Google is opening up its Google Maps Gallery service with an expanded array of historical and contemporary maps, as well as tools for students and educators that will allow them to create and edit their own maps.
The success of open government data is indisputable. By empowering data scientists as well as the general public to interrogate publicly shared government data sets, we have been able to discover new trends and correlations as well as spot malfeasance. Open data affects publicly funded academic research at a governmental and funder level as well, including the types of research supported and what happens with the data collected. Nonetheless, it took a recent statement from the Public Library of Science (PLOS) to ignite the conversation about open data between individual academic researchers.
We are approaching a decade and a half of experience in one strand of the higher education open agenda: the development and use of open-source software. Motivated by the three drivers of cost, performance, and control—as identified by Paul Courant, former librarian of the University of Michigan—open-source software has been widely adopted by higher education.1 It is useful to periodically draw lessons from this collective experience to inform the shape and direction of future initiatives.
The Metropolitan Museum of Art has released a vast archive of 400,000 (mostly) hi-resolution digital images online that you can download and use for non-commercial purposes. From a 12-megapixel scan of Rembrandt's 1660 self-portrait to over 18,000 photos spanning almost two centuries.
Why do the vast majority of higher education venues still depend on expensive paper texts, while most of the world's knowledge is available for free online? Why do educators not embrace the plethora of open digital educational libraries and repositories? I suspect four major hurdles to adoption. FROM ---> EDUCAUSE Review Online
ONLINE open courseware and the connected rising interest in e-portfolios for student assessment will be as much of challenge for standards as it is now for the educators looking to adapt their curricula.
ONLINE open courseware and the connected rising interest in e-portfolios for student assessment will be as much of challenge for standards as it is now for the educators looking to adapt their curricula. Griffith University vice-chancellor Ian O'Connor said changes sweeping university teaching would create new challenges for those attempting to monitor academic standards.
But it will inevitably lead to a greater focus on the assessment of student outcomes and graduate capabilities.
The growth of massive open online courses, backed by the likes of Stanford, Harvard and MIT, are impossible to ignore and universities are increasingly taking advantage of such content.
Deakin University has said it will embed some of these MOOCs into its own curriculum. Others, such as University of Technology, Sydney, are looking to follow suit.
At the same time, online technology is making it easier for universities to develop and share high-quality content.
By Jessica Owen Like any healthy ecosystem, the life cycle of open educational resources (OER) is one that requires multiple actors all relying on each other for survival.
In the case of OER, four distinct parts make up the lifeblood of these free, digital educational materials. On one side of the cycle, a dedicated community of OER and open access supporters create content to fuel the movement. This community of researchers, academics and authors, give the OER the heartbeat it needs to survive.
The project will design, deliver and evaluate an 8-10 week Open Learning Design Studio MOOC (Massive Open Online Course) focusing on the theme of curriculum design with OERs, to be held in Autumn 2012.
As the open education resources (OER) movement continues to evolve — most recently through high-profile university MOOCs and distributed open collaborative courses (DOCCs), as well as in nontraditional online educational opportunities such as those at Khan Academy and General Assembly — an even greater urgency arises for an open, sustainable scholarly information ecosystem. How can OERs succeed if the research and scholarship that students and faculty need to learn and teach is inaccessible?
Low-cost, high-quality textbooks may once have been a myth, but no longer: Open educational resources provide a wide variety of free learning content for practically any subject. CT asked three OER enthusiasts for their favorite tips and tools.
"OER are teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and repurposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software and any other tools, materials or techniques used to support access to knowledge." — The William and Flora Hewlett Foundation
Classroom is a new product in Google Apps for Education that enables teachers to send assignments, make announcements, and conduct question & answer with students. Classroom was designed hand-in-hand with teachers to help them save time, keep their classes organized, and improve communication with students.
Most of the links listed on this page offer resources with a less restrictive copyright licence under open access or creative commons rules.
What are Open Access Resources?
Open access resources are publications that have "free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, [allow search engines to] crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other then those inseparable from gaining access to the internet itself". (Budapest Open Access Initiative)
The Australian Research Council (ARC) is the largest funder of basic science and humanities research in Australia. So when the ARC talks, academics listen.
And now the ARC has announced that articles resulting from research they fund should be freely available for all to read, within 12 months of the articles' publication. This policy is effective immediately.
In most cases, this open-access publishing will occur through electronic institutional repositories – university websites where one can freely download researchers' articles. Search engines such as Google Scholar will automatically index these articles and link them to related research.
Last week another photographer posted a question on Facebook asking if it was okay to pin your own work on Pinterest. I was surprised to see that many of the photographers who commented back admonished those who pin their own work and even cited...
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