Tag Archives: openlearning17

Open Pedagogy Praxis

This week’s focus for OpenLearning17 has been Open Pedagogy. Co-directors Amy Nelson and Shelli Fowler have provided an engaging array of readings and activities that have inspired some great dialogue (don’t miss today’s Twitter chat at #OpenLearning17). Inspired by all that I’ve been reading this week, I talked with a colleague here in my library about our “Roadmap to Research” course (a face-to-face, 2-credit class) and how we might be able to fold in some open pedagogy praxis. We also need to be thinking about how to move this course into an online environment and the whole OpenLearning17 cMOOC experience is helping me think about what that could look like.

I have been especially inspired by Robin DeRosa’s Extreme Makeover: Pedagogy Edition and am thinking about how we might have students collaboratively create the learning outcomes for the course. I am excited about the possibilities and wish that I were the one teaching it next, but perhaps I can focus on what the course could look like in an online environment while others are teaching the F2F class.

As I said in Wednesday’s Twitter chat, I was never trained to teach (many MLIS programs have “user education” courses, but those are often not required), so I am a clean slate, with no formal training to undo. This lack of training has always seemed a hindrance to me, but after reading Amy’s interview with Shelli about Contemporary Pedagogy at Virginia Tech, I now realize that it might be a gift. I have only habits to break (that’s easy right?).

So Amy and Shelli, thank you for an inspiring week! See you in the Twitter chat.

 

Open Pedagogy Praxis

This week’s focus for OpenLearning17 has been Open Pedagogy. Co-directors Amy Nelson and Shelli Fowler have provided an engaging array of readings and activities that have inspired some great dialogue (don’t miss today’s Twitter chat at #OpenLearning17). Inspired by all that I’ve been reading this week, I talked with a colleague here in my library about our “Roadmap to Research” course (a face-to-face, 2-credit class) and how we might be able to fold in some open pedagogy praxis. We also need to be thinking about how to move this course into an online environment and the whole OpenLearning17 cMOOC experience is helping me think about what that could look like.

I have been especially inspired by Robin DeRosa’s Extreme Makeover: Pedagogy Edition and am thinking about how we might have students collaboratively create the learning outcomes for the course. I am excited about the possibilities and wish that I were the one teaching it next, but perhaps I can focus on what the course could look like in an online environment while others are teaching the F2F class.

As I said in Wednesday’s Twitter chat, I was never trained to teach (many MLIS programs have “user education” courses, but those are often not required), so I am a clean slate, with no formal training to undo. This lack of training has always seemed a hindrance to me, but after reading Amy’s interview with Shelli about Contemporary Pedagogy at Virginia Tech, I now realize that it might be a gift. I have only habits to break (that’s easy right?).

So Amy and Shelli, thank you for an inspiring week! See you in the Twitter chat.

 

Overwhelmed

Feeling overwhelmed by using more than a dozen different software programs before finishing my morning coffee, I looked for a list of software to make a word cloud.
The best I could find is a list of lists of software on Wikipedia.

I looked at ones that interest me and ended up at a list of Open Source software for Windows. Not all Open Source software, not Free Open Source software (FOSS), just Open Source  software for Windows.

I copied the text and went to Wordle to make a word cloud. That didn’t work because Opera doesn’t support Java. Tried it in Chrome, same result. Firefox too. The Wordle troubleshooting guide said to try Explorer, so in desperation I tried Microsoft Edge. Same result.

I searched for word cloud generators that don’t use Java and found a blog by a teacher that recommended Tagul for older students. I’m sure she didn’t have 62 year olds in mind. A little fiddling and I found you can choose the fonts and shapes and colors! This is fun! I’ve almost forgotten how upset I was at the overwhelming amount of software I need to use every day. Now lets see if I can get the Tagul to work in my blog post.

Fixing the shirt but spoiling the trousers #OER17 Open Call for Your Stories!

Reading Time: 2 minutes

So I am finally getting around to solidifying (inasmuch as someone like me can solidify something this far ahead of its date) my OER17 keynote. There are slides, people. 90 of them. Some will have to go, because I also intend for my keynote to be a bit interactive and imagining time for that will be difficult to gauge.

So here is one way to give myself a bit more flexibility and options.

There is a part of my keynote where I plan to refer to an Egyptian expression, which, literally translated, means “when you tried to fix the shirt you spoiled the trousers” (must remember to say trousers not pants in the UK or they’ll think I mean underwear). It conjures up an image of comedy of errors or such, where trying to fix a problem creates new problems.

I think of “open” as having many such problems that arise out of its solutions, and I already have some examples in mind, but would love for the community to offer me more examples of this. I also want to make sure I don’t just bring in privileged white male voices (the people most likely to raise a hand in a crowded room, I think) or to privilege the people in the room – hence asking in advance. The easiest way for me to track these responses would be for you to either

  • Comment here
  • Tweet to #oer17 tagging me
  • Blog and send me a link here or on Twitter

If you’re present at #OER17 I might ask if I can call on you to tell your story quickly to the audience instead of me telling it when you’re sitting right there 🙂

It could be a story of something you have observed in others, or it could be a story of something that happened to you. It could be a personal story, or a story about a larger policy/issue. I have both kinds in mind.

Fixing the shirt but spoiling the trousers #OER17 Open Call for Your Stories!

Reading Time: 2 minutes

So I am finally getting around to solidifying (inasmuch as someone like me can solidify something this far ahead of its date) my OER17 keynote. There are slides, people. 90 of them. Some will have to go, because I also intend for my keynote to be a bit interactive and imagining time for that will be difficult to gauge.

So here is one way to give myself a bit more flexibility and options.

There is a part of my keynote where I plan to refer to an Egyptian expression, which, literally translated, means “when you tried to fix the shirt you spoiled the trousers” (must remember to say trousers not pants in the UK or they’ll think I mean underwear). It conjures up an image of comedy of errors or such, where trying to fix a problem creates new problems.

I think of “open” as having many such problems that arise out of its solutions, and I already have some examples in mind, but would love for the community to offer me more examples of this. I also want to make sure I don’t just bring in privileged white male voices (the people most likely to raise a hand in a crowded room, I think) or to privilege the people in the room – hence asking in advance. The easiest way for me to track these responses would be for you to either

  • Comment here
  • Tweet to #oer17 tagging me
  • Blog and send me a link here or on Twitter

If you’re present at #OER17 I might ask if I can call on you to tell your story quickly to the audience instead of me telling it when you’re sitting right there 🙂

It could be a story of something you have observed in others, or it could be a story of something that happened to you. It could be a personal story, or a story about a larger policy/issue. I have both kinds in mind.

Perspectives on #OpenAccess During #OpenLearning17 hangout

Reading Time: 1 minutes

We just ended the first of two #OpenLearning17 hangouts, with Frances Bell, Chris Gilliard, Chris Friend and surprise guest, Peter Suber, whose book on Open Access we’ve been reading this week. The hangout was co-facilitated by Sue Erickson and myself, and I also invited folks from the community to participate, so Amy Nelson and Jim Luke joined us and enriched the discussion further. When putting together the guest list for this, I thought of reaching out to people with diverse approaches to openness, and I think while we all have a similar orientation towards openness and social justice, we definitely took different approaches to it in the hangout. From Chris Friend talking about openness in the Hybrid Pedagogy review process, to Frances Bell providing her perspective on open access over time, and offering critical questions (what Frances has to offer is so multi-faceted it’s difficult to summarize, honestly), and Chris Gilliard talking about digital redlining – and Peter Suber answering questions on different topics, but particularly giving his views on Gold Open Access that involves Article Processing Charges. There were some great questions from Twitter and within the hangout and some useful resources/links shared to the #OpenLearning17 hashtag on Twitter (Storify here). To watch the hangout:

The second hangout is planned for Thursday March 9th at 1pm South Africa time (6am EST) and will be a Virtually Connecting session from #OEGlobal (in Cape Town) with Laura Czerniewicz, Catherine Cronin, Rajiv Jhangiani and Caroline Kuhn. That session will be livestreamed and recorded also, and the link to watch is below:

See you around!

Perspectives on #OpenAccess During #OpenLearning17 hangout

Reading Time: 1 minutes

We just ended the first of two #OpenLearning17 hangouts, with Frances Bell, Chris Gilliard, Chris Friend and surprise guest, Peter Suber, whose book on Open Access we’ve been reading this week. The hangout was co-facilitated by Sue Erickson and myself, and I also invited folks from the community to participate, so Amy Nelson and Jim Luke joined us and enriched the discussion further. When putting together the guest list for this, I thought of reaching out to people with diverse approaches to openness, and I think while we all have a similar orientation towards openness and social justice, we definitely took different approaches to it in the hangout. From Chris Friend talking about openness in the Hybrid Pedagogy review process, to Frances Bell providing her perspective on open access over time, and offering critical questions (what Frances has to offer is so multi-faceted it’s difficult to summarize, honestly), and Chris Gilliard talking about digital redlining – and Peter Suber answering questions on different topics, but particularly giving his views on Gold Open Access that involves Article Processing Charges. There were some great questions from Twitter and within the hangout and some useful resources/links shared to the #OpenLearning17 hashtag on Twitter (Storify here). To watch the hangout:

The second hangout is planned for Thursday March 9th at 1pm South Africa time (6am EST) and will be a Virtually Connecting session from #OEGlobal (in Cape Town) with Laura Czerniewicz, Catherine Cronin, Rajiv Jhangiani and Caroline Kuhn. That session will be livestreamed and recorded also, and the link to watch is below:

See you around!

Categories Beyond Gold and Green #OpenAccess

Reading Time: 3 minutes

In case you don’t know, we’re reading Peter Suber’s book Open Access this week as part of #OpenLearning17 cMOOC week 7 and focusing mainly on chapter one for now. I’m co-facilitating the week w the wonderful Sue Erickson and there are a variety of activities throughout the week.

(updates to the book can be found here)

So I am a huuuuuge fan of open access from both an altruistic standpoint (I think all scholars should have equal access to published work) and a selfish standpoint (I want people to be able to read and cite my work). It also angers me that authors, editors, reviewers give free labor to publishers, then publishers sell it back to us through our libraries at very high subscription rates. Suber’s chapter one does a great job of outlining the justification for open access for scholars, and how, since we don’t make money out of our peer-reviewed scholarship anyway we have absolutely nothing to lose and everything to gain by going OA.

I am constantly frustrated by people who make assumptions about OA being lower quality and have no idea, to this day, how this irrational belief can be changed. Rationality doesn’t work for confirmation bias.

Anyway. My questions here relate to the usage of the terms gold and green OA (definitions by Suber here). I think the two terms have sub-categories and am wondering what the concise terminologies for those are.

Briefly: gold OA is OA granted by a journal so that if you’re on the journal website, you click the article, and it’s available to you for free (usually also w/o password or such). But within that category, there are the following sub-categories of gold OA (also different business models, but I am looking at it from an author perspective here regardless of underlying business model)

  1. A journal that is entirely OA and which doesn’t charge authors fees
  2. A journal that is entirely OA but which charges authors fees (even if those fees get waived for “member” institutions, this discriminates against people who aren’t affiliated or not affiliated w particular institutions).
  3. A journal that is NOT OA, but which allows authors to pay APCs (Article Processing Fees) in order to make their own article OA (this is usually not really paid by authors themselves but via the funders of their research). I have a problem with this model, and judging from Twitter yday, other people do, too. Because it basically rewards subscription-based journals for making our unpaid work open access. I understand why someone would be want to do it – to choose a prestigious journal better for their career but still publish OA. I just don’t understand why we tolerate this model. Even when there are waivers or reduced for developing countries (good, but not enough imho – because what about unaffiliated authors in developed countries?)

Green OA is based on archiving copies of an article personal or institutional repositories or such. But there are sub-categories of that:

  1. Immediate or after a time embargo?
  2. Using the reviewed manuscript or an earlier version?
  3. On a personal repository (harder for Google and others to find) or institutional repository or something like Academia or Research gate (easier for people and Google to find)

In the past, I have published with subscription journals that allow immediate self-archiving on personal repository and after an embargo period, the option to use institutional repositories.

Sherpa Romeo is a great resource for learning about open access policies of subscription journals:

http://www.sherpa.ac.uk/romeo/index.php

Also check out Sparca Open’s
useful resource for evaluation “how open is it?” https://sparcopen.org/our-work/howopenisit/

Again, check out the activities and resources for #OpenLearning17 cMOOC week 7

Categories Beyond Gold and Green #OpenAccess

Reading Time: 3 minutes

In case you don’t know, we’re reading Peter Suber’s book Open Access this week as part of #OpenLearning17 cMOOC week 7 and focusing mainly on chapter one for now. I’m co-facilitating the week w the wonderful Sue Erickson and there are a variety of activities throughout the week.

(updates to the book can be found here)

So I am a huuuuuge fan of open access from both an altruistic standpoint (I think all scholars should have equal access to published work) and a selfish standpoint (I want people to be able to read and cite my work). It also angers me that authors, editors, reviewers give free labor to publishers, then publishers sell it back to us through our libraries at very high subscription rates. Suber’s chapter one does a great job of outlining the justification for open access for scholars, and how, since we don’t make money out of our peer-reviewed scholarship anyway we have absolutely nothing to lose and everything to gain by going OA.

I am constantly frustrated by people who make assumptions about OA being lower quality and have no idea, to this day, how this irrational belief can be changed. Rationality doesn’t work for confirmation bias.

Anyway. My questions here relate to the usage of the terms gold and green OA (definitions by Suber here). I think the two terms have sub-categories and am wondering what the concise terminologies for those are.

Briefly: gold OA is OA granted by a journal so that if you’re on the journal website, you click the article, and it’s available to you for free (usually also w/o password or such). But within that category, there are the following sub-categories of gold OA (also different business models, but I am looking at it from an author perspective here regardless of underlying business model)

  1. A journal that is entirely OA and which doesn’t charge authors fees
  2. A journal that is entirely OA but which charges authors fees (even if those fees get waived for “member” institutions, this discriminates against people who aren’t affiliated or not affiliated w particular institutions).
  3. A journal that is NOT OA, but which allows authors to pay APCs (Article Processing Fees) in order to make their own article OA (this is usually not really paid by authors themselves but via the funders of their research). I have a problem with this model, and judging from Twitter yday, other people do, too. Because it basically rewards subscription-based journals for making our unpaid work open access. I understand why someone would be want to do it – to choose a prestigious journal better for their career but still publish OA. I just don’t understand why we tolerate this model. Even when there are waivers or reduced for developing countries (good, but not enough imho – because what about unaffiliated authors in developed countries?)

Green OA is based on archiving copies of an article personal or institutional repositories or such. But there are sub-categories of that:

  1. Immediate or after a time embargo?
  2. Using the reviewed manuscript or an earlier version?
  3. On a personal repository (harder for Google and others to find) or institutional repository or something like Academia or Research gate (easier for people and Google to find)

In the past, I have published with subscription journals that allow immediate self-archiving on personal repository and after an embargo period, the option to use institutional repositories.

Sherpa Romeo is a great resource for learning about open access policies of subscription journals:

http://www.sherpa.ac.uk/romeo/index.php

Also check out Sparca Open’s
useful resource for evaluation “how open is it?” https://sparcopen.org/our-work/howopenisit/

Again, check out the activities and resources for #OpenLearning17 cMOOC week 7