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Ted Curran

oer + opencontent - SWiK - 0 views

swik.net/oer+opencontent

education oer opencontent

shared by Ted Curran on 04 Apr 11 - No Cached
  • Ted Curran on 04 Apr 11
     
    Content Tagged with oer + opencontent AcrossWorld Education | Connect. Collaborate. Innovate. Monday, March 28, 2011 opensource: del.icio.us tag/opensource education opensource opencontent OER My #CCK11 Talk - Sharing to Connect, Interact and Learn! Thursday, March 17, 2011 opensource: del.icio.us tag/opensource sharing opensource opencontent OER openness cck11 elesig OPAL - The Open Educational Quality Initiative Saturday, March 12, 2011 opensource: del.icio.us tag/opensource opensource opencontent OER opened EDUCAUSE Review Magazine Thursday, February 10, 2011 Volume 45, Number 4, July/August 2010 | EDUCAUSE Article about OPEN: Open Educational Resources, Open Faculty, etc. opensource: del.icio.us tag/opensource opensource opencontent OER Content on Congress 2011 -- THE Journal Tuesday, January 04, 2011 opensource: del.icio.us tag/opensource open opensource Conference opencontent OER OpenCourseWare- Open High School of Utah Tuesday, January 04, 2011 opensource: del.icio.us tag/opensource open opensource resources opencontent opencourseware OER MERLOT - Multimedia Educational Resource for Learning and Online Teaching Saturday, January 01, 2011 opensource: del.icio.us tag/opensource Web2.0 open education opencontent higher OER lessonplans The Cape Town Open Education Declaration Thursday, October 21, 2010 "It is at once a statement of principle, a statement of strategy and a statement of commitment. It is meant to spark dialogue, to inspire action and to help the open education movement grow. Open education is a living idea. As the movement grows, this idea will continue to evolve. There will be other visions initiatives and declarations beyond Cape Town. This is exactly the point. The Cape Town signatories have committed to developing further strategies, especially around open technology and teaching practices." opensource: del.icio.us tag/opensource education opensource openaccess opencontent OER declaration openeducation Home - OLCOS Thursday, October 21
Ted Curran

Open Educational Resources: New Possibilities for Change and Sustainability | Friesen |... - 0 views

www.irrodl.org/...1388

open learning resources educational education edtech teaching technology

shared by Ted Curran on 07 Mar 11 - Cached
  • The term open educational resources was first adopted at the 2002 UNESCO Forum
  • “the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for noncommercial purposes” (UNESCO, 2002, p. 24)
  • he notion of openness, for its part, has been given legal force and definition through the set of copyright licenses released by Creative Commons, also in 2002
  • ...31 more annotations...
  • A second general difference separating learning objects from their open educational counterparts is indicated by the absence of any explicit reference to the openness or the open and noncommercial character of the resource.
  • What is significant in each definition is precisely what is included and excluded: Each definition highlights (either directly or indirectly) modularity as a technological and design attribute for the object and its content, emphasizing the “self-contained,” “building block” or “object-oriented” nature of the technology.
  • Multimedia Educational Resource for Learning and Online Teaching (MERLOT)
  • this project recently met its original ambitious goal of placing all of MIT’s course content online by 2007
  • Massachusetts Institute of Technology (MIT)
  • the funding for the operations of many of the projects is either provided by a parent institution
  • by a governmental organization
  • or by a combination of these types of sources.
  • he many projects that have fallen inactive or been discontinued
  • the nature and the enormity of the sustainability challenge online educational resource collections face.  
  • The clear sustainability lesson from both this listing of inactive projects and the earlier listing of active efforts is the importance of ongoing, operational institutional or consortial funding for educational resource collections and the difficulty of realizing alternative funding models. Online educational resource initiatives of this kind, one can conclude, need to be seen as processes or services rather than as products that persist of their own accord.
  • Only projects that are large-scale, well-funded, and able to benefit from a first-mover advantage (i.e., being one of the first of their kind) seem to have any chance of developing collections whose scope extends to all educational subjects
  • The issue of sustainability of OER projects, unsurprisingly, was one of the top concerns
  • awareness raising and promotion; communities and networking of creators and users; and capacity development, specifically as it relates to the development and pedagogical application of OERs.
  • The necessary preconditions for viability – awareness, capacity, community, cultural change – are identical with what would be the results of success.
  • a vicious circle of “chicken and egg.
  • the majority of the use of this material not only takes place outside of the USA, it also occurs outside in the context of reuse and adaptation by teachers or instructional designers.
  • it is educationally valuable without detracting from the educational value of the face-to-face activities on which the collected content is based.
  • This finding provides clear evidence of multiple areas of significant benefit accruing to MIT the institution from the open courseware project, and it provides a positive illustration of important possibilities for change.
  • “OCW use is centered on subjects for which MIT is recognized leader
  • 32% of faculty say that putting materials online has improved their teaching
  • 35 percent of freshmen who were aware of OCW prior to deciding to attend MIT indicate the site was a significant or very significant influence on their choice of school” (cited in Wiley, 2006, p. 6).
  • David Wiley presents a conclusion that may be of the utmost significance for OER: “The time will come when an OpenCourseWare or similar collection of open access educational materials will be as fully expected from every higher education institution as an informational website is now” (2006, p. 6).
  • Simply put, this is enlightened institutional self-interest.
  • student recruitment
  • the potential for improving teaching and for better supporting learning
  • a kind of viral marketing of the quality of teaching and learning in areas of strategic institutional interest
  • They need not risk financial and cultural capital on creating yet another collection or repository, but instead can invest it in the quality and accessibility of their course offerings.
  • Open CourseWare Consortium and its OCW finder
  • It only asks of its members a contribution of 12 courses to its growing collection of over 10,000 courses
  • The point, as Wiley explains, is that “this strategy of openness” holds out the promise of “catalyzing further innovations” (2006).
Ted Curran

Selecting an Open-Source Online Course Development and Delivery Platform: An Academic P... - 0 views

pcf4.dec.uwi.edu/viewpaper.php

shared by Ted Curran on 25 Aug 10 - Cached
  • Ted Curran on 25 Aug 10
     
    Abstract Increasingly, educators are implementing course development and delivery platforms to place their distance courses online in order to expand accessibility to educational opportunities, make use of multimedia capabilities, and provide effective management of the teaching and learning experience. These platforms are also referred to as course management systems (CMS), learning management systems (LMS), learning portals, or e-learning platforms. They are integrated, comprehensive software packages that support the development, delivery, evaluation, and administration of online courses and can be used in both traditional face-to-face instruction and in an online environment. The decision to obtain such software is frequently made by administrators and computer managers. However, academics should play a significant role in this decision process, as they must create and manage an enticing, interactive learning environment that is easy for the instructors and learners to use. This paper focuses primarily on the instructor and learner perspectives of online course management systems, but also considers administrative factors such as student record keeping, technical requirements, and the cost of ownership. It is intended to meet the needs of educators who are contemplating the acquisition of this type of software or want to change from one platform to another.
Ted Curran

The Net Generation's Informal and Educational Use of New Technologies | in education - 0 views

ineducation.ca/...ucational-use-new-technologies

netgen generation's education educational net the learning web2.0 lms open wiki technology edtech teaching podcasts

shared by Ted Curran on 03 Sep 10 - Cached
  • undergraduates in this group are high users of new technologies in their daily lives
  • the 18-24 year olds in this group were consumers, not producers of content using new technologies – few had created blogs (47%), wikis (16%) and podcasts (8%).
  • it is also important that students be critical consumers of online content, are able to assess the value of content, and are able to put it to good use in their academic endeavors
  • ...5 more annotations...
  • The research reviewed reported that 18-24 year olds do not transfer their expertise with technologies to academic contexts
  • students in this group use Instant Messenger when completing assignments, and Google Docs for archiving and group work, even if their professors are unfamiliar with Google Docs
  • The findings of this pilot survey, along with the research reviewed, indicate that undergraduates’ application of new technologies for academic purposes can be likened to the five stages of technology adoption – Awareness, Adoption, Adaption, Appropriation, and Invention - reported in the Apple Classrooms of Tomorrow research
  • undergraduates’ creation of online content for educational purposes was low in both this and prior research
  • a small sample of 26 undergraduates of education at an urban private university in 2008, and can therefore not be generalized to all other contexts
Ted Curran

What the Best Online Teachers Should Do - 0 views

jolt.merlot.org/...brinthaupt_1211.htm

education best practices online education

shared by Ted Curran on 22 Oct 12 - No Cached
  • we explore methods of fostering student engagement, stimulating intellectual development, and building rapport with students when teaching online
  • What the Best College Teachers Do, Ken Bain (2004) identified a set of core characteristics of exemplary college teachers
  • The FLC was supported by funds provided by the Academic Affairs Division, and its members received a stipend of $500 for their participation.
  • ...43 more annotations...
  • arguments and evidence are more important than facts and figures
  • communicating clear goals and expectations
  • incorporating multiple active learning opportunities
  • providing frequent, prompt, and constructive feedback
  • creating teacher support resources
  • an exploratory study of the practices of exemplary online teachers, Lewis and Abdul-Hamid (2006)
  • efforts to provide constructive and individualized feedback to students
  • facilitating student interaction
  • paying attention to how a course is organized and how teacher presence is enhanced
  • involvement and learning
  • most of the literature deals with the “science” of online teaching rather than the “art” of online teaching. In this paper, we attempt to remedy this state of affairs
  • Faculty Learning Community
  • The program typically includes a curriculum about enhancing teaching and learning with regularly-scheduled meetings and activities that provide participants with opportunities pertaining to the FLC’s major focus. An important component of an FLC is an emphasis on the scholarship of teaching and learning
  • eLearning Pedagogy FLC
  • Its general goal was to increase faculty interest in learning and teaching with instructional technologies
  • Peers are viewed as important in the learning process by creating an environment where “students can reason together and challenge each other” (p. 53) and grapple with the content together while building a sense of community
  • participants attended monthly meetings that included teaching and learning activities, development and training opportunities, and community building
  • participants read the literature on the scholarship of teaching and designed individual projects that allowed the assessment and evaluation of their instructional changes, suitable for presentation or publication in a professional journal
  • At the start of our FLC, we read Bain’s book, with the goal of discussing it in terms of its implications for teaching online
  • during these discussions, each FLC member listed out the major and most interesting points from Bain’s book
  • understanding is more important than remembering
  • we analyzed the advantages and disadvantages of what the best teachers studied by Bain did in terms of online teaching
  • creating effective student interactions with faculty, peers, and content
  • fostering student engagement
  • s timulating intellectual development
  • confronting intriguing, beautiful or important problems, authentic tasks that will challenge [students] to grapple with ideas, rethink assumptions and examine mental models of reality
  • building rapport with students
  • behaviors such as demonstrating and encouraging trust and potential in students, flexibility, self-directed learning, communicating learning and success intentions to students, and conveying realistic goals and expectations.
  • Fostering Student Engagement
  • foster engagement through effective student interactions with faculty, peers, and content
  • see the potential in every student, demonstrate a strong trust in their students, encourage them to be reflective and candid, and foster intrinsic motivation moving students toward learning goals
  • The best teachers want students to learn, regularly assess their efforts and make adjustments as needed, and accommodate diversity with sensitivity to student needs and issues
  • we summarized the major categories of behaviors shown by Bain’s best teachers that are most applicable to online teaching and learning
  • Class content – through its design, lectures, discussions, and assignments – supports the student learning objectives
  • Accordingly, the best teachers use meaningful examples, stimulating assignments, and thought provoking questions to motivate students to know more about their discipline
  • creating a community of learners where the quantity and quality of interactions with peers and faculty foster student engagement
  • Student-to-faculty interaction is considered paramount in fostering student engagement
  • student-to-student interaction is equally important as the quality and quantity of exchanges are predictors of success
  • students should “feel a personal and emotional connection to the subject, their professor, and their peers
  • In the online environment, lecture need not and should not be the primary teaching strategy because it leads to learner isolation and attrition
  • The most important role of the teacher is to ensure a high level of interaction and participation
  • This is achieved by means of greater student-to-faculty contact, participation in class discussions, and a more reflective learning style
  • it is imperative that students be active, not passive, to create a true learning environment
  • Ted Curran on 22 Oct 12
     
    An account of a professional development project based on exemplary teacher best practices.
Ted Curran

Open Textbooks « Community College Consortium for Open Educational Resources - 0 views

oerconsortium.org/discipline-specific

textbooks opensource eBooks education oer opencourseware textbook OpenTextBooks

shared by Ted Curran on 07 Apr 11 - Cached
  • Ted Curran on 07 Apr 11
     
    Open Textbooks View over 500 open textbooks in many subject areas: Art Biology & Genetics Business Chemistry Computer Science Economics Education Engineering & Electronics English & Composition Health & Nursing History Languages & Communications Literature Math Music Philosophy Physics Political Science Psychology Science Sociology Statistics & Probability Find open and free textbooks that may be suitable for use in community college courses from the list of Subjects provided. For descriptions of these open textbooks, see listings in MERLOT and OER Commons. Most of the textbooks on this list have Creative Commons (CC) open licenses or GNU-Free Document License. Others are U.S. government documents in the public domain (PD). Many other textbooks are free to view online but are NOT OPEN for reuse and customization. See Copyrighted Digital Textbooks for a list of learning content without open licenses. Learn more about open textbooks:   FAQs Community College Open Textbook Project OER Commons
Ted Curran

David Wiley: Open Teaching Multiplies the Benefit but Not the Effort - Wired Campus - T... - 0 views

chronicle.com/...7271

open teaching wiley education openness oer technology

shared by Ted Curran on 09 Mar 11 - No Cached
  • In 2004 I began asking my students to post their homework on their personal, publicly accessible blogs.
  • By changing their homework assignments from disposable, private conversations between them and me (the way printed or e-mailed assignments work in students’ minds) into public, online statements that became part of a continuing conversation, we realized very real benefits.
  • The result was a teacher’s dream — the students’ writing became a little longer, a little more thoughtful, and a little more representative of their actual intellectual abilities.
  • ...6 more annotations...
  • When the visits and comments from professionals around the world started coming in, students realized that the papers they were writing weren’t just throw-away pieces for class – they were read and discussed by their future peers out in the world.
  • I began posting my syllabus on a publicly available wiki and doing my best to select only readings that were also publicly available and that I could link to from the syllabus.
  • I needed to find online articles and materials that my students would be able to get with a single click at no cost.
  • As I began blogging about my online teaching materials, people from around the world began to see and make use of them in their own courses. Others outside universities started using them to guide their personal study.
  • Introduction to Open Education.
  • Do we professors, who live rather privileged lives relative to the vast majority of the planet’s population, have a moral obligation to make our teaching efforts as broadly impactful as possible, reaching out to bless the lives of as many people as we can? Especially when participatory technologies make it so inexpensive (almost free) for us to do so? I believe the answer is yes. —David Wiley
Ted Curran

Why Bother Being Open? « iterating toward openness - 0 views

opencontent.org/...1735

openness oer education why technology open edtech web2.0

shared by Ted Curran on 09 Mar 11 - Cached
  • I’ve always been an “argue by describing the benefits” kind of guy as opposed to an “argue on grounds of moral superiority” kind of guy (which is why I end up in the open camp more often than the free camp).
  • a free-to-access, online “digital publication of high quality university-level educational materials… organized as courses, and often includ[ing] course planning materials and evaluation tools as well as thematic content” that does not use an open license is not an OpenCourseWare.
  • MIT OCW, the website says, “Each course we publish requires an investment of $10,000 to $15,000 to compile course materials from faculty, ensure proper licensing for open sharing, and format materials for global distribution.”
  • ...3 more annotations...
  • 25% of the per-course publication costs (not technology infrastructure or external outreach costs – I’m talking about costs directly related to publishing a course) derive specifically from the desire for the final publication to employ an open license.
  • what is the return on this investment? What benefit are users deriving from open licensing that they could not derive if MIT published these materials online with a default copyright statement?
  • Would users still receive this benefit if MIT OCW were posted online with a traditional, full copyright statement?
Ted Curran

Introduction to Hybrid Courses - 0 views

www.uwsa.edu/...garnham.htm

hybrid education online

shared by Ted Curran on 01 Nov 10 - Cached
  • Ted Curran on 01 Nov 10
     
    self evaulation of hybrid education at University of Wisconsin-Milwaukee
Ted Curran

ClassroomCaptureTechnology - Keck qwiki wiki @USC - 0 views

qwiki.usc.edu/...ClassroomCaptureTechnology

classroomcapturetechnology

shared by Ted Curran on 23 Mar 11 - No Cached
  • Ted Curran on 23 Mar 11
     
    Classroom Capture Technology by RayMosteller - EducationalResources Webcasting and Podcasting Camtasia Relay - Lecture capture and presentation by TechSmith Camtasia Relay Pricing - One time licensing fee Echo 360 - Platform for campus-wide lecture capture, bought by Blackboard Kaltura - Open-source online video platform Kaltura community Mediasite - Global leader for enterprise webcasting and knowledge management Smart Encode - Smart PiP Encoder (used by DEN at USC) Tegrity - Automatically capturing, storing and indexing every class on campus, bought by McGraw-Hill Education Video Capture Software WM Recorder, Capture, Converter - The Ultimate Toolkit to Download, Capture and Convert ANY Streaming Video SDP Downloader - Download mms stream as wmv file WebVideoCap v1.33 - Capture Flash video and RTSP/MMS streams by Nir Sofer Freemake Video Downloader - Download videos from YouTube, Facebook, MTV, other sites in HD, 4K, MP4, FLV, 3GP Video Conversion Software AMV Video Converter - Converts avi, mpeg, mpg, wmv, rm, mov, qt Freemake Video Converter - Convert video between formats, rip DVD, convert to devices, burn DVD, cut, join, rotate, and upload video, photos, MP3 Video Player Software Any FLV Player - play FLV files (MPEG-4 encoded video files for Flash) on the internet Applian FLV Player GOM Media Player - includes XviD, DivX, FLV1, AC3, OGG, MP4, H263 Related: WebTwoTechnologies LearningManagementSystems - OnlineCollaborationTools - FacultyBlackboardCommittee
Ted Curran

Diigo - Web Highlighter and Sticky Notes, Online Bookmarking and Annotation, Personal L... - 0 views

www.diigo.com/index

diigo Bookmarking web2.0 collaboration social annotation highlighter socialnetworking open learning educational education edtech teaching technology

shared by Ted Curran on 09 Mar 11 - Cached
  • If you want more than a simple bookmarking tool, Diigo is for you! Compared with other bookmarking tools, Diigo enables you to do so much more. Period.
  • If you read a lot digitally, Diigo is for you! Compared with other information management tools, Diigo is differentiated by its focus on e-reading.
    • Ted Curran
      Ted Curran on 09 Mar 11
       
      Diigo is an excellent way for groups of people to collaboratively annotate a website online. All notes, annotations, and bookmarks go into a socially comment-able feed that allows users to co-construct knowledge.
Ted Curran

Study Guides and Strategies - 0 views

www.studygs.net

elearning online learning student education

shared by Ted Curran on 05 Apr 10 - Cached
  • Ted Curran on 05 Apr 10
     
    This site is FULL of freely available raw materials for the Intro to Online Learning class. AWESOME RESOURCE!
Ted Curran

'Open Courseware' Idea Spreads - Technology - The Chronicle of Higher Education - 0 views

chronicle.com/...27262

shared by Ted Curran on 17 Feb 10 - Cached
  • "People who come to public health are committed to really making a difference in the lives of people," he says. "By and large academics, especially in public health, realize that the availability of the content is going to have a beneficial effect."
  • Copyright is another challenge in running open-courseware projects, the meeting's participants say.
  • Many professors regularly use charts, graphs, or other illustrations they've culled from textbooks or other copyrighted works in slide presentations or handouts. Although using those illustrations in a classroom is allowed under fair-use provisions of copyright law, universities must get permission before putting the same materials online where anyone can see them.
  • ...2 more annotations...
  • He says he prefers material on open-courseware sites over that found on professors' Web sites. "There's some level of quality control and general oversight associated" with open courseware, he says. "If I'm just strolling around on the Internet and come across some random professor's Web site," he adds, "it just kind of dilutes my confidence in it, and it makes me spend a lot more time really sitting down and looking for what I like."
  • Though officials hope the materials will have educational benefit, they stress that they are not a substitute for taking courses at the institutions.
Ted Curran

Envisioning the Post-LMS Era: The Open Learning Network (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...199389

lms ple higher education blackboard

shared by Ted Curran on 19 May 10 - Cached
  • Faculty use the CMS primarily as an administrative tool … rather than as a tool anchored in pedagogy or cognitive science models."
  • Several reports confirm that instructors overwhelmingly use content distribution and administrative tools in the LMS while using interactive learning tools only sparingly
  • LMSs have become little more than "storage facilities for lecture notes and PowerPoint presentations."11
  • ...20 more annotations...
  • largely failed to empower the strong and effective imaginations that students need for creative citizenship
  • First, LMSs are generally organized around discrete, arbitrary units of time — academic semesters. Courses typically expire and simply vanish every 15 weeks or so, thereby disrupting the continuity and flow of the learning process.
  • Second, LMSs are teacher-centric. Teachers create courses, upload content, initiate threaded discussions, and form groups. Opportunities for student-initiated learning activities in the traditional LMS are severely limited.
  • Finally, courses developed and delivered via the LMS are walled gardens, limited to those officially enrolled in them. This limitation impairs content sharing across courses, conversations between students within and across degree programs, and all of the dynamic learning affordances of the read-write web.2
  • personal learning networks (PLNs) to manage information, create content, and connect with others
  • personal cyberinfrastructures
  • Campbell argued that we should embrace technologies that enable co-learners to frame, curate, share, and direct learning "engagement streams
  • Value accrues to the system as a whole because the more users or ‘nodes’ there are in a network, the more possible connections there are
  • several significant weaknesses and challenges associated with PLEs
  • support
  • support
  • Teachers and learners should be encouraged and supported in their efforts to find and use the most appropriate and effective best-of-breed tools outside the LMS
  • the University of Mary Washington deployed an instance of WordPress MultiUser (WPMU) as an alternative teaching and learning platform (UMW Blogs)
  • enabling the creation of blogs that automatically enroll students in courses as "members" of class blogs created by instructors
  • A pilot currently under way at Duke University (http://blogs-dev.oit.duke.edu) is aimed at assessing the viability of WPMU as an alternative platform for instructors teaching undergraduate and graduate courses. The list of potential uses on the pilot site includes using a WordPress blog as "the central course administrative tool" instead of Blackboard.
  • The LMS paradigm assumes that since some data must be kept private and secure, all data must be kept private and secure.
  • As depicted in Figure 1, proprietary applications and data such as the student information system (SIS), secure online assessment tools, and a university gradebook should be situated inside the private, secure university network. Personal publishing space, social networking, and collaboration tools live in the open, flexible cloud.
  • a loosely coupled gradebook is perhaps the essential module that brings all of the "small pieces" together.
  • instructors and students need a private, secure way to communicate about student performance on assignments, quizzes, and tests
  • If these artifacts are published on the web, they are individually addressable via URLs, so the OLN’s loosely coupled gradebook would simply require the submission of the URL instead of requiring students to upload the artifacts to a traditional gradebook. Instructors would then see a list of student names and links to the artifacts they published on the web
Ted Curran

BSP:: Bentham Science Publishers Ltd. - 0 views

www.bentham.org/quotes.htm

shared by Ted Curran on 09 Mar 11 - No Cached
  • "Open access will revolutionize 21st century knowledge work and accelerate the diffusion of ideas and evidence that support just in time learning and the evolution of thinking in a number of disciplines." Daniel Pesut (Indiana University School of Nursing, USA)
  • They are an outstanding source of medical and scientific information." Jeffrey M. Weinberg (St. Luke's-Roosevelt Hospital Center, USA)
  • "Open access journals are extremely useful for graduate students, investigators and all other interested persons to read important scientific articles and subscribe scientific journals. Indeed, the research articles span a wide range of area and of high quality. This is specially a must for researchers belonging to institutions with limited library facility and funding to subscribe scientific journals." Debomoy K. Lahiri (Indiana University School of Medicine, USA)
  • ...8 more annotations...
  • "Open access journals represent a major break-through in publishing. They provide easy access to the latest research on a wide variety of issues. Relevant and timely articles are made available in a fraction of the time taken by more conventional publishers. Articles are of uniformly high quality and written by the world's leading authorities." Robert Looney (Naval Postgraduate School, USA)
  • "Not only do open access journals greatly improve the access to high quality information for scientists in the developing world, it also provides extra exposure for our papers." J. Ferwerda (University of Oxford, UK)
  • "In principle, all scientific journals should have open access, as should be science itself.
  • "The widest possible diffusion of information is critical for the advancement of science. In this perspective, open access journals are instrumental in fostering researches and achievements." Alessandro Laviano (Sapienza - University of Rome, Italy)
  • "Open access journals are probably one of the most important contributions to promote and diffuse science worldwide." Jaime Sampaio (University of Trás-os-Montes e Alto Douro, Portugal)
  • "Open access journals make up a new and rather revolutionary way to scientific publication. This option opens several quite interesting possibilities to disseminate openly and freely new knowledge and even to facilitate interpersonal communication among scientists." Eduardo A. Castro (INIFTA, Argentina)
  • "Open access journals are freely available online throughout the world, for you to read, download, copy, distribute, and use. The articles published in the open access journals are high quality and cover a wide range of fields." Kenji Hashimoto (Chiba University, Japan)
  • "Open Access journals offer an innovative and efficient way of publication for academics and professionals in a wide range of disciplines. The papers published are of high quality after rigorous peer review and they are Indexed in: major international databases. I read Open Access journals to keep abreast of the recent development in my field of study." Daniel Shek (Chinese University of Hong Kong, Hong Kong)
  • Ted Curran on 09 Mar 11
     
    This is a list of quotable testimonials about the value and quality of open educational journals from some respected institutions worldwide.
Ted Curran

Problem-based learning in medicine and beyond: A brief overview - Barrows - 2006 - New ... - 0 views

onlinelibrary.wiley.com/...pdf

learning medicine overview teaching online education edtech

shared by Ted Curran on 21 Mar 12 - No Cached
  • Ted Curran on 21 Mar 12
     
    A Review of Literature on Student-Centered Learning in Medical Ed. 
Ted Curran

Free Pharmacy Books - 0 views

pharma-book.blogspot.com

books pharmacy free education open learning

shared by Ted Curran on 09 Nov 10 - No Cached
  • Ted Curran on 09 Nov 10
     
    A collection of open, online, free pharmacy books compiled by an Egyptian pharmacist. BEWARE-- many of these are verging on out-of-date....
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