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The Open Education is one of the most discussed topics on education internationally today. Can be defined as open education practices that characterize the opening of access to knowledge, ways of learning, learning technologies, educational systems, models of educational management, leadership and certification. Integral part of the Open Education are OER (Open Educational Resources), materials of teaching, learning and research, in any format or media, licensed to allow their reuse, adaptation and sharing by others. Since 2006 ABED disseminates OER and Open Education. Prof. Fredric Litto in 2006 wrote about open content and in 2009, the publication of the book 'Distance Education: State of the Art vol.1', ABED - Pearson Education, which won the Premio Tortoise brought the seventh of chapters on concept of openness in ODL open University of Brazil, REA, learning through virtual and digital libraries and digital repositories and virtual, written by Andreia inamorato dos Santos, Ronaldo Mota, Fredric Litto, Ana Paula Leite de Camargo and Ana Cristina Birth , respectively. Since then, in Brazil, have sprouted traces of a theme that would be provided shortly international prominence - Open Education. To expand the discussion of the topic in Brazil and international trends, ABED creates workgroup ABED OPEN. Coordinator for the group, ABED invited Dr. Andreia inamorato, international researcher in the field of open education, OER and ODL. "The group intends to involve the participation of teachers of basic and higher education, researchers, students, educational administrators, publishers, departments of education, nonprofits and private institutions," says Andrea. "The goal is to have the collective and representative participation of various social actors to be a working group with legitimacy, representativeness and goals, and can promote discussions on educational priorities in Brazil with respect to open education", says the researcher.

Publicado el 7/5/2012 This is a brief overview of several Open Peer Review Models, including ETAI, Nature, ACP, PLoS One and EJCBS. It is recorded based on a Prezi Presentation first developed for Open Access Week 2011 at UBC.

I found this presentation, in particular the visual representations, to be very useful in understanding just how diverse open peer review models can be. Several things stuck out to me throughout the presentation. First, I was surprised that many of the open peer review models either maintained anonymity of the reviewers or self-identification was optional. For example, PLOSone and the Atmospheric Chemistry and Physics journals did not require self-identification. This raises a tension for me in that it does enable more people to participate in the publishing/review process, but it still inherently indicates context does not matter, which is something I disagree with. That is, if, for example, a paper is on student-faculty partnerships or feminism, it seems to me that crucial insights pertain to the particularities of the people reviewing an article. The other aspect that stuck out to me was how crucial it is for a journal to be intentional about implementing, integrating, and valuing an open peer review process. The Nature experiment is a good example of this. While I am sure they spent a great deal of time figuring out how to construct and enable an open peer review process, it was not necessarily emphasized as important by the journal nor well integrated into people's current practice. In contrast, the ETAI did this by permanently archiving the peer comments rather than deleting them unannounced, and editors also sent notifications to people that articles were ready rather than assuming people would seek out articles themselves.

The AGORA program, set up by the Food and Agriculture Organization of the UN (FAO) together with major publishers, enables developing countries to gain access to an outstanding digital library collection in the fields of food, agriculture, environmental science and related social sciences. AGORA provides a collection of more than 3500 key journals and 3300 books to 2500 institutions in 116 countries. AGORA is designed to enhance the scholarship of the many thousands of students, faculty and researchers in agriculture and life sciences in the developing world.

Thanks, the site is useful.

The year I graduated high school, the media was overrun with speculation about a new technology set to shake the foundation of the world. What was it? We weren't told, exactly. All we knew was that code name "IT" was so revolutionary that we would have to rebuild our cities from scratch.

It is interesting that whenever a new innovation is introduced, the current one is declared dead before its final time arrives. Books in whatever format are appealing to different audiences for various reasons. To think that the introduction of e-books was going to lead to a declaration of war on printed books is laughable. Books will be with us for as long as we are still in this world. Does format matter? only time will tell.

Long back Lancaster wrote about paperless society but still we are heavily depending on paper only. Technology has fast evolved. First we talked about e-libraries then virtual libraries and now contemplating cloud based libraries. Many technologies have come and gone but paper is still ubiquitous.

"When you're reading for information, you should ALWAYS jump ahead, skip around, and use every available strategy to discover, then to understand, and finally to remember what the writer has to say. This is how you'll get the most out of a book in the smallest amount of time." This has been a very useful article for me. After reading this the first time I found that every thing that I did when I was reading was the opposite of what I "should" be doing according to this article. I treated all the definitions, table, and sections that were highlighted as if they were advertisements and just ignored them. This was a very useful article in helping me get back on track when it came to learning how to study in an academic environment, and I was very happy to get new and better skills from it as well.

Muy útil para todos, gracias.

Thanks for sharing! Great refresher and reminder on how to read (esp. for a communications student where reading and writing is essential!)

"Project Information Literacy (PIL) is a large-scale, national study about early adults and their research habits, conducted in partnership with the University of Washington's iSchool." This website contains a wealth of knowledge about the literacy habits of students making the transition into university. In particular, check out the "publications" tab for some of the project's preliminary results, and both published and news articles on the topic. The site also contains links to other relevant resources on the same topic (in the "Practical PIL" tab).

I reviewed some of the videos for the PIL and was delighted by their message. Thanks for sharing. I wish I'd had known about this, or maybe that it had existed when I was making the transition.

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

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

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.

Module 9

Young, K. (2004). Internet Addiction: A new Clinical Phenomenon and Its Consequences. American Behavioral Scientist. 48:402

a. Although this is a psychology article, it poses an important concern over the rise of internet addiction in connected populations. This article is relevant to this course, as it relates to the notion of critical consumption; some users are unable to filter information effectively, which should be recognized as a concern. Young states many statistics from educators and researchers discounting internet use in the classroom as it is far too distracting and the loss of productivity (in both students and the workforce) is immense.

Some might argue that this article shows the downside of connected learning and e-resources, however this is not the case. Certain web activities mentioned in the paper such as chat rooms, social media, and video games are not the focus of this course. Open Knowledge deals with the light side of the internet, which is the interconnectivity, the accelerated learning, and the ability to publish ones own content. The internet can definitely be misused, but not every web activity is "junk food". If someone obsessively became a mathematician and ultimately ended up being the best mathematician in the world due to "addiction" people would call him or her a genius. The trick is to filter which content and activities one engages in.

"MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems."

Very interesting! Thanks. "MOOCs and MOOC-type courses have added a new dimension to the educational landscape by strengthening the non-formal educational space and providing opportunities to experiment with the disaggregated components of the educational experience"

After watching the Willinsky video, this hit home even more. I think the value of quality education is extremely important, and creating a "global village" of learning is still in its growing pains. Having a face-to-face instructor/professor/facilitator lets you ask the questions that pop to mind and being in a classroom setting allows an idea to flow and develop into other ideas. There are a lot of social media tools that are familiar to a lot of students living in a Western culture, but those social tools are not always available to developing countries; many do not have access to schools or even have a computer - as this article indicates, MOOCs are certainly a venue that opens learning opportunities for those who do not have access to learning in a formal environment, but may have access to the internet. What I particularly found interesting were the various MOOC categories - Gateway: MOOCs for prepping to get into higher learning; Research showcase: promote an institute's research areas; Professional skills: MOOCs for those who need to "upskill" or specialize…and there are others. The main reason for taking this course was to improve my knowledge of what social media is out there (MOOCs are part of it), how it is being used, and how useful is this "new" media is within the publishing realm. It is a challenge.

In this article, Newman states that smartphones are prominent on campus nowadays. According to the survey that he has mentioned in the article, there are 59% of Tam students own smartphones; and 61% of them think that smartphones do waste their time even though there are 81% of them think that smartphones have made their life easier. Thus is, although most of the smartphone users believe that smartphones do bring them lots of convenience in life, most of them also agrees that smartphone are wasting their time in life especially in users always spend too much time on the smartphone apps and some of them think that smartphones have put a hindrance to human communication as it mentions in the article that "smartphones put a wall between people and the emotions they have". I feel like using smartphone is kinda of a trend in university right now. People can use their phone to search, download and read articles through the phone. Finding a balance with yourself and technoloy is important, however finding a balance for the publisher and technology is also important as knowledge has been quite open access to people on the internet right now.

An excelent tool to engage students in class.