How the inclusive mechanism works in developing countries
There is an urgent need of OKE in developing countries, because it is so important for the development of science, technology, socioeconomic development and environment protection in those countries. The most challenges of OKE in developing countries are: (1) limited resources; (2) limited capacity ability; (3) strategies and policies gaps; and (4) less experiences. It becomes the most important and key to have an inclusive mechanism in building an OKE within the limitations or weaknesses in developing countries. Professor LIU Chuang indicated that an inclusive mechanism play key role in both calling contributions from funding agencies, personals and institutions related, as well as benefiting science and broad society else. She took the Digital LIN Chao Geomuseum as an example to illustrate the methodology from collection, archive, creation, integration between science and arts, citation, and to online services to set up the OKE platform. Dr. Ms. Ana Neves indicated that enhancing cooperation between industry and developing counties is most efficient solution for OKE in developing countries. She took the experiences of Open Access to scientific research in Portuguese Speaking Countries to explain how the inclusive mechanism works in her case.
Experiences and lesion learn based on the cases
Four cases were demonstrated at the forum. They are (1) Joint Effort on Digital Geomuseum from IGU (International Geographical Union), CODATA (International Committee on Data for Science and Technology, International Council of Sciences) and GSC (Geographical Society of China); (2) Open Coursed of Universities of China; (3) Open Knowledge for Economic and Social Growth: the Case of Portuguese Speaking Countries; and (4) Open Knowledge for Disaster Mitigation and Management from IAA (International Academy of Astronauts).
Professor LIU Chuang presented the progress of Digital LIN Chao Geomuseum. She said under the joint effort from IGU, CODATA and GSC, as well as contributors of more than ten organizations and institutes, and hundreds of personals, the online museum was developed as an open knowledge environment for worldwide geography and broad society. The online halls includes OKE for understanding geographers, OKE on Qinghai-Tibet-Himalayas, OKE on earth observation and satellites, OKE on International cooperation programs (for example: international polar year programs in 1882-1883, 1932-1933, 1957-1958, 2007-2008). Thousands of geo - post stamps from more than one hundred countries during the last more than one hundred years have been donated to the museum. The Museum commitment, under the Letter of Interest from IGU, CODATA and GSC, on integrating the collections with geographical knowledge and art, and deliver the products online, makes the museum more and more attractive, not only reorders, but also donors. The online museum becomes one of the knowledge sources for geographical research, environment education and culture e-learning for broad society.
One case was demonstrated by Prof. TAO Xiaofeng. He took open coursed of universities of China as a case. He introduced the background of the Open-course of China universities; provided information about the open-course’s changes in China; particularly summarized the open-course’s Characteristics in China. In the first section, Prof. Tao talked about the MIT OCW (Open Course Ware) in 2000 and the following OCWC (OCW consortium) in 2005. From which clearly showed how open-course developed in the world. In the second section, Prof. Tao first illustrated the reason why China needs its own OCW, which are language difference, cultural difference and technical problems. Then he introduced three different open-course related projects in China, which are High-quality curriculum construction, College Video Open Course (CVOC) project and The Open University of China. China’s open-course is expending its influence all over the country. In the last section, Prof. Tao introduced the Open-course’s Characteristics in China from three elements: Resource Construction, Deliver and Target Group.
Dr. ZHOU Xiang presented application Cases of Earth Observation for Disaster Mitigation and Management. The knowledge and application methods of earth observation were introduced with different cases, including earthquake, typhoon, flood, sea ice, snowing, frog, drought, fire, oil spill and other natural disasters. His presentation analyzes the problems and challenges in the field of disaster relief using space technologies. Case system with support of internet would promote the openness and sharing of knowledge and information of disaster mitigation, which is able to facilitate the reuse of knowledge or experience derived from past application projects. Architecture of case based system is proposed technically. A framework for Disaster Management Spatial Information System and Services was illustrated. The web-based system for Disaster Management Spatial Information sharing is expected to be a useful reference for prediction, rapid response monitoring and monitoring of natural disasters in developing countries which experiences the severe damage caused by natural disasters. The establishment of such a system allows the professional, practitioner and business communities, and the interested public, to benefit from research.
Ms. Ana Neves presented case from Portugal on Open Access to scientific research in Portuguese Speaking Countries. She analyzed the cases of Open Knowledge in Brazil and Portugal and some African countries. Her presentation indicated Institutional repositories, digital libraries for theses and dissertations as well as Open Access Electronic journals have been steadily growing in Portuguese Speaking Countries. Portuguese-speaking countries made significant advances on the number of Open Access scientific journals and available documents. Portuguese-Brazilian cooperation should be extended to the community of Portuguese Speaking Countries, supporting the emergence and development of Open Access initiatives and activities in countries where they do not exist yet. Supporting the creation and implementation of Open Access repositories and journals in more Portuguese Speaking Countries should be enhanced. The countries should Share good practices, resources, documents and guidelines for developing OA in the Portuguese Speaking world.
After the presentation, three questions were raised up by the remote participants: 1.Do you have any suggestions for other developing countries since the government may not have enough money for finance project. 2.The degree awarded as a result of online course, will it be equivalent to normal university degree, in terms of quality of education. 3. It seems that a lot of the work is centralized by Ministry of Education in China, what is the advantage and disadvantage.
Panelists answered the questions above and more discussions provided.
How balance Open Knowledge Environment and Knowledge Intellectual Protection in developing countries
It seems that it is always conflicted to each other between the Open Knowledge Environment and Knowledge Intellectual Protection. Professor Xue indicated that open access to knowledge and information has become a global campaign. Also, she mentioned that this year is a global Professor’s campaign against the scientific publication system because the expensive payment for the journals. Professor Xue stressed the importance and significance for building up an open access knowledge and information environment in China. She thinks when we are sharing the information, we should remember there is something called copyright stand in the middle, meaning that the information property we are sharing actually belongs to somebody else which is protected by laws in different countries. Professor Xue thinks the copyright system has two different significances: on one side, it protects people’s creation and achievement, on the other hand, it also has many rooms to enable people to access to knowledge. Professor Xue was specifically required to talk about this open teaching, or open cause and copyright. She mentioned that under the Chinese current copyright law, only room teaching, only limited reproduction or translation of copyright work can be used for classroom teaching, which is a kind of defense against any copyright claimed from copyright authors. She thinks probably the Ministry of Education can take away teacher’s creation, which belongs to the projects, but maybe the third parties copyright involved will not be happy to be taken away to be used for education. So, Professor Xue thinks we need to think about the legal framework we are living in and that's actually a soft infrastructure we've to take into account. In the end, she wished a more open world, more open, available information, and knowledge to everyone.
How the inclusive mechanism works in developing countries
There is an urgent need of OKE in developing countries, because it is so important for the development of science, technology, socioeconomic development and environment protection in those countries. The most challenges of OKE in developing countries are: (1) limited resources; (2) limited capacity ability; (3) strategies and policies gaps; and (4) less experiences. It becomes the most important and key to have an inclusive mechanism in building an OKE within the limitations or weaknesses in developing countries. Professor LIU Chuang indicated that an inclusive mechanism play key role in both calling contributions from funding agencies, personals and institutions related, as well as benefiting science and broad society else. She took the Digital LIN Chao Geomuseum as an example to illustrate the methodology from collection, archive, creation, integration between science and arts, citation, and to online services to set up the OKE platform. Dr. Ms. Ana Neves indicated that enhancing cooperation between industry and developing counties is most efficient solution for OKE in developing countries. She took the experiences of Open Access to scientific research in Portuguese Speaking Countries to explain how the inclusive mechanism works in her case.
Experiences and lesion learn based on the cases
Four cases were demonstrated at the forum. They are (1) Joint Effort on Digital Geomuseum from IGU (International Geographical Union), CODATA (International Committee on Data for Science and Technology, International Council of Sciences) and GSC (Geographical Society of China); (2) Open Coursed of Universities of China; (3) Open Knowledge for Economic and Social Growth: the Case of Portuguese Speaking Countries; and (4) Open Knowledge for Disaster Mitigation and Management from IAA (International Academy of Astronauts).
Professor LIU Chuang presented the progress of Digital LIN Chao Geomuseum. She said under the joint effort from IGU, CODATA and GSC, as well as contributors of more than ten organizations and institutes, and hundreds of personals, the online museum was developed as an open knowledge environment for worldwide geography and broad society. The online halls includes OKE for understanding geographers, OKE on Qinghai-Tibet-Himalayas, OKE on earth observation and satellites, OKE on International cooperation programs (for example: international polar year programs in 1882-1883, 1932-1933, 1957-1958, 2007-2008). Thousands of geo - post stamps from more than one hundred countries during the last more than one hundred years have been donated to the museum. The Museum commitment, under the Letter of Interest from IGU, CODATA and GSC, on integrating the collections with geographical knowledge and art, and deliver the products online, makes the museum more and more attractive, not only reorders, but also donors. The online museum becomes one of the knowledge sources for geographical research, environment education and culture e-learning for broad society.
One case was demonstrated by Prof. TAO Xiaofeng. He took open coursed of universities of China as a case. He introduced the background of the Open-course of China universities; provided information about the open-course’s changes in China; particularly summarized the open-course’s Characteristics in China. In the first section, Prof. Tao talked about the MIT OCW (Open Course Ware) in 2000 and the following OCWC (OCW consortium) in 2005. From which clearly showed how open-course developed in the world. In the second section, Prof. Tao first illustrated the reason why China needs its own OCW, which are language difference, cultural difference and technical problems. Then he introduced three different open-course related projects in China, which are High-quality curriculum construction, College Video Open Course (CVOC) project and The Open University of China. China’s open-course is expending its influence all over the country. In the last section, Prof. Tao introduced the Open-course’s Characteristics in China from three elements: Resource Construction, Deliver and Target Group.
Dr. ZHOU Xiang presented application Cases of Earth Observation for Disaster Mitigation and Management. The knowledge and application methods of earth observation were introduced with different cases, including earthquake, typhoon, flood, sea ice, snowing, frog, drought, fire, oil spill and other natural disasters. His presentation analyzes the problems and challenges in the field of disaster relief using space technologies. Case system with support of internet would promote the openness and sharing of knowledge and information of disaster mitigation, which is able to facilitate the reuse of knowledge or experience derived from past application projects. Architecture of case based system is proposed technically. A framework for Disaster Management Spatial Information System and Services was illustrated. The web-based system for Disaster Management Spatial Information sharing is expected to be a useful reference for prediction, rapid response monitoring and monitoring of natural disasters in developing countries which experiences the severe damage caused by natural disasters. The establishment of such a system allows the professional, practitioner and business communities, and the interested public, to benefit from research.
Ms. Ana Neves presented case from Portugal on Open Access to scientific research in Portuguese Speaking Countries. She analyzed the cases of Open Knowledge in Brazil and Portugal and some African countries. Her presentation indicated Institutional repositories, digital libraries for theses and dissertations as well as Open Access Electronic journals have been steadily growing in Portuguese Speaking Countries. Portuguese-speaking countries made significant advances on the number of Open Access scientific journals and available documents. Portuguese-Brazilian cooperation should be extended to the community of Portuguese Speaking Countries, supporting the emergence and development of Open Access initiatives and activities in countries where they do not exist yet. Supporting the creation and implementation of Open Access repositories and journals in more Portuguese Speaking Countries should be enhanced. The countries should Share good practices, resources, documents and guidelines for developing OA in the Portuguese Speaking world.
After the presentation, three questions were raised up by the remote participants: 1.Do you have any suggestions for other developing countries since the government may not have enough money for finance project. 2.The degree awarded as a result of online course, will it be equivalent to normal university degree, in terms of quality of education. 3. It seems that a lot of the work is centralized by Ministry of Education in China, what is the advantage and disadvantage.
Panelists answered the questions above and more discussions provided.
How balance Open Knowledge Environment and Knowledge Intellectual Protection in developing countries
It seems that it is always conflicted to each other between the Open Knowledge Environment and Knowledge Intellectual Protection. Professor Xue indicated that open access to knowledge and information has become a global campaign. Also, she mentioned that this year is a global Professor’s campaign against the scientific publication system because the expensive payment for the journals. Professor Xue stressed the importance and significance for building up an open access knowledge and information environment in China. She thinks when we are sharing the information, we should remember there is something called copyright stand in the middle, meaning that the information property we are sharing actually belongs to somebody else which is protected by laws in different countries. Professor Xue thinks the copyright system has two different significances: on one side, it protects people’s creation and achievement, on the other hand, it also has many rooms to enable people to access to knowledge. Professor Xue was specifically required to talk about this open teaching, or open cause and copyright. She mentioned that under the Chinese current copyright law, only room teaching, only limited reproduction or translation of copyright work can be used for classroom teaching, which is a kind of defense against any copyright claimed from copyright authors. She thinks probably the Ministry of Education can take away teacher’s creation, which belongs to the projects, but maybe the third parties copyright involved will not be happy to be taken away to be used for education. So, Professor Xue thinks we need to think about the legal framework we are living in and that's actually a soft infrastructure we've to take into account. In the end, she wished a more open world, more open, available information, and knowledge to everyone.
How the inclusive mechanism works in developing countries There is an urgent need of OKE in developing countries, because it is so important for the development of science, technology, socioeconomic development and environment protection in those countries. The most challenges of OKE in developing countries are: (1) limited resources; (2) limited capacity ability; (3) strategies and policies gaps; and (4) less experiences. It becomes the most important and key to have an inclusive mechanism in building an OKE within the limitations or weaknesses in developing countries. Professor LIU Chuang indicated that an inclusive mechanism play key role in both calling contributions from funding agencies, personals and institutions related, as well as benefiting science and broad society else. She took the Digital LIN Chao Geomuseum as an example to illustrate the methodology from collection, archive, creation, integration between science and arts, citation, and to online services to set up the OKE platform. Dr. Ms. Ana Neves indicated that enhancing cooperation between industry and developing counties is most efficient solution for OKE in developing countries. She took the experiences of Open Access to scientific research in Portuguese Speaking Countries to explain how the inclusive mechanism works in her case. Experiences and lesion learn based on the cases Four cases were demonstrated at the forum. They are (1) Joint Effort on Digital Geomuseum from IGU (International Geographical Union), CODATA (International Committee on Data for Science and Technology, International Council of Sciences) and GSC (Geographical Society of China); (2) Open Coursed of Universities of China; (3) Open Knowledge for Economic and Social Growth: the Case of Portuguese Speaking Countries; and (4) Open Knowledge for Disaster Mitigation and Management from IAA (International Academy of Astronauts). Professor LIU Chuang presented the progress of Digital LIN Chao Geomuseum. She said under the joint effort from IGU, CODATA and GSC, as well as contributors of more than ten organizations and institutes, and hundreds of personals, the online museum was developed as an open knowledge environment for worldwide geography and broad society. The online halls includes OKE for understanding geographers, OKE on Qinghai-Tibet-Himalayas, OKE on earth observation and satellites, OKE on International cooperation programs (for example: international polar year programs in 1882-1883, 1932-1933, 1957-1958, 2007-2008). Thousands of geo - post stamps from more than one hundred countries during the last more than one hundred years have been donated to the museum. The Museum commitment, under the Letter of Interest from IGU, CODATA and GSC, on integrating the collections with geographical knowledge and art, and deliver the products online, makes the museum more and more attractive, not only reorders, but also donors. The online museum becomes one of the knowledge sources for geographical research, environment education and culture e-learning for broad society. One case was demonstrated by Prof. TAO Xiaofeng. He took open coursed of universities of China as a case. He introduced the background of the Open-course of China universities; provided information about the open-course’s changes in China; particularly summarized the open-course’s Characteristics in China. In the first section, Prof. Tao talked about the MIT OCW (Open Course Ware) in 2000 and the following OCWC (OCW consortium) in 2005. From which clearly showed how open-course developed in the world. In the second section, Prof. Tao first illustrated the reason why China needs its own OCW, which are language difference, cultural difference and technical problems. Then he introduced three different open-course related projects in China, which are High-quality curriculum construction, College Video Open Course (CVOC) project and The Open University of China. China’s open-course is expending its influence all over the country. In the last section, Prof. Tao introduced the Open-course’s Characteristics in China from three elements: Resource Construction, Deliver and Target Group. Dr. ZHOU Xiang presented application Cases of Earth Observation for Disaster Mitigation and Management. The knowledge and application methods of earth observation were introduced with different cases, including earthquake, typhoon, flood, sea ice, snowing, frog, drought, fire, oil spill and other natural disasters. His presentation analyzes the problems and challenges in the field of disaster relief using space technologies. Case system with support of internet would promote the openness and sharing of knowledge and information of disaster mitigation, which is able to facilitate the reuse of knowledge or experience derived from past application projects. Architecture of case based system is proposed technically. A framework for Disaster Management Spatial Information System and Services was illustrated. The web-based system for Disaster Management Spatial Information sharing is expected to be a useful reference for prediction, rapid response monitoring and monitoring of natural disasters in developing countries which experiences the severe damage caused by natural disasters. The establishment of such a system allows the professional, practitioner and business communities, and the interested public, to benefit from research. Ms. Ana Neves presented case from Portugal on Open Access to scientific research in Portuguese Speaking Countries. She analyzed the cases of Open Knowledge in Brazil and Portugal and some African countries. Her presentation indicated Institutional repositories, digital libraries for theses and dissertations as well as Open Access Electronic journals have been steadily growing in Portuguese Speaking Countries. Portuguese-speaking countries made significant advances on the number of Open Access scientific journals and available documents. Portuguese-Brazilian cooperation should be extended to the community of Portuguese Speaking Countries, supporting the emergence and development of Open Access initiatives and activities in countries where they do not exist yet. Supporting the creation and implementation of Open Access repositories and journals in more Portuguese Speaking Countries should be enhanced. The countries should Share good practices, resources, documents and guidelines for developing OA in the Portuguese Speaking world. After the presentation, three questions were raised up by the remote participants: 1.Do you have any suggestions for other developing countries since the government may not have enough money for finance project. 2.The degree awarded as a result of online course, will it be equivalent to normal university degree, in terms of quality of education. 3. It seems that a lot of the work is centralized by Ministry of Education in China, what is the advantage and disadvantage. Panelists answered the questions above and more discussions provided. How balance Open Knowledge Environment and Knowledge Intellectual Protection in developing countries It seems that it is always conflicted to each other between the Open Knowledge Environment and Knowledge Intellectual Protection. Professor Xue indicated that open access to knowledge and information has become a global campaign. Also, she mentioned that this year is a global Professor’s campaign against the scientific publication system because the expensive payment for the journals. Professor Xue stressed the importance and significance for building up an open access knowledge and information environment in China. She thinks when we are sharing the information, we should remember there is something called copyright stand in the middle, meaning that the information property we are sharing actually belongs to somebody else which is protected by laws in different countries. Professor Xue thinks the copyright system has two different significances: on one side, it protects people’s creation and achievement, on the other hand, it also has many rooms to enable people to access to knowledge. Professor Xue was specifically required to talk about this open teaching, or open cause and copyright. She mentioned that under the Chinese current copyright law, only room teaching, only limited reproduction or translation of copyright work can be used for classroom teaching, which is a kind of defense against any copyright claimed from copyright authors. She thinks probably the Ministry of Education can take away teacher’s creation, which belongs to the projects, but maybe the third parties copyright involved will not be happy to be taken away to be used for education. So, Professor Xue thinks we need to think about the legal framework we are living in and that's actually a soft infrastructure we've to take into account. In the end, she wished a more open world, more open, available information, and knowledge to everyone.
