‘Public engagement’ involves specialists in higher education listening to, developing their understanding of, and interacting with non-specialists. The ‘public’ includes individuals and groups who do not currently have a formal relationship with an HEI through teaching, research or knowledge transfer.
Public Engagement as Collateral Damage : The Digital Scholar: How Technology Is Transfo... - 1 views
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While Amazon's long tail is visible, its dimensions ahve been subject to amendment: http://radar.oreilly.com/2005/08/amazons-long-tail-not-so-long.html Looks as if pareto may hold. I'm not aware of more up to date research.
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This can be realised through specific projects, such as the OER projects many universities are initiating. However, long-tail models only work when there is sufficient content to occupy the tail. In order to achieve this scale of content in a sustainable manner, the outputs listed above need to become a frictionless by-product of the standard practice, rather than the outcomes of isolated projects.
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On OER - Beyond Definitions | iterating toward openness - 1 views
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“open educational resources” is a highly context-mediated construct.
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From a grant or contract compliance standpoint, the operational definition of open educational resources is often collapsed to:Open educational resource, (n). Any artifact that is either (1) licensed under an open copyright license or (2) in the public domain.
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“In the public domain” means that, while the nature of the artifact qualifies it for copyright protection, the artifact is not subject to copyright restrictions.
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