The Best Practices for Biomedical Research Data Management course is hosted by the Canvas Network and provides training to librarians, biomedical researchers, undergraduate and graduate biomedical students, and other individuals interested on best practices for discoverability, access, integrity, reuse value, privacy, security, and long term preservation of biomedical research data. The course is free and self-paced….”
“Biomedical research today is not only rigorous, innovative and insightful, it also has to be organized and reproducible. With more capacity to create and store data, there is the challenge of making data discoverable, understandable, and reusable. Many funding agencies and journal publishers are requiring publication of relevant data to promote open science and reproducibility of research.
In order to meet to these requirements and evolving trends, researchers and information professionals will need the data management and curation knowledge and skills to support the access, reuse and preservation of data.
This course is designed to address present and future data management needs….”
“As part of the recent bipartisan budget deal, $2 billion was designated for programs that “aid college completion and affordability.” SPARC has just been alerted by our Congressional allies that there may be a chance to direct some of this funding toward an open textbook grant program—one of our key legislative priorities. However, we need your help to act fast.”
“Legislators rewrite bill that originally required use of freely accessible educational materials, amid criticism that legislation would have infringed academic freedom and harmed, not helped, the open-access movement.”
“Our leadership work will be concentrated in three program areas: Open Access, Open Data, and Open Education. Additionally, to maximize progress, SPARC will support efforts that champion intellectual freedom, a free and open Internet, privacy, confidentiality, and equitable copyright and intellectual property policies.”
“Open scholarship is growing in importance as a way of ensuring that there is global participation in research, improved quality and efficiency of education and science, and faster economic and social progress.
Over the next two years, the EIFL Open Access Programme will support open scholarship by focusing on four key areas: open access policies, open science training for early career researchers, sustainable open access journals and repositories, and Open Educational Resources….”
“One of the most common approaches is centralized consortium support or management for member library digital repository platforms, which allows institutions to showcase and disseminate student and faculty scholarly and creative works. A precursor to the broader scope of current institutional repositories is seen in shared digital collections of theses and dissertations (ETDs), with OhioLINK’s ETD Center (created in 2001) one of the best examples of a library consortium-supported ETD repository. Other regional consortia or state university systems (e.g., Texas Digital Library, California Digital Library) support similar shared ETD repositories. Most consortia-supported digital repositories now focus on creating institutionallybranded portals (rather than shared collections) that include faculty publications, student scholarship, and other unique and locally-created or curated content. Digital repositories are supported by different types of academic library consortia and library systems. For example, the California State University (CSU) system’s Digital Library Services offers centrally-supported repository services called ScholarWorks to all CSU libraries, while the British Columbia Electronic Library Network (BCELN)–a consortium that includes members ranging from small technical colleges to large research universities–provides a shared repository platform that offers individually branded portals and federated search across all member repositories. Both CSU and BCELN use open source platforms (CSU is currently migrating to Samvera/Hyrax, while BCELN uses Islandora), leveraging shared, centralized support to configure and manage software that would not necessarily be feasible (or desirable) for individual members to maintain on their own. The growth in academic library engagement with open access publishing is also driving interest in consortia support and management of platforms that facilitate formal publishing processes beyond the simple dissemination of a repository or digital asset system….”
“We are a Social Enterprise run by scholars who are committed to making high-quality research available to readers around the world. OBP publish monographs and textbooks in all areas, and offer the academic excellence of a traditional press, with the speed, convenience and accessibility of digital publishing. All our books are available to read for free online. We also publish bespoke Series for Universities and Research Centers and invite librarians to further Open Access publishing by joining our Membership Programme.
We won the 2013 IFLA/Brill Open Access award for initiatives in open access monograph publishing. The Accelerating Science Award Program (ASAP) blue ribbon panel of industry experts selected OBP to be one of seven high-impact Open Access organizations, among journal publishers and content providers. We were also shortlisted for the 2014 and 2017 WISE Awards. OBP is also very proud to have achieved a 9/10 social impact score in the SE100 Rankings 2017….”
“The Office of the Provost and the University Library are proud to announce the awardees for the first year of the Open Textbook Faculty Incentive Program. This new program encourages faculty to use and develop open educational resources (OER) as alternatives to traditional textbooks for undergraduate courses.”
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….”