Open Knowledge in Higher Education (OKHE) - session 1
•Download as PPTX, PDF•
1 like•436 views
Session 1 of OKHE, part of the PG Cert in HE at The University of Manchester. Course materials available openly at https://medium.com/open-knowledge-in-he Slides combined from several presentations. © The University of Manchester, external presenters as applicable unless otherwise specified.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (17)
Similar to Open Knowledge in Higher Education (OKHE) - session 1
Similar to Open Knowledge in Higher Education (OKHE) - session 1 (20)
Recently uploaded
Recently uploaded (20)
Open Knowledge in Higher Education (OKHE) - session 1
- 1. Open Knowledge in Higher Education PG Cert in HE Facilitated by Sam Aston, Jennie Blake & Chris Millson
- 2. Speakers for Wednesday 10 February 2016 Simon Bains Martin Weller Ian Hutt Frances Pinter
- 4. Open-Source Genomic Analysis of Shiga-Toxin, N Engl J Med 2011. DOI: 10.1056/NEJMoa1107643
- 6. Work found at https://en.wikipedia.org/wiki/Sebastian_Thrun#/media/File:Sebastian_Thrun_World_Economic_Forum_2013.jpg (https://creativecommons.org/licenses/by/2.0/deed.en)
- 8. Work found at https://openaccessbutton.org/blog/diego-gomez (https://creativecommons.org/licenses/by/4.0/)
- 10. Work found at https://en.wikipedia.org/wiki/Anything_To_Say%3F#/media/File:Davide_Dormino_-_Anything_to_say.jpg (http://creativecommons.org/licenses/by-sa/2.0/)
- 12. Work found at http://datablog.is.ed.ac.uk/tag/datareuse/ (https://creativecommons.org/licenses/by/4.0/)
- 13. Why "open knowledge"? Martin Weller
- 14. Overview • Openness everywhere? • Pros • Cons • Lessons from history • Discussion/Advice Why you should care
- 15. Openness is everywhere • Open knowledge • Open access • MOOCS • OER • Open practice • Open data • Open licenses • Open research • Open citizenship
- 16. The “Get on the bus” argument • Openness is like digital was in 1995 • You’re going to have to engage with it whether you like it or not
- 17. The good stuff
- 18. Sharing is what we do
- 20. It’s something HEIs/Libraries can do
- 22. It’s efficient
- 24. The “It’s good for you” argument
- 25. The not so good stuff
- 26. Loss of control
- 27. Theft
- 28. Trolls
- 29. Monitoring
- 30. Always on
- 31. The “you need to understand this stuff” argument
- 33. The VLE
- 34. Publishing
- 35. MOOCs
- 36. The “if you don’t control it, someone else will” argument
- 38. Decide what elements can work for you
- 39. @mweller Edtechie.net Images from Internet Archive Book images: https://www.flickr.com/photos/internetarchivebookimages/
- 40. MOOCs@Manchester Ian Hutt Head of Distance Learning Operations
- 41. Overview • What is a MOOC? • Why? • Manchester MOOCs • Why? – Revisited... “If you've only just caught on to the concept of online university courses called MOOCs, then you're in danger of falling behind again.” BBC News, Sept 2013
- 42. What is a MOOC ? • Typically ~6 weeks – Video lectures – Self-tests quizzes – Forums • Coursera • FutureLearn “Ivy League for the masses”, NYT 2012
- 43. Why MOOC? • Experimentation – What can we learn from MOOCs? • 2020 Vision: Social Responsibility – Widening participation “It’s MOOC or die...” Prof Nutbeam, VC UoS, 2013
- 44. Enrolled Active Countries Good/ Excellent Introduction to Population Health* 14,565 8,993 172 (38%) 91% Water Supply and Sanitation 17,418 10,361 184 (42%) 95% Introduction to Physical Chemistry* 52,227 24,081 158 (30%) 94% Global Health and Humanitarianism* 11,394 7,647 165 (30%) 91% Our Earth: Climate, History & Processes* 17,008 11,076 159 (34%) 93% Ancient Egypt: A history in six objects 17,171 10,225 163 (27%) --- (* = two runs) 132,768 72,383 184 (36%) 93%
- 45. Demographics I 20% 20% 9% 31% 10% 10% Which of the following descriptions best characterizes you? Curious Amateur / Hobbyist Industry Professional Research Scientist Student / Pupil Academic / Teacher None of the above
- 46. Demographics II 2% 14% 6% 42% 36% What is the highest level of education you have completed? Primary School Secondary / High School Voc/prof qualification Undergraduate degree Postgraduate degree
- 47. What’s in it for...? The University ? The Academic ? The Student ? Open Education Brand Promotion “Beacon Areas” Recruitment Futureproofing Student data New techniques New resources New network Research data Fun...!? Free Education (Verified) Certificate Try-before-buy Badges
- 48. Post-course Survey Would recommend to friend/colleague Interested in other UoM MOOCs Interested in UoM course (CB or DL) Introduction to Population Health 58% 53% 26% Water Supply and Sanitation 91% 45% 32% Introduction to Physical Chemistry 79% 62% 24% Global Health and Humanitarianism 65% 47% 26% Our Earth: Climate, History & Processes 66% 50% 12% 74% 52% 25%
- 49. Lessons Learned • Huge amounts of data – Platform, surveys, forums, staff • +ve engagement – large audience • Content is not enough – full experience / engagement critical • Reusable content
- 50. What Next? • Small, Private, Online Courses (SPOCs) • xMOOCs v cMOOCs • Collaborative MOOCs • Big Data / Learning Analytics • “On Demand” model • Long-term Sustainability? ian.hutt@manchester.ac.uk
- 51. MOOCs: current and future trends An academic perspective Patrick J O’Malley The University of Manchester
- 52. MOOC Hype Cycle
- 53. Source: Class Central Growth of MOOCs: 500+ Universities, 4,200 + courses, 35 million students
- 54. Source: Class Central Course distribution by providers
- 56. • There are 100+ Specializations, Nanodegrees, and XSeries • Aims to provide brand new credentials • Expected to be main focus in next few years with exponential growth predicted Credentials
- 57. • Extend teaching audience • Trial new pedagogy e,g. virtual labs • Use in blended learning – local or international • Taster/starter to full distance learning • Initial effort large but long term gains Academic benefits of teaching on a MOOC or OER
- 58. Open Knowledge & the Future of the Academic Monograph 10 February 2016 Dr Frances Pinter Manchester University Press and Knowledge Unlatched Opening the Book
- 59. • Set up in late 2013 • Led by Professor Geoffrey Crossick • AHRC & ESRC support, British Academy involved • Longer term perspective for online and OA monographs • Identify & clarify issues, move forward thinking Monographs and Open Access Project About the project
- 60. • Starting with what monograph is and what is happening to it • Three core dimensions of work: 1. what is place and culture of the monograph within humanities & social sciences? 2. is there a crisis of the monograph? 3. how will innovation in publishing & access models affect the monograph? Monographs and Open Access Project Scope of the work Historic works in a Bookshelf in the Prunksaal (State Hall) of the Imperial Library of the Austrian National Library in Vienna, Matl, https://commons.wikimedia.org/wiki/File:Bookshelf_Prunksaal_OeNB_Vienna_AT_matl00786ch.jpg, CC BY-SA. Modified from original (crop)
- 61. Key findings
- 62. • Monograph in ecology of scholarly communications incl. research books not formal monographs central to much of AH&SS – not some awkward outlier • How much variation across disciplines? • Key question – why write and why read monographs? • Understanding research culture of monograph central to report way knowledge developed, articulated, disseminated including thinking through writing the book • Culture of attachment – how scholars identify with their work • Career progression and reputation 1. The culture of the monograph 62
- 63. • Long-established discourse about ‘crisis of monograph’ • Decline in numbers published? 2004 – 2,523 new titles 2013 – 5,023 new titles • Harder to get published some sub- areas than others? • Decline in print runs? From remainder bookshops to print on demand? • Decline in numbers purchased? • Current ‘crisis of monograph’ not key argument for open access 2. Is the monograph in crisis? Book burning, Ryan Junell, https://commons.wikimedia.org/wiki/File:Book_burning_(4).jpg, CC BY-SA
- 64. 1980 2010 3000 350 2000 1990 2000 Print Runs for Academic Books 1000 2015
- 65. • In context of culture and situation of monograph must assume move to online access – and open? • The print monograph: where text does not reign alone materiality of book distinctive implications for digital access cf. journal articles • How can strengths of print monographs be sustained in digital? must be if open access to work – although print won’t disappear e-books not good enough yet • But real opportunities with online delivery and open access opportunities of wider access, readership, use freely access whole book and enhancement and dynamics of how used 3. How will innovation in publishing & access models affect monograph? 65
- 66. Specific issues – what Crossick found
- 67. • Third-party rights • Open licensing • Technical and process challenges • International dimension • Economic & business models Open-access monographs: some key issues from report 67
- 68. Funding Routes to Open Access • 1. OA edition + sales from print and/or e-books NAP, Bloomsbury Academic • 2. Institutional Support for Press World Bank, Amherst, Ubiquity • 3. Library-Press collaboration Mpublishing/Michigan • 4. Library Publishing Library Publishing Coalition (USA) • 5. Funding body side publication fee NOW Netherlands, FWF Austria, Wellcome UK, Max Planck Society, Germany • 6. ‘Author’ side publication fee SpringerOpen Books, Palgrave Open, Manchester University Press, Brill • 7. University Budgets - BPCs ? • 8. General Crowd-funding – UnglueIt • 9. Library consortium Knowledge Unlatched
- 69. What is Knowledge Unlatched • A collaborative, award winning initiative between global library community and publishers to develop a sustainable route to OA for books • Opportunity to make OA monographs a reality • Participation costs less than purchasing hardbacks or ebooks • A space to learn together
- 70. • Reduce waste in the supply chain • Ensure that origination costs are covered • Achieve universal Open Access • Make the purchasing process easier • Understand more about how OA content is used What Do We Want?
- 72. Pilot Collection Publishers Amsterdam University Press Bloomsbury Academic Brill Cambridge University Press De Gruyter Duke University Press Edinburgh University Press Liverpool University Press Manchester University Press Purdue University Press Rutgers University Press Temple University Press University of Michigan Press
- 73. Round 2 • 78 books • 26 publishers • 8 small packages (cc 10 books per packages) • five subjects (six single subject packages) • two publisher packages (mixed subjects) • Cost to each of 300 libraries less than 2 APCs What we are working on now
- 74. Round 2 – Additional Publishers Yale University Press Routledge Pluto Toronto University Press Brandeis University Press Dartmouth University Press Leiden University Press Ubiquity Penn State University Press Berghahn Fordham University Press Monash University Press Colorado University Press
- 75. Some MUP OA Stats • 99 books in OA since 2012 – 680,000 downloads! • That’s nearly 7,000 downloads per book over four years! • In 2015 one top title downloaded over 4,000 times in 12 months!
- 76. 4th of July Firework, BenAveling, https://commons.wikimedia.org/wiki/File:4th_July_Firework.JPG, CC BY-SA. Modified (crop).