Group items tagged

Clay Shirky's look at the current Amazon/Publisher wars: "The legacy system is mainly characterized by a refusal to deal in small-batch authorship, a model that made sense when the unit price of a book was any number above zero, but makes no sense today. If ten million people think something is dreck, and fifty people like it, those fifty should get what they want."

Amazon-Hachette war & Orwell: http://www.idealog.com/blog/amazon-channels-orwell-latest-blast/

Does Amazon kill a revenue channel for open access monographs? https://www.martineve.com/2014/09/03/does-amazon-kill-a-revenue-channel-for-open-access-monographs/

This weeks module 4 in the Stanford Online course OpenKnowledge: Changing the Global Course of Learning is not only about copyleft and economics of open, but also about Open Education. Just this week President Obama highlights Open Education in a speech to U.N. and updates the U.S. The course requires to seek, sense and share resources, and bookmark them at Diigo. I have found a range of resources about Open Education and Open Educational Resources from the Netherlands. Those are listed below, including a couple of other links. At least there is written a lot about OE&OER in the Netherlands.

Back to face-to-face encounters: In an era where people flock to Facebook to find friends or communicate solely via text, a growing niche of entrepreneurs is building businesses that help people meet the old-fashioned way: in person. As digital connections have blossomed, so too has a sense of loneliness among some users.

An online course by David Wiley covering a wide range of topics within open education and open knowledge in the wider sense.

Opened in a broader sense knowledge and a broad range of topics is something wonderful for those wanting to learn more and more from anywhere in the world!

Una manera diferente de ver la Educación, muy interesante.

"Like many millennials today, Yale classmates Henry Luce and Briton Hadden left their jobs to create a startup. They found newspapers dry, longwinded and boring and thought they could do better by presenting stories in a faster paced, more personality centered format. In 1923 they launched Time magazine and it became a runaway success."

"The greatest challenge for publishers today is to create new business models. Unfortunately, most haven't even begun the process due to misplaced nostalgia for distribution revenue. In that sense, paywalls represent the greatest threat to old-line publishers."

And also due to the inherent feature of every human being of being resistant to changes. And all of that without taking into account some economical interests.

Similar to Twitter, a good way to reach "a common intellectual enagagement with material" can be achieved by bonding and sharing personal aspects of life with students without intimacy. There is an art to maintaining this balance.

Seek, sense and share. I have found 'assorted stuff'. A blog by Tim SI tahmer, expert in instructional technology. This guy seems to know stuff about internet and other digital things. I found him on Twitter, https://twitter.com/timstahmer, but haven't spot him here in the Diigo group.

Seek, sense, share. David Young is a co-student in this course. David is from Zimbabwe. He is coach, mentor and the MOOC leader and expert in his country. He posts also on G+ https://plus.google.com/+DaveYoungcoachandmentor/posts and DaveAlex in the course discussion forum https://class.stanford.edu/courses/Education/OpenKnowledge/Fall2014/discussion/forum/undefined/threads/54130a0a03ff2271720000de. He brings a life long professional experience to our class.

While attending another work-related webinar, I heard about this web site and thought about this class. On the surface, this site looks like a portal to many, many other image and video repositories about the history and geography of the United States. Many are contributed by local public libraries, museums, archives, and historical societies. What caught my attention and connect to this course is that all the metadata of the repositories are open access, so that developers can take advantages of the metadata and create additional apps. In this sense, this site becomes a platform. The contents from the various repositories have different degrees of rights and restrictions for reuse, some are under CC, some are protected by copyright, but the metadata is all open!

I can´t acces the Harold Jarcher's site [jarcher.com], [ :( so upset!!!] but i found a review of his PKM at this URL.

"In a plan to scan all of its publications to the cloud, the National Library of Norway is digitalizing its books, and it and plans to make them all freely available to users with a Norwegian IP address. The library plans to have the project completed in about 15 to 20 years."

This is such a great initiative! And it falls under common sense, why would the documents obtained by legal deposit not be available for all the population of a country? Seeing my own country, Canada, reducing the acquisitions under legal deposit while others makes it more visible and accessible makes me want to weep.

Watch Jo introduce YouCubed We will feature short, high quality video ideas, featuring Jo & friends. Watch to learn about ways to build self-confident, math-loving children and students. *** One of my favorite resources; although, I'm still trying to figure out "open access" (or not). As CCSS evolves, it is great to see research that is purposeful and linked to classroom practice - teachers can use it and make sense of it - direct impact in classrooms.

I say it's about time. A family member of mine studied on the East Coast USA and tuition was impossible. While I can't speak extensively for American schools, I can say that post-secondary education at established universities in Canada is expensive and the financial burden becomes a stressor, often effecting academic performance. It is accessible, yes. National and provincial student loans make it possible for almost anyone to obtain a post-secondary education. But does it make sense? Definitely not. The debt incurred by students is mortifying. What about a European model? Many schools around the globe offer free post-secondary educations. I recently visited New Mexico, where if you stay within the state after high school graduation you enter a lottery to go to university for free. Every entree into the lottery is awarded sufficient funds to make a post-secondary career in the state of New Mexico feasible. My question about this article is about how "low income" is determined. There are a lot of factors that can play into one's financial needs that sometimes aren't on paper.

The issue of subjectivity in peer reviewing an open access journal article where the name of the author is disclosed.

What I appreciated most about Costa's account of her first time experiences with an open peer review where author/reviewer are known to one other is that the changes it invoked in her behavior ought to have been possible in under traditional peer review. There is another article in the Diigo, Is Social Media Saving Science?, where I discuss this a bit, but what Costa's comment highlight is that traditional peer review processes are partially problematic simply because we've become too comfortable with the process, enabling us to take shortcuts. That is, we know what our responsibilities and duties are to one another as peers, but we are not fulfilling them because there are not external pressures. I agree with Costa's insights. Simultaneously, I find it concerning that there is a need for "peer pressure," in a sense, for us to fulfill our responsibilities. It makes me question how we can change our practices in a way that make us actually want to do our best, regardless of external pressures. For me, this raises very big picture questions regarding how we can change the meaning of work so that it doesn't invoke us to cut corners because we are not wholly invested and/or enjoying how we are spending our time.

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.

An interesting piece thinking about indigenous learning in a modern context.

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."