elearnspace › A Comparison of an Open Access University Press with Traditiona... - 0 views
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Results suggest that there is no significant difference in the Amazon rankings. This suggests that releasing academic books on open access does not lessen printed book sales online in comparison with traditional university presses using Amazon.com and Amazon.ca rankings. On the other hand, AUPress, because it is open access and publicly available at no cost, can boast of having a significantly larger readership for its books. The traditional university presses, because of their cost, print-only format, and other proprietary limitations are not readily available and therefore not accessible to many potential readers.
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if you’re publishing, think beyond the financial impact of a book. Consider peripheral factors such as extending the reach of your work and non-monetary reward factors such as connecting with colleagues in emerging economies, speaking invitations, collaboration opportunities, etc.
Check your social networking assumptions at the door | The Great Debate UK - 0 views
2011 Horizon Report - 0 views
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The 2011 Horizon Report is a collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative An EDUCAUSE Program
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The New Media Consortium (NMC) is a globally focused not-for-profit consortium dedicated to the exploration and use of new media and new technologies. Its hundreds of member institutions constitute an elite list of the most highly regarded colleges, universities, and museums in the worlds.
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The ELI is a community of higher education institutions and organizations committed to advancing learning through information technology (IT) innovation.
a brief philosophy of "anti-teaching" | Savage Minds - 0 views
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But while the sheer numbers of students are a burden in one sense, there is also tremendous potential. Think of the knowledge and life experience that is in that single room, if only I could find a way to harness it! I wanted the students to be fully engaged, talking to one another, grappling with interesting questions, and exploring any and all resources to find answers (and more questions). I wanted them to really get a strong sense of the importance of what we discuss in cultural anthropology. I wanted them to expand their empathy, to actually try to experience the life-worlds of others. Above all, I wanted them to recognize their own importance in helping to shape an increasingly globally interconnected world society.
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World Simulation. Students are asked to imagine the world in the classroom. We create a map that mimics the geographical, environmental, and biological diversity of our real world. The map is laid onto a map of the classroom, and students are asked to imagine themselves living in the environment that maps onto them. The class is divided into 15-20 groups of about 12-20 students in each group. Each group is challenged to create their own cultures to survive in their own unique environments.
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The creativity of the students in creating their cultures subverts any simple monocausal determinism (just as human creativity does in the real world). Environmental determinism is just one theory on the table as students try to create a reasonably realistic culture that could exist within their given environment. To add realism, students are required to provide comparisons to real life cultures at every step along the way, justifying why they have chosen to construct their culture in one way rather than another (sometimes creating elaborate histories to explain some unique characteristic). Three weeks before the end of the semester, all groups have completed their culture and submit a final ethnography to me. I read these over, and begin planning the main event: the world simulation.
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YouTube - How to use Gapminder Desktop - 0 views
Awesome Screenshot - Capture and Annotate :: Add-ons for Firefox - 0 views
Educational Uses of Digital Storytelling - 0 views
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