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Considering digital identities, here's an interesting article over a new form of data privacy: our health. As health devices (i.e. smart watches) become more available and mainstream we should consider what type of data we want 'floating' around the internet such as our weights/BMIs or whatever other personal information the health device may obtain. This is one issue that the increase in technology and social communication has brought to us (not entirely a bad thing)…more personal data becoming easily accessible for advertisers. "This week, Apple has updated its privacy policy to try and ensure that developers don't market personal healthcare data to advertisers and brokers. The company is betting big on its new HealthKit platform, part of iOS 8. It gives developers a set of APIs to share their apps' data with Apple's […]"

¿Te consideras delincuente por compartir un artículo académico, una tesis o cualquier tipo de conocimiento dentro de tu área de investigación, sin fines de lucro y citando adecuadamente a su autor? Pues la ley sí cree que eres delincuente, al menos en Colombia.

This site opens more doors to using social media tools and explains what they are and how you can connect using the various tools. These tools are making history by showing us new ways to publish our own work(s).

Research by the African Copyright and Access to Knowledge (ACA2K) project thoroughly covers the issues related to copyright and access to learning resources in higher education in 8 African countries, namely Egypt, Ghana, Kenya, Morocco, Mozambique, Senegal, South Africa and Uganda. For each country, the authors give the background setting, an analysis and critical evaluation of the legal doctrine and inter-relationships, a qualitative assessment and then draw conclusions and make recommendations for improvements to be undertaken to improve the status quo of these challenges. It's acknowledged that much more research is still needed. This book is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike license.

En febrero de 2014 la Comisión Europea aprueba el proyecto ECO, donde un consorcio de 20 universidades y empresas europeas de 7 países diferentes se unieron para desarrollar un innovador programa de acreditación dirigido a profesores y profesoras. El objetivo es mostrar las estrategias de e-learning mediante cursos MOOC (Masivos, Abiertos y Online) de sólo 8 semanas de duración.

Peter Suber is Director of the Office for Scholarly Communication Office at Harvard, Director of the Harvard Open Access Project, a Faculty Fellow at the Berkman Center for Internet & Society, and Senior Researcher at SPARC (Scholarly Publishing and Academic Resources Coalition). He is widely considered the de facto leader of the worldwide open access movement.

Algunos datos recientes sobre academia y acceso abierto/some recent figures about academy and open access (http://firstmonday.org/ojs/index.php/fm/article/view/4370) "Today, there are more than 9,000 fully open access, scholarly peer-reviewed journals listed in the Directory of Open Access Journals (DOAJ), and the DOAJ's net growth is a fairly consistent three-four titles per day. There are over 2,000 open access repositories listed in the Directory of Open Access Repositories (OpenDOAR). A cross-search of open access repositories using the Bielefeld Academic Search Engine encompasses over 40 million documents, a number that is growing by the millions every quarter (Morrison, 2005-). The producers of academic journal are the same that consume such journals: "Returning to the topic of academic library budgets as the primary support for scholarly journals, Michael Mabe (2011), CEO of the International Association of Scientific, Technical and Medical Publishers (STM), recently affirmed that about 80-90 percent of the US$8 billion in revenue that goes to producers of the world's peer-reviewed scholarly journals comes from library subscriptions, as reported by Ware and Mabe [4]. Ware and Mabe's analysis is based in part on research by the Research Information Network (2008), which found that journals publishing revenues are generated primarily from academic library subscriptions (68-75 percent of the total revenue), followed by corporate subscriptions (15-17 percent), advertising (four percent), membership fees and personal subscriptions (three percent), and various author-side payments (three percent)."

Thank you very much for sharing.

BC Open Textbooks is an initiative started by the province of British Columbia in Canada. It is open textbooks adapted and created by BC faculty. It's difficult to tell which texts are complete and ready for use as Tony Bates incomplete text that I created another post about appears on the same page with complete texts (eg Chemistry, Biology Geography.) All the texts can be modified through Creative Commons licensing. This project has been creating concern for publishers who stand to loose business in BC and other provinces if the texts get adopted outside of BC. Initially, the project was focused on creating "a collection of open textbooks aligned with the top 40 highest-enrolled subject areas in the province. A second phase was announced in the spring of 2014 to add 20 textbooks targeting trades and skills training." Initially they looked for existing Creative Commons books they could adapt and they adapted 8 textbooks. From inception to fall 2014, 2244 students have used their open texts for a savings of $353,000 or $157 per student. The aim is to reach 200,000 students annually so they are at .6% and save each $900-$1500/year, still quite a way to go. Wondering how much this project is costing taxpayers, I googled and found this article http://www.ousa.ca/2013/04/24/textbooks/ which claims $600k-$1m/year. So the government has spent $1.2 - $2 million to save students $350k over the past two years. Still a long way to go to break even. In summary, 65 texts published, 45 adoptions, 2244 student users, for a savings of $353k to date. If this was a traditional textbook publishing company, they'd soon be out of business if they weren't already.

Thank for sharing, I believe that the conclusions that this article leaves us are not surprising, although yes very interesting. "Recently, the Babson Survey Research Group and Pearson conducted a survey of nearly 8,000 faculty members in higher education to find out more about how faculty are using social media. While we often post infographics showing trends or results from specific studies here at Edudemic, I found the results of this survey particularly interesting - perhaps because they were so different from what I expected." Julia Echeverria

You are so, so lucky. Here in South Africa, we are regressing, not even looking at online textbooks, but trying to reduce textbooks to only one per subject. The textbook crisis: http://mg.co.za/article/2013-08-23-00-south-africas-hidden-textbook-crisis and the regressive "solution" http://mg.co.za/article/2014-10-10-single-textbook-option-slammed. It is very frustrating for me, knowing all the possibilities, but not having any agency to get through to the authorities here.Llibraries are also failing horribly in advocating for the solutions that ARE available.

In this 2009 bulletin, Leslie Chan discusses the growing inequalities in access to publications. A striking example he mentions is that of a doctor in Africa who makes a decision to alter a HIV programme based on an abstract. It's interesting to think about the strides we have taken to bridge inequalities in access in the past five years. It seems that though some gaps in access have been addressed, there are still obstacles to be overcome. Another point to be addressed is not only allowing access to information published by developed nations to reach those who cannot afford it, but also hearing the results of research and findings of institutions in the developing world.

Aaron Hillel Swartz (8 de noviembre de 1986, Chicago - 11 de enero de 2013, Nueva York)1 fue un programador, escritor y activista de Internet. Recibió atención de los medios después de la recolección de artículos de revistas académicas JSTOR. Fue cofundador de Reddit y Demand Progress, y previamente cofundó la Progressive Change Campaign Committee. Asimismo fue director técnico de Open Library.2 También se centró en la sociología, la conciencia cívica y el activismo. En 2010 fue miembro del Centro de Ética de la Universidad de Harvard. Cofundó el grupo Progreso demanda en línea (conocido por su campaña en contra de SOPA)3 y más tarde trabajó con Rootstrikers grupo activista internacional y de EE.UU. y Avaaz. En junio de 2013, Swartz fue incluido póstumamente en el Salón de la Fama de Internet.4 5

Article about how a resource such as twitter can drive classroom learning going forward.

This is an area I'd like to tune up for myself and learning communities that I work with. Twitter's potential seems huge and not yet well utilized (in my networks) for closing the gap between sharing information and building relational solutions that move insight into action.

The reason I really like using Twitter for education is that it fits so well with constructivism. Like other social media, Twitter blurs the line between content creators and consumers, making interactions inherently collaborative; and more than that, the short character limit ensures that these interactions remain a dialogue rather than long-form conversations that frustrate sharing. I think suggestions like this article makes are also important beyond Twitter, because-let's be honest-it won't remain the dominant form of social media forever. Like we've talked about throughout the course, we need to be sure that technology doesn't drive change and that we don't simply adopt technologies because of their vogue; but whatever tools we end up using absolutely need to become more open and collaborative, or we risk losing student engagement and, ultimately, students themselves.

Open Educational Resources‬‏ - بحث Google‏

Amazing resources, go and check them out! Here is the link for European Archive in Amsterdam (was founded in 2004, search available in 8!! languages) http://www.europarchive.org In 2010 founded as Internet Memory Foundation (search available in French and English only) http://internetmemory.org/en

Schlitz M, Vieten C, Miller E. Journal of Consciousness Studies. 2010 July-Aug;17(7-8):18-36. "In this paper, we examine how increasing understanding and explicit awareness of social consciousness can develop through transformations in worldview." In order to develop a participatory culture which allows for participation by people from different cultural, educational and political backgrounds to the dominant Western culture in the digital domain, it is argued that Worldview Literacy needs to be cultivated, and tolerance learned for different worldviews. This would facilitate participation by all, and prevent the silencing and exclusion from agency of those from different backgrounds.