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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

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.
Marcus Banks

University of Nottingham Creative Commons - 0 views

unow.nottingham.ac.uk/copyright.aspx

open_education

shared by Marcus Banks on 09 Mar 11 - No Cached
  • Marcus Banks on 09 Mar 11
     
    Model for utilizing Creative Commons licenses to promote open educational resources
Marcus Banks

Center for the Study of the Public Domain - 0 views

www.law.duke.edu/cspd

open_education

shared by Marcus Banks on 09 Mar 11 - Cached
  • Marcus Banks on 09 Mar 11
     
    Duke Law Center
Marcus Banks

Open Michigan - 0 views

open.umich.edu

open_education

shared by Marcus Banks on 09 Mar 11 - No Cached
  • Marcus Banks on 09 Mar 11
     
    Portal to open resources at the University of Michigan
Marcus Banks

MIT Open Courseware - 0 views

ocw.mit.edu/index.htm

open_education

shared by Marcus Banks on 09 Mar 11 - Cached
  • Marcus Banks on 09 Mar 11
     
    Portal to MIT's Open Courseware initiative, 10 years old this year.
Marcus Banks

What is OER? - 0 views

wiki.creativecommons.org/What_is_OER%3F

open_education

shared by Marcus Banks on 09 Mar 11 - No Cached
  • Marcus Banks on 09 Mar 11
     
    Creative Commons description of Open Educational Resources
Marcus Banks

David Wiley Blog - 0 views

opencontent.org/blog

open_education

shared by Marcus Banks on 09 Mar 11 - Cached
  • Marcus Banks on 09 Mar 11
     
    David Wiley's blog on Open Educational Resources
Ted Curran

lecture_capture_comparison_chart - 0 views

spreadsheets.google.com/pub

lecture capture edtech

shared by Ted Curran on 16 Mar 10 - Cached
  • Ted Curran on 16 Mar 10
     
    . Compiled by Rodney B. Murray, Ph.D. from a survey in December 2008. Products are updated continually, so please check with the vendors for the latest information. For more information and the corresponding podcast, see: . http://www.RodsPulsePodcast.com
Ted Curran

Open Education: A New Paradigm - 0 views

www.universitybusiness.com/viewarticle.aspx

open learning educational education edtech teaching technology oer web2.0 OpenEducation

shared by Ted Curran on 08 Mar 11 - Cached
  • technology has produced inconsistent results
  • Siloed institutions and enterprise applications, lack of data interoperability, escalating total cost of ownership, and absence of industry standards contribute to inefficient processes, creating barriers to collaboration and innovation.
  • more open access to education for more students, regardless of their institution, the region they live in, or any other factor
  • ...4 more annotations...
  • To address these challenges, the education industry must offer
  • more open data and processes within and across institutions to improve quality and outcomes measurements
  • a more open culture of collaboration to foster reuse and sharing, to ultimately lower costs of operation and delivery within the industry
  • Many educational institutions are taking steps to embrace open education by creating more open, flexible processes and data access to improve quality and performance outcomes, while lowering cost.
Ted Curran

Digital Typology of Learners in Gen Y - 0 views

www.elp.ac.uk/downloads/Defining Generation Y Bradford.pdf

edtech digital native

shared by Ted Curran on 26 Mar 10 - No Cached
  • Ted Curran on 26 Mar 10
     
    Great discussion of students' ability to use tech effectively in the classroom.
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

Exam Questions: Outsourcing vs. Crowdsourcing - ProfHacker - The Chronicle of Higher Ed... - 0 views

chronicle.com/...28911

wiki exam web2.0

shared by Ted Curran on 29 Nov 10 - No Cached
  • Ted Curran on 29 Nov 10
     
    This outlines how (and why) to let students create the final exam questions using wikis as a constructivist learning activity.
Ted Curran

Prof. Jones's wiki / Class Notes Assignment - 0 views

jbj.pbworks.com/...Class-Notes-Assignment

wiki web2.0 best practices

shared by Ted Curran on 29 Nov 10 - No Cached
  • Ted Curran on 29 Nov 10
     
    An "out of the box" assignment for having students create class notes wiki-style.
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

Directory of E-Learning Tools: Course Authoring Tools - 0 views

www.c4lpt.co.uk/...instructional.html

shared by Ted Curran on 13 Jul 10 - Cached
  • Ted Curran on 13 Jul 10
     
    An exhaustive feature comparison list of Learning Management Systems. We should review this before considering new LMS purchases
Ted Curran

Sakai 3 ePortfolio High Level Design - Project: Portfolio - Confluence - 0 views

confluence.sakaiproject.org/...3+ePortfolio+High+Level+Design

shared by Ted Curran on 26 Oct 10 - No Cached
  • Ted Curran on 26 Oct 10
     
    Stated objectives for what Sakai v.3's ePortfolio system should include. Serves as a great touchstone for evaluating any ePortfolio system we might look at.
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

Lecture Capture: A New Way to Think about Hybrid Courses - 0 views

www.facultyfocus.com/...-to-think-about-hybrid-courses

lecture capture lecture capture classroom2.0

shared by Ted Curran on 25 Oct 10 - No Cached
  • Ted Curran on 25 Oct 10
     
    A call to faculty to spend less time lecturing and more time mentoring students socratically.
Ted Curran

Personal Learning Networks - WikiPODia - 0 views

sites.google.com/...personal-learning-networks

wikipodia personal networks education edtech teaching lms web2.0 technology wiki open

shared by Ted Curran on 03 Sep 10 - Cached
  • The term "personal learning network" (PLN) frequently refers to a changing set of people and tools one uses to engage in continuing, informal professional development.
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