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martin stobbs
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After a 4 year legal case:
"While the publishers made the argument that the creation of course packs and the photocopying of academic material for the same amounted to an infringement of the exclusive copyright of the authors and publishers, the defendants argued that the reproduction of materials for educational purposes fell within the exceptions to copyright under Section 52(1)(i) of the Copyright Act. "

also see:
http://www.thehindu.com/news/cities/Delhi/photocopying-not-infringement-of-copyright-delhi-high-court/article9115016.ece
and
http://www.countercurrents.org/2016/09/18/victory-for-students-and-access-to-knowledge-in-du-copyright-case-corporate-publishers-market-ends-at-the-gates-of-the-university/
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Stuart M Butler from the Brookings Institution on ASU MOOCs:

"The [ASU] Global Freshman Academy is a boon to students and an existential threat to traditional state and private universities. Here’s why:
- The credit for these MOOC courses will be indistinguishable from traditional courses – except for the price.
- Students can wait until they complete a course before paying for credit.
- ASU-edX courses and low-cost microdegrees are a pincer movement against the traditional four-year degree."

"The ASU-edX partnership is interesting in another way. --- this partnership is a strange-bedfellows example of how large universities can respond to the challenge of disruptive innovation."
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Romania Sets Its Sights On Becoming Tech Startup Capital Of Europe
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"Clearly, MIT BLOSSOMS (the name stands for Blended Learning Open Source Science Or Math Studies) isn’t gaining fans by virtue of whiz-bang technology. Rather, it exerts its appeal through an unassuming but remarkably sophisticated understanding of what it is that students and teachers actually need. It’s an understanding that is directly at odds with the assumptions of most of the ed tech universe."
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OER textbooks in Polish schools: a year later | re:publica 2014

Interesting talk...especially on tactics used by commercial print textbook publishers to counter the OER initiative

The "Textbook market in Poland is worth ~250mln EUR, hence the programme was met with vehement opposition from textbook publishers, financing a nationwide black PR media campaign. OER activists and NGOs tried to counter that with subject matter information and reasoning, which proved an effective tactic."

by Michał Woźniak (President of the Board of the Polish Free and Open Source Software Foundation) [http://rys.io/en/]
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"LearnFwd is a cutting-edge learning management system (LMS). It is a 100% web-based software that allows you to have real-time interaction starting from a HTML5 textbook. Think Facebook for education."
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Open Educational Resources in Poland: Challenges and Opportunities (Nov 2013)

Excerpt from the conclusion from this UNESCO report on OER :

_Open Educational Resources are currently gaining momentum, both globally and in Poland. After many years of grassroots activities performed by nongovernmental organisations and groups of activists and enthusiasts of modern education (who see OER as an opportunity to support deep transformations in the educational system) the trend has evolved into the commonly accepted standard. However,
this does not mean that everyone supports it. The year 2012  was particularly important in terms of the increased pace at which the changes were happening. The predictions for the systematic implementation of programmes that support and develop OER slowly started to materialise and became a reality. ...
.... The Polish government decided to launch the “Digital School” programme (and to create open e-textbooks within this programme). This last example is also the first complex governmental programme that creates open textbooks. _
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Applying science of learning in education 

Looks like an excellent free ebook (PDF: 300+ pages) addressing theory and practice for improving learning based on theory and research in cognitive psychology.

From the site:

"Authors wrote their chapters with nonexperts as the target audience – teachers who may have little or no background in science of learning, research-based approaches to teaching and learning, or even general principles of psychological science."

 "The 14 chapters in Part 1 address important concepts, principles, theories, and research findings, and applications related to the science of learning. The four chapters in Part 2 focus on preparing faculty to apply science of learning principles in their courses. Finally, the six chapters in Part 3 provide examples of research that have been done in real academic settings and that have applied one or more science of learning principles"

Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php

#education #ebook  
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