“Open Educational Resources (OER) provide promising opportunities to share and create learning materials without violating copyright law. Until now, the use and creation of OER were mainly discussed with regard to faculty and instructors. Less attention has been paid to students, so this paper is focused on their perspective on OER and argues that students can and should play an important part in the context of OER. A brief introduction to the concept of OER and their advantages is followed by an overview of the principles of Service-Dominant Logic (SDL), a theoretical framework that we consider to be a useful instrument for a better understanding of the student’s role in the use and production of OER. Focusing on the creation of value in service exchanges, this theoretical approach supports the notion that students who are using OER do in fact play an active role in the value creation of OER. We also present results from a recent empirical survey conducted in Austria, which was also focused on the students’ perspective on OER. Based on the available evidence, we conclude that an OER-friendly environment for students enhances the use and production of OER at Higher Education Institutions (HEI), which benefits all involved parties in the long term. Consequently, we propose a set of recommendations that should effect positive changes, and suggest some practical means of implementing them. “
“Stephen Buranyi’s piece from last summer “Is the staggeringly profitable business of scientific publishing bad for science?” (short answer: yes) and Jon Tennant’s “Scholarly publishing is broken. Here’s how to fix it” are timely reminders that the open access movement matters to us as a society, that it is a movement that involves fighting against forces with priorities very different from our own, and that–in addition to reminders about what’s at stake in this battle–we need practical, actionable advice to get us where we want to go.”
“Driven by student government advocacy, one university’s change to its promotion and tenure guide highlights an important way institutions can incentivize open practices and provide a model for others to follow. Last year, the University of British Columbia (UBC) made a giant leap in the support of open education: the inclusion of language recognizing open educational resources (OER) in the institution’s “Guide to Reappointment, Promotion and Tenure Procedures at UBC.” Driven by effective student government advocacy, this change highlights the importance of tenure and promotion as a way for institutions to incentivize open practices and will hopefully provide a model for others to follow….”
“On 28 June 2018, the first meeting of the European Open Education Librarian Network convened. Participants from Germany, Greece, Italy, Poland, Spain, the Netherlands and the UK met to discuss a number of key goals, primary among them, how libraries can partner with educators to open up more education for all in Europe.
The network will apply the policy, action and lessons learned from Open Access and Open Science to Open Education while also working on OE policy, advocacy and implementation.”
“Five partners from Europe and nine from South Mediterranean Countries are working together to widening participation and adoption of Open Educational Resources (OER) and Open Educational Practices (OEP) as a bottom-up approach to support the modernisation of the Higher Education sector in Morocco, Palestine, Egypt and Jordan….”
Abstract: Background Clinicians are increasingly using social media for professional development and education. In 2012, we developed the St.Emlyn’s blog, an open access resource dedicated to providing free education in the field of emergency medicine.
Objective To describe the development and growth of this international emergency medicine blog.
Method We present a narrative description of the development of St.Emlyn’s blog. Data on scope, impact and engagement were extracted from WordPress, Twitter and Google Analytics.
Results The St.Emlyn’s blog demonstrates a sustained growth in size and user engagement. Since inception in 2012, the site has been viewed over 1.25?million times with a linear year-on-year growth. We have published over 500 blog posts, each of which attracts a mean of 2466 views (range 382–69?671). The site has been viewed in nearly every country in the world, although the majority (>75%) of visitors come from the USA, UK and Australia.
Summary This case study of an emergency medicine blog quantifies the reach and engagement of social-media-enabled learning in emergency medicine.
“[Q] How will open science influence LIS education?
“The book is close to King’s heart for many reasons. During his time as UC provost, King helped launch both the California Digital Library, one of the world’s largest online libraries, and eScholarship, the University of California’s open access, electronic repository for publications by UC authors. King is passionate about the power of open access materials to strengthen scholarship and has made his book freely available online through eScholarship. The goal, King said, is to allow administrators in developing countries interested in building a university to access his book free of restraints….
King has experienced the role of open access publishing in spreading scientific knowledge firsthand. In 1980, King published a second edition of a seminal chemical engineering textbook he’d written on separation processes — operations that pull apart two or more chemicals in a mixture, like in the purification of seawater. After the book went out of print, King put it on eScholarship. Today, the book racks up 100 to 150 downloads per month on the digital platform, King said — which is equivalent to what it sold when it was brand-new. That highlighted for King the potential of open access publishing to help countless researchers around the world….”
“Titled “Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay”, this chapter arises from research work undertaken in ROER4D sub-project 2 and presents an overview of the funding, policy, legislative and procedural mechanisms adopted by governments in Chile, Colombia and Uruguay with respect to Open Access and Open Educational Resources (OER).
Findings indicate that while each country has its own approach to funding higher education, there are few or no specific national and/or institutional policies aimed at promoting Open Education in the higher education sector. In Chile, this appears to be largely due to low OER awareness and a commercialised model of higher education. In Colombia, various national and institutional strategies reveal that there is nascent Open Education policy development, and in Uruguay there appears to be an enabling environment for future open policy development. All of these countries are making investments in science, technology and innovation programmes, making this the most fruitful field for potential Open Education advocacy….”
“The Harvard Graduate School of Design’s popular free online course, The Architectural Imagination, has returned for 2018, again offering anyone across the globe the opportunity to study the fundamentals of architecture from one of the world’s foremost design schools at absolutely no cost. Led by professors Erika Naginski, Antoine Picon, and K. Michael Hays, alongside PhD student Lisa Haber-Thomson, the 10-week course will begin on February 28th, and will cover topics ranging from learning to “read” buildings as cultural expression to technical drawing and modeling exercises….”