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

ww

.flickr.com/photos/m

ckln/4815025704/sizes/l/in/photostream/

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/