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markuos morley

code-of-best-practices-fair-use.pdf (application/pdf Object) - 1 views

www.arl.org/...of-best-practices-fair-use.pdf

copyright fair use arl library fairuse

shared by markuos morley on 14 Feb 12 - No Cached
  • markuos morley on 14 Feb 12
     
    CODE OF BEST PRACTICES IN FAIR USE FOR ACADEMIC AND RESEARCH LIBRARIES (pdf) US ARL
markuos morley

PLoS | Leading a transformation in research communication - 0 views

www.plos.org

science library research openaccess plos publiclibraryofscience

shared by markuos morley on 14 Feb 12 - Cached
  • markuos morley on 14 Feb 12
     
    Public Library of Science, PLoS (US) Open Acces
Yukon syl

arXiv.org e-Print archive - 4 views

arxiv.org

openaccess open library papers

shared by Yukon syl on 13 Oct 11 - Cached
  • Yukon syl on 13 Oct 11
     
    Cornell University Librarys open access to 707,763 e-prints in Physics, Mathematics, Computer Science
  • Yukon syl on 13 Oct 11
     
    another way that the open content movement has encouraged sharing of knowledge.
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
tim mcnamara

On OER - Beyond Definitions | iterating toward openness - 1 views

opencontent.org/...2015

open oer Wiley #change11

shared by tim mcnamara on 12 Oct 11 - No Cached
  • “open educational resources” is a highly context-mediated construct.
  • 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.
  • “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.
  • ...10 more annotations...
  • defining an “open educational resource” in terms of copyright status is that the definition implies that all OER belong to the universe of copyrightable things. This explicitly precludes ideas, concepts, methods, people, places, events, and other non-copyrightable entities from being OER. (This helps us avoid some of the nonsense that went on with “learning object” definitions.)
  • onsequently, every community, individual, or institution’s ideal OER will be different, and it is important that we pause and acknowledge this.
  • Below, I work from the position that “an ideal OER would help every person in the world attain all the education they desire.” In this specific context, I believe the ideal OER would have three characteristics. It would: 1. Be always, immediately, and freely accessible by every person in the world 2. Grant the user the legal permissions necessary to engage in each and every possible usage of the resource with no restrictions whatsoever 3. Effectively support the educational goals of the user
  • The notion of access, and whether or not a specific OER is accessible, is highly context-dependent.
  • If a digital artifact released under a CC BY license is posted on a public website it would qualify as an open educational resource for everyone with internet access. However, if a teacher downloaded a copy of the OER and placed it inside a learning management system it would suddenly cease to be an open educational resource – even though the resource hadn’t changed.
  • Note, however, that a student with access to the high school library and enrolled in the class using the LMS still has access to these materials, so those copies of the resources simultaneously are OER to her while they are not an OER for others.
  • some definitions limit OER to “high-quality” materials. However quality, like beauty, is in the eye of the beholder.
  • it is meaningless to talk about OER being “high quality” without simultaneous reference to the user
    • tim mcnamara
      tim mcnamara on 12 Oct 11
       
      Context is critical in defining and determining OER
  • much of what makes an OER ideal is context specific
  • ideal to whom, for what purpose, to be accessed in what way, to be used in what fashion, etc
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