This document summarizes Paula Cardoso's research on faculty attitudes toward open educational resources (OER) and open access in Portuguese higher education. The research aims to understand faculty awareness, perceptions, incentives, and constraints regarding OER and open access publishing. It also examines how these factors relate to one another. The study will survey faculty from Portuguese public higher education institutions to learn about their views and practices related to OER, open access, and open scholarship. Preliminary analysis identified key dimensions to investigate based on international surveys. The current stage involves analyzing commonalities between surveys to develop comparable measurement dimensions for the Portuguese study.

1. OER,OpenAccessandScholarshipinPortugueseHigherEducation
Paula Cardoso
DoctoralProgramme
DistanceEducationandeLearning
November19-21, 2014 : Washington, DC

2. Research questions
Whatarefaculty’sattitudestowardsOERandOpenAccessinthecontextoftheirteachingandresearchpractice?
WhatisthelevelofawarenessoffacultyregardingOER, openlicensingandOpenAccesspublishing?
Whatarethemainincentivesperceivedinsharingopeneducationalresourcesandopenlypublishingresearchresults?
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

3. Research questions
Whatarethemainvaluesperceivedinsharingopeneducationalresourcesandopenlypublishingresearchresults?
Whatarethemainconstraintsperceivedinsharingopeneducationalresourcesandopenlypublishingresearchresults?
Whataretherelationshipsamongfaculty’sawareness, attitudes,incentives,constraintsandvaluesperceivedconcerningOERandOpenAccess?
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

4. Superior School of Tourism and Maritime Technology
Polytechnic Institute of Leiria–Peniche, Portugal
OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
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5. HIGHER EDUCATION –Disruptivewaves
Developandimprove curriculum
Investin quality
Adaptto differentlearningenvironments
Connectwithbroadercommunity
Promotestudents’ employability
Take careoffinancial health
Risingcosts
Decreasingresources
Demographics
Globalization
Competition
Emergingtechnologies
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

6. ROLE OF UNIVERSITIES
Main Entrance –University of Coimbra, Portugal
Communityofexperts
Storehouseofknowledge
Certificationofknowledge
Research
Teaching
Publicengagement
Policyguidance
Incubators
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

7. Multidimensional natureofScholarshipScholarship
(Boyer, 1990)
Discovery
Integration
Application
Teaching
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

8. TechnologyandScholarship
Canon ofscholarlyresources
Technologicalinnovation
Access to a largergroup
“Outdatedthinkingreinforcedbylaw” (Wiley, 2010)
15th century?
21st century?
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

9. Monasteriesandchurches
PrintingPress
Amateurandprofessionalscholars
TechnologyandScholarship –15th century
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

10. HigherEducationInstitutions
Internet anditsaffordances
Growingdemandonaccessto HigherEducation
TechnologyandScholarship –21st century
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

11. Scholarship
Conversational
(Oblinger, 2010)
Open
(Burton, 2009, Pearceetal., 2010)
Digital
(Weller, 2011, Pearceetal., 2010)
Social
(Cohen, 2007, Greenhow, 2009)
Participatory
(Veletsianos, 2010)
Socialscholarship“useofsocialtoolsisanintegralpartoftheresearchandpublishingprocess[andischaracterizedby]openness, conversation,collaboration, access,sharingandtransparentrevision” (Cohen,2007)
NetworkedParticipatoryScholarshipistheemergentpracticeofscholars’useofparticipatorytechnologiesandonlinesocialnetworkstoshare,reflectupon,critique, improve,validateandfurthertheirscholarship(Veletsianos&Kimmons,2011)
Digitalscholarshipis“embracingtheopenvalues,ideologyandpotentialoftechnologiesbornofpeer-to-peernetworkingandwikiwaysofworkinginordertobenefitboththeacademyandsociety”(Pearceetal.,2010)
Scholarship in thedigital age
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

12. Scholarship in thedigital age
Discovery
•Easilydiscovered,easilyaccessibleabundantinformation
•Networking
•Sharingofdigitaldata
•Openaccess,opendata,openresearch
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

13. Scholarship in thedigital age
Integration
•Increasedcollaborativework
•Networking
•Sharing
•Openaccessandopenpublication
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

14. Scholarship in thedigital age
Application
•Newwaysofpublicengagement
•Sharing
•Networkedcommunities
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

15. Scholarship in thedigital age
Teaching
•Easilyreproducedandshareddigitalresources
•Collaborationandco-creationofresources
•Increasedemphasisonopenness
•Openeducationalresources
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

16. Traditionalscholarlycommunicationcycle(Czerniewiczetel., 2014) 16
OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

17. Changingscholarlycommunicationcycle(Czerniewiczetel., 2014) 17
Paula Cardoso

18. Scholarship andOpenness
Educationis,firstandforemost,anenterpriseofsharing.Infact, sharingisthesolemeansbywhicheducationiseffected(Wiley& Green,2012)
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso
Opennessis“atrend,bothintermsoftheproductionandsharingofeducationalmaterials,aswellasmakingresearchpublications(andevenresearchdata)freelyavailable”(Conole&Alevizou, 2010)
Openscholarshiptorefertoteachingandresearchpracticesthatespouseopenness(Veletsianos&Kimmons,2012)

19. Concept
Definition
Source
Openbibliography
“systematiceffortstocreateandmaintainstoresofOpenlyaccessible,machine-readablebibliographicdata”
Jonesetal.(2011)
Opencontent
“…acollectivenameforcreativeworkpublishedunderanon-restrictivelicencethatexplicitlypermitstheworktobecopiedand–dependingontheparticularlicencechosen–toalsobeadaptedanddistributed.”
Keller&Mossink(2008)
Opencourseware(OCW)
“freeandopendigitalpublicationsofhighqualitycollegeanduniversity-leveleducationalmaterials…organizedascourses,andoftenincludecourseplanningmaterialsandevaluationtoolsaswellasthematiccontent…openlylicenses,accessibletoanyone,anytimeviatheInternet.”
OCWConsortium[n.d.]
Opendata
“Datathatmeetsthecriteriaofinteligenteopenness.Datamustbeaccessible,useable,assessableandintelligible.”
RoyalSociety(2012)
Opendevelopment
“thecommunity-leddevelopmentmodelfoundwithinmanysuccessfulfreeandopensourcesoftwareprojects.”
Anderson(2009)
Openeducationalpractices(OEP)
“…collaborativepracticeinwhichresourcesaresharedbymakingthemopenlyavailable,andpedagogicalpracticesareemployedwhichrelyonsocialinteraction,knowledgecreation,peer-learning,andsharedlearningpractices.”
Ehlers(2011)
Openeducationalresources
“…teaching,learningandresearchmaterialsinanymedium,digitalorotherwise,thatresideinthepublicdomainorhavebeenreleasedunderanopenlicensethatpermitsno-costaccess,use,adaptationandredistributionbyotherswithnoorlimitedrestrictions.”
UNESCO(2012)
Open phenomenain academicdiscourseandpractice(Corrall& Pinfield, 2014) 19
Paula Cardoso

20. Concept
Definition
Source
Open innovation
“theuseofpurposiveinflowsandoutflowsofknowledgetoaccelerateinternalinnovationandexpandthemarketsforexternaluseofinnovation,respectively.…assumesthatfirmscanandshoulduseexternalideasaswellasinternalideasandinternalandexternalpathstomarket”
Chesbrough(2006)
Open literaturereview[open research]
“…usesasocialnetworkingspacetoaggregateandcollectivelydiscussanevolvingbodyofliteraturearoundasetofcoreresearchquestions.”
Conole&Alevizou(2010)
Open notebookscience
“aformofOpenSciencewherethelaboratorynotebookismadepublicinasclosetorealtimeaspossible”
Bradley,Owens& Williams(2008)
Open peerreview
“theoppositeofdoubleblind,inwhichauthors’andreviewers’identitiesarebothknowntoeachother(andsometimespubliclydisclosed),but…alsousedtodescribeotherapproaches,suchaswherethereviewersremainanonynousbuttheirreportsarepublished.”
Ware(2011)
Open science
“makingmethodologies,dataandresultsavailableontheInternet,throughtransparentworkingpractices”
Lyon(2009)
Open source
“…thepracticethatgivesfreeaccessinproductionanddevelopmenttothesourcematerialforanendproduct;inmostcases,oneisdealingwithsoftware.”
Mossink(2008)
Open systems
“…conformtointernationallyagreedstandardsdefiningcomputingenvironmentsthatallowuserstodevelop,runandinterconnectapplicationsandthehardwaretheyrunon,fromwhateversource,withoutsignificantconversioncosts”
Bryant(1995)
Open phenomenain academicdiscourseandpractice(Corrall& Pinfield, 2014) 20
Paula Cardoso

21. Coherenceof“open” initiatives(Corrall& Pinfield, 2014) 21
OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

22. Opennessin research andteaching
Open Access
OER
Scholarship ofteaching
Scholarship ofdiscovery
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

23. 23
Portuguese context
OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

24. 24
Portuguese context
OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

25. Researchersin Portugal andtheirrelationshipwithopen accessto scientificproduction(DocumentaryServicesofUniversityofMinho, 2012)
Generalknowledgeontheconceptofopenaccess(97%).
Highlevelofagreementwiththeprincipleofopenaccess, regardingtheresearchwithpublicfunding(92%).
Significantdifferencebetweenthepositiveopiniononadheringtoopenaccessprinciples(morethan90%)andtheeffectivepracticeofopenaccess(70%).
Differencebetweenopinionandknowledgeandpractice/ significantlackofknowledgeregardingpolicies(institutionaland/orEuropeanUnion)onopenaccess.
1249 responses
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Portuguese context
Paula Cardoso

26. Portuguese context
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

27. Portuguese context
27
OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

28. Portuguese context
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

29. 29
Portuguese context
OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

30. TheOpenAccessmovementisdefinedandresearchersrevealgeneralawarenessandahighlevelofagreementwiththeprincipleofsharing,althoughnotsoreflectedinpractice.
TheOpenEducationalResourcesmovementisnotdefinedandthereisnoinformationonawareness, attitudesorpractice.
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Portuguese context
OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

31. Participants
FacultyfromPortuguese public
HigherEducationInstitutions
RecognisedbytheFoundation ofScienceandTechnology(FCT)
Social SciencesandHumanities
2013/2014
2014/2015:
-Participationin research projects
-Teachingservice
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

32. Currentstage
AnalysisofinternationalOERandOpenAccesssurveystoidentifythemaindimensionsforeachresearchquestion.
Analysisofcommongroundsforcomparabilityinthemeasureddimensions.
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OER, Open Access and Scholarship in Portuguese Higher Education Paula Cardoso

33. DoctoralProgramme
DistanceEducationandeLearning
November19-21, 2014 : Washington, DC
Thankyoufor yourattention
Paula Cardoso
paula.lamego@gmail.com
@eLearning_paula