Contexts and Contributions: Building the Distributed Library

This report updates and expands on A Survey of Digital Library Aggregation Services, originally commissioned by the DLF as an internal report in summer 2003, and released to the public later that year. It highlights major developments affecting the ecosystem of scholarly communications and digital libraries since the last survey and provides an analysis of OAI implementation demographics, based on a comparative review of repository registries and cross-archive search services. Secondly, it reviews the state-of-practice for a cohort of digital library aggregation services, grouping them in the context of the problem space to which they most closely adhere. Based in part on responses collected in fall 2005 from an online survey distributed to the original core services, the report investigates the purpose, function and challenges of next-generation aggregation services. On a case-by-case basis, the advances in each service are of interest in isolation from each other, but the report also attempts to situate these services in a larger context and to understand how they fit into a multi-dimensional and interdependent ecosystem supporting the worldwide community of scholars. Finally, the report summarizes the contributions of these services thus far and identifies obstacles requiring further attention to realize the goal of an open, distributed digital library system

CITIDEL Collection Building

The aim of this study is to facilitate the goals of the Computing and Information Technology Interactive Digital Educational Library (CITIDEL) by increasing the number of collections available to it. This study will help in achieving this goal by focusing on four diverse collections

Selected NSF projects of interest to K-12 engineering and technology education

The National Science Foundation (NSF) portfolio addressing K-12 engineering and technology education includes initiatives supported by a number of programs. This list includes projects identified by searching lists of awards in the respective NSF programs as well as projects suggested for inclusion by researchers, practitioners, and program officers. The list includes projects concerned with standards in technology education, teacher professional development, centers for learning and teaching, preparation of instructional materials, digital libraries, and technological activities in informal settings, as well as small numbers of projects in several other areas. This compilation provides current information on projects of interest to educators, instructional designers, consultants, and researchers who are concerned with the development, delivery, and evaluation of instruction to develop technological literacy, particularly in K-12 engineering and technology education. Projects are grouped under headings for each program providing primary funding. Within each program, the award numbers determine the order of listing, with the most recent awards at the beginning of the list. Each award entry includes the project title, NSF award number, funding program, amount of the award to date, starting and ending dates, the principal investigator (PI), the grantee institution, PI contact information, the url of the project Web site, a description of the project’s activities and accomplishments, relevant previous awards to the PI, products developed by the project, and information on the availability of those products

Towards digital library service integration

Digital Library Service Integration (DLSI) aims to provide a systematic approach in integrating the services and collections of National Science and Digital Library. The National Science and Digital Library collections can share the services among themselves in a totally integrated environinent. Collections as such will require no change to plug into the DLSI architecture. Collections will keep using the services of NSDL in the similar manner as before. These services will in turn pass few parameters to the services of DLSI. With the help of these parameters, wrappers will fetch the details and priority of the users. These wrappers will be using the services of Search and Discovery module, Metadata Management services, and Access Management services. Users will see a totally integrated environment. They will see their digital library system just as before. In addition to that, they will find some extra link anchors on the document. These links serve to provide the supplemental information or arrange the information in the user preferred way. For this matter, the DLSI maintains basic user\u27s information and preferences. Other contributions include incorporating collaborative filtering for customizing large sets of links, and advance lexical analysis tool to identify the objects of interest in a document

Research in Technology Education

Due to the laboratory-based nature of technology and engineering education programs, professionals in our field have often focused on the resources in our classrooms and laboratories and the instructional methodologies used to address specific concepts. Formal research into content and practice has often given way to “what seems right”. New curriculum is constantly being introduced (based on what is occurring in business and industry), yet the inclusion for those evolving concepts in courses and programs is typically not verified. Hence, the importance of the 2010 CTTE yearbook and its focus on the dire need for an aggressive research agenda in your field. This publication is designed to help direct the professional efforts of researchers, classroom educators, administrators, and curriculum specialists. Each chapter draws attention to a different aspect of investigative thought and action.https://digitalcommons.odu.edu/stemps_books/1002/thumbnail.jp

Volume 31 - 2000: ELECTRONIC INFORMATION SUMMIT: NEW DEVELOPMENTS AND THEIR IMPACTS - Proceedings of the 35th Meeting of the Geoscience Information Society

Proceedings of the 35th Meeting of the Geoscience Information Society held November 11-15, 2000 in Reno, Nevad

Educating the Net Generation

Edited by Diana G. Oblinger and James L. Oblinger. Includes a chapter by former College at Brockport faculty member Joan K. Lippincott: Net generation students and libraries. The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up. This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included.https://digitalcommons.brockport.edu/bookshelf/1278/thumbnail.jp

A basic guide to open educational resources (OER)

133 p. : ill.Libro ElectrónicoThis Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively. The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively. The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specific area of interestContents Acknowledgements 1 Overview of the Guide 3 A Basic Guide to Open Educational Resources: Frequently asked questions 5 What are Open Educational Resources (OER)? 5 Is OER the same as e-learning? 5 Is OER the same as open learning/open education? 6 Is OER related to the concept of resource-based learning? 7 How open is an open licence? 8 What is the difference between OER and open access publishing? 9 Shouldn’t I worry about ‘giving away’ my intellectual property? 9 Who will guarantee the quality of OER? 12 How can education benefit by harnessing OER? 13 Is OER really free? 14 Does use of OER preclude use of commercial content? 16 What policy changes are needed for institutions to make more effective use of OER? 16 What are the best ways to build capacity in OER? 17 Where do I find OER? 18 How can I share my OER with others? 19 How much can I change OER for my own purposes? 20 Making the Case for Open Educational Resources 23 Introduction 23 Defining the concept 24 The implications for educational planners and decision-makers 39 Conclusion 44 References 45 Appendix One: Overview of Open Licences 47 Introduction 47 Creative Commons Licences 48 Appendix References 52 Appendix Two: The Components of a Well-Functioning Distance Education System 53 The Components 53 The Rationale for Use of Distance Education Methods 55 Appendix Three: Technology Applications 57 iii Appendix Four: Open Source Software Applications in Education 61 References 64 Appendix Five: Mapping the OER Terrain Online 65 Introduction 65 OCW OER Repositories 65 University OCW Initiatives 70 Subject-Specific OCW OER 74 Content Creation Initiatives 78 Open Schooling Initiatives 81 OCW OER Search 84 Conclusion 85 Appendix Six: A Catalogue of OER-Related Websites 87 OCW OER Repositories 88 Open Schooling Initiatives 92 OCW OER Search 93 University OCW Initiatives 95 Subject-Specific OCW-OER 104 OER Tools 109 Other OER Sources 113 Appendix Seven: Some OER Policy Issues in Distance Education 115 Appendix Eight: OER Policy Review Process 123 Appendix Nine: Skills Requirements for Work in Open Educational Resources 13