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As open source software continues to grow in popularity, particularly with enterprises, the number of new open source projects started each year continues to climb. By some estimates the amount of open source code available nearly doubles every year. More importantly, the quality of new projects has also continued to increase. Many newer open source projects are launched by commercial entities that can provide long-term support and are committed to updating their offerings on a regular basis. For this list, we tried to find some of the best FOSS projects that have launched within the last couple of years. While a few of these have received some significant media coverage and/or have large user bases, many are emerging projects that haven't yet gained a lot of attention.

Jon Mott, David Wiley The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)-a hybrid of the CMS and the personal learning environment (PLE)-is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.

Open education sites exemplify how technology is democratizing education. These sites allow both learners and teachers to create their own curriculum, whether it's used in or out of the classroom.

As open educational resources and OCW increase in popularity and usage, there are a number of new resources out there that do offer just that. You probably already know about: Khan Academy and Wikipedia, for example. But in the spirit of 10 years of OCW, here's a list of 10 cool OER and OCW resources that you might not know about, but should know:

Terry Anderson and Jon Dron Athabasca University, Canada Abstract This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.

George Siemens, Kathleen Matheos A power shift is occurring in higher education, driven by two trends: (a) the increased freedom of learners to access, create, and re-create content; and (b) the opportunity for learners to interact with each other outside of a mediating agent. Information access and dialogue, previously under control of the educator, can now be readily fulfilled by learners. When the essential mandate of universities is buffeted by global, social/political, technological, and educational change pressures, questions about the future of universities become prominent. The integrated university faces numerous challenges, including a decoupling of research and teaching functions. Do we still need physical classrooms? Are courses effective when information is fluid across disciplines and subject to continual changes? What value does a university provide society when educational resources and processes are open and transparent?

Multiple users can share their webcam at the same time. There is no built-in limit on the number of simultaneously active webcams. The presenter can upload any PDF presentation, office document and keep everyone in sync with their current page, zoom, pan, and see the presenters mouse pointer.

The Public Domain Review aspires to become a bounteous gateway into the whopping plenitude that is the public domain, helping our readers to explore this rich terrain by surfacing unusual and obscure works, and offering fresh reflections and unfamiliar angles on material which is more well known.