tag:tagteam.harvard.edu,2005:/hub_feeds/928/feed_itemsabernard102@gmail.com2018-05-28T07:47:12-04:00TagTeam social RSS aggregratortag:tagteam.harvard.edu,2005:FeedItem/24493412018-05-28T07:21:33-04:002018-05-28T07:47:12-04:00Reports on Open Access policy by Polish Ministry of Science and Higher Education<p>Blog ("otwarta nauka" meaning "open science") entry that describes reports and materials published by Polish Ministry of Science and Higher Education on current state of OA in Poland.</p>
tag:tagteam.harvard.edu,2005:FeedItem/21446622016-01-23T20:52:19-05:002017-07-07T11:39:39-04:00Will your paper be more cited if published in Open Access? | SciELO in Perspective<p>"Academia.edu is a well-known social network for scholars, established in 2008, which currently informs over 30 million registered users. The platform is used to share research papers, monitor their impact and follow up on any research in a particular area of expertise. Its repository contains more than 8 million full-text articles published in open access (OA) and receives 36 million visitors per month.</p>
<p>In April 2015, a research conducted by six Academia.edu employees and the consulting company Polynumeral1 on the growth of received citations to research publications that were deposited in its open access repository was distributed to 20 million users registered on its website, stating that the articles there deposited increased citations received by 83% within five years.</p>
<p>This work raises at least two questions:...."</p>
tag:tagteam.harvard.edu,2005:FeedItem/2894832013-10-10T07:51:31-04:002016-07-19T10:32:53-04:00Poradniki | Warsztat badacza – Emanuel Kulczycki<p>Emanuel Kulczycki announces his guide on launching new OA journals and flipping journals to OA.</p>
tag:tagteam.harvard.edu,2005:FeedItem/21739132016-05-06T08:20:47-04:002016-05-06T08:20:47-04:00HathiTrust Research Center News<p>"Who influenced Charles Darwin when he was writing his pioneering theory of evolution, On the Origin of Species? Indiana University (IU) professor Colin Allen wants to know, and the HathiTrust Research Center may now hold the answer. The HathiTrust Research Center (HTRC), a cooperative service of Indiana University, the University of Illinois, and HathiTrust, has expanded its services to support computational research on the entire collection of one of the world’s largest digital libraries, held by HathiTrust. HathiTrust’s collections include over 14 million digitized volumes, including more than 7 million books, more than 725,000 US federal government documents, and more than 350,000 serial publications. HathiTrust’s collections are drawn from some of the largest research libraries in North America, including Indiana University and the University of Illinois. Previously the HathiTrust Research Center supported analysis of only the public domain subset of the HathiTrust collection. HTRC is now the only place where scholars like Allen can perform text mining on the entire HathiTrust collection. In other words, researchers can now explore the entire collection, run an algorithm against all 14 million volumes, and make new connections and discoveries in the process. Text mining is crucial to Allen’s research. As a member of the IU Department of History and Philosophy of Science and Medicine and IU’s cognitive science program, he is collaborating with informatics professor Simon DeDeo and graduate student Jaimie Murdock to research how what Darwin read influenced his theory of evolution. They can now use the HathiTrust collection, developing algorithms to analyze the books and journals Darwin himself read in the 1800s ..."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21724632016-05-06T05:09:15-04:002016-05-08T10:04:28-04:00Maha Bali<p><img src="http://chronicle.com/blogs/profhacker/files/2016/05/RHogue-photo-from-innovate.jpg" alt="" width="680" height="510"></p><p>I did this crazy thing again of attending two conferences virtually at the same time – I presented at <a href="https://oer16.oerconf.org/">OER16</a> in Edinburgh in the morning, then was participating in <a href="http://onlinelearningconsortium.org/olc-innovate/">OLCInnovate </a>in New Orleans in the evening. As a virtual participant and presenter, I probably get a different vibe on a conference than those onsite. I usually get a lot from watching and reading tweets about keynotes, and I also get a very particular view based on who participates in the <a href="http://virtuallyconnecting.org/">Virtually Connecting</a> sessions we do.</p><p><strong>Openness</strong></p><p>A key takeaway from OER16 for me was the challenging of “open”. Not only what it means (which we have been doing for a while), and not only challenging the content-centredness of Open Educational Resources (that’s also been challenged a lot), but also challenging open as a necessarily good thing, and also as a necessarily web-dependent thing. I got this from some Twitter conversations (e.g. someone mentioned openness in the pre-internet age), from the response on Twitter to the session on Self as OER (<a href="https://oer16.oerconf.org/news/self-as-oer-selfoer-oer16/">abstract</a> & <a href="http://www.slideshare.net/edp05mab/self-as-oer-selfoer-oer16">slides</a>) I co-presented with Suzan Koseoglu, and from the keynote by <a href="https://oer16.oerconf.org/sessions/catherine-cronin-if-open-is-the-answer-what-is-the-question/">Catherine Cronin</a> followed by the <a href="http://virtuallyconnecting.org/guest-post/literally-ear-buddies-virtually-connecting-at-oer16/">Virtually Connecting session</a> with Catherine Cronin and Jim Groom. Catherine challenged the binaries of open/closed, as did a presentation by Andrew Middleton and Katherine Jensen (<a href="https://oer16.oerconf.org/sessions/finding-the-open-in-the-in-between-changing-culture-and-space-in-higher-education-1139/">abstract</a> & <a href="http://www.slideshare.net/Kshjensen/finding-the-open-in-the-inbetweenchanging-culture-and-space-in-higher-education">slides</a>). Jim talked about how sometimes focusing on OER as textbooks could be detrimental when it reduces funding for public education (<a href="https://oer16.oerconf.org/sessions/keynote-jim-groom/">link to his keynote</a>).</p><p><strong>Innovation</strong></p><p>I found it really interesting that a conference called Innovate had an entire museum-like thing (they called it <a href="http://onlinelearningconsortium.org/olc-innovate/program/innovation-installation/">Innovation Installation</a> and its digital version is still live) critically exploring the roots of the term Innovation and challenging it – this was led by Rolin Moe, and was located in the vendor area. If you watch the <a href="https://youtu.be/RxX22qmmllg">Virtually connecting session with Rolin</a>, or check out the website, you’ll learn about roots of the term innovation that have historically been negative rather than how we usually use it in a positive sense now.</p><p>But what was innovative about OLCInnovate? Laura Gogia mentions several ways in this<a href="https://googleguacamole.wordpress.com/2016/04/10/olc-innovate-student-voice-the-virtual-experience/"> blogpost</a> and <a href="https://youtu.be/5IjxEmfu9fQ">this video</a>. What I found particularly interesting in how Laura Gogia approached her steering committee role, is that she focused on how her experience was as a newbie and student at another OLC conference (#et4online) exactly a year ago – and sought ways of improving that kind of experience for others.</p><p>One of the things I liked in this conference were the <a href="http://onlinelearningconsortium.org/olc-innovate/program/lightning-talks/">keynote lightning talks</a>. What a great way to allow multiple voices to take center stage and expose the audience to several different ideas in a short amount of time. It’s difficult to drift off during lightning talks, though it can be mentally taxing to watch so many in a row. I found it stimulating, but as a virtual participant watching them after-the-fact, I could pause and go back to the recording throughout the day. I also know there were opportunities to talk with those lightning keynote speakers later (we also had a <a href="https://youtu.be/0ylVjDSEft4">Virtually connecting session with Chris Gilliard on Digital Redlining</a> which is highly recommended).</p><p>Another aspect I really enjoyed was a session I co-presented entitled <a href="http://onlinelearningconsortium.org/conference-session?id=1&session=1262">Meeting the Potential of Hybridity: Equity, Access and Inclusion</a>. Now I have been a virtual participant at conferences and presented virtually at conferences more times than I can count in the last couple of years. This session, co-presented with several of the Virtually Connecting team, invited onsite participants to reflect on how to improve the hybrid conference experience. What I enjoyed most about it was that three of the virtual participants (myself, Alan Levine and Apostolos Koutropoulos) were able to sit (via a laptop) on different tables during the event and have conversations with onsite participants (with the help of our onsite presenters Rebecca J. Hogue, Autumm Caines, Andrea Rehn and Whitney Kilgore). Because we <em>were</em> the virtual participants, we were central to the conversation with onsite participants and really felt like we were there. There was also another session where virtual participants were able to join in live and discuss the session with onsite participants – this was Matt Crosslin’s presentation on #humanMOOC (<a href="https://youtu.be/cV-yPweofxU">recording here</a>).</p><p>Of course, my perspective on both these conferences is completely partial. I only had a glimpse of each conference… but those are the main things I took away from these events.</p><p><strong>Did you recently attend a conference that challenged its own conference name/title? Tell us in the comments!</strong></p><p><em><a href="https://flickr.com/photos/25902165@N03/26725082002">flickr photo (Rebecca J. Hogue from OLC Innovate) uploaded by ma_bali shared under a Creative Commons (BY) license</a></em></p>Challenging Openness & Innovation – Takeaways from #OER16 & #OLCInnovate – ProfHacker - Blogs - The Chronicle of Higher Education<p>"I did this crazy thing again of attending two conferences virtually at the same time – I presented at OER16 in Edinburgh in the morning, then was participating in OLCInnovate in New Orleans in the evening."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716302016-05-04T12:11:47-04:002016-05-23T14:17:16-04:00For (not against) a better publishing model | Family Inequality<p>"I was unhappy to see this piece on the American Sociological Association (ASA) blog by Karen Edwards, the director of publications and membership.</p>
<p>The post is about Sci-Hub, the international knowledge-stealing ring that allows anyone to download virtually any paywalled academic paper for free."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716432016-05-04T12:34:39-04:002016-05-04T12:34:39-04:00Science magazine just tried to defend its paywall and totally missed the point - ScienceAlert<p>"In case you've missed it, over the past year there's been a quiet war brewing over how we access knowledge. In the one corner there are illegal sites such as Sci-Hub, which has made nearly every journal article ever published available free online. On the other side there are the traditional journal publishers, who would like us all to pay for knowledge, thank you very much. Now, the editor-in-chief over at Science magazine has swung back at Sci-Hub in an editorial explaining why everyone who has the means to pay for traditional journal access should be doing it. And, as you might expect, the initial response has been an overwhelming nope ..."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716422016-05-04T12:33:49-04:002016-05-04T12:33:49-04:00Are Scientific Data Repositories Coping with Research Data Publishing?<p>[Abstract] <span>Research data publishing is intended as the release of research data to make it possible for practitioners to (re)use them according to “open science” dynamics. There are three main actors called to deal with research data publishing practices: researchers, publishers, and data repositories. This study analyses the solutions offered by generalist scientific data repositories, i.e., repositories supporting the deposition of any type of research data. These repositories cannot make any assumption on the application domain. They are actually called to face with the almost open ended typologies of data used in science. The current practices promoted by such repositories are analysed with respect to eight key aspects of data publishing, i.e., dataset formatting, documentation, licensing, publication costs, validation, availability, discovery and access, and citation. From this analysis it emerges that these repositories implement well consolidated practices and pragmatic solutions for literature repositories. These practices and solutions can not totally meet the needs of management and use of datasets resources, especially in a context where rapid technological changes continuously open new exploitation prospects.</span></p>
tag:tagteam.harvard.edu,2005:FeedItem/21716412016-05-04T12:32:32-04:002016-05-04T12:32:32-04:00OSR041 Ignition Talk by Felix Schönbrodt: Putting Open Science into Practice #s20bar [EN] – Open Science Radio<p>"Felix Schönbrodt of LMU Munich just gave an ignition talk at the Barcamp Science 2.0 to stimulate some ideas and ground for debate during the rest of the day."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716402016-05-04T12:31:39-04:002016-05-04T12:31:39-04:00Open Science Training for National Contact Points (NCP) | FOSTER<p>"FOSTER and NCP Academy (the project in a nutshell) organise a series of webinars on topics of relevance to National Contact Points supporting Horizon2020 applicants across the European Research Area (ERA)."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716392016-05-04T12:29:13-04:002016-05-04T12:30:12-04:00The current state of open in higher education | Opensource.com<p>" ... <span>Perhaps your history with</span><span> </span><a href="https://wiki.creativecommons.org/wiki/What_is_OER%3F">open educational resources</a><span> </span><span>is a bit longer? Before MOOCs, increasing awareness of the costs associated with college texts spawned the</span><span> </span><em>open textbook </em><span>movement. Founded in 1999 at Rice University,</span><span> </span><a href="http://cnx.org/about">OpenStax</a><span> </span><span>(then Connexions) began its mission to create open textbooks as freely available educational resources with nonrestrictive licenses, where faculty, researchers, and even students could share and freely adapt educational materials such as courses, books, and reports. While the open textbook movement never really enjoyed the flare of popularity of MOOCs, they too have found advocates and an audience within higher education.</span> Realizing both the value of openly licensed textbooks—not just cost-savings to students, but also content collaboration—and the reach of MOOCs, is <a href="http://smarthistory.org/">Smarthistory</a>, a leading resource for the study of art and cultural heritage. Without a historical perspective, one might assume Smarthistory is simply an extension of the open textbook movement, or perhaps a reaction to the trendy MOOC mayhem ..."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716382016-05-04T12:26:19-04:002016-05-04T12:26:19-04:00crochety rant against open access rants – scatterplot<p>" ... Let me state this clearly for the record: I support efforts to move to open access scientific publication. That said, I also worry about the logistical and distributive consequences (potentially unintended) of doing so very quickly. Open access is a noble and moral goal. But it also needs to become a practical reality. As we progress from our current system to a new one, I am worried that the process might inadvertently exacerbate inequalities in academia. For these reasons, I find it especially important to have a discussion using evidence to establish the best way to move from where we are to where we want to be. I find polemics on the topic difficult to digest at this point. As a result, I found Ryan Merkley’s Wired essay about Sci Hub’s quest to free gated information by using illegal passwords and using them to access gated academic journal publications. The article is a string of mostly specious arguments ending with a call to arms to let Sci Hub’s founder off the hook for breaking the law. Let’s review them one by one ..."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716372016-05-04T12:21:49-04:002016-05-04T12:21:49-04:00Establishing New Levels of Interoperability for Web-Based Scholarship<p>Use the link to access the presentation.</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716362016-05-04T12:19:40-04:002016-05-04T12:19:40-04:00Validation, Evaluation, Dissemination: Academia’s gravest problems sh…<p>Use the link to access the presentation.</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716352016-05-04T12:18:39-04:002016-05-04T12:18:39-04:00Open Access in China<p>Use the link to access the presentation.</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716342016-05-04T12:16:57-04:002016-05-04T12:17:28-04:00Research Data Management and Open data in China<p>Use the link to access the presentation.</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716332016-05-04T12:15:49-04:002016-05-04T12:15:49-04:00Bridging Continents - To promote exchange and cooperation on OA issues among developing regions<p>Use the link to access the presentation.</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716322016-05-04T12:14:20-04:002016-05-04T12:14:20-04:00Bridging Continents: National Institute of Informatics JAPAN <p>Use the link to access the presentation.</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716312016-05-04T12:12:57-04:002016-05-04T12:12:57-04:00Bridging Continents: A Perspective from the U.S.<p>Use the link to access the presentation.</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716282016-05-04T12:10:14-04:002016-05-04T12:10:14-04:00How to steal 50 million paywalled papers | Family Inequality<p>" ... Now that sci-hub is in place, how hard is it for an untrained individual to steal a $40 article while risking almost nothing? As hard as it is to insert 11 characters into a paywall URL and wait a few seconds (plus your share of the one hour I expended on this post). Here’s an example. In the journal Society, published by Springer, an article in the current issue is currently available for $39.95 to non-subscribers. But Society is a “hybrid open access” journal, which means authors or their institutions can pay to have their paper unlocked for the public (I don’t know how much it costs to unlock the article, but let’s just assume it’s a rollicking awesome deal for Springer). So for this example I use one of the unlocked articles, so you can try this without stealing anything, if that feels more ethical to you, but it works exactly the same way for the locked ones ..."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716272016-05-04T12:08:44-04:002016-05-04T12:08:44-04:00A slacker’s guide to OER | open & distance learning<p>"I just finished writing the first draft of an online module that is part of a larger multi-university faculty and staff development program in online and distance learning for a developing region in the world. I have been lightly involved with this project for several years, largely because I believe in its longer-term value; i.e., to build capacity in providing locally developed learning opportunities accessible to educationally underserved and remote learners. It made sense to try to build the module content as much as possible from open educational resources (OER), leaving me more time to focus on other pieces that help to foster engaging learning experiences. The focus of this module was administrative processes and systems integration for the implementation of online learning systems at a large scale in higher education institutions. Apart from finding content at appropriate levels of complexity and avoiding overly corporate examples, the foundational material of this module seemed pretty generic to me ..."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716262016-05-04T12:06:27-04:002016-05-04T12:06:27-04:00LPC | OERs: How and Why?<p>Use the link to access more information about the upcoming event. </p>
tag:tagteam.harvard.edu,2005:FeedItem/21716252016-05-04T12:04:39-04:002016-05-04T12:04:39-04:00LPC | TOOLS & STRATEGIES TO ENHANCE YOUR JOURNAL PUBLISHING PROGRAM<p>Use the link to access more information about the upcoming event. </p>
tag:tagteam.harvard.edu,2005:FeedItem/21716232016-05-04T12:02:56-04:002016-05-04T12:02:56-04:00LPC | A Collaborative Solution to Scholarly Publishing’s Challenges: Building the Lever Press<p>"In 2014, the Oberlin Group - a consortium of selective liberal-arts college libraries - convened a task force to explore the possibility of developing a collaborative, open access publishing pathway for scholarship in the arts and humanities. After a year of work and study, developing a request for proposals and selecting a publishing partner, crafting a business model and returning to the member libraries for commitments of support, the Lever Press will be launched in early 2016 with thirty-nine library partners making a five-year commitment totaling more than a million dollars in overall resources. Our panel proposes to tell the story (so far) of how the Lever Press came to be, and how its principal partners—the Oberlin Group, the Amherst College Press, and Michigan Publishing—are collaborating to develop a plan for realizing this vision. We’ll offer presentations on the content problems librarians have experienced and are working to solve; the assumptions that guide our work; the partnership between the two library-based presses that will implement the vision; and the next steps we see ahead of us in translating our proposals for governance and editorial oversight into an operational library publishing entity ..."</p>
tag:tagteam.harvard.edu,2005:FeedItem/21716222016-05-04T12:01:33-04:002016-05-04T12:01:33-04:00Open access publication policy | Ethics and governance | Research | Sheffield Hallam University<<p>"Purpose The University has policies and procedures in place to ensure good research practice and to sustain programmes of excellent and ethical research. Poicies are also concerned with research quality promoting the highest standards of integrity, impartiality and respect for data. The University is committed to making the outputs of its research as widely available as possible and supports the principles of open access to make the outputs of publicly-funded research available through unrestricted online access. The aim of the policy is to [1] maximise the visibility of the University's research to a global audience and to generate new research partnerships and collaborations [2] help researchers to disseminate their work as widely as possible and increase usage, citations and impact [3] support compliance with the open access policies of research funders [4] ensure that there is a central, comprehensive record of all University research outputs for reporting and auditing purposes [5] facilitate the preservation of research outputs ..."</p>