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How do I evaluate the quality of websites? How can I teach students to evaluate websites? Where can I find checklists for evaluation? There's lots of good information on the Internet, but you will also find opinions, misconceptions, and inaccurate information. How do you judge the quality of Internet resources?

"Evaluating Internet Resources" has been designed for teachers, but is a good starting point for all who want to enhance their critical skills when using the internet. Three main areas are covered: Instructions on assessing the validity of websites, guidance on educating students in these skills and other website links on the topic. Examples of legitimate and fictitious websites are provided to use for teaching purposes. The website masters should have categorized the different website links into the genuine and bogus sites to facilitate their use for the teacher. Access to some of these websites has been discontinued. Measures to be used for evaluation, including authority, objectivity, authenticity, reliability, timeliness, relevance and efficiency are considered. Indicators to verify the website and exercises to practice student evaluation skills are provided. The layout of this resource is easy to use and well-organised

This vídeo is one of the most clear, I have find, telling us the criterias to evaluating information. "Criteria to apply to evaluating both traditional and open web resources, including authority, timeliness, bias, and accuracy/credibility of content". Video make by: bbaker48 on creative commons licency. I will go on sharing content about openness.

Resources for identifying Quality Open Access journals! There are some KEY questions to ask and to be answered when you are considering publishing in an Open Access journal

Yes, it needs proper evaluation before you select a journal for your article. It validates your article strength by its publisher type and name also.

question asked to evaluate book web

By: Matthew LeBar Massively Open Online Courses (MOOCs) are often described as the future of education - or at least a significant part of it. But there may be a significant problem with them: a very small proportion of students who start them actually finish. This poses a serious threat to their legitimacy.

This brings up the question of what it means to complete something? And why is it so important to us? And why 'productivity', a thing somebody defined ages ago, is so important to our humanity? .. or is it anymore?

Because I am taking a MOOC course but also on campus at University, I receive credits and grades where this is definitely one of the motivations for me to contribute. Although I agree that completion of the course is not essential to attain knowledge, what about our motivations to learn? And what about our incentives? Not saying MOOCs are not interesting nor helpful, I like MOOCs, but I think people like recognition too. I think to just receive the "statement of accomplishment" is not enough to prove efforts made within the course. However MOOCs are not as well developed at this stage, there definitely will be adjustments in the near future.

"New technology and innovative business models offer proven opportunities for enhancing the sharing of scholarly information - research papers, primary data and other evidence, creative activity and other products of research and scholarship - across institutions and audiences. This scholarly communication - understood as the system through which research and other scholarly writings are created, evaluated for quality, disseminated to the scholarly community, and preserved for future use - promotes a shared system of research and scholarship. ACRL sees a need to vigorously re-orient all facets of library services and operations to the evolving technologies and models that are affecting the scholarly communication process. There is wide variance in the background understanding of and engagement in scholarly communication as a critical perspective and worldview for academic librarians. This Scholarly Communication toolkit was designed by ACRL's Scholarly Communication Committee as a resource for education and advocacy efforts in transforming the scholarly communication landscape."

Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." Information literacy also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources.

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.

"Scholarly communication outreach and education activities are proliferating in academic libraries. Simultaneously, digital humanists-a group that includes librarians and non-librarians based in libraries, as well as scholars and practitioners without library affiliation-have developed forms of scholarship that demand and introduce complementary innovations focused on infrastructure, modes of dissemination and evaluation, openness, and other areas with implications for scholarly communication. Digital humanities experiments in post-publication filtering, open peer review, middle-state publishing, decentering authority, and multimodal and nonlinear publication platforms are discussed in the context of broader library scholarly communication efforts."

imp to read

So glad you posted this! I want to share it on every social media platform I have. So many people I know have a hard time distinguishing legitimate sources of information from illegitimate ones - mainly because so many sites look polished, professional, and have well-written (if ill-informed) pieces. I find it difficult to tell sometimes as well, and if unsure I just look for another source of information. Thank you!

"Just as important as learning these helpful tools, however, is unlearning and avoiding the most common pitfalls of common sense. Reminding us of where society is most vulnerable to those, Sagan writes: In addition to teaching us what to do when evaluating a claim to knowledge, any good baloney detection kit must also teach us what not to do. It helps us recognize the most common and perilous fallacies of logic and rhetoric. Many good examples can be found in religion and politics, because their practitioners are so often obliged to justify two contradictory propositions.He admonishes against the twenty most common and perilous ones - many rooted in our chronic discomfort with ambiguity - with examples of each in action"

The 20 fallacies: "ad hominem - Latin for "to the man," attacking the arguer and not the argument (e.g., The Reverend Dr. Smith is a known Biblical fundamentalist, so her objections to evolution need not be taken seriously) argument from authority (e.g., President Richard Nixon should be re-elected because he has a secret plan to end the war in Southeast Asia - but because it was secret, there was no way for the electorate to evaluate it on its merits; the argument amounted to trusting him because he was President: a mistake, as it turned out) argument from adverse consequences (e.g., A God meting out punishment and reward must exist, because if He didn't, society would be much more lawless and dangerous - perhaps even ungovernable. Or: The defendant in a widely publicized murder trial must be found guilty; otherwise, it will be an encouragement for other men to murder their wives) appeal to ignorance - the claim that whatever has not been proved false must be true, and vice versa (e.g., There is no compelling evidence that UFOs are not visiting the Earth; therefore UFOs exist - and there is intelligent life elsewhere in the Universe. Or: There may be seventy kazillion other worlds, but not one is known to have the moral advancement of the Earth, so we're still central to the Universe.) This impatience with ambiguity can be criticized in the phrase: absence of evidence is not evidence of absence. special pleading, often to rescue a proposition in deep rhetorical trouble (e.g., How can a merciful God condemn future generations to torment because, against orders, one woman induced one man to eat an apple? Special plead: you don't understand the subtle Doctrine of Free Will. Or: How can there be an equally godlike Father, Son, and Holy Ghost in the same Person? Special plead: You don't understand the Divine Mystery of the Trinity. Or: How could God permit the followers of Judaism, Christianity, and Islam - each in their own way enjoined to

Wonderful post, Kim! These are great guidelines alongside which to test ideas.

"MELIBEA is a Spanish database that uses a composite formula with eight weighted conditions to estimate the effectiveness of Open Access mandates (registered in ROARMAP). We analyzed 68 mandated institutions for publication years 2011-2013 to determine how well the MELIBEA score and its individual conditions predict what percentage of published articles indexed by Web of Knowledge is deposited in each institution's OA repository, and when. We found a small but significant positive correlation (0.18) between MELIBEA score and deposit percentage. We also found that for three of the eight MELIBEA conditions (deposit timing, internal use, and opt-outs), one value of each was strongly associated with deposit percentage or deposit latency (immediate deposit required, deposit required for performance evaluation, unconditional opt-out allowed for the OA requirement but no opt-out for deposit requirement). When we updated the initial values and weights of the MELIBEA formula for mandate effectiveness to reflect the empirical association we had found, the score's predictive power doubled (.36). There are not yet enough OA mandates to test further mandate conditions that might contribute to mandate effectiveness, but these findings already suggest that it would be useful for future mandates to adopt these three conditions so as to maximize their effectiveness, and thereby the growth of OA. "

Strings attached: I needed an id!

In 1990, after seven years of teaching at Harvard, Eric Mazur, now Balkanski professor of physics and applied physics, was delivering clear, polished lectures and demonstrations and getting high student evaluations for his introductory Physics 11 course, populated mainly by premed and engineering students who were successfully solving complicated problems. Then he discovered that his success as a teacher "was a complete illusion, a house of cards."

The thing that I liked most about this article (and I really liked it!) was the mention of numerous research studies that have looked into the effects of active learning. Also how Mazur himself collects data on his students' results. The fact that interactive learning can be backed by empirical research only adds to its strength as an effective pedagogical method.

From the UNESCO Institute for Education, published in 2002. Quote "As humanity invented writing 5000 years ago, the culture of shared knowledge reached a new dimension; its horizon went on expanding until it became planetary through Internet." That is just something I needed while evaluating the John Willinsky video in module 5, hoping to find an answer to his question why do we want access to knowledge.

The competencies discussed by Dr. Jenkins in the Module 3 video, for those who are interested, are: "Play - the capacity to experiment with your surroundings as a form of problem-solving Performance - the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation - the ability to interpret and construct dynamic models of real world processes Appropriation - the ability to meaningfully sample and remix media content Multitasking - the ability to scan one's environment and shift focus as needed to salient details. Distributed Cognition - the ability to interact meaningfully with tools that expand mental capacities Collective Intelligence - the ability to pool knowledge and compare notes with others toward a common goal Judgment - the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation - the ability to follow the flow of stories and information across multiple modalities Networking - the ability to search for, synthesize, and disseminate information Negotiation - the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms."

The Guide describes how to develop, implement and evaluate citizen science to study biodiversity and environment. The Guide is created for UK residents, however if you're interested in this subject I'm sure it's possible to find some useful tips.

Knowledge, taken as a synonym for learning, and its properties in a matrix of types and qualities. Another resource I found while evaluating the John Willinsky video in module 5. You can find properties, if you look for them.

COS is dedicated to improving the alignment between scientific values and scientific practices. As a non-profit technology start-up, our team moves quickly from problem to solution, and continuously evaluates and improves our solutions. We blend science and technology in support of open science - transparency and inclusivity.