news (external)

We've failed: Pirate black open access is trumping green and gold and we must change our approach

OLDaily by Stephen Downes - Tue, 2017-09-19 16:44

Toby Green, Learned Publishing, Sept 19, 2017

This is another article on Sci-Hub (beyond the one cited here) asserting essentially that illegal open access is succeeding because legal open access is failing. The author points to a recent OpenAire report (77 page PDF) identifying six roadblocks to open access what all need to be addressed: these include author and publisher incentives, transparency, pluralism, and infrastructure. The key reform needed, he argues, is unbundling. "If everyone could read all scholarly content for free, is there sufficient value in additional services to generate the revenues needed to fund both a read-only service and for those other elements of the scholarly communication process that, once unbundled, survive exposure to market forces?" The argument is that there is, if there is a larger readership, and this larger readership can come into existence only if there is access at no cost.

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Subscription Learning as Performance Support Coaching

OLDaily by Stephen Downes - Tue, 2017-09-19 16:14

Will Thalheimer, Subscription Learning, Sept 19, 2017

Will Thalheimer describes an interesting performance support application called Trek. "Using employee's smartphones’ sensors (camera, audio and video recorder, and GPS)... employees captured evidence of their critical actions at each step in their learning path. This evidence was submitted through TREK to each person's designated manager-coach. As each step was completed, managers were notified and were prompted to review their direct reports' submissions. Managers provided brief feedback--either written or in a recorded audio nugget--and this feedback was presented to the learners." The managers, meanwhile, are proivided with libraries of support materials and curricula to support their coaching. Thye employment of human managers in this role is probably just a stepping-stone to generate acceptance; the same task could be performed in the future by an analytics engine and/or AI.

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World Wide Web Consortium abandons consensus, standardizes DRM with 58.4% support, EFF resigns

OLDaily by Stephen Downes - Tue, 2017-09-19 15:47

Cory Doctorow, BoingBoing, Sept 19, 2017

Should digital rights management (DRM) be a world wide web standard? It's a tough question and so it's not surprising that the WWW Consortium (W3C) split almost down the middle on it. Now I've done work in DRM; I even have a patent in the area. But I have also argued consistently that DRM should be enforced in the resource, not the network. This decision violates that principle, and if implemented, would have the effect of converting the web from a public resource to a private network. Combine this with upload filters and there is end-to-end lockdown. This is what publishers want, and it's why they won't compromise. Their position should have been rejected. Their private interest does not outweigh public good.

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Canada needs a national overhaul of university IP policies

OLDaily by Stephen Downes - Tue, 2017-09-19 15:28

Bart De Baere, Elicia Maine , University Affairs, Sept 19, 2017

According to the authors, young scientists and innovators have difficulty obtaining funding. This could be addressed by revising institutional intellectual [property (IP) rules to that they have full ownership of anything they create, even if they're working at a university (or government research lab?), which would attract investors and given them incentive to commercialize their innovations. In such a scenario, university technology transfer offices (TTO) could act like venture capitalists, providing the marketing and business development researchers often lack, in exchange for a stake in the innovation.An example of this is the University of Waterloo’s IP rights policy. Sitting where I sit, I see both sides of the argument. It would be nice to see government investments flow toward innovators, rather than to major corporations, as is currently the case. On the other hand, why should government investments end up in the hands of private enterprise at all? 

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Georgia Tech presents model for designing online degrees

Online learning update by Ray Schroeder - Tue, 2017-09-19 02:10

by Shalina Chatlani, Education Dive

In a guest post for Evolllution, Shabana Figueroa and Yakut Gazi of Georgia Institute of Technology’s Professional Education (GTPE) division detail how the institution worked to develop an efficient design approach for its second entirely-online master’s degree program, which would also improve student user experience studied from the launch of the first online degree.  Among these strategies, the authors write that for site development GTPE created a group cross-functional group of independent instructional design and studio teams, the director of learning met one-on-one with faculty members to figure out course content and teaching styles and attended some in-person class sessions for inspiration, and the faculty worked in two-to-four hour design sessions so that content was 95% complete before production commenced.  Some challenges the authors list include needing to become comfortable with the edX hosting platform, developing logistics and technology to handle proctored exams, meeting the needs of students through flexibility, and designing various versions of the same courses for different cohorts. And with the guidance of faculty, the team was able to begin the project in Dec. 2016 and finish in mid-August of 2017 — which is on track for one year.

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Seven Steps toward IT Accessibility Compliance

Online learning update by Ray Schroeder - Tue, 2017-09-19 02:05

by Sheryl Burgstahler and Christian Vinten-Johansen, EDUCAUSE Review
Colleges and universities are subject to various laws and regulations regarding the accessibility of the IT resources they provide. Accessibility leadership can and should come from different levels of an organization. Full accessibility compliance can seem intimidating, but it’s important to begin the work, develop priorities, and sustain the effort.

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Report: Faculty want more OER-here’s why

Online learning update by Ray Schroeder - Tue, 2017-09-19 02:02
By LAURA ASCIONE, eCampus News

The study, Launching OER Degree Pathways: An Early Snapshot of Achieving the Dream’s OER Degree Initiative and Emerging Lessons, was released by Achieving the Dream (ATD) and conducted by SRI International and the rpk GROUP. The report indicates that faculty at colleges participating in ATD’s OER Degree Initiative are changing their teaching and that students are at least as or more engaged using OER courses than students in non-OER classrooms. Eighty-four percent of faculty members surveyed said students in the new OER courses had the same or a higher level of engagement with the learning materials as compared to courses they have taught using traditional course materials. Meanwhile, faculty with experience in using open resources who received assistance from technology specialists and librarians in developing their courses were most likely to report changes in their teaching, the report says.

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BK-Dokumentation - Berufskrankheitengeschehen

Gesundheitsberichterstattung - Tue, 2017-09-19 00:00

Die im Informationssystem eingespeicherte gestaltbare Tabelle aus der "BK-Dokumentation - Dokumentation des Berufskrankheiten-Geschehens in Deutschland" der Deutschen Gesetzlichen Unfallversicherung wurde um das Jahr 2016 ergänzt.

Categories: Science News

Internationalen Tag der Gehörlosen am 24.09.2017

Gesundheitsberichterstattung - Tue, 2017-09-19 00:00
Ausgewählte Informationen zum Internationalen Tag der Gehörlosen am 24.09.2017
Categories: Science News

Ausgewählte Informationen zu den Crohn- und Colitis-Tagen vom 16.09. bis 15.10.2017

Gesundheitsberichterstattung - Tue, 2017-09-19 00:00
Ausgewählte Informationen zu den Crohn- und Colitis-Tagen vom 16.09. bis 15.10.2017
Categories: Science News

Open Recognition and Its Enemies

OLDaily by Stephen Downes - Mon, 2017-09-18 17:08

Serge Ravet, Learning Futures, Sept 18, 2017

This five-part series has one of the worst opening paragraphs ever, and is quite loosely written throughout. Ultimately it addresses the issue of formal recognition of open badges. It's a frustrating read (stick to the point Serge!) but the author makes some good arguments worthy of consideration. Here are the parts: Part One, Part Two, Part Three, Part Four, Part Five. Serge Ravet (who should consider putting his name on his blog somewhere) points to the tension in the idea of open badges conferring formal recognition on informal learning. The idea of formal recognition should be contrasted with informal recognition. Only the latter captures the intent of informal learning. Formal recognition, by contrast, leads to such things as quality standards for badges, which ultimately would limit the cadre of badge issuers to a small set of recognized institutions. But instead of formally accrediting badge issuers, Ravet argues that issuers should be endorsed informally. The core question here is: what does it mean to formally recognize informal learning, and can this be done without undermining inform al learning, or casting it (and evaluating it) by the standards of formal learning?

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Timebomb: How The University Cartel is Failing Britain’s Students

OLDaily by Stephen Downes - Mon, 2017-09-18 15:38

Richard Tice, Tariq Al-Humaidhi, UK2020, Sept 18, 2017

The premise of this report (157 page PDF) is that British students are getting a poor return for their tuition fees, this largely because the entrenched interests of a university cartel limiting the potential benefits of a competitive system. The authors have no issues with the higher fees, but feel students should get more stuff for their money: "The more lectures, tutorials, laboratory sessions and seminars they receive, in general the happier they are with the value for money of their course." In response, the authors recommend the promotion of two-year degrees, more summer teaching, and a more flexible credit transfer system. This seems to be an extreme reform for what is in fact a fairly mild discontent; across 160 universities no satisfaction rating is less than 71 percent, and only the bottom 8 are below 80 percent. (p.31) That sounds like pretty good grades to me. The problem isn't the education. It's the fees. Via Jim Ellis. P.S. readers will notice that this report contains a great deal of white space - thre's an extra-wide left margin, and numerous pages are blank. I think that UK2020 could get a lot more value for money by removing the white space and offering the same report at half the length.


Under the Hood: Learning Design Behind Georgia Tech’s Degrees at Scale

Online learning update by Ray Schroeder - Mon, 2017-09-18 02:07

by Shabana Figueroa and Yakut Gazi, Evolllution

In our at-scale courses and programs, the role of faculty is different than in our residential programs. In residential programs, faculty own and produce the content as the subject matter experts, deliver the content, engage students in learning, and assess student learning and progress. In a degree program with thousands of students, sometimes 400 to 500 students in a single course, we follow a model that unbundles the traditional faculty role.  Faculty are still content owners and creators as well as the face of the course, but delivery of course content and activities is heavily assisted by the instructional team of teaching assistants and instructional designers. Teaching assistants also facilitate learning, actively participating in course discussion forums, conducting real-time recitation sessions, as well as answering student questions. In addition, the student services team answers students’ program-related questions, providing relief to the instructor and program advisors by responding to tier I-type questions.

Under the Hood: Learning Design Behind Georgia Tech’s Degrees at Scale

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Cooperating to Serve Students Across Institutional Boundaries: Leveraging Online Ed in New Ways

Online learning update by Ray Schroeder - Mon, 2017-09-18 02:04

by David Stone, Evolllution

The Pennsylvania State University created an online course cooperative in 2003 to facilitate online course sharing across the campuses and colleges that comprise Penn State. This initiative has grown into a Digital Learning Initiative that aligns with the University’s access and affordability priority. This effort is a partnership between the Commonwealth Campuses, Undergraduate Education, and World Campus to provide students with access to high demand courses, reduce bottlenecks for program progression, and widely provide access to online course content to faculty for use in both residential and online courses. Many of the Penn State colleges have developed courses as part of programs developed for delivery via the World Campus. The online cooperative, now named the Digital Learning Cooperative, is designed for the planned sharing of these courses across locations. Courses that will be shared are offered on the Digital Learning Cooperative (DLC) for other locations to reserve seats for their location. Each location has the option to reserve or offer courses to other campuses.

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Converge Top 30: Witt Salley

Online learning update by Ray Schroeder - Mon, 2017-09-18 02:02

by Julia McCandless, Converge

When most eighth graders were prepping for high school, he was taking his first college course. By the time he was about 18 years old, he had already earned his bachelor’s degree. In his current role at Maryland University of Integrative Health, he is establishing a new center for online teaching and learning that supports faculty. With a doctorate in education, e-learning and teaching online, Salley has a deep understanding and passion for pedagogical models in the online classroom. For Salley, online learning is not just a way to leverage cutting-edge technology. He recognizes that it’s critical to the future of education. “It is the single most powerful way to transform higher education,” he said. “I think that online education compels us to discover, invent and implement innovative pedagogies that better serve students and yield better learning outcomes.”

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College deans predict higher-ed is in for remarkable changes in 10 years

Online learning update by Ray Schroeder - Sun, 2017-09-17 02:10

By LAURA ASCIONE, eCampus News

Nearly all deans (91 percent) believe there will be an increase in online education programs at their institution in the next decade. Deans were divided on whether faculty members get enough support in teaching courses online–43 percent said faculty are getting shortchanged in how much help they get in rethinking their courses and teaching with technology, while 40 percent said they believe they are getting enough support and 14 percent are neutral. One-third of deans agree online courses are comparable to face-to-face courses, and roughly the same proportion said they disagree.

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How adults can compete for ‘new-collar’ jobs

Online learning update by Ray Schroeder - Sun, 2017-09-17 02:05

by Kevin Johnson, the Hill

It wasn’t so long ago that people with a high-school diploma, a good work ethic, and a strong body could build solid, middle-class careers in blue-collar jobs like manufacturing and construction. That’s no longer possible.
As traditional blue-collar jobs dwindle, another promising category of jobs is growing: jobs that require a baseline of technical skills but not necessarily a four-year degree. IBM CEO Ginni Rometty calls them “new-collar” jobs and cites examples like cloud computing analyst and services delivery specialists. If those titles sound unfamiliar, that’s the point. These roles didn’t exist a short while ago, and workers suited to new-collar jobs will need to retrain to meet employers’ needs.

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Freshman Orientations Now Include Online Learning

Online learning update by Ray Schroeder - Sun, 2017-09-17 02:03

By Cait Etherington, eLearning Inside

Most colleges and universities now have some sort of online orientation. In some cases, it’s a simple required module solely designed to ensure all new students know how to log into the universities learning platform prior to the start of classes. In some cases, the activity is designed to direct students to use a specific part of the university’s online learning platform. In other cases, the university is asking students to complete essential modules (e.g., on sexual assault) to be in compliance with efforts to address chronic on campus problems. Rutgers University in New Jersey requires freshmen to complete three online courses. If they don’t complete the courses, they can’t register for the Spring semester.

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Science, open access… and Sci-Hub

OLDaily by Stephen Downes - Sat, 2017-09-16 15:21

Enrique Dans, Medium, Sept 17, 2017

As I write, Sci-Hub remains active and accessible, despite an American court awarding damages against it. I'm still of the opinion that there is no particular reason why American law should prevail in international disputes. Sci-Hub is based in Russia, and if the action should be filed and heard there. It's probably too late to stop Sci-Hub in any case. Even if the site is shut down like Napster was, the closed-access articles are out there, and the Sci-Hub database will continue to exist in one form or another. "This is the beginning of the end for subscription scholarly publishing," said biodata scientist Daniel Himmelstein (here's their research) . "I think it is at this point inevitable that the subscription model is going to fail and more open models will be necessitated." 

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Member States to Commission: We don’t trust your claims that censorship filters are in line with EU law

OLDaily by Stephen Downes - Sat, 2017-09-16 15:02

Communia, Sept 17, 2017

Communia is a IP policy organization based in Europe. It advocates for limits to copyright and fairer terms for users. For example, Communia recommends that "any false or misleading attempt to misappropriate Public Domain material must be declared unlawful." In the current instance it is expressing concern about what it calls "censorship filters", aka "upload filters". These require that content hosting sites prevent the actual uploading of copyright material before it ever appears on the open web. It reports that the EU Council is expressing support for this idea. And it reports that member states don't trust such laws to respect existing laws protecting individual privacy and security. I am in agreement with Communia on this one. More from CopyBuzz. Via Open Policy Network.

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