Group items tagged

Today the Getty becomes an even more engaged digital citizen, one that shares its collections, research, and knowledge more openly than ever before. We've launched the Open Content Program to share, freely and without restriction, as many of the Getty's digital resources as possible. The initial focus of the Open Content Program is to make available all images of public domain artworks in the Getty's collections. Today we've taken a first step toward this goal by making roughly 4,600 high-resolution images of the Museum's collection free to use, modify, and publish for any purpose.

Imagine that psychologists are scanning a patients' brain, for some basic research purpose. As they do so, they stumble across a fleeting thought that their equipment is able to decode: The patient has committed a murder, or is thinking of committing one soon. What would the researchers be obliged to do with that information?

"Almost immediately after receiving their new school-issued iPads this fall, students in Indiana and in California (and probably elsewhere) managed to bypass the security on the devices, "hacking" them for "non-schoolwork" purposes: listening to music, checking Facebook, surfing the web."

"I think there may be a certain type of learner that this works for - someone who is highly motivated and purposeful, who is seeking out specific knowledge. And someone who does not require much human interaction - because in spite of the rhetoric about personalization, lectures are inherently impersonal, and videos of lectures are doubly so.   So if the MOOC is ushering in a golden age, democratizing access to knowledge, it seems to have hit a bit of a bump. I think the bump in the road is the learner."

The intersection of copyright and the scale and delivery of MOOCs highlights the enduring tensions between academic freedom, institutional autonomy, and copyright law in higher education. To gain insight into the copyright concerns of MOOC stakeholders, EDUCAUSE talked with CIOs, university general counsel, provosts, copyright experts, and other higher education associations. The consensus opinion was that intellectual property questions for MOOC content merit wide discussion because they affect multiple stakeholders and potentially carry significant consequences. Each MOOC provider, for example, establishes a proprietary claim on material included in its courses, licenses to the user the terms of access and use of that material, and establishes its ownership claim of user-generated content. This conflicts with the common institutional policy approach that grants rights to faculty who develop a course. Fair-use exceptions to traditional copyright protection face challenges as well, given a MOOC's potential for global reach. Nonetheless, fair use and MOOCs are not mutually exclusive ideas. MOOCs remain an experiment. Initiating discussions with a wide range of campus stakeholders will ensure clarity of purpose and a common understanding of copyright issues in a MOOC environment.

"Data is great, but the purpose of Analytics is to get insights so that we can take action. In this post, I will cover some sample reports from the new app tracking interface and how they can help us make decisions for our business."

"Some districts have started implementing responsible digital use guidelines or empowered digital use policies. Regardless of the title you choose, it should provide a sense of purpose for using technology beyond the idea that "said devices may get me in trouble.""

"From 1. Documenting (video, audio, text, images, embedded content,manage online work, curated content) to 2. Reflecting (meta-cognitive, connected, goal oriented, as an assessment) to 3. Sharing (published, transparent, making learning/ thinking visible,  to teach others and contribute to a network) on to 4. Connecting (for authentic feedback, collaboration purposes, finding mentors and to gain perspective)"

"Those of us in the industry get this. But now our learners are getting it, too. We're living in a world where people have figured out that if they don't know how to do something they don't have to wait 2 months and pay to take a day-long class. They are identifying their own learning needs and choosing from available options the ones they feel best suit their own situations. Not only can they do it, they are starting to expect it. And they are doing it for each other. Go look at YouTube, or Snapguide, or product discussion forums, or any number of other sites where individuals are creating and posting help just for the purpose of sharing it with others."

"I've been mulling over a series of ideas in my analysis of digital literacies, and one of them is the concept and practice of 'curation' as a digital literacy, and what the implications are for curation practices to be better understood, theorised, and subsequently harnessed for educational purposes."

This article presents the outcomes of a typological analysis of Web 2.0 learning technologies. A comprehensive review incorporating over two thousand links led to identification of 212 Web 2.0 technologies that were suitable for learning and teaching purposes. The typological analysis then resulted in 37 types of Web 2.0 technologies that were arranged into 14 clusters. The types of Web 2.0 learning technologies, their descriptions, pedagogical uses and example tools for each category are described, arranged according to the clusters. Results of this study imply that educators typically have a narrow conception of Web 2.0 technologies, and that there is a wide array of Web 2.0 tools as yet to be fully harnessed by learning designers and educational researchers.

"The rise of the #BlackLivesMatter hashtag - along with others like #MeToo and #MAGA (Make America Great Again) - has sparked a broader discussion about the effectiveness and viability of using social media for political engagement and social activism. To that end, a new survey by the Center finds that majorities of Americans do believe these sites are very or somewhat important for accomplishing a range of political goals, such as getting politicians to pay attention to issues (69% of Americans feel these platforms are important for this purpose) or creating sustained movements for social change (67%)."

"What Anbar has in mind is something he calls "active OER." That's taking the standard digital textbook and expanding it with the addition of digital resources, including simulations that are both interactive and adaptive. "The learner doesn't just move something around in the simulation but actually gets prompting feedback that guides them to success," he explained. That's where Smart Sparrow comes in: The company produces aero, a learning platform that allows the instructor to pull together lessons from a set of templates that can include text, tests, assessments, virtual labs and field trips, and other digital components. For the purposes of the consortium, those elements would be pulled from OER materials."

"Ideo identified six basic vectors that it says are instrumental to an innovative, adaptive company: Purpose, experimentation, collaboration, empowerment, looking out (i.e. staying informed about what's happening in the industry), and refinement (the ability to successfully execute new ideas)."