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moonlove

https://www.youtube.com/watch?v=SWDiXN8nAx4 - 3 views

https://www.youtube.com/watch?v=SWDiXN8nAx4 As long as we are talking about knowledge, and as long as this knowledge is unlimited, I have to post this audio book about knowledge, but a different ...

mooc module1 knowledge

started by moonlove on 03 Sep 14 no follow-up yet
liyanl

Confronting global knowledge production inequities - 2 views

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    This is about the inequitable global power and how it dynamics the confronting global knowledge production in nowadays.
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    Underlying this notion of global knowledge production inequities is how developed countries "The Global North" dominate modern knowledge systems. This hegemonic control of global knowledge, driven by increased globalization, places pressure on virtually all societies to adopt global values and services. While this development does have positive implications (e.g. better understanding of modern health practices, nutrition, environmental protection, governance systems, etc), on the negative side, the imposition of cultural forms from the developing world could be considered a form of political and economic domination. This leads to the increasing homogenization of cultures and a threat to local knowledge, and the exacerbation of local differences and inequalities through uneven access to such knowledge and the means for it's application. The production of knowledge implicates and is implicated in power relations, as those with superior technology cannot only generate but also store, monopolize and disseminate information to safeguard their interests. Foucault (1972) suggests that the relationship between power and knowledge has its origin in the ownership of the means of material production and technical expertise. According to Said (1978), Western powers in a colonial and post-colonial context, using agents in developing countries, have been able to develop elaborate cultural and political institutions where knowledge production exists with supporting mechanisms that dominate and suppress African communities. In a critical examination of development policies and programs in Africa, Okolie (2003) considers these to be shaped by knowledge and assumptions about knowledge production that are primarily Euro-American centered, and are consequently "exclusionary and often contemptuous of other ways of knowing" (Okolie, 2003). The establishment of the continent's universities and research centers was primarily driven by Western powers, and the African elites who h
aleksandraxhamo

What is Knowledge? - YouTube - 2 views

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    Knowledge is becoming an increasingly recognised asset within business. But what exactly is it? This short animation guides you through the main terms you'll come across when discussing Knowledge, including tacit Knowledge, explicit Knowledge, codification and diffusion.
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    Back to basics. In order to evolve knowledge, we have to re-ask ourselves what we think it is.
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    This video does a good explanation about the difference between data, information, and knowledge. In our class discussions, we talked about the differences too, which I never knew there were any. So data is just the facts of the world, information is capturing data within the context, and knowledge is what we know about plus our experiences.
moonlove

http://www.amazon.com/History-Knowledge-Past-Present-Future/dp/0345373162 - 1 views

http://www.amazon.com/History-Knowledge-Past-Present-Future/dp/0345373162 History of Knowledge, a book written by Charles Doren 1991. I enjoyed reading some chapters of this book. It is a interest...

module13 past&future of knowledge mooc

started by moonlove on 17 Sep 14 no follow-up yet
jeanmichael

Brazil becomes the Open Knowledge Foundation's first Full Chapter in Latin America | Open Knowledge Foundation Blog - 2 views

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    On my navigation searching for initiatives to see how Open Knowledge are making the difference on the Latin America society I found this... nowadays unfortunately on South America (and in other places as well) open Knowledge initiative are not divulgated. Universities seem to be not interested about promoting these initiatives and few people know about them. I was amazed reading the text from Francisco J. García-Peñalvo (Open Knowledge. Challenges and Facts) and seeing that a lot of Universities on Europe and North America are promoting and working with open and free access to texts and online courses. It's incredible how people have the possibility of learning in a world that each day is more competitive. I really hope that this great news about Brazil helps more and more people to understand the impact and the changings on the educational process.
Balthas Seibold

Knowledge Commons .de » What makes people share Knowledge? - Question 2 of 10 on ‚learning by sharing' - 2 views

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    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
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    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.
Kevin Stranack

A Shift In Academic Thinking About Knowledge Exchange | KMbeing - 1 views

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    "So what does knowledge mobilization mean for education? It asks us to reimagine what it means in exchanging knowledge. It requires us to embrace being open and unselfish in our learning and knowledge exchange. It requires admitting that a large part of what continues to happen in our world isn't good for our students, our teachers, our communities - or our world. It means creating change in our education systems or risk the return to the tragedies of the early 20th century."
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    More about KMbeing: http://www.knowledgemobilization.net/
kristykim

TEACHING AND LEARNING FOR A SUSTAINABLE FUTURE - 1 views

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    Indigenous knowledge is unique to a culture or society. It shows us how to connect and to sustain through the environment. This kind of knowledge is passed down to generation to generation. Back then our ancestors did not have Internet or computers to store or to share their ideas. Our ancestral knowledge is very fragile and can easily be lost. knowledge is history and our roots, which are passed down from our ancestors to us and these knowledge should be kept and be preserved. New information is also valuable, but so is our past. Here is a site that helps us to learn about what Indigenous knowledge is and activities to help us how to preserve Indigenous knowledge.
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    It is a good idea. We should remember our indigenous knowledge and pass it down to following generations. People without past can not value the present. We shouldn't let these knowledge be destroyed by fast information on the internet.
gabriela_t

Changes in the Knowledge of the 21st century?! - 3 views

I recommend you an article on What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning, written by Kristen Kereluik, Punya Mishra, Chris Fahnoe and Laura Terry from Michigan Sta...

Module1

started by gabriela_t on 07 Sep 14 no follow-up yet
Stephen Dale

Recap of 2014 Open Knowledge Festival | Opensource.com - 1 views

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    I was lucky to be in Berlin with some colleagues earlier this month for the 2014 Open Knowledge Festival and associated fringe events. There's really too much to distill into a short post-from Neelie Kroes, the European Commissioner for Digital Agenda, making the case for " Embracing the open opportunity," to Patrick Alley's breathtaking accounts of how Global Witness uses information, to expose crime and corruption in countries around the world.
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    A useful summary of some of the key take-aways from the 2014 Open Knowledge Festival, courtesy of Tariq Khokhar From the article: 1. There are some great open data initiatives around the world and two common themes are the need for a strong community of technologically literate data re-users, and the sustained effort needed within governments to change how they create, manage and publish data in the long term. 2. Spreadsheets are code and we can adopt some software engineering practices to make much better use of them. There are a number of powerful tools and approaches to data handing being pioneered by the scientific community and those working in other fields can adopt and emulate many of them. 3. Open data fundamentally needs open source software. App reuse often doesn't happen because contexts are too different. Reusable software components can reduce the development overhead for creating locally customized civic software applications and a pool of high quality civic software components is a valuable public good worth contributing to. Reading time: 15mins
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    I see that Google are the sponsors of the 2014 Open Knowledge Festival but despite having little Knowledge about Google's role and interest in the Open Knowledge , I also feel they are the culprit when it comes to data manipulative for their own profit motives.
Kevin Stranack

Knowledge Unlatched: A new business model for Open Access monographs? › Hybrid Publishing Lab Notepad - 2 views

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    "In a nutshell, Knowledge Unlatched would act as an intermediary between a global library consortium and individual academic publishers. The latter would approach Knowledge Unlatched with titles they would like to see published in Open Access. Knowledge Unlatched would then regularly send out a list of titles to libraries which would opt in to fund the unlatching, that is, the publication in Open Access, of certain titles. The titles so funded would be released with a Creative Commons licence by the publishers which retain the right to sell special editions and extra services around the titles. "
Kim Baker

Food Patents-Stealing Indigenous Knowledge? - 1 views

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    This part of the globalissues.org web site looks at the issue of intellectual property rights on food ingredients and traditional, common knowledge. Food patents based on knowledge that has been around for centuries is controversial, risking threats to food security due to concentrated ownership of this otherwise common knowledge.
salma1504

The history of human knowledge - 0 views

The history of human knowledge is closely linked to the history of civilization-one could even argue that the history of civilization is in large parts based on knowledge creation and its dissemina...

module6

started by salma1504 on 13 Oct 14 no follow-up yet
Raúl Marcó del Pont

The Knowledge Commons: Research and Innovation in an Unequal World - 0 views

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    Free access to 3 articles: The Unfolding of the Knowledge Commons pp. 13-24(12) Author: Hess, Charlotte Free Content From Lobsters to Universities: The Making of the Knowledge Commons pp. 25-42(18) Author: Caffentzis, C. George Open Access Scientific Publishing and the Developing World pp. 43-69(27) Author: Contreras, Jorge
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    Hi Raúl. Thanks for sharing these free resources. Which one do you like best? Which new insight did you gain?
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    I think Elinor Ostrom's approach to commons pool resources (used by Hess, for example) is very useful not only for understand the case of natural resources as commons (the tragedy of the commons to which it was originally applied), but to matters more close to this course, as knowledge. The approach is useful because it complicates the original perspective on commons. Originally (Elinor Ostrom) her perspective considered only group boundaries clearly defined (very small groups, peasants or indigenous); rules governing the use of collective goods well matched to local needs and conditions; cases where most individuals affected by these rules can participate in modifying the rules; the right of community members to devise their own rules is respected by external authorities; monitoring mechanisms by community & graduated sanctions. With the new commons (surprisingly, not only knowledge but roads, budgets, radio spectrum; medical commons, atmospheric commons and even silence as commons), new questions rises on the evolution or building new types of commons with no pre-existing rules and norms; increasingly complex; with size, communities, incentives often unknown; extremely dynamic; reactions to threats of enclosure; heterogeneous community; new forms of collaboration and collective action; and global in many cases. I think is a perspective that can help a lot in the case of knowledge and new forms of learning.
maxmhm77

Traditional Knowledge and Indigenous Resources Standards for Intellectual Property Protection - 1 views

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

A New Politics of Knowledge? Exploring the contested boundaries between science, Knowledge and policy. - 2 views

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    Kat Smith and Richard Freeman argue it's time to start bringing together the diverse and innovative thinking around the complex relationships between science, knowledge and policy.
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    Although the main purpose of this article is to promote a book series that will explore the disconnect between evidence-based knowledge and public policy, a couple excerpts drive home the importance of open access in creating a more equitable world, a key theme in our course: "'Who gets what, when, how', in Lasswell's phrase, depends very much on who knows what, when and how." "To be knowledgeable is to be powerful."
Kevin Stranack

Are universities teaching the skills needed in a knowledge-based economy? - 14 views

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    Provides a list of important skills and how those skills are embedded within the curriculum.
  • ...1 more comment...
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    Encontré un post relacionado con las Alfabetizaciones digitales y competencias fundamentales en http://futurosdellibro.com/alfabetizaciones-digitales-y-competencias-fundamentales/ Tal vez interese: El pasado 5 de marzo los expertos de UNESCO dedicados a la alfabetización mediática y digital, en reunión preparatoria de la siguiente World Summit of Information Societies, rubricaron lo que es una evidencia ya incontrovertible: que la alfabetización mediática e informacional (MIL. Media and information literacy) ocupa un lugar central en el mapa escolar de competencias del siglo XXI. Esto no es nada esencialmente nuevo: Viviane Reding, la hoy Vicepresidenta de la Comisión Europea y ex-comisaria de Información entre los años 2004-2009, declaraba en el año 2006: "Hoy, la alfabetización mediática es tan central para el desarrollo de una ciudadanía plena y activa como la alfabetización tradicional lo fue al inicio del siglo XIX". Y añadía: "también es fundamental para entrar en el nuevo mundo de la banda ancha de contenidos, disponibles en todas partes y en cualquier momento". De acuerdo con el European Charter for Media Literacy podríamos distinguir siete áreas de competencias que, de una u otra forma, deberían pasar a formar parte de todo currículum orientado a su adquisición: Usar adecuadamente las tecnologías mediáticas para acceder, conservar, recuperar y compartir contenidos que satisfagan las necesidades e intereses individuales y colectivos. Tener competencias de acceso e información de la gran diversidad de alternativas respecto a los tipos de medios que existen, así como a los contenidos provenientes de distintas fuentes culturales e institucionales. Comprender cómo y porqué se producen los contenidos mediáticos. Analizar de forma crítica las técnicas, lenguajes y códigos empleados por los medios y los mensajes que transmiten. Usar los medios creativamente para expresar y comunicar ideas, información
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    Thank you Kevin Stranack for sharing. Tony Bates ends with five questions: 1. Have I covered the main skills needed in a knowledge-based society? What have I missed? 2. Do you agree that these are important skills? If so, should universities explicitly try to develop them? 3. What are you or your university doing (if anything) to ensure such skills are taught, and taught well? 4. What roles if any do you think technology, and in particular online learning, can play in helping to develop such skills? 5. Any other comments on this topic - My answers: 1. Frustration tolerance and keeping a balance between work and private life is a necessary skill 2, The skill set mentioned is important, but more likely trained in college than in university 3. I do have a personal coach and a counseler, and I'm enrolled in #OKMOOC 4. The activities required in every module of #OKMOOC ask to reach out, connect, build relationships, Have you answered the feedback questions?
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    This question is really the elephant in the room in a lot of university programs, especially in the humanities. I myself was a doctoral student in the humanities before leaving because, as I eventually learned, there were essentially no employment opportunities and my skillset in today's economy was sorely lacking. But the old mantra that "we teach critical thinking" is become a worn excuse. Do we really need four years to teach people the skills to survive "out there"? How much of our specialized knowledge will really be useful outside of the academy? These are questions we just don't have the answer to, and I'm not sure there are many people willing to ask them. But more to the point, I didn't see anything in this link about the changing ways that millennials (I promise that I hate the term as much as anyone, but it's a useful one) are engaging with information, and how that is changing how they actually think. There have been arguments made that digital natives (again, a pretty terrible term) think about and process information in very different ways that have serious implications for contextualization and long-term research. I'm not saying that universities don't teach these things in their own ways, but it's an important issue that needs addressing. I know that the link talks about the important of knowledge management, but there's a huge difference between simply knowing how and when to access information and quite another to properly contextualize its place in a larger hierarchy (or web) of knowledge. I would argue *that* skill is the one that universities are best poised to provide, and maybe why we keep hearing talk about how undergraduate degrees are the new highschool diplomas.
Kevin Stranack

Why We Need Open Knowledge Societies - 2 views

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    "Every day we face challenges - from the personal, such as the quickest way to get to work, or what we should eat, to global ones like climate change and how to sustainably feed and educate seven billion people on this planet. At Open Knowledge we believe that opening up data - and turning that data into insight - can be crucial to addressing these challenges, and building a society in which is everyone - not just the few - are empowered with the Knowledge they need to understand and effect change."
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    really good! I think this is a very good summary about what we are learning in this course: "We need to create a culture of "open data makers", people able and ready to make apps and insights with open data. We need to connect open data with those who have the best questions and the biggest needs - a healthcare worker in Zambia, the London commuter travelling home - and go beyond the data geeks and the tech savvy to make data be useful to all."
asgarb

http://2014.okfestival.org/ - 12 views

Sounds like an amazing initiative. Have you participated in it yet? What would you do if you were to roll out open education for developing nations?

global perspective of open knowledge module11

started by moonlove on 07 Sep 14 1 follow-up, last by asgarb on 08 Sep 14
mbishon liked it
janetw_suiching

Open Data developments in Asia | Open Knowledge Foundation Blog - 1 views

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    This blog about Open Data Developments in Asia analyses the recent state of Open Data adopted in Asia and highlights some of the 11 Asian countries participants that attended the Open Knowledge Conference in Geneva in 2012. Of the 11 countries that attended the conference, the author of the post focuses on the East Asian and Pacific countries such as New Zealand, Australia, Taiwan, Hong Kong, Japan, South Korea, Singapore, Malaysia, Thailand, Philippines, Vietnam, Indonesia, Cambodia, Laos and Myanmar and discusses their state and role in Openness. The author does a good job at providing statistics of the different countries in terms of the Worldbank Knowledge Economy Index (KEI), which analyzes the economic rankings of countries. The author then compares economic rank to that of openness, stating that countries low on the economic rank contribute little to no open data within their own countries or externally to other countries. Next, the author talks about the overall internet penetration in Asia as being only 27.5 percent and in that statistic, there is still a wide gap between North and South East Asia in terms of internet use and information distribution and acquisition from citizens and others. Moreover, the author continues to compare how many social, economical, political and cultural influence information distribution, contribution and acquisition in Asia countries. Openness is growing in the more developed Asian countries, but openness is limited, or even nonexistent, in developing (authoritative) countries. After reading this article, I've had a greater understanding of the current state of Open Data in Asia an the influences that contribute to enabling Openness. What I expected from the blog post or something that would've made the post even better could be some examples or projects of Openness or Open Data in Asia.
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