Group items tagged

Multimedia Educational Resource for Learning and Online Teaching. This resource hosts communities for members to contribute and share learning and teaching materials. The communities are categorized by higher education disciplines. In addition to contributing materials, members can comment about outside learning materials that are used, share information about themselves and knowledge about their discipline, put together personal collections to use in the classroom and become a Peer Reviewer of learning materials in member's discipline. In addition to discipline communities, there is the Community of MERLOT Partner Academic Support Services (COMPASS). This community is made up of ePortfolio, Faculty Development, Library and Information Services, Online Courses and Pedagogy. The ePortflio Portal centers educational resources around ePortfolio use in higher education, among students and faculty. Partner Communities like GLOBE extend the MERLOT network. The Global Learning Objects Brokered Exchange (GLOBE) alliance was established between ARIADNE Foundation in Europe, Education Services Austrailia, LORNET in Canada, National Institute of Multimedia Education (NIME) in Japan and MERLOT with the goal to "work collaboratively on a shared vision of ubiquitous access to quality educational content." The majority of MERLOT members are faculty/instructors and the balance are students, campus administrators, librarians and other members of higher education who are concerned with online learning materials, technology, teaching and learning, and innovation.

Resources for "makers," DIY folks who innovate, create and share projects & ideas. These resources include a subscription based magazine, a blog, videos & podcasts, shared project ideas, a forum/community and a store. Additionally, Maker Faire is an annual conference for the Make audience. Make Magazine, published quarterly by O'Reilly is a hybrid magazine/book "(known as a mook in Japan)".

From their "Pinning 101" notes, Pinterest is an "online pinboard." The explicit purpose is to bookmark and share images from the web, and to annotate them. While the site emphasizes "beautiful" things from the web, with a suggestion of domestic purposes, this might be another way to generate collaborative collages (as we've done with GSCC) or to share non-written artifacts on a specific topic.

Tagline: Data sharing & collaboration made easy. Buzzdata allows users to share data sources, either within their own private network or more publicly. This data can then be used with other data (mashups) or for visualizations, or analyzed by journalists/academics.

By Rishab Aiyer Ghosh, First Monday, Vol 3(3), 2 March 1998. Nearly 14 years later, many of the impressions of and language about the Internet in this article seem quaint and outddated. However, the author offers the "cooking pot" model to explain how much content and code is shared for "free" on the Internet. In the Internet cook pot model, since physical proximity and distribution are not truly issues, the "pot" can grow (and be widely shared) by as much as people chose to put in it.

This article does not look at internet barter per se, but helps to explain how all the ideas around barter and trade look different on the internet than they might look in the physical world.

By Colin Harrison in Education and the Knowledge Society: Information Technology Supporting Human Development by Tom J. van Weert, October 2004 (Springer, via Google Books).  Harrison's article is pp 244-246. He looks at how an online barter system (like his proposed Cybertroc) might facilitate ride-shares. One interesting idea is how this barter might help to build social capital in the area in which it is implemented and provides an interesting service to some who might otherwise be uninterested in "Information Society." Frustratingly, no details on the implementation of such an idea, other than to refer readers to a ride-share enacted during a 2003 French transportation strike. 

by Derek Bruff, November 6, 2011. The best justification of the Innovation Lab premise that I have seen. "Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."" Often our students engage in what Ken Bain, vice provost and a historian at Montclair State University, calls strategic or surface learning, instead of the deep learning experiences we want them to have. Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient-they motivate competitive students toward strategic learning and risk-averse students to surface learning. Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community. My students might not see the beauty and power of mathematics, but they can look forward to participating in a community effort to learn about math. Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.

Presented by Dean Shareski and posted by Wesley Fryer on October 11 2010, this is the 2010 pre-conference keynote to the K12 Online 2010 conference. Shareski discusses how the advent of the internet has facilitated sharing about educators and their colleagues.

This project was completed in December 2006 and has now been archived. The online guide (link from this page) is of interest. Focus in this work: data sharing and archiving.

From the Online Guide to Methodological Issues in Qualitative Data Sharing and Archiving.

Shared Work.org is a website offering a communication tool and a collaborative work space.

Paper by Reuven M. Lerner, Dept. of Learning Sciences, Northwestern University, Sharona T. Levy, Faculty of Education, University of Haifa and Uri Wilensky, Depts. of Learning Sciences and Computer Science, Center for Connected Learning and Computer-Based Modeling, Northwestern Institute on Complex Systems, Northwestern University. Paper describes underlying principles of the Modeling Commons, a community for NetLogo modelers to share and collaborate.

Design principles for fostering public sharing and collaboration: Focus on artifacts; provide multiple entry points; be forgiving; maximize findability; provide flexible permissions; keep users informed.

Posted in Wikipedia. Wikipedia describes sensemaking (also sense-making) as "the process by which people give meaning to experience."

SM - need to pursue add'l research on this topic

Blog post about her company/community, Powerful Learning Practice, on the blog Connected Educators, posted Dec 18 2011. Nussbaum-Beach founded Powerful Learning Practice, with creates virtual CoPs, primarily with K-12 educators. Their model is to collect teams from several schools to work together in a larger CoP. In the first year, participants share in an action research project; if they chose to continue for a second year, they "collaboratively create" a classroom unit.

Many of the ideas here -- specifically those around engagement and various assessments/measures of success -- seem akin to KPI's own findings. Interesting project and interview.

By Angela Alcorn on the blog MakeUseOf, October 8 2010; shared by IdealWare in their Best of the Web email, May 8 2012. The post offers some tips, links to tutorials, and then 10 free tools, with brief annotation to describe what each is good at.

Cloud storage -- and sharing -- for digital files.

This edition of UPDATE focuses on partnerships, beginning with an interview with Dr. Gene Bottoms, founder of High Schools That Work (HSTW). Dr. Bottoms provides important insights into the ways partnerships were used to create HSTW, as well as the ways they are necessary to involving high schools and community colleges in the implementation of Programs of Study. This volume also includes two invited articles, one by Dr. Pamela Eddy, College of William and Mary University, and Dr. Marilyn Amey, Michigan State University, that give OCCRL readers a glimpse into their new book on partnerships and collaboration, and a second by Dr. Louise Yarnell, who shares a model that she and her colleagues at SRI are developing for the Advanced Technological Education (ATE) program of the National Science Foundation (NSF).

Published by Rita Kop on her blog, Jan 5 2012. Kop is working as a researcher looking at Massive Open Online Courses (MOOCs) and Personal Learning Environments (PLEs).  In this bibliography, she shared her recent research on the MOOC PLENK2012 (a MOOC about PLEs). 

"About About the content of this website Welcome to the Open Living Lab Knowledge Centre. The knowledge centre contains a body of knowledge about the living lab methodology. But the Centre is also a community: we want to bring developers, researchers, and other stakeholders in the living lab field together to share knowledge and experiences. The website has the following purposes:"

MDEC serves post-secondary education in Michigan with a network for educators to research and share best practices, refine strategies for quality programs, and to advocate for developmental education. This is not an online network - most meetings "held using a conference call format."