Sunday, November 22, 2009
Approximately 400 of the journals searched by TechJournalContents are freely available on Open Access ; access to the full text of search results from other journals will depend on the status of a current institutional or personal subscription. Users can save TechJournalContents searches as an RSS feed that provides notifications of matching results using a feedreader (e.g., Google Reader or Bloglines).
Springer, Emerald, Inderscience, Wiley Interscience, Elsevier, Taylor & Francis, IEEE, Sage, AIP, and IMechE, are among the publishers whose technology-related journals are indexed by TechJournalContents
The core behind the service is the journalTOCs API [http://www.journaltocs.hw.ac.uk/api/] , produced by the journalTOCs Project [http://www.journaltocs.hw.ac.uk/], based at the ICBL, Heriot-Watt University, and is being managed by Santy Chumbe ; a project blog, journalTOCsAPI, is available [ http://www.journaltocs.hw.ac.uk/API/blog/]
TechJournalContents is a component of TechXtra [http://www.techxtra.ac.uk/] a service which helps one “find articles, books, the best websites, the latest industry news, job announcements, technical reports, technical data, full text eprints, the latest research, thesis & dissertations, teaching and learning resources and more, in engineering, mathematics and computing.”
Roddy MacLeod, Senior Engineering Faculty Librarian, Heriot-Watt University Library, Edinburgh, Scotland, and co-editor, Internet Resources Newsletter [http://www.hw.ac.uk/libwww/irn/], a "free monthly electronic for academics, students, engineers, scientists and social scientists”published since October 1994.
Saturday, November 14, 2009
Merge NEEDS and TeachEngineering into a unified K-gray engineering educational digital library
Significantly and sustainably grow high-quality resources
Align the unified curricular materials with appropriate undergraduate and K-12 educational standards
Grow the participation of content providers and users
Enhance quality control and review protocols for content
Expand gender equity and ethnic diversity components by cataloging and reviewing curricular resources created by female-centric and minority-serving organizations
Help for First Time Users / Contacts / Collaborators / Evaluation / Publications / EP Flyer (PDF)
As a national network of learning environments, resources, and partnerships, NSDL seeks to serve a vital role as STEM educational cyberlearning for the nation, meeting the informational and technological needs of educators and learners at all levels.
Wednesday, October 28, 2009
Monday, September 21, 2009
“We’re excited to offer this online seminar on such an important and timely topic as climate change. The Smithsonian, with its experts, collections and partners is uniquely qualified to do so,” said Wayne Clough, Secretary of the Smithsonian. “Our first seminar, on Abraham Lincoln, was a resounding success that started an online dialogue that continues today—here and abroad.”
The conference will show the depth of research that the Smithsonian can bring to a current problem. Smithsonian scientists and other experts will lead participants in explorations of Smithsonian research on this important issue via live presentations, moderated forums and demonstrations. Through live streaming, speakers will respond to questions and comments from the audience. All of the conference sessions will be recorded and archived and can be replayed at any time via the Web at http://www.SmithsonianEducation.org
Among the presenters are:
Monday, September 14, 2009
2009 / 352 pp. / Softbound / ISBN 978-1-57387-372-7 / Regular Price $39.50
As web users become more savvy and demanding, libraries are looking for new ways to allow patron participation and keep their websites dynamically and collaboratively up-to-date. Mashups—web applications that combine freely available data from various sources to create something new—can be one very powerful way to meet patrons’ expectations and provide exemplary web-based service.
In Library Mashups, Nicole C. Engard and 25 contributors from all over the world walk readers through definitions, summaries, and practical uses of mashups in libraries. Examples range from ways to allow those without programming skills to make simple website updates, to modifying the library OPAC, to using popular sites like Flickr, Yahoo!, LibraryThing, Google Maps, and Delicious to share and combine digital content. This essential guide is required reading for all libraries and librarians seeking a dynamic, interactive web presence.
Table Of Contents
Foreword –- Jenny Levine
Introduction — Nicole C. Engard
I: What Are Mashups
1. What is a Mashup? / Darlene Fichter, Data Library Coordinator at the University of Saskatchewan Library and IT advisor for the Indigenous Studies Portal
2. Behind the Scenes: Some Technical Details / Librarian at Università degli Studi di Milano-Bicocca, Bonaria Biancu
3. Content Sources & Mashing Them Up / Ross Singer, Interoperability and Open Standards Champion at Talis
4. Mashing up w/ Librarian Knowledge / Thomas Brevik, library at the Royal Norwegian Naval Academy and former president of the Norwegian Library Association Special Interest Group for Information and Communication Technology (SIKT)
II: Mashing up Library Websites
5. Information in Context / Brian Herzog, reference librarian at the Chelmsford Public Library
6. Mashing up the Library Website / Lichen Rancourt is the Head of Technology at Manchester City Library and contributor to Scriblio
7. Piping out Library Data / Nicole C. Engard, book editor
8. Mashups @Librarians Interact / Corey Wallis from the THALI group in Australia
III: Mashing up Catalog Data
9. Library Catalog Mashup: Using Blacklight to Expose Collections / Bess Sadler, Metadata Specialist for User Projects for the University of Virginia Library; Joseph Gilbert, Head of the Scholars’ Lab at the University of Virginia Library; and Matt Mitchell
10. Breaking into the OPAC / Tim Spalding, founder of LibraryThing
11. Mashups with ‡biblios.net Web Services /Joshua Ferraro, CEO at LibLime
12. SOPAC 2.0: The Thrashable, Mashable Catalog / John Blyberg, Assistant Director for Innovation and User Experience at Darien Library
13. Creating Mashups with the WorldCat API and Other WorldCat Affiliate Tools / Karen Coombs, Head of Web Services at the University of Houston Libraries
IV. Maps, Pictures & Video … Oh My!
14. Flickr and Digital Image Collections / Jeremy McWilliams and Mark Dahl from the Lewis & Clark College Library
15. Blip.tv and Digital Video Collections in the Library / Jason Clark, Digital Initiatives Librarian at Montana State University Library
16. “Where’s the nearest computer lab?”: Mapping Up Campus / Derik Badman, Digital Services Librarian at Temple University
17. Repository Map Mashup / Stuart Lewis, Team Leader & Project Manager at Aberystwyth University
V. Adding Value to your Services
18. The LibraryThing API and Libraries / Robin Hastings, Information Technology Manager for the Missouri River Regional Library in Jefferson City, MO
19. ZACK Bookmaps / Wolfram Schneider
20. Federated Database Search Mashup / Stephen Hedges, Karl Jendretzky and Laura Solomon
21. Electronic Dissertation Mashups Using SRU / Michael C. Witt from Purdue University
Associated Chapter Links
Associated Past And Future Presentations Related To Book Contents
The climate crisis and the financial crisis are not two competing issues that need to be addressed separately by the world community. The solution to one is, in fact, the answer to the other. Investment in energy efficiency and renewable energy helps the economy by increasing employment in the power sector, while reducing energy costs and easing the over-use of precious natural resources. By making the switch to renewable energy we can halt the carbon dioxide building up in the atmosphere and create a path away from irreversible climate change.
Working for the Climate is a study to determine the potential for 'green jobs' in the energy sector, and how this potential compares to a business-as-usual approach, with little or no action being taken to avert climate change. We found that, under the Energy [R]evolution scenario, there would be an overall increase of around 2 million power sector jobs over the next 20 years; and with an Energy [R]evolution in place, there would be more than 8 million jobs in renewable energy and energy efficiency - three times the amount of jobs under the business-as-usual approach.
Date published > 14 September 2009 / Format > Adobe PDF / Number of pages > 72 / [Publisher > GreenPeace International / European Renewable Energy Council]
Full Text Available
ENERGY SECTOR JOBS TO 2030: A GLOBAL ANALYSIS / Final Report (Background Document [117 pp.])
Thursday, September 10, 2009
"The problem solving, systems thinking, and teamwork aspects of engineering can benefit all students, whether or not they ever pursue an engineering career," said Linda Katehi, chancellor of the University of California, Davis, and chair of the committee that wrote the report. "A K-12 education that does not include at least some exposure to engineering is a lost opportunity for students and for the nation."
Engineering education at the K-12 level should emphasize engineering design and a creative problem-solving process, the committee said. It should include relevant concepts in mathematics, science, and technology, as well as support the development of skills many believe essential for the 21st century, including systems thinking, collaboration, and communication.
While science, technology, engineering, and mathematics instruction is collectively referred to as "STEM education," the report finds that the engineering component is often absent in policy discussions and in the classroom. In fact, engineering might be called the missing letter in STEM, the report says.
In preparing the report, the committee conducted an in-depth analysis of 15 K-12 engineering curricula; reviewed scientific literature related to learning engineering concepts and skills; evaluated evidence on the impact of K-12 engineering education initiatives; and collected preliminary information about pre-collegiate engineering education programs in other countries.
The committee found that engineering education opportunities in K-12 schools have expanded considerably in the past 15 years. Since the early 1990s, the report estimates, about 6 million children have been exposed to some formal engineering coursework. However, this number is still small compared with the overall number of students in K-12 schools (approximately 56 million in 2008). The committee noted that many challenges remain to expanding the availability and improving the quality of these programs, including the absence of content standards to guide development of instructional materials, limited pre-service education for engineering teachers, and structural and policy impediments to including this new subject in an already crowded school curriculum.
With these challenges in mind, the committee recommended that:
>>> The National Science Foundation or U.S. Department of Education fund research to determine how science inquiry and mathematical reasoning can be connected to engineering design in curricula and professional development;
>>> Foundations and federal agencies with an interest in K-12 engineering education conduct long-term research to confirm and refine findings of studies of the impacts of engineering education;
>>> The American Society of Engineering Education begin a national dialogue on preparing K-12 engineering teachers, and on the pros and cons of establishing a formal credentialing process; and
>>> Philanthropic foundations or federal agencies with an interest in STEM education and school reform identify models of implementation for K-12 engineering education that will work for different American school systems.
The committee also noted the importance of clarifying the meaning of "STEM literacy" and of developing curricula that would particularly appeal to groups typically underrepresented in engineering, such as girls, African Americans, and Hispanics.
Wednesday, August 19, 2009
A recent 93-page report on online education, conducted by SRI International for the Department of Education, has a starchy academic title, but a most intriguing conclusion:
“On average, students in online learning conditions performed better than those receiving face-to-face instruction.”
The report examined the comparative research on online versus traditional classroom teaching from 1996 to 2008. Some of it was in K-12 settings, but most of the comparative studies were done in colleges and adult continuing-education programs of various kinds, from medical training to the military.
Over the 12-year span, the report found 99 studies in which there were quantitative comparisons of online and classroom performance for the same courses. The analysis for the Department of Education found that, on average, students doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile.
That is a modest but statistically meaningful difference.
“The study’s major significance lies in demonstrating that online learning today is not just better than nothing — it actually tends to be better than conventional instruction,” said Barbara Means, the study’s lead author and an educational psychologist at SRI International.
This hardly means that we’ll be saying good-bye to classrooms. But the report does suggest that online education could be set to expand sharply over the next few years, as evidence mounts of its value.
Until fairly recently, online education amounted to little more than electronic versions of the old-line correspondence courses. That has really changed with arrival of Web-based video, instant messaging and collaboration tools. The real promise of online education, experts say, is providing learning experiences that are more tailored to individual students than is possible in classrooms. That enables more “learning by doing,” which many students find more engaging and useful.
“We are at an inflection point in online education,” said Philip R. Regier, the dean of Arizona State University’s Online and Extended Campus program. Mr. Regier sees things evolving fairly rapidly, accelerated by the increasing use of social networking technology. More and more, students will help and teach each other, he said. [snip]
“The technology will be used to create learning communities among students in new ways,” Mr. Regier said. “People are correct when they say online education will take things out the classroom. But they are wrong, I think, when they assume it will make learning an independent, personal activity. Learning has to occur in a community.”
Full Text Available At
Meta-Analysis: Is Blended Learning Most Effective?
Friday, August 7, 2009
- Compare Journal Title Lists
Search to compare title lists of major bibliographic and full text databases.
- View Database Dashboards
View visual dashboards showing charts and stats for each database.
- Database Title List Updates
Review dates that title lists in ADAT were last updated by suppliers.
- Compare Database Platforms
Generate tables comparing the key features of database platforms.
- Compare eBook Platforms
Compare and contrast the core functionality of eBook platforms.
- Sign Up for Alerts
Receive email alerts notifying you when suppliers update listings.
In each case the information has been provided directly by the relevant suppliers and is presented here as a resource to assist librarians in their purchasing decisions. The site provides functionality to compare databases automatically. Any combination of databases can be compared in order to generate lists of relevant titles.
Sunday, April 12, 2009
YouTube, and Now We Do Too
Posted / April 7th, 2009 / Matt Raymond
Well, this is a day that has been a long time in coming. The Library of Congress has been working for several months now so that we could “do YouTube right.” When you’re the stewards of the world’s largest collection of audiovisual materials ... nothing less would be expected of you, and our own YouTube channel has now gone public.
We are starting with more than 70 videos, arranged in the following playlists: 2008 National Book Festival author presentations, the Books and Beyond author series, Journeys and Crossings (a series of curator discussions), “Westinghouse” industrial films from 1904 [snip], scholar discussions from the John W. Kluge Center, and the earliest movies made by Thomas Edison, including the first moving image ever mad (curiously enough, a sneeze by a man named Fred Ott).
But this is just the beginning. We have made a conscious decision that we’re not just going to upload a bunch of videos and then walk away. As with our popular Flickr pilot project, we intend to keep uploading additional content. [snip]
Library of Congress YouTube Playlist
2008 National Book Festival / 13 Videos / View readings from some of your favorite authors, poets and storytellers from the National Book Festival, in Washington DC on Sept. 27, 2008.
Books and Beyond / 2 Videos / Public talks at the Library of Congress by authors of recently-published books, sponsored by the Center for the Book.
Journeys and Crossings / 8 Videos / Bringing to life some of the Library's most exciting and historically significant materials ... .
Early Films: Westinghouse, 1904 / 21 Videos / Classic historic industrial films from the Westinghouse Works, produced in April-May 1904. [snip]
Kluge Center Series: Prominent Scholars on Current Topics / 9 Videos / At the Library's John W. Kluge Center, prominent scholars present public lectures, book talks and workshops as part of the Library's ongoing mission of sharing its knowledge with the public.
Early Films: Edison Companies / 20 Videos / Beginning in the late 1880s, Thomas Edison's labs not only built the equipment for filming and projecting films, but produced popular content for the new medium.
Library of Congress YouTube Playlist
Athabasca University Press / March 2009 / 978-1-897425-44-2 (e-book) / 978-1-897425-43-5 (SC) / $39.95
This collection is for anyone interested in the use of mobile technology for various distance learning applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field, as well as the most recent initiatives in mobile learning research. Businesses and governments can learn how to deliver timely information to staff using mobile devices. Professors can use this book as a textbook for courses on distance education, mobile learning, and educational technology.
Copyright: This work is licensed under a Creative Commons License. It may be reproduced for non-commercial purposes, provided that the original author is credited.
Download The Entire Book OR Select a Chapter Or Section
Download FRONT MATTER / Download TABLE OF CONTENTS / Download FOREWORD / Download CONTRIBUTING AUTHORS / Download INTRODUCTION
PART ONE: Advances in Mobile Learning
Download / Chapter 1: Current State of Mobile Learning / John Traxler
Download / Chapter 2: A Model for Framing Mobile Learning / Marguerite L. Koole
PART TWO: Research on Mobile Learning
Download / Chapter 3 / Mobile Distance Learning with PDAs: Development and Testing of Pedagogical and System Solutions Supporting Mobile Distance Learners / Torstein Rekkedal and Aleksander Dye
Download / Chapter 4 / Using Mobile Learning to Enhance the Quality of Nursing Practice Education / Richard F. Kenny, Caroline Park, Jocelyne M. C. Van Neste-Kenny, Pamela A. Burton, and Jan Meiers
Download / Chapter 5 / Informal Learning Evidence in Online Communities of Mobile Device Enthusiasts / Gill Clough, Ann C. Jones, Patrick McAndrew, and Eileen Scanlon
Download / Chapter 6 / M-learning: Positioning Educators for a Mobile, Connected Future / Kristine Peters
PART THREE: Applications of Mobile Learning
Download / Chapter 7 / Practitioners as Innovators: Emergent Practice in Personal Mobile Teaching, Learning, Work, and Leisure / Agnes Kukulska-Hulme and John Pettit
Download / Chapter 8 / Design and Development of Multimedia Learning Objects for Mobile Phones / Claire Bradley, Richard Haynes, John Cook, Tom Boyle, and Carl Smith
Download / Chapter 9 / From E-learning to Mobile Learning: New Opportunities / Michelle Pieri and Davide Diamantini
Download / Chapter 10 / MobilED – Mobile Tools and Services Platform for Formal and Informal Learning / Merryl Ford and Teemu Leinonen
Download / Chapter 11 / Exploring the Challenges and Opportunities of M-learning within an International Distance Education Programme / Jon Gregson and Dolf Jordaan
Download / Chapter 12 / Using Mobile Technologies for Multimedia Tours in a Traditional Museum Setting / Laura Naismith and M. Paul Smith
Download / Chapter 13 / Use of Mobile Technology for Teacher Training / Jocelyn Wishart
Download Conclusion / Download Glossary / Download Index
About the Editor
Mohamed Ally is a Professor in the Centre for Distance Education at Athabasca University, where he teaches and researches the educational uses of mobile technology, mobile libraries, and workplace learning. Dr. Ally is on the boards of the International Federation of Training & Development Organizations and the International Association of Mobile Learning.
The Second International m-Libraries Conference, held and sponsored by the University of British Columbia in conjunction with Athabasca University, The Open University and Thompson Rivers University, will be held June 23rd and 24th of 2009 at University of British Columbia's Vancouver campus.
SEE ALSO MOBILE LIBRARIES BLOG
Thursday, March 26, 2009
The Facebook Generation vs. the Fortune 500
The experience of growing up online will profoundly shape the workplace expectations of “Generation F” – the Facebook Generation. At a minimum, they’ll expect the social environment of work to reflect the social context of the Web, [snip].
If your company hopes to attract the most creative and energetic members of Gen F, it will need to understand these Internet-derived expectations, and then reinvent its management practices accordingly. [snip]
With that in mind, I compiled a list of 12 work-relevant characteristics of online life. These are the post-bureaucratic realities that tomorrow’s employees will use as yardsticks in determining whether your company is “with it” or “past it.” [snip]
1. All ideas compete on an equal footing. On the Web, every idea has the chance to gain a following—or not, and no one has the power to kill off a subversive idea or squelch an embarrassing debate. [snip]
2. Contribution counts for more than credentials. When you post a video to YouTube, no one asks you if you went to film school. When you write a blog, no one cares whether you have a journalism degree. [snip] . On the Web, what counts is not your resume, but what you can contribute.
3. Hierarchies are natural, not prescribed. In any Web forum there are some individuals who command more respect and attention than others—and have more influence as a consequence. [snip] On the Web, authority trickles up, not down.
4. Leaders serve rather than preside. On the Web, every leader is a servant leader; no one has the power to command or sanction. Credible arguments, demonstrated expertise and selfless behavior are the only levers for getting things done through other people. [snip]
5. Tasks are chosen, not assigned. The Web is an opt-in economy. Whether contributing to a blog, working on an open source project, or sharing advice in a forum, people choose to work on the things that interest them. [snip]
6. Groups are self-defining and -organizing. On the Web, you get to choose your compatriots. In any online community, you have the freedom to link up with some individuals and ignore the rest, to share deeply with some folks and not at all with others. [snip]
7. Resources get attracted, not allocated.In large organizations, resources get allocated top-down, ... [snip]. On the Web, human effort flows towards ideas and projects that are attractive ... and away from those that aren’t. [snip]
8. Power comes from sharing information, not hoarding it. The Web is also a gift economy. To gain influence and status, you have to give away your expertise and content. [snip] Online, there are a lot of incentives to share, and few incentives to hoard.
9. Opinions compound and decisions are peer-reviewed. On the Internet, truly smart ideas rapidly gain a following no matter how disruptive they may be. The Web is a near-perfect medium for aggregating the wisdom of the crowd—whether in formally organized opinion markets or in casual discussion groups.[snip]
10. Users can veto most policy decisions. As many Internet moguls have learned to their sorrow, online users are opinionated and vociferous—and will quickly attack any decision or policy change that seems contrary to the community’s interests. [snip]
11. Intrinsic rewards matter most. The web is a testament to the power of intrinsic rewards. Think of all the articles contributed to Wikipedia, all the open source software created, all the advice freely given— [snip]. Money’s great, but so is recognition and the joy of accomplishment.
12. Hackers are heroes. Large organizations tend to make life uncomfortable for activists and rabble-rousers—however constructive they may be. In contrast, online communities frequently embrace those with strong anti-authoritarian views. On the Web, muckraking malcontents are frequently celebrated as champions of the Internet’s democratic values— [snip]
These features of Web-based life are written into the social DNA of Generation F—and mostly missing from the managerial DNA of the average Fortune 500 company. [snip]
Wednesday, March 25, 2009
• New curriculum will give teachers more freedom
• Second world war and Victoria not compulsory
Children will no longer have to study the Victorians or the second world war under proposals to overhaul the primary school curriculum, the Guardian has learned.
However, the draft plans will require children to master Twitter and Wikipedia and give teachers far more freedom to decide what youngsters should be concentrating on in classes.
The proposed curriculum, which would mark the biggest change to primary schooling in a decade, strips away hundreds of specifications about the scientific, geographical and historical knowledge pupils must accumulate before they are 11 to allow schools greater flexibility in what they teach.
It emphasises traditional areas of learning - including phonics, the chronology of history and mental arithmetic - but includes more modern media and web-based skills as well as a greater focus on environmental education.
The plans have been drawn up by Sir Jim Rose, the former Ofsted chief who was appointed by ministers to overhaul the primary school curriculum, and are due to be published next month.
The papers seen by the Guardian are draft plans for the detailed content of each of six core "learning areas" that Rose is proposing should replace the current 13 standalone subject areas.
The proposals would require:
• Children to leave primary school familiar with blogging, podcasts, Wikipedia and Twitter as sources of information and forms of communication. They must gain "fluency" in handwriting and keyboard skills, and learn how to use a spellchecker alongside how to spell.
• Children to be able to place historical events within a chronology. [snip]
• Less emphasis on the use of calculators than in the current curriculum.
• An understanding of physical development, health and wellbeing programme, ... .
The six core areas are: understanding English, communication and languages, mathematical understanding, scientific and technological understanding, human, social and environmental understanding, understanding physical health and wellbeing, and understanding arts and design.
John Bangs, head of education at the National Union of Teachers, said: "It seems to jump on the latest trends such as Wikipedia and Twitter. [snip]
Traditional books and written texts are downplayed in response to web-based learning."
Teresa Cremin, president of the United Kingdom Literacy Association, said: "We are very pleased to see a higher profile given to oracy but we are concerned that there seems to be no drama in the upper primary years linked to literacy. [snip]
Mary Bousted, general secretary of the Association of Teachers and Lecturers, said: "They are much more sensible programmes of study. We are pleased they give the profession much more flexibility to meet the needs of their pupils. Children need to be enthused by learning, so they want to learn and gain the skills which will enable them to learn in later life.[snip]
The Department for Children, Schools and Families, which initially refused to comment on the leaked report, issued a statement last night setting out its "general position" on history in primary schools. "Of course pupils in primary school will learn about major periods including the Romans, the Tudors and the Victorians and will be taught to understand a broad chronology of major events in this country and the wider world," it said.
NOTE: What Will They Do Next? Sanction Membership In Social Networks [:-)
Thursday, February 19, 2009
The Chemistry Biology Pharmacy Information Center of the Federal Institute of Technology (Zurich, Switzerland) has mashed a Geographic Information System (GIS) with library usage and holdings data to create Several Most Impressive Visualizations
- Shelf occupation (HCI G 5)
- Circulations 2008 (HCI G 5)
- Acquisitions 2008 (HCI G 5)
- Distribution of publication years (as of end of 2008, HCI G 5)
- Current circulations (HCI G 5)
- Current acquisitions of this month (HCI G 5)
- Missing works (all works missing since 2001, current, HCI G 5)
- Relative usage of circulations (Number of circulations / number of titles on shelf, as of end of 2008, HCI G 5)
- Relative usage of titles (Used titles / number of titles on shelf, as of end of 2008, HCI G 5)
System requirements for data visualisation: Java browser plugin, Java Run Time Environment version 1.4 or later. A large amount of data is displayed in a Java applet of 1200 pixel x 800 pixel size and a wide screen is recommended.
Martin Brändle / The DeveloperOfTheProject / Has Requested Feedback / His E-Mail Is / firstname.lastname@example.org /
Tuesday, February 17, 2009
While I believe that many Web 2.0 developments are quite Innovative, I sense that the integration of Web 2.0 technologies are/is not as Radical as they could be …
Are There Current Web 2.0 Mashups / Services / Sites / Etc. That Allow A User To:
>Add a relevant audio / photo / video / etc. TO a PDF / Word / TXT / document ?
>>Add a tag to relevant audio / photo / text / video / etc. that is linked to a relevant audio / photo / text / video / etc.
>>> Add a linked-tag to national catalog record (via Open WordCat[?])? To a local OPAC record ( A PennTags & Plus) ?
The Question(s) Of The Day is:
To What Degree Has The Wide Variety Of Media Been Integrated Into Other Media ? / To What Degree Has Such Media Been Mixed And Mashed To Create A New Medium ?
>>And Most Importantly<<
How Might Libraries Benefit From Such Integration?
BTW: I have created a Global Facebook Group that is “devoted to consideration and discussion of any and all (Im)Possible / (Im)Probable intergrations of Any and All Web 2.0 technologies” which is available at
[ http://www.facebook.com/group.php?gid=50352429799 ]
BTW: I Am Aware of All Things Web 2.0
>> !!! Let The Radical Thinking Begin !!! <<
Your Thoughts ? / Reactions ?
Saturday, February 14, 2009
The Chronicle of Higher Education / Wired Campus / February 13 2009
YouTube began testing a new feature that lets users download videos posted to the site from partner institutions — including colleges — rather than just watching the videos in a streaming format. That means people can grab lectures from Duke and Stanford Universities and several institutions in the University of California system to watch any time, with or without an Internet connection.
YouTube partners have the option of charging users for such downloads, but all the universities have offered to make their lecture videos free instead, using Creative Commons licenses that restrict usage to non-commercial purposes and prohibit derivative work.
Scott Stocker, director of Web communications for Stanford, said the university had made audio and video content available for download through Apple’s iTunesU since 2007. But Mr. Stocker said that iTunesU and YouTube attract different audiences: Users of iTunesU generally search out content to download to their devices, while YouTube users stumble upon content through videos embedded on blogs or links shared among friends.
Mr. Stocker said Stanford had no plans to charge money for its video downloads, since the university sees giving away lectures as part of its educational mission.
YouTube Goes Offline
Saturday, February 7, 2009
An associate of mine from our College of Veterinary Medicine is in the process of evaluating Web Conferencing Systems for their Distance Education /Learning program.
In addition to an extensive literature review that I am conducting, he/we greatly are greatly interested in Any and All Personal/ Professional Recommendations of Web Conferencing Systems that others currently are using and/or formerly used for Distance (or Other) Education(al) initiatives.
We are particularly interested in Personal/Professional Comparisons Of Web Conferencing Systems.
Please Post Any and All Recommendation On This Blog Entry and/or On The Wall Of The Facebook Group Devoted To Web Conferencing For Libraries At
BTW: Wikipedia Has A Nice Comparison Chart That Compares Systems:
License / Capacity / Linux / Mac OS X / Microsoft Windows / Audio Support / Video Support / Chat Support / Desktop Sharing Support / Upload PPT / Upload PDF
BTW: Citations/Links To Recent/Key Reports/Literature On Web Conferencing Systems Would Be Most Appreciated / Thanks !!!
Tuesday, February 3, 2009
Thousands Of Video Lectures From The World's Top Scholars
Academic Earth is an organization founded with the goal of giving everyone on earth access to a world-class education.
As more and more high quality educational content becomes available online for free, we ask ourselves, what are the real barriers to achieving a world class education? At Academic Earth, we are working to identify these barriers and find innovative ways to use technology to increase the ease of learning.
We are building a user-friendly educational ecosystem that will give internet users around the world the ability to easily find, interact with, and learn from full video courses and lectures from the world’s leading scholars. Our goal is to bring the best content together in one place and create an environment that in which that content is remarkably easy to use and in which user contributions make existing content increasingly valuable.
We invite those who share our passion to explore our website, participate in our online community, and help us continue to find new ways to make learning easier for everyone.
- Computer Science
- Political Science
The Chroncile of Higher Education / Wired Campus / February 2,2009
New For-Profit Web Site Repackages Free Lecture Videos From Colleges / Jeffrey R. Young