EXPERIMENTAL RESEARCH OF THE ACCURACY OF NAVIGATION GNSS - RECEIVERS IN CONDITIONS OF THE CONSTRUCTED TERRITORY

Use of digital geodetic support technologies with the use of GNSS satellite systems in combination with electronic geodetic instruments, introduction of new methods of construction of geodetic networks, collection of information by ground and aerospace surveying, unification of exchange formats of measurement results based on computer technologies and their application conditions. Substantiation and development of remote methods of spatial information collection requires analysis and consideration of a number of errors in order to improve accuracy. Wikimapia is a map project for shared use with open content, which aims to identify all geographical objects with the introduction of useful information about them. It combines an interactive web map and a Wiki system. One of the features of the Wikimapia resource is that it is possible to determine geographical coordinates. To do this, you need to move the cross cursor on the object of interest and get its coordinates visually. The purpose of the study was to determine the accuracy of the coordinates of GPS receivers Garmin Oregon 450 in the built-up area, using as a basis for calibration, the resource "Wikimapia". In order to determine the accuracy of the location with the help of GARMIN Oregon 450 GPS receivers, GNSS measurements were performed at 30 marker points. Ellipsoidal coordinates were recalculated into spatial rectangles according to known formulas. In order to assess the accuracy of determining the location of marker points, the differences in the coordinates of their position were found and the root mean square error from a number of measurements was found. The average error of coordinate measurements was ± 4.79 m for the GPS receiver. Based on experimental research, the possibility of using the resource "Wikimapia" not only to quickly determine the coordinates of topographic objects, determine their categories, but also with sufficient accuracy to apply for the calibration of navigation GNSS receivers when there is no network of geodetic points. A promising direction in the process of scientific and practical research should be the creation of a general mathematical model for predicting the influence of the plurality on the location and improvement of navigation aids.

Opening up the Library

Momentum is building in the transition to open access for monographs, with a number of funders developing policies and mandates in recent years. The article argues that while libraries play an instrumental role in driving a transition to open science within their institutions this is not reflected in libraries’ approaches to collection development, which are still predicated on purchased content. Libraries are keen to demonstrate that their purchased content is relevant to users, often promoting ‘expensive’ purchased collections over open content. Rather than relegating open to a less-visible second place, the article calls for libraries to acquire and promote open content alongside, and where appropriate with higher priority, than paid-for content. In order to facilitate a transition to open access for monographs, cultural change and leadership is required within libraries to reimagine themselves around open content as the norm, with policies, practices and structures that communicate, enable and promote this shift. The article calls for a collaborative international approach.

Open Access

The modern age has come along with varied dimensions of ‘openness', ranging from open content, open data, open courses (massive open online courses (MOOCs) to open source and pedagogy, open and distance learning, and open access, among others. In order to meet with the educational needs of people, hardly is there any country where open and distance learning (ODL) does not hold. With scattered adherents and students across different geographical boundaries, ODL is known to leave the doors of institutions of higher learning wide open for the benefit of the marginalized, isolated, underprivileged, and the unreachable for education and training, while they remain in their homes, places of work, and other locations pursuing their studies. But a sizeable number of students suffer from failure, low pass rate, and indeed withdrawal from or discontinuance of participation. Nonetheless, ODL seems to work in tandem with the core business of Sustainable Development Agenda, which is out to make the world better for its people, with no one left behind. The Agenda carries along a strong desire for access to information towards achieving the set of 17 Sustainable Development Goals (SDGs). In pursuit of the attainment of the goals and mending the debilitating crack of excessive failure rate and not being able to adequately meet the library and information needs of the ODL students, the virtual and ubiquitous role of Open Access (OA) is considered vital. This chapter attempts to provide the nexus between the ODL, OA, and the SDGs even as each of the subjects in the discourse is dissected; a panoramic survey of the related terms is carried out, and socio-political and economic implications of the OA in relation to other subjects are perused.

MOOCs, learning designers and the unbundling of educator roles in higher education

In university educational technology projects, collaborations with external partners pose a range of opportunities and challenges. Educational projects are often associated with unbundling of conventional higher education roles though there is limited empirical work in this area. This is particularly the case with massive open online courses (MOOCs), where further research is needed into the production of courses and the roles of those who produce them. This study investigated the extent to which conventional roles of academics are unbundled during MOOC production partnerships between universities and an external MOOC platform provider. The findings indicate that aspects of conventional educator roles are substantially unbundled to learning designers and other seemingly peripheral actors. Unbundling is partially driven by pragmatic decisions shaping course production processes which need to accommodate the massive and open properties of MOOCs, the nature of cooperation agreements with external platform providers and the reputational risk associated with such public ventures. This study adds to empirical knowledge on the unbundling of roles in online learning projects, and the findings have relevance for those involved in decision-making, planning and development of such projects in higher education. Implications for practice or policy: Managers of online learning projects could use these insights to inform recruitment or training of learning designers (e.g., instructional designers, educational designers). Managers of online learning projects could use these insights to inform planning and decision making for projects involving external partners and collaborations. Learning designers could use these insights to help plan for online learning projects which involve open content, massive numbers of participants, high-profile collaborations.

Treasuring and preserving languages: how the inclusive design in MOOCs might help

This paper reflects on the inclusive design features of Massive Open Online Courses (MOOCs) and how these might support and encourage language learning. It considers what inclusivity in the context of MOOCs means, and some of the features of MOOCs which might be inherently inclusive and of value in supporting languages. It presents an example of inclusive design from a MOOC created at the University of Southampton: English as a Medium of Instruction (EMI) for Academics, a professional development course for teachers. It shows how this course was particularly designed to appeal to the broadest audience possible, and indicates how this might be relevant in language learning contexts. It considers the challenges of creating inclusive open content, and how MOOC design encourages the treasuring and preserving of languages through global reach and low barriers to access.

The Open Landscape Environment as The Expanse

Building on the 2019 ACRL/SPARC Forum on Collective Reinvestment in Open Infrastructure, this program will explore how libraries can make different commitments to fund content created by open infrastructures. Library collections increasingly promote and reflect such open content and many have chosen to contribute to funding those products. There is not one formula or roadmap to underwrite the publishing and distribution costs of these open resources. There are many variables and considerations as some open content corresponds to serials and others are books or monographs. Open access content is increasingly found in nearly all subject areas, as scholarly publishing models have evolved. Open access does not come without a price to create, maintain and preserve the outputs. Libraries are reconsidering whether they want to commit so much to purchase materials or subscription-based products, when it is unclear what the anticipated use of any materials will be over time. Planning and opportunities for new and more flexible decisions concerning adjustments to and expenditures of the materials budget are under exploration by libraries. There are many options to invest in creating more content to be released as open access. Such options include contributing financially from the Library collections or materials budget to subsidizing or covering APCs, engaging in a more “library as publisher” model hosting journals, publishing books, creating OERs, and offsetting other expenses that ultimately drive a more intensive open infrastructure. Library leaders and partners will share their ideas about trying different approaches to contribute to more open publishing initiatives and explore whether efforts in deploying current book and serial costs to offset opportunities to build a wider and more open infrastructure is on the horizon. This analysis should incorporate the costs of analytical tools necessary to the use of such content in today’s research. Questions will be solicited ahead of time to reflect audience’s interest in such a rethinking of the library collections budget. Please email Julia Gelfand at with your questions.

New Opportunities in Libraries

The emergence of open access is one of the most significant changes to the world of scholarly publications since the migration from print to digital publishing began. Reports of some authors have demonstrated how libraries across the membership are changing, in response to a need for new services and an increasingly diverse client group. In order to contribute to the existing knowledge in the area of open access movement in libraries, this chapter discusses how the 21st century library provides a service that can open access to knowledge for the growth and development of communities they serve by highlighting the concept of open access and open content, roles of libraries in open access initiative as well as library collection development and open access. This chapter also sheds light on legal and ethical issues in open access and the future of open access in libraries.