Skip to main content

Home/ OKMOOC/ Group items tagged module 1

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
rushdsowell

http://aisel.aisnet.org/cgi/viewcontent.cgi?article=3055&context=cais&sei-redir=1&refer... - 0 views

aisel.aisnet.org/...viewcontent.cgi

module1

shared by rushdsowell on 06 Sep 14 - No Cached
  • rushdsowell on 06 Sep 14
     
    A paper that gives an introduction or tutorial to the Free/Open Source Software. Relevant to our discussion for module 1 are part II and III. Part II gave a brief history for such a movement. Part III explained in brief four components of F/OSS: the license (yes even something open needs a license), the community, the development process and only lastly is the software itself
leonardoescalera

Right to be forgotten and Copyright - 10 views

Es indispensable el reconocimiento al derecho de olvido, pese a politicas de privacidad

open access publishing privacy module3 module4

started by juansandoval on 05 Oct 14 3 follow-ups, last by leonardoescalera on 06 Oct 14
mbittman liked it
clagvel67

Module9 - 0 views

www.facebook.com/...10152571384319231

Module9 Module10

shared by clagvel67 on 18 Nov 14 - No Cached
  • clagvel67 on 18 Nov 14
     
    resolución de problemas
hednhart

Open Knowledge Changing the Global Course of Learning: Course Readings and Resources - ... - 5 views

docs.google.com/...edit

okmook oer open resources readings module

shared by hednhart on 23 Nov 14 - No Cached
  • hednhart on 23 Nov 14
     
    Here is a list of the core readings and additional resources for each module from the Open Knowledge Changing the Global Course of Learning MOOC--a partial textbook for the course.
  • ...2 more comments...
  • ibudule on 23 Nov 14
     
    Thank you for sharing.
  • erikitaymarijo on 25 Nov 14
     
    Gracias por compartirlo, lo he consultado y ha sido realmente enriquecedor.
  • zimbron21 on 25 Nov 14
  • aleksandraxhamo on 25 Nov 14
     
    thanks for sharing this
Kim Baker

The use of indigenous knowledge in development: problems and challenges - 4 views

eprints.gla.ac.uk/...JBriggs_eprint1094.pdf

open access module1 indigenous knowledge

shared by Kim Baker on 04 Sep 14 - No Cached
  • Kim Baker on 04 Sep 14
     
    I liked this article on the tension between indigenous knowledge, which wants to be closed and contained, and open knowledge which wants to be freely accessible to all. It highlights the need to find a balancing middle path between the two trajectories. This issue speaks to the sources found in Additional resources in Module 1.
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.
daniellew31

Is the 1% Rule Still Relevant? - 3 views

www.kevinspidel.com/one-percent-rule

module3 participatory-media

shared by daniellew31 on 15 Sep 14 - No Cached
cuptlib, ilanab, and chuckicks liked it
  • daniellew31 on 15 Sep 14
     
    Participatory media may still have a ways to go if the 1% rule is correct. That rules says that the consumption of online media runs along these lines 90% passive consumers, 9% participants; 1% initiators. This article provides three takes on the accuracy and relevancy of the 1% rule and provides a long list of resources to learn more.
  • Ad Huikeshoven on 16 Sep 14
     
    As a rough guide this will apply to OKMOOC students as well. Two of the course instructors will be the most active on the Google+ group, Twitter and Diigo. The big question is not who will be the top creator in the class, but who can effectively transform ideas gained and relations builded in new productive and profitable off line activities. Studies show that out of 100 MOOC students eventually 2 will finish the course with credit.
Alefiyah Shikari

A (My)Space of One's Own: On Privacy and Online Social Networks - 2 views

scholarlycommons.law.northwestern.edu/...viewcontent.cgi

module1 open access MOOC

shared by Alefiyah Shikari on 04 Sep 14 - No Cached
  • Alefiyah Shikari on 04 Sep 14
     
    This article relates to Module 1 and the lack of online privacy that we have with the increase of social media. This also affects intellectual property, and nothing is ever concealed or anonymous.
Scott Jeffers

Big Data, Social Networks, and following current events - 1 views

fcw.com/...ig-data-boston-bomb-probe.aspx

module2

shared by Scott Jeffers on 10 Sep 14 - No Cached
  • Scott Jeffers on 10 Sep 14
     
    This is old, but still relevant to the discussion of module2. Twitter made a big difference in tracking down the suspects of the Boston bombing.
Ad Huikeshoven

Types and qualities of knowledge - 3 views

doc.utwente.nl/...types.pdf

module5 knowledge learning

shared by Ad Huikeshoven on 03 Oct 14 - No Cached
  • Ad Huikeshoven on 03 Oct 14
     
    Knowledge, taken as a synonym for learning, and its properties in a matrix of types and qualities. Another resource I found while evaluating the John Willinsky video in module 5. You can find properties, if you look for them.
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.
casscreighton

Aboriginal Writers on the Significance of Space, Sense of Place and Connection to Country - 4 views

www.macquariepenanthology.com.au/...dingheissaboriginalwriters.pdf

Module1 indigenous learning

shared by casscreighton on 07 Sep 14 - No Cached
  • casscreighton on 07 Sep 14
     
    An interesting piece thinking about indigenous learning in a modern context.
  • johnwillinsky on 10 Sep 14
     
    Great tie in with the RIck Hill video in Module 1. Indigenous learning teaches us about the connectedness that stands in contrast to this MOOC even as we seek it in different forms through this sort of sharing and commenting and "liking."
Kim Baker

The Economics of Access to Literature and Information - 10 views

eprints.rclis.org/...literature_and_information.pdf

module4 economics of access open access module6

shared by Kim Baker on 26 Sep 14 - No Cached
  • Kim Baker on 26 Sep 14
     
    I presented this paper to a conference in South Africa in 2005, and it was described as "too radical" by the top leaders in libraries in South Africa who attended. :) So am rather happy that my vague perceptions and musings about the emerging trends have been vindicated today. "This paper will focus on another aspect that is integrally linked to the ability to access literature and information - that of cost and economics. Both the broader macroeconomic context and the more focused microeconomic (South African) environment will be referred to. We will examine the assumption that the economic development of a nation is linked to the ability to access information and test whether this is a valid assumption. From there, we will take a brief look at the issue of the cost of books, specifically in South Africa. The advent of the electronic revolution and the many paradigm shifts that the Internet and electronic media have initiated and the effects on the publishing industry, will be outlined. We will explore the "information as commodity" paradigm and briefly look at the related Copyright and Intellectual Property developments before weaving these seemingly disparate threads together to form a picture of innovative solutions that have arisen in response to the information access crisis in South Africa. These solutions have arisen from the popular notion that information should be freely available for societal good, rather than commodified. Finally, we will ponder the effect that these solutions may have on the traditional book publishing industry in South Africa."
  • ...5 more comments...
  • aleksandraxhamo on 26 Sep 14
     
    Very interesting and argumentative paper. Thank you!
  • Kim Baker on 26 Sep 14
     
    You are welcome, and thank you for the comment. :)
  • salma1504 on 27 Sep 14
     
    It is very good thank you
  • robert morris on 28 Sep 14
     
    Excellent - on top of the game. It`s exactly what`s happening all over the world. Limit access, knowledge and perspective and control thought.
  • ilanab on 28 Sep 14
     
    Congratulations Kim, on a well-written paper, which I find particularly relevant. Thank you for sharing.
  • Kim Baker on 01 Oct 14
     
    Thank you all, very much, it is quite a new experience for me to have the paper well received. :)
  • embioptera on 10 Nov 14
     
    Thank you for sharing this. I really appreciated the non-North American context. I grew up in the States, and am working on my Master's degree in Canada, so it's really easy to get caught up in always looking at these issues from the North American point of view. Seeing papers like this really help to confirm how global these issues are, and cement their importance in my mind.
janetw_suiching

The Virtual Revolution - The Cost of Free 1 - YouTube - 1 views

www.youtube.com/watch

Module2 Module3 open access MOOC privacy cost free virtual revolution

shared by janetw_suiching on 15 Oct 14 - No Cached
noveltynotion and azhar_ka liked it
  • janetw_suiching on 15 Oct 14
     
    Free vs. Privacy - Open Access comes with pros and  cons
  • noveltynotion on 31 Oct 14
     
    Thanks for posting.
Alexandra Finch

Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Cla... - 0 views

cjlt.csj.ualberta.ca.proxy.lib.sfu.ca/...299

knowledge information overload module10

shared by Alexandra Finch on 28 Nov 14 - No Cached
ben_weir_ liked it
  • Alexandra Finch on 28 Nov 14
     
    Kay, R., Lauriclla, S. (2011). Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis. Canadian Journal of Learning and Technology. 37:1
  • Alexandra Finch on 28 Nov 14
     
    a. Laptops and mobile devices are ubiquitous in todays classrooms as students are digital natives. Because of decreasing prices of technology over the past few decades, an overwhelming majority of the university students surveyed own a laptop (87%). Because of this quick onset of technological adoption, culture has lagged, in terms of re-defining the social institutions that such mobile and computer technologies affect. According to this analysis, students feel that the use of a laptop helps in aiding studies, is useful for gathering course and supplementary materials and engaging in peer collaboration. Several challenges have been noted: communication based challenges, relating to social media, email and messaging services; and entertainment based challenges, relating to media consumption. These challenges serve as potential sources of distraction for the student using the technology and others. In their findings, 16% of students reported being distracted by pornography during class, on their own or others' computer screens, which ranked higher than computer games, at 1%. The authors conclude that the benefits of laptop use in class outweigh the challenges 2:1. Possibly, if the functionality of student laptops are integrated into course curriculum further, students can benefit from further peer collaboration, increased academic benefit and decreased distractions.
Julia Echeverría

Hackers pull off 'world's biggest' data heist - 0 views

www.bbc.com/...iggest-data-heist_a-1-161.html

module4 mooc open access knowledge

shared by Julia Echeverría on 26 Sep 14 - No Cached
  • Julia Echeverría on 26 Sep 14
     
    Hi, there I think that we must talk about this issue, is very important to know more about it. Russian hackers have pulled off what is possibly the largest cyber security breach in history, stealing 1.2 billion usernames and passwords and more than 500 million email addresses, security experts say. More than 420,000 websites, including large, well-known sites as well as smaller companies, were targeted by a cybercrime ring dubbed Cybervor.
Kevin Stranack

Stardust@home - Wikipedia, the free encyclopedia - 1 views

en.wikipedia.org/...Stardust%40home

module3 citizen science

shared by Kevin Stranack on 14 Aug 14 - No Cached
  • Kevin Stranack on 14 Aug 14
     
    "Stardust@home is a citizen science project that encourages volunteers to search images for tiny interstellar dust impacts. The project began providing data for analysis on August 1, 2006."
Ibraghimova Irina

social media use in health care - 1 views

Grajales III FJ, Sheps S, Ho K, Novak-Lauscher H, Eysenbach G. Social Media: A Review and Tutorial of Applications in Medicine and Health Care J Med Internet Res 2014;16(2):e13 http://www.jmir.org/...

privacy Module2 digital identity

started by Ibraghimova Irina on 12 Sep 14 no follow-up yet
1 - 20 of 95 Next › Last »
Showing 20▼ items per page