Group items tagged

"Educational standards limit the consciousness towards which critical pedagogy aims. Yet, those committed to developing critical digital pedagogies need to pay attention to standards anyway. Specifically, critical digital pedagogues at all levels of education must familiarize themselves with standards regarding Information and Communications Technology (ICT) literacy"

Citizen Cyberlab's repository of online resources on citizen science: a collection of over 500 references concerning education, crowdsourcing, participation and much more!

It is a pity that most of these papers are not open, not free...

Description: "This post discusses some of the tensions that exist between the increasing effort to enforce Intellectual Property Rights and the impact of the Internet." "It suggests that Internet users and IP owners are not fully reconciled on the impact of the Internet on IP. IP owners are often eager for the support of users in promoting their products, ideas, services online, still want to have almost exclusive control of how those activities are conducted, which often and inherently undermines the desire (and opportunity) to share. Hence although a mutually beneficial relationship between IP and IT can exist, there are still a number adjustments that ought to be made to better accommodate the changing paradigm that is occurring due to the Internet."

this blog celebrates my 18+ years as an Information Professional, precisely as a Documentalist. the blog will touch on this and that regarding the often misconstrued LIS/RAM world, sharing my personal and professional experiences. the blog will also have a strong bias towards manipulation of ICTs and LIS/RAM and will be very interactive and your input will be most welcome...

Publishing has transited from traditional to Electronic format making information resources available to users without much subscription. E-publishing is engendered by the introduction of information and communication technology (ICT), this development has brought about increase in the number of scholarly communication in circulation. The awareness and rate of e-publishing differs among faculties, it based on this that this study was carried out to survey the situation of e-publishing and open access of librarians in three federal universities in Southern Nigeria, five research questions were formulated to guide the study. The methodology adopted is descriptive survey, questionnaire was given to a total population of 64 librarians consisting of librarians from the institutions understudy, the data collected from the study shows that though librarians are aware of e-publishing but they have not being publishing as should have been expected in University of Nigeria Nsukka (UNN) out of the 95% that aware of electronic publishing only 30% have published there articles electronically, in University of Lagos (UNILAG) 100% indicated that they have published electronically while in University of Benin (UNIBEN) 45.4% percent indicated yes while 54.5% said they have not published their articles electronically. On availability of open access it was discovered that they have access as a total of 84% from UNN responded Yes, UNILAG 100% said Yes while in UNIBEN 90.9%. The following problems based on their scoring militating against e-publishing and open access in Nigeria. Inadequate power supply; inadequate computer terminals; inadequate funding for subscription payment.

"Open data could add up to $3 trillion worth of economic activity per year worldwide, according to a study by McKinsey Consultants. But in the race to liberate thousands of data-sets from the government and business sectors, the African continent is seen as lagging behind. "

If there is any continent that needs Open Data most, it is Africa. African needs transparency and accountability, which are the core foundation of Open Data, to create meaningful change on the continent. But making data available and Open is just the initial stage of accomplishing something. The challenge here is how to ensure that the people of Africa have knowledge of the information and are ABLE to ACCESS the information. What use is information when still limited Internet access, scarce electricity, and other ICT infrastructure, including language barriers continue to act as roadblocks to accessing Open data? Wow!! Just when I finished this short posting, the light went off. Couldn't access the Internet. Everything is dead. I have being waiting 30mins, 1hr, 2hrs, 2hrs 45mins … and now its 4hrs and my laptop battery power is running down. ALAS!! Finally power is restored after 4hrs 49mins for me to make my post. You feel me? This is not the exception, and this is not a coincidence but the norm

OER-Brazil project The Brazilian Project on Open Educational Resources: Challenges and Prospects (Project REA.br) began in 2008 with the visit of an international delegation to the Ministry of Education and conducting a series of awareness raising events in Sao Paulo and Brasilia. REA.br The project was founded by Carolina Rossini in 2008 and is one of the first projects in Brazil that tries to appropriate the reality and the prospects Brazilian international discussion of Open Educational Resources (OER) and Open Education. Has the support of a passionate community: the Community REA-Brazil. This community is made ​​up of educators, scientists, engineers, ICT professionals, journalists, lawyers and all those who believe in open education and open educational resources. In Brazil, the project has partnerships or receives institutional support from Educadigital Institute, the School of Law of the Getulio Vargas Foundation in São Paulo, UNESCO, among others. Internationally, the project is funded by the Open Society Foundationse has partnered with several projects and focused on Open Educational Resources initiatives. Meet the REA initiatives in Brazil.

Why do peers help peers to share and co-produce knowledge? Research suggests that there is a whole set of motivations that makes people share their knowledge, a mixture between altruistic and self-serving motives

I agree that the 14 reasons what makes people share knowledge. great learning to share and great sharing to learn. reciprocating just like teaching and learning vis a vis learning with teaching.

Learning modes and principles of open, commons-based peer-production therefor have the potential to provide the "gold standard" of enhancing future skills, competencies, connections, capacities of people and their organisations on a global scale. In short: peer-to-peer learning around open, commons-based peer-production is a game changer in international development cooperation.