Understanding new ways of sharing content for learning and researching.
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Transcript of Understanding new ways of sharing content for learning and researching.
Understanding new ways of sharing content for learning and researching.
http://www.flickr.com/photos/dlisbona/343802807/sizes/m/in/photostream/
Cristobal Cobo, phdResearch Fellow
http://www.oii.ox.ac.uk/
1. Transformation2. Complexity3. Challenges
Technologies -> Radical InnovationPractices -> Incremental Innovation
1.Transformation
200 educational organizations signed OER declaration (Cape Town, 2007)
"Introduction to Artificial Intelligence" October 10th to December 18th 2011University of Stanford
Stanford University's School of Engineering also offers other complete online courses at no cost. www.ai-class.com
160,000+ Sign Up
Google moderator service (best questions)
Over 40 languages
Sebastian Thrun+Peter Norvig2011
2001 William and Flora Hewlett Foundation
Online [audio] lectures
First Monday: (1ST of its kind)15-year-old open access journal about the internet.
PLoS ONE: peer-reviewed, open-access resource from the Public Library Of Science
Open Learning Communities[formal & informal]
Open Educational Hub
Online [open] books
online digital editions free of charge
Peer-based-Learning Networks[the rise of amateur culture] Keen, 2007
Online [open] data repositoriesRadical transparency
A network of tools / agents
Colla
bora
tion
Co
mpl
exity
Computational Complexity
OCW AI(open access) (hybrid models of teaching &
researching)
2001 2011
Bulger, Meyer, De la Flor, et al. (2011) Reinventing research? Information practices in the humanities. A Research Information Network Report
2.
Complexity
[everything is miscellaneous]mapping the knowledge flow
Weinberger, David. 2007. Everything is miscellaneous. The power of the new digital disorder. Times Books.
Production of knowledgeDistribution of knowledge
Big - visibilityVisible reuse and production of licensed (institutional) OER. Institutional repositories.
Little - visibilityStaff and students reuse of digital resources in and around the curriculum.{UGC in flickr, scribd, slideshare, youtube}
Attribution: “White, D. Manton, M. JISC-funded OER Impact Study, University of Oxford, 2011” http://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf
P: Haraway+Gibbons+…informal comm…
A variety of labels, such as Mode 2 (Nowotny, Scott and Gibbons2001); post-normal science (Funtowicz and Ravetz 1993); technoscience (Latour 1987; Haraway 1985) and the triple helix (Leydesdorff and Etzkowitz 1998).
M1-M2
Mode 1 Mode 2
Pardo, H.; Cobo, C. and Scolari, C. (2011) Death of the University? Knowledge Production and Disemination in the desitermediation Era. In McLuhan Galaxy “Understanding Media, Today”, International Conference. Universidad Oberta de Catalunya.
http://w
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Mode 1: isolated, objective, decontextualized, traditional, restricted to scientific communities.
Mode 2: open, context based, not restricted to scientific communities,
transdisciplinary, demand-driven.
{R}
Open/Closed Production - Distribution
Prod
uctio
n of
kno
wle
dge
Distribution of knowledge Innocentives
{R} {R}
Understanding Knowledge as a Commons Hess & Ostrom + Lessig + Benkler
Level of Restriction
OnlineResearch(CC)
public
private
low
ResearchPublicationPrinted (CC)
(Ed.) Hess and Ostrom (2007) Understanding Knowledge as a Commons: From Theory to Practice. MIT, Cambridge, USA
high
© Printed Publication
Prop
erty
© OnlineBook
{R}
How does a University deliver knowledge (research & teaching) today?
Distribution and Device Platforms
Produced byProfessionals
Proprietary Open
Cont
ent S
ourc
e
Traditional University
Professional branded content ¨walled”
access environment incumbent have a legacy position
User/community contributions
Content Hyper –syndication
Model with secure, professional content available online and on standard devices
New Platform Aggregation
Model relies on user-generated contents and open distribution platforms
E-Learning University
Model integrates user/community contents with a ¨walled” access environment
IBM Institute for Business Value (IBV) Modified by Chris Sparshott for Education Sector
{R}
Research Driven
-Moti
vatio
ns to
Sha
re
Public Driven
Data Producers Data Users
Reproduce or to verify research
Making the results of public funds available to the public
Enabling others to ask new questions
To advance the state of R+I
Borgman (2011)The conundrum of sharing research data
Incentives
{R} {R}
The Political Economy of Intellectual Property in the Educational Material Market. Carolina Rossini and Erhardt Graef. Industrial Cooperation Project, Berkman Center for Internet & Society (Work in Progress)
The evolving model of textbooksUnregulated
-Regulated
Closed Open
,
Text books with adds(BookBoon)24symbols.comAmazon Renting B.Google Books
-Auto published-Materials sharedamong colleagues and students
- Used Books- Copies
- Curse Pack
{R}
New business models – Increasing demand
• Flat World of Knowledge
Teaching
Application Integration
Discovery
(transdisciplinary)(experimentation)
Open Course Ware Consortium
iTunesU Open Learning Initiative
Academic Earth
Polimedia
OpenLearn
Flatworldknowledge
iLabs Project
Directory of Open Access Journals (DOAJ)
Closed/Open Initiatives
P2P University
Khan Academy
OER Commons
dobleclick.catbancocomun.orgshibuya-univ.net
Academia.eduiCamp
ResearchGate Public Library of Science
SciVee
Edufire
schoolfactory.org
Living Labs
hyperisland.se
Bookcamps
Wikipedia
Knowmad School
Open/Open Initiatives
youtube edu
openedpractices.org
lecturefox
forum-network.org
openculture.com
researchchannel.com
textbookrevolution
coursesmarthowstuffworks
cramster.com
gradeguru.com
sharenotes.com
Boyer (1990) • Categories of scholarship : discovery, teaching, application & integration of knowledge.
SCOLARI, C. COBO, C. and PARDO, H. (forthcoming) Should We Take Disintermediation In Higher Education Seriously? Expertise, Knowledge Brokering, and Knowledge Translation in the Age of Disintermediation. In Takševa, T. (coord.) Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination.
3. ChallengesNow what?
a. Access: from archipelago to spaghettiFrom the long tail towards the semantic [Metadata]
b. Platforms: from mono- to multi- Interoperability (technic- & institutional )
c. Licenses: awarenesscreate-remix-preserve-propagate
AttributionShare-AlikeNon-commercialNo-modifyEducational
d. Incentives: produce & use quality –New teaching/researching business models
e. Literacies: prosumer - filter & (re)use [economy of attention]Bulger, Meyer, De la Flor, Terras, Wyatt, Jirotka, Eccles, Madsen (2011) Reinventing Research in the Humanities: Information Practices
The distribution of all the Wikipedia articles
Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of the Worlds Knowledge. Ed. Flick, C. M., London, Convoco! Edition.
-> hybridization [transition]: new agents & transactions + formal & informal mechanisms
teşekkürler*(thank you)
Cristobal Cobo, phdResearch Fellow
http://www.oii.ox.ac.uk/