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This site explains why people choose to illegally downloads, even if some people know that they are breaking the copyright law.

Interesting read as I'm guilty of illegally downloading/streaming TV and music. Very surprised to see that the rich are the ones who illegally download on a regular basis.

"I'd have to wait too long to see it on TV" is the reason I hear the most about when it comes to illegal downloading. Those people generally do make an effort to watch it when it does officially come out on TV though, to off-set their piracy. The way companies will show something in one country and then sit on it for five months before letting someone in another country watch it seems silly to me at this point, though. Yes digital piracy is illegal, but it seems to be getting to the point of the Prohibition Era in the United States: yes, it's illegal, but everyone's doing it anyway. I think somebody's going to need to change things up here, and it seems doubtful that the companies producing these shows can alter the cultural norms without a lot more work than it seems they're willing to put in.

The Open Education is one of the most discussed topics on education internationally today. Can be defined as open education practices that characterize the opening of access to knowledge, ways of learning, learning technologies, educational systems, models of educational management, leadership and certification. Integral part of the Open Education are OER (Open Educational Resources), materials of teaching, learning and research, in any format or media, licensed to allow their reuse, adaptation and sharing by others. Since 2006 ABED disseminates OER and Open Education. Prof. Fredric Litto in 2006 wrote about open content and in 2009, the publication of the book 'Distance Education: State of the Art vol.1', ABED - Pearson Education, which won the Premio Tortoise brought the seventh of chapters on concept of openness in ODL open University of Brazil, REA, learning through virtual and digital libraries and digital repositories and virtual, written by Andreia inamorato dos Santos, Ronaldo Mota, Fredric Litto, Ana Paula Leite de Camargo and Ana Cristina Birth , respectively. Since then, in Brazil, have sprouted traces of a theme that would be provided shortly international prominence - Open Education. To expand the discussion of the topic in Brazil and international trends, ABED creates workgroup ABED OPEN. Coordinator for the group, ABED invited Dr. Andreia inamorato, international researcher in the field of open education, OER and ODL. "The group intends to involve the participation of teachers of basic and higher education, researchers, students, educational administrators, publishers, departments of education, nonprofits and private institutions," says Andrea. "The goal is to have the collective and representative participation of various social actors to be a working group with legitimacy, representativeness and goals, and can promote discussions on educational priorities in Brazil with respect to open education", says the researcher.

Emotional expression and linguistic style in online collaboration differ substantially depending on the contributors' gender and status, and on the communication network. This should be taken into account when analyzing collaborative success, and may prove insightful to communities facing gender gap and stagnation in contributor acquisition and participation levels.

lubajong and taylor_cole thank you for your comments. From my part I will add a critical evaluation of this resource as well. The talk pages of Wikipedia provide a rich source for researchers to study communication patterns. On Wikipedia talk pages they have found signals for status differences between groups of participants, notably between admins and ordinary contributors. Those findings support in general the theories of the researchers about status differences and communication style differences between managers and employees in firms. They have also found differences in communication style bases on gender, which also support their general theories about gender (which is a social construct). What I - as a Wikipedian insider - finds missing in the article is the selection bias. Wikipedia admins aren't appointed by Jimmy Wales or some other body. Admins are community selected. The exact process differs per language version. On the English Wikipedia admin selection is by a community consensus process. Future admins are selected who show the preferred communication style of admins by other contributors including existing admins. For me, the patterns in communication style do not explain the gender gap on Wikipedia. There is a gender gap in many language versions of Wikipedia, but not in all. The Armenian language version of Wikipedia is a notable exception, showing a gender balance in the conbtributor base. An explanation of that exemption requires further research. What taylor_cole notes about neutrality and bias is a valid point. People volunteer to write for Wikipedia, and volunteer in topic choice. My guess is that in general people will opt to write about something they like, care about, know about. A lack of diversity in contributors will naturally reflect in lack of diversity of topics. For example nerdy males will write about things male nerds like. In general females tend to be interested in other topics than nerdy males. A lack of topics covered in Wikipe

Levels of participation influences emotional expression and phrasing? has the function of sex and status of the taxpayer. 4 strands to study and find a result! Interesting!

Directory of Open access Books is provided by OAPEN Foundation in cooperation with SemperTool

very good resource

http://www.bubok.es/libro, this is another web page where many books are free for the public, although most of the writers have to edit their own books with a payment policy.

This list is not to be taken at face value (many of the publishers on it do have legitimate journals), but it serves as a reminder that there are many predatory journals that ask scholars to pay a lot of money to share their work, and many that also skirt traditional peer review processes in order to get money from unwary authors.

Will show to some colleagues who sometimes are interesteed in publishing issues.

Lists by By Jeffrey Beall of predatory journals Released January 2, 2014

InformalScience.org is the website and online community of The Center for the Advancement of Informal Science Education (CAISE). CAISE works in collaboration with the National Science Foundation (NSF) Advancing Informal STEM Learning (AISL) Program to strengthen and advance the field of professional informal science education by providing resources for practitioners, researchers, evaluators and STEM-based professionals.

The Global Digital Citizenship Foundation provides dynamic professional learning and Digital Citizenship resources for educators worldwide and creates crowd funding opportunities for student-driven passion projects.

Dr Jane McGonigal (a professional game developer) talks about the time spent playing video games (which approximates to the span of human evolution), and that this time has to increase to make any major changes to the world. I have selected this resource partially in relation to week 3's Clarke's lecture (and others), which talks about using our idle time to do something meaningful - participate in citizen science games, for example. Dr McGonigal's talk very much illustrates this point - except that it talks about solving global issues through indirect games, e.g. a World Without Oil online game simulates a world in which you have to survive oil shortage. Creator's research shows, that people maintain the skills and habits they have taken up after playing this intense game, which include making better choices for our changing environment. The only difference here from actual citizen science games is that Dr McGonigal's games are fictional (rather than providing direct data / input for actual scientific research), however, they empower people to influence global change, which is the topic of the other lectures this week, especially Morozov's thoughts about the power of internet and connectiveness to create "revolutions". Although Morozov has taken up a rather critical view, suggesting only those who want it, take the best from the Internet, Dr McGonigal's ideas might be what bridges the two - taking games, which are integral part of many people's lives, especially in the younger generation, and turning them into real "life schools" may help more people get the idea and the essential skills to "fix" their environments. In all honesty, this is a video I would watch again and again, and recommend it to anyone who would listen (and that doesn't happen often for me).

Gamification for learning - using game elements - sounds very promising. Prior to the internet, technology, there were board games or hands on projects - all with the intent to engage and interact with each other. So it is no surprise to me given the appropriate design/project that students can learn and solve real world problems. Letting students choose their persona and role also allows them to make their own future and take ownership for how they want to participate. Just like the original promise of multimedia training that was purported to replace the traditional classroom events and enable getting the "best" teacher recorded for all to have the same experience...I believe it was then thought that the learning experience needs o be "blended". Different techniques - online, face to face, etc.. This is not my field of expertise so these are just personal opinions. If the online game approach can be combined with face to face and tactile/outdoor activities, aka a blended approach - I think that might be very useful. I do also believe that design solutions should be encouraging win win situations to reinforce collaboration and the feeling that all can succeed. One question I might have is how do you measure success in learning?

Gaming promoters unfortunately for me have a commercial agenda and its always difficult to make that balance of pure learning and commercialization aspect

The structure of MOOCs is continually evolving. Presently the major trend is the transferal of knowledge from the Western English speaking world, but this is changing. Collaboration and other countries' participation in creating this form of education are developing. I believe this is essential for specific regional needs to be satisfied and understood. It is technology and open education collaborating for the benefit of all, not only those with Western privileges. It's not education for education's sake, but brings in a more entrepreneurial approach - not only in Africa where one initiative has started. This article clearly illustrates these new developments in the MOOC arena, providing examples of projects underway and future plans for MOOC 2.0.

Es interesante notar que la propuesta educativa del MOOC sigue transformándose y expandiéndose. También me resulta desafiante que el terreno de aplicación del MOOC 2.0 sea el Asia (naturalmente, por la proporción de jóvenes) y no México. Esta es una interesante área de oportunidad.

I think MOOC will be much more effective as tool for learning exchanges between countries, especially developing stakeholder, rather than replacing high education.

Our projects live within the 'Zooniverse', the home of Citizen Science on the web. Each is inspired by a science team who provide the initial ideas, the reassurance that what we're doing can make a real contribution and an audience who are willing to use the end result. You can apply to be a volunteer for science study to help science and also improve yourself

The AGORA program, set up by the Food and Agriculture Organization of the UN (FAO) together with major publishers, enables developing countries to gain access to an outstanding digital library collection in the fields of food, agriculture, environmental science and related social sciences. AGORA provides a collection of more than 3500 key journals and 3300 books to 2500 institutions in 116 countries. AGORA is designed to enhance the scholarship of the many thousands of students, faculty and researchers in agriculture and life sciences in the developing world.

Thanks, the site is useful.

A source of some open text books with a interesting back story that should act as a warning about open--they are all now ex-open text books. After 2012 the publisher decided to abandon the CC/open textbook model and shifted the licensing on all their books. However, you can not revoke a CC license retroactively, so copies of the books downloaded prior to the change are still CC. But if the publisher no longer provides access to them, they disappear from CC circulation and access--luckily in this case, some one saved the CC versions and makes them available on this website. thanks!

Seriously useful! Indeed!

Wow, this collection is extensive, and the content seems good too! I'm so glad that someone was motivated enough to make these available according to their original licenses -- but it feels a bit bittersweet as well they had to resort to guerilla tactics to keep them available. It does make me wonder -- why did the publishing company decide to start charging for their textbooks? Was the previous model unprofitable?

This is an international, peer- reviewed journal that aims to investigate information literacy in all its forms to address the interests of diverse Information Literacy communities of practice. This journal provides open access!! to its publications, and it is possible to download them as well. You can find here articles, projects, book reviews, conference corner, and archive. The journal is published twice a year. Great resource with such a wide scope!

This does look good -- thanks for sharing it.

I really cannot recommend this resource highly enough. The brainchild and master's thesis of a lawyer-turned-information professional, SIPX is an incredible blend of copyright control centre, digital distribution hub, and online marketplace. With the impending downfall of Access Copyright and its rejection by most Canadian universities, schools have had to quickly learn about copyright and establish good practices and guidelines, but this product provides the safest legal protection while considerably upgrading the dissemination of course readings; it also makes strides that push against the dominance of the traditional textbook market. It has already been adopted by several major American universities, including Stanford (where it was developed; it seems all the greatest open knowledge stuff is coming out of there!) and Notre Dame. Did I mention that it even supports MOOCs? I just found out about this resource while doing a practicum placement for library school, and I can't believe that I'd never heard of it before. It's exactly the kind of integrated library and informational system that needs to happen in academic institutions, and while it's not explicitly modelled on open access, it relies on many of the same values that we've talked about throughout this course. Check it out!

The Internet Archive, a 501(c)(3) non-profit, is building a digital library of Internet sites and other cultural artifacts in digital form. Like a paper library, we provide free access to researchers, historians, scholars, the print disabled, and the general public.

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.

A description of the future of libraries being makerspaces - centres of production as well as consumption.

Gracias por compartirlo, esta nueva tendencia de la BIblioteca como espacios de creación y producción es muy enriquecedora.

This video shows the possibilities for libraries: Encouraging users to create content in addition to absorbing it. Melanie Florencio provided excellent exemplars, spanning generations (the old and the young) and showing that all can participate.

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.