OER, Open Access and Scholarship in Portuguese Higher Education
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This document summarizes Paula Cardoso's research on faculty attitudes toward open educational resources (OER) and open access in Portuguese higher education. The research aims to understand faculty awareness, perceptions, incentives, and constraints regarding OER and open access publishing. It also examines how these factors relate to one another. The study will survey faculty from Portuguese public higher education institutions to learn about their views and practices related to OER, open access, and open scholarship. Preliminary analysis identified key dimensions to investigate based on international surveys. The current stage involves analyzing commonalities between surveys to develop comparable measurement dimensions for the Portuguese study.
![Scholarship
Conversational
(Oblinger, 2010)
Open
(Burton, 2009, Pearceetal., 2010)
Digital
(Weller, 2011, Pearceetal., 2010)
Social
(Cohen, 2007, Greenhow, 2009)
Participatory
(Veletsianos, 2010)
Socialscholarship“useofsocialtoolsisanintegralpartoftheresearchandpublishingprocess[andischaracterizedby]openness, conversation,collaboration, access,sharingandtransparentrevision” (Cohen,2007)
NetworkedParticipatoryScholarshipistheemergentpracticeofscholars’useofparticipatorytechnologiesandonlinesocialnetworkstoshare,reflectupon,critique, improve,validateandfurthertheirscholarship(Veletsianos&Kimmons,2011)
Digitalscholarshipis“embracingtheopenvalues,ideologyandpotentialoftechnologiesbornofpeer-to-peernetworkingandwikiwaysofworkinginordertobenefitboththeacademyandsociety”(Pearceetal.,2010)
Scholarship in thedigital age
11
OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso](https://image.slidesharecdn.com/opened14final-141121104908-conversion-gate02/85/OER-Open-Access-and-Scholarship-in-Portuguese-Higher-Education-11-320.jpg)
![Concept
Definition
Source
Openbibliography
“systematiceffortstocreateandmaintainstoresofOpenlyaccessible,machine-readablebibliographicdata”
Jonesetal.(2011)
Opencontent
“…acollectivenameforcreativeworkpublishedunderanon-restrictivelicencethatexplicitlypermitstheworktobecopiedand–dependingontheparticularlicencechosen–toalsobeadaptedanddistributed.”
Keller&Mossink(2008)
Opencourseware(OCW)
“freeandopendigitalpublicationsofhighqualitycollegeanduniversity-leveleducationalmaterials…organizedascourses,andoftenincludecourseplanningmaterialsandevaluationtoolsaswellasthematiccontent…openlylicenses,accessibletoanyone,anytimeviatheInternet.”
OCWConsortium[n.d.]
Opendata
“Datathatmeetsthecriteriaofinteligenteopenness.Datamustbeaccessible,useable,assessableandintelligible.”
RoyalSociety(2012)
Opendevelopment
“thecommunity-leddevelopmentmodelfoundwithinmanysuccessfulfreeandopensourcesoftwareprojects.”
Anderson(2009)
Openeducationalpractices(OEP)
“…collaborativepracticeinwhichresourcesaresharedbymakingthemopenlyavailable,andpedagogicalpracticesareemployedwhichrelyonsocialinteraction,knowledgecreation,peer-learning,andsharedlearningpractices.”
Ehlers(2011)
Openeducationalresources
“…teaching,learningandresearchmaterialsinanymedium,digitalorotherwise,thatresideinthepublicdomainorhavebeenreleasedunderanopenlicensethatpermitsno-costaccess,use,adaptationandredistributionbyotherswithnoorlimitedrestrictions.”
UNESCO(2012)
Open phenomenain academicdiscourseandpractice(Corrall& Pinfield, 2014) 19
Paula Cardoso](https://image.slidesharecdn.com/opened14final-141121104908-conversion-gate02/85/OER-Open-Access-and-Scholarship-in-Portuguese-Higher-Education-19-320.jpg)
![Concept
Definition
Source
Open innovation
“theuseofpurposiveinflowsandoutflowsofknowledgetoaccelerateinternalinnovationandexpandthemarketsforexternaluseofinnovation,respectively.…assumesthatfirmscanandshoulduseexternalideasaswellasinternalideasandinternalandexternalpathstomarket”
Chesbrough(2006)
Open literaturereview[open research]
“…usesasocialnetworkingspacetoaggregateandcollectivelydiscussanevolvingbodyofliteraturearoundasetofcoreresearchquestions.”
Conole&Alevizou(2010)
Open notebookscience
“aformofOpenSciencewherethelaboratorynotebookismadepublicinasclosetorealtimeaspossible”
Bradley,Owens& Williams(2008)
Open peerreview
“theoppositeofdoubleblind,inwhichauthors’andreviewers’identitiesarebothknowntoeachother(andsometimespubliclydisclosed),but…alsousedtodescribeotherapproaches,suchaswherethereviewersremainanonynousbuttheirreportsarepublished.”
Ware(2011)
Open science
“makingmethodologies,dataandresultsavailableontheInternet,throughtransparentworkingpractices”
Lyon(2009)
Open source
“…thepracticethatgivesfreeaccessinproductionanddevelopmenttothesourcematerialforanendproduct;inmostcases,oneisdealingwithsoftware.”
Mossink(2008)
Open systems
“…conformtointernationallyagreedstandardsdefiningcomputingenvironmentsthatallowuserstodevelop,runandinterconnectapplicationsandthehardwaretheyrunon,fromwhateversource,withoutsignificantconversioncosts”
Bryant(1995)
Open phenomenain academicdiscourseandpractice(Corrall& Pinfield, 2014) 20
Paula Cardoso](https://image.slidesharecdn.com/opened14final-141121104908-conversion-gate02/85/OER-Open-Access-and-Scholarship-in-Portuguese-Higher-Education-20-320.jpg)
OER, Open Access and Scholarship in Portuguese Higher Education
- 1. OER,OpenAccessandScholarshipinPortugueseHigherEducation Paula Cardoso DoctoralProgramme DistanceEducationandeLearning November19-21, 2014 : Washington, DC
- 2. Research questions Whatarefaculty’sattitudestowardsOERandOpenAccessinthecontextoftheirteachingandresearchpractice? WhatisthelevelofawarenessoffacultyregardingOER, openlicensingandOpenAccesspublishing? Whatarethemainincentivesperceivedinsharingopeneducationalresourcesandopenlypublishingresearchresults? 2 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 3. Research questions Whatarethemainvaluesperceivedinsharingopeneducationalresourcesandopenlypublishingresearchresults? Whatarethemainconstraintsperceivedinsharingopeneducationalresourcesandopenlypublishingresearchresults? Whataretherelationshipsamongfaculty’sawareness, attitudes,incentives,constraintsandvaluesperceivedconcerningOERandOpenAccess? 3 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 4. Superior School of Tourism and Maritime Technology Polytechnic Institute of Leiria–Peniche, Portugal OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso 4
- 5. HIGHER EDUCATION –Disruptivewaves Developandimprove curriculum Investin quality Adaptto differentlearningenvironments Connectwithbroadercommunity Promotestudents’ employability Take careoffinancial health Risingcosts Decreasingresources Demographics Globalization Competition Emergingtechnologies 5 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 6. ROLE OF UNIVERSITIES Main Entrance –University of Coimbra, Portugal Communityofexperts Storehouseofknowledge Certificationofknowledge Research Teaching Publicengagement Policyguidance Incubators 6 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 7. Multidimensional natureofScholarshipScholarship (Boyer, 1990) Discovery Integration Application Teaching 7 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 8. TechnologyandScholarship Canon ofscholarlyresources Technologicalinnovation Access to a largergroup “Outdatedthinkingreinforcedbylaw” (Wiley, 2010) 15th century? 21st century? 8 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 9. Monasteriesandchurches PrintingPress Amateurandprofessionalscholars TechnologyandScholarship –15th century 9 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 10. HigherEducationInstitutions Internet anditsaffordances Growingdemandonaccessto HigherEducation TechnologyandScholarship –21st century 10 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 11. Scholarship Conversational (Oblinger, 2010) Open (Burton, 2009, Pearceetal., 2010) Digital (Weller, 2011, Pearceetal., 2010) Social (Cohen, 2007, Greenhow, 2009) Participatory (Veletsianos, 2010) Socialscholarship“useofsocialtoolsisanintegralpartoftheresearchandpublishingprocess[andischaracterizedby]openness, conversation,collaboration, access,sharingandtransparentrevision” (Cohen,2007) NetworkedParticipatoryScholarshipistheemergentpracticeofscholars’useofparticipatorytechnologiesandonlinesocialnetworkstoshare,reflectupon,critique, improve,validateandfurthertheirscholarship(Veletsianos&Kimmons,2011) Digitalscholarshipis“embracingtheopenvalues,ideologyandpotentialoftechnologiesbornofpeer-to-peernetworkingandwikiwaysofworkinginordertobenefitboththeacademyandsociety”(Pearceetal.,2010) Scholarship in thedigital age 11 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 12. Scholarship in thedigital age Discovery •Easilydiscovered,easilyaccessibleabundantinformation •Networking •Sharingofdigitaldata •Openaccess,opendata,openresearch 12 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 13. Scholarship in thedigital age Integration •Increasedcollaborativework •Networking •Sharing •Openaccessandopenpublication 13 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 14. Scholarship in thedigital age Application •Newwaysofpublicengagement •Sharing •Networkedcommunities 14 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 15. Scholarship in thedigital age Teaching •Easilyreproducedandshareddigitalresources •Collaborationandco-creationofresources •Increasedemphasisonopenness •Openeducationalresources 15 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 16. Traditionalscholarlycommunicationcycle(Czerniewiczetel., 2014) 16 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 17. Changingscholarlycommunicationcycle(Czerniewiczetel., 2014) 17 Paula Cardoso
- 18. Scholarship andOpenness Educationis,firstandforemost,anenterpriseofsharing.Infact, sharingisthesolemeansbywhicheducationiseffected(Wiley& Green,2012) 18 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso Opennessis“atrend,bothintermsoftheproductionandsharingofeducationalmaterials,aswellasmakingresearchpublications(andevenresearchdata)freelyavailable”(Conole&Alevizou, 2010) Openscholarshiptorefertoteachingandresearchpracticesthatespouseopenness(Veletsianos&Kimmons,2012)
- 19. Concept Definition Source Openbibliography “systematiceffortstocreateandmaintainstoresofOpenlyaccessible,machine-readablebibliographicdata” Jonesetal.(2011) Opencontent “…acollectivenameforcreativeworkpublishedunderanon-restrictivelicencethatexplicitlypermitstheworktobecopiedand–dependingontheparticularlicencechosen–toalsobeadaptedanddistributed.” Keller&Mossink(2008) Opencourseware(OCW) “freeandopendigitalpublicationsofhighqualitycollegeanduniversity-leveleducationalmaterials…organizedascourses,andoftenincludecourseplanningmaterialsandevaluationtoolsaswellasthematiccontent…openlylicenses,accessibletoanyone,anytimeviatheInternet.” OCWConsortium[n.d.] Opendata “Datathatmeetsthecriteriaofinteligenteopenness.Datamustbeaccessible,useable,assessableandintelligible.” RoyalSociety(2012) Opendevelopment “thecommunity-leddevelopmentmodelfoundwithinmanysuccessfulfreeandopensourcesoftwareprojects.” Anderson(2009) Openeducationalpractices(OEP) “…collaborativepracticeinwhichresourcesaresharedbymakingthemopenlyavailable,andpedagogicalpracticesareemployedwhichrelyonsocialinteraction,knowledgecreation,peer-learning,andsharedlearningpractices.” Ehlers(2011) Openeducationalresources “…teaching,learningandresearchmaterialsinanymedium,digitalorotherwise,thatresideinthepublicdomainorhavebeenreleasedunderanopenlicensethatpermitsno-costaccess,use,adaptationandredistributionbyotherswithnoorlimitedrestrictions.” UNESCO(2012) Open phenomenain academicdiscourseandpractice(Corrall& Pinfield, 2014) 19 Paula Cardoso
- 20. Concept Definition Source Open innovation “theuseofpurposiveinflowsandoutflowsofknowledgetoaccelerateinternalinnovationandexpandthemarketsforexternaluseofinnovation,respectively.…assumesthatfirmscanandshoulduseexternalideasaswellasinternalideasandinternalandexternalpathstomarket” Chesbrough(2006) Open literaturereview[open research] “…usesasocialnetworkingspacetoaggregateandcollectivelydiscussanevolvingbodyofliteraturearoundasetofcoreresearchquestions.” Conole&Alevizou(2010) Open notebookscience “aformofOpenSciencewherethelaboratorynotebookismadepublicinasclosetorealtimeaspossible” Bradley,Owens& Williams(2008) Open peerreview “theoppositeofdoubleblind,inwhichauthors’andreviewers’identitiesarebothknowntoeachother(andsometimespubliclydisclosed),but…alsousedtodescribeotherapproaches,suchaswherethereviewersremainanonynousbuttheirreportsarepublished.” Ware(2011) Open science “makingmethodologies,dataandresultsavailableontheInternet,throughtransparentworkingpractices” Lyon(2009) Open source “…thepracticethatgivesfreeaccessinproductionanddevelopmenttothesourcematerialforanendproduct;inmostcases,oneisdealingwithsoftware.” Mossink(2008) Open systems “…conformtointernationallyagreedstandardsdefiningcomputingenvironmentsthatallowuserstodevelop,runandinterconnectapplicationsandthehardwaretheyrunon,fromwhateversource,withoutsignificantconversioncosts” Bryant(1995) Open phenomenain academicdiscourseandpractice(Corrall& Pinfield, 2014) 20 Paula Cardoso
- 21. Coherenceof“open” initiatives(Corrall& Pinfield, 2014) 21 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 22. Opennessin research andteaching Open Access OER Scholarship ofteaching Scholarship ofdiscovery 22 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 23. 23 Portuguese context OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 24. 24 Portuguese context OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 25. Researchersin Portugal andtheirrelationshipwithopen accessto scientificproduction(DocumentaryServicesofUniversityofMinho, 2012) Generalknowledgeontheconceptofopenaccess(97%). Highlevelofagreementwiththeprincipleofopenaccess, regardingtheresearchwithpublicfunding(92%). Significantdifferencebetweenthepositiveopiniononadheringtoopenaccessprinciples(morethan90%)andtheeffectivepracticeofopenaccess(70%). Differencebetweenopinionandknowledgeandpractice/ significantlackofknowledgeregardingpolicies(institutionaland/orEuropeanUnion)onopenaccess. 1249 responses 25 Portuguese context Paula Cardoso
- 26. Portuguese context 26 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 27. Portuguese context 27 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 28. Portuguese context 28 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 29. 29 Portuguese context OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 30. TheOpenAccessmovementisdefinedandresearchersrevealgeneralawarenessandahighlevelofagreementwiththeprincipleofsharing,althoughnotsoreflectedinpractice. TheOpenEducationalResourcesmovementisnotdefinedandthereisnoinformationonawareness, attitudesorpractice. 30 Portuguese context OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 31. Participants FacultyfromPortuguese public HigherEducationInstitutions RecognisedbytheFoundation ofScienceandTechnology(FCT) Social SciencesandHumanities 2013/2014 2014/2015: -Participationin research projects -Teachingservice 31 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 32. Currentstage AnalysisofinternationalOERandOpenAccesssurveystoidentifythemaindimensionsforeachresearchquestion. Analysisofcommongroundsforcomparabilityinthemeasureddimensions. 32 OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
- 33. DoctoralProgramme DistanceEducationandeLearning November19-21, 2014 : Washington, DC Thankyoufor yourattention Paula Cardoso paula.lamego@gmail.com @eLearning_paula