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Keynotes and Brain Failure

I’m sitting at the Wellington Airport 3/4 through the visit and 4 keynote speeches on a whirlwind trip to New Zealand. In the lounge copy of Australia’s New Scientist magazine (Vol 206 no 2757)  I am reading a fascinating article about brain activity when engaged in prayer. Now first I should say that I don’t think many listeners to my talks are engaged in deep prayer (unless in hope that the end of the speech comes quickly) but the article identified parts of the subjects’ brains (using MNR technology) that are associated with skepticism, seem to shut down when they listened to the prayers of what they  believed were spoken by esteemed “healers”. The effect did not appear when the subjects were told that the prayers were being spoken by non believers or ordinary (non healing) Christians. It seems that people’s expectations of profound insight allowed their normal sense of critical appraisal to be shut down.

Now why I mention this is that the introductions to myself and my work before these speeches are often very flattering (and occasionally slightly embarrassing) in their complementary content. I know that the truth is often the first victim, when you are introduced by a friend, but I realize now, that perhaps some of the kind words I received after these talks, arise because peoples critical thinking capacity is reduced by the fervor of the expectation set by the introduction.

All of which leads me to advise readers to remember that all truth is relative and contextual and to be advised to not take anything for absolute truth from snake oil salesmen, Goldman Sachs executives, preachers, or distance education keynote speakers – it may just be your brain shutting down!

Ongoing Saga of an Open Access Book

Readers of this blog will remember that I published the results from the first year of sales and downloads of the book I edited, the Theory and Practice of Online Learning, 2nd Edition published by Athabasca University Press. In summary during  the first year, AU Press sold 404 copies and supported the delivery of 2,457 copies of the complete text and many more individual chapters, (but that is another story).

The 2nd edition followed the success of the 1st edition, except we quickly sold the 400 paper copies we printed of edition 1 (save those collector items!) and so we were unable to really quantify the effect on sales of open publication. My friend and colleague Rory McGreal has been examining sales ranking from Amazon Press comparing open and closed access publications from University Presses and so far has found no significant difference, but this is challenging since most purchases of the tomes from academic presses come from libraries- not from Amazon. Nonetheless, his early data is showing that releasing your work as Open Access does NOT negatively impact sales.

Since the publication of the second edition a new player is on the block – Google Books. My friends at AU press emailed me today some interesting data on page views and click through to  “buy the book”. First let me encourage you to make the statistics I present below hopeless outdated by going to the site for the Google Books Theory and Practice of Online Learning clicking through to AU Press, and purchasing multiple copies of the book 🙂

Google Book stats for the 12 months of 2009 report that 6,814 people viewed the book, saw 105,679 page views and 148 clicked through to “buy the book”. Now of course we don’t know how many of those folks actually typed in their Visa number, but the click through of 2.17 % of viewers compares favorably with the 1.5% I reported last year who purchased after reading or downloading electronic copies from the AU Press site.

This data indicates to me that – Google Books is great (at least for academics). I use the service OFTEN myself and when I see that 6,814 people took the time to read at least part of the content, I am very pleased. It also seems to indicate (warning very small data set) that the limited views provided by Google Books, haven’t hurt commercial sales and MAY have increased them.  I also hear from the popular press that Google’s proposed settlement with the publishers is bogged down with the lawyers, but there MAY be financial returns from Google to AU Press and myself from these viewing. More gravy!

So, three suggestions for readers:

1. Go to AuPress and download a few books (not just mine),  they are all available for free download and likely look great on an IPad, but alas as a Canadian, Apple has blessed us with another delay in delivery of delivery of this latest reader.

2. Purchase copies of those works you want to hold, give to your students or if you just want to show support for the press and its authors.

2. Consider publishing with AUPress or another Open Access publisher if you really care about letting everyone benefit from your scholarship.

VERY slow progress towards open scholarship in the US

VERY slow progress towards open scholarship in the US

The 2009 version of Ithaca’s Faculty Survey 2009: Key Strategic Insights for Libraries, Publishers, and Societies was recently published and the results show little progress in attitude towards open scholarship by US academics. The study (fourth  in an tri-annual series) surveyed 3,025 faculty (8.6% of those invited) about their attitudes and behaviour related to a range of scholarly activity and especially scholarly publishing. The figure below demonstrates that attitudes are changing VERY slowly towards sharing and distributing academic results more openly.

Faculty Interest in Types of Publications Like

I had hoped to see growing interest in making our work accessible to developing countries and to the general public, but this seems not to be happening. Likely the constraints and attitudes from tenure and promotion committees, coupled with the growing access to “closed” publications through high priced (to the libraries, not the academics) journal databases,serve to decrease the value of participation (for these academics) in open publication.

One positive sign was the growing interest participation (or intent to participate) in accessible archives. See figure below:

Archiving or web publication

Archiving or web publication

Note the increase of 20% of faculty who intend to publish on their web site- maybe a reason why many institutional archives (including AUspace.athabascau.ca) have less than stellar contribution rates by our academics.

All in all the report is a bit discouraging, but reminds me of the old joke why geologists are so over represented in University governance- They are the only ones who really understand the speed of change in these institutions!!

(thanks to Mike Barbour for this link)

Terry

Academic Hat Trick

For those non Canadians reading this, a hat trick results in hockey (and I learn from Wikipedia, in other sports) when one scores three goals in one game. Well, the academic game lasts considerably longer than three periods, but I was both delighted and surprised to score a hat trick this week.

The week started with a call from Chere Gibson (emeritus professor from Univ. of Wisconsin) saying that I was to be awarded the “Wedemeyer Award for Excellence in Distance Education Practice. This award will be presented to the practitioner(s) who most exemplifies excellence in practice in distance education in North America”. The award will be presented at the 26th annual Distance Teaching and Learning conference in Madison, Wisconsin.

The next day, after insuring my head hadn’t swelled beyond the size of my bike helmet, I pedaled to work to receive an email from Canadian Network for Innovation in Education president Ray Whitley, that I was to be presented with the CNIE annual award for leadership at thr CNIE conference in St John this May. International awards are very nice, but recognized by one’s peers at home is especially gratifying.

The final goal was notification that myself and Bruno Poellhuber from the University of Montreal had won a Canadian Social Sciences and Humanities  Research Grant for $140,000 over 3 years to study social networking interventions in self-paced distance education programming. Now the amount of this grant may not seem much (especially when spread between 3 institutions over three years,) but those knowledgeable about Canadian funding for ed tech research programs know that we are in an extreme political drought and that any funds for research is rain from heaven!! Actually Bruno and I failed in our first two tries at this competition, the second time because reviewers found that we had not not provided justification for conducting this research in French and English – can you believe we live in Canada??

Anyways, weeks like this come very infrequently in academic, and I hope you will forgive the self promotional flavour of this post.

Terry