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Allan Quartly

News: Academic Publishing and Zombies - Inside Higher Ed - 1 views

www.insidehighered.com/..._to_outmoded_academic_journals

scholar journals peer-reviews publishing technology change11

shared by Allan Quartly on 01 Oct 11 - No Cached
  • Fitzpatrick argues that journals should throw the door open to all comers, then deputize their readers to usher sound articles to a pedestal and banish bad ones to the margins. Scholarly journals would serve their constituencies better “by allowing everything through the gate, and by designing a post-publication peer review process that focuses on how a scholarly text should be received,” she writes, “rather than whether it should be out there in the first place.”
Lone Guldbrandt Tønnesen

Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views

www.insidehighered.com/...out-true-value-elite-education

Change11 stanford courses MOOC

shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached
  • Search form |  Follow us: Get Daily E-mail Thursday, December 15, 2011 Home NewsAssessment and Accountability Health Professions Retirement Issues Students and Violence Surveys Technology Adjuncts Admissions Books and Publishing Community Colleges Diversity For-Profit Higher Ed International Religious Colleges Student Aid and Loans Teaching and Learning ViewsIntellectual Affairs The Devil's Workshop Technology Blog UAlma Mater College Ready Writing menu-3276 menu-path-taxonomy-term-835 od
  • This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)
  • MOOCs question the value of teaching as an economic value point.”
  • ...5 more annotations...
  • Based on the success of Norvig and Thrun’s experiment, the university’s computer science department is planning to broadcast eight additional courses for free in the spring, most focusing on high-level concepts that require participants already to have a pretty good command of math and science.
  • It raises the question: Whose certification matters, for what purposes?
  • For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
  • it can be difficult to assess skills without being able to administer project-based assignments
  • With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
Cris Crissman

Why publish science in peer-reviewed journals? « Genomes Unzipped - 1 views

www.genomesunzipped.org/...-in-peer-reviewed-journals.php

shared by Cris Crissman on 17 Oct 11 - No Cached
Louise Lee liked it
  • Cris Crissman on 17 Oct 11
     
    fascinating discussion follows this thoughtful opinion piece pitching a new vision for peer review
Cris Crissman

The Digital Promise - It Must Be Sustainable « Educational Technology and Cha... - 3 views

etcjournal.com/...%E2%80%93-teachers-are-the-key

shared by Cris Crissman on 29 Sep 11 - No Cached
  • Cris Crissman on 29 Sep 11
     
    The MOOC as part of the "digital promise" all we educators can make and keep
Tai Arnold

Learning with 'e's: Blogging about - 5 views

steve-wheeler.blogspot.com/...blogging-about.html

openness learning blogging

shared by Tai Arnold on 03 Oct 11 - No Cached
  • I know, academic publishing has never really been about how many people read your work, it's usually more to do with the kudos gained from publishing in an elite journal. And that's exactly what is so badly wrong with the current academic publishing system.
  • Blogging is an ideal popularist method for making ideas and research accessible for all.
  • Many a valuable debate has already been had on blogs, with a simple post as the stimulus for valuable dialogue across a community of practice.
  • ...1 more annotation...
  • Finally, anyone can start a blog, share their ideas and build a community of interest around their subject. It takes a little time, effort and commitment, but the rewards can be extraordinary.
Rob Parsons

Openness in Education : The Digital Scholar: How Technology Is Transforming Scholarly P... - 3 views

www.bloomsburyacademic.com/...-9781849666275-chapter-009.xml

scholarship

shared by Rob Parsons on 09 Oct 11 - No Cached
  • Anderson (2009) suggests a number of activities that characterise the open scholars, including that they create, use and contribute open educational resources, self-archive,
  • From my own experience I would propose the following set of characteristics and suggest that open scholars are likely to adopt these.
  • Leslie (2008) comments on the ease of this everyday sharing, compared with the complexity inherent in many institutional approaches:
  • ...6 more annotations...
  • citation levels of articles that are published online versus those that are in closed access journals. Hajjem, Harnad and Gingras (2005) compared 1,307,038 articles across a range of disciplines and found that open access articles have a higher citation impact of between 36 and 172 per cent. So publishing in an online, open manner aids in the traditional measures of citation.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Openness as a working method, and openness as a movement, with a definable set of values.
  • This section will look at the most concrete realisation of the open education movement, namely that of open education resources. In particular I want to revisit the notion of granularity and how changes in this, afforded by new technologies, are changing scholarly behaviour.
  • Zittrain (2008) terms ‘generativity’, which he defines as ‘a system's capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences’. Little OERs are high in generativity because they can easily be used in different contexts, whereas the context is embedded within big OERs, which in turn means they are better at meeting a specific learning aim.
  • Big OER projects have a variety of models of funding, and Wiley highlights three of these demonstrating a range of centralisation: a centralised team funded by donors and grants (such as MIT), linking it into teaching responsibilities (as practised at Utah State University) and a decentralised collaborative authoring approach (e.g. Rice Connexions, http://cnx.org).
  • The reasons for this are varied, including technical complexity and motivation. One other reason which the OpenLearn team suggest is that the ‘content provided on the site was of high quality and so discouraged alteration’.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      I wonder how much of a barrier the final integration of the material is - in a well structured object internal integration is high so the cost rises of extracting part or repurposing even the whole.
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