SI 575 Community Informatics seminar, Fall 2011


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  • I came to SI because I’m interested in supporting people’s access to and use of information and resources that help them empower themselves. I have a background in anthropology and in public libraries and SI’s CI program was a great fit for me.I was the coordinator for the seminar in Fall 2009 and the coordinator for the CIC seminar. I worked with Joan Durrance researching community engagement in public libraries and I focused most of my time at SI on studying community and civic engagementAfter graduating I got a job at Open.Michigan in the newly formed Open Education Coordinator position and I’ve been working this past year to build a community of sharing at U-M, provide training and information about open practices at U-M, identifying and facilitating publishing, collaboration and teaching opportunities and evaluating and assessing our impact on our U-M community.
  • Initiatives like ours: Open.MichiganFounded in 2008, piloted in 2007 at the Medical School here at U-M. Goal to make high quality medical education available and useful to the rest of the world.We’ve worked with 12 schools across the University now, publishing course materials, student projects, research.Our mission is to help faculty, enrolled students, staff, and self-motivated learners maximize the impact of their creative and academic work by making it open and accessible to the public.
  • At Open.Michigan, we’re very interested in facilitating educational practices that not only support our own community, but other communities of learners and teachers across the world. We do a lot of things at Open.Michigan, including publishing a collection of OER, creating DIY resources and tools for to help others share, and acknowledging and fostering our community of sharing at U-M.  Stats: 92 courses and resources published as OER 343 faculty and students participating in Open.Michigan 12 schools and colleges 6,000 monthly visits to Open.Michigan website 167 countries Publish U-M material on our site, Deep Blue, YouTube, SlideShare, MERLOT and link it to repositories across the world.  Collaborations:African Health OER Network Kathleen will be discussing this in detail on October 7MIT to develop policy and share practicesConsult with community colleges like Lakeshore Technical College in WisconsinSustaining member of the OpenCourseWare consortium and conduct webinarsAct on advisory teams for UK OER projects
  • Currently working with 8 medical school student to publish their lecture notes. Other medical school students are interested in publishing their notes with us, but they are waiting to see how this first batch turns out.The notes correlate to over 250 medical school lectures given between 2006-2009.Will begin to fill in some of the missing information from nearly all of the sequences we have published. (still sorting this out, but there is a ton of content that spreads across most, if not all of the sequences) (Helps us fill gaps in the medical school OER curriculum)The notes contain very precise information on specific topics (Heart, lungs, liver, braintumors, etc.) There are little to no copyright concerns since the notes are just outlining factual information and do not contain copyrighted images.But, by CC licensing the notes, the student authors are going to be attributed for their work Student authors are contributing to the global learning environment and representing UofM.
  • To this end we're re-examining our original dScribe process and envisioning wider ways for students and others to participate in facilitating open practices on our campus, not just through publishing support but through advocacy, engagement and teaching others. We'll be working on an incentives structure that reflects these opportunities over the course of this summer: and developing a badging system for our U-M community of sharers so that we can formally recognize the skills, participation and motives behind sharing at U-M and help facilitate the growth of a culture of sharing. We’re also interested in how different kinds of learning opportunities can be incorporated into systems of assessment and accreditation and how pathways of competency can be build within and around formal learning settings.  
  • Sharing, learning and creativity often go hand in hand: interpretation is unique. Standing on the shoulders of giants:"One who develops future intellectual pursuits by understanding the research and works created by notable thinkers of the past”Made famous by Isaac Newton
  • Several flavors of open education, of which OER are one aspect. OER are developed from resources that can be textbooks, courses, syllabi, projects, image collections, text collections, tutorials, etc. and don’t have to be associated with a specific course.OCW are materials associated with a specific course, like Nursing 101, that meet that course’s learning objectives.Open Access are not always openly licensed materials but they are freely accessible materials and can include journals, datasets and other information.
  • Open Access includes: free, permanent, full-text, online access to scientific and scholarly worksOER includes openly licensed educational content
  • Copyright occurs automatically at the creation of a new work, when it is fixed in tangible form. This means that almost everything is copyrighted--not just published material but also your emails, your assignments, your letters, your drafts, your doodles, your snapshots, your blogposts.“Copyright subsists for a variety of lengths in different jurisdictions. The length of the term can depend on several factors, including the type of work (e.g. musical composition or novel), whether the work has been published or not, and whether the work was created by an individual or a corporation. In most of the world, the default length of copyright is the life of the author plus either 50 or 70 years. In the United States, the term for most existing works is for a term ending 70 years after the death of the author. If the work was a work for hire (e.g., those created by a corporation) then copyright persists for 120 years after creation or 95 years after publication, whichever is shorter.” (CC: BY-SA)
  • Increase the reach of your work: this is what you can do when something is made available under a creative commons license: you can build on someone else’s work and express it in a new way.Our challenge as an institution is to find ways to make our processes transparent and allow our materials to be packaged in ways that are useful and accessible to the global learning community.
  • “Share your ideas” by britbohlinger CC: BY-NC
  • How do you think learning needs to change to meet the demands (e.g. economic and sustainability issues) and opportunities (e.g. networked and mobile technology) of the 21st century?In what ways do you think learners, teachers and practitioners can or should be able to share or use each others intellectual property? How do you think technology can facilitate pathways to learning and what infrastructure (technical, economic, social) is needed to do this?What are the most exciting trends you are taking advantage of as a learner and as an emerging information professional? How do you see yourself taking advantage of these types of tools and skills in the future? How do you think sharing will be change in the future (sharing both online and offline)?
  • SI 575 Community Informatics seminar, Fall 2011

    1. 1. <br />Emily Puckett Rodgers,<br />Open Education Coordinator<br />Open.Michigan<br />SI 575: Community Informatics Seminar<br />September 23, 2011<br />“lend a hand” alasis <br />Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License.<br />Copyright 2011 The Regents of the University of Michigan<br />
    2. 2. A little bit about me…<br />CC BY: ASB/CIC Volunteering<br /> with EnHouse prettyemmy<br />August 2010<br />Open Education Coordinator<br />Open.Michigan<br /><ul><li>Training and Education
    3. 3. Consulting and collaboration
    4. 4. Events coordination
    5. 5. Assessment</li></ul>MSI 2010<br />Community Informatics, <br />Library and Information Services<br /><ul><li>Community Information Corps coordinator/SI 575 coordinator
    6. 6. Research Assistant
    7. 7. Community and Civic Engagement</li></li></ul><li>Public universities have a responsibility to share the knowledge and resources they create with the public they serve.<br />2)We are dedicated to increasing knowledge dissemination across the higher education community through encouraging a culture of sharing.<br />knowledge<br />
    8. 8. Workshops<br />Consulting<br />Training<br />CC BY “Open Content Roadshow” Open.Michigan<br />Research<br />Tools<br />Capacity Building<br />CC BY “Learn Arduino!” Open.Michigan<br />
    9. 9. Student Notes Project<br /><ul><li>8 student contributors
    10. 10. 250 medical school lectures given between 2006-2009
    11. 11. Fill gaps in our sequence offerings</li></ul>Students contribute to the global learning community and get credit for their high quality materials.<br />CC BY-NC-SA “Notes to Myself” wakax<br />
    12. 12. A badge is a symbol of identity, signifying a level of achievement or character, participation in an event or activity, or belonging to a group. <br />Open.Michigan wants to harness the excitement created by those who share or advocate for sharing scholarly material and use that to gain momentum in the open education movement at the University of Michigan.<br />CC: BY-NC-SA “Soldering badge” adafruit<br /><br />
    13. 13. Standing on the shoulders of giants…<br />(and sharing what you know with others)<br />CC: BY-SA “Sharing” bengrey<br />
    14. 14. Educational materials and resources offered freely and openly for anyone to useand licensed to be adaptable by others.<br />Materials associated with a specific course in an institution that have been licensed to be adaptable to others.<br />OCW<br />Unrestricted (free) access to online articles, data, knowledge and information for the public good.<br />Open Access<br />
    15. 15. The difference between OA, OER & OCW<br />OA<br />OA: Open Access<br />OER: Open Educational Resources<br />OCW: Open CourseWare<br />OAfocuses on sharing content, but no underlying licensing requirement.<br />OER includes any educational content that is shared under an open license.<br />OCW focuses on sharing open content that is developed specifically to instruct a course (locally taught). OCWis a subset of OER.<br />OCW<br />OER<br />
    16. 16. Copyright holders hold exclusive right to do <br />and to authorize others to:<br />Reproduce the work in whole or in part<br />Prepare derivative works, such as translations, dramatizations, and musical arrangements<br />Distribute copies of the work by sale, gift, rental, or loan<br />Publicly perform the work<br />Publicly display the work<br />US Copyright Act of 1976, Section 106<br />
    17. 17. Some rights reserved: a spectrum.<br />Learning<br />Creativity<br />Sharing<br />All Rights Reserved<br />Public <br />Domain<br />least restrictive<br />most restrictive<br />Adaptability means…<br />Translation<br />Localization<br />Bridge materials<br />Innovation<br />Collaboration<br />
    18. 18. From THIS…<br />…to THIS<br />“3 Robots Remix” by jimyounkin CC: BY-NC-SA<br /><br />“Untitled” by Erik B CC: BY-NC<br /><br />
    19. 19. Connect:<br /><br /><br />Facebook<br /><br />Twitter<br />@open_michigan<br />Google Calendar<br /><br />Contact: <br />Emily Puckett Rodgers<br />Open Education Coordinator,<br />Open.Michigan<br /><br />@epuckett<br />“Share your ideas” by britbohlinger <br />
    20. 20. utility<br />An aspect that must be considered is how people learn and why they learn. Will making academic resources available really bring people the information they need?<br />infrastructure<br />badges<br />Many in my peer group haven't experienced the expected return on investment implied in getting a college degree, how does this issue relate to quality, cost and accessibility?<br />How much do the movements [open education, open data, open government] influence each other? How much should they influence each other? What lessons can they learn from one other?<br />Who will "regulate" the badges; meaning who will accredit that the student in fact mastered a specific task? How will they go about getting these badges recognized as representing a certain skill set? <br />educationpathways<br />