Open Access Publishing Workshop 26th Annual Conference on Distance

Teaching & LearningUniversity of Wisconsin

Terry Anderson, Dietmar Kennepohl, Mohamed Ally

George Veletsiano     

Open Access Publishing OverviewResearch Results on DE publishing – work from Olaf Zawacki-RichterAU PressOverview of 3 books in Emerging Technologies Series plus Accessible ElementsHot Issues – AllFree Books for All!!

Symposium Overview

Athabasca University, Alberta, Canada

* Athabasca University

Fastest growing university in Canada

34,000 students, 700 courses

100% distance education

Graduate and Undergraduate programs

Master & Doctorate – in Distance Education

Only USA Regionally Accredited University in

Canada

*Athabasca University

AU Press operates on AU Press operates on the model of a knowledge-the model of a knowledge-based economy, to which based economy, to which

we contribute by providing we contribute by providing peer-reviewed publications peer-reviewed publications unfettered by the desire to unfettered by the desire to commodify thought or to commodify thought or to restrict access to ideas. restrict access to ideas.

About AU PressAbout AU Press

1. Athabasca University is an open university - mandate is to lower barriers to knowledge- believes that it is a university’s obligation to provide for the dissemination of research

2. AU Press is the first fully open access press in Canada

3. Open access = online publications to be read for free - barriers to accessibility have been decreased (user-friendly website, smaller file sizes, etc.)

4. AU Press publishes OA books (supplemented by author videos), journals, and websites

What Drives OA Publishing at AU PressWhat Drives OA Publishing at AU Press

1. the desire to increase the dissemination of knowledge beyond the print and sales capabilities of printed books (number of hits is more important than sales figures)

2. the wish to avoid the commodification, privatization, and corporate control of knowledge

3. the belief that the public has the right to access publicly funded research

What and How We PublishWhat and How We Publish

Everything we publish goes through a minimum of two rounds of peer review!

Not an “either/or” approach- open access PDFs exist alongside revenue-generating print and digital publications (Universal PDFs and epub files)Areas of specialization- distance education, Western Canadian history, women’s studies, Aboriginal studies, and labour historyPublications- 40 books, 7 journals, 2 websites, and numerous author interviewsBooks – print and electronicJournals – one print/e-journal, 6 other e-journalsWebsites – two scholarly websitesAuthor Interviews – videos in which authors discuss their work, offered as adjuncts to our books

Author ResponseAuthor Response

Author response to OA monograph publishing

Negative- concern with royalties- copyright issues (what happens to their work once

online)

Positive- as research is increasingly carried out online, OA

publishing increases the chances that an author’s work will be found

- increased citations: authors like to know they’re being read

- SSHRC supports open access- online “hits” can assist in job promotion

OA Publishing and E-BooksOA Publishing and E-Books

1. Open access does not mean “bells and whistles” e- publishing- AU Press mandate requires only open access- files for download are in standard PDF format (same files used to print the book)- value-added e-publishing (XML, epub, etc.) is used as a source of revenue

2. Is selling OA e-books an oxymoron?- we use e-aggregators to sell e-books (Universal PDFs) as well as other vendors to sell digital files (epub)- initial results show that libraries are choosing to purchase our titles through aggregators Why? Aggregators make e-books available in searchable databases, which is seen as value added.

Open Access Funding Models

Author publications feesSponsorship or patronAdvertisementsDerivative/Associated product salesGovernment or association

AU Press Funding/Business ModelAU Press Funding/Business Model

Funding- university support (1% solution)- print and e-book sales- government grants- author-generated support (e.g., funding from author’s department) and other external funding

Key strategies - low print inventory (keep inventory as close to POD as we can)- e-publishing is not “cutting edge” but driven by OA mandate

Results- as a new press with little backlist, we are pleased with the robust print sales we have achieved to date.

OA Books: Hits and SalesOA Books: Hits and Sales

Critical Questions

How many hits are our OA PDFs getting?

What are the sales of printed books?

Does one affect the other?

Open AccessOpen Access PDFs and Print SalesPDFs and Print Sales

1. Imagining Head-Smashed-In2. Lost Tracks3. Northern Rover4. Icon, Brand, Myth5. The Importance of Being

Monogamous6. Theory and Practice of

Online Learning7. Before and After Radical

Prostate Surgery8. Poems for a Small Park9. Mobile Learning10. Liberalism, Surveillance,

and Resistance11. Bomb Canada (after 6

months)12. The Beaver Hills Country

(after 6 months)0

500

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Dow nloads 3232 414 1703 3136 1886 21888 469 214 17467 1684 1041 1398

Sales 1256 294 817 383 601 455 547 374 349 242 815 233

1 2 3 4 5 6 7 8 9 10 11 12

21888 17467

Scholarly Monograph

Liberalism, Surveillance, and Resistance:Indigenous Communities in Western Canada, 1877 – 1927

by Keith D. Smith

May 2009 – April 2010 Downloads – 1,684

Print Sales – 242 Ratio – 6.96 : 1 Avg. downloads – 140/month

Scholarly Textbook

The Theory and Practice of Online Learning (second edition)Edited by Terry Anderson

June 2008 – May 2009 Downloads – 21,888

Print Sales – 267 Ratio – 81.98 : 1 Avg. downloads – 1,824/month Unusually high download/sales ratio,

possibly due to the subject area and hits on individual essays.

General ObservationsGeneral Observations

1. Even when the entire text of a book can be downloaded for free, the printed book continues to sell.

2. Our statistics cannot answer two critical questions:- what would the( sales of the printed book have been in

the absence of OA PDFs? - how many people were prompted to purchase (or not to purchase) the book because they had previously viewed it online?

3. To draw general conclusions would require sales data for equivalent print-only books published by closely similar presses.

4. Books do not equal mass-produced objects: each book is a law unto itself.

The Creative Commons SolutionsCopyright retained by author and/or publisherSome rights reserved:

AttributionNo DerivativesNon commercialShare alike

How are Open Access Books Licensed?

Nature of all universities and especially open university to freely share knowledgeEducation is key to stewardship of our planetGift culture works for long term cultural sustainabilityReduces debate over value of personal ownershipIncreases distribution, readers and impact

Why Open Access?

DOJ – 5246 Journals, 2,186 full text at DOJ, 430,000 articles

Scholarly Journal Publication in Distance Education

What are most popular Topics in DE JournalsWhat methodologies most used?Where are the authors from and gender?Are Open Access articles cited more than proprietary ones?

Zawacki-Richter, O. (2009). Research Areas in Distance Education: A Delphi Study The International Review of Research in Open and Distance Learning, 10(3).

Zawacki-Richter,O., Baecker, E., & Vogt, S. (2009). Review of distance education research (2000 to 2008) – analysis of research areas, methods and authorship patterns. International Review of Research on Distance And Open Learning 10(6).

Zawacki-Richter, O., Anderson, T., & Tuncay, N. (2010). The growing impact of open access distance education journals - a bibliometric analysis. Journal of Distance Education, 24(1)

What is being published?

What Methods Are Used?

Review of Distance Education Research (2000 to 2008): Analysis of Research Areas, Methods, and Authorship Patterns. IRRODL (2009)Olaf Zawacki-Richter, Eva Maria Bäcker, and Sebastian Vogt

In 2006 there were over 23,000 scholarly journals, publishing 1.4 million articles a year, and creating a $5 billion industry that employs approximately 90,000 persons (Ware, 2006).Very disruptive! See Anderson, T., & McConkey, B. (2009). Development of Disruptive Open Access Journals. The Canadian Journal of Higher Education, 39(3), 71-87.

Open Versus Closed

OA versus Closed Differences in Disciplines

Norris, M., Oppenheim, C., & Rowland, F. (2008). The citation advantage of open-access articles. Journal of the American Society for Information Science and Technology, 59(12), 1963-1972.

12 distance education journals (6 open and 6 published in closed format by commercial publishers).online survey completed by members of the editorial boards of these 12 journals and a systematic review of the number of citations per article (N=1,123) and per journal issue between 2003 and 2008,

Zawacki-Richter, O., Anderson, T., & Tuncay, N. (2010). The growing impact of open access

distance education journals - a bibliometric analysis. Journal of Distance Education, 24(1)

Useful? For assessing contribution and maximizing impactFormal systems:

Thompson ISI – commercial, owned by publishers, biased?Scopius – commercial, owned by publishersGoogle Scholar – uneven coverage and ‘secret” means of assessment

No significant differences in impact factorsGoogle Scholar -based metrics showed strong correlations with the traditional JIF. As such, they provide academics and universities committed to JIFs with a good alternative for journals that are not ISI-indexed.”

Harzing,& van der Wai (2008)

Combining metrics with perception data of ‘experts’

Rating Journals

• Scholarometer (Firefox plugin) • Publish or Perish: www.harzing.com/

Google Scholar tools for Impact and citation ratings

Citation Results

The Growing Impact of Open Access Distance Education Journals: A Bibliometric Analysis/index.php/jde/article/view/661/

2003 2004 2005 2006 2007 2008

H-index

2003 2004 2005 2006 2007 2008

Quality Ratings By Editorial Board Members

No Significant difference between open and closed journals

Exposure ratings by Board Members

No Significant difference between open and closed journals

• Most popular topics are interaction, instructional design and student characteristics

• Qualitative methods most popular, except American JDE

• Rating journals is not an exact science• Group of 5 top journals

– IRRODL, DE, AJDE, JDE, OL

Research Conclusions

• Most international of the DE journals• Sponsored by Athabasca University and hosted

on Open Journal System• Publishes in Html, PDF, MP3 and ePub formats• Batch publication – usually 4 per year, including

special issues• over 5000 subscribers• www.irrodl.org

IRRODL

26th Annual Conference onDistance Teaching & LearningAugust 4-6, 2010 Madison

Accessible ElementsDietmar Kennepohl and Lawton Shaw

Richard Feynman

“We site what we see” Alma SwanAmerican Scientist, Vol 95, May-June 2007

Citations Open-Access versus Closed-Access

(Data from Hajjem, Harnad and Gingras 2005)

Cited Articles in arXiv Repository

(Swan 2007)

What drives open access publishing at AU Press?

1. the desire to increase the dissemination of knowledge beyond the print and sales capabilities of printed books (number of hits is more important than sales figures)

2. the wish to avoid the commodification, privatization, and corporate control of knowledge

3. the belief that the public has the right to access publicly funded research

Accessible ElementsA Quick Tour

• Learning• Laboratories• Logistics

Table of Contents

Foreword IX Introduction XV Learning Chapter One 1 Interactions Affording Distance Science Education Terry Anderson Chapter Two 19 Learning Science at a Distance: Instructional Dialogues and Resources Paul Gorsky and Avner Caspi

Table of Contents

Chapter Three 37 Leadership Strategies for Coordinating Distance Education Instructional Development Teams Gale Parchoma Chapter Four 61 Toward New Models of Flexible Education to Enhance Quality in Australian Higher Education Stuart Palmer, Dale Holt, and Alan Farley

Table of Contents

Laboratories Chapter Five 83 Taking the Chemistry Experience Home — Home Experiments or “Kitchen Chemistry” Robert Lyall and Antonio (Tony) F. Patti Chapter Six 109 Acquisition of Laboratory Skills by On-Campus and Distance Education Students Jenny Mosse and Wendy Wright

Table of Contents

Chapter Seven 131 Low-Cost Physics Home Laboratory Farook Al-Shamali and Martin Connors Chapter Eight 147 Laboratories in the Earth Sciences Edward Cloutis Chapter Nine 167 Remote Control Teaching Laboratories and Practicals Dietmar Kennepohl

Table of Contents

Logistics Chapter Ten 191 Needs, Costs, and Accessibility of de Science Lab Programs Lawton Shaw and Robert Carmichael Chapter Eleven 213 Challenges and Opportunities for Teaching Laboratory Sciences at a Distance in a Developing Country Md. Tofazzal Islam

Table of Contents

Chapter Twelve 235 Distance and Flexible Learning at University of the South Pacific Anjeela Jokhan and Bibhya N. Sharma Chapter Thirteen 247 Institutional Considerations: A Vision for Distance Education Erwin Boschmann Author Biographies 267 Index 275

Accessible Elements - DownloadsChapter/File Nov'09 Dec'09 Jan'10 Feb'10 Mar'10 Apr'10 May'1000-Front Matter - 12 3 5 3 7 200-Table of Contents - 4 7 5 2 6 200-Foreword - 7 6 5 3 0 000-Introduction - 6 8 4 2 2 201-Chapter 1 - 7 13 7 11 10 302-Chapter 2 - 6 9 9 3 3 103-Chapter 3 - 4 4 9 3 11 204-Chapter 4 - 3 15 6 2 5 205-Chapter 5 - 12 51 47 44 35 1706-Chapter 6 - 4 25 11 10 3 207-Chapter 7 - 21 60 41 41 37 2208-Chapter 8 - 6 14 6 5 2 209-Chapter 9 - 4 23 20 33 7 910-Chapter 10 - 8 29 14 2 3 111-Chapter 11 - 10 22 20 18 22 1812-Chapter 12 - 4 14 8 1 4 013-Chapter 13 - 3 8 6 9 7 199-Author Biographies - 12 10 16 7 4 199-Index - 5 9 8 0 2 099-About the Editors - 9 2 3 2 1 1FULLBOOK - 29 136 58 32 47 38Total Downloads: - 176 468 308 233 218 126

Accessible Elements Download Distribution

Country/Territory Downloads %Canada 368 31.00%United States 218 18.37%Greece 78 6.57%China 54 4.55%India 43 3.62%Czech Republic 32 2.70%Australia 31 2.61%Malta 31 2.61%Portugal 28 2.36%United Kingdom 28 2.36%Russia 25 2.11%Uruguay 23 1.94%Germany 22 1.85%Bangladesh 21 1.77%Egypt 20 1.68%Spain 20 1.68%Japan 17 1.43%Mongolia 15 1.26%Brunei 12 1.01%Chile 10 0.84%Saudi Arabia 10 0.84%Israel 9 0.76%New Zealand 8 0.67%Turkey 8 0.67%Croatia 4 0.34%

Thank You

Open Access Publishing

Mohamed Ally, Ph.D.Director and Professor

Centre for Distance EducationAthabasca University

Canadamohameda@athabascau.ca

Book Linkhttp://www.aupress.ca/index.php/books/120155

Why Publish as Open Access

Why Publish as Open Access• Global exposure• More people will read the book or parts of the

book• Reach people in remote locations• Cater for those who cannot afford to buy the

printed book• Contribute to the education for all• Feels good

Mobile Friendly• Can read on a regular computer, smart phone,

iPad, or other mobile devices

Process• Author prepared first draft• Editor review• Author revise• Editor conduct second review• Copy editing• Final review by authors• Format E-book• Arrange for printing

Content of Book

• Front Matter• Table Of Contents• Foreword• Contributing Authors• Introduction

Ally, M. (2009). Mobile learning: Transforming the delivery of education and training.

Content of Book (cont’d)

PART ONE: Advances in Mobile Learning

Chapter 1: Current State of Mobile LearningJohn TraxlerUniversity of Wolverhampton, United Kingdom

Chapter 2: A Model for Framing Mobile LearningMarguerite L. KooleAthabasca University, Canada

Content of Book (cont’d)PART TWO: Research on Mobile Learning

Chapter 3: Mobile Distance Learning with PDAs: Development and Testing of Pedagogical and System Solutions Supporting Mobile Distance LearnersTorstein Rekkedal and Aleksander DyeNKI Distance Education, Norway

Chapter 4: Using Mobile Learning to Enhance the Quality of Nursing Practice EducationRichard F. Kenny, Caroline ParkAthabasca University, CanadaJocelyne M. C. Van Neste-Kenny, Pamela A. Burton, and Jan MeiersNorth Island College, British Columbia, Canada.

Content of Book (cont’d)Chapter 5: Informal Learning Evidence in Online Communities of Mobile Device EnthusiastsGill Clough, Ann C. Jones, Patrick McAndrew, and Eileen ScanlonThe Open University of United Kingdom, UK

Chapter 6: M-learning: Positioning Educators for a Mobile, Connected FutureKristine PetersFlinders University, Australia

Content of Book (cont’d)PART THREE: Applications of Mobile Learning

Chapter 7: Practitioners as Innovators: Emergent Practice in Personal Mobile Teaching, Learning, Work, and LeisureAgnes Kukulska-Hulme and John PettitThe Open University of United Kingdom, UK

Chapter 8: Design and Development of Multimedia Learning Objects for Mobile PhonesClaire Bradley, Richard Haynes, John Cook, Tom Boyle, and Carl SmithLondon Metropolitan University, United Kingdom

Chapter 9: From E-learning to Mobile Learning: New OpportunitiesMichelle Pieri and Davide DiamantiniUniversity of Milano-Bicocca, Italy

Content of Book (cont’d)Chapter 10: MobilED – Mobile Tools and Services Platform for Formal and Informal LearningMerryl FordMeraka Institute of the Council for Scientific and Industrial Research (CSIR), South AfricaTeemu LeinonenUniversity of Art and Design, Helsinki, Finland

Chapter 11: Exploring the Challenges and Opportunities of M-learning within an International Distance Education ProgrammeJon GregsonImperial College London, United KingdomDolf JordaanUniversity of Pretoria, South Africa

Content of Book (cont’d)Chapter 12: Using Mobile Technologies for Multimedia Tours in a Traditional Museum SettingLaura NaismithMcGill University, Montreal, CanadaM. Paul SmithUniversity of Birmingham, United Kingdom

Chapter 13: Use of Mobile Technology for Teacher TrainingJocelyn WishartUniversity of Bristol, United Kingdom

Content of Book (cont’d)

• Conclusion• Glossary• Index

Ally, M. (2009). Mobile learning: Transforming the delivery of education and training.

Location of Chapter Authors

• Australia• Canada• Finland• Italy• Norway• South Africa• United Kingdom

Downloading Chapters and the Book

Ally, M. (2009). Mobile learning: Transforming the delivery of education and training.

Book Download Statistics

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Emerging Technologies in Distance Education

George Veletsianos, PhDInstructional Technology

University of Texas at Austin

Research & Teaching Interests

Design & Development of Online Learning Environments

Adventure Learning

Pedagogical Agents

Learning Experience

Social, Problem-based, Emerging, Engagement

Think of this…

…and not this.

July 2008: RFP

September 2008 – More than 60 proposals

December 2008 – Full chapters

April 2009 – Reviews & Resubmissions

May - Summer 2009 – Peer review, revisions

Fall 2009 – Revisions & Edits

Fall 2009 – Spring 2010: Copyedits, Proofs, Some more edits

July 2010 – Publication

What do we mean by “emerging” ?

“Constructivism” ?Web-based education?Self-organizing systems?

• May or may not be new technologies,• can be described as evolving organisms that exist in a state of “coming into being”• experience hype cycles• satisfy the “not yet” criteria of

• not yet being fully understood, and• not yet being fully research or research in a mature way

• are potentially disruptive, but their potential is mostly unfulfilled.

Contents:

Emerging Technologies• Personal Learning Environments• Social Networking Sites in Distance Ed• Responsive LMS• Web Analytics

Emerging Practices• Connectivism• Roles of the Instructor, learner, Institution• Personal Learning Networks• Adventure Learning

Why Open Access in a world new to Open Access?

Goal #1: More citations

Goal #2: To improve distance education

How?

By reaching more people.

Early Experiences (published 2 weeks ago)

Social Media mentions

Tracking you…

Greater access – wider dissemination

Use and Adaptation

Use and Adaptation

Open Access :: Widely Available :: Greater Impact

Emerging Technologies in Distance Education

George Veletsianos, PhDwww.veletsianos.com

veletsianos@gmail.comUniversity of Texas at Austin

• First edition 2004• 450 copies printed – all sold at $50 copy• Stopped counting at 75,000 downloads• Chapters translated into 3 languages• Each section combines practice and theory, giving practical scholarship

Theory and Practice of Online Learning Edited by

Terry Anderson and Fathi Elloumi

A Tale of 3 books

Open Access - First Year

26,000 + downloads &

Individual chapters

404 hardcopies sold @ $40

Commercial publisher

934 copies sold at $52.00

Buy at Amazon!!

E-Learning for the 21st CenturyCommercial Pub.1200 sold @ $135.002,000 copies in Arabic Translation @ $8.

• Published 2008• Winner of 2009 Wedemeyer award for Distance

Education publication of the year • Every chapter updated, 4 new chapters• Available AU Press and Amazon – Buy now!!

Theory and Practice – 2nd EdEdited by Terry Anderson

• Part 1 Role and Function of Theory• Part 2 Infrastructure and Support of Course

Development• Part 3 Design and development of courses• Part 4 Delivery, Quality and Student Support

A Tour of the 2nd Edition

• Educational Theory- Mohamed Ally- from behaviorism to Connectivism

• A Theory of Online learning – Terry Anderson• Prior Learning Assessment and Recognition –

Diane Conrad• Learning and Teaching Philosophies - Heather

Kanuka

Part 1 Role and Function of Theory

• Infrastructure for Online learning – Alan Davis• Technologies of Online Learning – Rory McGreal• Characteristics of Online Learning Media – Pat

Faye• Mobile Learning – Maureen Hutchinson• Social Software – Terry Anderson

Part 2 Infrastructure and Support of Course

Development

• Development of online Courses – Dean Caplan• The Editor in design and Development – Jan

Thiessen• Financial Decisions about Technology in

Education – David Annand• The Quality Dilemma – Nancy Parker

Part 3 Design and development

of courses

• Teaching in Online Delivery – Terry Anderson• Call Centres in Online Learning – Alex Kondra• Library Support for E-Learning – Kay Johnson• Supporting the On line Learning – Susan Moisey• Developing team Skills online- Deborah Hurst

Part 4 Delivery, Quality and Student Support

• Prior Publication – blogs, proceedings??• Peer review for books and articles• Interactions

– Open reviewing– Generating Comments,– Debates/rebuttals

• Revenue models• Multi-media use• Creative Commons Licensing options• How to recruit good papers and volunteers

Hot Issues

• Too much small case interpretivist research?• Gaps

– Organizational issues– Policy issues– Change management– Innovation– Emergence of new technologies and impact on DE

design– Ahistoricity?

• Research - Practice connection– Do we need a more practical focus?

Hot Issues