RU Open Access Day Event Talk

Editor's Notes

• #2: Pallitt, N. 2018. Accessing the Opens. Open Access Day Event. Rhodes University. CC-BY. Adapted from Cox, G. & Pallitt, N. 2018. Rethinking your awareness of Copyright and openly licensed teaching materials. Centre for Innovation in Learning and Teaching, University of Cape Town, CC-BY.
• #3: Image: https://www.pexels.com/photo/black-and-white-decision-doors-opportunity-277017/ Who has heard about Open Access? Open Education? Open Educational Resources? There are many kinds of open and it really depends what hat you’re wearing as part of your scholarship. Is it about making your work open as a researcher or a teacher, etc Open does not mean free - we’re all producing scholarly artefacts as part of our work which we are paid for. Online also doesn’t mean open - just because you are able to access something doesn’t mean it’s open. Today I’d like to introduce you to the different kinds of open and how to think about openness when you wear these different hats. David Wiley says ‘A door can be wide open, completely shut, or open part way’. So we’re going to think about this together. https://opencontent.org/blog/archives/1123 But before we go there let’s look at copyright and compare it to open licensing. I’m not really an expert - I’ve benefited from openness in various ways and this inspires me to learn more about it and practice it. It’s about the moral-ethical dimension and my attitudes and beliefs about knowledge and how this resonates with the global movement and what attracted me to it. I’ve also had numerous colleagues over the years who have modelled the benefits through their practices so I try to emulate that and learn as I go. More recently I’ve become interested in the intersection between decolonisation and open pedagogies and what the design of culturally relevant open pedagogies might look like in South African university contexts. This has happened accidentally / incidentally in my work with lecturers where I have assisted with technology integration and designing blended learning activities.
• #4: Let’s start with a word folks know well... Image: https://www.maxpixel.net/Internet-Protection-Copyright-Attorney-Usage-Rights-1013675 public domain Films, textbooks, etc. ask folks to share One of the key initiatives enabling the legal sharing and re-working of materials has been the development of alternative licensing systems. Previously copyright was binary: All rights retained or public domain. Now alternative licensing options such as the GNU General Public License (http://www.gnu.org/licenses/gpl.html) and Creative Commons provide a range of options where some rights are reserved.
• #7: Some of these licenses are more open than others - some can be quite restrictive
• #8: Creative commons have made it easy for you to add a license to your work - there are some questions here that help you decide which one to choose https://creativecommons.org/choose/
• #9: https://www.flickr.com/photos/alicepopkorn/35289905434
• #10: https://creativecommons.org/licenses/by-nd/2.0/
• #11: Now that we know about the different kinds of licenses, let’s go back to the many kinds of open to see how they are used for teaching and research Image source: https://pxhere.com/en/photo/1450209 https://commons.wikimedia.org/wiki/File:K.Shiva_Kumar,nature_photographer_%26_researcher._2.jpg
• #13: Wiley (2010) http://opencontent.org/definition/ defines OERs in this way and introduced the 5 “R” Permissions. The terms "open content" and "open educational resources" describe any copyrightable work (traditionally excluding software, which is described by other terms like "open source") that is licensed in a manner that provides users with free and perpetual permission to engage in the 5R activities. See also: http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/
• #14: https://open.uct.ac.za/handle/11427/7396 where it all began Often people think OERs are just open textbooks, but it can be smaller resources such as teaching materials, infographics, maps, guides, etc. http://open.uct.ac.za/handle/11427/7396 This one is not as open as the teaching resources guide - PDF (not as easily editable as a Word document) I created this with a colleague in 2013 using InDesign. In hindsight I would have done a few things differently to make it even more open. It’s not just about the look - don’t get seduced by visuals, embedded videos, etc. It’s about how usable and reusable it is. What can you do to make sure most people can access it and reuse it? Example is Moodle Guide for Educators - both a PDF and PowerPoint slide was shared. That’s how we created the Vula tool guide which we will look at in more detail in session 2. http://bit.ly/vulatools
• #15: Sometimes I take pics of groups I’m teaching, slides of what I’m teaching or links to the slides deck
• #16: Can be shared via a website or social media https://docs.google.com/document/d/17gQ1c1jjiau0DSbZyLD842jc8VpogT9D_QwKotv8gt8/edit?usp=sharing Presentation about how my colleagues and I created this online resource and how it was reused by folks at SA universities during the student protests: https://youtu.be/50m4skkITeo
• #17: Sometimes people also share teaching materials openly on Slideshare - look out for it. It’s great to be able to look for teaching materials in your field - even if you adapt them or choose not to, can save time, get you to re-value your work, notice gaps in your field, etc
• #18: https://open.uct.ac.za/bitstream/handle/11427/9045/CC_Guidelines_092014TS.pdf?sequence=1 See also http://creativecommons.org
• #19: http://www.irrodl.org/index.php/irrodl/article/view/3096/4301
• #20: https://www.youtube.com/watch?v=OznNo0pGAQg Definitions of open pedagogy have been emerging and are being refined For this 3rd year Environmental Sciences project, students asked participants in their videos whether they consented to their videos being online or only showed in class for educational purposes. They were also taught about open licensing and reuse as part of the video session I did with them. Some of the students’ videos were shared by UCT’s Future Water Project on their YouTube channel
• #21: https://openpraxis.org/index.php/OpenPraxis
• #22: https://openpraxis.org/index.php/OpenPraxis/article/view/973/586 More recently, Wiley and Hilton (2018) introduce a narrower term, “OERenabled pedagogies,” as being “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.” Several authors introduce byproducts of internet technologies as part of open pedagogy. For example, Hodgkinson-Williams and Gray (2009) use open pedagogy to refer to “the opening up of educational processes...enabled by Web 2.0 technologies.” Likewise, Weller (2013) draws a similar conclusion stating that open pedagogy “makes use of...abundant, open content (such as open educational resources, videos, podcasts), but also places an emphasis on the network and the learner’s connections within it” (p. 10). DeRosa and Robison (2017) describe internet technology by-products such as OER, “as a jumping-off point for remaking our courses so that they become not just repositories for content, but platforms for learning, collaboration, and engagement with the world outside the classroom” (p. 117)..... In this article they narrowed it to: Focuses on access, broadly conceived; • Emphasizes learner-driven curricula and educational structures; • Stresses community and collaboration over content; • Sees the university in the context of a wider public.
• #23: https://en.wikipedia.org/wiki/Open_access https://en.wikipedia.org/wiki/PubMed_Central Watch https://www.youtube.com/watch?v=CLuqGqurpbE&t=117s
• #24: https://twitter.com/catherinecronin Example of open scholarship - publishing in an OA journal and sharing a link to her article on Twitter
• #25: If this was living in conference proceedings sold on Amazon, people would have been much less likely to find and read this paper https://www.academia.edu/36806665/Perspectives_on_Learning_Design_in_African_Higher_Education This is one strategy - find out if you can share pre-print or post-print copies openly
• #26: Sometimes if you are lucky you can encourage an editor to publish a book you are contributing to openly - in this case chapter authors agreed that it made sense for Global South readers http://press.etc.cmu.edu/index.php/product/video-games-and-the-global-south/
• #27: It is important to disseminate your open work - you can’t assume people will find it This year I met Gonzalo Frasca at the National Arts Festival so I just had to tweet a selfie with him:)
• #28: Download this book for free from African Minds https://www.africanminds.co.za/dd-product/state-of-open-data/ Open data is most often shared via institutional repositories - this is UCT’s instance of FigShare called ZivaHub. RU has FigShare too. Those slides and the webinar that goes with it has useful info RE kinds of open data, when data should / should not be made open etc https://www.youtube.com/watch?v=XNjdGYv2zic&list=PLgNzHqwrWe5zqC2oRGr_tjTNOMJRB1uZc&index=2 There are a lot of principles such as first do no harm, etc - data needs to be made open in a way that is ethical https://en.wikipedia.org/wiki/Open_data idea that some data should be freely available to everyone to use and republish as they wish, without restrictions from copyright, patents or other mechanisms of control. Some journals are requesting open data linked to academic articles for additional transparency. One of the most important forms of open data is open government data (OGD) http://southafrica.opendataforafrica.org/#
• #29: http://roer4d.org/datasets ROER4D used DataFirst
• #30: So questionnaires and other documents can also be open data
• #32: https://jl4d.org/index.php/ejl4d/article/view/312
• #33: https://jl4d.org/index.php/ejl4d/article/view/312/339
• #34: See https://www.youtube.com/playlist?list=PLgNzHqwrWe5zqC2oRGr_tjTNOMJRB1uZc And https://emergeafrica.net/ sign up for the newsletter to join the network
• #35: https://www.youtube.com/watch?v=6yXKskiZS2c&list=PLgNzHqwrWe5zqC2oRGr_tjTNOMJRB1uZc&index=6 My UCT PGDip EdTech students often reported this to be inspiring and resonating
• #37: https://ru.za.libguides.com/OpenAccess
• #38: https://www.ru.ac.za/library/about/libraryprofile/policiesandguidelines/ruopenaccesspolicy/ Is the current policy too research centred? Too much focus on research ‘outputs’... broader view of openness to drive OER+?
• #39: https://www.jisc.ac.uk/guides/an-introduction-to-open-access#
• #40: http://www.cilt.uct.ac.za/cilt/guides