Group items tagged

I have been working on the creation of an online collaborative design environment that encompasses many aspects of human behavior, technical tooling, and interactive process. I seek collaborators and partners. At this link are hundreds of interesting links to tools, processes, and concepts that lead us to healthier social solutions through collaborative design.

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.

This handbook discusses the legal, social and technical aspects of open data. Open data, especially open government data, is a tremendous resource that is yet to be tapped properly. It is targeted for civil servants, journalists, politicians, data professionals or anyone interested in open data. It can be used by anyone but is especially designed for those seeking to open up data. It discusses the why, what and how of open data - why to go open, what open is, and the how to 'open' data. This book explains the basic concepts of 'open data', especially in relation to government. It covers how open data creates value and can have a positive impact in many different areas. In addition to exploring the background, the handbook also provides concrete information on how to produce open data.

An alternative perspective on "openness".

The argument will be with us for a very long time. I think this is based on the side of the fence that one is sitting on. It is just like a case of what came first a chicken or an egg. The fact is Open has place to occupy in our learning space. The jury is still out there.

Thanks for sharing this well presented write up. Big question put forth is are we really getting the outcomes expected from the open society. Open vs. quality is a big issue. At times restricting access helps a great deal.

This video on youtube is about the Brazilian educator and philosopher Paulo Freire. It contemplates some of his ideas about education for our appreciation and critical reflection.

Since I'm Polish and I'm an Open Knowledge beginner, I was curious to know how is the concept approached in my language and this is what I found. Happy to share with other Polish-speakers.

"CAN 3D printing be subversive?" asks a voice in the creepiest Internet video you'll be likely to watch this month. It's a trailer for Defcad.com, a search engine for 3D-printable designs for things "institutions and industries have an interest in keeping from us," including "medical devices, drugs, goods, guns."

I've read in Japanese paper that Ricoh and Canon started producing and announced 3D printers. The market has been expanding. It used such as a design of dental work etc. I don't think it's matter of that "open source" is winning or not. It's been and will continue to utilize, but how to use it could be changing. Maybe more creative way, people may need to be smarter about how to analyze to SELECT right source before analyze the source of data, etc..

Interesting article but he couldn't really develop a cogent argument in a op-ed. However, "open is the new green" could be true. That's why I want to learn about 'open' now so I can be ahead and stay ahead of what happens to 'open' when it gets reduced, like 'the environment' did to 'green'.

"It is an irony of the digital age that at a time when we are used to having easy access to seemingly endless information and knowledge, so much of it is disappearing into a digital black hole. For 450 years the concept of legal deposit has helped to preserve the nation's intellectual record.| There is this aspect of disappearing data as well.

See my bookmark post 'Academic citation practices ...' for some geeky stuff on the reference / citation issues.

Jacynthe, you are welcome, and Phillip, many thanks!

Mooc is a sign and pioneer of open knowledge,but since it was born, it has had a bunch of problems. MOOC appeal to open access and open intellectual property, however, MOOC even has problem with their teacher who produce course in MOOC. Open is a good but ideal concept, but society needs time to change the logic and be more selfless to be open.

MOOC is licensed under Creative Common license.

If the University invested money in the project , they may feel they have aright to the MOOCs. Are MOOC, Profs and academics are very quick to use IP to avoid sharing their Knowledge.

The concept of student peer review has gained increased attention in higher education in recent years, in line with the growing focus on peer and collaborative learning (Falchikov, 2005; Van den Berg et al.; 2006). Peer review is a form of peer assessment that has been used for over three decades in a wide range of disciplines from Architecture to Computer Science to Music, just to name a few.

"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.

This article reviews the concept of "massive open online courses" (mooc) using a metaphor about archimedes and the psychological theory of "cognitive spark". We analyze mooc's history, evolution, types and different international experiences. after this review, we focus on the experience of the university of murcia (Spain) with four moocwithin the miríada-X project, founded by universia.

The paper is divided into two main sections. The first explores the central concepts of the ResIST project: the knowledge economy; inequalities; and science and technology policies. The second provides illustrations of the treatment of inequalities in S&T-related policies at three levels: national, European, and global.

Interesting open text book created by the Free Technology Academy that outlines the history, culture, and use of free software. "Free Software" is ambiguous in English and not the commonly used terminology. However, in Spanish and French it is possible to make a distinction between "Libre software" and "gratis" software. The authors argue that the term "open source" is too technical focused, while "libre software" better focuses on the rights of the users and community. Interesting and worth skimming for reference. Available in English, Spanish, Catalan, and Italian. Authors: Jesús M. González-Barahona, Joaquín Seoane Pascual, Gregorio Robles Coordinators: Jordi Mas Hernández, David Megías Jiménez Licenses: GNU Free Documentation License, Creative Commons Attribute ShareAlike License Information: 291 Pages; 3.2Mb Free software is increasing its presence in mainstream media and in debates among IT professionals, but it is still unknown for many people.

Introducción al software libre, en Español: http://ocw.uoc.edu/informatica-tecnologia-y-multimedia/introduccion-al-software-libre/materiales/view?set_language=es

Muy buenos aportes @koobreader

OASIS aims to provide an authoritative 'sourcebook' on Open Access, covering the concept, principles, advantages, approaches and means to achieving it. The site highlights developments and initiatives from around the world, with links to diverse additional resources and case studies. As such, it is a community-building as much as a resource-building exercise. Users are encouraged to share and download the resources provided, and to modify and customize them for local use. Open Access is evolving, and OASIS invites the growing world-wide community to take part in this exciting global movement.

The Knowledge Unlatched model depends on many libraries from around the world sharing the payment of a single Title Fee to a publisher, in return for a book being made available on a Creative Commons licence via OAPEN and HathiTrust as a fully downloadable PDF.

Great concept! This goes to show that Open Knowledge does not equate to free and giveaway. I love the blend of effectively using a crowd-funding model through libraries to ensure appropriate fees are paid to cover costs and compensate authors and publishers to enable open access under a CC license across a global library network. It would be interesting to see the follow up to this. I would think this approach would be useful for school libraries in a district or region to use this approach and effectively share the resources.

Interesting take on what will happen to the future of libraries and how information will be published and sold. It's important to realize that nothing comes free and that we should promote a business model that benefits content-producers as well as consumers.

8 elements of digital literacy This video has merit despite the some of the distractions which divert the viewers' attention from the valuable content. Belshaw's introduction of his topic and objectives are clearly identified when he's in the street, he then walks into a building (at an accelerated time speed), sits down to describes the difference between the traditional mode of literacy found in print and books to that of digital media e.g. smart phones. This works well until he's suddenly in a railway station and later back in the street with all the commotion linked to these settings. This makes it very difficult to hear what is being said. However, his re-cap of at the end is helpful. Although reading and writing is necessary in both traditional and digital milieus, this is in figurative sense with the digital setting. There are numerous definitions for digital literacy (DL), but he describes digital literacy as being "a social linguist construct" rather than an intellectual concept. He describes an intersection between information and digital literacy. DL is divided into 8 elements: Cultural, Cognitive, Constructive, Communicative, Confident, Creative, Critical and Civic. The order of importance of the elements is dependent on the context in which the DL is found. There is no one correct choice as geography and networks have an impact.