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Research clearly shows that large percentage of people suffer fatigue, dizzyness, and headaches from prolonged screen time. It's also clear that e-texts are not as conducive to learning as paper.
http://www.scientificamerican.com/article/reading-paper-screens/
AU really needs to give people a choice on text book format, forcing e-text is absolutely unethical.
- Shawn Stanley
I would have thought that the Open Source Software model already provides many examples of where material is both free and costs to purchase. The end user/consumer of the product/article can choose which source or channel to purchase or acquire their material from. The free tends to be the industry standard that most probably is the most current material whereas the behind a paywall material has proprietary material added that may advance or notadvance the consumers/users experience.
The real task is to ensure that the material is not swallowed up and restricted by a commercial entity. That can be tackled via non exclusive rights which can be attached to the material. The real concern is the business model OER wishes to adopt in ensuring continuity of funding and achievement of their objectives.
- Aechidna
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- bella
Hi Rory, do I have it right that as long under our current model since AU students pay one flat fee for the course and materials, no savings from open texts could be passed along to our students anyhow? Also to your last point, I'm told there might be substantial institutional savings if we migrated to proprietary etexts. Students would indeed be able to mark up their materials and extensions to the 180 days would be available. They would also have the option of odering hard copies at a discounted rate. What are your thoughts on this?
- Kelly O'Neill
Thank you for your reasoned response to this current debate. Particularly, I think you summarized Prof. Pettigrew's position quite fairly. I see that many student groups in the US are really behind this movement. The student union at my own institution has been critical of the BC announcement, calling it a "boutique program" which ignores the larger issue of post-secondary funding. Your insights are very informative, and I hope that they will help me clarify the purpose of Open Educational Textbooks with our faculty and students.
- tamara
Sarah,
I was concerned that the university was requesting my formal permission to speak with my students. I would appreciate an informal request or simple notification. The problem with formal permission is in a scenario where a professor does not want anyone to know what is happening in his/her course and researchers are doing an investigation. A prof has every right to not co-operate but he/she has no right to prevent anyone asking questions.
All the best.
Rory
Oh, for sure. I could scrape up a couple of plausible reasons, but I don't find either especially compelling.
I was just curious about your claim that asking permission goes against the spirit of the Canadian Charter of Rights and Freedoms. Whether it does or not, that doesn't mean asking permission is a good idea -- I'm just interested in the ways we leverage "rights" and their enforcement in academic and research contexts. The libertarian-style argument that I can say anything I want to anyone I want because I have freedom of speech isn't quite what the Charter provides. Whether or not Canadian courts will hear an issue as a Charter issue (and give the person complaining standing to make the case) is a big deal.
I did a search to learn more about whether access to research subjects might be covered by freedom of expression, and I didn't find anything about that, but I found a good summary of some related issues in an opinion on Charter protection of privacy and the confidentiality of academic research, and a couple of bulletins from CAUT about academic freedom and freedom of expression and freedom of assembly and the Quebec student strikes. It was a neat way to get sidetracked from what I should be doing! I'm glad you provided an excuse to look it up, and I would be very curious to hear more about how academic research and the Charter have interacted.
I do not know what the context of the question is and I would welcome an explanation.
My understanding of what I think the issue is, is that survey's conducted for research at Canadian universities are governed by the Tri-Council Policy Statement (TCPS) Ethical Conduct for Research Involving Humans. Anyone affiliated with a Canadian university who conducts research (including surveys) with humans that does not comply with that policy can lose their tri-council (NSERC, SSHRC, CIHR) funding.
- Jamie B.
It's worth distinguishing between cMOOCs and xMOOCs, as George Siemens has done at http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/.
cMOOCs are the original and (IMHO) best, using connectivist methods and, most importantly, actually relying on the massiveness to add value: it is vital to the way they work that there is a crowd of learners helping one another to learn and there would be no learning to speak of without that crowd. I think these really are very different in most important ways from the traditional models.
xMOOCs, the upstarts that largely follow the old, industrial patterns of instructivist delivery, are indeed very similar from a teaching perspective to the older variants with the important distinction that, unlike old variants, they are free as in beer - well, at least until serious accreditation comes into the picture. However, from a learning perspective they are potentially very different, at least for those that seek the difference, because the affordances of the read/write web surround them with networks and communities that form a more complex ecosystem, with richer ways of supporting learning than older variants.
As always, new technologies assemble the old in different ways and that means there are lots of familiar things and similarities that are worth mentioning. But they are not quite the same.
I came across this "dynamic online visualisation of historical research into dialogue & dialectical games" (see "Chronos") by Dr Simon Wells (@simonwells). I thought of treating my selection of readings that way, to show the flow/continuity/branching. Perhaps that technique could be applied to this?
- Ben Tremblay
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