Cinq thèmes sont suivis dans ce scoop.it : le libre accès (Open Access), la science citoyenne (citizen science), la science en ligne (Open Science), la science 2.0 et les cours en ligne gratuits (MOOCs).
The challenge is to become organic intellectuals. For middle-class academics and activists, who are alienated from the grass-roots people in the field, this is a difficult and delicate task. An organic intellectual is someone who can catalyse and articulate the experience of the people, voice their knowledge, echo their wisdom, and make them present in places where they are not heard or acknowledged.
Interview de Thomas Landrain, président de La Paillasse, le biohacklab parisien qui bouscule la recherche scientifique. Fondé en 2011, le lab tourne avec dix permanents et lance des projets collaboratifs d'innovation ouverte.
•In 25 years, open access, i.e. free and unrestricted access to scientific information, has become a significant part of scientific communication. However, its success story should not conceal a fundamental change of its nature. •Open access started, together with the Web, at the grassroots, as a bottom-up, community-driven model of open journals and repositories. Today the key driving forces are no longer community-driven needs and objectives but commercial, institutional and political interests. •This development serves the needs of the scientific community insofar as more and more content becomes available through open journals and repositories. Yet, the fall of open access as a community-driven model is running the risk of becoming dysfunctional for the scientists and may create new barriers and digital divides.
Both Open Educational Resources (OER) and Open Access (OA) are becoming more central to many librarians’ work and the core mission of librarianship, in part because of the perceived relationship between openness and social justice. However, in our excitement about the new opportunities afforded by open movements, we might overlook structural inequalities present within these movements. In this article, I utilize some of the useful critiques OA has generated to inform the discussion of OER creation and practice. I then hone in on the conversation around OER specifically to suggest starting points for how librarians and other LIS professionals can construct more thoughtful OER practices.
As both Geoffrey Bilder and Martin Heidegger tell us, infrastructure is usually invisible and we only notice it when something goes wrong. This is profoundly problematic for scholarly communications, since infrastructure is also law – it shapes thoughts and actions. Luckily, moments of breakdown (like the SSRN sell-off) help illuminate problems with the system and call on us to change what is broken.
an award-winning mooc(ow), as Joyce might say The New York Times famously labeled 2012 the 'year of the MOOC', acknowledging the attention and excitement generated by a few high profile 'massive open online courses' which enrolled tens of thousands of students from all of the world to participate in offerings from a few elite universities in the United States. What might 2014 bring for MOOCs, especially as might relate to situations and circumstances in so-called ‘developing countries’? --- It may be hard for some in North America to believe, given the near saturation coverage in some English language web sites that focus on higher education and in certain thematically-linked corners of the English-language blogosphere, but the 'MOOC' phenomenon is only just now starting to register with many educational policymakers in middle and low income countries around the world. While many MOOCs have (from the start, and increasingly) attracted students from all over the world, at the policy level, 'MOOCs' have not – at least in my experience during the course of my work at the World Bank on education and technology issues -- been a topic much discussed by our counterparts in ministries of higher education and universities. Yes, one does see the occasional bullet point in a PowerPoint presentation towards the end of an institutional planning meeting, but my impression is that this can often be as much a reflection of the speaker’s desire to project a familiarity with emerging buzzwords as it is a reflection of any sustained strategic or practical consideration of the potential relevance (or threat) of MOOCs to traditional practices in higher education outside of ‘rich’ countries. More than a few commenters in North America have invoked the Technology Hype Cycle (a concept developed and popularized by Gartner to represent the maturity, adoption and social application of certain technologies, and their application) when proclaiming that MOOCs have now past a 'peak of inflated expectations' to enter a period known as the 'trough of disillusionment' as a result of things like the recent change of course or ‘pivot’ of Udacity, one of the leading MOOC platform providers. While this assessment of the state of maturity/adoption may or may not be true from a North American perspective, and even if we concede that technology hype cycles are being compressed (it took Second Life and other ‘virtual worlds’, another recent notable educational technology phenomenon, three times as long to move from a period of great hype in educational circles to one of ‘disillusion’), such commenters may often neglect to consider that many hype cycles can exist simultaneously for the same technology or technology-enabled approach or service, depending on where you might find yourself in the world. While perhaps unsure of the extent to which MOOCs represent a 'threat' to existing educational practices, a new avenue for higher education, or perhaps something else entirely, I agree with people who say that the reports of the death of the MOOC are highly exaggerated. Roy Amara, the longtime president of the Institute for the Future, famously remarked that "We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run." I would not be surprised if this holds for many of the trends that we, as a matter of convenience, and correctly or not, group together under the general heading of ‘MOOCs’ today. --- In my personal experience working at the World Bank on projects at the intersection of technology and education sectors, and when in discussions in many similar sorts of international organizations, ‘MOOCs’ are, generally speaking, still not a hot topic of consideration for educational policymakers in most middle and low income countries. That said, they are starting to gain increasing mindshare in some places. At the very least, they are generating some real confusion (and where there is confusion, there is potentially opportunity as well, for better and for worse). As a result, many folks in the international donor community are now beginning to ask themselves questions like: • How can, or should, we be talking about MOOCs when speaking with our counterparts in government around the world? • What are the real, practical opportunities to consider in the short and medium term? • Where, and how, might education ministries and universities wish to engage with related issues -- and what role (if any) should organizations like the World Bank play in this process of engagement? ---
L'équipe d'Hinnovic a eu la chance de visiter l'entreprise Sensorica, un modèle d'entreprenariat au service du bien commun par l'intermédiaire des innovations en accès libre. Récit d'une visite inspirante.
La banque d’enquêtes qualitatives en sciences humaines et sociales (beQuali) fait partie de l'équipement d'excellence DIME-SHS (Données, Infrastructures, Méthodes en SHS). Elle est développée au Centre de données socio-politiques (CDSP, UMS 828 Sciences Po - CNRS).
BeQuali propose, sous réserve d’autorisation, un accès à des matériaux d’enquêtes qualitatives et à une documentation restituant le contexte de leur production. Ses principaux enjeux sont les suivants :
patrimoniaux, en participant, aux côtés de plusieurs acteurs comme HumaNum, PROGEDO, le CINES..., à la dynamique de conservation des données de la recherche en France ;
pédagogiques, en montrant la diversité des démarches menées à partir de méthodes qualitatives (observations, entretiens, focus groups…) et en mettant des ressources à disposition des enseignants et des étudiants dans le cadre de la formation à la recherche ;
scientifiques, en permettant aux chercheurs de produire de nouvelles recherches ou d'enrichir l'histoire des sciences et des méthodes à partir des données disponibles sur ce site.
La nouvelle est passée relativement inaperçue, notamment en France : pour la première fois, un pays entier, la Finlande, a rendu public le montant des abonnements payés aux éditeurs scientifiques. Cette divulgation inédite résulte d’une initiative menée notamment par Open Knowledge Finland (OKFFI) et rOpenGov. Les données concernent la période 2010-2015, avec les montrants réglés … Continuer la lecture de « Coûts des abonnements : l’exemple finlandais »
The reported studies give us a flavour of research in Ayurvedic biology which is in its infancy. It is as rigor- ous as any branch of biology, but is distinct in so far as the inquiries are always based on cues from Ayurveda. This system of medicine prizes learning and the pursuit of knowledge, but urges that the reality of existence expresses itself not only in scientific insights and experi- ments but also in ‘Man, the Unknown’, who strides behind human endeavour as an unknown and unknowable determinant.
Une thèse de doctorat, organisée et parrainée par le Cerdotola a été défendue et restituée dimanche 05 juin 2016 dernier dans la forêt du peuple Pygmées Bakola/baglieli de Grand- Zambi dans la commune rurale de Bipindi au sud du Cameroun. Soutenir sa thèse est, en effet, dans une vie de chercheur, un moment important, tellement …
Open source. Open access. Open society. Open knowledge. Open government. Even open food. The word “open” has been applied to a wide variety of words to create new terms, some of which make sense, and some not so much. This essay disambiguates the many meanings of the word “open” as it is used in a wide range of contexts.
Issues d’un rapport remis au ministère de l’Écologie, au début de l’année 2012,ces réflexions rassemblent une série d’interrogations fondamentales et récurrentes sur le fond et sur les aspects méthodologiques des sciences participatives : elles insistent sur l’indispensable caractère scientifique de l’objectif, la nécessaire compétence scientifique des participants et suggèrent une coordination générale et centralisée laissant une place à l’aspect spontané d’un certain nombre d’initiatives.
Today millions of people engage in citizen science projects. The popularity of citizen science among the general public has been met by a scientific community a little unsure of what to make of it. The scientific community is discussing, adapting, and debating what citizen science means for the future of scientific research. Some focus their concern on issues of data quality (and clarifying misperceptions about it). Others get excited about the enhanced capacity for research over large geographic areas and long periods of time. Citizen science now plays a role in policy and decision making, conservation and environmental justice, education in schools, learning in informal settings like nature centers and museums, achieving broader impacts, and more. Even though citizen science has been around for a long time, in the form of solo amateurs as well as large coordinated networks, there is only recently a sense of urgency in figuring out the do’s and don’ts to get it right. Citizen science
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