Understanding new ways of sharing content for learning and researching.


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This lecture explores how the expansion of the Internet and a variety of digital devices has influenced the way that information and knowledge is generated, consumed and distributed particularly in the scholar environment.

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  • 1 M visit per month + 7 M pages visited (approx).
  • Understanding new ways of sharing content for learning and researching.

    1. 1. http://www.flickr.com/photos/dlisbona/343802807/sizes/m/in/photostream/ Cristobal Cobo, phd ResearchFellow http://www.oii.ox.ac.uk/ Understanding new ways of sharing content for learning and researching.
    2. 2. 1. Transformation 2. Complexity 3. ChallengesTechnologies Radical InnovationPractices Incremental Innovation
    3. 3. 200 educational organizations signed OER declaration (Cape Town, 2007)
    4. 4. Sebastian Thrun+PeterNorvig Over 40 languages 160,000+ Sign Up Google moderatorservice (bestquestions)"Introductionto Artificial Intelligence" October 10th toDecember 18th 2011 Stanford UniversitysSchool ofUniversityof Stanford Engineeringalsooffersother completewww.ai-class.com online courses at no cost.
    5. 5. William and Flora Hewlett Foundation
    6. 6. Online [audio] lectures
    7. 7. PLoS ONE: peer-reviewed, open-access resource from the Public Library Of ScienceFirst Monday: (1ST of its kind)15-year-old open access journal about the internet.
    8. 8. Open Learning Communities [formal & informal]
    9. 9. Open Educational Hub
    10. 10. online digital editions free of chargeOnline [open] books
    11. 11. Peer-based-Learning Networks[the rise of amateur culture] Keen, 2007
    12. 12. Online [open] data repositories Radical transparency
    13. 13. A network of tools / agents
    14. 14. Collaboration Complexity Computational ComplexityBulger, Meyer, De la Flor, et al. (2011) Reinventing research? Informationpractices in the humanities. A Research Information Network Report OCW 2001(open access) AI2011 & (hybrid models of teaching researching)
    15. 15. [everything is miscellaneous] mapping the knowledge flowWeinberger, David. 2007. Everything is miscellaneous. The power of the new digital disorder. Times Books.
    16. 16. Production of knowledgeDistribution of knowledge
    17. 17. Big - visibility Visible reuse and production of licensed (institutional) OER. Institutional repositories. Little - visibility Staff and students reuse of digital resources in and around the curriculum. {UGC in flickr, scribd, slideshare, youtube}Attribution: “White, D. Manton, M. JISC-funded OER ImpactStudy, Universityof Oxford, 2011”http://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf
    18. 18. P: Haraway+Gibbons+… informal comm…A variety of labels, such as Mode 2(Nowotny, Scott and Gibbons2001); post-normal science (Funtowicz and Ravetz 1993); technoscience(Latour 1987;Haraway 1985) and the triple helix(Leydesdorff and Etzkowitz 1998).
    19. 19. {R} Mode 1 Mode 2 http://www.flickr.com/photos/mckln/4815025704/sizes/l/in/photostream/Mode 1: Mode 2: open, contextisolated, objective, decon based, not restricted totextualized, traditional, restricted to scientific M1-M2 scientific communities, transdisccommunities.Pardo, H.; Cobo, C. and Scolari, C. (2011) Death of the University? Knowledge Production and Disemination in the desitermediation iplinary,Era. In McLuhan Galaxy “Understanding Media, Today”, International Conference. Universidad Oberta de Catalunya.
    20. 20. Production of knowledge {R} {R} Innocentives Distribution of knowledgeOpen/Closed Production - Distribution
    21. 21. public Online Research Research Publication Property (CC) Printed (CC) © Online © Printed Book Publication {R}private low Level of Restriction high Understanding Knowledge as a Commons Hess &Ostrom+ Lessig + Benkler (Ed.) Hess and Ostrom (2007) Understanding Knowledge as a Commons: From Theory to Practice. MIT, Cambridge, USA
    22. 22. How does a University deliver knowledge (research & teaching) today? User/community E-Learning {R} University New Platform contributions Aggregation Content Source Model integrates user/community Model relies on user- contents with a ¨walled” generated contents access environment and open distribution platforms Traditional University Content Hyper – syndication Professional branded content ¨walled” Model with access environment secure, professional incumbent have a content available legacy position online and on Produced by standard devices Professionals Distribution and Open Proprietary Device Platforms IBM Institute for Business Value (IBV) Modified by Chris Sparshott for Education Sector
    23. 23. Incentives Research Driven Enablingothersto Reproduce Motivations to Share asknewquestions ortoverifyres earchData Producers Data Users Makingtheresults Toadvancethestat ofpublicfundsavai eof R+I labletothepublic {R} {R} - Public DrivenBorgman (2011)Theconundrumofsharingresearch data
    24. 24. The evolving model of textbooks Unregulated {R} -Auto published • Flat World of Knowledge -Materialsshared , amongcolleaguesandst udentsClosed New business models – Increasing demand Open Textbookswithadds - Used Books (BookBoon) -Copies 24symbols.com - Curse Pack Amazon Renting B. Google Books - Regulated The Political Economy of Intellectual Property in the Educational Material Market. Carolina Rossini and ErhardtGraef. Industrial Cooperation Project, Berkman Center for Internet & Society (Work in Progress)
    25. 25. Teaching lecturefox Polimedia openculture.com Bookcamps Khan Academy sharenotes.com Open Course Ware forum-network.org OpenLearn Edufire Consortium howstuffworks hyperisland.se coursesmart Open Learning Initiative iTunesU bancocomun.org dobleclick.cat openedpractices.org P2P University shibuya-univ.net gradeguru.com Knowmad School Academic Earth OER Commons textbookrevolutionApplication schoolfactory.org cramster.com(experimentation) Integration iLabs Project SciVee iCamp Academia.edu youtubeedu (transdisciplinary) Directory of Open Access Living Labs Flatworldknowledge Wikipedia Journals (DOAJ) ResearchGate Public Library of Science researchchannel.com Discovery Closed/Open Initiatives Open/Open Initiatives Boyer (1990) • Categories of scholarship : discovery, teaching, application & integration of knowledge.SCOLARI, C. COBO, C. and PARDO, H. (forthcoming) Should We Take Disintermediation In Higher Education Seriously? Expertise, Knowledge Brokering, and Knowledge Translation in the Age of Disintermediation. In Takševa, T. (coord.) Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination.
    26. 26. Now what?
    27. 27. a. Access: from archipelago to spaghettiFrom the long tail towards the semantic [Metadata]
    28. 28. b. Platforms: from mono- to multi-Interoperability (technic- & institutional )
    29. 29. Attribution Share-Alike Non-commercial No-modify Educationalc. Licenses: awarenesscreate-remix-preserve-propagate
    30. 30. d. Incentives: produce & use quality –New teaching/researching business models
    31. 31. Thedistributionofallthe Wikipedia articles Graham, M., Hale, S. A. andStephens, M. (2011) GeographiesoftheWorldsKnowledge. Ed. Flick, C. M., London, Convoco! Edition.e. Literacies: prosumer - filter & (re)use[economy of attention]Bulger, Meyer, De la Flor, Terras, Wyatt, Jirotka, Eccles, Madsen (2011) Reinventing Research in the Humanities: Information Practices
    32. 32. ->hybridization [transition]: new agents &transactions +formal & informal mechanisms
    33. 33. teşekkürler*(thank you) Cristobal Cobo, phd ResearchFellow http://www.oii.ox.ac.uk/