Lessons from open source: Intellectual property and courseware

Newmarch, Jan

doi:10.5210/fm.v6i6.868

Cited by 11 publications

(16 citation statements)

References 1 publication

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“…The primary focus is placed on benefits that can be derived from the OSS philosophy and translation of OSS approaches to corporate management that emulate OSS style and governance practices. Chumney and Zhou (2008), Luyt (2008), Watson et al (2008b), Landsberger (2007), Currie (2005), Hepburn (2004), Wheeler (2004a), Baldi et al (2003, Keats (2003), Moore (2002), Newmarch (2001), Werry (2001).…”

Section: Open Paradigmmentioning

confidence: 99%

A Comprehensive Review and Synthesis of Open Source Research

Aksulu¹,

Wade²

2010

JAIS

133

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The open source movement has grown steadily and matured in recent years, and this growth has been mirrored by a rise in open source related research. The objective of this paper is to pause and reflect on the state of the field. We start by conducting a comprehensive literature review of open source research, and organize the resulting 618 peer-reviewed articles into a taxonomy. Elements of this taxonomy are defined and described. We then draw on a number of existing categorization schemes to develop a framework to situate open source research within a wider nomological network. Building on concepts from systems theory, we propose a holistic framework of open source research. This framework incorporates current research, as represented by the taxonomy, identifies gaps and areas of overlap, and charts a path for future work.

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Section: Open Paradigmmentioning

confidence: 99%

A Comprehensive Review and Synthesis of Open Source Research

Aksulu¹,

Wade²

2010

JAIS

133

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“…On the one hand, many informal open source communities have sprung up, often existing of lecturers offering 'homegrown' components and interested in furthering higher-quality education. Advantages of such open courseware are, for instance, that it is more easily corrected by global peer assessment, more material is reused, teachers are more easily able to get peer recognition and feedback, and universities can gain better teaching reputations [14]. On the other hand, there is an increasing number of commercial course aggregators.…”

Section: Courseware Development Communitiesmentioning

confidence: 99%

Web service selection in virtual communities

Moor

Heuvel

2004

37th Annual Hawaii International Conference on System Sciences, 2004. Proceedings of The

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Virtual communities increasingly make use of standard Internet-enabled web services to support their collaborative activities. Such web services need to offer the right amount of functionality to meet community requirements. However, both requirements and enabling services are continuously in flux. A critical challenge therefore is that the community can efficiently ensure that web service changes are both technically feasible and socially acceptable.In this paper, we outline a selection approach for virtual communities that takes into account both the feasibility and the acceptability of web services. To this purpose, we adopt a semiotic view on the selection process, showing that for the adequate selection of web services three subprocesses are required: (1) syntactic discovery, (2) semantic matching, and (3) pragmatic interpretation. We then present a meta-model of web service selection support that is grounded in this view. This model can be used to detect gaps in web service selection support. This knowledge is essential for the construction of better selection support methodologies. We apply the meta-model to analyze a case on a courseware development community.

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“…The emphasis is thus on free access to course materials, which would then lead to improvement of those materials through an expanded process of peer review. Newmarch (2001) likens this to research practice in universities and identifies a major contradiction: "a scientist does not advance the cause of human knowledge by suppressing their results and they do not gain peer recognition by remaining secret" ( ¶ 18). Teaching and the development of course materials, however, have not been subject to the same level of peer scrutiny and assessment.…”

Section: Opencourseware: From Globalisation To Glocalisation?mentioning

confidence: 99%

“…Teaching and the development of course materials, however, have not been subject to the same level of peer scrutiny and assessment. Newmarch (2001) argues that in an OCW environment, "peer assessment methods can be applied to courseware in the same way that it is applied to research" ( ¶ 20). Universities, however, tend to be nervous about 'Intellectual Property,' which is the main reason why course ware tends to be password protected.…”

Section: Opencourseware: From Globalisation To Glocalisation?mentioning

confidence: 99%

OpenCourseWare, Global Access and the Right to Education: Real access or marketing ploy?

Huijser

Bedford

Bull

2008

IRRODL

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This paper explores the potential opportunities that OpenCourseWare (OCW) offers in providing wider access to tertiary education, based on the ideal of 'the right to education'. It first discusses the wider implications of OCW, and its underlying philosophy, before using a case study of a tertiary preparation program (TPP) at the University of Southern Queensland (USQ) to draw out the issues involved in offering a program that is created in a particular national and social context on a global scale. This paper draws specific attention to the digital divide, its effects in national and global contexts, and the particular obstacles this presents with regards to OCW. This paper argues that OCW provides many opportunities, both in terms of access to education and in terms of student recruitment and marketing for universities. To take full advantage of those opportunities, however, requires a concerted effort on the part of tertiary education institutions, and it requires a vision that is fundamentally informed by, and committed to, the principle of 'the right to education'. OpenCourseWare (OCW); the right to education; digital divide; tertiary preparation programs Give a man [sic] a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime (Chinese proverb) Keywords:

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Lessons from open source: Intellectual property and courseware

Cited by 11 publications

References 1 publication

A Comprehensive Review and Synthesis of Open Source Research

A Comprehensive Review and Synthesis of Open Source Research

Web service selection in virtual communities

OpenCourseWare, Global Access and the Right to Education: Real access or marketing ploy?

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