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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

AcademicCopyrightInformation - Keck qwiki wiki @USC - 0 views

qwiki.usc.edu/...AcademicCopyrightInformation

shared by Ted Curran on 23 Mar 11 - No Cached
  • Ted Curran on 23 Mar 11
     
    Academic Copyright Information Disclaimer: The purpose of this wiki webpage is to provide links to information about copyright and "fair use" to help faculty and students make informed decisions about copyright issues. Nothing on this page is intended to serve as legal advice. If you have legal questions about copyright, you should consult a lawyer or the general counsel's office in your institution. Nothing on this page should be construed as representing the policy or opinion of the University of Southern California. Please send comments to RayMosteller Related: CopyrightInformation - AlternativeCopyrightOptions - UscCopyrightInformation - EducationalResources Copyright and Fair Use Case Law Academic Publishers vs. Georgia State University - Lawsuit filed April 15, 2008 Basic Books, Inc. v. Kinko's Graphics Corp. - 758 F.Supp. 1522 (S.D.N.Y. 1991) Princeton University Press v. Michigan Document Services, INC. - No. 94-1778 6th Cir. 1996 decision vacated Key Court Case Summaries on Fair Use Columbia University Copyright Advisory Office - Columbia University Libraries / Information Services Fair Use Checklist Copyright Scenarios Court Case Summaries - Regarding Fair Use Fair Use Resources Cornell University Copyright Information Center Cornell Copyright Policies, Guidance, and Policy Interpretations Cornell Electronic Course Content Copyright Guidelines - Press release Cornell Electronic Course Content Copyright Guidelines - (PDF) Course Reserves Copyright Guidelines - (PDF) Copyright Term and the Public Domain in the United States Copyright Resources Cornell Copyright Decision Tree - (PDF) Indiana University - Purdue University, Indianapolis (IUPUI) Copyright Management Center Fair-Use Issues Fair-Use: Overview and Meaning for Higher Education Fair-Use Guidelines Key Court Case Summaries on Fair Use Teach Act and Distance Learning North Carolina State University Intellectual Property Student Privacy Law (FERPA) Penn State Uni
Ted Curran

The Cape Town Open Education Declaration - 0 views

www.capetowndeclaration.org/read-the-declaration

shared by Ted Curran on 12 Feb 10 - Cached
  • Read the Declaration
  • 1. Educators and learners: First, we encourage educators and learners to actively participate in the emerging open education movement.
  • 2. Open educational resources: Second, we call on educators, authors, publishers and institutions to release their resources openly.
  • ...2 more annotations...
  • 3. Open education policy: Third, governments, school boards, colleges and universities should make open education a high priority.
  • These strategies represent more than just the right thing to do. They constitute a wise investment in teaching and learning for the 21st century. They will make it possible to redirect funds from expensive textbooks towards better learning. They will help teachers excel in their work and provide new opportunities for visibility and global impact. They will accelerate innovation in teaching. They will give more control over learning to the learners themselves. These are strategies that make sense for everyone.
Ted Curran

Moodle 2.0 release notes - MoodleDocs - 0 views

docs.moodle.org/...Moodle_2.0_release_notes

shared by Ted Curran on 21 Jan 11 - No Cached
  • Ted Curran on 21 Jan 11
     
    This outlines the new features in Moodle 2.0.
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).
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