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iknow
An estimated 6.4 hours per employee are spent looking for information in the workplace each week in the UK. 37% of the searches prove unsuccessful*.
In financial terms, an estimated £3.7 billion is spent on time wasted looking for information that cannot be found.
It’s a staggering amount, so what can be done about it?
The following activities are examples of training materials which will help you save time in finding, using, and organising information at work.
Sentence of the Week - University of Chicago Writing Program
Academic sentence of the week - fixed by the University of Chicago Writing Program
Phil’s JISC CETIS blog» Blog Archive » Feeding a repository
There has been some discussion recently about mechanisms for remote or bulk deposit in repositories and similar services. David Flanders ran a very thought provoking and lively show and tell meeting a couple of weeks ago looking at deposit. In part this is familiar territory; looking at and tweaking the work that the creators of the SWORD profile have done based on APP; or looking again at webDav. But there is also a newly emerging approach of using RSS or Atom feeds to populate repositories, a sort of feed-deposit. Coincidentally we also received a query at CETIS from a repository which is looking to collect outputs of the UKOER programme asking for help in firming-up the requirements for bulk or remote deposit, and asking how RSS possibly fitted into this.
Webcasts
This webcast will highlight and clarify legal issues relevant to the creation and dissemination of Open Educational Resources. We will provide a combination of presentations and question and answer sessions which will consist of practical and helpful guidance for institutions involved in OER work. Presenters include Naomi Korn, one of JISC's IP consultants, who will be focussing on Creative Commons licences and how they apply to OER projects.
Although the webcast is primarily focused on OER pilot projects that are part of the open educational resources programme, supported by JISC and The Higher Education Academy, the content will also be of interest more widely to programme managers, lecturers, tutors and support staff interested in copyright and OER production and distribution.
The Complete Guide to Google Wave: How to Use Google Wave
Google Wave is a new web-based collaboration tool that's notoriously difficult to understand. This guide will help. Here you'll learn how to use Google Wave to get things done with your group. Because Wave is such a new product that's evolving quickly, this guidebook is a work in progress that will update in concert with Wave as it grows and changes. Read more about The Complete Guide to Google Wave.
Talk at Edspace Event, University of Southampton « UK Web Focus
Instead I’ll raise the question of the network as the platform in the context of the futures for educational resource repositories. I’ll suggest that as experts predict further cuts in the public sector, including higher education, wouldn’t it be appropriate for our repository services to be hosted in the cloud? And the concerns which tend to be raised (sustainability, reliability, legal issues, etc.) are implementation details which do need to be addressed – but these aren’t the important policy issues.
UK gets its own Creative Commons - ZDNet.co.uk
A version of the Creative Commons licensing scheme adapted for the UK's legal landscape will be formally launched in London on Wednesday evening.
Creative Commons was first developed by US academic Lawrence Lessig as a more flexible alternative to the traditional copyright laws. It allows content creators to grant some rights to the public while keeping others — for example, allowing anyone to republish their material as long as it is attributed.
Times Higher Education - Get more eyes on your site
Russell Stannard, a THE Award winner for his work with ICT, offers practical tips on how to increase the visibility of a website with your open education resources
There is nothing new about the idea that open education resources could be an effective way of marketing courses in higher education. The strategy has been part of the internet since Day One. You offer free materials, people consume the content, and then they come back for more.
What has changed is that there is now so much content on the web that your offering might never be found. This is not a problem for the big players in the open education resources game because they have the clout to get the message out there. So I wasn’t surprised to read that the 10,000 hours of content released by The Open University had led to 5 million visitors to the institution’s site and an extra 10,000 registrations. But what about the open education resources content from just one course at one university?
JISC joins the Confederation of Open Access Repositories : JISC
JISC has this week become a founding member of the Confederation of Open Access Repositories (COAR), joining those representing the UK.
Taking inspiration from the European DRIVER1 repositories project, which helps to enhance repository development, COAR takes this vision to an international scale; founding members of the Confederation include members from North America, China and Japan, as well as Europe.
Times Higher Education - Why offline? It's very personal
Desire to protect status and student contact fuels resistance to e-learning. Rebecca Attwood writes
Academics are resistant to e-learning because they feel it threatens their identity as tutors and because they want to protect face-to-face teaching relationships, a study has found.
Jorum Training Events
The Jorum team is running several free Jorum Training Events in Autumn 2009. We will be showcasing some of the new learning and teaching resources in Jorum, and will be covering both searching for and depositing resources in the current Jorum service, as well as demonstrating the new Jorum OER Deposit Tool. There will be plenty of hands-on opportunities and practical advice.
Learn@UW Quiz Question Importer Tool | Technology Solutions for Teaching and Research
The Learn@UW / Desire2Learn Question Importer Tool allows you to easily create Desire2Learn-ready CSV (comma separated value) files from existing quiz or exam documents. You can copy your question & answer text into the tool directly from programs such as Microsoft Word, iWork Pages or any other word processing/text editing programs, and after some slight reformatting and simple markup addition, quickly import your questions & answers into a D2L Question Library.
At this time, the generator can only format the following question types for import into D2L: Multiple Choice, Multi-select (multiple answer), True/False, Long Answer (essay), Short Answer (also works as “fill in the blank”), Matching & Ordering.
Complete documentation is available at: https://academictech.doit.wisc.edu/files/D2L question tool documentation.pdf (PDF, 109 KB)
Twenty-Four Interesting Ways and Tips to use GE in the classroom
24 Interesting ways and tips to use Google Earth in the classroom
Educational Evidence Portal > Home
The UK Educational Evidence Portal
This portal helps you find educational evidence from a range of reputable UK sources using a single search. It is designed for both professional and lay people interested in education and children's services.
Top ten tips for managing e-learning projects
Top ten tips for managing e-learning projects
Lessons from the KASTANET Project
Kingston College with Kingston University
A Database
A Database is an innovative new tool that lifts the archiving and recording of contemporary art onto a new plane. Its ease of access for artists and public alike will create communities at both ends of the message while democratising the medium.
The distinguishing features of its software system address two key issues in the long-term preservation of data in a digital environment:
* Storage in open access (non-proprietary) formats.
* Systems that do not rely on the long-term survival of a software vendor.
AD is also distinguished from other systems by its unique resource discovery tools that prioritise the image rather than the text.
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