OERs are learning materials that can be accessed, used, and transformed by anyone, anywhere. Though the concept is simple, the economic potential is tremendous and the advantages are two-fold: First, OERs can lower education costs substantially.
In late 2011, the Center for History and New Media launched the first issue of the Journal of Digital Humanities, a peer-reviewed, open access journal that features digital humanities material and scholarship selected from across the Internet. The journal will be published on a quarterly basis. Read more here!
As a life-long learner, I have appreciated engaging and interacting with a wide variety of educators in a few Massively Open Online Courses (MOOCs). The concept of a MOOC is has been around for a while. In previous blog posts, I have shared the definition of a MOOC and my participation and experience. I have appreciated learning from the #eci831 and #CCK09 MOOC facilitators, such as Alec Couros, George Siemens & Stephen Downes.
In preparing for our morning show we were doing some research and came across an old story that showed that StumbleUpon was actually driving more traffic than FaceBook in January of 2011 and we wondered two things about that - firstly, is it still...
Even in this ideal environment, the temptation of digital distraction was too high. I might view this akin to addictive behavior now, and realize that students need more explicit support in order to do the right thing for their learning. I think that the biggest mistake that I made was to fail to have explicit guidelines for use of technology