Open Password – Monday, July 21, 2021
#950
EconBiz Academic Career Kit – Young researchers – Economics – Open Educational Resources – Nicole Krüger – Tamara Pianos – Usability – Copyright – Findability – Google – OER portals – EduArc – Promoted search – MOOCs – In-person events – SlideShare – Forrester – Full Return to Office – Post – Pandemic – BIIA – Hybrid Work – Employee Sentiment – Vaccination – Anywhere work Readiness – readiness Calculator – Keith Kohnson – Federal Cyber Agency – Federal Ministry of the Interior – Technology Sovereignty – Patrycja Schrenk – PSW Group – Sebastian Groos – LexisNexis – Johnson & Johnson – NFD14 Microbiota – Joint Science Conference – DFG – ZB MED – Konrad Förstner – Alice McHardy – National research data infrastructure
I
Cover story:
EconBiz Academic Career Kit – Learning materials for young researchers
in economics as Open Educational Resources (OER) III – By Nicole Krüger and Tamara Pianos, ZBW
II.
Federal Cyber Agency: More digital sovereignty for Germany?
More uniformity would be desirable
III.
NFDI4: Research data for Microbiota Research
IV.
After COVID: 30% of Companies will Embrace A Full Return to Office
EconBiz Academic Career Kit
Learning materials for young researchers
in economics as Open Educational Resources (OER)
By Nicole Krüger and Tamara Pianos, ZBW
third part
6.3 The mix of different materials in an OER. When compiling the CC-licensed images and media in the Academic Career Kit, ambiguities arose that could not be easily resolved through online research. For example, the following questions arose:
be published under a CC-BY license without attribution ? This would mean that third parties would put the CC0 work into circulation for the first time with a “new” author identification.
– CC-BY-SA licensed works (“ share alike “) in a work published under CC-BY? That would contradict the requirement to publish under the same license.
– Can screenshots of websites be included in an OER? – What about database provider logos?
Experiences that emerged in the process of integrating materials into the Academic Career Kit are presented in a table below:
Table: Mix different materials in an OER under CC-BY license
The general rule is that the material with the most restrictive license determines the license for your own work – and that not all CC-licensed materials can be combined with each other in one work. Ultimately , questions relating to the subsequent use of third-party materials could only be answered with legal certainty by colleagues from the legal department (16). This is unfortunate, as it can be assumed that very few teachers and lecturers have such skills to fall back on. The provision of OER is therefore also hindered by the complexity of the copyright regulations.
The graphic in the blog post “Correctly labeling edits of freely licensed content” by Paul Klimpel provides a good overview of possible combinations of CC licenses.
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7 Dissemination of OER on the Internet __________________________________________________________________________________
No matter how open educational materials may be, their openness is of no use if they cannot be found online. A few months after the EconBiz Academic Career Kit went online, its findability in search engines was evaluated. Unfortunately, it was found that the Academic Career Kit could not be found in Google with the restriction to CC-licensed material (17). However, the Academic Career Kit was found by entering the search slot “Academic Career CC-BY” (18).
Given the assumption that Google only lists materials listed in relevant search portals for CC-licensed material under the “Free to use or share” filter, the Academic Career Kit should be posted in these portals. However, it was not possible to distribute the tutorial in well-known search portals such as YouTube, Flickr, Pixabay , SlideShare or Wikimedia Commons due to the special type of material. H5P itself does not offer a search interface for the materials created with H5P.
Figure 9: No upload of H5P files to Wikimedia Commons
Therefore, only portals that explicitly focus on learning materials were suitable for distribution. Although they are probably less known to the target group, the hope is that Google will include them in the indexing of materials with permission for reuse. The list of OER portals can be broken down into:
– Interdisciplinary portals such as OER commons , OERSI, x5gon, Merlot (19) or Galileo (20),
– Subject-specific portals such as the Coreecon Project (21) or Economics Network Teaching
Resources (22) for economics, – University repositories such as HOOU – Hamburg Open University, OpenLearnWare
the TU Darmstadt, OpenLearn of the Open University or MIT CourseWare ,
– Portals that offer materials for target groups outside the university sector (e.g.
Curriki , Serlo or Skillscommons for school or working life)
– Regional OER portals such as ZOERR or the OER portal Lower Saxony and – Network/community and information portals such as OER WorldMap , OER.info or
WikiEducator , which themselves do not list OER.
In the EduArc (23) project of the partner institutions University of Duisburg-Essen, DIPF, ZBW and University of Oldenburg, a federated search is implemented across a large number of OER portals. In the future, this can serve as a central entry point for searching for OER and offer a list of relevant distributed search interfaces through which OER can be disseminated.
Another distribution channel can be thematically appropriate MOOCs, which include OER as part of the learning material and bring it to the target group.
The optimization of website texts is also relevant for the findability of OER. For the interactive H5P files of the Academic Career Kit, it was found that the texts within the tutorials are not indexed by Google, which makes the material less discoverable. The title and description on the relevant EconBiz website were therefore supplemented with thematic search terms and a “CC-BY” (24). Furthermore, titles and tags were assigned for the individual tutorials in H5P.
But would young scientists actually specifically look for specific offers on the topic, for example, “What do I have to consider for my first publication?” Which search terms would you potentially use – especially if you don’t know that relevant information material exists? Hardly anyone will probably research the topics of “identifiers” or “what is an ORCID for?” without a reason. For these reasons, an initial dissemination via face-to-face events is definitely recommended in order to make possible multipliers aware of the offer. In doctoral workshops and similar events, the entire offer or individual thematically relevant elements should be specifically advertised.
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8 Conclusion
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When it comes to teaching information skills, young scientists have not been on the agenda of academic libraries in Germany for a long time. Providing learning materials as OER, especially for this target group, can therefore generate high synergy effects.
However, the provision of OER is not primarily an educational issue, but rather a legal issue. The complexity of dealing with copyright regulations and CC licenses significantly complicates the mix of materials in an OER. Currently, in connection with OER, people often think about licensing their own materials – for this purpose CC-licensed images and videos are reused. However, the full potential of OER is only exploited when entire educational materials are remixed and, for example, reprocessed for local contexts. Unfortunately, detecting and finding OER – apart from images and videos – is not yet trivial.
Slides in SlideShare cannot be filtered by license, interactive H5P materials cannot be posted in Wikimedia Commons, and Google probably only shows a section of the OER on the Internet when filtering by usage rights. A central search entry that also takes into account the universities’ OER repositories, as planned in the EduArc project , therefore promises great added value for sharing and reusing OER in a wide variety of formats.
The work on the EconBiz Academic Career Kit has shown that offering OER requires some preliminary consideration. Before creating the educational materials, it should be determined under which license and in which format the offer should be published. On the one hand, it must be taken into account from the outset where the OER should be made available (in YouTube it can only be published under CC-BY or without a license, a license under CC-BY-NC may not be distributed in portals with advertising, …) and how to enable the best possible distribution and discoverability.
The experience of offering OER in practice is incomparably rewarding and educational. Even if this practice (still) has hurdles, it shows how important it is that educational materials are freely available for reuse and can be found online.
Footnotes
1 https://www.econbiz.de/eb/de/wirtschaften/academic-career-kit
2 The six frames of the ACRL (2016) are: Authority is Constructed and Contextual , Information Creation as a Process , Information Has Value, Research as Inquiry , Scholarship as Conversation and Searching as Strategic Exploration.
3 It should be noted, however, that the six frames of the ACRL only serve as suggestions. What is important is the concept of frames themselves – that it is no longer techniques for dealing with information that are taught, but rather mental models. The six frames of the ACRL can certainly be expanded depending on the context.
4 Doctoral students often supervise seminar or term papers of students in the lower semesters. If they were more in contact with the library, that would also be an advantage in terms of their function as multipliers.
5 https://www.go-fair.org
6 The fact that pure e-learning can be successful is also shown by the fact that using YouTube videos to learn smaller practical applications has become normal for many. It is therefore entirely possible that the negotiation of meaning in the learning process can also occur when dealing with one’s own project.
7 The UNESCO definition is: “Open Educational Resources (OER) are educational materials of any kind and in any medium that are under an open license. Such license permits free access, use, editing and redistribution by others with little or no restrictions.”
8 See Section 2.
9 https://h5p.org, video tutorial for H5P in YouTube at : .
10 The open source offering Xerte https://www.xerte.org.uk is said to have similar features and is suitable for creating interactive learning materials.
11 The importance of version and date information for OER should also be pointed out here. Updates in the original are not included in external copies. When researching online, a version and date information shows which version is the most current and whether versions differ from each other on different platforms. Scientists are sometimes afraid to put OER online because they fear that outdated and outdated materials will then continue to be distributed under their name for years to come. This fear can be at least partially countered with version information. The same applies to the edition designation for printed textbooks, which are also still in circulation
. 13 https://creativecommons.org/choose/?lang=de
14 In YouTube, when publishing videos, you can only select the CC-BY license – or none at all. This should be taken into account if you want to upload videos to YouTube yourself.
15 search portals for OER (which can also be used for your own OER) – see Section 7.
16 Our thanks at this point go to Stefanie Richter and Sindy Wegner, who have repeatedly supported us in licensing issues – also with regard to this publication.
17 This restriction can be set as described above in Google’s advanced search, which can be accessed in the Google hit list at the top under “Settings”.
18 Search without quotation marks, number 1 in the Google ranking, as of March 13, 2020.
19 https://www.merlot.org/merlot (Entries only by members, membership can be applied for free.)
20 https://oer.galileo.usg.edu
21 Coreecon (https://www.core-econ.org) is more of an online textbook than a portal, but contains materials that can also be used individually as OER.
22 https://www.economicsnetwork.ac.uk/teaching/video (limited to “Video and Audio Lectures”)
23 https://www.zbw.eu/de/forschung/science-2-0/eduarc, see also Kerres et al. (2019)
24 Today, the Academic Career Kit is ranked number 1 in Google with a pure text search for “Academic Career CC-BY” (without quotation marks) (as of March 13, 2020), see above.
bibliography
ACRL, Association of College and Research Libraries. (2016). Framework for Information Literacy for Higher Education [website]. Retrieved March 13, 2020 from http://www.ala.org/acrl/standards/ilframework.
Eckardt, L., Körber, S., Becht, EJ, Plath, A., Al Falah , S., & Robra-Bissantz , S. (2017). Do serious games lead to learning success? A comparison to frontal teaching. In S. Strahringer , C. Leyh ( eds .), Gamification and serious games: basics, procedures and applications (pages 139-150). Springer.
Hinz, R., Radhoff , M., & Wieckert , S. (2016). Basic concepts of didactics. In R. Porsch ( ed .), Introduction to general didactics: a textbook and workbook for teacher training students (pages 25-49). Waxmann Verlag (UTB 4565).
Ince, S., Hoadley , C. and Kirschner, P. (2019). The role of libraries in teaching doctoral students to become information literate researchers : A review of existing practices and recommendations for the future . Information and Learning Sciences 120(3/4), pages 158-172. doi.org/10.1108/ILS-07-2018-0058
Kerres , M., Hölterhof , T., Scharnberg, G., & Schröder, N. (2019). EduArc : An infrastructure for the reuse of digital learning materials across universities [blog post]. Synergy (7). Accessed on March 13, 2020 at https://learninglab.uni-due.de/publikationen/11807
Klimpel, P., Correctly labeling adaptations of freely licensed content. Retrieved on October 6th, 2020 at https://irights.info/artikel/belaboring-free-licensed-content-correct-marking/29555
Riedl, A. (2004). Basics of didactics. Steiner.
Monroe- Gulick , A., & Petr, J. (2012). Incoming graduate students in the Social Sciences: How Much Do They Really Know About Library Research? Portal: Libraries and the Academy 12(3), pages 315-335. doi:10.1353/pla.2012.0032.
UNESCO (n.d.). Education: Open Educational Resources [Website]. Retrieved on March 13, 2020 at https://www.unesco.de/bildung/open-educational-resources
Federal cyber agency
More digital sovereignty for Germany?
More uniformity would be desirable
(PSW) In August 2020, the Federal Ministry of the Interior gave the starting signal for the federal cyber agency as an “important step towards greater technological sovereignty”. The official title of the cyber agency gives rise to great hopes for increased digital sovereignty in the Federal Republic: “Agency for Innovation in Cybersecurity GmbH”. The founding phase of the cyber agency is currently underway, with the management already appointed and an interim location in Halle (Saxony-Anhalt) set up.
Essentially, the Federal Cyber Agency should pursue two tasks: the Federal Republic’s digital sovereignty should be strengthened and innovative IT security technologies should be promoted. The cyber agency advocates optimized cybersecurity and wants to take care of the concerns of commercial companies, administrations and authorities, but also of citizens. The aim is to identify which new and innovative technologies can be used to achieve these goals. In parallel to promoting such technologies, the cyber agency should also be able to award its own contracts for the development of new security solutions. The new instance will also become a contact point for various federal programs.
“Basically, the idea sounds good: a cyber agency that promotes innovative cybersecurity is certainly a great investment in the future and sustainability in the digital age. The fact that the Federal Republic wants to promote its digital sovereignty and that this need has even been recognized can definitely be seen as positive,” says Patrycja Schrenk, IT security expert and managing director of the PSW GROUP ( www.psw-group.de ). Nevertheless, she criticizes: “In fact, there are already various authorities that have set similar goals on their agenda: the Bundeswehr maintains a cyber innovation hub, the Bundeswehr University conducts research in the Cyber Defense Institute, and the Ministry of Research finances various competence centers for IT security research and the Federal Office for Information Security makes ongoing recommendations for cybersecurity, the Central Office for Information Technology in the Security Sector says it wants to provide support and expertise for security authorities and, with the federal government as a shareholder, there is also the Agency for Leap Innovation with the aim of being disruptive Technologies.”
The cyber agency is still in the founding phase and it can still be possible to clearly differentiate itself from other authorities through the efficient implementation of the cyber agency’s ambitious goals. “However, it would be desirable if the authorities just listed and other authorities that have something to do with “ cyber ” came together to define competencies. As a result, with a uniform approach, we could work together to ensure that the Federal Republic gains digital sovereignty,” says Patrycja Schrenk.
Sebastian Groos, former Marketing Director at Lexis Nexis , has been promoted to Web Platforms Lead at The Janssen Pharmaceutical Companies of Johnson & Johnson.
NFDI4
Research data for Microbiota Research
Microbiota becomes part of the National Research Data Infrastructure. After a committee of experts recommended the consortium for funding in May 2021, the Joint Science Conference (GWK) also gave the positive vote. The German Research Foundation (DFG) will establish the National Research Data Infrastructure for Fund Microbiota Research – the full name – initially for five years. The NFDI4Microbiota consortium has set itself the goal of supporting the microbiological research community in Germany: with access to data, tools for analyzing the data, standards for data and metadata as well as a comprehensive training offer.
“Our vision is that in the future, researchers in microbiology will be able to effortlessly translate existing research data into a deep understanding of microbial species and their interactions at the molecular level,” explains the consortium’s spokesman, Prof. Dr. Konrad Förstner from ZB MED – Life Sciences Information Center. “We are very pleased that we can now bring our vision to life as part of the NFDI. At the same time, it is a great incentive for us to support researchers from bacteriology, virology, protistology , mycology and parasitology in their work with new offers relating to research data,” adds Prof. Dr. Alice McHardy from the Helmholtz Center for Infection Research (HZI), spokesperson for the consortium.
Specifically, the consortium has written ten tasks on its agenda over the next five years. The spectrum ranges from the provision of tools and infrastructure to the development of training offerings and standardization to promoting cultural change within the community towards Open and FAIR as well as networking within the NFDI and the international research community. The partners have given themselves the task of improving research processes in microbiology. This should be done, for example, by introducing professional data stewards or by mobilizing, structuring and linking data. All tasks and solutions are always put to the test because they should be continuously adapted to the current and future requirements of the microbiological research community.
The consortium is made up of a total of ten co-applicants and more than 50 participating institutions and is led by the dual leadership of Prof. Dr. Alice McHardy and Prof. Dr. Konrad Förstner represented. The consortium leadership lies with ZB MED – Information Center for Life Sciences.
The National Research Data Infrastructure for Germany – NFDI for short – has been under construction since 2018. The goal: to systematically open up, network and thereby make the valuable data sets from science and research for the entire German science system more usable. In three rounds of calls coordinated by the German Research Foundation (DFG), up to 30 consortia are to be funded for an initial five years with a possible extension for a further five years. A total of up to 85 million euros per year is available for this.
Forrester
30% of companies want Embrace
A Full Return- to -Office Model Post -Pandemic
(BIIA) New research shows that an anywhere work strategy can enhance employee.employee experience and drive employee.employee retention rates . While many business leaders are drawn to vaccine passports as a solution to bring them workforce back to the office full -time, Forrester predicts that 70% of US and European companies will pivot to a hybrid work model post- pandemic . In a hybrid model setup , at least some employees can work anywhere they want for two or more days a week while coming into the office on the remaining workdays . Forrester’s research shows that companies that master this opportunity will accrue both employee.employee experience and business benefits , including higher retention rates and long -term recruitment advantages .
Accordingly to Forrester, 55% of US employees say they hope to work from home more often , even anus the pandemic ends . Additionally , leaders need to consider jumpsuit employee.employee sentimental toward vaccination when planning return – to -office strategies . Accordingly to data :
- 47% of US workers and 54% of European workers believe vaccines will not be complete Stop the spread of the COVID-19 virus .
- Only 39% of US workers and 34% of European workers feel that theirs employers have a plan in place to provide vaccination .
- Two-thirds of workers in both regions are not comfortable with employers collecting their personal data specific to the pandemic .
While some C-level executives view anywhere work with skepticism , this model is now imperative for higher value talent . To successfully implement this model , however , companies must assess specific anywhere work readiness elements to determine preparedness . They must also consider refreshing theirs office spaces , including reconceptualizing desk usage.usage to support hybrid work .
Forrester’s anywhere work readiness will help? companies pursue the benefits of anywhere-work and design an action plan based on them readiness . The calculator assesses several company factors , including the percentage of employees who can potentially work remotely and how technologies stack.stack up in terms of collaboration and security . The calculator will help firms invest in and provide technological , cultural , and leadership resources.resources to support work from any location .”The pandemic has taught us that organizations play a bigger role in employee wellness than previously “understood ,” said Keith Johnston, VP and group research director at Forrester.
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