OER Resources

New research report from Isto Huvila of Sweden from user survey seeing to explain the different kinds of Wikipedia users and the quality of their contributions. References to other Wikipedia research are included and summarized to show the scholarly community's growing consensus about its reliability and validity. Refers also to new uses of Wikipedia, e.g., scholary journal requiring authors to post their summaries in Wikipedia.

"MindTap - array of digital products and services LMS agnostic with "MindApps" to go across learning platforms - portability and customization by individual students as well as faculty

Not quite a toolkit since no place for users to comment on pro/con, or upload student comments?

Find the free stuff here - free Online Student Centers; Companion Sites; eLibraries; Online Writing, Assessment and Skill sites as well as video tool kids

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.

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

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.

"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

Great approach to helping instructors understand some basic issues of student privacy and the role of social media. This kind of argument might encourage people to assign the use of (and contribution to) open educational resources. "FERPA was never intended to place students into the box of a physical or online classroom to prevent them from learning from the public."

Social networking to prioritize curriculum development from open content and chosen by community (student generated content such as notes and internet-based resources while instructor-based content can be course notes), and new groups of students/faculty can build on the work oand experiences of previous students ("start where others left off") - instructors can use learner analytics to encourage deeper learning - currently being used for English composition by Stanford, CA Polytech, USC, Babson, Sacramento State and San Luis Obispo

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?

Started in 1997 by Thomas Luxon, English Prof at Darmouth College, supported by the college and the special collections archivists but also by State Farm Companies Foundation as well as Milton publications' editors. Currently all of Milton's poetry (in 4 languages) and selections of his prose - almost all are fully annotated and with introductions by his students.

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

"Goblin Threat" in Flash by Snowden Library, Academic Center (570) 321-4053 Credits: The Goblin Threat game was created by Mary Broussard with assitance on question writing from Jessica Urich. Inspiration came from Dream Chronicles (available for purchase), and escape games such as Escape Artist. Almost all sound effects from Free Sound Project... see more at http://www.lycoming.edu/library/instruction/tutorials/gtCredits.html hmmmm - seems more like an illustrated quiz than a game to me

An example of a faculty-centered open educational resource for the celebration of local cultures. "The Project on New York Writing seeks to generate significant new research and teaching about New York's relationship to American and global literatures and cultures.... The Project will offer students of New York literature and culture resources with which to interpret the palimpsest that is New York, to help them make sense of the myriad narratives that the city generates. One of the Project's chief aims is conservancy: we hope to preserve the history of New York writing for future generations. But another aim is the promotion of innovation: we hope to encourage all whom the Initiative serves to add to the living culture of city, reading and rewriting its narratives, enlarging the literary construct that is New York."

Patrick R. Lowenthal and David Thomas take a strong stance in decrying the use of student-teacher electronic dropboxes for submission of student work. We all know that in the performance arts, students benefit from public critique - and as scholars we insist on this practice for ourselves, making sure we present "papers" at prestigious conferences. So, why expect our students to perform in the "real world" and be subject regularly to critique by the very public that should be supporting the funding of their education?

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

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?

see esp page 7 re hating school since bored