Library Journal ARL Launches Library-Led Solution to Federal Open Access Requirements Library Journal The Association of Research Libraries (ARL), in cooperation with the Association of American Universities (AAU) and the Association of Public and...
The publication of the state's Open Data Handbook follows Coomo's executive order in March that directed state agencies to review and catalog their data and make it available to the public at Open.ny.gov, a revamped open ...
The mushrooming of university-sponsored Massive Open Online Courses, also known as MOOCs or xMOOCs, over the last year and a half has pushed the conversation about innovations in higher education from the ...
"Humans have been discovering fossils for thousands of years, and ancient societies have in fact recorded finding bones in the ground accidentally (a topic I am interested in writing more about for a future post!) Similarly, in the modern era, serendipity is often needed to find great fossils. Sometimes it is a farmer tilling a field, workers digging coal mines, or children out exploring; some lucky catalyzing event usually clues us in to an area’s fossil bearing possibilities." from source: http://blogs.plos.org/paleo/2013/06/17/how-to-find-a-fossil/
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects (MOOCs and OERs in Moncton http://t.co/yWZjeDFAxu #MOOC...
"Despite increased development and dissemination, there has been very little empirical research on Open Educational Resources (OER). Teachers and students involved in a large-scale OER initiative at eight community colleges across the United States were given a detailed questionnaire aimed at uncovering their perceptions of the cost, outcomes, uses and perceptions of quality of the OER used in their courses. Teachers and students alike reported significant cost savings and various pedagogical and learning impacts due to the implementation of OER in the classroom. In addition, most students and teachers perceived their OER to be at least equal in quality to traditional textbooks they had used in the past. Implications for further research are discussed." from source: http://jime.open.ac.uk/article/2013-04/pdf
It is good to see serious assessment of educational resources like this document.
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... The Internet lets us share perfect copies of our work with a worldwide audience at virtually no cost. We take advantage of this revolutionary opportunity when we make our work “open access”: digital, online, free of charge, and free of most copyright and licensing restrictions. Open access is made possible by the Internet and copyright-holder consent, and many authors, musicians, filmmakers, and other creators who depend on royalties are understandably unwilling to give their consent. But for 350 years, scholars have written peer-reviewed journal articles for impact, not for money, and are free to consent to open access without losing revenue.
In this concise introduction, Peter Suber tells us what open access is and isn’t, how it benefits authors and readers of research, how we pay for it, how it avoids copyright problems, how it has moved from the periphery to the mainstream, and what its future may hold. Distilling a decade of Suber’s influential writing and thinking about open access, this is the indispensable book on the subject for researchers, librarians, administrators, funders, publishers, and policy makers."
Intellectual Property Watch has referred to the recent paper published by the International Publishers' Association (IPA) which expressed concerns about the sustainability, quality and efficacy of Open Educational Resources ...
Mozilla Science Lab encourages scientists to share ideas over open web Engadget As one of the more prominent proponents of the open web, Mozilla stepped in to offer a solution with a new open science initiative called Science Lab.
"Future Trends in Technology and Education is a monthly report. It surveys recent developments in how education is changing, primarily under the impact of digital technologies. Its purpose is to help educators, policy-makers, and the public think about the future of teaching, learning, research, and institutions.
Every month FTTE aggregates recent developments, checking them against previously-identified trendlines. As certain trends build in support and significance, the report recommends watching them for future impact. FTTE also notes trends which appear to be declining in significance."
Bryan Alexander is not only one of the leading Thought Leaders of Technology for Education, Training, and Research; he is one of the most scholarly, well grounded, sharing people I know. His work is based on fact with a dab of opinion from others as well as himself. His eyes, ears, and haptic senses are sensitive to opportunities and trends. Bryan's voice asks the difficult but important questions. Then his synthesis of this input is shared openly with us. He is an essential part of the future. That is why you should quickly take advantage of his offer to share his new monthly report "Future Trends in Technology and Education."
"...it’s depressing to see thoughtful, serious articles in mid-2013 that claim to analyze MOOCs making elementary mistakes about technology. ”Predatory” proceeds energetically without realizing cMOOCs exist. That cMOOCs were the first out of the gate, and represent an alternative to xMOOCs which authors might actually appreciate (please check Wikipedia if you’re unsure of the difference). Gecan also deems xMOOCs to be so “incredibly complex and technical” as to be comparable with the most advanced financial products which helped cause the 2008 financial crisis. xMOOCs are many things, but they are not that complex. Indeed, some charge them with being un-innovative in an era of actual technological innovation." from source: http://bryanalexander.org/
Bryan's blog is full of thoughtful and useful information about technology and education. Here is another example of such information. At the moment MOOCs of all sorts are going through various growing / emergence pains. Bryan does a great job referencing and commenting on various current trends and articles about the positive and negative reporting and evaluation of MOOCs. Well worth reading if you are on the fence about implementing or engaging in a MOOC.
Although online programs like massive open online courses (MOOCs) continue to gain popularity in higher education, new research shows that students and educators should not undervalue in-person learning.
"Enterasys Networks, a Siemens Enterprise Communications Company, is launching a Massive Open Online Course (MOOC) initiative designed to provide students who are interested in learning more about IT, an informal learning environment within an open forum. As a leader in the education and networking field, Enterasys is offering technical education classes at no cost. The courses provide technical skills achievement in fundamental areas around IP data networking, wireless technologies and security concepts -- all key areas of recognized growth within the IT space. Unlike traditional MOOCs, the Enterasys MOOC is self-paced and students can attend the weekly scheduled module when it is best for them." from source: http://online.wsj.com/
"Scalar is a free, open source authoring and publishing platform that’s designed to make it easy for authors to write long-form, born-digital scholarship online. Scalar enables users to assemble media from multiple sources and juxtapose them with their own writing in a variety of ways, with minimal technical expertise required.
More fundamentally, Scalar is a semantic web authoring tool that brings a considered balance between standardization and structural flexibility to all kinds of material. It includes a built-in reading interface as well as an API that enables Scalar content to be used to drive custom-designed applications. If you’re dealing with small to moderate amounts of structured content and need a lightweight platform that encourages improvisation with your data model, Scalar may be the right solution for you" from source: http://scalar.usc.edu/
"This is a simple viewer for code examples hosted on GitHub Gist. Code up an example using Gist, and then point people here to view the example and the source code, live!
The main source code for your example should be named index.html. You can also include a README.md using Markdown, and a thumbnail.png for preview. The index.html can use relative links to other files in your Gist; you can also use absolute links to shared files, such as D3, jQuery and Leaflet." from source: bl.ocks.org
Looking for tools to do visualizations of various data? This is a D3 widget to build visualizations and animations.
This issue is made up of contributions to the OER Knowledge Cloud by authors working in three of the world’s leading open universities, namely the OU UK, Athabasca University, and the Dutch Open University, as well as other researchers working in the OER field. The articles begin with a case study of an OER implementation followed by a rationale for using OER on mobile learning and a description of developing content for use on mobile devices. Other articles explore the longterm sustainability of OER and their disruptive influence on traditional institutions, as well as the need for national policies and their use in other languages. In the final article, the author looks at visualisation and mapping of OER and their use.