http://www.ariadne.ac.uk/buzz/oer/ Recent content in Oer on Ariadne Hugo -- gohugo.io en-gb Wed, 26 Mar 2014 00:00:00 +0000 http://www.ariadne.ac.uk/issue/72/guy-et-al/ Wed, 26 Mar 2014 00:00:00 +0000 http://www.ariadne.ac.uk/issue/72/guy-et-al/ In the past, discussions around Open Education have tended to focus on content and primarily Open Educational Resources (OER), freely accessible, openly licensed resources that are used for teaching, learning, assessment and research purposes. However Open Education is a complex beast made up of many aspects, of which the opening up of data is one important element. When one mentions open data in education a multitude of questions arise: from the technical (what is open data? http://www.ariadne.ac.uk/issue/71/skilton-et-al/ Mon, 08 Jul 2013 23:00:00 +0000 http://www.ariadne.ac.uk/issue/71/skilton-et-al/  Augmented reality, a capability that has been around for decades, is shifting from what was once seen as a gimmick to a bona fide game-changer. [1] Augmented Reality (AR) has been listed in the Horizon Reports, key predictors of the potential impact of new technology on education. The 2011 Report [1] sparked the idea for an innovative project - SCARLET: Special Collections using Augmented Reality to Enhance Learning and Teaching. http://www.ariadne.ac.uk/issue/71/garrett-et-al/ Mon, 08 Jul 2013 23:00:00 +0000 http://www.ariadne.ac.uk/issue/71/garrett-et-al/ KAPTUR (2011-13) [1], funded by Jisc and led by the Visual Arts Data Service, was a collaborative project involving four institutional partners: the Glasgow School of Arts; Goldsmiths, University of London; University for the Creative Arts; and the University of the Arts London. Research data have in recent years become regarded as a valuable institutional resource and their appropriate collection, curation, publication and preservation as essential. This has been driven by a number of internal and external forces, and all UK Research Councils now require it as a condition of funding [2]. http://www.ariadne.ac.uk/issue/70/thomas/ Fri, 30 Nov 2012 00:00:00 +0000 http://www.ariadne.ac.uk/issue/70/thomas/ Wikipedia, the world’s fifth most-used Web site [1], is a good illustration of the growing credibility of online resources. In his article in Ariadne earlier this year, “Wikipedia: Reflections on Use and Academic Acceptance” [2], Brian Whalley described the debates around accuracy and review, in the context of geology. He concluded that ‘If Wikipedia is the first port of call, as it already seems to be, for information requirement traffic, then there is a commitment to build on Open Educational Resources (OERs) of various kinds and improve their quality. http://www.ariadne.ac.uk/issue/70/codata-2012-rpt/ Fri, 30 Nov 2012 00:00:00 +0000 http://www.ariadne.ac.uk/issue/70/codata-2012-rpt/ CODATA was formed by the International Council for Science (ICSU) in 1966 to co-ordinate and harmonise the use of data in science and technology. One of its very earliest decisions was to hold a conference every two years at which new developments could be reported. The first conference was held in Germany in 1968, and over the following years it would be held in  15 different countries across 4 continents. My colleague Monica Duke and I attended the most recent conference in Taipei both to represent the Digital Curation Centre – CODATA's national member for the UK – and to participate in a track of talks on data publication and citation. http://www.ariadne.ac.uk/issue/70/online-2012-rpt/ Fri, 30 Nov 2012 00:00:00 +0000 http://www.ariadne.ac.uk/issue/70/online-2012-rpt/ Online Information [1] is an interesting conference as it brings together information professionals from both the public and the private sector. The opportunity to share experiences from these differing perspectives doesn’t happen that often and brings real benefits, such as highly productive networking. This year’s Online Information, held between 20 - 21  November, felt like a slightly different event to previous years. The conference had condensed down to 2 days from 3, dropped its exhibition and free workshops and found a new home at the Victoria Park Plaza Hotel, London. http://www.ariadne.ac.uk/issue/69/eduserv-2012-rpt/ Mon, 30 Jul 2012 23:00:00 +0000 http://www.ariadne.ac.uk/issue/69/eduserv-2012-rpt/ The annual Eduserv Symposium [1] was billed as a ‘must-attend event for IT professionals in Higher Education’; the choice of topical subject matter being one of the biggest crowd-drawers (the other being the amazing venue: the Royal College of Physicians). The past few years have seen coverage of highly topical areas such as virtualisation and the cloud, the mobile university and access management. This year’s theme of big data is certainly stimulating interest, but what exactly are the implications for those working in research, learning, and operations in Higher Education? http://www.ariadne.ac.uk/issue/69/iwmw-2012-rpt/ Mon, 30 Jul 2012 23:00:00 +0000 http://www.ariadne.ac.uk/issue/69/iwmw-2012-rpt/ The 16th Institutional Web Management Workshop (IWMW 12) took place at the University of Edinburgh's Appleton Tower – a building with a stunning panoramic view over the volcanic city.  The event brought together 172 delegates and attracted an additional 165 viewers to the live video stream of the plenary sessions over the three days. This year's theme focussed on embedding innovation, and the event featured a range of case studies and examples of embedded practice. http://www.ariadne.ac.uk/issue/69/whalley/ Mon, 30 Jul 2012 23:00:00 +0000 http://www.ariadne.ac.uk/issue/69/whalley/ Wikipedia has become internationally known as an online encyclopaedia ('The Free Encyclopedia'). Developed by Jimmy Wales and Larry Sanger and launched in 2001 it has, to date, editions in 285 languages. Wikipedia is but one subset of the Web-based applications known as 'wikis'. The original wiki (as wikiwikiweb) was developed by Ward Cunningham in the 1990s as the least complex way of rapidly sharing and communicating 'information'. Wiki is Hawaiian for 'quick'; repeating the word is equivalent to adding 'very'. http://www.ariadne.ac.uk/issue/68/darlington/ Fri, 09 Mar 2012 00:00:00 +0000 http://www.ariadne.ac.uk/issue/68/darlington/ A great deal of information is accessible on the World Wide Web which might be useful to both students and teachers. This material, however, is of variable quality and usefulness and is aimed at a wide spectrum of users. Moreover, such material rarely appears accompanied by guidance on how it may be most effectively used by potential users. To make information more usable it must be made more readily discoverable and there should be clear – and preferably machine-readable – indications of its provenance and quality and the legitimate uses to which it may be put. http://www.ariadne.ac.uk/issue/68/editorial2/ Tue, 06 Mar 2012 00:00:00 +0000 http://www.ariadne.ac.uk/issue/68/editorial2/ I am pleased to introduce you to the content of Issue 68, and to have the opportunity to remind you that you have a far larger number of channels into the publication’s content. You can do so by using the Archive (for back issues), Authors or Articles tabs on the front page to search for material or information (in addition to the general search field top right) or you can casually browse the material offered by Today’s Choice, view the passing articles in the Gallery block to the right, or drill down into the Gallery from its tab. http://www.ariadne.ac.uk/issue/68/impact-rpt/ Tue, 06 Mar 2012 00:00:00 +0000 http://www.ariadne.ac.uk/issue/68/impact-rpt/ The IMPACT Project (Improving Access to Text) [1] was funded by the European Commission back in 2007 to look at significantly advancing access to historical text using Optical Character Recognition (OCR) methods. As the project reaches its conclusion, one of its key objectives is sharing project outputs. The final conference was a 2-day event held over 24 - 25 October 2011 at the British Library in London where it demonstrated findings, showcased tools and presented related research in the field of OCR and language technology. http://www.ariadne.ac.uk/issue/68/lyon/ Thu, 09 Feb 2012 00:00:00 +0000 http://www.ariadne.ac.uk/issue/68/lyon/ Research libraries have traditionally supported the scholarly research and communication process, largely through supporting access to and preservation of its published outputs. The library cornerstones have been positioned around a long-established publication process tailored to deliver the peer-reviewed scholarly article or monograph; but now the research landscape is dramatically changing. The application of computational science and growth of data-intensive research, combined with a veritable explosion of social media tools and Web technologies, are reshaping research practice. http://www.ariadne.ac.uk/issue/67/oer-hackday-2011-03-rpt/ Sun, 03 Jul 2011 23:00:00 +0000 http://www.ariadne.ac.uk/issue/67/oer-hackday-2011-03-rpt/ The Open Educational Resources Hack Day event was designed to bring together those interested in rapidly developing tools and prototypes to solve problems related to OER. Whilst there is a growing interest in the potential for learning resources created and shared openly by academics and teachers, a number of technical challenges still exist, including resource retrieval, evaluation and reuse. This event aimed to explore some of these problem areas by partnering developers with the creators and users of OER to identify needs and potential solutions. http://www.ariadne.ac.uk/issue/67/prior-salter/ Sun, 03 Jul 2011 23:00:00 +0000 http://www.ariadne.ac.uk/issue/67/prior-salter/ In the current fiscal climate faced by educational institutions in the UK, elearning tools and technologies that promise efficiency savings as well as enhancing the quality and quantity of course offerings are gaining popularity. One such technology is Web conferencing where lectures, seminars, meetings or presentations take place online and allow for remote participation and collaboration via audio, video, instant chat and a virtual ‘whiteboard.’[1]. Web conferencing also has the potential to provide a sustainable and economic alternative to face-to-face professional development conferences [2]. http://www.ariadne.ac.uk/issue/66/cetis-2010-rpt/ Sun, 30 Jan 2011 00:00:00 +0000 http://www.ariadne.ac.uk/issue/66/cetis-2010-rpt/ 'I get a feeling that we are on a...' [The hands make a gesture to show the stern of a sinking ship]. The Monty Phytonesque images on my inner eye from the title of the CETIS 2010 Conference fade and the jolly music of the ship's band starts chiming in my inner ear as I see them move towards the forward half of the boat deck. The CETIS conference is always an upbeat event, even when the prospects for higher education in UK at the moment are not that bright. http://www.ariadne.ac.uk/issue/65/repos-fringe-2010-rpt/ Fri, 29 Oct 2010 23:00:00 +0000 http://www.ariadne.ac.uk/issue/65/repos-fringe-2010-rpt/ 2010 was the third year of Repository Fringe, and slightly more formally organised than its antecedents, with an increased number of discursive presentations and less in the way of organised chaos! The proceedings began on Wednesday 1 September with a one-day, pre-event SHERPA/RoMEO API Workshop [1] run by the Repositories Support Project team. 2 September 2010Opening the event proper on Thursday morning, Sheila Cannell, Director of Library Services, University of Edinburgh, used the imminent Edinburgh festival fireworks as a metaphor for the repository development endeavour. http://www.ariadne.ac.uk/issue/60/jisc-digi-content-rpt/ Wed, 29 Jul 2009 23:00:00 +0000 http://www.ariadne.ac.uk/issue/60/jisc-digi-content-rpt/ In the bucolic setting of the Cotswolds, on one of the hottest weeks of the summer, 200 delegates gathered to discuss the future of online content and to examine why UK universities need a sustainable digital content strategy to deliver successfully accessible learning and research materials for the future. Over two days, the delegates heard from a series of keynote speakers in plenary sessions and attended breakout ‘strand sessions’ on five different themes: Managing Content; Content Development Strategies; Content in Education; User Engagement; and Looking into the Future. http://www.ariadne.ac.uk/issue/59/editorial/ Wed, 29 Apr 2009 23:00:00 +0000 http://www.ariadne.ac.uk/issue/59/editorial/ I am grateful to Marieke Guy not least since she still manages to write for Ariadne when she has her own blog [1] on remote working to maintain. Having begun her series of articles with A Desk Too Far?: The Case for Remote Working, a treatment of the organisational issues surrounding the suitability of remote working as a business case, which she followed with a wealth of information on supportive technologies entitled Staying Connected: Technologies Supporting Remote Workers, Marieke returns, not exactly full circle, but back to an organisational perspective in her third contribution A Support Framework for Remote Workers. http://www.ariadne.ac.uk/issue/59/morris/ Wed, 29 Apr 2009 23:00:00 +0000 http://www.ariadne.ac.uk/issue/59/morris/ The University of Southampton has around 22,000 students across six campuses: five in the city of Southampton and one in Winchester. It is a broad-based, research-intensive institution, a member of the Russell Group of UK Universities. The University comprises three Faculties: Faculty of Engineering, Science and Maths; Faculty of Medicine, Health and Life Sciences, and the Faculty of Law, Arts and Social Sciences. Within the three Faculties, there are currently 21 academic Schools which are responsible for the delivery of education. http://www.ariadne.ac.uk/issue/56/conole/ Tue, 29 Jul 2008 23:00:00 +0000 http://www.ariadne.ac.uk/issue/56/conole/ In this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect.