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Open Knowledge International needs a new CEO – Could this be you?

Open Knowledge International - August 1, 2018 in Featured, job, Jobs, Open Knowledge International

The space around us is changing and Open Knowledge International needs a CEO who can help refine our identity and mission in this changing context. We are looking for someone who is entrepreneurial, creative and can work out what open means today, turning our mission into reality. You will be able to harness our activist ethos to deliver the services and products while ensuring the sustainability of the organisation and our mission. As the leader of our organisation, you will be in charge of directing our activities, shaping our fundraising and business development efforts, and nurturing our relationships with our funders, partners and communities, while welcoming and pursuing new opportunities and collaborations for open data. You will translate the open philosophy into concrete streams for our clients and operationalise that vision. You will help our funders, partners and clients understand what open means for them and what standards can do to make that a reality. You might be a senior leader within the open movement, in an organisation that promotes openness or in a data driven environment, with a strong desire and a passion to make a difference and are looking for the right vehicle to make that change. You have experience in operationalising the mission for organisations and are now looking for the opportunity to articulate the vision. Translating that vision in a changing context of user expectations, government and corporate ideologies and politics excites you. For more information on the role, click here.   About us Open Knowledge International (OKI) is a multi-award winning international not-for-profit organisation. We build tools and communities to create, use and share open knowledge — content and data that everyone can use, share, build on, and ultimately make informed decisions as a result. Ours is a mixed business model, undertaking both grant and commercial projects, and fundraising to cover our core work. Partnerships and networks are essential to our impact and we see ourselves as part of a global network of communities, organisations, advocates, government officials and activists. We are supported by a Board of Directors and staff who are passionate about what we do.   Why we do what we do Our world seems to be closing or threatening to close in a whole range of ways. Knowledge is a part of how power plays out, about who can own and use it and make an impact in the world. Open Knowledge International wants to be part of getting that right. OKI, as a part of the broader open movement and network of organisations has been focused on:
  • working with civil society organisations help find value of open data for their mission and work,
  • providing organisations with the tools and skills to effectively use data, and
  • help make government efforts around information sharing responsive to civil society needs.
We believe this is important, this matters; this is necessary for making the world a better place. If you are enthused about our mission and believe you can lead us into the next chapter of our journey, please get in touch.  

Are you working in the OpenGLAM arena? Tweet about it!

OpenGlam - July 19, 2018 in Featured

Starting today, community members from Open Knowledge International, Wikimedia Foundation, and Creative Commons, will be facilitating a rotating curation of the @openglam twitter account to highlight and reflect on the impact of  “OpenGLAM” (Galleries, Libraries, Archives, and Museums) in their respective contexts. OpenGLAM is a global network of people and organizations who are working to […]

Αλλάζοντας Μυαλά με τη Χρήση Ανοικτών Δεδομένων

Χριστίνα Καρυπίδου - July 15, 2018 in Featured, Featured @en, News, ανοικτά δεδομένα, ανοικτή γνώση, Νέα

Από τη Javiera Atenas Αυτή η ανάρτηση είναι αναδημοσίευση της αρχικής ανάρτησης στο blog του Open Education Working Group και έχει συν-συγγραφεί από τους Javiera Atenas, Erdinç Saçan και  Robert Schuwer. Ο Έλληνας φιλόσοφος Πυθαγόρας έλεγε:  “Εάν θέλετε να πολλαπλασιάσετε τη χαρά, τότε πρέπει να τη μοιραστείτε.” Αυτό ισχύει και για τα δεδομένα. Όποιος μοιράζεται δεδομένα, παίρνει ένα πλήθος χαράς […]

Sloan Foundation Funds Frictionless Data for Reproducible Research

Paul Walsh - July 12, 2018 in data infrastructures, Featured, Frictionless Data

We are excited to announce that Open Knowledge International has received a grant of $750,000 from The Alfred P. Sloan Foundation for our project “Frictionless Data for Reproducible Research”. The new funding from Sloan enables us to continue work over the next 3 years via enhanced dissemination and training activities, as well as further iteration on the software and specifications via a range of deep pilot projects with research partners.  
With
Frictionless Data, we focus specifically on reducing friction around discoverability, structure, standardization and tooling. More generally, the technicalities around the preparation, validation and sharing of data, in ways that both enhance existing workflows and enable new ones, towards the express goal of minimizing the gap between data and insight. We do this by creating specifications and software that are primarily informed by reuse (of existing formats and standards), conceptual minimalism, and platform-agnostic interoperability. Over the last two years, with support from Sloan and others, we have validated the utility and usefulness of the Frictionless Data approach for the research community and found strong commonalities between our experiences of data work in the civic tech arena, and the friction encountered in data-driven research. The pilots and case studies we conducted over this period have enabled us to improve our specifications and software, and to engage with a wider network of actors interested in data-driven research from fields as diverse as earth science, computational biology, archeology, and the digital humanities. Building on work going on for nearly a decade, last September we launched v1 of the Frictionless Data specifications, and we have produced core software that implements those specifications across 7 programming languages. With the new grant we will iterate on this work, as well as run additional Tool Fund activities to facilitate deeper integration of the Frictionless Data approach in a range of tools and workflows that enable in reproducible research. A core point of friction in working with data is the discoverability of data. Having a curated collection of well-maintained datasets that are of high value to a given domain of inquiry is an important move towards increasing quality of data-driven research. With this in mind, we will also be organising efforts to curate datasets that are of high-value in the domains we work. This high-value data will serve as a reference for how to package data with Frictionless Data specifications, and provide suitable material for producing domain-specific training materials and guides. Finally, we will be focussing on researchers themselves and are planning a programme to recruit and train early career researchers to become trainers and evangelists of the tools in their field(s). This programme will draw lessons from years of experience running data literacy fellowships with School of Data and Panton Fellowships for OpenScience. We hope to meet researchers where they are and work with them to demonstrate the effectiveness of our approach and how our tools and bring real value to your work. Are you a researcher looking for better tooling to manage your data? Do you work at or represent an organization working on issues related to research and would like to work with us on complementary issues for which data packages are suited? Are you a developer and have an idea for something we can build together? Are you a student looking to learn more about data wrangling, managing research data, or open data in general? We’d love to hear from you.  If you have any other questions or comments about this initiative, please visit this topic in our forum,  hashtag #frictionlessdata or speak to the project team on the public gitter channel.   The Alfred P. Sloan Foundation is a philanthropic, not-for-profit grant-making institution based in New York City. Established in 1934 by Alfred Pritchard Sloan Jr., then-President and Chief Executive Officer of the General Motors Corporation, the Foundation makes grants in support of original research and education in science, technology, engineering, mathematics and economic performance.  

Suomi digitaalisten henkilötietojen edelläkävijäksi – maailman johtavat asiantuntijat Helsingissä elokuussa

Open Knowledge Finland - July 4, 2018 in data protection, Events, Featured, human-centered approach, My Data, mydata, omadata, personal-data, privacy

Palvelujen digitalisoituminen on synnyttänyt kasvavan määrän henkilötietojen kertymistä eri palveluntarjoajille. Samaan aikaan kuluttajien luottamus henkilötietojen asialliseen käyttöön on heikentynyt.

Suomalaiset asiantuntijat, aktivistit ja yritykset ovat eturintamassa kehittämässä tulevaisuuden mallia digitaalisten henkilötietojen hallintaan. Tavoitteena on rakentaa maailmanlaajuinen toimintamalli, jossa yksilö voi itse määritellä millaisin ehdoin hänen tietojaan käytetään. Reilu datatalous hyödyttää kaikkia ja avaa uusia mahdollisuuksia eettisesti kestävään liiketoimintaan.

Liikenne- ja viestintäministeriön tänään julkaisema raportti (https://www.lvm.fi/-/suomi-toimii-omadata-mallin-suunnannayttajana-980281), Sitran IHANⓇ-hanke ja elokuussa Helsingin Kulttuuritalolla järjestettävä MyData 2018 -konferenssi vievät maailmanlaajuisten yhteisten pelisääntöjen kehittämistä aimo harppauksen eteenpäin.

”Toukokuussa 2018 voimaan astunut EU:n tietosuoja-asetus GDPR on merkittävä askel oikeaan suuntaan. Tämä asetus ei kuitenkaan yksin riitä takaamaan oikeudenmukaista tietoyhteiskuntaa tai ruokkimaan innovatiivista liiketoimintaa ja teknologiaa. Tarvitsemme uusia käytäntöjä ja työkaluja, joilla oikeudet toteutetaan käytännössä. Siksi tarvitsemme MyDataa”, selittää raportin toimittanut Antti Poikola, Aalto-yliopiston tutkija ja yksi kansainvälisen MyData-verkoston perustajista.

MyData on 2010-luvulla syntynyt kansainvälinen ilmiö, uudenlainen ajattelumalli ja tulevaisuuden kuva. Tämän päivän päätöksillä on suuri vaikutus siihen, syntyykö oman datan jakamiseen ja hallintaan yhteisiä standardeja kuten aiemmin rahansiirtoihin pankkien välillä, matkapuheluihin tai sähköpostiin, vai jatkuuko muutaman jätin valta datamarkkinoilla.

MyData 2018 konferenssi pureutuu tietosuoja-asetuksen vaikutuksiin ja tuo alan pioneerit ja teknologiajätit Suomeen

Tietosuoja-asetuksen vaikutuksia yrityksille ja kansalaisille punnitaan elokuussa, kun kolmatta kertaa järjestettävä MyData-konferenssi tuo henkilötiedon ammattilaiset ympäri maailmaa Helsinkiin. Esiintyjäkaartiin kuuluu yli sata kotimaista ja kansainvälistä huippuasiantuntijaa mm. Googlelta, BBC:ltä ja F-Securelta.

”Konferenssiin saapuu arviolta 800 henkilöä yli 30 maasta. Mukana on liike-elämän johtajia, yrittäjiä, teknologian kehittäjiä, juristeja, yhteiskuntatieteilijöitä ja aktivisteja. Keskustelujen aiheina ovat uusi liiketoiminta, tekoälyn ja henkilötiedon etiikka, tietojärjestelmien yhteentoimivuus sekä henkilötiedon yhteiskunnalliset vaikutukset”, kuvailee MyData-konferenssin projektijohtaja Viivi Lähteenoja.

Kulttuuritalolla 29.-31.8.2018 järjestettävän konferenssin pääkumppani on Suomen itsenäisyyden juhlarahasto Sitra. Konferenssin järjestävät Open Knowledge Finland ry ja Aalto yliopisto yhteistyössä ranskalaisen ajatuspajan Fingin kanssa. www.mydata2018.org

Lisätietoja:

Antti ‘Jogi’ Poikola
Ohjelmapäällikkö, MyData 2018
Aalto-yliopisto
jogi@mydata.org +358 44 337 5439
 
Riikka Kämppi
Viestintäpäällikkö, MyData 2018
riikka@mydata.org
+358 40 5729733

www.mydata2018.org

MyData-konferenssi järjestetään kolmatta kertaa 29.-31.8.2018 Helsingin Kulttuuritalolla. Konferenssi on maailmanlaajuisen MyData-verkoston lippulaivatapahtuma, joka kokoaa monialaisen yleisön oppimaan toisiltaan ja rakentamaan toimivaa datataloutta ja reilua tietoyhteiskuntaa.

Open Knowledge Finland ry on vuonna 2012 perustettu yhteisölähtöinen, voittoa tavoittelematon kansalaisjärjestö, joka toimii osana kansainvälistä Open Knowledge -verkostoa. Yhdistys edistää tiedon avoimuutta, avoimen tiedon hyödyntämistä ja avoimen yhteiskunnan kehittymistä.

Aalto-yliopisto on monitieteinen yhteisö, jossa tiede ja taide kohtaavat tekniikan ja talouden.

Fing on riippumaton ranskalainen voittoa tavoittelematon tutkimusorganisaatio, joka löytää, luo ja jakaa uusia ja käytännöllisiä ideoita, jotka ennakoivat digitaalisia muutoksia.

The post Suomi digitaalisten henkilötietojen edelläkävijäksi – maailman johtavat asiantuntijat Helsingissä elokuussa appeared first on Open Knowledge Finland.

Δελτίο τύπου: SLIDEWIKI πλατφόρμα Release webinar [Τρίτη, 17 Ιουλίου, 2018, στις 2:00 μ.μ. – 4:00 μμ CEST]

Despoina Mantziari - June 30, 2018 in Featured, Featured @en, Εκδηλώσεις

Μία επανάσταση στη συγγραφή, κοινή χρήση και την εκ νέου χρήση των Ανοικτών Εκπαιδευτικών Πόρων (OER) και Ανοικτών Εκπαιδευτικών Μαθημάτων (OCW) σε απευθείας σύνδεση Οι παρουσιάσεις έχουν καταστεί απαραίτητες στην καθημερινή μας ζωή, είτε στο σχολείο, στο πανεπιστήμιο ή στον επαγγελματικό χώρο. Το έργο SlideWiki, χρηματοδοτούμενο από την Ευρωπαϊκή Ένωση στα πλαίσια το προγράμματος Horizon […]

Changing Minds by Using Open Data

Javiera Atenas - June 26, 2018 in communication, Data, Featured, guestpost, oer

Guest post by Erdinç Saçan & Robert Schuwer Fontys University of Applied Sciences, the Netherlands

The Greek philosopher Pythagoras once said:

“if you want to multiply joy, then you have to share.”

This also applies to data. Who shares data, gets a multitude of joy – value – in return.

  ICT is not just about technology – it’s about coming up with solutions to solve problems or to help people, businesses, communities and governments. Developing ICT solutions means working with people to find a solution. Students in Information & Communication Technology learn how to work with databases, analysing data and making dashboards that will help the users to make the right decisions.  Data collections are required for these learning experiences. You can create these data collections (artificially) yourself or use “real” data collections, openly available (like those from Statistics Netherlands (CBS) (https://www.cbs.nl/en-gb)) In education, data is becoming increasingly important, both in policy, management and in the education process itself. The scientific research that supports education is becoming increasingly dependent on data. Data leads to insights that help improve the quality of education (Atenas & Havemann, 2015). But in the current era where a neo-liberal approach of education seems to dominate, the “Bildung” component of education is considered more important than ever. The term Bildung is attributed to Willem van Humboldt (1767-1835). It refers to general evolution of all human qualities, not only acquiring knowledge, but also developing skills for moral judgments and critical thinking.

Study

In (Atenas & Havemann, 2015), several case studies are described where the use of open data contributes to developing the Bildung component of education. To contribute to these cases and eventually extend experiences, a practical study has been conducted. The study had the following research question: “How can using open data in data analysis learning tasks contribute to the Bildung component of the ICT Bachelor Program of Fontys School of ICT in the Netherlands?” In the study, an in-depth case study is executed, using an A / B test method. One group of students had a data set with artificial data available, while the other group worked with a set of open data from the municipality of Utrecht. A pre-test and post-test should reveal whether a difference in development of the Bildung component can be measured. Both tests were conducted by a survey. Additionally, some interviews have been conducted afterwards to collect more in-depth information and explanations for the survey results. For our A/B test, we used three data files from the municipality of Utrecht (a town in the center of the Netherlands, with ~350,000 inhabitants). These were data from all quarters in Utrecht:
  • Crime figures
  • Income
  • Level of Education
(Source: https://utrecht.dataplatform.nl/data) We assumed, all students had opinions on correlations between these three types of data, e.g. “There is a proportional relation between crime figures and level of education” or “There is an inversely proportional relation between income and level of education”. We wanted to see which opinions students had before they started working with the data and if these opinions were influenced after they had analyzed the data. A group of 40 students went to work with the data. The group was divided into 20 students who went to work with real data and 20 went to work with ‘fake’ data. Students were emailed with the three data files and the following assignment: “check CSV (Excel) file in the attachment. Please try this to do an analysis. Try to draw a minimum of 1, a maximum of 2 conclusions from it… this can be anything. As long as it leads to a certain conclusion based on the figures.” In addition, there was also a survey in which we tried to find out how students currently think about correlations between crime, income and educational level. Additionally, some students were interviewed to get some insights into the figures collected by the survey.  

Results

For the survey, 40 students have been approached. The response consisted of 25 students. All students indicated that working with real data is more fun, challenging and concrete. It motivates them. Students who worked with fake data did not like this as much. In interviews they indicated that they prefer, for example, to work with cases from companies rather than cases invented by teachers. In the interviews, the majority of students indicated that by working with real data they have come to a different understanding of crime and the reasons for it. They became aware of the social impact of data and they were triggered to think about social problems. To illustrate, here some responses students gave in interviews “Before I started working with the data, I had always thought that there was more crime in districts with a low income and less crime in districts with a high income. After I have analyzed the data, I have seen that this is not immediately the case. So my thought about this has indeed changed. It is possible, but it does not necessarily have to be that way.” (M. K.) “At first, I also thought that there would be more crime in communities with more people with a lower level of education than in communities with more people with a higher level of education. In my opinion, this image has changed in part. I do not think that a high or low level of education is necessarily linked to this, but rather to the situation in which they find themselves. So if you are highly educated, but things are really not going well (no job, poor conditions at home), then the chance of criminality is greater than if someone with a low level of education has a job.” ( A. K.) “I think it has a lot of influence. You have an image and an opinion beforehand. But the real data either shows the opposite or not. And then you think, “Oh yes, this is it.’. And working with fake data, is not my thing. It has to provide real insights.” (M.D.)

Conclusion

Our experiment provided positive indications that contributing to the Bildung component of education by using open data in data analysis exercises is possible. Next steps to develop are both extending these experiences to larger groups of students and to more topics in the curriculum.  

References

Atenas, J. & Havemann, L. (2015). Open Data as Open Educational Resources: Towards Transversal Skills and Global Citizenship. Open praxis7(4), 377-389. http://dx.doi.org/10.5944/openpraxis.7.4.233 Atenas, J., & Havemann, L. (Eds.). (2015). Open Data as Open Educational Resources: Case studies of emerging practice. London: Open Knowledge, Open Education Working Group. https://education.okfn.org/handbooks/open-data-as-open-educational-resources/ 
About the authors  Erdinç Saçan is a Senior Teacher of ICT & Business and the Coordinator of the Minor Digital Marketing @ Fontys University of Applied Sciences, School of ICT in Eindhoven, the Netherlands. He previously worked at Corendon, TradeDoubler and Prijsvrij.nl       Robert Schuwer is Professor Open Educational Resources at Fontys University of Applied Sciences, School of ICT in Eindhoven, the Netherlands and  holds the UNESCO Chair on Open Educational Resources and Their Adoption by Teachers, Learners and Institutions.

Learning Analytics Policy Development

Javiera Atenas - June 25, 2018 in communication, Data, Featured, guestpost

Written by Anne-Marie Scott  — The University of Edinburgh has just launched their Principles and Purposes for Learning Analytics. In order to develop institutional policy on learning analytics, in 2016 we convened a task group reporting to our Senate Learning and Teaching Committee, and our Knowledge Strategy Committee. The task group was convened by Professor Dragan Gasevic, Chair of Learning Analytics and Informatics. The group included Professor Sian Bayne, Assistant Principal Digital Education; representatives from academic Colleges; the Edinburgh University’s Students Association; and representatives from Student Systems and Information Services. Our Director of Academic Services produced an initial draft of a Learning Analytics policy for review by our institutional task group. It was a relatively detailed policy which covered the following sorts of topics:
  • Definitions
  • Sources of data for learning analytics
  • Sources of data for learning analytics
  • Initiating learning analytics activities
  • Transparency and consent
  • Privacy and access to data
  • Retention and disposal of data
  • Validity and interpretation of data
  • Supporting positive interventions
  • Enabling students to reflect on their learning
  • Supporting staff to make the most of learning analytics
  • Oversight of Learning Analytics activities
  • Other relevant policies
Ethical values, legal obligations and the reasons for engaging with learning analytics were all embedded in the policy, but as we worked on revisions, considered inputs from external sources, and planned how to consult on a draft it became clear that this detailed policy was likely to beg more questions than it answered without being more explicit about our values and our ethical position upfront. We also had to contend with periods of time where there was limited data protection resource available to the task group, and where the legal basis for processing under GDPR that would be available to us was still being debated in the House of Lords. At the same time as we were developing local policy, colleagues at Edinburgh (Prof Dragan Gasevic and Dr Yi-Shan Tsai) were involved with the EU Sheila project, developing a learning analytics policy development framework for the EU. There were several key outputs from that project that we used in pre-print form to inform our work: In particular, the group concept mapping activity carried out by the Sheila project (surveying various European Universities) identified that defining objectives for learning analytics was very important, but also very hard (http://sheilaproject.eu/wp-content/uploads/2017/04/The-state-of-learning-analytics-in-Europe.pdf). As part of our local policy development, myself and Dragan Gasevic met and discussed what we felt were the 6 main purposes for learning analytics in an Edinburgh context, and these were written up into the policy as a means of tackling this issue head-on for Edinburgh. The literature review on learning analytics adoption that the Sheila project produced also identified various challenges to adoption, and on further consideration I drafted a separate Purposes and Principles document which extracted various of the principles embedded in the detailed policy and responded to many of the challenges and concerns identified in the literature review. Given some of the challenges we were experiencing around clarity on new data protection legislation for resolving areas the more detailed policy, this was the point at which our task group decided to separate the two pieces and start with a consultation on Purposes and Principles only. The Purposes and Principles were outlined and discussed at Senate in early 2017 and then taken to each School for discussion as part of the consultation plan that Academic Services devised for us. To support this consultation we also developed a webpage that outlined existing research and operational activities in learning analytics at Edinburgh (https://www.ed.ac.uk/information-services/learning-technology/learning-analytics). This high-level values-first route proved to be an effective way to start, as consultation with many Schools identified that the level of knowledge and understanding of learning analytics was highly variable across the institution, and that there were significant pockets of concern about ethics and about support for staff and students to make more use of data. The Sheila project also ran a student survey at Edinburgh during this time period and we were also able to finesse the Principles and Purposes to respond to student concerns and expectations. In considering how to achieve oversight and governance in the absence of the more detailed policy, and in a potentially quite complex and changing area, we also proposed the establishment of a Learning Analytics Review Group. As we pursue more data-driven operational activities this helps close out an ethical review gap in our operational activities. This governance model is now of interest to colleagues working on institutional data governance activities more generally. Once the Principles and Purposes were approved, with support from our Data Protection Officer, and more clarity on GDPR we were then able to tidy up the more detailed policy which defines the ‘mechanics’ of how activities can be initiated, what roles and responsibilities exist, what sources of data might be implicated etc. This policy was approved by our Senate Learning and Teaching Committee in May 2018. Importantly, this policy has also been able to link in to other work around data governance within the institution, and formally recognises the role that our institutional ‘Data Stewards’ have to play in the approvals process for learning analytics projects. Important inputs to the development of policy (as well as the Sheila project inputs) included:   — About the author
Anne-Marie Scott is Deputy Director of Learning, Teaching and Web Services, at the University of Edinburgh. Her background is in the design, management and support for academic IT services, particularly those used to support teaching and learning activities online. Amongst her interests are the use of new media and the open web in teaching and learning, scalable online learning platforms, and learning analytics.   Originally published in https://ammienoot.com/brain-fluff/learning-analytics-policy-development/ 

Copyright Reform – CREATe Resources

Javiera Atenas - June 13, 2018 in communication, copyright, Featured

Guest post by Kerry Patterson CREATe Community Manager Copyright Reform is a few votes away. The European Union may require those who share news to obtain licences first (permissions against payment). The EU may require platforms to filter content uploaded by users (aimed at music files but also applying to new digital expressions, such as memes and parodies). Following the adoption of a position of the Council of the European Union on 25 May 2018, the European Parliament’s Legal Affairs Committee (JURI) will vote on the proposed Copyright Directive on 20 June. It is extremely rare for a later plenary vote to overturn the lead committee’s position. So, the destiny of the controversial directive may be settled shortly. This is an important junction in copyright policy, as the Copyright Directive could be the most far reaching European copyright intervention since the 2001 Information Society Directive. CREATe is the UK Centre for Copyright and New Business Models in the Creative Economy, based at the University of Glasgow. The Centre brings together an interdisciplinary team of academics from law, economics, management, computer science, sociology, psychology, ethnography and critical studies. CREATe believes that we can know who is right, and who is wrong. Our resource page [http://www.create.ac.uk/eu-copyright-reform] tracks the progress of the European Commission’s Reform Package through the complex EU process of law making and signposts significant independent scientific research. It also offers a timeline of the policy making process for the Copyright in the Digital Single Market directive, and access to draft documents where they have become available (sometimes as leaks).
Text Kerry Patterson -CREATe Community Manager https://www.create.ac.uk  Images Davide Bonazzi/Copyright User

Η Ανοικτή Επανάσταση: Ξαναγράφοντας τους κανόνες της εποχής της πληροφορίας

Χριστίνα Καρυπίδου - June 13, 2018 in Featured, Featured @en, News, ανοικτή γνώση, Νέα

Ο Ρούφους Πόλοκ, ιδρυτής της Ανοικτής Γνώσης, με ιδιαίτερη χαρά ανακοινώνει τη δημοσίευση του νέου του βιβλίου για το πώς μπορούμε να κάνουμε μία επανάσταση σχετικά με την ιδιοκτησία των πληροφοριών και την πρόσβαση σ’ αυτές στην ψηφιακή οικονομία. Σχετικά με το βιβλίο Ξεχάστε ό,τι νομίζετε ότι ξέρετε για την ψηφιακή εποχή. Δεν αφορά την […]