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moonlove

http://www.amazon.com/History-Knowledge-Past-Present-Future/dp/0345373162 - 1 views

http://www.amazon.com/History-Knowledge-Past-Present-Future/dp/0345373162 History of Knowledge, a book written by Charles Doren 1991. I enjoyed reading some chapters of this book. It is a interest...

module13 past&future of knowledge mooc

started by moonlove on 17 Sep 14 no follow-up yet
Balthas Seibold

Knowledge Commons .de » What makes people share knowledge? - Question 2 of 10... - 2 views

www.knowledge-commons.de/...2-of-10-on-learning-by-sharing

Africa business model Capacity Building commons commons-based peer production communities creative development Education FOSS freedom GIZ ict@innovation innovation intellectual property InWEnt IT sector promotion knowledge sharing learning Linux OER AIR E

shared by Balthas Seibold on 05 Dec 14 - No Cached
villamater liked it
  • Balthas Seibold on 05 Dec 14
     
    Why do peers help peers to share and co-produce knowledge? Research suggests that there is a whole set of motivations that makes people share their knowledge, a mixture between altruistic and self-serving motives
  • villamater on 10 Dec 14
     
    I agree that the 14 reasons what makes people share knowledge. great learning to share and great sharing to learn. reciprocating just like teaching and learning vis a vis learning with teaching.
Kevin Stranack

Are universities teaching the skills needed in a knowledge-based economy? - 14 views

www.tonybates.ca/...d-in-a-knowledge-based-economy

module2 higher education knowledge skills

shared by Kevin Stranack on 29 Jun 14 - No Cached
  • Kevin Stranack on 29 Jun 14
     
    Provides a list of important skills and how those skills are embedded within the curriculum.
  • ...1 more comment...
  • Raúl Marcó del Pont on 09 Sep 14
     
    Encontré un post relacionado con las Alfabetizaciones digitales y competencias fundamentales en http://futurosdellibro.com/alfabetizaciones-digitales-y-competencias-fundamentales/ Tal vez interese: El pasado 5 de marzo los expertos de UNESCO dedicados a la alfabetización mediática y digital, en reunión preparatoria de la siguiente World Summit of Information Societies, rubricaron lo que es una evidencia ya incontrovertible: que la alfabetización mediática e informacional (MIL. Media and information literacy) ocupa un lugar central en el mapa escolar de competencias del siglo XXI. Esto no es nada esencialmente nuevo: Viviane Reding, la hoy Vicepresidenta de la Comisión Europea y ex-comisaria de Información entre los años 2004-2009, declaraba en el año 2006: "Hoy, la alfabetización mediática es tan central para el desarrollo de una ciudadanía plena y activa como la alfabetización tradicional lo fue al inicio del siglo XIX". Y añadía: "también es fundamental para entrar en el nuevo mundo de la banda ancha de contenidos, disponibles en todas partes y en cualquier momento". De acuerdo con el European Charter for Media Literacy podríamos distinguir siete áreas de competencias que, de una u otra forma, deberían pasar a formar parte de todo currículum orientado a su adquisición: Usar adecuadamente las tecnologías mediáticas para acceder, conservar, recuperar y compartir contenidos que satisfagan las necesidades e intereses individuales y colectivos. Tener competencias de acceso e información de la gran diversidad de alternativas respecto a los tipos de medios que existen, así como a los contenidos provenientes de distintas fuentes culturales e institucionales. Comprender cómo y porqué se producen los contenidos mediáticos. Analizar de forma crítica las técnicas, lenguajes y códigos empleados por los medios y los mensajes que transmiten. Usar los medios creativamente para expresar y comunicar ideas, información
  • Ad Huikeshoven on 09 Sep 14
     
    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?
  • hreodbeorht on 13 Oct 14
     
    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.
Balthas Seibold

Knowledge Commons .de » Peer-producing knowledge: a game-changer for developm... - 4 views

www.knowledge-commons.de/...5-of-10-on-learning-by-sharing

Africa business model Capacity Building commons commons-based peer production communities creative development Education FOSS freedom GIZ ict@innovation innovation intellectual property InWEnt IT sector promotion knowledge sharing learning Linux OER AIR E

shared by Balthas Seibold on 05 Dec 14 - No Cached
villamater liked it
  • Balthas Seibold on 05 Dec 14
     
    Learning modes and principles of open, commons-based peer-production therefor have the potential to provide the "gold standard" of enhancing future skills, competencies, connections, capacities of people and their organisations on a global scale. In short: peer-to-peer learning around open, commons-based peer-production is a game changer in international development cooperation.
Kim Baker

Food Patents-Stealing Indigenous Knowledge? - 1 views

www.globalissues.org/...-stealing-indigenous-knowledge

module5 biopiracy intellectual property indigenous knowledge theft of indigenous knowledge

shared by Kim Baker on 03 Oct 14 - No Cached
  • Kim Baker on 03 Oct 14
     
    This part of the globalissues.org web site looks at the issue of intellectual property rights on food ingredients and traditional, common knowledge. Food patents based on knowledge that has been around for centuries is controversial, risking threats to food security due to concentrated ownership of this otherwise common knowledge.
salma1504

The history of human knowledge - 0 views

The history of human knowledge is closely linked to the history of civilization-one could even argue that the history of civilization is in large parts based on knowledge creation and its dissemina...

module6

started by salma1504 on 13 Oct 14 no follow-up yet
Philip Sidaway

A New Politics of Knowledge? Exploring the contested boundaries between science, knowle... - 2 views

blogs.lse.ac.uk/...itics-of-knowledge-book-series

science knowledge policy

shared by Philip Sidaway on 26 Sep 14 - No Cached
Kim Baker and danstrat liked it
  • Philip Sidaway on 26 Sep 14
     
    Kat Smith and Richard Freeman argue it's time to start bringing together the diverse and innovative thinking around the complex relationships between science, knowledge and policy.
  • danstrat on 15 Nov 14
     
    Although the main purpose of this article is to promote a book series that will explore the disconnect between evidence-based knowledge and public policy, a couple excerpts drive home the importance of open access in creating a more equitable world, a key theme in our course: "'Who gets what, when, how', in Lasswell's phrase, depends very much on who knows what, when and how." "To be knowledgeable is to be powerful."
Balthas Seibold

Learning by Sharing- How global communities cultivate skills and capacity through peer-... - 12 views

www.knowledge-commons.de/...learning-by-sharing

Module11 Module1 knowledge commons-based peer production competencies connections connectivism development empowerment freedom to learn global transformation human development knowledge commons collaborative commons open innovation P2PU

shared by Balthas Seibold on 12 Sep 14 - No Cached
  • Balthas Seibold on 12 Sep 14
     
    This piece was published as part of the GIZ compendium "10 trends in open innovation" and talks about self-organized and connected peer-to-peer learning for sustainable human development worldwide. Might be of interest as additional resource for Module 11: Global Perspectives on Equity, Development, and Open Knowledge
  • ...2 more comments...
  • Pris Laurente on 14 Sep 14
     
    There are lot of ways to learn nowadays, technology spreads and most of the time it adds to our knowledge thru the information we get. It can be thru our friends, research, or even a single click over the internet. Shared thoughts helps us to understand and accept more about the particular topic, freedom has its own process that could eventually produce a network to others.
  • jurado-navas on 14 Sep 14
     
    Now people become students and teachers depending on the topic. We can share information, skills . . . that answer the question of what we are and what we will go . . . Non-formal education is more and more important not only in an individual but also in the society. Technologies and Internet can help us to develop our identity (individual and global).
  • Balthas Seibold on 17 Sep 14
     
    Dear Pris, dear Jurado, thanks a lot for your comments. I like the ideas and I would particularly like to know more about the thought, that "freedom has its own process tht could eventually produce a network ...". Thanks and cheers, Your Balthas
  • Kaitie Warren on 26 Nov 14
     
    Thanks for sharing this great article! These topics are where I would like discussions about open access to start. We may be able to use that base of peer learning communities to think about all the other issues of open access in a new light.
zieduna

Unlocking Knowledge & Empowering Minds! - 0 views

ocw.mit.edu/index.htm

shared by zieduna on 06 Sep 14 - Cached
  • natashasana on 06 Sep 14
     
    Should Open Knowledge be associated with old and irrelevant knowledge. Going through MIT Open Course, all I could see is knowledge as old as 10 years. Well some information may still be relevant but most of the information has evolved and there is new materials.For me, this makes Open Knowledge a joke if all , that can be offered is outdated knowledge
  • zieduna on 27 Oct 14
     
    A great website of Free Online Course Materials. MIT OpenCourseWare is a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity.
Kim Baker

BIODIVERSITY AND INTELLECTUAL PROPERTY RIGHTS IMPLICATIONS FOR INDIGENOUS PEOPLE OF SOU... - 1 views

www.traditionalhealth.org.za/...ectual_property_rights_02.html

module5 biopiracy intellectual property

shared by Kim Baker on 03 Oct 14 - No Cached
  • Kim Baker on 03 Oct 14
     
    Traditional Healers Organization For Africa: " Biopiracy and Indigenous Traditional Medicine Knowledge The blatant plunder of indigenous knowledge and genetic resources in South Africa continues unhindered and without State monitoring. Since 1997, We have been monitoring private and public enterprises (or their intermediaries) who are actively collecting, sampling and acquiring traditional knowledge for the development of pharmaceutical products. What concerns us is that international organizations are entering South Africa to carry out this research. Not even the World Health Organization are free of scrutiny in this regard. "Biopiracy" refers to the use of intellectual property laws (patents, plant breeders' rights) to gain exclusive monopoly control over genetic resources that are based on the knowledge and innovation of indigenous peoples. Biopiracy and bioprospecting don't just happen in the field ; biopiracy is even more likely to take place in the laboratories of industry and academia, and in patent offices in the cities not even in South Africa."
moonlove

http://www.youtube.com/watch?v=NT4Gb1s6s0M# - 1 views

The past of the world knowledge, the age where the bases of all our recent knowledge built, the infrastructure of the present and the future of the knowledge.

past-present-future-of-knowledge module13 mooc

started by moonlove on 24 Sep 14 no follow-up yet
anonymous

Ineffective lectures - 8 views

Even though it has now been proven that traditional lectures is one of the most ineffective ways of conveying knowledge, they will not be completely eliminated. This article concludes that being ta...

Module 2

started by anonymous on 10 Sep 14 4 follow-ups, last by anonymous on 08 Oct 14
Leticia Lafuente López

John Seely Brown: Tinkering as a Mode of Knowledge Production - YouTube - 8 views

www.youtube.com/watch

module3

shared by Leticia Lafuente López on 03 Oct 14 - No Cached
  • dudeec on 06 Oct 14
     
    More than just playing and making, be able to reflect after creating something new is what makes this new mode of learning different. One step further would then be "open to critiques", then learn from both peers and master. Seemly Brown also discussed a new "networked identity": based on what one has created and what others have then built on it. This is the idea of building new things from other existing things, but give credit to where credit is due. Provide one's creation or product openly so that others can remix/build something new based on this product. This would be how an ideal knowledge environment would grow and sustain.
  • brianmihov on 08 Oct 14
     
    A really like the sequence of events he mentioned at the beginning: Create, Reflect, Share. It is so simple yet can result in so much production! And of course, it all starts with imagination :)
  • anonymous on 09 Oct 14
     
    Great video! It will be/ is becoming the new mode of learning. We collaborate to create an active knowledge environment. It's definitely a mode of open learning, which can benefit all of us.
geeta66

Open Education | OKFN:LOCAL India - 0 views

in.okfn.org/open-education

shared by geeta66 on 08 Sep 14 - No Cached
  • geeta66 on 08 Sep 14
     
    A local group of the open knowledge foundation 1. Push for Open Science and Research practices in Indian research institutions. . 2. More involvement of citizens in the spirit of Open Knowledge Involvement of the masses in order to work towards making ourselves a better managed nation. Constitutional instruments like the Public Interest Litigation (PIL), the Right To Information (RTI), etc., lose their relevance without complete transparency in the dissemination of government as well as non-government data. Building a mass-based system of knowledge-banks can help us a lot in achieving our goal. We can assist the governments for making more information public, wherever necessary. 3. Push for education. Involving the masses can to a great extent result in a quicker transformation of the present scene (for example, we can have citizens making study material open and free and also involve them more in the dispersion of education). We aim to arrange for vocational profession-based education for the adult population.
luartdev

Datahub - free data management platform - 2 views

datahub.io

open access open data knowledge bases

shared by luartdev on 03 Sep 14 - No Cached
  • luartdev on 03 Sep 14
     
    Publish or register datasets, create and manage groups and communities. Datahub, the free, powerful data management platform from the Open Knowledge Foundation, based on the CKAN data management system.
Pris Laurente

African Journal of Business Management - the effects of biased technological change on ... - 3 views

www.academicjournals.org/...2ED5D4E44670

change technology factor based productivity module2

shared by Pris Laurente on 09 Sep 14 - No Cached
Kim Baker liked it
  • Pris Laurente on 09 Sep 14
     
    "The paper explains the effect of biased technological change (BTC) on total factor productivity (TFP) from the new perspective of appropriate technology. We have certified that the assumption of neutral technology progress of Solow is ostensible and also to get the general technological progress which can be divided into three parts: effect of knowledge progress, effect of capital intensity improvement and scale effect."
  • Kim Baker on 09 Sep 14
     
    VERY interesting angle - thank you for sharing.
lauren_maggio

SURF | Special edition on didactics of Open and Online Education - 4 views

www.surf.nl/...open-and-online-education.html

module6 OER open educational resources Europe

shared by lauren_maggio on 19 Sep 14 - No Cached
  • lauren_maggio on 19 Sep 14
     
    "Special edition on didactics of Open and Online Education(Publicatie) This special edition contains several articles and intermezzos on the didactics of Open and Online Education."
  • Ad Huikeshoven on 22 Sep 14
     
    Thank you Lauren. You've found a great resource from my home country!
Abdul Naser Tamim

Personal Knowledge Management, filtering and information overload - 1 views

www.ppcsoft.com/...km-filtering-info-overload.asp

Module10 open access open

shared by Abdul Naser Tamim on 20 Nov 14 - Cached
  • Abdul Naser Tamim on 20 Nov 14
     
    how do you avoid information overload with your corporate knowledge base ?
susan2014

Teaching and learning using technology - 3 views

issuu.com/...1

Module 2 Technological Change Digital Identity and Connected Learning Knowledge Module2 MOOC

shared by susan2014 on 26 Nov 14 - No Cached
villamater liked it
  • susan2014 on 26 Nov 14
     
    The book that I share with you is a treasure, is so extraordinary that in it we can find information about universities with high academic prestige just like Stanford University. It covers topics of great interest and dynamism like, augmented reality, game-based learning and global knowledge among others.
kvdmerwe

Will we ever agree on anything? - 2 views

halfanhour.blogspot.com/...ing-cape-town-declaration.html

open access MOOC Module 7

shared by kvdmerwe on 09 Dec 14 - Cached
monde3297 liked it
  • kvdmerwe on 09 Dec 14
     
    Peter Downes wrote this blog criticizing the Cape Town Declaration. It was very interesting reading in terms of looking at the issues from different perspectives. I did not agree on everything he wrote, but the following paragraph was resonated in my mind as I read it. I DID , however add a word - in parenthesis. "If there is anything that could be thought of as a truism in contemporary education, it is the idea that we are all learners and that we are all teachers. The idea of lifelong learning makes explicit the former idea, and the principles of learner-centered, constructive and inquiry-based learning make explicit the latter. Knowledge - particularly social and public knowledge - is not something that is (only) produced by a hothouse meeting of experts, but rather, is produced through a process of dialogue and conversation".
  • monde3297 on 10 Dec 14
     
    The fact is someone had to initiate and ask for comments. The door might not have been widened enough as the author comments. It is perhaps time to understand that in as much as we would like to live in an open world, our views will always diverging to a number of directions.
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