scholarly journals Open Content Licensing: Cultivating the Creative Commons

2007 ◽  
Keyword(s):  
Creative Commons ◽  
Open Content

Examining Open Source Software Licenses through the Creative Commons Licensing Model

2011 ◽  
pp. 382-393
Author(s):  
Kwei-Jay Lin ◽  
Yi-Hsuan Lin ◽  
Tung-Mei Ko
Keyword(s):  
Open Source ◽  
Open Source Software ◽  
Creative Work ◽  
Creative Commons ◽  
Software Licenses ◽  
Open Content

In this chapter, the authors present a novel perspective by using the Creative Commons (CC) licensing model to compare 10 commonly used OSS licenses. The authors also propose a license compatibility table to show that whether it is possible to combine OSS with CC-licensed open content in a creative work. By using the CC licensing concept to interpret OSS licenses, the authors hope that users can get a deeper understanding on the ideas and issues behind many of the OSS licenses. In addition, the authors hope that by means of this table, users can make a better decision on the license selection while combining open source with CC-licensed works.

A proposal for an open content licence for research paper (Pr)ePrints

First Monday ◽  
2005 ◽  
Author(s):  
Roger Clarke
Keyword(s):  
Modern World ◽  
Access To Information ◽  
Paper Briefly ◽  
Conventional Vehicle ◽  
For Profit ◽  
Creative Commons ◽  
Working Paper ◽  
Early Access ◽  
Open Content ◽  
E Mail

Many academic papers that are to be submitted to refereed conferences and journals have been previously exposed to the author’s colleagues. The term ‘preprints’ has long been used to describe such documents. ‘Departmental Working Paper’ series were for many years a conventional vehicle for their publication. In the modern world, preprints are frequently transmitted electronically, variously as e–mail attachments and as files available for download via FTP or HTTP. When a preprint is made available electronically, it is likely that the author provides the recipient not only with a copy, but also with a copyright licence. In most cases, however, the licence is only implicit, and the terms of the licence are unclear. This creates the potential for considerable uncertainties, and those uncertainties are of serious concern in the context of tension between for–profit publishers of refereed articles and the research communities that referee and edit them gratis, and depend on them for early access to information. This paper briefly reviews the open content and ePrints movements, considers the interests of the various stakeholders, proposes a set of licence terms intended to satisfy the needs of all parties, and concludes that a particular Creative Commons licence type should be applied to all electronic preprints.

Examining Open Source Software Licenses through the Creative Commons Licensing Model

2009 ◽  
pp. 2978-2990
Author(s):  
Kwei-Jay Lin ◽  
Yi-Hsuan Lin ◽  
Tung-Mei Ko
Keyword(s):  
Open Source ◽  
Open Source Software ◽  
Creative Work ◽  
Creative Commons ◽  
Software Licenses ◽  
Open Content

In this chapter, the authors present a novel perspective by using the Creative Commons (CC) licensing model to compare 10 commonly used OSS licenses. The authors also propose a license compatibility table to show that whether it is possible to combine OSS with CC-licensed open content in a creative work. By using the CC licensing concept to interpret OSS licenses, the authors hope that users can get a deeper understanding on the ideas and issues behind many of the OSS licenses. In addition, the authors hope that by means of this table, users can make a better decision on the license selection while combining open source with CC-licensed works.

scholarly journals Education for All Revisited: On Concepts of Sharing in the Open Educational Resources (OER) Movement

Seminar.net ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Theo Hug
Keyword(s):  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Education For All ◽  
Content Creation ◽  
Creative Commons ◽  
Communications Technologies ◽  
Private And Public ◽  
Open Content

 Relationships between the private and public sphere in education have been discussed repeatedly and in various ways. However, the role of media and media dynamics is widely underestimated in this context. It is only recently, since the digital turn, that the focus of the debates has changed. In the past few years, manifold initiatives have aimed at opening up education on various levels using digital communications technologies and Creative Commons licenses. Additionally, massive open online courses (moocs) have been developed. Today, OER (Open Educational Resources) is used widely as an umbrella term for free content creation initiatives: OER Commons (http://www.oercommons.org/), Open Courseware (OCW), OER repositories, OCW search facilities, University OCW initiatives, and related activities. Shared resource sites such as Connexions (http://cnx.org), WikiEducator (http://wikieducator.org), and Curriki (www.curriki.org) have an increasing number of visitors and contributors.On one hand, the motif of ‘education for all’ is once again appearing in related debates and practices. On the other hand, notions of sharing play a crucial role in open content and open education strategies. This purpose of this paper isthreefold: It starts with an outline of selected understandings of sharing in educational contexts; it then addresses their relevance for OER development through examining contrasting and relational conceptual dimensions. Lastly, the contribution aims to sketch different forms of sharing related to media forms.

scholarly journals Awareness, attitudes and participation of teaching staff towards the open content movement in one university

2012 ◽  
Vol 20 ◽  
Author(s):  
Peter Reed
Keyword(s):  
Large Scale ◽  
Critical Mass ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching Staff ◽  
Open Educational Resource ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Creative Commons ◽  
Open Content

This research investigates the current awareness of, and participation in, the open content movement at one UK institution for higher education. The open content movement and the open educational resources can be seen as potential methods for reducing time and cost of technology-enhanced learning developments; however, its sustainability and, to some degree, its success are dependent on critical mass and large-scale participation. Teaching staff were invited to respond to a questionnaire. Respondents (n59) were open to the idea of sharing their own content and, similar to other studies, demonstrated existing practices of sharing resources locally amongst colleagues; however, there was little formal, large-scale sharing using suitable licenses. The data gathered concurs with other research suggesting a lack of awareness to the Creative Commons licenses as well as a lack of participation in large open educational resource repositories.Keywords: open educational resources; staff attitudes; sustainability(Published: 22 October 2012)Citation: Research in Learning Technology 2012, 20: 18520 - http://dx.doi.org/10.3402/rlt.v20i0.18520

PEDAGOGY AND MODERN EDUCATION (ICPME) September 2019: сб.науч.тр./ RELF Group & OEAPS Inc.; редкол.: Каапо Кумпулайнен (отв.ред.) [и др.]. - Варшава, Польша : OEAPS Inc., 09. 2019. - 114 С. ISBN: 978-1697070392

2019 ◽  
Author(s):  
Гульдар Фанисовна Ибрагимова ◽  
Ольга Алексеевна Ковалевич ◽  
Раиса Николаевна Афонина ◽  
Елена Алексеевна Лесных ◽  
Яна Игоревна Ряполова ◽  
...  
Keyword(s):  
Open Access ◽  
Open Access Publishing ◽  
Impact Factors ◽  
Publication Ethics ◽  
European Academy ◽  
Creative Commons ◽  
Authorship Credit ◽  
Open Access Journals ◽  
Publishing Ethics ◽  
Article Processing Charges

Conference paper Covered by Leading Indexing DatabasesOpen European Academy of Public Sciences aims to have all of its journals covered by the Science Citation Index Expanded (SCIE) and Scopus and Web of Science indexing systems. Several journals have already been covered by SCIE for several years and have received official Impact Factors. Some life sciencerelated journals are also covered by PubMed/MEDLINE and archived through PubMed Central (PMC). All of our journals are archived with the Spanish and Germany National Library.All Content is Open Access and Free for Readers Journals published by Open European Academy of Public Sciences are fully open access: research articles, reviews or any other content on this platform is available to everyone free of charge. To be able to provide open access journals, we finance publication through article processing charges (APC); these are usually covered by the authors’ institutes or research funding bodies. We offer access to science and the latest research to readers for free. All of our content is published in open access and distributed under a Creative Commons License, which means published articles can be freely shared and the content reused, upon proper attribution.Open European Academy of Public Sciences Publication Ethics StatementOpen European Academy of Public Sciences is a member of the Committee on Publication Ethics (COPE). Open European Academy of Public Sciences takes the responsibility to enforce a rigorous peerreview together with strict ethical policies and standards to ensure to add high quality scientific works to the field of scholarly publication. Unfortunately, cases of plagiarism, data falsification, inappropriate authorship credit, and the like, do arise. Open European Academy of Public Sciences takes such publishing ethics issues very seriously and our editors are trained to proceed in such cases with a zero tolerance policy. To verify the originality of content submitted to our journals, we use iThenticate to check submissions against previous publications.Mission and ValuesAs a pioneer of academic open access publishing, we serve the scientific community since 2009. Our aim is to foster scientific exchange in all forms, across all disciplines. In addition to being at the root of Open European Academy of Public Sciences and a key theme in our journals, we support sustainability by ensuring the longterm preservation of published papers, and the future of science through partnerships, sponsorships and awards.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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