This document discusses several issues and questions surrounding open access in Africa. It outlines challenges related to poor funding of research and open access initiatives in Africa. It questions how to improve funding, ensure end-users can access funds, and better utilize existing funds. Accessibility and awareness of open access information is also an issue, as well as a lack of motivation among African researchers to engage with relevant information. Poor understanding of open access concepts among researchers, governments, and institutions is also discussed. The document questions the commitment of publishers and institutions to open access goals. It raises concerns about the impact of open access on African journals and researchers, and how to address divides between local and international journals. Finally, it calls for
Ethics, Openness and the Future of LearningRobert Farrow
What difference does openness make to ethics' This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
Ethics, Openness and the Future of LearningRobert Farrow
What difference does openness make to ethics' This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
Presentation at OGP Regional Meeting 2016, May 5/6, Cape Town South Africa: Open Education and opportunities for sustainable education in Africa, advocating of and for the inclusion of Open Education and OER in African regional National Action Plans (NAPs) which are being developed within member nations, geared to meet global Sustainable Development Goals.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Understanding "Openness" in Research on Open Educational Resources: Deliberat...ROER4D
Understanding "Openness" in Research on Open Educational Resources: Deliberations of the ROER4D Project
Presentation for eLearning Africa, 10th International Conference on ICT for Development, Education & Training, Addis Ababa, Ethiopia, 20-22 May 2015
How DOAJ Ambassadors and CC local communities can promote knowledge and usage...Tom Olijhoek
Scientific knowledge from the Global South is very much underrepresented in the collective scientific output worldwide. This is not different for OA publishing. Therefore DOAJ started an Ambassador programme with the main objectives to clarify the OA publishing landscape and to increase the number of quality OA journals in order to reduce the number of questionable journals in the Global South. Better understanding among the publishers about the differences and potential conflicts between copyright and licensing is vital. By building local CC communities in cooperation with the CC organization, the DOAJ programme could further improve the quality of scholarly publishing in the Global South. Increased usage of Creative Commons licensing will act against the Northern dominance in knowledge sharing.
Capacitating One Health in Eastern and Southern Africa: ISAAA AfriCenter’s roleILRI
Presentation by Margaret Karembu at the Capacitating One Health in Eastern and Southern Africa (COHESA) partner orientation workshop, 16 December 2021.
African Perspective on The Global Trends in Open, Distance and Online Learnin...icdeslides
This presentation is about trends in ODL in an African perspective. Education and learning is probably that single thing that has the greatest impact on humans and societies, in particular in a long term perspective.
Higher education is increasing more rapid than ever, and Africa is a hot spot for future HE. Africa is lagging compared with richer parts of the world, but is catching up faster than many would have believed. However, better integration between education and economic value chains has to be more in focus.
For the post 2015 education agenda Quality Open Education Resources and ODL can make dreams come through. In fact, without OER and ODL, dreams about quality education for all might end up as wishful thinking.
Not all that shines is gold, and the MOOC hype has been replaced by a good portion scepticism in particular regarding target groups, lack of student success and learning outcomes. However, the driving forces for open knowledge are so strong that we again and again will se waves of innovations riding on online learning and mobile broadband, where Africa will through time will catch up and close the digital gap.
Teachers and teachers trainers is the key to educational success for Africa, and competencies and capability to provide quality ODL will be in the core. "If you want to go quickly, go alone. If you want to go far, go together”, an old African proverb says. And ICDE is prepared to go far together with ACDE.
Presentation at OGP Regional Meeting 2016, May 5/6, Cape Town South Africa: Open Education and opportunities for sustainable education in Africa, advocating of and for the inclusion of Open Education and OER in African regional National Action Plans (NAPs) which are being developed within member nations, geared to meet global Sustainable Development Goals.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Understanding "Openness" in Research on Open Educational Resources: Deliberat...ROER4D
Understanding "Openness" in Research on Open Educational Resources: Deliberations of the ROER4D Project
Presentation for eLearning Africa, 10th International Conference on ICT for Development, Education & Training, Addis Ababa, Ethiopia, 20-22 May 2015
How DOAJ Ambassadors and CC local communities can promote knowledge and usage...Tom Olijhoek
Scientific knowledge from the Global South is very much underrepresented in the collective scientific output worldwide. This is not different for OA publishing. Therefore DOAJ started an Ambassador programme with the main objectives to clarify the OA publishing landscape and to increase the number of quality OA journals in order to reduce the number of questionable journals in the Global South. Better understanding among the publishers about the differences and potential conflicts between copyright and licensing is vital. By building local CC communities in cooperation with the CC organization, the DOAJ programme could further improve the quality of scholarly publishing in the Global South. Increased usage of Creative Commons licensing will act against the Northern dominance in knowledge sharing.
Capacitating One Health in Eastern and Southern Africa: ISAAA AfriCenter’s roleILRI
Presentation by Margaret Karembu at the Capacitating One Health in Eastern and Southern Africa (COHESA) partner orientation workshop, 16 December 2021.
African Perspective on The Global Trends in Open, Distance and Online Learnin...icdeslides
This presentation is about trends in ODL in an African perspective. Education and learning is probably that single thing that has the greatest impact on humans and societies, in particular in a long term perspective.
Higher education is increasing more rapid than ever, and Africa is a hot spot for future HE. Africa is lagging compared with richer parts of the world, but is catching up faster than many would have believed. However, better integration between education and economic value chains has to be more in focus.
For the post 2015 education agenda Quality Open Education Resources and ODL can make dreams come through. In fact, without OER and ODL, dreams about quality education for all might end up as wishful thinking.
Not all that shines is gold, and the MOOC hype has been replaced by a good portion scepticism in particular regarding target groups, lack of student success and learning outcomes. However, the driving forces for open knowledge are so strong that we again and again will se waves of innovations riding on online learning and mobile broadband, where Africa will through time will catch up and close the digital gap.
Teachers and teachers trainers is the key to educational success for Africa, and competencies and capability to provide quality ODL will be in the core. "If you want to go quickly, go alone. If you want to go far, go together”, an old African proverb says. And ICDE is prepared to go far together with ACDE.
Similar to OAA12 - Open access in Africa: Some issues and questions. (20)
Flavour Launch Seminar, 28th March 2012: Nordic Food Lab - a gastronomic perspective to food innovation by Lars Williams, Head of Research at the Nordic Food Lab and Chef at Restaurant Noma, Copenhagen.
Flavour Launch Seminar, 28th March 2012: Seaweeds for flavour by Ole Mouritsen, Director of the Centre for Biomembrane Physics, University of Southern Denmark.
Gold open access – a successful model?, Stockholm University October 2011BioMedCentral
This presentation looks into the growth of open access and how institutions can tangibly support authors and mandates. It focuses on how, by increasing open access output, an institution can raise the visibility and impact of research, ultimately increasing both the visibility and prestige of an institution.
Lasting health change : Access to health research for Africa’s health workers
OAA12 - Open access in Africa: Some issues and questions.
1. Open Access in Africa – Some Issues and Questions
Open Access Africa, 2012
04 - 05 November 2012
University of Cape Town, Cape Town, South Africa.
Omonhinmin A. Conrad Ph.D
Co-ordinating, Open Access Nigeria
Department of Biological Sciences,
College of Science & Technology,
Covenant University, Ota, NIGERIA.
conrad.omonhinmin@covenantuniversity.edu.ng
2. Open Access - A Recast
…to eliminate access barriers to
scientific literature, accelerate
research, enrich education, share
knowledge between the rich and the
poor and make useful knowledge
available for common intellectual good1
8. Inaccessibility and poor dissemination of Information
What truly is access?
How Open is this access to us in Africa?
Are the means there to achieve accessibility?
Does availability implies accessibility?
How do we improve accessibility by Africans?
How many are aware of OA
What are in place to ensure good level of
awareness?
.....
9. Inaction on relevant information
...lack of motivation to act on relevant
information either for personal or general
interest of all
...grown with years of inability to participate
on most platforms
...unsettling attitude of waiting on others for
handouts
...lack of understanding of OA
11. Poor Understanding of Open Access Issues
Probably most revealing is the fact that the
African researcher may not really understand
the open access issue; what it entails and
where it will eventually lead
....does open access publishing translate into
free publishing, free access to published
materials?
...Is it both or either?
14. Poor Commitment by Publishers and Institutions
How committed are the players in open
access arena?
Do institutions see OA as a platform for
improving the research base and information
access of their researchers or another route
to high scores?
16. African Journals, African Researcher
How will OA affect African Journals?
If the visibility of the poorer journals in Africa
already starved of fund decreases, will it not
mean a closure for such journals?
Will it not escalate an already worrisome
dependency on non-African journals by
African?
18. Directory of Open Access Journals
Does the number of journals on the Directory
of Open Access Journals (DOAJ) actually
reflect the level of FREE and OPEN access?
Has the open access movement truly
improve the publishing condition and access
of the African researcher?
How practicable is the 'author pays' model of
open access and how realistic is the standard
author fees demanded by most open access
journals.
19. International – Local Journal Complex, Impact
Factor, Webometric Rating
...the divide between what we refer to
international and local Journals or rich and
poor journals bring another issue on the
board and a great challenge to actualizing the
open access ideals.
21. Concluding thoughts
What concrete actions are there by African
governments to handle the open access
issues? If our coming to South Africa is
anything to go by, we a lot need to be done
How does BMC circumvent the unrealistic
World Bank ranking with regards to her
“Foundational membership” offer to
institutions in Africa?