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Text from 2011, still extremely timely, about privacy. The author, professor of Law, deconstructs the "nothing to hide" argument that says that we should not be scared to disclose private activities or information when we do nothing wrong.

"With regard to individual rights,.... there exists a private domain in man which should not be regulated or violated. This realm constitutes what is deepest, highest, and most valuable in the individual human being." http://rebirthofreason.com/Articles/Younkins/Social_Cooperation,_Flourishing,_and_Happiness.shtml

Privacy off course matters.It is right that if I have not done anything wrong then why should I hide it. On other hand we can not share our family relationship information with anyone.

I think, its really an expensive and unnecessary experiments, if the attendance of Harvard University is low, then they have to come up with different rule to attract the interest of students. Cameras should be there for security, but not for surveillance.

wondering if this would be a different conversation if the cameras were just picking up heat signals so that the identity of the people could not be known but they could still be counted. The technology is pretty basic and it might even be more efficient than the way they're using them now.

Can't believe Harvard can do this thing. I think informations are sharing and revealing on internet or others more and more serious. Harvard shouldn't secretly photograph students, they should ask permission first.

When we are browsing online, we do not think about electronic privacy and the personal information our computer leaves. Some may be aware of this, but some are not. Companies and other electronic sites are collecting our private information when we are browsing online. They keep track on the things we buy and things we may search. We need to protect our Internet privacy while surfing the Web and monitor the information our computer sends out. Another option you can do is to control your personal information online and offline. Although IP addresses can provide a fairly detailed summary of our computer, Web browser cookies provide a more complete profile of a user's preferences. Three types of cookies are sent out when we surf the Internet. The three types of cookies are session cookie, persistent cookie, and third-party ad-serving cookie. For more information check out this site.

I had heard about it through a computer specialist a few years back. Since then, we try to be more careful but I think that if someone wants information from you the wil get it anyway.

It's absolutely shameful that so few library and information science journals are open access: if any professional associations have a professional imperative towards improving the scholarly and cultural communication processes, it is librarians and other information professionals. This substantial (but still woefully short) list of open access journals that publish on library and information science will be a great resource for those of us in this course who are aspiring or practicing librarians. As we've heard over and over again throughout this course, advocacy is absolutely essential if open access principles are ever to receive wider acceptance and implementation; that's why it's important that, as practicing information professionals, we use open access publications for our research whenever we can. Lists like this one allow us to streamline our research in ways that align most closely with our professional values, though of course currently there just isn't enough published to allow us to rely exclusively on open access material for our own work. But having lists like this also allows us to determine where our research should be submitted; otherwise, by publishing in paid journals, we are only making things worse. This all being said, most lists like this that I could find online were either outdated and incomplete, part of a larger database that made hyperlinking difficult, or-like this one-they lacked any explanation of what sorts of articles could be found within; even this one hasn't been updated in eighteen months. But as is so often the case with open access, we must take what we can get.

Hi, thank you for sharing the link! I agree with your comments. However, I am very pleased that I found my professional journal on the list :)

There's a lot to digest here, particularly if you want to read the whole report as well as the edited summary. I particularly liked the responses from JP Rangaswami: "The quality of real-time information that becomes available will take the guesswork out of much of capacity planning and decision-making......The net effect will be to reduce waste everywhere: in physical flows and logistics, in the movement of people and goods; in logical flows and logistics, in the movement of ideas and information; decisions will be made faster and better, based on more accurate information; prior errors in assumption and planning will be winkled out more effectively." And from Howard Rheingold: "We will live in a world where many things won't work, and nobody will know how to fix them." On a personal note, I can see there might be benefits with the IoT, particularly the use of sensors and actuators for monitoring and improving health, but will it put the final nail in 'privacy' and enable marketers to push their products and control my thoughts 24 x 7 through the pervasive use of wearable devices and biological interfaces with technology? Reading time: 60 mins

"Just as important as learning these helpful tools, however, is unlearning and avoiding the most common pitfalls of common sense. Reminding us of where society is most vulnerable to those, Sagan writes: In addition to teaching us what to do when evaluating a claim to knowledge, any good baloney detection kit must also teach us what not to do. It helps us recognize the most common and perilous fallacies of logic and rhetoric. Many good examples can be found in religion and politics, because their practitioners are so often obliged to justify two contradictory propositions.He admonishes against the twenty most common and perilous ones - many rooted in our chronic discomfort with ambiguity - with examples of each in action"

The 20 fallacies: "ad hominem - Latin for "to the man," attacking the arguer and not the argument (e.g., The Reverend Dr. Smith is a known Biblical fundamentalist, so her objections to evolution need not be taken seriously) argument from authority (e.g., President Richard Nixon should be re-elected because he has a secret plan to end the war in Southeast Asia - but because it was secret, there was no way for the electorate to evaluate it on its merits; the argument amounted to trusting him because he was President: a mistake, as it turned out) argument from adverse consequences (e.g., A God meting out punishment and reward must exist, because if He didn't, society would be much more lawless and dangerous - perhaps even ungovernable. Or: The defendant in a widely publicized murder trial must be found guilty; otherwise, it will be an encouragement for other men to murder their wives) appeal to ignorance - the claim that whatever has not been proved false must be true, and vice versa (e.g., There is no compelling evidence that UFOs are not visiting the Earth; therefore UFOs exist - and there is intelligent life elsewhere in the Universe. Or: There may be seventy kazillion other worlds, but not one is known to have the moral advancement of the Earth, so we're still central to the Universe.) This impatience with ambiguity can be criticized in the phrase: absence of evidence is not evidence of absence. special pleading, often to rescue a proposition in deep rhetorical trouble (e.g., How can a merciful God condemn future generations to torment because, against orders, one woman induced one man to eat an apple? Special plead: you don't understand the subtle Doctrine of Free Will. Or: How can there be an equally godlike Father, Son, and Holy Ghost in the same Person? Special plead: You don't understand the Divine Mystery of the Trinity. Or: How could God permit the followers of Judaism, Christianity, and Islam - each in their own way enjoined to

Wonderful post, Kim! These are great guidelines alongside which to test ideas.

Interesting reading in this Module, esp the article about having an additional anonymous online persona. It's interesting in that reddit not only allows users to register using obviously fake names, but also declines to require any authentication, but still offers it as an option. I participated in the reddit community for about a year, and in that time connected with numerous individuals, most of which I never learned 'who' they were. Personally, I was never harassed, bullied or otherwise hassled, save for one or two PMs from various mods when I had run afoul of their guidelines.

You beat me to it, i was planning on posting about reddit! Yeah, it's anonymous, and it's against its rules to post personal information, but it gets leaked and some people managed to get someone's information by reading old posts and connecting dots. The information you post, as a whole, its your footprint and can be tracked.

You beat me to it too! Reddit is a fascinating experiment. I actually mod a couple subreddits over there, and it's always interesting to read articles about it. In my two or so years on Reddit, I have: --Made friends (and lost touch with) with people from all over the world. --Been cyber-bullied and therefore witnessed exactly how good the moderators of certain subreddits can be. It was taken care of quickly and cleanly. I still love the community. --Seen people get "doxxed" (where their anonymity is broken, and often angry users track down the victim in a rather frightening way). --Seen the outrage the general community expresses at "doxxing", which was heartening. --Seen it used as an amazingly effective social networking and marketing tool. Posts and posters that come across and genuine, informed, and amicable are usually welcomed with open arms, even if they deal with a subject or product Redditors dislike. --Seen it completely backfire as a social networking and marketing tool, which happens when someone uses marketing "tricks" or comes across as anything less than genuine. --Gotten death threats for posting a picture of a squashed coin that made the front page. Reddit can be very weird. --Gotten beautiful, kind, completely random private messages for no reason at all on days where I really need them. Reddit can be very sweet. --Read articles in the Washington Post comparing Reddit to a democratic fiefdom. Sounds about right. --Been exposed to points of view I never would have seen before in my life, simply because of where I live and who I know. It's mind-blowing. The whole website just never ceases to amaze me. Honestly, it sort of reminds me of a MOOC: it's an ever-continuing event where people learn and argue and network.

Provides a list of important skills and how those skills are embedded within the curriculum.

Thank you Kevin Stranack for sharing. Tony Bates ends with five questions: 1. Have I covered the main skills needed in a knowledge-based society? What have I missed? 2. Do you agree that these are important skills? If so, should universities explicitly try to develop them? 3. What are you or your university doing (if anything) to ensure such skills are taught, and taught well? 4. What roles if any do you think technology, and in particular online learning, can play in helping to develop such skills? 5. Any other comments on this topic - My answers: 1. Frustration tolerance and keeping a balance between work and private life is a necessary skill 2, The skill set mentioned is important, but more likely trained in college than in university 3. I do have a personal coach and a counseler, and I'm enrolled in #OKMOOC 4. The activities required in every module of #OKMOOC ask to reach out, connect, build relationships, Have you answered the feedback questions?

This question is really the elephant in the room in a lot of university programs, especially in the humanities. I myself was a doctoral student in the humanities before leaving because, as I eventually learned, there were essentially no employment opportunities and my skillset in today's economy was sorely lacking. But the old mantra that "we teach critical thinking" is become a worn excuse. Do we really need four years to teach people the skills to survive "out there"? How much of our specialized knowledge will really be useful outside of the academy? These are questions we just don't have the answer to, and I'm not sure there are many people willing to ask them. But more to the point, I didn't see anything in this link about the changing ways that millennials (I promise that I hate the term as much as anyone, but it's a useful one) are engaging with information, and how that is changing how they actually think. There have been arguments made that digital natives (again, a pretty terrible term) think about and process information in very different ways that have serious implications for contextualization and long-term research. I'm not saying that universities don't teach these things in their own ways, but it's an important issue that needs addressing. I know that the link talks about the important of knowledge management, but there's a huge difference between simply knowing how and when to access information and quite another to properly contextualize its place in a larger hierarchy (or web) of knowledge. I would argue *that* skill is the one that universities are best poised to provide, and maybe why we keep hearing talk about how undergraduate degrees are the new highschool diplomas.

I have many identities through many social media. When I post things online I wonder if I am being responsible of what I am posting. Even though I pick the people who are allowed to see my post, sometimes I wonder if people I do not know visit my profile. It is great to connect with people around the world. However, we have to take caution of what we post and whom we connect with. We need to protect our digital identities and be careful of hackers. If we are not careful, we can have our identity stolen.

I totally agree! I think protecting our digital identities is really important. I personally is a multi-social media user, I used Pinterest, Facebook, Weibo, Instagram etc. and I also write blog sometime. However i realize that for some of the social media digital platform is not allow you to delete everything all at once, and sometime if you want to make your blog post private after you have published it, but the system wouldn't let you do that. Also so many social media platform are actually tracking your location by suing the gps ect. Right now I really feel like need to be aware when using social media and be aware when you are trying to post something online.

Thanks for the reminder once again to be wary of what and where we post online and the implications behind posting or leaving our digital identities online. I often forget that my information can easily be tracked, seen, manipulated, stolen by others when I participate in online activities such as social media sites, online shopping, and/or any other applications that requires submitting personal information.

The home of the U.S. Government's open data Here you will find data, tools, and resources to conduct research, develop web and mobile applications, design data visualizations, and more. This tool is very powerful for researchers that may not access to the funds and resources of researchers from well funded universities or that of the US Government. This resources breaks the data out into 21 different topics covering areas from education to the ocean. Each section has data sets to choose from and access to grant information as well as articles and updates on each topic. Even it you are someone that does not have the capacity to use these resources, I believe that it is good to know where to find this source so that you can share it with others, or perhaps one day you will have the ability to use this resource more fully.

From Topic: https://groups.diigo.com/group/okmooc/content/community-manager-12884327 By: https://www.diigo.com/profile/cvpido Vendors talk about social learning like its something revolutionary, but I'm here to tell you its not. Informal learning is an everyday thing. Social media tools are just another platform we use to learn from each-other and find information serendipitously.

Ad Huikeshoven , I do agree with you. There is nothing new with social learning. In the african context,that was the way of learning through informal gatherings, story tellings around fire or while drinking some traditional beer. Otherwise we are just acknowledging that, there is plenty to learn from each other and through each other. The wheel can not be reinvented for sure.

By: Matthew LeBar Massively Open Online Courses (MOOCs) are often described as the future of education - or at least a significant part of it. But there may be a significant problem with them: a very small proportion of students who start them actually finish. This poses a serious threat to their legitimacy.

This brings up the question of what it means to complete something? And why is it so important to us? And why 'productivity', a thing somebody defined ages ago, is so important to our humanity? .. or is it anymore?

Because I am taking a MOOC course but also on campus at University, I receive credits and grades where this is definitely one of the motivations for me to contribute. Although I agree that completion of the course is not essential to attain knowledge, what about our motivations to learn? And what about our incentives? Not saying MOOCs are not interesting nor helpful, I like MOOCs, but I think people like recognition too. I think to just receive the "statement of accomplishment" is not enough to prove efforts made within the course. However MOOCs are not as well developed at this stage, there definitely will be adjustments in the near future.

If you're taking this course out of Canada, the Copyright @ UBC website has a lot of really good information available to you. Guides specifically relevant to this course include the Creative Commons Guide (where you can find information about using CC licensed work, applying CC licenses to your own work, and several lists of websites where you can find CC licensed work) and the Public Domain Guide (where you can find information about how to determine if something is in the public domain in Canada). The entire site is CC BY-SA (except where otherwise indicated) though, so the entire thing is a resource for copyright questions in Canada.

There are a few things you need in order to get a verified CashApp account. First, you'll need to provide your full name, date of birth, and the last four digits of your Social Security number. You'll also need to link your CashApp account to a bank account or debit card. Once you have all of this information entered into the system, you'll be able to request verification. You may be asked to verify your identity by providing a photo ID. Once you've been verified, a green check mark will appear next to your name on the CashApp home screen. This means that all future payments sent or received by this account will be automatically deposited into or withdrawn from your linked bank account.

If you're looking to buy a verified Cash App account, there are a few things you need to know. First, Cash App accounts can only be verified by the person who created them. So, if you're looking to buy a verified account from someone else, they'll need to provide you with their login information. Second, when you create a Cash App account, you'll need to provide your full name, date of birth, and Social Security number. Once your account is created, you'll be able to add a bank account or debit card and start using the app.

How do I evaluate the quality of websites? How can I teach students to evaluate websites? Where can I find checklists for evaluation? There's lots of good information on the Internet, but you will also find opinions, misconceptions, and inaccurate information. How do you judge the quality of Internet resources?

"Evaluating Internet Resources" has been designed for teachers, but is a good starting point for all who want to enhance their critical skills when using the internet. Three main areas are covered: Instructions on assessing the validity of websites, guidance on educating students in these skills and other website links on the topic. Examples of legitimate and fictitious websites are provided to use for teaching purposes. The website masters should have categorized the different website links into the genuine and bogus sites to facilitate their use for the teacher. Access to some of these websites has been discontinued. Measures to be used for evaluation, including authority, objectivity, authenticity, reliability, timeliness, relevance and efficiency are considered. Indicators to verify the website and exercises to practice student evaluation skills are provided. The layout of this resource is easy to use and well-organised

I would like to encourage everyone that takes the OpenKnowledge course to contribute their top five favourite websites that can give us more information on open learning and information sharing and/or people, collectives and websites that are already doing it! This is a Library open to all which we can use now and in the future to search for the resources we need.

Hello, Teresa, As the amount of information taken from this course, as well as from resources related to it and taken from the web is simply overwelming, I decided to create a blog with all these resources. Some are from the course, others from different internet resources, all related to open learning and knowledge. I give you the adress here: learninglovers.wordpress.com Sorry for not compleating your document, but I am still in module 3 and I have recorded more than 300 resources, so it would take me for a little while to do so... Hope it's useful for you!

With these resources, you can create or participate in collaborative efforts to develop tools and methods for online education.

Many Open Education Resources (OER) have been introduced by governments, universities, and individuals within the past few years. OERs provide teaching and learning materials that are freely available and offered online for anyone to use. Whether you're an instructor, student, or self-learner, you have access to full courses, modules, syllabi, lectures, assignments, quizzes, activities, games, simulations, and tools to create these components.

Thanks. An extensive list of resources. It may have been easier to use the list if it wasn't categorised only alphabetically but also further grouped into categories. It's still a valuable collection.

This link is more of an overview of the resource rather than the resource itself, which can be found here: http://collections.tepapa.govt.nz/. The collection is fantastic, and can either be searched for all images relating to your keywords, or only the images that are available for download. If you're downloading an image under a CC BY-NC-ND license, they provide you with the attribution that they'd like you to use, and ask about your intended use (with a drop-down menu) and for more information if you're interested in sharing it, but answering those questions is optional. Appending "We're really interested!" to the request for additional information seems like a pretty clever way to encourage people to provide more information though, I'd be interested in finding out how well that works.