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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

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...209321

share faculty opensource open copyright opencourseware to

shared by Ted Curran on 11 Mar 11 - Cached
  • The use of open materials by faculty is something of a continuum, with those who closely guard their intellectual property and privacy on one end, with faculty who seek out and use open content and technologies in the middle, and with those who actively contribute to open content on the other end.
  • All the faculty I spoke to could think of at least a few contexts in which they would not be willing and/or able to share or participate openly.
  • For example, few faculty are willing to embark on large, time-intensive projects, such as writing textbooks, without some guarantee that they will be compensated for their personal investment (time
  • ...15 more annotations...
  • Research faculty may need to closely guard patentable research under the terms of their institutional contracts, even if their inclination drives them to share openly
  • Science faculty, for example, often publish their research with multiple authors and may be more used to a collaborative model, whereas humanities faculty write for publications that favor a single-author model.
  • Commonly, faculty will lock down some content (research or texts) under intellectual property laws but feel morally obligated to share in another aspect of their field.
  • Two factors delineate a faculty member's attitude toward openness: a nature influence and a nurture influence.
  • the strength of a person's inclination toward sharing
  • On the one end are the keepers, faculty who ask themselves: "Why would anyone outside my course want to know what I think?" At the other extreme are the sharers, faculty who believe that their contribution to the conversation, content, and/or community is invaluable.
  • The second factor that influences attitude toward openness is how strongly the person feels a moral responsibility to share freely with his or her community.
  • Many said something to the effect that they felt it was their duty as an educator to share
  • that everyone in education should share
  • Open faculty see sharing their ideas and expertise as a way to quickly validate or refute ideas, to promote important academic programs, and/or to mentor those instructors with less experience or to be mentored by those with greater experience or more creative ideas. Open faculty value the ideas and content shared by others in their networks and feel an obligation to share alike. This sense of moral responsibility to share is so strong in some faculty that it bothers them when ideas and content are closely guarded. They see this as an affront to their values.
  • In the category of faculty who are strong sharers and strongly open, we find project leaders and thought leaders.
  • What's the difference between those faculty who share with colleagues locally and those who share on the web? Technology skills.
  • Open faculty are learning some of these technology skills from formal workshops and professional training, but many spoke of learning technology skills from other open faculty (or even students) during on-the-fly informal learning sessions.
  • Many of the faculty I spoke to suggested (strongly) that participation in open digital activities (e.g., blogging, writing open-source software, being a curator of open-source materials) should count toward tenure and promotion.
  • Naturally, administrators worry about open digital faculty. What if they say something the institutional leaders don't agree with? What if their work with students on the web creates a liability? Administrators can do three simple things to minimize these issues: If a faculty member writes or shares content openly on the web, using space provided by the college, the inclusion of a simple disclosure statement can provide some separation between the individual and the institution (for example, "These views/materials are my own and do not necessarily reflect the views of my institution"). To guard against liability, administrators can make sure that open faculty receive training on copyright issues with materials used, privacy issues with students, and security issues with web technologies. These days, most campus activities involve the potential for liability. All administrators can do is make a good-faith effort to protect the institution by ensuring that faculty have a solid grounding in the potential risks. Today's students live much of their lives in the digital world. Faculty have the potential to model and promote good Internet behavior to future workers and leaders. Administrators can support open digital faculty by making an effort to understand what the faculty do: read some of what they write; take them to lunch and discuss their latest projects; try to understand that these faculty are public ambassadors of the institution and stealth faculty developers on campus. In gaining the trust of open digital faculty, administrators will more likely be seen as advisors than as adversaries.
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

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

Open Content for Private Foundations.pdf (Study by Harvard U) - 0 views

cyber.law.harvard.edu/...Foundations_survey_summary.pdf

open source open content creative commons higher education

shared by Ted Curran on 16 Apr 10 - No Cached
  • Ted Curran on 16 Apr 10
     
    Open content licensing may not be a red-hot issue in the foundation sector, but it is emerging as a salient one with consequences in many fields. It is an inherently complex issue. In an attempt to learn more about the licensing practices that are used in the world of private charitable foundations - and specifically to learn the degree to which open content licensing may or may not be appropriate in that sector and why - the Berkman Center and the Hewlett Foundation commissioned the FDR Group, a nonpartisan public opinion research firm, to conduct a qualitative research study.
Ted Curran

Google Releases CloudCourse, an Open Source Learning Platform - 0 views

feedproxy.google.com/~r/readwriteweb/~3/j0RbdQKBb2c/google_releases_cloudcourse_an_open_source_learnin.php?title=Google Releases CloudCourse, an Open Source Learning Platform

google open releases cloudcourse lms moodle blackboard elearning edtech

shared by Ted Curran on 26 May 10 - No Cached
  • Ted Curran on 26 May 10
     
    Google made a number of announcements in the past week that are of interest to educators: opening Google Wave to the public and extending Google Voice accounts to ...
Ted Curran

Official Google Enterprise Blog: Building blocks: connecting Google Apps for Education ... - 0 views

googleenterprise.blogspot.com/...ks-connecting-google-apps.html

shared by Ted Curran on 04 Jun 10 - Cached
  • Ted Curran on 04 Jun 10
     
    Northwestern is unveiling a Blackboard Building Block called "Bboogle" that they have built and are releasing to the community as open source. Building Block includes single sign-on, automated account provisioning, and automated sharing of Google Documents and Calendars through Blackboard course sites.
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

AlternativeCopyrightOptions - Keck qwiki wiki @USC - 0 views

qwiki.usc.edu/...AlternativeCopyrightOptions

keck alternativecopyrightoptions qwiki

shared by Ted Curran on 23 Mar 11 - No Cached
  • Ted Curran on 23 Mar 11
     
    Lists and Comparison of Licenses Comparison of free software licences - on Wikipedia Free Software Foundation (FSF) List of Licenses Free Software Foundation (FSF) approved software licences - On Wikipedia GNU List of Various Licenses and Comments about Them - see GNU Project below Alternative Licenses Apache Software Foundation Licenses - http://en.wikipedia.org/wiki/Apache_Foundation On Wikipedia Creative Commons License - http://en.wikipedia.org/wiki/Creative_Commons On Wikipedia Debian Free Software Guidelines (DFSG) - http://en.wikipedia.org/wiki/Debian_Free_Software_Guidelines On Wikipedia Free Software Foundation (FSF) - On Wikipedia GNU Project Licences GNU Project - On Wikipedia GNU licenses GNU General Public License (GPL) - On Wikipedia GNU Lesser General Public License (LGPL) - On Wikipedia GNU Affero General Public License (AGPL) - On Wikipedia GNU Free Documentation License (FDL) - On Wikipedia "The rule made by the owners of proprietary software was, 'If you share with your neighbor, you are a pirate. If you want any changes, beg us to make them.'" - by Richard Stallman, originally published in the book "Open Sources". See The GNU Project None: AlternativeCopyrightOptions (last edited 2011-03-23 14:16:34 by RayMosteller)
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

rSmart Sakai - 0 views

www.rsmart.com/

lms cms blackboard open source

shared by Ted Curran on 28 Sep 10 - Cached
  • Ted Curran on 28 Sep 10
     
    rSmart is a hosted, managed, support-oriented instance of Sakai. Hell yes.
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