Group items tagged

Always useful to have a definition to work with. "A piece of data or content is open if anyone is free to use, reuse, and redistribute it - subject only, at most, to the requirement to attribute and/or share-alike."

The Open definition, formerly Open knowledge definition, mentioned by Wiley in "Defining 'Open'"

Great website. Everybody must read it and share it.

Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators. Today Open Knowledge and the Open Definition Advisory Council announced the release of version 2.0 of the Open Definition. The Definition âsets out principles that define openness in relation to data and content,â and is the baseline from which various public licenses are measured.

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.

A great resource on curating ideas created by Corinne Wiesgerber, a professor at St. Edwards University, for her communications class. Includes a slide-share with helpful definition of curation. You can follow Corinne on Twitter: @corinnew.

Thanks for sharing this! I particularly like the emphasis on using social search in addition to a standard google search. Thoughtful curation is a critical part of effect learning networks.

A great article clarifying the definitions of indigenous knowledge and traditional knowledge

"Citizen science in seconds" will take you through the best project examples, the history and present-day importance of citizen science. Quick & inspiring!

This is a really short, yet informative introductory video about citizen science - a really good resource to give to someone who has never heard of it, or does not have a clear idea of what citizen science really is. In two minutes it covers everything - from the idea behind it, to project examples and how to make citizen science work for you, and even historical background of the movement. It is definitely a good place to start if you are interested in learning more about any of these aspects of citizen science. As a fan of citizen science AND public understanding of science, I would definitely recommend to watch this video TO ANYONE. (For this particular reason I have also published it here: http://www.technology.org/2014/09/25/science-seconds-citizen-science/)

This article does a great job of defining digital literacy reflecting on the overlap between digital literacy and digital citizenship. "Digital literacy is the ability to interpret and design nuanced communication across fluid digital forms."

By: Matthew LeBar Massively Open Online Courses (MOOCs) are often described as the future of education - or at least a significant part of it. But there may be a significant problem with them: a very small proportion of students who start them actually finish. This poses a serious threat to their legitimacy.

This brings up the question of what it means to complete something? And why is it so important to us? And why 'productivity', a thing somebody defined ages ago, is so important to our humanity? .. or is it anymore?

Because I am taking a MOOC course but also on campus at University, I receive credits and grades where this is definitely one of the motivations for me to contribute. Although I agree that completion of the course is not essential to attain knowledge, what about our motivations to learn? And what about our incentives? Not saying MOOCs are not interesting nor helpful, I like MOOCs, but I think people like recognition too. I think to just receive the "statement of accomplishment" is not enough to prove efforts made within the course. However MOOCs are not as well developed at this stage, there definitely will be adjustments in the near future.

The guidelines provides a conceptual template to guide the creation of information literacy (IL) programs in academic and school libraries as well as public libraries. It is meant for the educators, librarians and information facilitators at the international level to help them to frame the IL efforts. In fact it is also of value to anyone who may need to start an IL program and would like a general conceptual framework. The document is divided into ten chapters that comprise the organizational spectrum of information literacy work, including a definition of concepts, a proposal for information literacy standards, a section on obtaining institutional commitment, the management of the learning process, including personnel development, educational theories, among other basic topics on how to implement the program, plus a list of key IL terms with their definitions, and a bibliography for further reading.

Thank you very much for sharing this document that even if not updated is still valid in its fundamental ideas and framework

The paper addresses the general concept of open knowledge and standards, and expounds terms and definitions related and contiguous with the liberalization of knowledge; such as open data, open access, free formulas, and free software licenses , In addition to listing some of the international experiences in many subjects covered by the paper

YouTube, Full Sail University, Published on Mar 12, 2014 "Technology has made it easier than ever to publish your own work. This Full Sail University panel discusses how to successfully self-publish your own work, and how to do it without getting lost in the sea of all of the other content that's out there." A panel of successful self-published authors talk about the flexibility of new technology within the publishing realm to sell books/music: formatting your work, business models, copyright , print on demand options, music aggregators,, marketing, worldwide distribution, etc.

The video length of one+ hour might seem a bit daunting at first, but I ended up watching most of it in one go - this is really an excellent and easy-to-follow overview of all the important aspects of self-publishing. (I was especially pleased that this video listens to well in the background, as opposed to most other videos that I find require more "involvement" and that do not fit well with a busy day schedule.) What is best about this is that it is all based on actual people experiences - successful self-published authors participating in the panel, and sharing their knowledge & tips in real-time. I was especially curious to find out about the marketing side of of self-publishing a book, and was pleased to discover quite a few helpful ideas and tips. As someone who is thinking about self-publishing soon, this has answered a lot of questions and definitely sparked confidence in the process as a whole. Thank you very much for sharing! Hopefully, this will help and encourage many more self-publishers to be.

Interesting video with ideas about Education.

Education is due for a change, beginning with training teachers to teach in new ways. Learning needs also vary, making it important for a teacher to be able to teach in a variety of ways to get knowledge across, e.g., math solutions may be achieved in several ways - one student may get it the first time while another may need a different explanation. Young people need to be encouraged to learn and know that learning will get them somewhere. Finding a teaching model that works for the majority is definitely a challenge - perhaps more than one or a combination of models?

This article by the Boston Consulting Group (BCG) is made up of 5 parts: Part 1: digital identity: a driver of growth, a consumer hazard or both Part 2: a definition of digital identity and how consumers really see it Part 3: the value of digital identity - for organizations and consumers Part 4: the megatrends of digital identity Part 5: a practitioner's guide to the future of digital identity but most striking part for me was at the beginning: when the article mentioned: data explosion is possible because of four reasons: social media boom; the internet of things; online data transactions; and digital service and media and the direction towards the economic value of the digital identity

Here's the correct link: http://www.libertyglobal.com/PDF/public-policy/The-Value-of-Our-Digital-Identity.pdf There's a "-" between public and policy :)

AMERICAN INTELLECTUAL PROPERTY LAW ASSOCIATIONAn Overview of Intellectual Property What is a Patent, a Trademark, and a Copyright? An Overview of Intellectual Property Our legal system provides certain rights and protections for owners of property. The kind of property that results from the fruits of mental labor is called intellectual property.

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.

Fairness of a test relates to fair use. One definition of fair use states that a common qualifying score may be used with two groups if the regression line based on one group does not systematically over- or under-predict criterion performance in the other.

More than just playing and making, be able to reflect after creating something new is what makes this new mode of learning different. One step further would then be "open to critiques", then learn from both peers and master. Seemly Brown also discussed a new "networked identity": based on what one has created and what others have then built on it. This is the idea of building new things from other existing things, but give credit to where credit is due. Provide one's creation or product openly so that others can remix/build something new based on this product. This would be how an ideal knowledge environment would grow and sustain.

A really like the sequence of events he mentioned at the beginning: Create, Reflect, Share. It is so simple yet can result in so much production! And of course, it all starts with imagination :)

Great video! It will be/ is becoming the new mode of learning. We collaborate to create an active knowledge environment. It's definitely a mode of open learning, which can benefit all of us.

Some of readings in module 2 made me thing of this radio report. It gives an interesting look at gamification in education, focusing on highschool and college levels. While they don't directing talk about open knowledge I think gamification is something important to consider and look at when thinking of alternative forms of education.

A good combination of game and education can definitely inspire more children to learn. So if wen can combine game and education, we may also be able to bring social media (i.e. Facebook, twitter) into our classroom, which could inspire university students to study.