15. WHAT?
Open CourseWare (OCW) is high
quality quality university course
materials made freely available
online under open source license
(usually Creative Commons)
15
29. Anyone have a reference
for the U of Kansas course
material/copyright ruling?
#lazyweb #openaccess
@captain_primate is
this what you were
looking for? http://bit.ly/
lXIHs8 #openaccess
32. taking a leap
(fin)
watrall@msu.edu
@captain_primate
32
Editor's Notes
\n
so, what does this part of the talk have to do with todays theme: “Social Media & Networks?”\n\nby living as an open scholar, I’m able to connect with a far larger number and greater range of colleagues (and potential colleagues) and students. My work has much greater reach and impact.\n
what has worked for me - what hasn’t, etc. \n
When I say “open,” what exactly do I mean?\n
by silos, I mean that I do my best not to put my intellectual work (research & course material) into systems that that are only accessible by a small, privileged number of people\n
do my best to choose tools, platforms, services, and communities that play nice with the open web\n
For me, advocacy plays a central role in “Open Scholarship”\n\nAimee Morrison of the University of Waterloo very eloquently says that we shouldn’t “seek a converts, but we should seek a conversation”\n
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much of the resistance comes from from faculty and administrators within the academy. \n\nDon’t want to suggest that this is a generational issue - it isn’t. Some of the strongest supporters of “open” (at this university and beyond) are respected senior scholars. \n
its important to note here that I ascribe to a grass roots, bottom up, DIY/Hacking approach to open scholarship\n\nThe idea being you shouldn’t wait for an institutional level initiative or blessing to do this stuff. If you want to do it, go and do it. \n
\n
When I say “open classroom” - I don’t mean this. \n
Instead, its a model I’ve developed for all of my own classes - that (generally speaking) has three aspects\n
The first aspect of the open classroom model is open courseware\n
all of my classes are open and outward facing - open to anyone who is interested in viewing the content\n\nAll live outside of the ANGEL ecosystem (which leads to the next aspect of the Open Classroom)\n
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OCW ethos means that my course materials have far greater reach, far greater impact than if I was a “closed scholar”\n
by “open platform” I mean free, open source - or have an open philosophy (APIs), and intended to be forward facing\n
\n
open source - free\ninstalled or hosted\nextremely easy install\nvibrant development community\nplatform is extremely extensible\n
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In my opinion, the ultimate goal of Twitter is to humanize professors\n\nessentially moving you “from here” “to here”\n\nstudies show that students who have a strong connection with their professors have higher academic success rates\n
While the one of the core principles of OCW is a creative commons license, I’ve got one step further.\n\nHave students set the CC license for each of their posts.\n\nThis lets them exert more granular control about how they want their content to be used.\n\nAlso challenges them to think about open access in general and CC in particular.\n
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My publications have far more reach (and arguably impact) when I do my best to ensure that they don’t live in an ecosystem that is only accessible by a small, exclusive group of people. \n
In many ways, Twitter is the lubricant that facilitates my personal belief in open scholarly communication and discourse. \n
It allows me to connect with a greater number and range of scholars - people who I would probably never meet (because of geography or discipline).\n\nfacilitates the sharing of information and ideas - which not only benefits the conversation participants, but everyone else who is “listening in.”\n
like any good model - this one is constantly evolving\n\nthere are lots of issues (technical, epistemological, practical, logistical, legal) that always need to be addressed\n\n\n
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ultimately, however, its all about taking a leap - \n\nbreaking from practice that you might have become very accustomed to.\n\nnot everything is going to work (both from a technical and a pedagogical standpoint\n\nIn many ways, the act of doing is just as important as the success or the failure of what you build\n\n\n
