CHE will be updating this page regularly

The best I can say is Second Life is coasting along.

vs. Pearson, Cengage Learning, and Macmillan Higher Ed

Univ of Lincoln

Published by MERLOT, CSU Chancellor's Office

Rhetoric, technology, pedagogy

wonderful list of hashtags to use when crafting a tweet

collaborative platform for developers working with civic innovation as a goal

Internet redefining citizenship in 21st century - Civic Information API, e.g., Kenya Elections Hub - Sunlight Foundation programs for open govt data - MySociety collaboration among developers esp open source code

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

STEAM Academy with UK's KY P20 Labs

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/

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%)"

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

9 week free, open and online course designed for higher ed community but may also be of interest to secondary educators or home schoolers. Expecting people to dedicate 3-10 hrs a week starting January 10 and running through March 13, 2013.

A terrific checklist for anyone looking to "build" a course: 1. Plan for 30 minutes 2. Develop content without technology (clarify goals, assumptions about students, objectives, assessments, learning outcome artifacts, sequencing, validation) 3. Implement your content using technology (inc prep to evaluate the efficacy of your course) 4. Pilot with your target audience