Wisconsin Distance Education Conference 2010 open access publishing seminar
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These are slides used by 4 authors of books released as Open Access by Athabasca University Press. The presentation also compares impact of open versus proprietary publication of scholarly work.
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Wisconsin Distance Education Conference 2010 open access publishing seminar
- 1. Open Access Publishing Workshop 26th Annual Conference on Distance Teaching & Learning University of Wisconsin Terry Anderson, Dietmar Kennepohl, Mohamed Ally George Veletsiano
- 5. AU Press operates on the model of a knowledge-based economy, to which we contribute by providing peer-reviewed publications unfettered by the desire to commodify thought or to restrict access to ideas.
- 24. What is being published?
- 25. What Methods Are Used? Review of Distance Education Research (2000 to 2008): Analysis of Research Areas, Methods, and Authorship Patterns. IRRODL (2009) Olaf Zawacki-Richter, Eva Maria Bäcker, and Sebastian Vogt
- 27. OA versus Closed Differences in Disciplines Norris, M., Oppenheim, C., & Rowland, F. (2008). The citation advantage of open-access articles. J ournal of the American Society for Information Science and Technology, 59(12), 1963-1972.
- 33. Citation Results The Growing Impact of Open Access Distance Education Journals: A Bibliometric Analysis/index.php/jde/article/view/661/ 2003 2004 2005 2006 2007 2008
- 34. H-index 2003 2004 2005 2006 2007 2008
- 36. Quality Ratings By Editorial Board Members No Significant difference between open and closed journals
- 37. Exposure ratings by Board Members No Significant difference between open and closed journals
- 40. 26 th Annual Conference on Distance Teaching & Learning August 4-6, 2010 Madison Accessible Elements Dietmar Kennepohl and Lawton Shaw
- 41. Richard Feynman
- 42. “ We site what we see” Alma Swan American Scientist, Vol 95, May-June 2007
- 43. Citations Open-Access versus Closed-Access (Data from Hajjem, Harnad and Gingras 2005)
- 44. Cited Articles in arXiv Repository (Swan 2007)
- 47. Table of Contents Foreword IX Introduction XV Learning Chapter One 1 Interactions Affording Distance Science Education Terry Anderson Chapter Two 19 Learning Science at a Distance: Instructional Dialogues and Resources Paul Gorsky and Avner Caspi
- 48. Table of Contents Chapter Three 37 Leadership Strategies for Coordinating Distance Education Instructional Development Teams Gale Parchoma Chapter Four 61 Toward New Models of Flexible Education to Enhance Quality in Australian Higher Education Stuart Palmer, Dale Holt, and Alan Farley
- 49. Table of Contents Laboratories Chapter Five 83 Taking the Chemistry Experience Home — Home Experiments or “Kitchen Chemistry” Robert Lyall and Antonio (Tony) F. Patti Chapter Six 109 Acquisition of Laboratory Skills by On-Campus and Distance Education Students Jenny Mosse and Wendy Wright
- 50. Table of Contents Chapter Seven 131 Low-Cost Physics Home Laboratory Farook Al-Shamali and Martin Connors Chapter Eight 147 Laboratories in the Earth Sciences Edward Cloutis Chapter Nine 167 Remote Control Teaching Laboratories and Practicals Dietmar Kennepohl
- 51. Table of Contents Logistics Chapter Ten 191 Needs, Costs, and Accessibility of de Science Lab Programs Lawton Shaw and Robert Carmichael Chapter Eleven 213 Challenges and Opportunities for Teaching Laboratory Sciences at a Distance in a Developing Country Md. Tofazzal Islam
- 52. Table of Contents Chapter Twelve 235 Distance and Flexible Learning at University of the South Pacific Anjeela Jokhan and Bibhya N. Sharma Chapter Thirteen 247 Institutional Considerations: A Vision for Distance Education Erwin Boschmann Author Biographies 267 Index 275
- 53. Accessible Elements - Downloads Chapter/File Nov'09 Dec'09 Jan'10 Feb'10 Mar'10 Apr'10 May'10 00-Front Matter - 12 3 5 3 7 2 00-Table of Contents - 4 7 5 2 6 2 00-Foreword - 7 6 5 3 0 0 00-Introduction - 6 8 4 2 2 2 01-Chapter 1 - 7 13 7 11 10 3 02-Chapter 2 - 6 9 9 3 3 1 03-Chapter 3 - 4 4 9 3 11 2 04-Chapter 4 - 3 15 6 2 5 2 05-Chapter 5 - 12 51 47 44 35 17 06-Chapter 6 - 4 25 11 10 3 2 07-Chapter 7 - 21 60 41 41 37 22 08-Chapter 8 - 6 14 6 5 2 2 09-Chapter 9 - 4 23 20 33 7 9 10-Chapter 10 - 8 29 14 2 3 1 11-Chapter 11 - 10 22 20 18 22 18 12-Chapter 12 - 4 14 8 1 4 0 13-Chapter 13 - 3 8 6 9 7 1 99-Author Biographies - 12 10 16 7 4 1 99-Index - 5 9 8 0 2 0 99-About the Editors - 9 2 3 2 1 1 FULLBOOK - 29 136 58 32 47 38 Total Downloads: - 176 468 308 233 218 126
- 54. Accessible Elements Download Distribution Country/Territory Downloads % Canada 368 31.00% United States 218 18.37% Greece 78 6.57% China 54 4.55% India 43 3.62% Czech Republic 32 2.70% Australia 31 2.61% Malta 31 2.61% Portugal 28 2.36% United Kingdom 28 2.36% Russia 25 2.11% Uruguay 23 1.94% Germany 22 1.85% Bangladesh 21 1.77% Egypt 20 1.68% Spain 20 1.68% Japan 17 1.43% Mongolia 15 1.26% Brunei 12 1.01% Chile 10 0.84% Saudi Arabia 10 0.84% Israel 9 0.76% New Zealand 8 0.67% Turkey 8 0.67% Croatia 4 0.34%
- 56. Thank You
- 57. Open Access Publishing Mohamed Ally, Ph.D. Director and Professor Centre for Distance Education Athabasca University Canada [email_address]
- 59. Why Publish as Open Access
- 77. Emerging Technologies in Distance Education George Veletsianos, PhD Instructional Technology University of Texas at Austin
- 78. Research & Teaching Interests Design & Development of Online Learning Environments Adventure Learning Pedagogical Agents Learning Experience Social, Problem-based, Emerging, Engagement
- 79. Think of this…
- 80. … and not this.
- 81. July 2008: RFP September 2008 – More than 60 proposals December 2008 – Full chapters April 2009 – Reviews & Resubmissions May - Summer 2009 – Peer review, revisions Fall 2009 – Revisions & Edits Fall 2009 – Spring 2010: Copyedits, Proofs, Some more edits July 2010 – Publication
- 84. Why Open Access in a world new to Open Access?
- 85. Goal #1: More citations Goal #2 : To improve distance education How?
- 86. By reaching more people.
- 87. Early Experiences (published 2 weeks ago)
- 89. Tracking you…
- 90. Greater access – wider dissemination
- 93. Open Access :: Widely Available :: Greater Impact
- 94. Emerging Technologies in Distance Education George Veletsianos, PhD www.veletsianos.com [email_address] University of Texas at Austin
- 96. A Tale of 3 books Open Access - First Year 26,000 + downloads & Individual chapters 404 hardcopies sold @ $40 Commercial publisher 934 copies sold at $52.00 Buy at Amazon!! E-Learning for the 21 st Century Commercial Pub. 1200 sold @ $135.00 2,000 copies in Arabic Translation @ $8.
Notas do Editor
- 08/05/10 13:55 © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
- 08/05/10 13:55 © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
- These are just some. They may not be representative, but they are some that have worked for me.
- This picture was taken in 1963 at a showing of "Saint George and the Dragon" in Paris. Just as the dragon is slain, some children cry out in a combination of horror and delight, while others are taken aback in shock. Every child is consumed with emotion. The experience is captivating, memorable, and lasting. Now let’s compare this to our educational systems.
- too much research that deals with perceptions, perspectives, experiences of learners in small cases with little obvious relevance beyond the case- heavily interpretivist in orientation - qualitative methods more needed on organizational issues, policy issues, change management, innovationn- research hasn't adequately addressed emergence of new technologies and impact on design of DE, i.e, the PLN, edupunk etc- lack of historical perspective - a lot of what people think is new is not: edupunk = self directed learning; online learning is often not considered as part of DE (see Garrison's article in JDE); e-learning is treated as something new and different serious problem: can't think of a single research article that has influence my practice in the last 10 yrs- partly due to ed research being part of the university model of research - not required to be practical, funding doesn't require it.- need funding that is tied to practical outputs- need research that focuses on applied learning contexts- research needs to be part of practice. Currently they are separate activities