Andy,
Thank you. I suppose that it seems natural that “simpler” activities suc h as posting and improving ones own content would happen before more complex activities such as revision, reuse, and sharing of others work. It would seem to me that aside from reducing barriers to editing, reuse, and sharing on the part of OER projects, it would be important for universities to incentivize these activities for their faculty. Do you know of a list of practices that address incentives that can be used within an organization?
I am going to change direction a bit, just to get your (or anybody else's) thoughts. I am currently attending an interesting meeting titled “Rethinking the university after Bologna: New concepts and practices beyond tradition and the market”, and a majority of the meeting sessions have either directly addressed or have referred to some aspect of Open Access (OA). In many cases it has been in reference to OA journals and research. Over lunch though, a colleague from a French NGO pointed out that for most American and British faculty all scientific journals seem open because their universities subscribe heavily to journal database services. This individual's conclusion is that because there appears to be no access issue (to Journals in most US and UK universities), it is not considered an issue that ought to be addressed. That is, when the problem is out of sight, it is also out of mind.
My question is if you find that American and British OER related projects are working closely enough with OA journal and research efforts? If not, do you think it matters from an impact point of view, particularly for learners interested in self-study outside of a formal university setting or at universities that do not subscribe to journal databases? I would guess that these two groups represent a relatively large part of the population that we would like to benefit from OER efforts.
Thank You, Ken
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