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Presentation at OpenEd14, Washington, November 19-21, 2014. PhD research at the Open University of Lisbon, supported by GO-GN (Global OER Graduate Network).
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OER, Open Access and Scholarshipin Portuguese Higher Education
Paula Cardoso
Doctoral ProgrammeDistance Education and eLearning
November 19-21, 2014 : Washington, DC
Research questions
What are faculty’s attitudes towards OER and Open Access
in the context of their teaching and research practice?
What is the level of awareness of faculty regarding OER,
open licensing and Open Access publishing?
What are the main incentives perceived in sharing open
educational resources and openly publishing research
results?
2
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Research questions
What are the main values perceived in sharing open
educational resources and openly publishing research
results?
What are the main constraints perceived in sharing open
educational resources and openly publishing research
results?
What are the relationships among faculty’s awareness,
attitudes, incentives, constraints and values perceived
concerning OER and Open Access?
3
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Superior School of Tourism and Maritime TechnologyPolytechnic Institute of Leiria – Peniche, Portugal
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
4
HIGHER EDUCATION – Disruptive waves
Develop and improve curriculum
Invest in quality
Adapt to different learning environments
Connect with broader community
Promote students’ employability
Take care of financial health
Rising costs
Decreasing resources
Demographics
Globalization
Competition
Emerging technologies
5
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
ROLE OF UNIVERSITIES
Main Entrance – University of Coimbra, Portugal
Community ofexperts
Storehouse ofknowledge
Certificationof knowledge
Research TeachingPublic
engagementPolicy
guidanceIncubators
6
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Multidimensional nature of Scholarship
Scholarship
(Boyer, 1990)
Discovery
Integration
Application
Teaching
7
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Technology and Scholarship
Canon of scholarly resources
Technological innovation
Access to a larger group
“Outdated thinking reinforcedby law” (Wiley, 2010)
15th
century?
21st
century?
8
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Monasteries andchurches
Printing Press
Amateur andprofessional scholars
Technology and Scholarship – 15th century9
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Higher EducationInstitutions
Internet and its affordances
Growing demand onaccess to Higher Education
Technology and Scholarship – 21st century10
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Scholarship
Conversational
(Oblinger, 2010)
Open
(Burton, 2009, Pearce et al.,
2010)
Digital
(Weller, 2011, Pearce et al.,
2010)
Social
(Cohen, 2007,
Greenhow, 2009)
Participatory
(Veletsianos, 2010)
Social scholarship “use ofsocial tools is an integral partof the research andpublishing process [and ischaracterized by] openness,conversation, collaboration,access, sharing andtransparent revision”(Cohen, 2007)
Networked Participatory Scholarship is theemergent practice of scholars’ use ofparticipatory technologies and online socialnetworks to share, reflect upon, critique,improve, validate and further their scholarship(Veletsianos & Kimmons, 2011)
Digital scholarship is “embracing theopen values, ideology and potential oftechnologies born of peer-to-peernetworking and wiki ways of working inorder to benefit both the academy andsociety” (Pearce et al., 2010)
Scholarship in the digital age11
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Scholarship in the digital age
Discovery
• Easily discovered, easily accessible abundant information
• Networking
• Sharing of digital data
• Open access, open data, open research
12
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Scholarship in the digital age
Integration
• Increased collaborative work
• Networking
• Sharing
• Open access and open publication
13
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Scholarship in the digital age
Application
• New ways of public engagement
• Sharing
• Networked communities
14
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Scholarship in the digital age
Teaching
• Easily reproduced and shared digital resources
• Collaboration and co-creation of resources
• Increased emphasis on openness
• Open educational resources
15
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Traditional scholarly communication cycle(Czerniewicz et el., 2014)16
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Changing scholarly communication cycle(Czerniewicz et el., 2014)17
Paula Cardoso
Scholarship and Openness
Education is, first and foremost, an enterprise of sharing. In fact,
sharing is the sole means by which education is effected (Wiley &
Green, 2012)
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Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Openness is “a trend, both in terms of the production and sharing
of educational materials, as well as making research publications
(and even research data) freely available” (Conole & Alevizou,
2010)
Open scholarship to refer to teaching and research practices that
espouse openness (Veletsianos & Kimmons, 2012)
Concept Definition Source
Open bibliography “systematic efforts to create and maintain stores of Openly
accessible, machine-readable bibliographic data”
Jones et al. (2011)
Open content “… a collective name for creative work published under a
non-restrictive licence that explicitly permits the work to be
copied and – depending on the particular licence chosen
– to also be adapted and distributed.”
Keller & Mossink
(2008)
Open courseware
(OCW)
“free and open digital publications of high quality college
and university-level educational materials … organized as
courses, and often include course planning materials and
evaluation tools as well as thematic content … openly
licenses, accessible to anyone, anytime via the Internet.”
OCW Consortium
[n.d.]
Open data “Data that meets the criteria of inteligente openness. Data
must be accessible, useable, assessable and intelligible.”
Royal Society (2012)
Open development “the community-led development model found within
many successful free and open source software projects.”
Anderson (2009)
Open educational
practices (OEP)
“… collaborative practice in which resources are shared by
making them openly available, and pedagogical practices
are employed which rely on social interaction, knowledge
creation, peer-learning, and shared learning practices.”
Ehlers (2011)
Open educational
resources
“… teaching, learning and research materials in any
medium, digital or otherwise, that reside in the public
domain or have been released under an open license that
permits no-cost access, use, adaptation and redistribution
by others with no or limited restrictions.”
UNESCO (2012)
Open phenomena in academic discourse and
practice (Corrall & Pinfield, 2014)19
Paula Cardoso
Concept Definition Source
Open innovation “the use of purposive inflows and outflows of knowledge to
accelerate internal innovation and expand the markets for
external use of innovation, respectively. …assumes that
firms can and should use external ideas as well as internal
ideas and internal and external paths to market”
Chesbrough (2006)
Open literature
review [open
research]
“… uses a social networking space to aggregate and
collectively discuss an evolving body of literature around a
set of core research questions.”
Conole & Alevizou
(2010)
Open notebook
science
“a form of Open Science where the laboratory notebook is
made public in as close to real time as possible”
Bradley, Owens &
Williams (2008)
Open peer review “the opposite of double blind, in which authors’ and
reviewers’ identities are both known to each other (and
sometimes publicly disclosed), but… also used to describe
other approaches, such as where the reviewers remain
anonynous but their reports are published.”
Ware (2011)
Open science “making methodologies, data and results available on the
Internet, through transparent working practices”
Lyon (2009)
Open source “…the practice that gives free access in production and
development to the source material for an end product; in
most cases, one is dealing with software.”
Mossink (2008)
Open systems “…conform to internationally agreed standards defining
computing environments that allow users to develop, run
and interconnect applications and the hardware they run
on, from whatever source, without significant conversion
costs”
Bryant (1995)
Open phenomena in academic discourse and
practice (Corrall & Pinfield, 2014)20
Paula Cardoso
Coherence of “open” initiatives(Corrall & Pinfield, 2014)21
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Openness in research and teaching
Open Access
OER
Scholarship of teaching Scholarship of discovery
22
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
23Portuguese context
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
24Portuguese context
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Researchers in Portugal and their relationship with open access to
scientific production (Documentary Services of University of Minho, 2012)
General knowledge on theconcept of open access(97%).
High level of agreement withthe principle of open access,regarding the research withpublic funding (92%).
Significant difference betweenthe positive opinion onadhering to open accessprinciples (more than 90%) andthe effective practice of openaccess (70%).
Difference between opinionand knowledge and practice /significant lack of knowledgeregarding policies (institutionaland/or European Union) onopen access.
1249 responses
25Portuguese context
Paula Cardoso
Portuguese context26
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Portuguese context27
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Portuguese context28
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
29Portuguese context
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
The Open Access movement is defined and researchers
reveal general awareness and a high level of agreement
with the principle of sharing, although not so reflected in
practice.
The Open Educational Resources movement is not
defined and there is no information on awareness,
attitudes or practice.
30Portuguese context
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Participants
Faculty from Portuguese public
Higher Education Institutions
Recognised bythe Foundation of
Science andTechnology (FCT)
Social Sciencesand Humanities
2013/2014
2014/2015:
- Participation in research projects
- Teaching service
31
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Current stage
Analysis of international OER and Open Access surveys to
identify the main dimensions for each research question.
Analysis of common grounds for comparability in the
measured dimensions.
32
Paula CardosoOER, Open Access and Scholarship in Portuguese Higher Education
Doctoral ProgrammeDistance Education and eLearning
November 19-21, 2014 : Washington, DC
Thank you for your attention
Paula Cardoso
@eLearning_paula