Scientific Data

http://www.nature.com/scientificdata/

Scientific Data is an open-access, online-only platform for the publication of descriptions of scientifically valuable datasets. We aim to meet demands from science researchers and funders for innovative ways to make scientific data more available, citable, discoverable, interpretable, reusable and reproducible.

Current Issues in Emerging eLearning

http://scholarworks.umb.edu/ciee/

Current Issues in Emerging eLearning (CIEE) is
an open access, peer-reviewed, online journal of applied research and critical
thought on eLearning practice and emerging pedagogical methods. The journal is
published by the Center for Innovation and Excellence in eLearning, and
sponsored by the College of Advancing and Professional Studies at the
University of Massachusetts Boston

Responsible Gambling Review

http://www.rgreview.org/index.php/RGR/index

The Responsible Gambling Review (RGR), is a free-to-access, online, peer-reviewed journal, that publishes articles examining developments in the field of responsible gambling (RG). The aim of the journal is to help bridge the gap between research and the application of findings, as well as reporting on the actual experiences of implementing new RG policies and practices. The intended audience, are those individuals and organizations who will benefit from discovering new information about RG research and practice.

For example, gaming company staff with a remit in social responsibility, regulators and legislators, treatment providers, as well as researchers in the field and allied disciplines. In presenting the information, the RGR places emphasis upon making the material accessible to a wide multi-disciplinary audience, whilst highlighting the possibility for practical application and ongoing evaluation

Growth of Fully OA Journals Using a CC-BY License

http://oaspa.org/growth-of-fully-oa-journals-using-a-cc-by-license/

A total of 399,854 articles were published with the CC-BY license by members of OASPA during the period shown above, with 120,972 of those being published in 2013 alone. These numbers only include articles that were published in journals whose entire content is Open Access, so articles that were published in hybrid OA journals are not included.

OASPA members were invited to share their data to update the previous post on this topic.

Figures for fully open access titles were supplied by the following members of OASPA as number of CC-BY articles published per year since implementation of the license by that publisher:

BioMed Central (2000-2013) SpringerOpen (2011-2013), Hindawi (2006-2013), PLOS (2003-2013), Frontiers (2012-2013), Leibniz-Institute for Psychology Information/ZPID (2012-2013), American Institue of Physics (2011-2013), MDPI (2008-2013), ecancermedicalscience (2007-2013), AOSIS (2012-2013), eLife (2012-2013), SSPP (2005-2013), PeerJ (2013 only), Ubiquity Press (2011-2013), Copernicus (2007-2013), JMIR Publications (2000-2013), OUP (2013 only) and Igitur (2009-2013).

This chart will be updated again in the future as more data is collected.

Frontiers launches a new open-access journal: Frontiers in Robotics and AI

http://www.nature.com/press_releases/robotics-ai.html

(Lausanne, Switzerland) Frontiers, a community driven open-access publisher and research networking platform, part of Nature Publishing Group, is pleased to announce the launch of a new open-access journal: Frontiers in Robotics and AI.

Frontiers in Robotics and AI is the first open-access community journal covering the fields of robotics and artificial intelligence and joins the growing “Frontiers in” journal series.Frontiers in Robotics and AI will make use of the unique Frontiers open-science platform for open-access publishing and research networking, which provides an equal opportunity to seek, share and create knowledge.

source: KnowledgeSpeak

Palgrave Communications

http://www.palgrave-journals.com/palcomms/

Palgrave Macmillan is delighted to introduce the first high quality open access journal for original peer-reviewed research across all areas of the humanities, the social sciences and business (HSS).

Multi-disciplinary in scope, Palgrave Communications will also champion interdisciplinary research, fostering interaction, creativity and reflection within and between the rich disciplines our project encompasses.

We aspire to be the definitive peer-reviewed outlet for open access academic research in and between our subjects. Palgrave Communications is open to all theoretical and methodological perspectives.

The journal is now open for submissions, and will publish its first articles later in 2014.

source: Impact of Social Sciences

Metropolitan Museum Initiative Provides Free Access to 400,000 Digital Images

http://www.metmuseum.org/about-the-museum/press-room/news/2014/oasc-access

New Web Program Allows Free Image Download for Non-Commercial Use

(New York, May 16, 2014)—Thomas P. Campbell, Director and CEO of The Metropolitan Museum of Art, announced today that more than 400,000 high-resolution digital images of public domain works in the Museum’s world-renowned collection may be downloaded directly from the Museum’s website for non-commercial use—including in scholarly publications in any media—without permission from the Museum and without a fee. The number of available images will increase as new digital files are added on a regular basis.

In making the announcement, Mr. Campbell said: “Through this new, open-access policy, we join a growing number of museums that provide free access to images of art in the public domain. I am delighted that digital technology can open the doors to this trove of images from our encyclopedic collection.”

The Metropolitan Museum’s initiative—called Open Access for Scholarly Content (OASC)—provides access to images of art in its collection that the Museum believes to be in the public domain and free of other known restrictions; these images are now available for scholarly use in any media. Works that are covered by the new policy are identified on the Museum’s website  http://www.metmuseum.org/collections) with the acronym OASC. (Certain works are not available through the initiative for one or more of the following reasons: the work is still under copyright, or the copyright status is unclear; privacy or publicity issues; the work is owned by a person or an institution other than the Metropolitan Museum; restrictions by the artist, donor, or lender; or lack of a digital image of suitable quality.)

source: INFODocket

Getting the Right Fit: Tailoring Assessment Strategies for Your Library

https://www.youtube.com/watch?v=16oHeZdneR8

Rob Favini, Member Services Consultant at OCLC, and Susan Stearns, Boston Library Consortium, welcome and introduce the OCLC Collective Insight Series event titled, “Getting the Right Fit: Tailoring Assessment Strategies at Your Library”. The event took place April 22, 2014 at Brandeis University

source: OCLC

Disruptor, Distracter, or What? A POLICYMAKER’S GUIDE TO MASSIVE OPEN ONLINE COURSES (MOOCS)

http://bellwethereducation.org/sites/default/files/BW_MOOC_Final.pdf

Massive open online courses (MOOCs) are a new form of digital learning that has enthralled some, infuriated others, and changed the conversation about higher education in the U.S. and abroad. Lost in this polarizing debate is a clear assessment of how this new medium is actually affecting postsecondary education and how it could be used in the future.

In this paper, Andrew P. Kelly clarifies the debate around the purpose and potential of MOOCs. Kelly argues that MOOCs are neither a panacea nor a passing fad, and instead, can serve as a tool for enhancing higher education and career training if properly deployed.

Kelly highlights four early lessons learned in the first few years of innovation with MOOCs. His analysis shows that despite predictions that MOOCs would become a substitute for traditional college courses, few students have actually redeemed MOOCs for college credit. Most of the students who register for MOOCs already have a college degree, are employed, and more interested in earning job skills than college credit. Likewise, efforts to use online courses to improve remedial education have disappointed.

On the other hand, the development of MOOC-enhanced hybrid models on traditional campuses could improve student outcomes and lower costs. Furthermore, MOOCs are well designed to close so-called skills gaps between what colleges teach and employers need. Employers have begun to partner with MOOC providers to create online career and technical training. Over time, MOOCs may change the way the American labor force builds its occupational skills.

Based on the experience with MOOCs to date Kelly identifies four key recommendations for policymakers:

  • Deploy MOOCs strategically to improve the educational pipeline. Using low-cost open courses and assessments to diagnose academic needs could help students avoid remediation, while gifted students could benefit from access to MOOCs in high school.
  • Reform articulation and finance policies to facilitate MOOCs-to-credit. Policymakers should push their state systems to adopt common course numbering, create small grants for low-cost credits, and link MOOCs to existing credit-by-exam programs.
  • Challenge colleges to adopt hybrid models and use them to improve affordability. Policymakers should use the bully pulpit and competitive grants to encourage institutions to develop hybrid courses that reduce costs and keep tuition affordable.
  • Extend MOOCs to other occupational training. Leaders should experiment with MOOCs as a low-cost complement to traditional workforce training programs, especially in fields where workers are in high demand.
  • Clarify ownership of publicly funded content and maintain safe harbors for MOOC providers. Policymakers should work to ensure that content created with public dollars is openly licensed and freely available to state residents and that existing safe harbor provisions protect MOOCs from legal issues.

source: OCLC

Video: Center of Excellence Model

 http://youtu.be/d7U9Qj-rMTU

A new video of a project briefing session from CNI’s spring 2014 meeting is now available:

An Exploration Of The “Center Of Excellence” Model For Information Services

Geneva Henry (GWU), Susan Fliss (Harvard), Joy Kirchner (U. Minnesota), Heather Gendron (UNC, Chapel Hill), José Diaz (Ohio State)

Video of the presentation is now online at http://youtu.be/d7U9Qj-rMTU and http://vimeo.com/93453076

Session Description:

A one-year planning grant was awarded by The Andrew W. Mellon Foundation to study the feasibility of establishing Centers of Excellence (CoEs). This study recognizes CoEs as a means to provide new information services that libraries are increasingly expected to deliver in order to meet the needs of twenty-first century research, teaching, and learning. The study explored the characteristics of CoEs, what makes them successful, and the challenges commonly faced by centers. Study findings were presented during this breakout session, and preliminary recommendations for following a Centers of Excellence model in developing and delivering information services were also discussed.