Developing a flexible learning activity on biodiversity and spatial scale concepts using open‐access vegetation datasets from the National Ecological Observatory Network

Introduction   The Norwegian research council supports the European cOAlition S, demanding that all scientific articles from the research they finance is openly available from 01.01.20211. Since 2013 the University of Oslo have mandatory institutional archiving of all peer reviewed articles in post-print version (after peer review)2. In 2019 several “publish and read” agreements were established between different publishers and the Norwegian higher education sector, enabling article processing charges to be paid by Norwegian universities and research institutions3.   New agreements and changing regulations might be difficult to grasp by students, faculty and library employees. Aim is to test out basic knowledge about Open Access (OA) among beforementioned groups through a short, fun and informative OA event, while asking: Can a board game help promote Open Access?  Method   Choosing an existing OA board game was done based on the following considerations: it must have a recognizable concept and simple rules, be easy to administer, and not be too time consuming. Our choice is “The Game of Open Access”, a game produced by McGuinn and Spikin at University of Huddersfield, UK4. Modification of questions and answers to better fit a Norwegian context and publishing rules at the University of Oslo was essential. After testing of the game between us, minor alterations to the playing rules were added. Just as in the original game, for each correctly answered question, a participant keeps a card. After completing a round, the player gets a token representing a single published article, and then continues the game. The game is finished after all questions are answered correctly. The winner is the participant with the most points. Each card is worth three points and each token one point. These small modifications make the game more balanced and all participants equally involved.  Before playing the game, a short (five minutes) introduction to OA in Norway with presentation of infographics is given. After the game, an evaluation form is administrated among all participants as an online questionnaire. Gameplaying time is approximately 30 minutes, which makes the game perfect for shorter events.  Results    Result from the evaluation form administered to librarians, students and faculty will be collected in the period September 2019-April 2020, in a range of different events. The first findings show that players are satisfied with board game content and questions, but they also suggest certain improvements  Discussion   Can a board game learning activity taking place outside of the ordinary library instructional courses for students and faculty at the University be an asset spreading awareness about Open Access? Does library staff have the basic understanding of the topic, or is further training needed?     

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Open Access – Sie haben die Wahl mit OpenMind

Musik- Tanz und Kunsttherapie ◽

10.1026/0933-6885.20.2.47 ◽

2009 ◽

Vol 20 (2) ◽

pp. 47-48

Author(s):

G.-Jürgen Hogrefe

Keyword(s):

Open Access

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Strukturierte klinische Interviews zur Erfassung psychischer Störungen über die Lebensspanne

Zeitschrift für Klinische Psychologie und Psychotherapie ◽

10.1026/1616-3443/a000430 ◽

2017 ◽

Vol 46 (3) ◽

pp. 176-186 ◽

Cited By ~ 36

Author(s):

Jürgen Margraf ◽

Jan Christopher Cwik ◽

Verena Pflug ◽

Silvia Schneider

Keyword(s):

Open Access ◽

Psychische Störungen ◽

Dsm 5

Zusammenfassung. Psychische Störungen können über die ganze Lebensspanne auftreten. Strukturierte klinische Interviews sind zentrale Hilfsmittel für ihre rasche, zuverlässige und umfassende Diagnostik. Im deutschsprachigen Raum stehen mit den Verfahren der DIPS-Familie Interviews zur Diagnostik psychischer Störungen über die gesamte Lebensspanne zur Verfügung, die seit den 90er Jahren regelmäßig aktualisiert wurden. Ihre Reliabilität, Validität und Akzeptanz wurde wiederholt in großen Stichproben aus ambulanten, stationären und Forschungssettings überprüft. Die Einführung des DSM-5 erforderte eine umfassende Überarbeitung der DIPS-Interviews, deren wesentliche Merkmale dargestellt werden. Um die breitere Verwendung von strukturierten klinischen Interviews zu fördern, werden die Verfahren der DIPS-Familie neu als „Open Access-Dokumente“ zur Verfügung gestellt. Abschließend werden weitere Entwicklungen zu Training, Dissemination und Computerisierung im Ausblick angesprochen.

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