“The Passport For Open Science is a guide designed to accompany PhD students at every step of their research career, whatever their disciplinary field. It provides a set of tools and good practices that can be directly implemented….”
Abstract: This study investigates the attitudes of Chinese PhD students toward predatory journals. Data were gathered using an online questionnaire to which 332 Chinese PhD students responded. Our main conclusions are 1) in the sciences, technology, and medicine, respondents frequently confused predatory journals with open access journals; 2) in the humanities and social sciences, the respondents identified only Chinese-language (not English-language) journals as predatory and made a number of misidentifications; and 3) most respondents indicated that they would not submit papers to predatory journals, mainly because doing so would hurt their reputation, yet the minority who were willing to do so mentioned easy acceptance and a short wait time for publication as the top reasons for considering it.
Abstract: The University of British Columbia has developed a course-based undergraduate research experience (CURE) that engages students in authentic molecular microbiology research. This capstone course is uniquely built around an open-access online undergraduate research journal entitled Undergraduate Journal of Experimental Microbiology and Immunology (UJEMI). Students work in teams to derive an original research question, formulate a testable hypothesis, draft a research proposal, carry out experiments in the laboratory, and publish their results in UJEMI. The CURE operates in a feed forward manner whereby student-authored UJEMI publications drive research questions in subsequent terms of the course. Progress toward submission of an original manuscript is scaffolded using a series of communication assignments which facilitate formative development. We present a periodic model of our CURE that guides students through a research cycle. We review two ongoing course-based projects to highlight how UJEMI publications prime new research questions in the course. A journal-driven CURE represents a broadly applicable pedagogical tool that immerses students in the process of doing science.
“Host and share your digital scholarship projects – using videos, timelines, maps, delegated permissions and more – with a free domain name and access to versatile content management systems….
Explore the notion of digital identity with a personal portfolio, and learn how publishing on the web can frame an academic identity. Migrate to a top-level domain once you graduate….
Students, staff, and faculty – across all professional schools and FAS – are welcome to engage with this medium-term hosting pilot. Contact firstname.lastname@example.org for more info. ”
“Now, thanks to support from the Andrew W. Mellon Foundation, Smarthistory is able to offer thirty additional $1,000 honoraria to emerging scholars who have suffered financial hardship due to the pandemic.
These honoraria are available for the successful publication, on Smarthistory, of a short, accessible essay of general interest and in the scholar’s area of specialization (the topic will be determined in consultation with the editors at Smarthistory), and is open to active Ph.D. students who are ABD, as well as those who have earned a Ph.D. in art history within the past two years. Smarthistory essays are aimed at non-specialist, undergraduate learners….
Authors will retain intellectual property rights to their work and will grant the right for Smarthistory to publish the resulting essay with a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License across all of its channels including Smarthistory.org and Khanacademy.org. Essays must be submitted before March 1, 2020. The acceptance of essays and the awarding of honoraria will be at the sole discretion of Smarthistory….”
Abstract: Privacy and confidentiality are core considerations in education, while at the same time, using and sharing data—and, more broadly, open science—is increasingly valued by editors, funding agencies, and the public. This manuscript responds to an empirical investigation of students’ perceptions of the use of their data in learning analytics systems by Ifentahler and Schumacher (Educational Technology Research and Development, 64: 923-938, 2016). We summarize their work in the context of the COVID-19 pandemic and the resulting shift to digital modes of teaching and learning by many teachers, using the tension between privacy and open science to frame our response. We offer informed recommendations for educational technology researchers in light of Ifentahler and Schumacher’s findings as well as strategies for navigating the tension between these important values. We conclude with a call for educational technology scholars to meet the challenge of studying learning (and disruptions to learning) in light of COVID-19 while protecting the privacy of students in ways that go beyond what Institutional Review Boards consider to be within their purview.
“To better support student academic success and provide equitable access, libraries are working to overcome these challenges through a variety of means. Efforts include working with instructors to identify alternative course materials through the libraries’ existing collections; working with instructors, publishers, and vendors to identify alternative course materials that have better access and pricing models; and, advocating and developing support for the creation, adoption, and use of openly licensed, high-quality educational resources (OER), which allow for re-use and modification by instructors.
More needs to be done. Online learning necessitates digital access models that foster an accessible, affordable, and inclusive environment for students. Among the measures we endorse are:
Allowing sales of all published e-textbooks and e-books to libraries under a licensing model that allows for access at a cost that fairly reflects content and use.
Making the pricing and availability of e-textbooks and e-books stable and transparent.
Offering license options that enable reasonable, equitable access to educational content without the use of DRM….”
Open Access Policies and Experiences in Brazil: A Success Story?
by Felipe César de Andrade
Open Access at the University of Antwerp: a library point of view
by Rudi Baccarne
A student’s guide to Open Access
by Joris Van Meenen
From ‘Open Science’ to ‘Science’, lessons learned from this year’s Open Access week
by Martijn Van Roie
“It’s also worth looking at that number: $410 per year. That is far below the ~$600 per year I described in 2015, and this gets to the second significant update. Both NACS and Student Monitor have reported a consistent downward trend on how much college students in the US spend on course materials….
Obviously spending does not equal prices for new materials, such as textbooks. One major contributor to the reduction in student spending has been the proliferation of acquisition options – new and used print purchases, used print rentals, digital purchases, digital rentals, subscription options, and even pirated downloads. A second major contributor has been the slow but steady increase in usage of Open Education Resources (OER), where the impact has been even larger than the 14-24% adoption rates would indicate. A third contributor is the move by the publishing and distribution market towards digital materials and even inclusive access models….
For those who advocate for OER and reduced costs for course materials (and I consider myself in this group), this information presents a double-edged sword. It should be far more difficult to use the previous tactic of college textbook pricing is skyrocketing to justify a new program as even a cursory review of the College Board budgets will refute the $1,200+ numbers. Likewise, this information should cause people to ask for more transparency in savings estimates for OER or inclusive access programs….”
“Open Praxis Forum (OPF) was created out of a necessity to showcase early career-researchers’ work, and more importantly, to mobilize and collectivize a community of knowledge creators that already exists. Often, knowledge creators can feel isolated within academia and beyond due to publishing barriers, lack of encouragement, being unable to access resources, or because they present their knowledge in alternative ways.
We are a group of University of Toronto students who, through our own research experiences, wondered what we can do to modify the seemingly exclusionary landscape of academia. We decided to create this space that is constructed by and for early-career researchers. For us, researchers include: students, social justice activists, artists, or anyone seeking to interrogate inequities or with an idea to share that contribute to shaping a safe space for dialogue….”