An article by an anonymous author on the Knowledge Commons Brasil. The article attempts to show how the Global North dominates the internet. Internet users as well as content (exemplified by geo-located entities) tend to cluster in the rich industrial countries of the so called "developed" wordl. This critique resembles the lament of the so called Media Imperialism spearheaded by the McBriede Report to Unesco (http://unesdoc.unesco.org/images/0004/000400/040066eb.pdf) "Many Voices, One World)". It should be noted that here more detailed studies suggested that news agencies reflect the interests of their audiences. So it would be interesting what the distribution of geo-tagged entities in the Igbo version of Wikipedia is like. Does it mirror a bias towards West Africa (Igbo being one of the principal languages of Nigeria)?

The second resource references the openscience working groups oft the Open Cloud Consortium (OCC), which is a not for profit that manages and operates cloud computing infrastructure for medium to large size research projects (scientific, medical, health care and environmental research) by managing and operating a cloud computing infrastructure that can be shared across these projects. Most of these working groups are of limited interest to individual researchers and access to the managed resources often requires an application, so can not be considered "open" in a strict sense. However, the Open Science Data Cloud (OSDC) Working Group manages the OSDC Public Data Commons (https://www.opensciencedatacloud.org/publicdata/), which does not only hold open data originating from scientific research but also (among others) the Google Books Ngram from over 5 Million books, Project Gutenberg free ebooks (the the text of over 42,000), US Census Datasets. Members of the public can suggest data that should be included. This is interesting because it is a rather unexpected place for the dissemination of open government data.

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

Amateur professionalism and consumer driven innovation are challenging our ideas about intellectual professionalism,

Eliza Laur CORAS and Adrian Tumitru TANTAU elaborate on the principles of open innovation. Students experienced in open learning might be better suited in a business world, where innovation has changed from being done in a closed shop, to being fostered by a free - albeit carefully managed - in- and outflow of information

you really get the feel of the dynmics: Bells indicate additions and string plucks indicate subtractions. Pitch changes according to the size of the edit; the larger the edit, the deeper the note. Green circles show edits from unregistered contributors, and purple circles mark edits performed by automated bots. You may see announcements for new users as they join the site, punctuated by a string swell. You can welcome him or her by clicking the blue banner and adding a note on their talk page.

Open data initiatives may hold much promise and value, but more attention is needed on how these projects are developing as complex socio-technical systems. Rob Kitchin elaborates on four specific areas that have yet to be fully interrogated.

Now you can't imagine a teacher doing this

At the January 31st lunchtime lecture, Alan Patrick, co-founder of Broadsight, examined what lessons can be learnt from past technologies such as search, and the most likely safeguards required over the next few years. How do prevent abuse of open data by those with ill-intent, or is this a pipe dream? Open data is expounded as a force for good but is there a risk of glossing over its potential for harm? Main points: There is no such thing as anonymized data and data does not create clarity. He suggest the following consequences: 1. Accept there is a dark side. 2. Stopp hackers. 3. Understand whose data it is. 4. Start the governance early rather than late.