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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

Professor Jim Taylor, from the University of Southern Queensland, points out that the OER university will create a parallel learning universe to augment and add value to traditional models of delivery through open collaboration networks. "This is not theoretical speculation, it is entirely viable." said Jim Taylor. In this keynote address, Jim: Refers to the "gales of creative destruction" associated with technological change where old industry can be swept away and replaced by new ones. However, the OER university concept provides opportunities for "creative construction" for universities in a digital age. Demonstrates that conventional supply of education using traditional delivery methods will not the meet the demands for access to higher education. Consider, for example: the need for 18 million new teachers the doubling of post-secondary students in the next decade the need to build roughly one new university per week in India alone to meet the future demand for learning. Points out that we already have a critical mass of open access materials, but we don't have open curriculum, open student support, open assessment and open accreditation. Indicates that the OER university concept will provide a stairway to credible credentials based soley on OER.

While higher ed is a "platform" and not a business, DeMillo posits that we can see the marketplace finding a bypass around universities that have not truly focused on differentiation or embraced openness, states 3 "economic realities" that shows the middle tier of universities (vast majority) waste money and has completely misjudged its value - Rich A. DeMillo is a Distinguished Professor of Computing at the Georgia Institute of Technology, the seventh ranked public university in the U.S. and one of the premier institutions internationally. He currently serves as the Director of the Center for 21st Century Universities (C21U). This presentation was given as part of CFHE12 on Monday, October 15, 2012

Includes video from UNESCO where Dr. Pongi asks planners of the OER university to find sustainable and scalable solutions to these key questions: - How can OER be best harnessed to train the millions of teachers needed? - What partnerships and interventions are necessary to support OER quality assurance and acceptance? - What specific types of OER content should we prioritise? - A wealth of content exists. How can an effective "clearing house" function that supports quality, cataloguing, information dissemination and other key tasks be operationalised? also Sir John Daniel, President and Chief Executive Officer of the Commonwealth, highlights two strategic questions for the planning of the OER university: - How can the "OER university" give students every element of possibility to draw on the rich environment of knowledge in their learning? -How can the "OER university" provide routes to credible certification so that learners and society can have confidence in the robustness in their knowledge and skills?

he OER university is a virtual collaboration of like-minded institutions [Australia, New Zealand, Canada] committed to creating flexible pathways for OER learners to gain formal academic credit. The OER university aims to provide free learning to all students worldwide using OER learning materials with pathways to gain credible qualifications from recognised education institutions. It is rooted in the community service and outreach mission to develop a parallel learning universe to augment and add value to traditional delivery systems in post-secondary education. Through the community service mission of participating institutions we will open pathways for OER learners to earn formal academic credit and pay reduced fees for assessment and credit.

Drama in the Delta, Digitally Reenacting Civil Rights Performances at Arkansas' Wartime Camps for Japanese Americans 3D digital role-playing game reconstructing the 2 US concentration camps for Japanese Americans during World War II - players navigate two levels of racial segregation to experience rebellious performances from judo combat and blues music to kabuki plays and drag shows Project Directors: Dr. Emily Roxworthy (Theatre and Dance, University of California, San Diego) and Amit Chourasia (Head of Visualization Services Group, San Diego Supercomputer Center) Other universities involved: undergraduates from MIT and UC-SanDiego graduate students from UC-SanDiego historians from U Cincinnati, UVa, King's College (London), U Arkansas-LittleRock, UC-SanDiego

IU's IT VP and college CIOs "Information and Infrastructure Assurance" with the University Information Policy Office - including communication campaigns for the Digital Millennium Copyright Act and Filesharing at UI - great website with resources/info

Peer-based online university - relatively free (small fees for registration and exit exams). Small groups of peers work with scholars in 10 week sessions with explicit expectations for students to work together as they learn.

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

Courses and online degrees compiled from a wide variety of universities where videotaped lectures are freely available.

This is a quiz for University of Kentucky students to better understand how copyright works, their rights and responsibilities as scholars and the integrity of the historical record.

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.

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.

Code by Luca de Alfaro and Michael Shavlovsky at the University of California Santa Cruz - hosted on Google AppEngine for security, availability, and data backup - see article: L. de Alfaro, M. Shavlovsky. CrowdGrader: Crowdsourcing the Evaluation of Homework Assignments. Technical report UCSC-SOE-13-11, August 2013. http://arxiv.org/abs/1308.5273

Tony Hirst describing his thoughts on building a course for the British Open University and relying on Wordpress (due to its ability to handle RSS feeds so robustly) blogs to build a cacophony of blog entries by his students to craft pathways for the creation of new knowledge.

Blog entry that describes the Rice University's math department page of math resources that are free - look also at the related blog entries... loads more free resources there.

Emphasizing lecture capture tool as a cheaper way to gather presentational materials for students to access anytime/anywhere; touches on issue of intellectual property but no analysis; mentions in passing that most of the open material comes from one or two profs from University of South Florida; reminds us that foundational grants are crucial to large initiatives' success

The University of Kentucky Libraries is committed to launching this repository in addition to maintaining the Kentuckiana Digital Library, leasing space in other repositories such as ArtStore or helping with homegrown repositories important to specific colleges, e.g., MDID for College of Design and College of Fine Arts .... Question: how does the KY Learning Depot initiative fit here? or an international LOs community with a vibrant peer-review process like MERLOT?

Universal design principles are critical to raising standards in faculty-designed learning experiences. When/how do we get awareness and then exploring best types of faculty (and grad students) development learning experiences?

"social teaching" initiative with peer reviewers to identify the best teachers for any concept who then put their instruction for that concept online as "learning packets" for use by anyone free of charge - universities will be able to privatize parts of it to attach to student IDs and track progress for a fee - Capella Education has invested in this initiative also, http://chronicle.com/blogs/wiredcampus/social-teaching-company-gets-buy-in-from-capella-education/29466?sid=wc&utm_source=wc&utm_medium=en