Within the overall framework of the organization’s strategy on OA, the recent launch of OA curricula for Researchers and Library Schools by UNESCO highlights its efforts for enhancing capacities to deal with Open Access issues. The carefully designed and developed sets of OA curricula for researchers and library and information professionals are based on two needs assessment surveys, and several rounds of face-to-face and online consultations with relevant stakeholders.
Academic, library and technology organisations are denouncing a new sharing and hosting policy adopted last month by publisher Elsevier, saying it undermines open access policies at universities and prevents authors from sharing their work.
Recently, the research community has been flooded with encouragement to make things “open,” meaning: freely and easily accessible, in a variety of ways, and to a great variety of audiences. This impetus to be open has taken the form of debates over “Open Source” software licensing, “Open Access” to the published results of research[i], “Open Innovation” across organizations, and “Open Data” in research and government contexts. We are in the era of the “New Scientific Revolution”, where the fruits of research will (supposedly…) flow out of the academic ivory tower to transform health, society, and beyond. (Most academics will probably be familiar with these terms by now, even fleetingly, through publicity from the AAA or The White House.)
This working paper shares the findings and lessons learned from a small-scale survey on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions. The study was carried out jointly in
Using open digital tools creates space for productive dialogue within and across courses and departments, allowing for critical co-investigation not just within a single course but in the college community.
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