KU Libraries receive Institute of Museum and Library Services grant | Libraries

“The University of Kansas Libraries, along with North Carolina State University Libraries and Illinois School of Information Sciences, are pleased to announce a $247,128 grant from the Institute of Museum and Library Services (IMLS).

KU Libraries and their partners will develop, populate and pilot the Scholarly Communications Notebook (SCN) — an open educational resource index and repository. The SCN will serve as the location for an active, inclusive, empowered community of practice for teaching scholarly communications to early-career librarians. …”

The Netherlands leads way with implementation of the new educational exception – International Communia Association

“Just one month after the new Copyright in the Digital Single Market Directive went into force, the Dutch government has shared their proposal for its implementation, through an amendment of their existing copyright law. The proposal is currently in a public consultation phase.

We would like to provide here an overview of the Dutch proposal to implement locally the new EU educational exception (article 5 in the final version of the Directive). This is the beginning of our effort to track how countries across Europe will implement, over the coming two years, this mandatory exception to copyright for educational purposes….”

Perceptions of Educational Leadership Faculty Regarding Open Access Publishing | Richardson | International Journal of Education Policy and Leadership

Abstract:  There is a dearth of research on the perceptions of faculty members in educational leadership regarding open access publications. This reality may exist because of a lack of funding for educational leadership research, financial obstacles, tenure demands, or reputation concerns. It may be that there are simply fewer established open access publishers with reputable impact factors to encourage publication by members in the field. The current study seeks to answer the following question: “What are the perceptions of educational leadership faculty members in UCEA about open access publishing?” The results are based on responses from 180 faculty members in the field of educational leadership.

Job Description – OPEN EDUCATION COORDINATOR (191054)

OU Libraries seeks an innovative, collaborative, and highly motivated individual to serve as the Open Education Coordinator. Successful candidates will have a strong understanding of open educational resources (OER), open licensing, open pedagogy, and the landscape in which these open-enabled domains reside. This position develops strategies for increasing the use of OER and alternative textbook and course material solutions at the University of Oklahoma by leading, planning, implementing, and assessing OU’s Open Education programs and services in support of OU’s goal to reduce the cost of attendance for its students. Reporting to the Head of Open Initiatives and Scholarly Communication within the University Libraries, the Open Education Coordinator manages the Alternative Textbook Grant and otherwise works to increase students’ access to educational resources via creative and inclusive strategies….”

This KPU professor brought open-education advocacy all the way to the UN | University Affairs

For several years, Kwantlen Polytechnic University psychology professor Rajiv Jhangiani has been leading the charge in Canada towards open educational resources and open educational practices. In October 2018, he made the leap to the international stage with an invitation to address the United Nations on this topic on behalf of the Scholarly Publishing and Academic Resources Coalition. A video of that presentation has already become a well-circulated primer on the topics of open resources – textbooks and other learning tools offered at no cost to students – and the broader philosophy of open education, which supports unrestricted access to knowledge. [Dr. Jhangiani’s presentation begins around 15:40.] …

Yet another sign of maturity is in the fact that practitioners are beginning to look critically at the movement, with Dr. Jhangiani helping to foster this discussion. To that end, he co-founded a website called the Open Pedagogy Notebook and in 2017, he edited a collection of papers titled Open: The Philosophy and Practices that are Revolutionizing Education and Science (available as an open text, of course).

Dr. Jhangiani’s reputation continues to grow as well. His UN presentation sparked new partnerships between KPU and universities in Sri Lanka and Australia, among others. And Dr. Jhangiani says he’s looking forward to continuing to boost open education as it spreads even further….”

Could Remixing Old MOOCs Give New Life to Free Online Education? | EdSurge News

It’s common these days to hear that free online mega-courses, called MOOCs, failed to deliver on their promise of educating the masses. But one outcome of that push towards open online courses was plenty of high-quality teaching material.

Now, one of the first professors to try out MOOCs says he has a way to reuse bits and pieces of the courses created during that craze in a way that might deliver on the initial promise.

The idea comes from Robert Lue, a biology professor at Harvard University who was the founding faculty director of HarvardX, the college’s effort to build MOOCs. He’s leading a new platform called LabXChange that aims to let professors, teachers or anyone mix together their own free online course from pieces of other courses….”

Long version: Call for Proposals – Google Docs

“We’re excited to invite chapter proposal submissions for a forthcoming openly published book, tentatively titled Open Pedagogy: Varied Definitions, Multiple Approaches. The book, which will examine library/faculty collaborative explorations into open pedagogical practices, will be published through the Rebus Community, a Montreal-based non-profit that is developing an open model for publishing….”

Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education | Lambert | Journal of Learning for Development – JL4D

Abstract: This paper investigates the degree to which recent digital Open Education literature is aligned to social justice principles, starting with the first UNESCO definition of Open Educational Resources (OER). A critical analysis of 19 texts was undertaken to track dominant and alternative ideas shaping the development of Open Education since 2002 as it broadened and developed from OER to Open Educational Practices (OEP). The paper begins by outlining the method of texts selection, including defining the three principles of social justice (redistributive, recognitive and representational justice) used as an analytical lens. Next the paper sets out findings which show where and how the principles of social justice became lost within the details of texts, or in other digital agendas and technological determinist debates. Finally, a new social justice aligned definition for Open Education is offered. The aim of the new definition is to provide new language and a strong theoretical framework for equitable education, as well as to clearly distinguish the field of Open Education from mainstream constructivist eLearning.