Submission Fees - A Tool in the Transition to Open Access?

Knowledge Exchange examined different routes in achieving the vision of 'having a layer of scholarly and scientific content openly available in the internet'. One of these routes involves exploring new developments in the future of publishing. Work is being undertaken investigating interesting alternative business models which could contribute to the transition to open access. In this light KE has commissioned a study investigating whether submission fees could play a role in a business model for Open Access journals. The general conclusion of the report bearing the title ‘Submission Fees a tool in the transition to open access?', written by Mark Ware, is that there are benefits to publishers in certain cases to switch to a model in which an author pays a fee when submitting an article. Especially journals with a high rejection rate might be interested in combining submission fees with article processing charges in order to make the transition to open access easier. In certain disciplines, notably economic and finance journals and in some areas of the experimental life sciences, submission fees are already common. Overall there seems to be an interest in the model but the risks, particularly those involved in any transition, are seen by the publishers to outweigh the perceived benefits. There is also a problem in that the advantages offered by submission fees are often general benefits that might improve the system but do not provide publishers and authors with direct incentives to change to open access. To support transition funders, institutions and publication funds could make it clear that submission fees would be an allowable cost. At present this is often unclear in their policies. Author acceptance of submission fees is critical to its success. It is an observable fact that authors will accept them in some circumstances. Author acceptance would require further study though. Based on the interviews and the modelling in the study one model in particular is regarded as the most suitable way to meet the current requirements (i.e. to strengthen open access to research publications). In this model authors pay a submission fee plus an Article Processing Fee and the article is subsequently made available in open access. Both fees are set at levels that balance acceptability with the author community with securing a meaningful mix of revenues for the Publisher.

Hopwood Hall College: Touchscreen technology overtakes interactive whiteboards as interactive teaching tool of choice

Hopwood Hall is adopting the use of touch screen technology and gradually replacing its interactive whiteboards to improve access to interactive learning. The touch screen monitors connected to LCD TV’s provide a cheaper classroom build with technology that’s more user-friendly and better suited to classroom delivery. Until now, interactive boards had been the mainstay of classrooms but they created teaching barriers for staff including the additional software to learn and master. They are also expensive and often have usability issues with 'pens' not working or having a delay when used as the mouse tool.

Lancaster and Morecambe College: Uses serious computer games as a teaching tool

John Latham, International Projects Co-ordinator at Lancaster and Morecambe College (LMC), got involved with the project Serious Computer Games as a Teaching Tool (SCOGATT) after using the game EnerCities with his students. The web based platform at www.scogatt.eu serves as a One Stop Toolkit for vocational teachers and trainers who want to use serious computer games (SCG) in their teaching environments but might need a helping hand. There they will be able to find a compendium of serious games, SCOGATT pilot results, teacher reports and the exemplar games, EnerCities.

Promotion of research expertise online: the self-assessment tool

Helping HEIs identify whether the way they use online channels to communicate information about the expertise of researchers within their institution meets the needs of: – Business and community users – Researchers themselves.

Case study: Developing screen casting as a tool for formative and summative feedback

Case study on Oldham College and Edge Hill University working in partnership on a project to use screencasts as a way of providing feedback to learners.

Jisc NUS student digital experience benchmarking tool

A benchmarking tool developed by Jisc in collaboration with the National Union of Students (NUS) and the Student Engagement Partnership (TSEP). The tool is a starting point for discussions between staff and students about what is working in the digital learning environment and what they can work on together to improve it.

Knowledge Exchange study: How Research Tools are of Value to Research: Use Cases and Recommendations

Research tools that are freely available and accessible via the Internet cover an emergent field in the worldwide research infrastructure. Clearly, research tools have increasing value for researchers in their research activities. Knowledge Exchange recently commissioned a project to explore use case studies to show research tools’ potential and relevance for the present research landscape. Makers of successful research tools have been asked questions such as: How are these research tools developed? What are their possibilities? How many researchers use them? What does this new phenomenon mean for the research infrastructure? Additional to the Use Cases, the authors offer observations and recommendations to contribute to effective development of a research infrastructure that can optimally benefit from research tools. the Use Cases are: •Averroes Goes Digital: Transformation, Translation, Transmission and Edition •BRIDGE: Tools for Media Studies Researchers •Multiple Researchers, Single Platform: A Virtual Tool for the 21st Century •The Fabric of Life •Games with A Purpose: How Games Are Turning Image Tagging into Child’s Play •Elmer: Modelling a Future •Molecular Modelling With SOMA2 •An Online Renaissance for Music: Making Early Modern Music Readable •Radio Recordings for Research: How A Million Hours of Danish Broadcasts Were Made Accessible •Salt Rot: A Central Space for Essential Research •Cosmos: Opening Up Social Media for Social Science A brief analysis by the authors can be found: •Some Observations Based on the Case Studies of Research Tools

KE Workshop report: Report Knowledge Exchange workshop Making data count - Research Data and Research Assessment

The possibilities of digital research have altered the production, publication and use of research results. Academic research practice and culture are changing or have already been transformed, but to a large degree the system of academic recognition has not yet adapted to the practices and possibilities of digital research. This applies especially to research data, which are increasingly produced, managed, published and archived, but play hardly a role yet in practices of research assessment. The aim of the workshop was to bring experts and stakeholders from research institutions, universities, scholarly societies and funding agencies together in order to review, discuss and build on possibilities to implement the culture of sharing and to integrate publication of data into research assessment procedures. The report 'The Value of Research Data - Metrics for datasets from a cultural and technical point of view' was presented and discussed. Some of the key finding were that data sharing should be considered normal research practice, in fact not sharing should be considered malpractice. Research funders and universities should support and encourage data sharing. There are a number of important aspects to consider when making data count in research and evaluation procedures. Metrics are a necessary tool in monitoring the sharing of data sets. However, data metrics are at present not very well developed and there is not yet enough experience in what these metrics actually mean. It is important to implement the culture of sharing through codes of conducts in the scientific communities. For further key findings please read the report.

Online Learning Readiness Tool Guide

A user guide for the Online Learning Readiness Tool, developed as part of the Jisc Scaling up online learning project.

E-safety: quick self-assessment tool 2012

The old Ofsted school inspection framework introduced in September 2009 has been re-designed to be applied to the adult sector. An action plan and completion dates have been added. Whilst Ofsted are no longer restricting overall grade if an organisation receives a grade of 4, in e-safety they still want to see that learners feel safe.