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The Impact of Open Access and Open Source on Teaching, Learning and Research

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Research seminar: University Linköping, Högskolan Väst 2011

Research seminar: University Linköping, Högskolan Väst 2011

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  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
  • Three activities in FS: forecasting, scenario building, polling\n
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  • Scenario building attempts to develop narratives of future states so that we can backcast - see the likely consequences of our current decisions and policies.\n
  • Scenario building attempts to develop narratives of future states so that we can backcast - see the likely consequences of our current decisions and policies.\n
  • Technological revolution and human capacity are seen as the two intersecting axes by SARUA.\nKnowledge Village means (for the region) adoption of changes in world view (this is a great transitions scenario): building regional co-operation along Bologna accord model to integrate national HE systems, fund mobility for staff and students, utilize open source and open access, develop distributed systems using mobile technologies etc.\nCan see all four scenarios today (use own egs of each)\n \n
  • Technological revolution and human capacity are seen as the two intersecting axes by SARUA.\nKnowledge Village means (for the region) adoption of changes in world view (this is a great transitions scenario): building regional co-operation along Bologna accord model to integrate national HE systems, fund mobility for staff and students, utilize open source and open access, develop distributed systems using mobile technologies etc.\nCan see all four scenarios today (use own egs of each)\n \n
  • Technological revolution and human capacity are seen as the two intersecting axes by SARUA.\nKnowledge Village means (for the region) adoption of changes in world view (this is a great transitions scenario): building regional co-operation along Bologna accord model to integrate national HE systems, fund mobility for staff and students, utilize open source and open access, develop distributed systems using mobile technologies etc.\nCan see all four scenarios today (use own egs of each)\n \n
  • Technological revolution and human capacity are seen as the two intersecting axes by SARUA.\nKnowledge Village means (for the region) adoption of changes in world view (this is a great transitions scenario): building regional co-operation along Bologna accord model to integrate national HE systems, fund mobility for staff and students, utilize open source and open access, develop distributed systems using mobile technologies etc.\nCan see all four scenarios today (use own egs of each)\n \n
  • Future will be a mobile future using these new cables.\n
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  • National HE system is based on competition for the best students, throughput idea based on the concept of the batch system from the industrial age.\n
  • SARUA forecasts for SADC: use IFS model base line scenario which models demographic change, economic growth, funding for HE.\n5 in Fast Lane are Mauritius (already at 25%), Botswana, SA, Angola and Namibia.\n9 in Slow Lane are: Madagascar, DRC, Malawi, Zimbabwe, Zambia, Lesotho, Swaziland, Mozambique.\nTop countries in Knowledge Village (eg Finland) currently have c1 HEI per 150,000 people. In ECape that would mean 48 HEIs for our current population of 8 million people.\n
  • Futures in education not found in Africa (exception of US) so forecasting, scenarios and polling are not done by specialists with local insight.\n
  • Human capacities of Futurists: global perspectives; multi-disciplinary; qualitative and quantitative approaches; systems approaches (eg socio-technical systems); \nPostgraduate programmes (eg at UTU) or as a part of other more discipline based programmes.\n
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  • Transcript

    • 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 2009Roddy 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 etcSource: 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 etcSource: 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 etcSource: 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 HEConsumers Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
    • 41. High Mass Consumption in HEConsumers Producers Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
    • 42. High Mass Consumption in HE Consumers ProducersFTEs 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 ProducersFTEs 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 ProducersFTEs 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 RobinsonRoddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
    • 56. Sir Kenneth RobinsonRoddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
    • 57. Sir Kenneth RobinsonRoddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
    • 58. Sir Kenneth RobinsonRoddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
    • 59. Sir Kenneth RobinsonRoddy 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 onlyDownloads by top 25 countries (IP address) Country Full text downloads PercentageUSA 256,792 Sweden 184,987 45.8South Africa 236,518 Unknown 69,766 17.3India 50,997 India 35,183 8.7UK 45,089 United States 13,174 3.3Unknown 36,675 China 8,862 2.2France 26,791 Great Britain 8,232 2Australia 23,869 Germany 6,103 1.5China 17,540 Australia 5,940 1.5 •Canada 17,362 Iran 3,871 1Rhodes 15,008 Examination of the Malaysia 3,214 0.8University geographical sources of Finland 3,069 0.8Germany 13,236Indonesia 11,393 download requests Vietnam 2,665 0.7 France 2,449 0.6Iran 10,252Malaysia 8,605 • Not the distribution to be Pakistan Czech Republic 2,337 2,025 0.6 0.5Netherlands 8,183 expected given global Norway 1,931 0.5Ireland 7,508Italy 6,891 R&D expenditure and Canada 1,804 0.4Switzerland 6,679 distribution of Denmark 1,756 0.4 Netherlands 1,733 0.4Thailand 6,531 repositories Ethiopia 1,663 0.4Brazil 6,095 Taiwan 1,607 0.4Sub-total186 other 812,014 169,106 • Why India, South Africa/ Italy 1,578 0.4countries Sweden, unknown, South Korea 1,577 0.4Total 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 NetworkTimes 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 Services3,0002,4001,8001,200 600 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 thesesRoddy 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 QuestionsRoddy 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 ApproachesRoddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
    • 102. Main Teaching Pedagogical ApproachesDisCo 1 at HTU allowed all four pedagogical approaches Roddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
    • 103. The Open Source AlternativeRoddy Fox, Rhodes University, South Africa. R.Fox@ru.ac.za
    • 104. The Open Source Alternative Moodle Registered Sites 2009Roddy 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 AfricaRoddy 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’ isit 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 etcSource: 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 SocialPOWER 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 etcSource: 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 ConclusionsRoddy 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