Web of Science: Open Access Trends

https://www.library.uq.edu.au/blogs/sp/2014/04/01/web-science-open-access-trends

The new Web of Science interface has a feature that allows the user to refine search results by the category of “Open Access”. This presents interesting possibilities for analysis for researchers as well as for librarians. A quick search can reveal general trends in open access publishing by subject area. Searching the topic of public health in the Web of Science (2012-2014) yields approximately 31,000 records, of which about 7,000 (or 22%) were published in an open access source. Looking at the last five years reveals an upward trend in open access for this subject area. Between the years 2008-2009, just 15% of the records in Web of Science on this topic were published in open access sources.

The Web of Science identifies the Open Access status at the journal level from a number of sources including metadata provided directly by publishers and the Directory of Open Access Journals(DOAJ).

PROJECT: Beyond Citation

http://acrl.ala.org/dh/2014/04/01/project-beyond-citation/

Eileen Clancy (City University of NY) discusses the ideas behind Beyond Citation, a project from students in the Digital Praxis Seminar at the CUNY Graduate Center thatseeks to understand how “databases shape the questions that can be asked and the arguments that can be made by scholars through search interfaces, algorithms, and the items that are contained in or absent from their collections.” Shortcomings of databases include OCR errors and difficulty locating the provenance information necessary to properly contextualize search results.

The Beyond Citation project plans to launch an early version of its website in May 2014 that aggregates “bibliographic information about major humanities databases so that scholars can understand the significance of the material they have gleaned.”

HEFCE announces Open Access policy for the next REF in the UK: Why this Open Access policy will be a game-changer.

http://blogs.lse.ac.uk/impactofsocialsciences/2014/04/01/hefce-open-access-ref-gamechanger/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+ImpactOfSocialSciences+%28Impact+of+Social+Sciences%29

With the final consultation period now over, the Open Access policy for the next REF has been released. Alma Swan looks at the rollout which requires the deposit of articles into repositories and finds this is pragmatic but good policymaking. With that simple requirement, the culture in British universities can be shifted towards open access. Swan also notes areas where the HEFCE policy could be better, notably the inclusion of monographs, shorter embargo periods, and closer alignment with European policies.

Announcing a better way to measure your value: the Total Impact Score

http://blog.impactstory.org/2014/04/01/announcing-a-better-way-to-measure-your-value-the-total-impact-score/

Measuring the full impact of a scholar’s work is important to us here at Impactstory. No single metric captures all the flavors of your impact–until now.

We’re announcing a thrilling new feature to be rolled out in the next few days: Total Impact Scores.* Now, using one metric to rule them all, you can capture and calculate not only your value as a Scholar, but your worth as a Human Being….

eLearning Papers Issue No.37 Experiences and best practices in and around MOOCs

http://openeducationeuropa.eu/en/paper/experiences-and-best-practices-and-around-moocs

This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. The success of this conference with more than 450 participants demonstrates that MOOCs are at the beginning of a wave and a first step towards opening up education.

 Why are MOOCs innovative? They provide alternative ways for students to gain new knowledge according to a given curriculum. MOOCs can also enhance learners’ ability to think creatively to select and adapt a paradigm to solve the problem at hand. These are the main findings of a case study on the Discrete Optimization MOOC on Coursera.

 Many higher education institutions are asking their staff to run high quality MOOCs in a race to gain visibility in an education market that is increasingly abundant with choice. Nevertheless, designing and running a MOOC from scratch is not an easy task and requires a high workload. Professors from Universidad Carlos III in Madrid offer a set of recommendations that will be useful to inexperienced professors. An MIT study also gives key findings on optimizing video consumption across courses.

What are the defining characteristics of a MOOC? Can we categorically differentiate a MOOC from other types of online courses? This is one of the central questions of the debate on the future of MOOCs. An UNED study proposes a quality model based on both course structure andcertification process. Most of the debate around the future of MOOCs focuses on learners’ attitudes such as attrition or a lack of satisfaction that leads to disengagement or dropout. A Stanford study shows how educational interventions targeting such risk factors can help reduce dropout rates, as long as the dropouts are predicted early and accurately enough. A French researcher shows that learners who interact on the forums and assess peer assignments are more likely to complete the course. Another Stanford study tested different approaches to measure the extent to which online learners experience a sense of community in current implementations of online courses. In a similar context, a German team of researchers studied the collaborative endeavour of planning and implementing a cMOOC.

One of the key elements of the discussion around MOOCs is their relevance to students in their respective cultural settings. A Leicester University researcher contemplates whether activities, tasks, assignments and/or projects can be applicable to students’ own settings; for example, giving students the freedom to choose the setting of their projects and the people with whom they work. These questions are central to making MOOCs truly accessible to all.

 

source: Alt ed

Sociological Science

http://www.sociologicalscience.com/

Sociological Science is an open-access, online, peer-reviewed, international journal for social scientists committed to advancing a general understanding of social processes. Sociological Science welcomes original research and commentary from all subfields of sociology, and does not privilege any particular theoretical or methodological approach.

Response to Elsevier’s text and data mining policy: a LIBER discussion paper

http://www.libereurope.eu/sites/default/files/TDMdiscussionpaper-final.pdf
Over the last twelve months LIBER has devoted a considerable amount of effort to making the
case for the need for changes to copyright legislation in order to allow researchers to employ
digital research methods to extract facts and data from content.
We believe that this will exponentially speed up scientific progress and innovation in Europe. Having explored2
the issue of TDM with our members and other stakeholders in the research community we have come to
the conclusion that licensing will never bridge the gap in the current copyright framework as it is
unscalable and resource intensive.

Source: DigitalKoans

Ariadne issue 72, March 2014

http://www.ariadne.ac.uk/current-issue

contents include:

Realising the Potential of Altmetrics within Institutions

LinkedUp: Linking Open Data for Education

Digitisation and e-Delivery of Theses from ePrints Soton

Internet Interventions

http://www.invent-journal.com/

The aim of Internet Interventions is to publish scientific, peer-reviewed, high-impact research on Internet interventions and related areas.

Official Journal of the european society for research on internet interventions (ESRII) and the International Society for Research on Internet Interventions (ISRII).

Open access to be a requirement for UK research funding

Jisc today welcomed the announcement by Higher Education Funding Council for England’s (HEFCE), the Scottish Funding Council, the Higher Education Funding Council for Wales and the Department for Employment and Learning that from 2016 they will expect all articles submitted to the Research Excellence Framework (REF), a system for assessing the quality of research, to be available by open access. This framework will be used by the HEFCE, the Scottish Funding Council, the Higher Education Funding Council for Wales and the Department for Employment and Learning in Northern Ireland to inform the selective allocation of their research funding to higher education institutions. This means that any university which applies for research funding will have to show how they support open access.

This is potentially great news for universities and researchers keen to raise their profile and their impact.  However, as with any benefit, it will require some investment on the part of the sector. Jisc, the Association for Research Managers and Administrators (ARMA) , Research Libraries UK (RLUK) and Society of College, National and University Libraries (SCONUL)  have come together to help universities reduce the investment needed so that good practice and lessons can be shared between those responsible for putting the REF policy into practice.

Lorraine Estelle, Executive director of digital content and resource discovery and CEO Jisc Collections, said: “There are few things to which universities pay more attention than the REF, so I’m delighted that Jisc is working so closely with our partners to help universities prepare for it, and gain the maximum benefit from doing so.”

Jisc works with the Open Access Implementation Group to offer a range of support and guidance which can help your university choose a model of open access which is right for your institution. We are supporting the open access implementation community with a number of Jisc-funded pathfinder projects, along with events, workshops and briefings over the next two years until the policy comes into force.  And we are working with HEFCE, the Research Councils and the Wellcome Trust to provide the Sherpa FACT service, advising authors on complying with open access policies.  Simon Kerridge (ARMA), Stella Butler (RLUK), Sara Marsh (SCONUL) and Neil Jacobs (Jisc) agree that “working together in this way, our organisations can reduce the burden on universities as they adopt open access in ways that best suit their missions in a diverse higher education sector.”