Panton Principles, Principles for Open Data in Science

La traducció al català ha estat coordinada i revisada per l’Oficina de Difusió del Coneixement, Centre de Recursos per a l’Aprenentatge i la Investigació (CRAI) de la Universitat de Barcelona.Un dels resultats tangibles del Congrés Mundial sobre els Recursos Educatius Oberts que va tenir lloc a la seu parisenca de la UNESCO els proppassats 20-22 de juny és la Declaració sobre recursos educatius oberts. Aquest document, en què s’expliciten els textos internacionals precedents que s’han tingut en consideració en redactar-lo, fa una aposta decidida i irrenunciable a favor de l’obertura i la gratuïtat dels materials d’ensenyament, aprenentatge i investigació, i de manera especial els dels nivells superiors. Entre aquests textos d’àmbit internacional s’inclouen les declaracions de Ciutat del Cap de 2007 i de Dakar de 2009, com també les més recents directrius de la UNESCO i de la Commonwealth of Learning. Són força significatives les recomanacions que la Declaració de París adreça als estats, i també tenen un interès enorme les línies d’actuació política que s’hi proposen a fi d’assolir la màxima obertura dels recursos educatius. L’Oficina de Difusió del Coneixement del CRAI de la UB ha traduït aquesta Declaració amb el desig de contribuir a la divulgació d’aquest objectiu

Open for Whom? Equity in Open Knowledge

This display was created as part of Musselman Library\u27s Open Access Week 2019 programming and highlights challenges and opportunities within the global open access movement

Open Knowledge Report (2017-2018)

IUPUI University Library's Open Knowledge Report (2017-2018).This report includes all Wikimedia-related activities from January 1st, 2017 to December 31, 2018. It covers events hosted at IUPUI University Library and the Ruth Lilly Medical Library, and projects focused on making our archival collections, library-hosted publications, and the scholarly output of our faculty members more accessible. In addition, it includes a list of relevant publications as well as presentations given at various conferences as a way of sharing ongoing efforts and increasing awareness of Open Knowledge projects

Knowledge Mapping for Open Sensemaking Communities

By analogy to cartographic representations of spatial worlds, Knowledge Maps provide an ‘aerial view’ of a topic by highlighting key elements and connections. Moreover, just as spatial maps simplify the world and can fuel controversy, maps of conceptual worlds provide vehicles for summarising and negotiating meaning. In conjunction with the UK Open University’s Open Educational Resources OpenLearn project, we are investigating the role of such maps for both learners and educators to share – and debate – interpretations of OERs. In this brief update, we describe how a mapping tool (Compendium) has been integrated with OpenLearn’s elearning platform (Moodle) in order to support tasks such as concept analysis, problem-solving, literature review, learning path planning, argument analysis and OER design

Knowledge Cartography for Open Sensemaking Communities

Knowledge Cartography is the discipline of visually mapping the conceptual structure of ideas, such as the connections between issues, concepts, answers, arguments and evidence. The cognitive process of externalising one's understanding clarifies one's own grasp of the situation, as well as communicating it to others as a network that invites their contributions. This sensemaking activity lies at the heart of the Open Educational Resources movement's objectives. The aim of this paper is to describe the usage patterns of Compendium, a knowledge mapping tool from the OpenLearn OER project, using quantitative data from interaction logs and qualitative data from knowledge maps, forums and blog postings. This work explains nine roles played by maps in OpenLearn, and discusses some of the benefits and adoption obstacles, which motivate our ongoing work

Actionable Recourse in Linear Classification

Machine learning models are increasingly used to automate decisions that affect humans - deciding who should receive a loan, a job interview, or a social service. In such applications, a person should have the ability to change the decision of a model. When a person is denied a loan by a credit score, for example, they should be able to alter its input variables in a way that guarantees approval. Otherwise, they will be denied the loan as long as the model is deployed. More importantly, they will lack the ability to influence a decision that affects their livelihood. In this paper, we frame these issues in terms of recourse, which we define as the ability of a person to change the decision of a model by altering actionable input variables (e.g., income vs. age or marital status). We present integer programming tools to ensure recourse in linear classification problems without interfering in model development. We demonstrate how our tools can inform stakeholders through experiments on credit scoring problems. Our results show that recourse can be significantly affected by standard practices in model development, and motivate the need to evaluate recourse in practice.Comment: Extended version. ACM Conference on Fairness, Accountability and Transparency [FAT2019

Knowledge modelling with the open source tool myCBR

Building knowledge intensive Case-Based Reasoning applications requires tools that support this on-going process between domain experts and knowledge engineers. In this paper we will introduce how the open source tool myCBR 3 allows for flexible knowledge elicitation and formalisation form CBR and non CBR experts. We detail on myCBR 3 's versatile approach to similarity modelling and will give an overview of the Knowledge Engineering workbench, providing the tools for the modelling process. We underline our presentation with three case studies of knowledge modelling for technical diagnosis and recommendation systems using myCBR 3