Perspectives on Open and Distance Learning: Open Educational Resources: Innovation, Research and Practice
Rory McGreal, Wanjira Kinuthia and Stewart Marshall, Eds. May 2013
Published jointly by the Commonwealth of Learning and Athabasca University, Canada (UNESCO/COL Chair in OER) as CC-BY-SA and freely available to all:www.col.org/psOERIRP. Available in PDF and epub formats.
This book is one in a series of OER resources published by COL. It describes the OER movement in detail, providing readers with insight into OER's significant benefits, its theory and practice, and its achievements and challenges. The 16 chapters, written by some of the leading international experts on the subject, are organised into four parts by theme:
OER in AcademiaOER in Practice:Diffusion of OERProducing, Sharing and Using OER
Instructional designers, curriculum developers, educational technologists, teachers, researchers, students, others involved in creating, studying or using OER: all will find this timely resource informative and inspiring.
I was very encouraged by a couple of posts to the oer-discuss mailing list this week highlighting two Scottish institutions that are in the process of in developing guidelines and policies for the creation and use of open educational resources.
Scholarship and Literacies in a Digital Age - Special IssueAims and rationale
There is growing interest in the field on the impact of digital technologies on meaning-making practices and identity in education, which has been explored via the related concepts of ‘digital scholarship’ and ‘digital literacies’. A range of initiatives have focused on digital literacies (associated with student practices), such as the current JISC programme, the ESRC seminar series on literacy in the digital university, and international networks such as the UK-Canadian, “New Media, New Literacies and New Forms of Learning”. In contrast, the concepts of ‘digital scholarship’ or ‘open scholarship’ have tended to refer to the impact of digital technologies on academics’ practices and identities, as with the Open University digital scholarship research strand, or else refer to data management, as with the Royal Society’s Open Science report or Friedrich Kittler’s late provocations.
However, these efforts remain disparate, and unconnected. This is a missed opportunity: it is important and timely to consolidate, critically interrogate and extend our understandings of the relationships between digital technologies and practices. There is also an imperative to broaden the base for our understanding beyond Higher Education, to other sectors; and also to understand how these practices differ internationally.
Our proposal is for a special issue of Research in Learning Technology to bring these strands together in a critical and theorized way, in order to consolidate and advance research, and to identify implications for practice, organizational change and policy. We are confident that a good selection of quality research will be submitted. This will be an open call, but the proposal has already gained the support of members of the JISC Developing Digital Literacies Programme, who will have undertaken new empirical work of direct relevance to this topic. We will encourage contributions from outside the UK and from across all educational sectors.
Indicative list of topicsWhat theoretical frameworks can extend our critical understandings of digital scholarship and literacies?How should the concepts of digital scholarship and literacies be understood and applied, particularly in terms of diverse disciplinary, professional or personal settings?What is being done to understand and develop digital scholarship and literacies in under-studied sectors and cultural contexts?How can teachers, managers, support staff and institutions support the development of digital scholarship and literacies?
"Your digital identity is probably the first thing your prospective job recruiter will check about you. The impression this virtual identity makes is lasting and can be decisive as to the fate of the job you are seeking."
Times Higher Education Coursera strikes deal with publishers on textbooks Times Higher Education As part of a pilot programme, Coursera students on certain Moocs will be able to access materials from Oxford University Press, Cengage Learning,...
If you’re an academic librarian,you’re probably already awash, at least peripherally, in news about MOOCs—massive open online courses have been touted as the next big thing in higher ed since they burst on the scene about a year ago. If you’re a public librarian, on the other hand, you may not even have heard of them. Yet MOOCs are bringing unprecedented challenges and opportunities to both kinds of libraries already, and they’re only going to grow.
Geraldine Lefoe's insight:
Public access through public libraries - makes a lot of sense
Academics' online presence guidelines: A four step guide to taking control of your visibility This work is licensed under a Creative Commons Attribution-Share Alike 2.5 South Africa License.
These Guidelines take academics through a four step process to improving their online presence, and taking charge of their online visibility.
Step 1 - ‘Assess yourself’ reviews ways to assess existing general online presence, and monitor it in future. Step 2 - ‘Your profile as an individual’ . Step 3 -‘Improving the availability of your output’ Step 4 - ‘Communicating and interacting’ reviews additional strategies and tools
Geraldine Lefoe's insight:
A worthwhile guide for early career academics .. and later ...