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Contradicts the Fitch Report (http://www.researchinfonet.org/publish/finch/) and AHA response (http://blog.historians.org/publications/1734/aha-statement-on-scholarly-journal-publishing) re inequities for the pay-for-publishing strategies now trending: "According to the 2011 Study of Open Access Publishing (SOAP), the APC is usually paid by the author's funding agency (59%) or employer (24%), not by authors out of pocket (12%)"

An interdisciplinary journal about regions, places, and cultures of the American South and their global connections Southern Spaces combines innovative scholarship about real and imagined spaces and places of the American South with the tools of digital media. Realizing that few scholars are experts in website design, we are eager to work with authors, photographers and videographers in the process of producing image, sound, and video files for submissions. We are committed to assisting scholars at varying levels of technological proficiency. If you are interested in submitting materials to Southern Spaces, please create a new account on the site and then follow the instructions for submitting. A submission will not be considered if it has have been previously published or is concurrently under consideration by another journal or press. Copyright for essays published in Southern Spaces is retained by the authors. All images, video, and sound files associated with published submissions are securely archived by Emory University's Woodruff Library. If you choose to submit by post, we accept flash drives, DV tapes, CDs, or DVDs containing your manuscript, images, sound files, etc.

The CSU's Affordable Learning Solutions Campaign is designed to enable faculty to choose and provide quality educational content that is more affordable for their students. CSU students typically pay over $800 per year for their books. By reducing their expenses, we believe we can provide better access to a quality CSU learning experience. We are launching this campaign in 2010 and will be continuously improving the services to CSU faculty and students each semester. The Affordable Learning Solutions website is designed to: - Make it easy for faculty, staff, and students to find no/low cost course content that can substitute for more costly textbooks Enable faculty to be recognized for their efforts in reducing costs for students - Share practices for using no/low cost digital content in CSU courses - Support campuses in customizing their strategies to enable affordable learning solutions For example: As part of a three-year partnership with Nature Publishing Group (NPG), publisher of the world's leading scientific journal Nature, CSU faculty guided and advised the development of NPG's Principles of Biology - the first in a series of interactive "born digital" textbooks. The text will be incorporated into courses for students at the Los Angeles, Northridge and Chico campuses starting in the 2011/2012 academic year.

"a model for open access (OA) publishing"

a table of contents: 1. Three major OA announcements from the UK on the same day 2. Some recent history as context for these announcements 3. Basics of the new RCUK policy 4. Basics of the Finch recommendations 5. General agreement between the RCUK policy and Finch recommendations 6. Appreciation of the large-scale shift to OA in the UK 7. Some consequences for journals and authors 8. Responding to publisher fears of green OA 9. Objections and recommendations 10. Announcements from Europe the day after the UK announcements

vs. Pearson, Cengage Learning, and Macmillan Higher Ed

Published by MERLOT, CSU Chancellor's Office

Comment by Tim Vollmer, Manager of Policy and Data for Creative Commons: "...a handy, human-readable reference guide for academic authors, publishers looking into supporting Open Access, and policy makers and funders adopting open policies that require Open Access to research that is funded through the public purse... focuses primarily on describing the spectrum of Open Access policies for journals. An increasingly important and related area is the sharing of data associated with the research process. Open data have the potential to facilitate enhanced scientific collaboration and reproducibility, but it is not yet settled, from both a legal and technical perspective, how this wealth of data that leads to the creation of scholarly work will be shared. And current research suggests an approach whereby articles are licensed under an open license (preferably CC-BY), while data associated with the article are dedicated to the public domain using a tool such as the CC0 Public Domain Dedication. In this way, researchers clearly communicate-in a comprehensive manner-the rights and permissions available to users for both the text and the data." Read more at http://blogs.plos.org/blog/2012/10/01/tim-vollmer-of-creative-commons-on-howopenisit/

publishes your own storyboard for free but relies on Flash

Open field notes for a book to be written for Johns Hopkins Univ Press on trends in education, inc. MOOCs. One post is entitled: "the real disruption isn't online courses, it's their business model" George Siemens, Bonnie Stewart, and Dave Cormier have been contracted to write for Johns Hopkins University Press, and they expect the book to be published in mid-2013. They started the first Massive Open Online Course (MOOCs), together with Stephen Downes, in 2008.

In October and November 2014, H-Soz-Kult publishes a series of essays on "The Status Quo of Digital Humanities in Europe". TABLE OF CONTENTS: Editorial: The Status Quo of Digital Humanities in Europe by Torsten Kahlert and Claudia Prinz, Humboldt-University of Berlin The Status Quo of Digital Humanities in Sweden: Past, Present and Future of Digital History by Thomas Nygren, HUMlab, Umeå University, Department of Education, Uppsala University and Department of History, Stanford University; Anna Foka, HUMlab, Umeå University; Philip I. Buckland, Department of Historical, Philosophical & Religious Studies, Umeå University From "Humanities and Computing" to "Digital Humanities": Digital Humanities in Portugal with a focus on Historical Research by Daniel Alves, Instituto de História Contemporânea, Universidade NOVA de Lisboa Digital Humanities in the Netherlands by Joris van Zundert, Huygens Institute for the History of the Netherlands, Royal Netherlands Academy of Art; Karina van Dalen-Oskam, Huygens Institute for the History of the Netherlands, Royal Netherlands Academy of Art and Sciences / University of Amsterdam The Status Quo of Digital Humanities in Greece by Helen Gardikas-Katsiadakis, Modern Greek History Research Centre, Academy of Athens The Past and Present of Digital Humanities: A View from Russia by Irina Garskova, Moscow Lomonosov State University Vernetzter Geist? Stand und Tendenzen der Digital Humanities in der Schweiz by Eliane Kurmann / Enrico Natale, infoclio.ch A historical perspective on the digital humanities in Spain by Paul Spence, Department of Digital Humanities, King's College London; Elena Gonzalez-Blanco, Dpto. de Literatura Española y Teoría de la Literatura, Universidad Nacional de Educación a Distancia The Slovenian Digital Humanities Landscape - A Brief Overview by Jurij Hadalin, Institute of Contemporary History, Ljubljana Some thoughts on Digital Humanities in Norway by Von Espen S. Ore, Dept. of Linguistics and Sca

Archive and collection presentations for scholars, museums and libraries from the Center for History and New Media - free, open source web-publishing platform. Can be used like a blog or to share collaborative work in digital scholarship. Used by Brown University's Center for Digital Scholarship

Great article (published online 2010) with easy access to various components of each method: description, indications when to use it, contra-indications, special precautions, notes

A study published recently in Business Education Digest (Keith, Perreault, and Chin 2009) explores students' perceptions of how prevalent and consequential ethical questions are in the business world. Surveys of business students at a midwestern university revealed that while 83 percent of students either "agree" or "strongly agree" that "situations where ethics may be called into question are frequently encountered in business," students underrate the ethical consequence of several potential conflicts....they found that women were more likely than men to believe that personal ethics and corporate behaviors should align and that ethics are essential to success.... women and men shared similar and relatively lax beliefs about what kinds of disciplinary action are appropriate, reinforcing the researchers' beliefs that more ethics education is necessary for business students.

4 Steps that Chris Rice also uses in his EADs at UK: Meet (are we listening? reach out to students to understand their learning preferences and motivations for taking a course) Show (did we do it? develop learning solutions based on today's students and validate through interative process to ensure ideal product mix) Test (do you like it? gain faculty approval to finalize the product and content mix specific to each discipline) Work (are you in? publish the student-tested, faculty-approved teaching and learning solution) Rest (are you kidding? our research never ends, continual feedback from students ensures that we keep up with their changing needs)

'Laura B.' was almost certainly Laura Bailey, the daughter of William Shreve Bailey (1806-1886) of Campbell County, a Kentucky mechanic and abolitionist. He published the Newport News (est. 1839), the Kentucky Weekly News (1851-1858), and The Free South (1858-1866).

A general roadmap of legal issues specific to podcasting (vs. EFF's Blogger's Rights) - orig published 2006, last updated Jan 26, 2010

Collection of free textbooks created for the Florida schools and universities.

Cornell University's website on academic integrity, including a nice section on student rights for their own content created for class work.