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Dealing in disruption 120505

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A paper delivered at the Van Schaik booksellling and publishing industry workshop on e-textbook developments in South Africa

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Dealing in disruption 120505

  1. 1. Dealing in Disruption Some rights reserved by barbourian eBooks, universities and publishers in a digital age
  2. 2. AttributionShare Alike Some rights reserved by Bichuas (E. Carton) We all know that we face a radically changing environment
  3. 3. …in which the web ischanging everything Disruption Attribution Some rights reserved by sjcockell
  4. 4. Some rights reserved by shutterhacksThe defining feature of print books – they have covers, marking a beginning and an end
  5. 5. A scarcity model – the important thing iscontaining expensive-to-produce knowledge for publication
  6. 6. Filters matter in this context
  7. 7. Filtering OUT…
  8. 8. In this world,publication is a critical component ofknowledge production
  9. 9. Knowledge was the result of winnowing, as was what made it through the editorial process. Knowledge was that which was settled... While knowledge was of course contextual and relatedto its sources, its expression was in discrete units that try to encapsulate everything the reader needs to know… David Weinberger
  10. 10. Print mediaIndividual Linear Static End-to-endPackaged Authoritative © Closed Hierarchical Top-down
  11. 11. 20th century - consolidation of global media industries Worldmapper: Books published
  12. 12. In South AfricaHomogenisation ofcontent, marketdominance by largemultinationals.Local publishingconcentrated in largeundergraduate classes.Overall, a shortage oflocally relevant content.
  13. 13. Can we celebrate digital media as a route to new, more expansive opportunities?
  14. 14. The trajectory of change
  15. 15. Availability of e-textbooks and customisation options
  16. 16. The horselesscarriage – the e- reader
  17. 17.…has its advantages…
  18. 18. A more collaborative, interactive model emerges
  19. 19. Apple iPad interactive textbooks
  20. 20. But there are serious barriers to our access to these and other powerful educational tools
  21. 21. Attribution Some rights reserved by music2work2Territorial rights
  22. 22. “This title isnot available inyour location, Africa”
  23. 23. AttributionShare Alike Some rights reserved by Bichuas (E. Carton)
  24. 24. Dysfunctionalbusiness modelsare encouraging piracy
  25. 25. E-books need aseamless, worldwide, customer-focused market
  26. 26. And in the universities?
  27. 27. Research is increasingly networked and collaborative
  28. 28. AttributionNoncommercialNo Derivative Works Some rights reserved by f2point8Working with a deluge of data
  29. 29. Digital knowledge Interactive Collaborative HyperlinkedSocial IntegratedDisaggregated Granular Open Interoperable
  30. 30. Now knowledge occurs on a capacious network characterized by links. It’s thus taking on a shape that reflects its new medium. Deeply linked, incomplete, inconsistent, in multiple-voices, unsettled, bottom up as well as top down, multiple curated. Knowledge now looks like a network (of the Internet sort specifically) because it is a network.David Weinberger Weinberger, D (2012) Too Big to Know. New York, Basic Books
  31. 31. Publishing/communication in this environment is continuous, no longer the final, fixed output
  32. 32. The lines between research output andteaching materials arebecoming more fluid
  33. 33. Attribution Some rights reserved by ProfAlliRichStudents are online, accessing course materials in multiple media
  34. 34. They will need to learn how to find, sift and select information
  35. 35. More than 90% of UCT students have at leastone course delivered on the LMS, Vula.
  36. 36. There will be increasingdemands for integrated textbook materials, flexibly licensed
  37. 37. CC-BY- SA OA and OER are now becoming widely adoptedworldwide and is supported by international, regional and national policies
  38. 38. UNESCO supports OER national policy development
  39. 39. UNESCO is convening regional policy workshops
  40. 40. Open Aire in the EU
  41. 41. WiLLGT09 Creative Commons Attribution 3.0 UnportedThe UK hires Jimmy Wales to advise on OA policy WiLLGT09
  42. 42. The SA Green Paper onPost-School Education and Training‘The goal of attaining meaningful postschool education will be supported bythe development and sharing of welldesigned high quality learning resourcesthat build on the expertise andexperience of top quality scholars andeducators. ‘
  43. 43. These resources should be made freelyavailable as Open Education Resources(OER) for use with appropriateadaptation. This would be in line with agrowing international movement …supported heavily by organisations suchas UNESCO and the Commonwealth ofLearning.
  44. 44. Licensing frameworks will be needed andinstitutional IP policies that include open licensing , in the light of the Green Paper provision for’ an overarching policy framework on IP and copyright in higher education’.
  45. 45. Empowerment through collaboration – new partnerships will be neededAttribution Some rights reserved by Anthony_Joel
  46. 46. What is developing…
  47. 47. “The combination of free access to world-classtextbooks and the flexibility to modify the materialexactly to our needs makes Flat World Knowledge ideal for pairing with the OCW Scholar courses,” remarked MIT OpenCourseWare Executive Director Cecilia d’Oliveira.
  48. 48. What partnerships arewaiting to develop in South Africa?
  49. 49. Paper delivered at e-Textbooks – Tools ofChange for the Digital Migrant Teaching the Digital Native Van Schaik Bookstores Conference 10 May 2012
  50. 50. Eve GrayScholarly Communication in Africa Programme University of Cape Town
  51. 51. You are free to: Copy, share, adapt, or re-mix; Photograph, film, or broadcast; Blog, live-blog, or post video of; This presentation. Provided that: You attribute the work to its author and respect the rights and licenses associated with its components.