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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.

The Information Literacy Competency Standards for Higher Education, adopted by the Association of College and Research Libraries (ACRL) in 2000, have become an essential document related to the emergence of information literacy as a recognized learning outcome at many institutions of Higher education

As one of the academic libraries in the Philippines, we are also using the Information Literacy Competency Standards for Higher Education as bases for our Information Literacy program though its more than a decade. We recognize its competencies for outcomes based education.

A hundred years ago, higher education seemed on the verge of a technological revolution. The spread of a powerful new communication network-the modern postal system-had made it possible for universities to distribute their lessons beyond the bounds of their campuses. Anyone with a mailbox could enroll in a class.

This article provides a clear overview of the evolution of higher education along with the rapid development of technology during the past 100 year, and raises the issue whether today's networked education model has posted threat to higher education. Today's the rapid development of Internet and social networks have changed the way we learn, access information and connect with others. The emergence and popularity of MOOCs and various social media have brought a new learning model, connected learning, which is largely used in university and college courses. It expands learners' opportunities of learning, and brings them huge convenience to access information, share thoughts, and communicated with learners from world wide on the same topic. Learning in the current information age subverted the way we learn in traditional learning models, and sometimes caused problems. But I think it's normal for a new thing to cause problems, but as long as we figure out ways to overcome the problems and best utilize the new learning model and resource, it will bring us huge opportunities.

In everyday life we are learning continually from each other. Whatever the situation, most of us draw on the knowledge, skills and experience of our friends and colleagues. Within any educational setting learners naturally engage in informal peer learning to make sense of their course, test their ideas and share their concerns.

Peer learning is engaging, and researches say that people learns most effectively when they are interacting with each other. It creates this network of knowledge when you share and connect with people, it not only benefits the individual, but benefits everyone as a whole. It also relieves the pressure of University funding with teachers having to teach such a large class, which affects the quality of learning as well. With peer learning, students engage with one another, and will eventually find the correct answer. It is not independent learning, this is interdependent learning.

Thank you for your share. I think this is a great article that introduces the potential of peer learning in higher education from the teacher's perspective. I agree that connected learning does a great job in promoting student's interactivity, creativity, motivation and interest in learning a particular topic with peers. In addition, peer learning provides learners with opportunities to collaborate and learn a subject together, which might maximize the productivity if used in a correct way. Peers and collaborative learners can do their own research separately, and meet together to discuss and express different opinions on the issue, which can inspire student's deep thinking. However, peer learning and collaborative learning is not always superior to individual work, or contributing to the learning result of every individual. Sometimes it might decrease the learning productivity if the group members or peer partners over reply on others in the group without doing much themselves, or if they didn't communicate well. Thus it's important to practice students learning ability and teacher's facilitating ability in peer learning or collaborative learning.

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.

Due to rising prices of printed textbooks, majority of higher universities are working with publishing companies to come up with a plan. Check out the program they have come with.

This model of education would be very difficult to establish but it will save a huge amount of trees all over the world. I PADs as full text books for students is on of my favorite.

Some preliminary findings from the MOOC Research Initiative.

Interesting that most people who do well in MOOCs are generally people who have a "growth mindset" and are not necessarily the people in most need of learning. I think any research on MOOCs is interesting since it is such a new phenomenon and it's going to be interesting to see how they evolve.

Very interesting indeed that it is not necessarily those people who are most in need of learning who do well in MOOCs. The question is how MOOC's can, indeed, become more beneficial and attractive to those who need them the most. Access to internet in rural areas around the globe, and availability of cheap computers are both key.

"Open access to academic research has never been a hotter topic. But it's still held back by myths and misunderstandings repeated by people who should know better. The good news is that open access has been successful enough to attract comment from beyond its circle of pioneers and experts. The bad news is that a disappointing number of policy-makers, journalists and academics opine in public without doing their homework."

Open access is a hot topic in today's world. The article clarifies some misunderstandings about open access

Okmooc was my first mooc experience, and quality is one of the main reason that can lead me to do it all again. So, open does not mean poor quality.

Kay, R., Lauriclla, S. (2011). Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis. Canadian Journal of Learning and Technology. 37:1

a. Laptops and mobile devices are ubiquitous in todays classrooms as students are digital natives. Because of decreasing prices of technology over the past few decades, an overwhelming majority of the university students surveyed own a laptop (87%). Because of this quick onset of technological adoption, culture has lagged, in terms of re-defining the social institutions that such mobile and computer technologies affect. According to this analysis, students feel that the use of a laptop helps in aiding studies, is useful for gathering course and supplementary materials and engaging in peer collaboration. Several challenges have been noted: communication based challenges, relating to social media, email and messaging services; and entertainment based challenges, relating to media consumption. These challenges serve as potential sources of distraction for the student using the technology and others. In their findings, 16% of students reported being distracted by pornography during class, on their own or others' computer screens, which ranked higher than computer games, at 1%. The authors conclude that the benefits of laptop use in class outweigh the challenges 2:1. Possibly, if the functionality of student laptops are integrated into course curriculum further, students can benefit from further peer collaboration, increased academic benefit and decreased distractions.

The massive expansion of higher education across all continents is one of the defining features of our century. This volume examines two dimensions of this: those of access and equity. Building on the country studies undertaken by this group of Fulbright New Century Scholars, the book offers a unique focus in its commitment to bring together an analysis of the theoretical literature on equity; a focus on the methodological problems of measuring access and equity from a comparative perspective; a comparative analysis of trends and policy developments set in a global framework; and a comparative analysis of targeted initiatives which are currently in place in different societies. The need to develop a comparative research programme addressing the question of measuring equity is noted

The different approach needed to market traditional educational resources and OER

Thank you for sharing. The article highlight a real-life problem. I am sure in my country many faculty members and librarians of higher educational establishment are not aware of OER and therefore they prefer safe and sure textbooks. Librarians should be first to explore, understand and market this type of resources. At the same time time may be needed in order to change educational policy and choice of textbooks.

The concept of student peer review has gained increased attention in higher education in recent years, in line with the growing focus on peer and collaborative learning (Falchikov, 2005; Van den Berg et al.; 2006). Peer review is a form of peer assessment that has been used for over three decades in a wide range of disciplines from Architecture to Computer Science to Music, just to name a few.

This article gives opinion that university is playing an important role that will not be replaced by the open educational opinion, which I also agreed. Instead of considering OER as a threat to university, the article argues that "OER can help institutions provide higher education to rapidly increasing numbers of students and lifelong learners".

Thank you for sharing the article Ming Tang. I think you make a great point about OER and the university working together as opposed to a "war of the roses" type scenario where a married couple refuses to work together. As the article mentioned the university is the one that gives the diploma and is the one that deals with accreditation inspections, etc. OER to me would make a nice complement on the arms of any university. Another good article along the same lines can be found at http://www.educause.edu/ero/article/impact-globalization-and-future-university.

Thank you Melduncan2!

Community Colleges for Open Education Resources I chose this resource since I work at a community college and The mission is expanding access to education by promoting awareness and adoption of Open Educational Resources (OER). Over 250 colleges have joined the consortium and many more participate in our activities and use resources posted here. The Community College Consortium for Open Educational Resources (CCCOER)is a joint effort by individual community colleges, regional and statewide consortia, the Open Courseware Consortium, the American Association for Community Colleges, the League for Innovation in the Community Colleges, and many other educational partners to develop and use open educational resources, open textbooks, and open courseware to expand access to higher education and improve teaching and learning.

Open education information and group resources

Open education information and group resources

One place the tradition of fans recording live shows and trading the bootleg tapes (ala the Grateful Dead) is being brought to the digital world is at archive.org's Live Music Archive Bands officially agree to allow the practice, and then archive.org stores and allows access to the files for eternity... Some info about those details: http://wiki.etree.org/index.php?page=TradeFriendly For example, here is my friends, a ROCKING bluegrass band from Duluth Minnesota: https://archive.org/details/TrampledbyTurtles The rights statement is actually an email: On February 7, 2007 Trampled by Turtles a GO! for archive.org: "Hello, This is Dave Simonett from Trampled by Turtles. I'm writing to give permission for our music to be posted at archive. Please let me know what you need from me. Thanks for the email. Dave Simonett trampled by turtles info@trampledbyturtles.com www.trampledbyturtles.com" "Welcome to Internet Archive's Live Music library. etree.org is a community committed to providing the highest quality live concerts in a lossless, downloadable format. The Internet Archive has teamed up with etree.org to preserve and archive as many live concerts as possible for current and future..."

Cool...

Awesome resource - thanks for sharing. I have often found the conflict between quality recordings and open access to be a challenge. It seems the music that is free isn't usually high-quality, whereas the higher quality isn't usually free. :)

I took a course taught by this professor on Coursera - The History and Future of (Mostly) Higher Education. Davidson contributed the Hacking the Academy, a source I posted elsewhere. Her blog is a great exploration of creativity in Higher Ed (or the lack thereof). The blog is on the HASTAC site - Humanities, Arts, Sciences, and Technology Alliance Collaboratory. LOTS going on there... I enjoy her blog because of the lively language and the provocations - at least they are provocative for so-called traditional schools.The recent blog post reviews a film about education The Ivory Tower; "...that the movie is strong and powerful on the problem, and a bit weak on solutions." Haven't seen it. Davidson puts in a plug for HASTAC: "HASTAC has been addressing the connection between equity and innovation since its founding in 2002." I'm digressing. This is not a critique of her particular blog post, just a suggestion that the blog is interesting and HASTAC site has lots on it that is relevant to the topics we're exploring in this course.

There are two versions (at least) of this text. One earlier version is a first draft of sorts "A BOOK CROWDSOURCED IN ONE WEEK MAY 21-28, 2010" http://hackingtheacademy.org/ The url supplied above (http://quod.lib.umich.edu/cgi/t/text/text-idx?cc=dh;c=dh;idno=12172434.0001.001;rgn=full%20text;view=toc;xc=1;g=dculture) gives you access to the slicker version. Both can be read online. The text professes to a hacker ethos: "1 The world is full of fascinating problems waiting to be solved. 2 No problem should ever have to be solved twice. 3 Boredom and drudgery are evil. 4 Freedom is good. 5 Attitude is no substitute for competence." One of the opening chapters encourages academics to "get out of the business." "Burn the boats/books" focuses on the need to move away from "librocentrism." Something I hadn't thought of: "A PDF document is not a web-based document. It is a print-based document distributed on the web." This is to make the point that online materials should be interactive, which a pdf is not. The focus is hacking scholarship, teaching, and institutions. Seems worth dipping into here and there .