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This study will investigate the impact of Open Educational Resources (OER) use on teaching and learning. To achieve this, the project team will review current research in the area; survey, interview and run workshops with suitable participants to collect data; and will produce an accessible report on the study findings. The report will consider the use of OER from both an individual and institutional perspective looking at the benefits OER can offer each and identifying the pedagogic, attitudinal, logistical and strategic factors conducive to uptake and sustained use of OER, as well as the associated issues and challenges.

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

Ashton Anderson and Jure Leskovec (Stanford) Daniel Huttenlocher and Jon Kleinberg (Cornell) re Coursera students' activities/user rates: "engagement taxonomy" 5 different categories based on student interactions with the platform (http://www.openeducationeuropa.eu/en/news/mooc-study-creates-new-taxonomy-engagement): Bystanders are registered for the course, but their total activity is below a very low threshold. Collectors primarily download lectures, but don't participate much. Viewers watch lectures, handing in few if any assignments Solvers hand in assignments for a grade, viewing few if any lectures All-Rounders balance the watching of lectures with the handing in of assignments QUESTION: what about the way-finders - those who help create signposts for others to follow as learners navigate the course? or the web-makers - assisters/facilitators who help craft communities among learners?

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%)"

Includes codes/policies, case studies, assessment guide for departments and other institutions to start their own plan of action in promoting integrity on campus, calendar of events, resource database

Links to free course collections (e.g., Annenberg Media) in the following disciplines: English, Mathematics, Science, Social Studies, Health Education, Physical Education, Computers

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.

Mellon Fndtn $ to study educational uses of content in the digital age, including "(i) student use, collection, and creation of diverse content (e.g. web pages, images, video, and audio); (ii) digital activity by other types of established institutions (e.g. public broadcasting; museums); (iii) educational content assembled and presented outside of any traditional institution, particularly on the internet (e.g. the Red Hot Jazz Archive; the Victorian Web); and (iv) grass-roots open source educational projects (e.g. Wikipedia; the online Samuel Pepys Diary)." Also addressing legal obstacles for good practices and effective use of digital media.

Areas of Study General Education Program Art History Biology Business Administration Chemistry Computer Science Economics English Literature History Mathematics Mechanical Engineering Political Science Psychology The Saylor Foundation (under its legal name, The Constitution Foundation) is a 501(c)(3) non-profit organization headquartered in Washington, D.C. The Foundation was established in 1999 by Michael J. Saylor, Chairman, CEO, and President of the business intelligence company Microstrategy. Mr. Saylor serves as the Foundation's sole trustee. The mission of the Saylor Foundation is to make education freely available to all. Guided by the belief that technology has the potential to circumvent barriers that prevent many individuals from participating in traditional schooling models, the Foundation is committed to developing and advancing inventive and effective ways of harnessing technology in order to drive the cost of education down to zero.

Cartoon videos (in Flash) with transcripts - and students log in to take quizzes

Article by Marc Parry on Unlocking the Gates (Princeton University Press), a new book by Taylor Walsh, is a research analyst with Ithaka S+R, the research division of the nonprofit Ithaka consulting group, which supported the project together with the William and Flora Hewlett Foundation.

A knowledge sharing network for students to share and find class-specific notes, build academic reputations and earn rewards

Creating the world's biggest study group - a Univ of KY student Tore Lindeman share his notes from PSY 100 Lab from Summer 2010 - he is also a big contributor to GradeGuru this spring for his MA109 course