L&P Heather Morrison - Open Access Innovations: Think Local, Act Global

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Towards a new Research and Experimentation Platform in Open Publishing and facilitating access to publicly-funded Canadian research.

Université d’Ottawa | University of Ottawa
École des sciences de l’information / School of Information Studies
http://arts.uottawa.ca/sis/

sustainingknowledgecommons.org
A SSHRC Insight Development Project
Heather Morrison, Jihane Salhab,
Alexis Calvé-Genest, Tony Horava
Université d’Ottawa | University of Ottawa
École des sciences de l’information / School of
Information Studies http://arts.uottawa.ca/sis/

Publication

charges

information

Number
of

journals
Percentage
of

journals
No
charges 6,470 67%
Has
charges 2,567 26%
Conditional

charges
520 5%
No
information

available
145 1%
Total 9,702*
sustainingknowledgecommons.org
A SSHRC Insight Development Project
Heather Morrison, Jihane Salhab,
Alexis Calvé-Genest, Tony Horava
Université d’Ottawa | University of Ottawa
École des sciences de l’information / School of
Information Studies http://arts.uottawa.ca/sis/

Pub type %
Commercial 61%
University 11%
Unknown 8%
.com 7%
Society 4%
.org 4%
Not-for-profit 2%
Other 3%
sustainingknowledgecommons.org
A SSHRC Insight Development Project
Heather Morrison, Jihane Salhab,
Alexis Calvé-Genest, Tony Horava
Université d’Ottawa | University of Ottawa
École des sciences de l’information / School of
Information Studies http://arts.uottawa.ca/sis/

Article processing charges in USD
Lowest $0
Highest $4,114
Average (mean) $964
Median $800
Mode $0
sustainingknowledgecommons.org
A SSHRC Insight Development Project
Heather Morrison, Jihane Salhab,
Alexis Calvé-Genest, Tony Horava
Université d’Ottawa | University of Ottawa
École des sciences de l’information / School of
Information Studies http://arts.uottawa.ca/sis/

Variations
Yes 1,238 90%
No 99 7%
Not mentioned 36 3%
Total 1,373 100%
sustainingknowledgecommons.org
A SSHRC Insight Development Project
Heather Morrison, Jihane Salhab,
Alexis Calvé-Genest, Tony Horava
Université d’Ottawa | University of Ottawa
École des sciences de l’information / School of
Information Studies http://arts.uottawa.ca/sis/

Since “self-archiving” of research outputs was first mooted in the mid-1990s, initiatives towards “green” Open Access (OA) across the sector have met with generally limited success and coverage in institutional and subject repositories is generally cited at around 20-30%. However, since the Finch report in 2012 combined with OA policies from RCUK, also in 2012, and HEFCE the following year, there is little doubt that a tipping point of awareness has been reached. This session will aim to contextualise the HEFCE policy in the broader history of Open Access and present a case study of a non-research intensive University and how the repository manager has sought to liaise with academic support services in order to facilitate knowledge exchange across the University. - See more at: http://www.cilip.org.uk/events/open-access-advocacy#sthash.9YqReHt0.dpuf

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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.

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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.

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