stable;
• Useful across platforms and collaborations.
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

113. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

114. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

115. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

116. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

117. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

118. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

119. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

120. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

121. DisCo at HV ‘content delivery, course management’ is
it the mass production-consumption system? Where is
the interaction, conversation, participation,
autonomous learning?
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

122. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

123. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

124. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

125. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

126. RUconnected: Socio-Technical Levels
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

127. RUconnected: Socio-Technical Levels
Level System Disciplines Examples
Sociology,
Add norms, laws,
Psychology,
Communal Socio-Technical
Computing,
identities etc to
below
Engineering
Social
Psychology, Add semantics,
Personal Human-Computer Computing, ideas, opinions etc
Engineering to below
Add programs,
IT (hardware & Computing,
Information software) Engineering
code, bandwidth etc
to below
Technical
Circuits, voltages,
Physical Hardware Engineering
matter, energy etc
Source: Whitworth, B., and R. Friedman 2009b Reinventing academic publishing online Part II: A Socio-technical vision. [online]
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/issue/view/294 [Available November 10 2009]
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

128. RUconnected: Socio-Technical Levels
Level System Disciplines Examples
Sociology,
Add norms, laws,
Psychology,
Communal Socio-Technical
Computing,
identities etc to
below
Engineering
Social
POWER
Psychology, Add semantics,
Personal Human-Computer Computing, ideas, opinions etc
Engineering to below
Add programs,
IT (hardware & Computing,
Information software) Engineering
code, bandwidth etc
to below
Technical
Circuits, voltages,
Physical Hardware Engineering
matter, energy etc
Source: Whitworth, B., and R. Friedman 2009b Reinventing academic publishing online Part II: A Socio-technical vision. [online]
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/issue/view/294 [Available November 10 2009]
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

129. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

130. Some Conclusions
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

131. Some Conclusions
• Open Access and Open Source work across
platforms - not locked into consumption of
brands
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

132. Some Conclusions
• Open Access and Open Source work across
platforms - not locked into consumption of
brands
• ‘Public good’ norms apply not high mass
consumption norms
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

133. Some Conclusions
• Open Access and Open Source work across
platforms - not locked into consumption of
brands
• ‘Public good’ norms apply not high mass
consumption norms
• Challenge academic socio-technical systems:
Research, Teaching and Learning
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

134. Some Conclusions
• Open Access and Open Source work across
platforms - not locked into consumption of
brands
• ‘Public good’ norms apply not high mass
consumption norms
• Challenge academic socio-technical systems:
Research, Teaching and Learning
• power, control and influence relocated within
academic structures
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

135. Some Conclusions
• Open Access and Open Source work across
platforms - not locked into consumption of
brands
• ‘Public good’ norms apply not high mass
consumption norms
• Challenge academic socio-technical systems:
Research, Teaching and Learning
• power, control and influence relocated within
academic structures
• alters access patterns for those marginalized
economically, geographically or by language
Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za

136. Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za