dealing in disruption - oa policy in an african context
DESCRIPTION
Presentation at the University of Namibia SCAP workshop June 2012TRANSCRIPT
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Dealing in Disruption
Some rights reserved by barbourianeBooks, universities and publishers in a digital
age
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We all know that we face a radically changing
environment
AttributionShare Alike Some rights reserved by Bichuas (E. Carton)
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Disruption Attribution Some rights reserved by sjcockell
…in which the web is changing everything
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The defining feature of print books – they have covers, marking a beginning and an end
Some rights reserved by shutterhacks
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A scarcity model – the important thing is
containing expensive-to-produce knowledge
for publication
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http://www.flickr.com/photos/daveyll/332723930
Filters matter in
this context
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Filtering OUT…
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In this world, publication is a
critical component of
knowledge production
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Knowledge was the result of winnowing, as was what made it through the
editorial process. Knowledge was that which was settled... While knowledge
was of course contextual and related to its sources, its expression was in
discrete units that try to encapsulate everything the reader needs to know…
David Weinberger http://projectinfolit.org/st/weinberger.asp
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Individual End-to-end
Packaged
StaticLinear
© ClosedAuthoritative
Hierarchical
Print media
Top-down
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20th century - consolidation of global media industries
Worldmapper: Books publishedhttp://www.worldmapper.org/display.php?selected=343
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In South Africa
Homogenisation of content, market dominance by large multinationals.
Local publishing concentrated in large undergraduate classes.
Overall, a shortage of locally relevant content.
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Can we celebrate digital media as a route to new,
more expansive opportunities?
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The trajectory of change
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Availability of e-textbooks and customisation options
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The horseless carriage – the
e-reader
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…has its advantages…
http://www.jonmccormack.com/blog/?p=835
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A more collaborative, interactive model emerges
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Apple iPad interactive textbooks
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But there are serious barriers to our
access to these and other powerful educational tools
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Territorial rights Attribution Some rights reserved by
music2work2
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“This title is not
available in your
location, Africa”
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AttributionShare Alike Some rights reserved by Bichuas (E. Carton)
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Dysfunctional business
models are encouraging
piracy
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E-books need a seamless, worldwide,
customer-focused market
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And in the universities?
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Research is increasingly networked and collaborative
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AttributionNoncommercialNo Derivative Works Some rights reserved by f2point8
Working with a deluge of data
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Collaborative
Granular
Hyperlinked
Interactive
Disaggregated
Social Integrated
OpenInteroperable
Digital knowledge
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Now knowledge occurs on a capacious network characterized by links. It’s thus taking on a shape that reflects its new medium. Deeply linked, incomplete,
inconsistent, in multiple-voices, unsettled, bottom up as well as top
down, multiple curated. Knowledge now looks like a network (of the Internet sort
specifically) because it is a network.
David Weinberger http://projectinfolit.org/st/weinberger.aspSee Weinberger, D (2012) Too Big to Know. New York, Basic Books
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Publishing/communication in
this environment is continuous, no longer the final,
fixed output
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The lines between research output
and teaching materials are
becoming more fluid
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Students are online, accessing course materials
in multiple media
Attribution Some rights reserved by ProfAlliRich
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They will need to learn how to find,
sift and select information
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More than 90% of UCT students have at least one course delivered on the LMS,
Vula.
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There will be increasing
demands for integrated textbook
materials, flexibly licensed
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http://www.flickr.com/photos/mararie/3313582639/ CC-BY-SA
OA and OER are now becoming widely adopted worldwide and is supported by
international, regional and national policies
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UNESCO supports OER national policy development
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UNESCO is convening regional policy workshops
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Open Aire in the EU
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The UK hires Jimmy Wales to advise on OA policy
WiLLGT09
Creative Commons Attribution 3.0 Unported WiLLGT09
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‘The goal of attaining meaningful post school education will be supported by the development and sharing of well designed high quality learning resources that build on the expertise and experience of top quality scholars and educators. ‘
The SA Green Paper on Post-School Education and Training
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These resources should be made freely available as Open Education Resources (OER) for use with appropriate adaptation. This would be in line with a growing international movement …supported heavily by organisations such as UNESCO and the Commonwealth of Learning. http://www.dhet.gov.za/LinkClick.aspx?fileticket=yhGLBBQZBzM=&tabid=36&mid=1071
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Licensing frameworks will be needed and institutional IP policies that include open licensing , in the light of the Green Paper
provision for’ an overarching policy framework on IP and copyright in higher
education’.
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Empowerment through collaboratio
n – new partnership
s will be needed
Attribution Some rights reserved by Anthony_Joel
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What is developing…
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“The combination of free access to world-class textbooks and the flexibility to
modify the material exactly to our needs makes Flat World Knowledge ideal for
pairing with the OCW Scholar courses,” remarked MIT OpenCourseWare
Executive Director Cecilia d’Oliveira.
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What partnerships are waiting to develop in
South Africa?
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Paper delivered at e-Textbooks – Tools of Change for the Digital Migrant Teaching the Digital
Native
Van Schaik Bookstores Conference 10 May 2012
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Eve Gray Scholarly Communication in
Africa ProgrammeUniversity of Cape Town
http://www.gray-area.co.za
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