Group items tagged

open-glam is a discussion list of the Open Knowledge Forum for those interested inbopen data and open content in the cultural heritage field.

"Thanks to the proliferation of mobile apps and advances in online crowdsourcing platforms, non-professionals are helping researchers identify new species, track comets, name proteins, project climate patterns and much more. Science-minded individuals have myriad opportunities to get their hands dirty and partner with professional scientists, conducting ground-breaking research together."

Do you know any citizen science project dedicated to investigate rare diseases?

It's great to see that people can contribute to scientific exploration in so many ways! It's a good way to learn basic scientific skills and develop critical thinking.

While we are at the discussion on copyrights, intellectual property and economics of open, I think the consideration of human factor in the pursuit of knowledge evens out the playing field. This is the link to the executive summary of The Global Innovation Index 2014, a report that takes into account the human factor in innovation.

"...we need to recognize you can't kill the instinct the technology produces. We can only criminalize it. We can't stop our kids from using it. We can only drive it underground. We can't make our kids passive again. We can only make them, quote, "pirates." And is that good?" - Larry Lessig This is a great talk about the free use of materials to make something new. The crux of Mr Lessig's argument is that every time a "kid" remixes a song with a video they are committing a criminal act. By doing this the law is making their free expression criminal. He shows three great examples of this starting at 8:29 in the video. He suggests that by using Creative Commons materials, we can avoid being criminals, and by doing this we can break the cartel of the RIAA and others. He uses the example of BMI causing the downfall of ASCAP. You can see this at 4:55 in the video. Here is the quote: "Finally. Before the Internet, the last great terror to rain down on the content industry was a terror created by this technology [Shows a picture of a broadcast radio antenna]. Broadcasting: a new way to spread content, and therefore a new battle over the control of the businesses that would spread content. Now, at that time, the entity, the legal cartel, that controlled the performance rights for most of the music that would be broadcast using these technologies was ASCAP. They had an exclusive license on the most popular content, and they exercised it in a way that tried to demonstrate to the broadcasters who really was in charge. So, between 1931 and 1939, they raised rates by some 448 percent, until the broadcasters finally got together and said, okay, enough of this. And in 1939, a lawyer, Sydney Kaye, started something called Broadcast Music Inc. We know it as BMI. And BMI was much more democratic in the art that it would include within its repertoire, including African American music for the first time in the repertoire. But most important was that BMI took public domain works a

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.

Researching online often means leaving a trail of information about yourself, including your location, what websites you visited and for how long, with whom you chatted or emailed, and what you downloaded and printed. All of these details are all easy to associate with a particular computer user when insufficient privacy protections are in place.

Thanks for sharing this article. The right to electronic privacy is most important to me. It's frightening how 'big brother' can trace everything we do. I intend following up on the links and asking our local professional association to run a workshop on this.

Librarians in Massachusetts are working to give their patrons a chance to opt-out of pervasive surveillance. Partnering with the ACLU of Massachusetts, area librarians have been teaching and taking workshops on how freedom of speech and the right to privacy are compromised by the surveillance of online and digital communications -- and what new privacy-protecting services they can offer patrons to shield them from unwanted spying of their library activity.

A book containing the twitter statuses of people supposedly working on a novel is presented in this link. I am wondering if this is theft of intelectual property. While writing tweets may be public domain knowledge, making money by copying the exact phrasing into a work of your own seems like plagiarism. What are your takes on this?

uhm weird

A good example for module 4. I guess, as long as the 2nd creator made a permission to use those tweets before publishing it into book. But that person should also exercise the intellectual property guidelines or norms before anything else.

Mark Thorley (Conventry University): Participatory music culture: the challenges for identity, creativity and recognition The advent of recording technology served to break down the link between musician and audience (Eisenberg 2005), and the music participant became the music consumer. Emerging digital technologies are now reversing this trend and music participation is all the more possible.

This collection of blogs, articles, and videos from Edutopia aims to help teachers deploy social media tools in the classroom to engage students in 21st-century learning.

I enjoyed Mimi Ito's piece on learning in the social media space. She spoke about some parents feeling that online activities are hostile to learning. Interesting to think about the generation gap experienced in new media. As a parent/ home educator I am excited by the online opportunities open to my young son.Thank you for this link.

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 :)

"To what extent is it possible - or desirable - to disengage from the growing cultural database? How do surveillance and "sousveillance" play a role in the policing of individuals by institutions, and vice versa? Can we disentangle the issues surrounding localized record keeping from globalized control over the archives? In this article, we discuss a range of cultural practices, epistemological regimes and intellectual discourses that have emerged to cope with these questions, and we assess the strategic options for communitarian and individual agency in an era we describe as "the end of forgetting."* I included this link as the article has an excellent model to describe the different strategic responses of agency to the openness of data and the resultant privacy issues.

An interesting overview of the challenges that both teachers and students face in the era of participatory culture

By Elisabeth Losh in Information Science and Web 2.0.

Two interesting links extracted from the article: Connected learning http://connectedlearning.tv/ Connected Learning is an educational approach designed for our ever-changing world. It makes learning relevant to all populations, to real life and real work, and to the realities of the digital age, where the demand for learning never stops. http://www.itofisher.com/mito/weblog/2012/03/connected_learning.html