Learning

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General

a big mess! to sort, fix with Organising, Data, Open data




  • infed.org - Hundreds of pages and millions of users across the world exploring education, learning and social change.




Blogs

  • MindShift | KQED - explores the future of learning and how we raise our kids. We report on how teaching is evolving to better meet the needs of students and how caregivers can better guide their children. This means examining the role of technology, discoveries about the brain, racial and gender bias in education, social and emotional learning, inequities, mental health and many other issues that affect students. We report on shifts in how educators teach as they apply innovative ideas to help students learn. MindShift has a unique audience of educators, parents, policy makers and life-long learners who engage in meaningful dialogue with one another on our social media platforms and email newsletter. MindShift is a service of KQED News and was launched in 2010 by KQED and NPR.


  • Resourceaholic - Ideas and resources for teaching secondary school mathematics

Theory and practice

to sort



  • https://en.wikipedia.org/wiki/Educational_aims_and_objectives - Although the noun forms of the three words aim, objective and goal are often used synonymously, professionals in organised education define the educational aims and objectives more narrowly and consider them to be distinct from each other: aims are concerned with purpose whereas objectives are concerned with achievement.





  • https://en.wikipedia.org/wiki/Learning_environment - can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy. In a societal sense, learning environment may refer to the culture of the population it serves and of their location. Learning environments are highly diverse in use, learning styles, organization, and educational institution. The culture and context of a place or organization includes such factors as a way of thinking, behaving, or working, also known as organizational culture. For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy in learning styles and pedagogies used; and the societal culture of where the learning is occurring. Although physical environments do not determine educational activities, there is evidence of a relationship between school settings and the activities that take place there.


  • https://en.wikipedia.org/wiki/Learning_space - or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom," but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, and others. As the design of a learning space impacts the learning process, it is deemed important to design a learning space with the learning process in mind.


  • https://en.wikipedia.org/wiki/Instructional_theory - is "a theory that offers explicit guidance on how to better help people learn and develop." It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. Instructional designers focus on how to best structure material and instructional behavior to facilitate learning.





  • https://en.wikipedia.org/wiki/Four_stages_of_competence - or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time. Many skills require practice to remain at a high level of competence. The four stages suggest that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use it. Eventually, the skill can be utilized without it being consciously thought through: the individual is said to have then acquired unconscious competence.




  • https://en.wikipedia.org/wiki/Mathetics - the science of learning. The term was coined by John Amos Comenius (1592–1670, in his work Spicilegium didacticum, published in 1680. He understood Mathetics as the opposite of Didactics, the science of teaching. Mathetics considers and uses findings of current interest from pedagogical psychology, neurophysiology and information technology.






  • https://en.wikipedia.org/wiki/Pedagogical_pattern - the re-usable form of a solution to a problem or task in pedagogy, analogous to how a design pattern is the re-usable form of a solution to a design problem. Pedagogical patterns are used to document and share best practices of teaching. A network of interrelated pedagogical patterns is an example of a pattern language.


  • https://en.wikipedia.org/wiki/Teaching_method - a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.


  • https://en.wikipedia.org/wiki/Teacher_education - or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers). There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to 'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner). The two major components of teacher education are in-service teacher education and pre-service teacher education.



  • Frontiers | A Learning-Style Theory for Understanding Autistic Behaviors - Understanding autism’s ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup table (LUT) learning, which aims to store experiences precisely, to interpolation (INT) learning, which focuses on extracting underlying statistical structure (regularities) from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low- and high-dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name–number association in a phonebook). However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response). The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm), restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity), impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn regularities.















  • https://en.wikipedia.org/wiki/Case_method - a teaching approach that uses decision-forcing cases to put students in the role of people who were faced with difficult decisions at some point in the past. It developed during the course of the twentieth-century from its origins in the casebook method of teaching law pioneered by Harvard legal scholar Christopher C. Langdell. In sharp contrast to many other teaching methods, the case method requires that instructors refrain from providing their own opinions about the decisions in question. Rather, the chief task of instructors who use the case method is asking students to devise, describe, and defend solutions to the problems presented by each case.


  • https://en.wikipedia.org/wiki/Action_learning - an approach to problem solving involving taking action and reflecting upon the results. This helps improve the problem-solving process as well as simplify the solutions developed by the team. The theory of action learning and its epistemological position were originally developed by Reg Revans, who applied the method to support organizational and business development initiatives and improve on problem solving efforts. Action learning is effective in developing a number of individual leadership and team problem-solving skills, and it became a component in corporate and organizational leadership development programs. This strategy is different from the "one size fits all" curriculum that is characteristic of many training and development programs. Confucius once said, "I hear and I forget; I see and I remember; I do and I understand," and action learning is a cycle of doing and reflecting.







  • https://en.wikipedia.org/wiki/Practicum - also called work placement, especially in the UK, is an undergraduate or graduate-level course, often in a specialized field of study, that is designed to give students supervised practical application of a previously or concurrently studied field or theory. Practicums (student teaching) are common for education, mental health counselor, and social work majors. In some cases, the practicum may be a part-time student teaching placement that occurs the semester before a student's full-time student teaching placement. The process resembles an internship; however, a practicum focuses on observation over work experience.


  • https://en.wikipedia.org/wiki/Social_pedagogy - describes a holistic and relationship-centred way of working in care and educational settings with people across the course of their lives. In many countries across Europe (and increasingly beyond,, it has a long-standing tradition as a field of practice and academic discipline concerned with addressing social inequality and facilitating social change by nurturing learning, well-being and connection both at an individual and community level. The term 'pedagogy' originates from the Greek pais (child) and agein (to bring up, or lead), with the prefix 'social' emphasising that upbringing is not only the responsibility of parents but a shared responsibility of society. Social pedagogy has therefore evolved in somewhat different ways in different countries and reflects cultural and societal norms, attitudes and notions of education and upbringing, of the relationship between the individual and society, and of social welfare provision for its marginalised members. Social pedagogues (professionals who have completed a qualification in social pedagogy) work within a range of different settings, from early years through adulthood to working with disadvantaged adult groups as well as older people. To achieve a holistic perspective within each of these settings, social pedagogy draws together theories and concepts from related disciplines such as sociology, psychology, education, philosophy, medical sciences, and social work.




  • https://en.wikipedia.org/wiki/Learning_community - group of people who share common academic goals and attitudes and meet semi-regularly to collaborate on classwork. Such communities have become the template for a cohort-based, interdisciplinary approach to higher education. This may be based on an advanced kind of educational or 'pedagogical' design.


  • https://en.wikipedia.org/wiki/Inclusion_(education) - refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy. Implementation of these practices varies. Schools most frequently use the inclusion model for select students with mild to moderate special needs. Fully inclusive schools, which are rare, do not separate "general education" and "special education" programs; instead, the school is restructured so that all students learn together.


  • https://en.wikipedia.org/wiki/Inclusive_classroom - term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. In the United States, the Rehabilitation Act of 1973 guaranteed civil rights to disabled people, though inclusion of disabled students progressed slowly until the No Child Left Behind Act of 2001, after which almost half of US students with disabilities were soon in general classrooms. This has placed a considerable burden on teachers and school boards, who are often unprepared and suffer from stress and frustration, affecting the success of programs. An advocated solution is co-teaching, doubling teaching staff to support an inclusive classroom.


  • https://en.wikipedia.org/wiki/Co-teaching - or team teaching is the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths. This approach can be seen in several ways. Teacher candidates who are learning to become teachers are asked to co-teach with experienced associate teachers, whereby the classroom responsibilities are shared, and the teacher candidate can learn from the associate teacher. Regular classroom teachers and special education teachers can be paired in co-teaching relationships to benefit inclusion of students with special needs.


















  • https://en.wikipedia.org/wiki/Networked_learning - a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning. The central term in this definition is connections. It adopts a relational stance in which learning takes place both in relation to others and in relation to learning resources. In design and practice, networked learning is intended to facilitate evolving sets of connections between learners and their interpersonal communities, knowledge contexts, and digital technologies. Networked learning can offer educational institutions more functional efficiency, in that the curriculum can be more tightly managed centrally, or in the case of vocational learning, it can reduce costs to employers and tax payers. However, it is also argued that networked learning is too often considered within the presumption of institutionalised or educationalised learning, thereby omitting awareness of the benefits that networked learning has to informal or situated learning.


  • https://en.wikipedia.org/wiki/Deschooling_Society - a 1971 book written by Austrian author Ivan Illich that critiques the role and practice of education in the modern world and calls for the use of advanced technology to support "learning webs", which incorporate "peer-matching networks", where descriptions of a person's activities and skills are mutually exchanged for the education that they would benefit from. Illich argued that, with an egalitarian use of technology and a recognition of what technological progress allows, it would be warranted to create decentralized webs that would support the goal of a truly equal educational system: A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known. Illich proposes a system of self-directed education in fluid and informal arrangements, which he describes as "educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring."



  • https://en.wikipedia.org/wiki/Blended_learning - a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. While students still attend "brick-and-mortar" schools, face-to-face classroom methods are combined with computer-mediated activities. Blended learning is also used in professional development and training settings. A lack of consensus on a definition of blended learning has led to difficulties in research about its effectiveness in the classroom. Blended learning is also sometimes used in the same breath as "personalized learning" and differentiated instruction.



  • Pedagogical Practice - Teaching Online Pedagogical Repository - The Teaching Online Pedagogical Repository is provided as an open educational resource under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 2017, Center for Distributed Learning, University of Central Florida



  • https://en.wikipedia.org/wiki/Flipped_classroom - an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of a mentor.


  • Turning Education Upside Down - The New York Times - Flipping a classroom changes several things. One is what students do at home. At first, teachers assigned 20-minute videos, but they now make them shorter — six minutes, even three minutes. That promotes re-watching. The school also uses audio files and readings as homework, and uses videos from the Khan Academy, TED and other sources. Many students do not ask questions in class, worried they will look dumb. But they can watch a video over and over without fear.


  • Clintondale High School: Flipped School Model of Instruction - Our students receive their teacher’s lectures at home and do their homework in class. Our students work side-by-side with our expert staff. One-on-one time with students is up four times over years past, test scores are up and our students are more engaged. We are “flipped out” over our fabulous results and are extremely committed to ensure that all of our students and their families get the very best we have to offer

















  • https://en.wikipedia.org/wiki/Democratic_education - a type of formal education that is organized democratically, so that students can manage their own learning and participate in the governance of their school. Democratic education is often specifically emancipatory, with the students' voices being equal to the teacher's. The history of democratic education spans from at least the 17th century. While it is associated with a number of individuals, there has been no central figure, establishment, or nation that advocated democratic education.


  • https://en.wikipedia.org/wiki/Sudbury_school - a type of school, usually for the K-12 age range, where students have complete responsibility for their own education, and the school is run by a direct democracy in which students and staff are equal citizens. Students use their time however they wish, and learn as a by-product of ordinary experience rather than through coursework. There is no predetermined educational syllabus, prescriptive curriculum or standardized instruction. This is a form of democratic education. Daniel Greenberg, one of the founders of the original Sudbury Model school, writes that the two things that distinguish a Sudbury Model school are that everyone is treated equally (adults and children together, and that there is no authority other than that granted by the consent of the governed.
  • Sudbury Valley School: Theory - The School is based on one simple fact — that the survival of every species depends on the driving ambition of its young to develop the skills they need to thrive as effective adults in the world. Sudbury Valley offers each student a place to fulfill that ambition and discover their unique points of excellence. Fence Backstory In 1968, a group of parents and educators founded a school based on a clear vision of the individual freedom needed by children to flourish, and of a community governed equally by all its members. The result was a unique combination of liberty and responsibility that has been Sudbury Valley's hallmark ever since.



  • https://en.wikipedia.org/wiki/Summerhill_School - an independent (i.e. fee-charging, boarding school in Leiston, Suffolk, England. It was founded in 1921 by Alexander Sutherland Neill with the belief that the school should be made to fit the child, rather than the other way around. It is run as a democratic community; the running of the school is conducted in the school meetings, which anyone, staff or pupil, may attend, and at which everyone has an equal vote. These meetings serve as both a legislative and judicial body. Members of the community are free to do as they please, so long as their actions do not cause any harm to others, according to Neill's principle "Freedom, not Licence." This extends to the freedom for pupils to choose which lessons, if any, they attend. It is an example of both democratic education and alternative education.


  • https://en.wikipedia.org/wiki/Summerhill_School - an independent (i.e. fee-charging, boarding school in Leiston, Suffolk, England. It was founded in 1921 by Alexander Sutherland Neill with the belief that the school should be made to fit the child, rather than the other way around. It is run as a democratic community; the running of the school is conducted in the school meetings, which anyone, staff or pupil, may attend, and at which everyone has an equal vote. These meetings serve as both a legislative and judicial body. Members of the community are free to do as they please, so long as their actions do not cause any harm to others, according to Neill's principle "Freedom, not Licence." This extends to the freedom for pupils to choose which lessons, if any, they attend. It is an example of both democratic education and alternative education.



  • https://en.wikipedia.org/wiki/Educational_inequality - the unequal distribution of academic resources, including but not limited to school funding, qualified and experienced teachers, books, and technologies, to socially excluded communities. These communities tend to be historically disadvantaged and oppressed. Individuals belonging to these marginalized groups are often denied access to schools with adequate resources. Inequality leads to major differences in the educational success or efficiency of these individuals and ultimately suppresses social and economic mobility. Inequality in education is broken down in different types: regional inequality, inequality by sex, inequality by social stratification, inequality by parental income, inequality by parent occupation, and many more.



  • https://en.wikipedia.org/wiki/Ferrer_movement - an early 20th century libertarian school inspired by the anarchist pedagogy of Francisco Ferrer. He was a proponent of rationalist, secular education that emphasized reason, dignity, self-reliance, and scientific observation, as opposed to the ecclesiastical and dogmatic standard Spanish curriculum of the period. Ferrer's teachings followed in a tradition of rationalist and romantic education philosophy, and 19th century extragovernment, secular Spanish schools. He was particularly influenced by Paul Robin's orphanage at Cempuis. With this ideal in mind, Ferrer established the Escola Moderna in Barcelona, which ran for five years between 1901 and 1906. Ferrer tried a less dogmatic approach to education that would try to draw out the child's natural powers, though children still received moral indoctrination on social responsibility and the importance of freedom. Ferrer championed practical knowledge over theory, and emphasized experiences and trips over readings. Pupils were free and trusted to direct their own education and attend as they pleased. The school also hosted lectures for adults in the evenings and weekends. It also hosted a printing press to create readings for the school. The press ran its own journal with news from the school and articles from prominent libertarian writers. Following Ferrer's execution, an international Ferrer movement (also known as the Modern School movement, spread throughout Europe and as far as Brazil and the United States, most notably in the New York and Stelton Modern School.






  • Paulo Freire | Internet Encyclopedia of Philosophy - Paulo Freire was one of the most influential philosophers of education of the twentieth century. He worked wholeheartedly to help people both through his philosophy and his practice of critical pedagogy. A native of Brazil, Freire’s goal was to eradicate illiteracy among people from previously colonized countries and continents. His insights were rooted in the social and political realities of the children and grandchildren of former slaves. His ideas, life, and work served to ameliorate the living conditions of oppressed people. This article examines key events in Freire’s life, as well as his ideas regarding pedagogy and political philosophy. In particular, it examines conscientização, critical pedagogy, Freire’s criticism of the banking model of education, and the process of internalization of one’s oppressors. As a humanist, Freire defended the theses that: (a) it is every person’s ontological vocation to become more human; (b) both the oppressor and the oppressed are diminished in their humanity when their relationship is characterized by oppressive dynamics; (c) through the process of conscientização, the oppressors and oppressed can come to understand their own power; and (d) ultimately the oppressed will be able to authentically change their circumstances only if their intentions and actions are consistent with their goal.



  • https://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed - a book by Brazilian educator Paulo Freire, written in Portuguese between 1967 and 1968, but published first in Spanish in 1968. An English translation was published in 1970, with the Portuguese original being published in 1972 in Portugal, and then again in Brazil in 1974. The book is considered one of the foundational texts of critical pedagogy, and proposes a pedagogy with a new relationship between teacher, student, and society. Dedicated to the oppressed and based on his own experience helping Brazilian adults to read and write, Freire includes a detailed Marxist class analysis in his exploration of the relationship between the colonizer and the colonized. In the book, Freire calls traditional pedagogy the "banking model of education" because it treats the student as an empty vessel to be filled with knowledge, like a piggy bank. He argues that pedagogy should instead treat the learner as a co-creator of knowledge. As of 2000, the book had sold over 750,000 copies worldwide.: 9 It is the third most cited book in the social sciences


  • About - Scots Music Group - started as a small part of the Adult Learning Project (ALP), an adult education organisation funded by the City of Edinburgh Council. ALP supports a variety of community learning and development groups including The Welcoming. The Welcoming encourages people of different minority backgrounds to meet with others and celebrate cultural diversity.


  • Living Adult Education – Freire in Scotland | Brill - The Adult Learning Project in Edinburgh, affectionately known as ALP, is a sustained experiment in applying the principles of the Brazilian educator, Paulo Freire, in a European post-industrial urban environment.


  • https://en.wikipedia.org/wiki/Ecopedagogy - movement is an outgrowth of the theory and practice of critical pedagogy, a body of educational praxis influenced by the philosopher and educator Paulo Freire. Ecopedagogy's mission is to develop a robust appreciation for the collective potentials of humanity and to foster social justice throughout the world. It does so as part of a future-oriented, ecological and political vision that radically opposes the globalization of ideologies such as neoliberalism and imperialism, while also attempting to foment forms of critical ecoliteracy. Recently, there have been attempts to integrate critical eco-pedagogy, as defined by Greg Misiaszek with Modern Stoic philosophy to create Stoic eco-pedagogy. One of ecopedagogy's goals is the realization of culturally relevant forms of knowledge grounded in normative concepts such as sustainability, planetarity (i.e. identifying as an earthling, and biophilia (i.e. love of all life).


  • https://en.wikipedia.org/wiki/Abolitionist_teaching - also known as abolitionist pedagogy, is a set of practices and approaches to teaching that focus on restoring humanity for all children in schools. Abolitionist teaching is the practice of pursuing educational freedom for all students, eschewing reform in favor of transformation. This 21st century practice is rooted in Black critical theory and focused on joy, direct action and abolition. The practice is supported by the Abolitionist Teaching Network, a collective of educators providing resources for teachers whose mission is to "develop and support those in the struggle for educational freedom," while utilizing "the intellectual work and direct action of Abolitionists in many forms." This network was established by author and professor Bettina Love.

Abolitionist teaching has its roots in critical pedagogy, intersectional feminism and abolitionist action. It is defined as the commitment to pursue educational freedom and fight for an education system where students thrive, rather than just survive. Love further notes that it is a necessary complement to critical pedagogy, as pedagogy is most effective when paired with teachers who fight for student equality and justice. This teaching method is intended to combat systemic oppression, racial violence, the school-to-prison pipeline, reliance on test taking and all other parts of a system Bettina Love calls the "educational survival complex." Other parts of the system that the practice is intended to combat is cheating, as Drs. Lore/tta LeMaster and Meggie Mapes note that "Rather than punitive measures, abolitionist pedagogy requires rethinking how narratives of cheating perform and to what and whose ends such narratives serve." Some scholars, such as Denise Blum, have argued for a neo-abolitionist pedagogy in educational institutions, a "‘third space’ to process emotional responses and discuss social positionalities to prevent unproductive feelings of guilt or pity that function to further otherize immigrants."



  • https://en.wikipedia.org/wiki/Queer_pedagogy - an academic discipline devoted to exploring the intersection between queer theory and critical pedagogy, which are both grounded in Marxist critical theory. It is also noted for challenging the so-called "compulsory cisheterosexual and normative structures, practices, and curricula" that marginalize or oppress non-heterosexual students and teachers


  • https://en.wikipedia.org/wiki/Edupunk - a do it yourself (DIY), attitude to teaching and learning practices. Tom Kuntz described edupunk as "an approach to teaching that avoids mainstream tools like PowerPoint and Blackboard, and instead aims to bring the rebellious attitude and DIY ethos of ’70s bands like The Clash to the classroom." Many instructional applications can be described as DIY education or edupunk. Edupunk has risen from an objection to the efforts of government and corporate interests in reframing and bundling emerging technologies into cookie-cutter products with pre-defined application—somewhat similar to traditional punk ideologies. The reaction to corporate influence on education is only one part of edupunk, though. Stephen Downes has identified three aspects to this approach: Reaction against commercialization of learning, Do-it-yourself attitude, Thinking and learning for yourself






  • https://en.wikipedia.org/wiki/Organizational_learning - the process of creating, retaining, and transferring knowledge within an organization. An organization improves over time as it gains experience. From this experience, it is able to create knowledge. This knowledge is broad, covering any topic that could better an organization. Examples may include ways to increase production efficiency or to develop beneficial investor relations. Knowledge is created at four different units: individual, group, organizational, and inter organizational.





  • The Cost of Waterloo Software Engineering - Waterloo is home to the world’s largest cooperative education programs — meaning that every engineering student is required to take at least 5 internships over the course of their degree. Most take six. This lengthens the duration of the course to five years, and forces us into odd schedules where we alternate between four months of work and four months of school. We get no summer breaks. One of the most important parts of Waterloo’s co-op program is that the school requires each placement be paid. Without meeting certain minimum requirements for compensation, a student can’t claim academic credit for their internship, and without five internships, they can’t graduate. This results in Waterloo co-op students being able to pay their tuition in full (hopefully) each semester. In disciplines like Software Engineering, where demand is at an all-time high and many students are skilled enough to hold their own at Silicon Valley tech giants, many students end up negotiating for higher salaries at their internships. [4]




Social learning theory

  • https://en.wikipedia.org/wiki/Social_learning_theory - (Albert Bandura) posits that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement. The theory expands on traditional behavioral theories, in which behavior is governed solely by reinforcements, by placing emphasis on the important roles of various internal processes in the learning individual.

Many classroom and teaching strategies draw on principles of social learning to enhance students' knowledge acquisition and retention. For example, using the technique of guided participation, a teacher says a phrase and asks the class to repeat the phrase. Thus, students both imitate and reproduce the teacher's action, aiding retention. An extension of guided participation is reciprocal learning, in which both student and teacher share responsibility in leading discussions. Additionally, teachers can shape the classroom behavior of students by modelling appropriate behavior and visibly rewarding students for good behavior. By emphasizing the teacher's role as model and encouraging the students to adopt the position of observer, the teacher can make knowledge and practices explicit to students, enhancing their learning outcomes. With increased use of technology in the classroom, game-based social learning platforms such as Kahoot! are being integrated into the curriculum to reinforce knowledge while encouraging peer-to-peer support, debate, critical thinking and development of leadership skills.

Another important application of social learning theory has been in the treatment and conceptualization of anxiety disorders. The classical conditioning approach to anxiety disorders, which spurred the development of behavioral therapy and is considered by some to be the first modern theory of anxiety, began to lose steam in the late 1970s as researchers began to question its underlying assumptions. For example, the classical conditioning approach holds that pathological fear and anxiety are developed through direct learning; however, many people with anxiety disorders cannot recall a traumatic conditioning event, in which the feared stimulus was experienced in close temporal and spatial contiguity with an intrinsically aversive stimulus. Social learning theory helped salvage learning approaches to anxiety disorders by providing additional mechanisms beyond classical conditioning that could account for the acquisition of fear. For example, social learning theory suggests that a child could acquire a fear of snakes by observing a family member express fear in response to snakes. Alternatively, the child could learn the associations between snakes and unpleasant bites through direct experience, without developing excessive fear, but could later learn from others that snakes can have deadly venom, leading to a re-evaluation of the dangerousness of snake bites, and accordingly, a more exaggerated fear response to snakes.


Popular education


Constructivist


  • https://en.wikipedia.org/wiki/Experiential_learning - the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.






  • https://en.wikipedia.org/wiki/Learning-by-doing - a theory that places heavy emphasis on student engagement and is a hands-on, task-oriented, process to education. The theory refers to the process in which students actively participate in more practical and imaginative ways of learning. This process distinguishes itself from other learning approaches as it provides many pedagogical advantages to more traditional learning styles, such those which privilege inert knowledge. Learning-by-doing is related to other types of learning such as adventure learning, action learning, cooperative learning, experiential learning, peer learning, service-learning, and situated learning.

Connectivism


Rhizomatic




Technology

  • https://en.wikipedia.org/wiki/Educational_technology - Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.

Educational technology is not restricted to high technology. Nonetheless, electronic educational technology, also called e-learning, has become an important part of society today, comprising an extensive array of digitization approaches, components and delivery methods. For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.

Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.

Theoretical perspectives and scientific testing influence instructional design. The application of theories of human behavior to educational technology derives input from instructional theory, learning theory, educational psychology, media psychology and human performance technology.

Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings.



  • https://en.wikipedia.org/wiki/Interaction_model - In the context of e-learning, interactivity is defined as "the function of input required by the learner while responding to the computer, the analysis of those responses by the computer, and the nature of the action by the computer."


  • https://en.wikipedia.org/wiki/Intelligent_tutoring_system - a computer system that aims to provide immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher. ITSs have the common goal of enabling learning in a meaningful and effective manner by using a variety of computing technologies. There are many examples of ITSs being used in both formal education and professional settings in which they have demonstrated their capabilities and limitations. There is a close relationship between intelligent tutoring, cognitive learning theories and design; and there is ongoing research to improve the effectiveness of ITS. An ITS typically aims to replicate the demonstrated benefits of one-to-one, personalized tutoring, in contexts where students would otherwise have access to one-to-many instruction from a single teacher (e.g., classroom lectures), or no teacher at all (e.g., online homework). ITSs are often designed with the goal of providing access to high quality education to each and every student.



  • https://en.wikipedia.org/wiki/Computer-supported_collaborative_learning - CSCL, is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously. The study of computer-supported collaborative learning draws on a number of academic disciplines, including instructional technology, educational psychology, sociology, cognitive psychology, and social psychology. It is related to collaborative learning and computer supported cooperative work (CSCW).




  • https://en.wikipedia.org/wiki/Online_communication_between_school_and_home - between home and school is the use of digital telecommunication to convey information and ideas between teachers, students, parents, and school administrators. As the use of e-mail and the internet becomes even more widespread, these tools become more valuable and useful in education for the purposes of increasing learning for students, and facilitating conversations between students, parents, and schools. Online communication emphasizes 21st century skills, self-directed learning, self-advocacy, global awareness, and thinking skills for learners. Utilizing online communication methods, schools help students develop Netiquette, and technical and computer skills. In addition, teachers can provide parents with frequent information about school programs and their children's progress through automated e-mails, official websites and learning management systems. This communication can be achieved either synchronously or asynchronously, providing greater time flexibility.


  • https://en.wikipedia.org/wiki/Training_management_system - TMS, training management software, or training resource management system (TRMS) is a software application for the administration, documentation, tracking, and reporting of instructor-led-training programs. A TMS focuses on back-office processes and is considered a tool for corporate training administrators. A TMS serves as a central enterprise resource planning (ERP) system specific to the training industry. Such a system can form part of the educational technology ecosystem.


  • https://en.wikipedia.org/wiki/Integrated_learning_systems - are hardware/software solutions designed to deliver instructional content. The effective delivery of that content is measured, monitored, and maintained with an array of assessment and management tools that may also be part of that system.


  • https://en.wikipedia.org/wiki/M-learning - or mobile learning, is a form of distance education where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.




  • Code4REF | How to record research software in CRIS (Current Research Information Systems) - Research software is an eligible REF submission. However, the majority of REF submissions are research publications. Indeed, refereeing research software is a difficult task, and reviewers may not have clear guidelines for its evaluation for the REF purposes (something else we need to work on), and many researchers prefer the safer route of submitting papers. As a result, software outputs are not always being recorded in Current Research Information Systems (CRIS) used by universities. The first step here would be to help to research software developers to find a way to record their outputs in CRIS. This may not always be obvious, so on this website we provide general guidelines and step-by-step system-specific instructions for doing this.


Informal education







Home schooling


  • Phoenix Home Education Camp - an inclusive and welcoming home education camp in West Wales. P.HEC is organised and run by a group of home educators, with the full support of the folks at the Pengraig community. Home education events have been running at the farm for eleven years now, which means that we have been able to gather together a skilled, experienced team of organisers and workshop leaders to ensure a fantastic camp for everyone, kids and adults alike.


Formal education

  • https://en.wikipedia.org/wiki/School_organizational_models - methods of structuring the curriculum, functions, and facilities for schools, colleges, and universities. The organizing of teaching and learning has been structured since the first educational institutions were established. With greater specialization and expertise in a particular field of knowledge, and a gathering of like-minded individuals, instructors clustered into specialized groups, schools, and eventually departments within larger institutions. This structure spread rapidly during the 19th and 20th centuries with factory model schools and their "assembly-line" method of standardized curriculum and instructional methods. Beginning with the progressive educational movement in the early-mid 20th century, and again with similar trends in the late 20th and early 21st century, alternative models structured towards deeper learning, higher retention, and 21st century skills developed. The organizational models of schools fall into several main categories, including: departmental, integrative, project-based, academy, small learning communities, and school-within-a-school.


  • https://en.wikipedia.org/wiki/Free_education - education funded through government spending or charitable organizations rather than tuition funding. Many models of free higher education have been proposed. Primary school and other comprehensive or compulsory education is free in many countries (often not including primary textbook). Tertiary education is also free in certain countries, including post-graduate studies in the Nordic countries. The Article 13 of International Covenant on Economic, Social and Cultural Rights ensures the right to free education at primary education and progressive introduction of it at secondary and higher education as the right to education.






  • https://en.wikipedia.org/wiki/Learning_development - describes work with students and staff to develop academic practices, with a main focus on students developing academic practices in higher education, which assess the progress of knowledge acquired by the means of structural approaches (Tejero, 2020). Learning developers are academic professionals who: teach, advise and facilitate students to develop their academic practices; create academic development learning resources; and reflect on their own academic practices through a community of practice.


  • About the Teaching Excellence Framework (TEF) - Office for Students - a national scheme run by the Office for Students (OfS) that aims to encourage higher education providers to improve and deliver excellence in the areas that students care about the most: teaching, learning and achieving positive outcomes from their studies. The TEF does this by assessing and rating universities and colleges for excellence above a set of minimum requirements for quality and standards.









  • computerbasedmath.org is a project to build a completely new math curriculum with computer-based computation at its heart—alongside a campaign to refocus math education away from historical hand-calculating techniques and toward relevant and conceptually interesting topics.
  • CS in VN




  • https://en.wikipedia.org/wiki/Dharma_transmission - In the western understanding, dharma transmission stands solely for recognition of authentic insight, whereas in the Japanese monastery system dharma transmission is a formal notification that someone is fully qualified to take a leading role in this system. In the USA and Europe dharma transmission is linked to the unofficial title roshi, older teacher. In the Western understanding roshis are "part of a tradition that imputes to them quasi-divine qualities", someone who "is defined by simplicity, innocence, and lack of self-interest or desire". Nevertheless, the authorisation of teachers through dharma transmission does not mean that teachers are infallible, as is clear from the repeated appearance of scandals.

According to Lachs, those scandals have also been possible because of the status given to roshis by dharma transmission, and "a desire for the master’s aura, recognition, and approval": The students expect the real teacher to be an ideal teacher and look forward to having such an ideal teacher lead and instruct them. The student who enters the practice having read a myth will expect to find the myth and will think they have found the myth. Unfortunately, they have found the myth without recognizing it for what it is. What they really have found, all too often, is another story of ordinary, flawed human behavior.


UK & Scotland




to sort






  • About SCI | The Science Communication Institute - The field of science communication doesn’t have any single, broadly accepted definition. This is because science communication is actually a collection of many different fields that have science as a common thread, the same way the life sciences—covering everything from biology to botany, ecology, genetics, physiology, virology and zoology— are a huge variety of disciplines that have the study of living organisms in common.

Community education

  • https://en.wikipedia.org/wiki/Community_education - also known as community-based education or community learning & development, is an organization's programs to promote learning and social development work with individuals and groups in their communities using a range of formal and informal methods. A common defining feature is that programmes and activities are developed in dialogue with communities and participants. The purpose of community learning and development is to develop the capacity of individuals and groups of all ages through their actions, the capacity of communities, to improve their quality of life. Central to this is their ability to participate in democratic processes.


  • https://en.wikipedia.org/wiki/Scottish_Community_Education_Council - SCEC) was set up by the Government in 1982 following the Alexander Report which had recommended the establishment of a national agency to advise the Secretary of State for Scotland on all matters relating to community education; and, to promote community education. SCEC was a non departmental public body. It focussed upon three broad themes - promoting lifelong learning; confronting social change; and, releasing local dynamic and liberating resources. SCEC provided information, publications, training and consultancy services to community education practitioners. It was later given the function of validating and endorsing professional community education training. Following devolution, the new Scottish government decided to split the agency up, with its core advisory and professional validation and endorsement functions being located within a new agency called Communities Scotland. The professional validation and endorsement function was extended following the Government's report Empowered to Practice and this led to the establishment of the Scottish Standards Council for Community Learning and Development.


  • Community Learning and Development (CLD) | Sector | Learning in Scotland | Education Scotland - the field of professional practice in Scotland which includes youth work, community-based adult learning, family learning, and community development. CLD practice enables people of all ages to identify their own individual and collective goals, to engage in learning and take action to bring about change for themselves and their communities. CLD is a key element of the education sector in Scotland. CLD programmes and activities take place in community and educational settings. The CLD workforce in Scotland is diverse and includes practitioners in both the public and third sectors who share common professional values and competences.


  • The CLD Standards Council | CLD Standards Council for Scotland - the professional body for people who work or volunteer in community learning and development in Scotland. We are a member led organisation. Our approach and work plans to deliver our core responsibilities are defined by our member committees and based on feedback from the wider membership. We are funded by the Scottish Government, with a ministerially appointed Chair.
  • What is Community Learning and Development (CLD)? | CLD Standards Council for Scotland - a field of professional practice that enables people to identify their own individual and collective goals, to engage in learning and take action to bring about change for themselves and their communities. CLD uses a range of formal and informal methods of learning and social development with individuals and groups in their communities. CLD programmes and activities are developed in dialogue with communities and participants, working particularly with those excluded from participation in the decisions and processes that shape their lives. Through working in these ways, CLD extends the reach of democracy and widens its scope.




  • Scottish Council for Voluntary Organisations - SCVO, is the national membership organisation for the voluntary sector We're ambitious for SCVO, ambitious for the voluntary sector Our mission is to champion the role of voluntary organisations in building a flourishing society and support them to do work that has a positive impact. We're passionate about what the voluntary sector can achieve. Along with our community of 3,552 members and supporters, we believe that a thriving voluntary sector at the heart of a successful, fair and inclusive Scotland.



  • i-develop learning for cld - service is provided by the CLD Standards Council as part of the Professional Development Strategy: Growing the Learning Culture which promotes a "learning culture" and provides advice for practitioners, employers and other partners in relation to learning, development and improvement. The i-develop web service is designed to support creative and innovative learning and development for CLD practitioners. i-develop integrates the theories and practices that help shape effective professional learning and development for the CLD sector, such as peer support, communities of practice, learning journeys and reflection-in-action in order to shape a learning community of practitioners across CLD.

Academic

See also Science, Being, Maths, Physics, Organising#Reference/citation management


  • https://en.wikipedia.org/wiki/Academic_discipline - or academic field is a subdivision of knowledge that is taught and researched at the college or university level. Disciplines are defined (in part) and recognized by the academic journals in which research is published, and the learned societies and academic departments or faculties within colleges and universities to which their practitioners belong. Academic disciplines are conventionally divided into the humanities, including language, art and cultural studies, and the scientific disciplines, such as physics, chemistry, and biology; the social sciences are sometimes considered a third category. Individuals associated with academic disciplines are commonly referred to as experts or specialists. Others, who may have studied liberal arts or systems theory rather than concentrating in a specific academic discipline, are classified as generalists.

While academic disciplines in and of themselves are more or less focused practices, scholarly approaches such as multidisciplinarity/interdisciplinarity, transdisciplinarity, and cross-disciplinarity integrate aspects from multiple academic disciplines, therefore addressing any problems that may arise from narrow concentration within specialized fields of study. For example, professionals may encounter trouble communicating across academic disciplines because of differences in language, specified concepts, or methodology. Some researchers believe that academic disciplines may, in the future, be replaced by what is known as Mode 2 or "post-academic science", which involves the acquisition of cross-disciplinary knowledge through the collaboration of specialists from various academic disciplines. It is also known as a field of study, field of inquiry, research field and branch of knowledge. The different terms are used in different countries and fields.


  • https://en.wikipedia.org/wiki/Outline_of_academic_disciplines - An academic discipline or field of study is a branch of knowledge, taught and researched as part of higher education. A scholar's discipline is commonly defined by the university faculties and learned societies to which they belong and the academic journals in which they publish research.

Disciplines vary between well-established ones that exist in almost all universities and have well-defined rosters of journals and conferences, and nascent ones supported by only a few universities and publications. A discipline may have branches, and these are often called sub-disciplines.


or interdisciplinary studies involves the combination of multiple academic disciplines into one activity (e.g., a research project). It draws knowledge from several other fields like sociology, anthropology, psychology, economics, etc. It is about creating something by thinking across boundaries. It is related to an interdiscipline or an interdisciplinary field, which is an organizational unit that crosses traditional boundaries between academic disciplines or schools of thought, as new needs and professions emerge. Large engineering teams are usually interdisciplinary, as a power station or mobile phone or other project requires the melding of several specialties. However, the term "interdisciplinary" is sometimes confined to academic settings.


  • https://en.wikipedia.org/wiki/Interdisciplinarity - or interdisciplinary studies involves the combination of multiple academic disciplines into one activity (e.g., a research project). It draws knowledge from several other fields like sociology, anthropology, psychology, economics, etc. It is about creating something by thinking across boundaries. It is related to an interdiscipline or an interdisciplinary field, which is an organizational unit that crosses traditional boundaries between academic disciplines or schools of thought, as new needs and professions emerge. Large engineering teams are usually interdisciplinary, as a power station or mobile phone or other project requires the melding of several specialties. However, the term "interdisciplinary" is sometimes confined to academic settings.



  • https://en.wikipedia.org/wiki/Academic_staff - also known as faculty (in North American usage) or academics (in British, Australia, and New Zealand usage), are vague terms that describe teachers or research staff of a school, college, university or research institute. In British and Australian/New Zealand English "faculty" usually refers to a sub-division of a university (usually a group of departments), not to the employees, as it can also do in North America. In the United States and parts of Canada, universities, community colleges and even some secondary and primary schools use the term faculty. Other institutions (e.g., teaching hospitals or not-for-profit research institutes) may likewise use the term faculty. In parts of the US, the term academic staff can be synonymous with just staff, which instead refers to staff that is not primarily involved with teaching or research.
  • https://en.wikipedia.org/wiki/List_of_academic_ranks - also scientific rank) is the rank of a scientist or teacher in a college, high school, university or research establishment. The academic ranks indicate relative importance and power of individuals in academia. The academic ranks are specific for each country, there is no worldwide-unified ranking system. Among the common ranks are professor, associate professor (docent), assistant professor and instructor.


  • https://en.wikipedia.org/wiki/Academic_department - division of a university or school faculty devoted to a particular academic discipline. This article covers United States usage at the university level. In the United Kingdom and other Commonwealth countries, universities tend to use the term faculty; faculties are typically further divided into schools or departments, but not always.


  • https://en.wikipedia.org/wiki/Academic_advising - according to the National Academic Advising Association, "a series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. Academic advising synthesizes and contextualizes students' educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes."


  • https://en.wikipedia.org/wiki/Scholarly_method - or scholarship, is the body of principles and practices used by scholars and academics to make their claims about the subject as valid and trustworthy as possible, and to make them known to the scholarly public. It is the methods that systemically advance the teaching, research, and practice of a given scholarly or academic field of study through rigorous inquiry. Scholarship is noted by its significance to its particular profession,[clarification needed] and is creative, can be documented, can be replicated or elaborated, and can be and is peer reviewed through various methods. The scholarly method includes the subcategories of the scientific method, in which scientists prove their claims, and the historical method, in which historians verify their claims.


  • https://en.wikipedia.org/wiki/Scholarly_communication - involves the creation, publication, dissemination and discovery of academic research, primarily in peer-reviewed journals and books. It is “the system through which research and other scholarly writings are created, evaluated for quality, disseminated to the scholarly community, and preserved for future use." This primarily involves the publication of peer-reviewed academic journals, books and conference papers. There are many issues with scholarly communication, which include author rights, the peer review process, the economics of scholarly resources, new models of publishing (including open access and institutional repositories), rights and access to federally funded research and preservation of intellectual assets. Common methods of scholarly communication include publishing peer-reviewed articles in academic journals, academic monographs and books, book reviews and conference papers. Other textual formats used include preprints and working papers, reports, encyclopedias, dictionaries, data and visualisations, blogs and discussion forums. Other forms, particularly in the arts and humanities include multimedia formats such as sound and video recordings.




  • UNISTATS - Compare official course data from universities and colleges








  • PhDTree - academic genealogy & family tree






The term has a history of at least 30 years, but its first coining is unclear. The earliest reference may have been identified by a subscriber to Worldwide Words as being 1973. Jon Van Til, one of the pioneers in nonprofit organization research and education, reports hearing this word first spoken by Hank Rubin, then director of Public Administration at Roosevelt University, in 1989: In "an auditorium filled with academics and nonproifit practitioners ... (w)e were listening to a session being conducted by the Independent Sector organization. Hank ... rose to make a brief statement during which he observed that many of us in the hall were both academics and practitioners. We were, therefore, he announced, 'pracademics'!"

Research

See also Organising, Open data


  • https://en.wikipedia.org/wiki/Research - is "creative and systematic work undertaken to increase the stock of knowledge". It involves the collection, organization and analysis of evidence to increase understanding of a topic, characterized by a particular attentiveness to controlling sources of bias and error. These activities are characterized by accounting and controlling for biases. A research project may be an expansion on past work in the field. To test the validity of instruments, procedures, or experiments, research may replicate elements of prior projects or the project as a whole.

The primary purposes of basic research (as opposed to applied research) are documentation, discovery, interpretation, and the research and development (R&D) of methods and systems for the advancement of human knowledge. Approaches to research depend on epistemologies, which vary considerably both within and between humanities and sciences.

There are several forms of research: scientific, humanities, artistic, economic, social, business, marketing, practitioner research, life, technological, etc. The scientific study of research practices is known as meta-research.

A researcher is a person engaged in conducting research, possibly recognized as an occupation by a formal job title. In order to be social researcher or social scientist, one should have enormous knowledge of subject related to social science that they are specialized in. Similarly, in order to be natural science researcher, the person should have knowledge on field related to natural science (Physics, Chemistry, Biology, Astronomy, Zoology and so on).


  • https://en.wikipedia.org/wiki/Research#Research_methods - is "creative and systematic work undertaken to increase the stock of knowledge". It involves the collection, organization and analysis of evidence to increase understanding of a topic, characterized by a particular attentiveness to controlling sources of bias and error. These activities are characterized by accounting and controlling for biases. A research project may be an expansion on past work in the field. To test the validity of instruments, procedures, or experiments, research may replicate elements of prior projects or the project as a whole. The primary purposes of basic research (as opposed to applied research, are documentation, discovery, interpretation, and the research and development (R&D) of methods and systems for the advancement of human knowledge. Approaches to research depend on epistemologies, which vary considerably both within and between humanities and sciences. There are several forms of research: scientific, humanities, artistic, economic, social, business, marketing, practitioner research, life, technological, etc. The scientific study of research practices is known as meta-research.




  • Dimewiki - a public good developed and maintained by DIME Analytics. The DIME Wiki is designed for researchers and M&E specialists at the World Bank, as well as clients, donor institutions, universities, NGOs, and governments. The DIME Wiki is a collaborative, open-source resource that presents guidelines that are easy to understand and apply for users of varying levels of expertise. This landing page offers links to several curated categories that users may find helpful, as well as our narrative Handbook.



  • https://en.wikipedia.org/wiki/Scientific_method - an empirical method for acquiring knowledge that has characterized the development of science since at least the 17th century (with notable practitioners in previous centuries; see the article history of scientific method for additional detail.) It involves careful observation, applying rigorous skepticism about what is observed, given that cognitive assumptions can distort how one interprets the observation. It involves formulating hypotheses, via induction, based on such observations; the testability of hypotheses, experimental and the measurement-based statistical testing of deductions drawn from the hypotheses; and refinement (or elimination) of the hypotheses based on the experimental findings. These are principles of the scientific method, as distinguished from a definitive series of steps applicable to all scientific enterprises.




  • https://en.wikipedia.org/wiki/Hypothesis - a proposed explanation for a phenomenon. For a hypothesis to be a scientific hypothesis, the scientific method requires that one can test it. Scientists generally base scientific hypotheses on previous observations that cannot satisfactorily be explained with the available scientific theories. Even though the words "hypothesis" and "theory" are often used interchangeably, a scientific hypothesis is not the same as a scientific theory. A working hypothesis is a provisionally accepted hypothesis proposed for further research in a process beginning with an educated guess or thought.


  • https://en.wikipedia.org/wiki/Theoretical_definition - defines a term in an academic discipline, functioning as a proposal to see a phenomenon in a certain way. A theoretical definition is a proposed way of thinking about potentially related events. Theoretical definitions contain built-in theories; they cannot be simply reduced to describing a set of observations. The definition may contain implicit inductions and deductive consequences that are part of the theory. A theoretical definition of a term can change, over time, based on the methods in the field that created it.


  • https://en.wikipedia.org/wiki/Working_hypothesis - a hypothesis that is provisionally accepted as a basis for further ongoing research in the hope that a tenable theory will be produced, even if the hypothesis ultimately fails. Like all hypotheses, a working hypothesis is constructed as a statement of expectations, which can be linked to deductive, exploratory research in empirical investigation and is often used as a conceptual framework in qualitative research. The term "working" indicates that the hypothesis is subject to change.



  • https://en.wikipedia.org/wiki/Internal_validity - the extent to which a piece of evidence supports a claim about cause and effect, within the context of a particular study. It is one of the most important properties of scientific studies and is an important concept in reasoning about evidence more generally. Internal validity is determined by how well a study can rule out alternative explanations for its findings (usually, sources of systematic error or 'bias',. It contrasts with external validity, the extent to which results can justify conclusions about other contexts (that is, the extent to which results can be generalized).


  • https://en.wikipedia.org/wiki/External_validity - the validity of applying the conclusions of a scientific study outside the context of that study. In other words, it is the extent to which the results of a study can be generalized to and across other situations, people, stimuli, and times.


  • https://en.wikipedia.org/wiki/Ecological_validity - often used to refer to the judgment of whether a given study's variables and conclusions (often collected in lab, are sufficiently relevant to its population (e.g. the "real world" context). Psychological studies are usually conducted in laboratories though the goal of these studies is to understand human behavior in the real-world. Ideally, an experiment would have generalizable results that predict behavior outside of the lab, thus having more ecological validity. Ecological validity can be considered a commentary on the relative strength of a study's implication(s) for policy, society, culture, etc.



  • https://en.wikipedia.org/wiki/Operational_definition - specifies concrete, replicable procedures designed to represent a construct. In the words of American psychologist S.S. Stevens (1935), "An operation is the performance which we execute in order to make known a concept." For example, an operational definition of "fear" (the construct) often includes measurable physiologic responses that occur in response to a perceived threat. Thus, "fear" might be operationally defined as specified changes in heart rate, galvanic skin response, pupil dilation, and blood pressure.
  • https://en.wikipedia.org/wiki/Operationalization - a process of defining the measurement of a phenomenon which is not directly measurable, though its existence is inferred from other phenomena. Operationalization thus defines a fuzzy concept so as to make it clearly distinguishable, measurable, and understandable by empirical observation. In a broader sense, it defines the extension of a concept—describing what is and is not an instance of that concept.



  • https://en.wikipedia.org/wiki/IMRAD - a common organizational structure (a document format). IMRaD is the most prominent norm for the structure of a scientific journal article of the original research type.


  • The Plain Person’s Guide to Plain Text Social Science - As a beginning graduate student in the social sciences, what sort of software should you use to do your work?1 More importantly, what principles should guide your choices? I offer some general considerations and specific answers. The short version is: you should use tools that give you more control over the process of data analysis and writing. I recommend you write prose and code using a good text editor; analyze quantitative data with R and RStudio, or use Stata; minimize error by storing your work in a simple format (plain text is best), and make a habit of documenting what you’ve done. For data analysis, consider using a format like RMarkdown and tools like Knitr to make your work more easily reproducible for your future self. Use Pandoc to turn your plain-text documents into PDF, HTML, or Word files to share with others. Keep your projects in a version control system. Back everything up regularly. Make your computer work for you by automating as many of these steps as you can.


  • https://en.wikipedia.org/wiki/Abstract_(summary) - a brief summary of a research article, thesis, review, conference proceeding, or any in-depth analysis of a particular subject and is often used to help the reader quickly ascertain the paper's purpose. When used, an abstract always appears at the beginning of a manuscript or typescript, acting as the point-of-entry for any given academic paper or patent application. Abstracting and indexing services for various academic disciplines are aimed at compiling a body of literature for that particular subject. The terms précis or synopsis are used in some publications to refer to the same thing that other publications might call an "abstract". In management reports, an executive summary usually contains more information (and often more sensitive information) than the abstract does.


  • https://en.wikipedia.org/wiki/Fast_abstract - also extended abstract, is a short, lightly reviewed technical article that is usually presented with a short talk at a scientific conference. The length of the document is usually limited to 2 pages (including all text, figures, references and appendices), although some conferences may allow slightly longer articles. If the conference does not specify a document style, the standard double-column IEEE format is a common practice. Due to their purpose and short length, fast abstracts do not require a full treatment of results as expected of a full paper published at a conference or journal. Even less formal publications such as working papers and technical reports are usually based on established research projects, and on the other hand these rarely are peer reviewed before publication, and there is no formal publishing procedures for such reports.


  • https://en.wikipedia.org/wiki/Abstract_management - process of accepting and preparing abstracts for presentation at an academic conference. The process consists of either invited or proffered submissions of the abstract or summary of work. The abstract typically states the hypothesis, tools used in research or investigation, data collected, and a summary or interpretation of the data.
  • https://en.wikipedia.org/wiki/Academic_conference - or scientific conference (also congress, symposium, workshop, or meeting) is an event for researchers (not necessarily academics) to present and discuss their scholarly work. Together with academic or scientific journals and preprint archives, conferences provide an important channel for exchange of information between researchers. Further benefits of participating in academic conferences include learning effects in terms of presentation skills and “academic habitus”, receiving feedback from peers for one's own research, the possibility to engage in informal communication with peers about work opportunities and collaborations, and getting an overview of current research in one or more disciplines.



  • https://en.wikipedia.org/wiki/Conference_proceedings - a collection of academic papers published in the context of an academic conference or workshop. Conference proceedings typically contain the contributions made by researchers at the conference. They are the written record of the work that is presented to fellow researchers. A less common, broader meaning of proceedings are the acts and happenings of an academic field, a learned society.




  • https://en.wikipedia.org/wiki/Digital_scholarship - the use of digital evidence, methods of inquiry, research, publication and preservation to achieve scholarly and research goals. Digital scholarship can encompass both scholarly communication using digital media and research on digital media. An important aspect of digital scholarship is the effort to establish digital media and social media as credible, professional and legitimate means of research and communication. Digital scholarship has a close association with digital humanities, often serving as the umbrella term for discipline-agnostic digital research methods. Digital scholarship may also include born-digital means of scholarly communication that are more traditional, like online journals and databases, e-mail correspondence and the digital or digitized collections of research and academic libraries. Since digital scholarship is often concerned with the production and distribution of digital media, discussions about copyright, fair use and digital rights management (DRM) frequently accompany academic analysis of the topic. Combined with open access, digital scholarship is offered as a more affordable and open model for scholarly communication.





  • https://en.wikipedia.org/wiki/Basic_research - also called pure research, fundamental research, basic science, or pure science, is a type of scientific research with the aim of improving scientific theories for better understanding and predication of natural or other phenomena. In contrast, applied research uses scientific theories to develop technology or techniques which can be used to intervene and alter natural or other phenomena. Though often driven simply by curiosity, basic research often fuels the technological innovations of applied science. The two aims are often practiced simultaneously in coordinated research and development. In addition to innovations, basic research also serves to provide insight into nature around us and allows us to respect its innate value. The development of this respect is what drives conservation efforts. Through learning about the environment, conservation efforts can be strengthened using research as a basis. Technological innovations can unintentionally be created through this as well, as seen with examples such as kingfishers' beaks affecting the design for high speed bullet train in Japan.



  • https://en.wikipedia.org/wiki/Applied_science#Applied_research - the practical application of science. It accesses and uses accumulated theories, knowledge, methods, and techniques, for a specific state-, business-, or client-driven purpose. In contrast to engineering, applied research does not include analyses or optimization of business, economics, and costs. Applied research can be better understood in any area when contrasting it with, basic, or pure, research. Basic geography research strives to create new theories and methods that aid in the explanation of the processes that shape the spatial structure of physical or human environments. Rather, applied research utilizes the already existing geographical theories and methods to comprehend and address particular empirical issues. Applied research usually has specific commercial objectives related to products, procedures, or services. The comparison of pure research and applied research provides a basic framework and direction for businesses to follow. Applied research deals with solving practical problems and generally employs empirical methodologies. Because applied research resides in the messy real world, strict research protocols may need to be relaxed. For example, it may be impossible to use a random sample. Thus, transparency in the methodology is crucial. Implications for interpretation of results brought about by relaxing an otherwise strict canon of methodology should also be considered.


  • https://en.wikipedia.org/wiki/Translational_research - also called translation research, translational science, or, when the context is clear, simply translation, is research aimed at translating (converting) results in basic research into results that directly benefit humans. The term is used in science and technology, especially in biology and medical science. As such, translational research forms a subset of applied research.



  • Systemization of Knowledge - Systemization of Knowledge (SoK) papers evaluate, systematize, and contextualize existing knowledge. They provide an important new viewpoint on an established, major research area. The heart of the SoK paper is analysis: analyzing the existing literature and providing insights that could not be obtained by simply reading each of the individual papers. SoK papers analyze the current research landscape: identify areas that have enjoyed much research attention, point out open areas with unsolved challenges, and present a prioritization that can guide researchers to make progress on solving important challenges.


  • https://github.com/blochberger/sokman#references - aids in creating reproducible systematic mappings or systematic literature reviews and tries to automate some of the tedious tasks, such as searching, snowballing, and exporting a visual graph representation of the created systematization of knowledge (SoK). sokman is a Django project. It basically uses Django's admin interface and some management commands, so it is designed to run locally – you have been warned. Data sources: DBLP is used for searching publications, importing publications, and exporting Bibtex entries; Semantic Scholar is used for snowballing.


  • https://github.com/CSM-Research/03-SLR-uNLPeROpenIE - Context: for thousands of years humans translate their knowledge using natural language format and register it so that others can access them. Natural Language Processing (NLP, is a subarea of Artificial Intelligence (AI) that studies the linguistic phenomena and uses computational methods to process natural language written texts. More specific areas such as Open Information Extraction (Open IE) were created to perform the information extraction in textual databases, such as relationship triples, without prior information of its context or structure. Recently, research was conducted by grouping studies related to Open IE initiatives. However, some information about this domain can still be explored.

Objective: this work aims to identify in literature the main characteristics that involve the Open IE approaches.


A proposition can be understood as truth-bearer, a textual expression of a potential fact (e.g., "Dante wrote the Divine Comedy"), represented in an amenable structure for computers [e.g., ("Dante", "wrote", "Divine Comedy")]. An OIE extraction normally consists of a relation and a set of arguments. For instance, ("Dante", "passed away in" "Ravenna", is a proposition formed by the relation "passed away in" and the arguments "Dante" and "Ravenna". The first argument is usually referred as the subject while the second is considered to be the object.

The extraction is said to be a textual representation of a potential fact because its elements are not linked to a knowledge base. Furthermore, the factual nature of the proposition has not yet been established. In the above example, transforming the extraction into a full fledged fact would first require linking, if possible, the relation and the arguments to a knowledge base. Second, the truth of the extraction would need to be determined. In computer science transforming OIE extractions into ontological facts is known as relation extraction. In fact, OIE can be seen as the first step to a wide range of deeper text understanding tasks such as relation extraction, knowledge-base construction, question answering, semantic role labeling. The extracted propositions can also be directly used for end-user applications such as structured search (e.g., retrieve all propositions with "Dante" as subject).



  • Why Most Published Research Findings Are False - PMC - There is increasing concern that most current published research findings are false. The probability that a research claim is true may depend on study power and bias, the number of other studies on the same question, and, importantly, the ratio of true to no relationships among the relationships probed in each scientific field. In this framework, a research finding is less likely to be true when the studies conducted in a field are smaller; when effect sizes are smaller; when there is a greater number and lesser preselection of tested relationships; where there is greater flexibility in designs, definitions, outcomes, and analytical modes; when there is greater financial and other interest and prejudice; and when more teams are involved in a scientific field in chase of statistical significance. Simulations show that for most study designs and settings, it is more likely for a research claim to be false than true. Moreover, for many current scientific fields, claimed research findings may often be simply accurate measures of the prevailing bias. In this essay, I discuss the implications of these problems for the conduct and interpretation of research.


  • We have an epidemic of deeply flawed meta-analyses, says John Ioannidis – Retraction Watch - John Ioannidis, a professor at Stanford University and one of the most highly cited researchers in the world, has come up with some startling figures about meta-analyses. His new paper, published today in Milbank Quarterly (accompanied by this commentary), suggests that the number of systematic reviews and meta-analyses in literature have each increased by more than 2500% since 1991. We asked Ioannidis — who is perhaps most well known for his 2005 paper “Why Most Published Research Findings Are False” (and was featured in a previous Retraction Watch Q&A article) — why such a massive boost these publication types in scholarly literature is potentially harmful. [15]




  • https://en.wikipedia.org/wiki/Sokal_affair - also called the Sokal hoax, was a demonstrative scholarly hoax performed by Alan Sokal, a physics professor at New York University and University College London. In 1996, Sokal submitted an article to Social Text, an academic journal of cultural studies. The submission was an experiment to test the journal's intellectual rigor, specifically to investigate whether "a leading North American journal of cultural studies—whose editorial collective includes such luminaries as Fredric Jameson and Andrew Ross—[would] publish an article liberally salted with nonsense if (a, it sounded good and (b) it flattered the editors' ideological preconceptions."

The article, "Transgressing the Boundaries: Towards a Transformative Hermeneutics of Quantum Gravity", was published in the journal's spring/summer 1996 "Science Wars" issue. It proposed that quantum gravity is a social and linguistic construct. The journal did not practice academic peer review and it did not submit the article for outside expert review by a physicist. Three weeks after its publication in May 1996, Sokal revealed in the magazine Lingua Franca that the article was a hoax. The hoax caused controversy about the scholarly merit of commentary on the physical sciences by those in the humanities; the influence of postmodern philosophy on social disciplines in general; and academic ethics, including whether Sokal was wrong to deceive the editors or readers of Social Text; and whether Social Text had abided by proper scientific ethics.



Research assessment

  • https://en.wikipedia.org/wiki/Research_Assessment_Exercise - was an exercise undertaken approximately every five years on behalf of the four UK higher education funding councils (HEFCE, SHEFC, HEFCW, DELNI), to evaluate the quality of research undertaken by British higher education institutions. RAE submissions from each subject area (or unit of assessment) are given a rank by a subject specialist peer review panel. The rankings are used to inform the allocation of quality weighted research funding (QR) each higher education institution receives from their national funding council. Previous RAEs took place in 1986, 1989, 1992, 1996 and 2001. The most recent results were published in December 2008. It was replaced by the Research Excellence Framework (REF) in 2014.

Various media have produced league tables of institutions and disciplines based on the 2008 RAE results. Different methodologies lead to similar but non-identical rankings.


  • https://en.wikipedia.org/wiki/Research_Excellence_Framework - a research impact evaluation of British Higher Education Institutions (HEIs). It is the successor to the Research Assessment Exercise and it was first used in 2014 to assess the period 2008–2013. REF is undertaken by the four UK higher education funding bodies: Research England, the Scottish Funding Council (SFC), the Higher Education Funding Council for Wales (HEFCW), and the Department for the Economy, Northern Ireland (DfE).

Its stated aims are to:

  • inform the allocation of block-grant research funding to HEIs based on research quality;
  • provide accountability for public investment in research and produce evidence of the benefits of this investment; and
  • provide insights into the health of research in HEIs in the UK.

Critics argue, inter alia, that there is too much focus on the impact of research outside of the university system, and that impact has no real relevance to the quality of research. It is suggested that REF actually encourages mediocrity in published research, and discourages research which might have value in the long term. It has repeatedly been argued that REF does more harm than good to higher education.

  • Future Research Assessment Programme - Jisc - The Future Research Assessment Programme aims to explore possible approaches to the assessment of UK higher education research performance. It has been initiated at the request of the UK and devolved government ministers and funding bodies. This significant piece of work will be led by the four UK higher education funding bodies:





  • Research Assessment - Science Europe - The processes and practices that structure research assessments are key to ensuring the quality of research. There is a need to diversify the activities, outputs, and outcomes that are recognised as part of research assessment processes. Equally, a broader set of skills and competencies must be acknowledged and valued as part of the assessments of researchers. Science Europe works to ensure that research quality remains the core principle that underpins evaluation processes at all levels.


Action research

  • https://en.wikipedia.org/wiki/Action_research - a philosophy and methodology of research generally applied in the social sciences. It seeks transformative change through the simultaneous process of taking action and doing research, which are linked together by critical reflection. Kurt Lewin, then a professor a MIT, first coined the term "action research" in 1944. In his 1946 paper "Action Research and Minority Problems" he described action research as "a comparative research on the conditions and effects of various forms of social action and research leading to social action" that uses "a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action". Action research is an interactive inquiry process that balances problem-solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organizational change.


  • https://en.wikipedia.org/wiki/Cooperative_inquiry - also known as collaborative inquiry, is a form of action research that was first proposed by John Heron in 1971 and later expanded with Peter Reason. The major idea of cooperative inquiry is to "research 'with' rather than 'on' people". It emphasizes that all active participants are fully involved in research decisions as co-researchers. Cooperative inquiry creates a research cycle among four different types of knowledge: propositional knowing (as in contemporary science,, practical knowing (the knowledge that comes with actually doing what you propose), experiential knowing (the feedback we get in real time about our interaction with the larger world) and presentational knowing (the artistic rehearsal process through which we craft new practices).


  • https://en.wikipedia.org/wiki/Participatory_action_research - an approach to action research emphasizing participation and action by members of communities affected by that research. It seeks to understand the world by trying to change it, collaboratively and following reflection. PAR emphasizes collective inquiry and experimentation grounded in experience and social history. Within a PAR process, "communities of inquiry and action evolve and address questions and issues that are significant for those who participate as co-researchers". PAR contrasts with mainstream research methods, which emphasize controlled experimentation, statistical analysis, and reproducibility of findings. PAR practitioners make a concerted effort to integrate three basic aspects of their work: participation (life in society and democracy,, action (engagement with experience and history), and research (soundness in thought and the growth of knowledge). "Action unites, organically, with research" and collective processes of self-investigation. The way each component is actually understood and the relative emphasis it receives varies nonetheless from one PAR theory and practice to another. This means that PAR is not a monolithic body of ideas and methods but rather a pluralistic orientation to knowledge making and social change.


  • Bhutan: Ways of learning and teaching - Etextbook Institutional Publishing Service - Bhutan is a small country with an ancient cultural tradition that is rapidly, but selectively, adopting newer ways of working. In 2003 the first university was established, based upon a network of colleges throughout the country. Soon after that, the Royal University of Bhutan and the University of the Highlands and Islands in Scotland, began a working relationship. This book is a collection of chapters about some of the action research projects that have emerged from that relationship, as successive joint initiatives in education have been explored in order to continuously improve the learning and teaching opportunities for staff and students. These projects are part of an ongoing initiative to embed research and action on educational activities at the Royal University of Bhutan.



  • https://en.wikipedia.org/wiki/Praxis_intervention - a form of participatory action research that emphasizes working on the praxis potential, or phronesis, of its participants. This contrasts with other forms of participatory action research, which emphasize the collective modification of the external world. Praxis potential means the members' potential to reflexively work on their respective mentalities; participant here refers not just to the clientele beneficiaries of the praxis intervention project, but also the organisers and experts participating in such a project. Praxis intervention is intended to lead its members through a "participant objectivation". The method prioritizes unsettling the settled mentalities, especially where the settled mindsets prevalent in the social world or individuals is suspected to have sustained or contributed to their suffering or marginality.

Praxis intervention makes research, creative expression or technology development into a bottom-up process. It democratizes making of art, science, technology and critical conscience. The praxis intervention method aims at provoking members to unsettle their settled mindsets and to have a fresh look at the world around and intervene. For instance, members may take a fresh critical look on the gender relations existing, if the praxis intervention method is applied to study gender relations. They would be unsettling their biographically and structurally ingrained perceptions of gender relations and freshly look at it. A gradual process by which members are helped to reflexively recognize the arbitrary and discriminating mindsets within themselves and the world around and working towards correcting it is praxis intervention. The praxis intervention method helps members to struggle against structurally ingrained discrimination





  • https://en.wikipedia.org/wiki/Critical_communicative_methodology - Research methodology based on intersubjective dialogue and an egalitarian relationship between the research team and those being researched (Gomez & Latorre, 2005,.Current societies are characterized for using dialogue in different domains, seeing it as necessary for social progress and for avoiding different social conflicts (Castells 1996; Flecha, Gómez & Puigvert, 2003; Habermas, 2000). Critical communicative methodology is characterized for its dialogic orientation in different aspects of the research (Gomez & Flecha, 2004).

Experiment

















  • https://en.wikipedia.org/wiki/Experience_sampling_method - also referred to as a daily diary method, or ecological momentary assessment (EMA), is an intensive longitudinal research methodology that involves asking participants to report on their thoughts, feelings, behaviors, and/or environment on multiple occasions over time. Participants report on their thoughts, feelings, behaviors, and/or environment in the moment (right then, not later; right there, not elsewhere) or shortly thereafter. Participants can be given a journal with many identical pages. Each page can have a psychometric scale, open-ended questions, or anything else used to assess their condition in that place and time. ESM studies can also operate fully automatized on portable electronic devices or via the internet.

Publishing

See also Open data


  • https://en.wikipedia.org/wiki/Open_research - is research that is openly accessible by others. Those who publish research in this way are often concerned with making research more transparent, more collaborative, more wide-reaching, and more efficient. Open research aims to make both research methods and the resulting data freely available, often via the internet, in order to support reproducibility and, potentially, massively distributed research collaboration. In this regard, it is related to both open source software and citizen science.

Especially for research that is scientific in nature, open research may be referred to as open science. However, the term can also implicate research done in fields as varied as the social sciences, the humanities, mathematics, engineering and medicine.


Reporting

  • Alternative Publishing Platforms - Knowledge Exchange - Are you confused by all the 'alternative' scholarly publishing platforms that have emerged over recent years? Today there seem to be so many ways to communicate or disseminate research. There are not only peer-reviewed academic articles, monographs, conference proceedings, or theses. Now there are also preprint repositories, data journals, specialist data and code repositories, trials registries, scholarly blogs and websites, many forms of peer review and micropublications. These different forms of publication all have different aims, such as seeking to remove the barriers, constraints and costs imposed by legacy academic publishing companies, to reduce questionable practices, or make research work more deeply accessible and reusable.



  • https://en.wikipedia.org/wiki/Research_report - a publication that reports on the findings of a research project or alternatively .. Research reports are produced by many sectors including industry, education, government and non-government organizations and may be disseminated internally, or made public (i.e. published) however they are not usually available from booksellers or through standard commercial publishing channels. Research reports are also issued by governmental and international organizations, such as UNESCO. There are various distribution models for research reports with the main ones being: public distribution for free or open access; limited distribution to clients and customers; or sold commercially. For example market research reports are often produced for sale by specialist market research companies, investment companies may provide research reports to clients while government agencies and civil society organizations such as UNESCO, the World Health Organization and many others often provide free access to organization research reports in the public interest or for a range of organization requirements and objectives.



  • https://en.wikipedia.org/wiki/Literature_review - an overview of the previously published works on a topic. The term can refer to a full scholarly paper or a section of a scholarly work such as a book, or an article. Either way, a literature review is supposed to provide the researcher/author and the audiences with a general image of the existing knowledge on the topic under question. A good literature review can ensure that a proper research question has been asked and a proper theoretical framework and/or research methodology have been chosen. To be precise, a literature review serves to situate the current study within the body of the relevant literature and to provide context for the reader. In such case, the review usually precedes the methodology and results sections of the work. Producing a literature review is often a part of graduate and post-graduate student work, including in the preparation of a thesis, dissertation, or a journal article. Literature reviews are also common in a research proposal or prospectus (the document that is approved before a student formally begins a dissertation or thesis,. A literature review can be a type of review article. In this sense, a literature review is a scholarly paper that presents the current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic. Literature reviews are secondary sources and do not report new or original experimental work. Most often associated with academic-oriented literature, such reviews are found in academic journals and are not to be confused with book reviews, which may also appear in the same publication. Literature reviews are a basis for research in nearly every academic field.

The main types of literature reviews are: evaluative, exploratory, and instrumental. A fourth type, the systematic review, is often classified separately, but is essentially a literature review focused on a research question, trying to identify, appraise, select and synthesize all high-quality research evidence and arguments relevant to that question. A meta-analysis is typically a systematic review using statistical methods to effectively combine the data used on all selected studies to produce a more reliable result. Torraco (2016) describes an integrative literature review. The purpose of an integrative literature review is to generate new knowledge on a topic through the process of review, critique, and then synthesis of the literature under investigation.


  • https://en.wikipedia.org/wiki/Review_article - an article that summarizes the current state of understanding on a topic within a certain discipline. A review article is generally considered a secondary source since it may analyze and discuss the method and conclusions in previously published studies. It resembles a survey article or, in news publishing, overview article, which also surveys and summarizes previously published primary and secondary sources, instead of reporting new facts and results. Survey articles are however considered tertiary sources, since they do not provide additional analysis and synthesis of new conclusions. A review of such sources is often referred to as a tertiary review. Academic publications that specialize in review articles are known as review journals. Review journals have their own requirements for the review articles they accept, so review articles may vary slightly depending on the journal they are being submitted to.


  • Writing a Review Article: For the Beginners in Research - Review article is one of the most important forms of scientific writing. In the era of ever increasing number of scientific publications, it is essential that timely review articles are written to summarise the important details of the recent research works and relate them to past research done on the similar topic. It is one of the easiest forms of writing and hence, can serve as the start of research career in a medical student or graduates life. In this editorial, the essentials of how and why to write a review article are discussed.



  • https://en.wikipedia.org/wiki/Research_synthesis - the process of combining the results of multiple primary research studies aimed at testing the same conceptual hypothesis. It may be applied to either quantitative or qualitative research. Its general goals are to make the findings from multiple different studies more generalizable and applicable. It aims to generate new knowledge by combining and comparing the results of multiple studies on a given topic. One approach is to use a systematic review method.


  • https://en.wikipedia.org/wiki/Expert_elicitation - the synthesis of opinions of authorities of a subject where there is uncertainty due to insufficient data or when such data is unattainable because of physical constraints or lack of resources. Expert elicitation is essentially a scientific consensus methodology. It is often used in the study of rare events. Expert elicitation allows for parametrization, an "educated guess", for the respective topic under study. Expert elicitation generally quantifies uncertainty.



  • https://en.wikipedia.org/wiki/Systematic_review - a scholarly synthesis of the evidence on a clearly presented topic using critical methods to identify, define and assess research on the topic. A systematic review extracts and interprets data from published studies on the topic, then analyzes, describes, critically appraises and summarizes interpretations into a refined evidence-based conclusion. For example, a systematic review of randomized controlled trials is a way of summarizing and implementing evidence-based medicine.

While a systematic review may be applied in the biomedical or health care context, it may also be used where an assessment of a precisely defined subject can advance understanding in a field of research. A systematic review may examine clinical tests, public health interventions, environmental interventions, social interventions, adverse effects, qualitative evidence syntheses, methodological reviews, policy reviews, and economic evaluations. An understanding of systematic reviews and how to implement them in practice is common for professionals in health care, public health, and public policy.



  • https://en.wikipedia.org/wiki/Meta-analysis - a statistical analysis that combines the results of multiple scientific studies. Meta-analyses can be performed when there are multiple scientific studies addressing the same question, with each individual study reporting measurements that are expected to have some degree of error. The aim then is to use approaches from statistics to derive a pooled estimate closest to the unknown common truth based on how this error is perceived. It is thus a basic methodology of Metascience. Meta-analytic results are considered the most trustworthy source of evidence by the evidence-based medicine literature.


  • https://en.wikipedia.org/wiki/Grey_literature - or gray literature, is materials and research produced by organizations outside of the traditional commercial or academic publishing and distribution channels. Common grey literature publication types include reports (annual, research, technical, project, etc.), working papers, government documents, white papers and evaluations. Organizations that produce grey literature include government departments and agencies, civil society or non-governmental organizations, academic centres and departments, and private companies and consultants.

Grey literature may be difficult to discover, access, and evaluate, but this can be addressed through the formulation of sound search strategies. Grey literature may be made available to the public, or distributed privately within organizations or groups, and may lack a systematic means of distribution and collection. The standard of quality, review and production of grey literature can vary considerably.





  • https://en.wikipedia.org/wiki/Critical_appraisal - or quality assessment, in evidence based medicine, is the use of explicit, transparent methods to assess the data in published research, applying the rules of evidence to factors such as internal validity, adherence to reporting standards, conclusions, generalizability and risk-of-bias. Critical appraisal methods form a central part of the systematic review process. They are used in evidence synthesis to assist clinical decision-making, and are increasingly used in evidence-based social care and education provision.




  • https://en.wikipedia.org/wiki/Academic_authorship - of journal articles, books, and other original works is a means by which academics communicate the results of their scholarly work, establish priority for their discoveries, and build their reputation among their peers. Authorship is a primary basis that employers use to evaluate academic personnel for employment, promotion, and tenure. In academic publishing, authorship of a work is claimed by those making intellectual contributions to the completion of the research described in the work. In simple cases, a solitary scholar carries out a research project and writes the subsequent article or book. In many disciplines, however, collaboration is the norm and issues of authorship can be controversial. In these contexts, authorship can encompass activities other than writing the article; a researcher who comes up with an experimental design and analyzes the data may be considered an author, even if she or he had little role in composing the text describing the results. According to some standards, even writing the entire article would not constitute authorship unless the writer was also involved in at least one other phase of the project.


  • https://en.wikipedia.org/wiki/Scientific_literature - comprises academic papers that report original empirical and theoretical work in the natural and social sciences. Within a field of research, relevant papers are often referred to as "the literature". Academic publishing is the process of contributing the results of one's research into the literature, which often requires a peer-review process. Original scientific research published for the first time in scientific journals is called the primary literature. Patents and technical reports, for minor research results and engineering and design work (including computer software), can also be considered primary literature. Secondary sources include review articles (which summarize the findings of published studies to highlight advances and new lines of research) and books (for large projects or broad arguments, including compilations of articles). Tertiary sources might include encyclopedias and similar works intended for broad public consumption


  • https://en.wikipedia.org/wiki/Academic_publishing - the subfield of publishing which distributes academic research and scholarship. Most academic work is published in academic journal articles, books or theses. The part of academic written output that is not formally published but merely printed up or posted on the Internet is often called "grey literature". Most scientific and scholarly journals, and many academic and scholarly books, though not all, are based on some form of peer review or editorial refereeing to qualify texts for publication. Peer review quality and selectivity standards vary greatly from journal to journal, publisher to publisher, and field to field.

Journals

  • https://en.wikipedia.org/wiki/Academic_journal - or scholarly journal is a periodical publication in which scholarship relating to a particular academic discipline is published. Academic journals serve as permanent and transparent forums for the presentation, scrutiny, and discussion of research. They nearly universally require peer review or other scrutiny from contemporaries competent and established in their respective fields. Content typically takes the form of articles presenting original research, review articles, or book reviews. The purpose of an academic journal, according to Henry Oldenburg (the first editor of Philosophical Transactions of the Royal Society), is to give researchers a venue to "impart their knowledge to one another, and contribute what they can to the Grand design of improving natural knowledge, and perfecting all Philosophical Arts, and Sciences." The term academic journal applies to scholarly publications in all fields; this article discusses the aspects common to all academic field journals. Scientific journals and journals of the quantitative social sciences vary in form and function from journals of the humanities and qualitative social sciences; their specific aspects are separately discussed.
  • https://en.wikipedia.org/wiki/Scientific_journal - a periodical publication intended to further the progress of science, usually by sharing findings from research with readers. They are normally specialized based on discipline, with authors picking which one they send their manuscripts to.


  • https://en.wikipedia.org/wiki/Overlay_journal - or overlay ejournal is a type of open access academic journal, almost always an online electronic journal (ejournal), that does not produce its own content, but selects from texts that are already freely available online. While many overlay journals derive their content from preprint servers, others, such as the Lund Medical Faculty Monthly, contain mainly papers published by commercial publishers, but with links to self-archived preprint or postprints when possible. The editors of an overlay journal locate suitable material from open access repositories and public domain sources, read it, and evaluate its worth. This evaluation may take the form of the judgement of a single editor or editors, or a full peer review process.



  • https://en.wikipedia.org/wiki/Journal_Article_Tag_Suite - an XML format used to describe scientific literature published online. It is a technical standard developed by the National Information Standards Organization (NISO) and approved by the American National Standards Institute with the code Z39.96-2012. The NISO project was a continuation of the work done by NLM/NCBI, and popularized by the NLM's PubMed Central as a de facto standard for archiving and interchange of scientific open-access journals and its contents with XML. With the NISO standardization the NLM initiative has gained a wider reach, and several other repositories, such as SciELO and Redalyc, adopted the XML formatting for scientific articles. The JATS provides a set of XML elements and attributes for describing the textual and graphical content of journal articles as well as some non-article material such as letters, editorials, and book and product reviews. JATS allows for descriptions of the full article content or just the article header metadata; and allows other kinds of contents, including research and non-research articles, letters, editorials, and book and product reviews.


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  • International Journal of Communication - an online, multi-media, academic journal that adheres to the highest standards of peer review and engages established and emerging scholars from anywhere in the world. Funding for the journal has been made possible through the generous commitment of the USC Annenberg School for Communication and Journalism. Public access to articles in the International Journal of Communication is free of charge, at no charge to authors, and is available to all readers under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 license.


Wiki

See also Wiki










Books





Video



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Copyright


  • https://en.wikipedia.org/wiki/Serials_crisis - describes the problem of rising subscription costs of serial publications, especially scholarly journals, outpacing academic institutions' library budgets and limiting their ability to meet researchers' needs. The prices of these institutional or library subscriptions have been rising much faster than inflation for several decades, while the funds available to the libraries have remained static or have declined in real terms. As a result, academic and research libraries have regularly canceled serial subscriptions to accommodate price increases of the remaining subscriptions. The increased prices have also led to the increased popularity of shadow libraries.


  • https://en.wikipedia.org/wiki/Shadow_library - are online databases of readily available content that is normally obscured or otherwise not readily accessible. Such content may be inaccessible for a number of reasons, including the use of paywalls, copyright controls, or other barriers to accessibility placed upon the content by its original owners. Shadow libraries usually consist of textual information as in electronic books, but may also include other digital media, including software, music, or films. Examples of shadow libraries include Anna's Archive, Library Genesis, Sci-Hub and Z-Library, which are popular book and academic shadow libraries and may be the largest public libraries for books and literature.


Copyleft / Open Access

See also Free/open#Knowledge



  • https://en.wikipedia.org/wiki/Open_access - a set of principles and a range of practices through which research outputs are distributed online, free of access charges or other barriers. Under some models of open access publishing, barriers to copying or reuse are also reduced or removed by applying an open license for copyright.

The main focus of the open access movement is "peer reviewed research literature". Historically, this has centered mainly on print-based academic journals. Whereas non-open access journals cover publishing costs through access tolls such as subscriptions, site licenses or pay-per-view charges, open-access journals are characterised by funding models which do not require the reader to pay to read the journal's contents, relying instead on author fees or on public funding, subsidies and sponsorships. Open access can be applied to all forms of published research output, including peer-reviewed and non peer-reviewed academic journal articles, conference papers, theses, book chapters, monographs, research reports and images.

Since the revenue of most open access journals is earned from publication fees charged to the authors, OA publishers are motivated to increase their profits by accepting low-quality papers and by not performing thorough peer review. On the other hand, the prices for OA publications in the most prestigious journals have exceeded 5,000 US$ per article, making such publishing model unaffordable to a large number of researchers. This increase in publishing cost has been called the "Open-Access Sequel to [the] Serials Crisis".


  • https://oad.simmons.edu - a compendium of simple factual lists about open access (OA) to science and scholarship, maintained by the OA community at large. By bringing many OA-related lists together in one place, OAD makes it easier for everyone to discover them, use them for reference, and update them. The easier they are to maintain and discover, the more effectively they can spread useful, accurate information about OA.



  • https://en.wikipedia.org/wiki/Subversive_Proposal - was an Internet posting by Stevan Harnad on June 27 1994 (presented at the 1994 Network Services Conference in London ) calling on all authors of "esoteric" research writings to archive their articles for free for everyone online (in anonymous FTP archives or websites). It initiated a series of online exchanges, many of which were collected and published as a book in 1995: "Scholarly Journals at the Crossroads: A Subversive Proposal for Electronic Publishing". This led to the creation in 1997 of Cogprints, an open access archive for self-archived articles in the cognitive sciences and in 1998 to the creation of the American Scientist Open Access Forum (initially called the "September98 Forum" until the founding of the Budapest Open Access Initiative which first coined the term "Open Access"). The Subversive Proposal also led to the development of the GNU EPrints software used for creating OAI-compliant open access institutional repositories, and inspired CiteSeer, a tool to locate and index the resulting eprints. The proposal was updated gradually across the years, as summarized in the American Scientist Open Access Forum on its 10th anniversary. A retrospective was written by Richard Poynder. A self-critique was posted on its 15th anniversary in 2009. An online interview of Stevan Harnad was conducted by Richard Poynder on the occasion of the 20th anniversary of the subversive proposal.


  • https://en.wikipedia.org/wiki/Budapest_Open_Access_Initiative - a public statement of principles relating to open access to the research literature, which was released to the public on February 14, 2002. It arose from a conference convened in Budapest by the Open Society Institute on December 1–2, 2001 to promote open access which at that time was also known as Free Online Scholarship. This small gathering of individuals has been recognised as one of the major defining events of the open access movement. As of 2021, the text of the initiative had been translated to 13 languages.

On the 10th anniversary of the initiative in 2012, the ends and means of the original initiative were reaffirmed and supplemented with a set of concrete recommendations for achieving open access in the next 10 years.




  • Berlin Declaration | Max Planck Open Access - The Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities was published on 22 October 2003 in English. It is one of the milestones of the Open Access movement. The wording of the English version shall prevail. Preface The Internet has fundamentally changed the practical and economic realities of distributing scientific knowledge and cultural heritage. For the first time ever, the Internet now offers the chance to constitute a global and interactive representation of human knowledge, including cultural heritage and the guarantee of worldwide access. We, the undersigned, feel obliged to address the challenges of the Internet as an emerging functional medium for distributing knowledge. Obviously, these developments will be able to significantly modify the nature of scientific publishing as well as the existing system of quality assurance. In accordance with the spirit of the Declaration of the Budapest Open Access Initiative, the ECHO Charter and the Bethesda Statement on Open Access Publishing, we have drafted the Berlin Declaration to promote the Internet as a functional instrument for a global scientific knowledge base and human reflection and to specify measures which research policy makers, research institutions, funding agencies, libraries, archives and museums need to consider.




  • https://en.wikipedia.org/wiki/Open-access_mandate - a policy adopted by a research institution, research funder, or government which requires or recommends researchers—usually university faculty or research staff and/or research grant recipients—to make their published, peer-reviewed journal articles and conference papers open access by self-archiving their final, peer-reviewed drafts in a freely accessible institutional repository or disciplinary repository ("Green OA") or (2) by publishing them in an open-access journal ("Gold OA") or both.


  • Directory of Open Access Books - a community-driven discovery service that indexes and provides access to scholarly, peer-reviewed open access books and helps users to find trusted open access book publishers. All DOAB services are free of charge and all data is freely available.


  • DOAJ - a unique and extensive index of diverse open access journals from around the world, driven by a growing community, committed to ensuring quality content is freely available online for everyone. DOAJ is a vital part of the global open access infrastructure. DOAJ is a global community, with team members, ambassadors and volunteers based in 45 countries around the world, speaking 36 languages. Globally, DOAJ's criteria have become a gold standard for open access publishing. Our mission DOAJ's mission is to increase the visibility, accessibility, reputation, usage and impact of quality, peer-reviewed, open access scholarly research journals globally, regardless of discipline, geography or language. DOAJ is committed to being 100% independent and maintaining all of its primary services and metadata as free for everyone. Our vision DOAJ works to build an equitable and diverse scholarly ecosystem where trusted research can be accessed globally without barriers. Constitution DOAJ is an independent, non-profit organisation managed by Infrastructure Services for Open Access C.I.C. (IS4OA), a community interest company registered in the United Kingdom and with a branch in Denmark. DOAJ relies entirely on the voluntary donations of its supporters. Neither DOAJ nor IS4OA receive grants or funding from any other source.



  • https://en.wikipedia.org/wiki/Hybrid_open-access_journal - a subscription journal in which some but not alll of the articles are open access. This status typically requires the payment of a publication fee (also called an article processing charge or APC, to the publisher in order to publish an article open access, in addition to the continued payment of subscriptions to access all other content. Strictly speaking, the term "hybrid open-access journal" is incorrect, possibly misleading, as using the same logic such journals could also be called "hybrid subscription journals". Simply using the term "hybrid access journal" is accurate.


  • https://en.wikipedia.org/wiki/Diamond_open_access - refers to academic texts (such as monographs, edited collections, and journal articles, published/distributed/preserved with no fees to either reader or author. Alternative labels include platinum open access, non-commercial open access, cooperative open access or, more recently, open access commons. While these terms were first coined in the 2000s and the 2010s, they have been retroactively applied to a variety of structures and forms of publishing, from subsidized university publishers to volunteer-run cooperatives that existed in prior decades.

In 2021, it is estimated that between 17,000 and 29,000 scientific journals rely on a diamond open access model. They make up 73% of the journals registered in the Directory of Open Access Journals and 44% of the articles, as their mean output is smaller than commercial journals. The diamond model has been especially successful in Latin America-based journals (95% of OA journals) following the emergence of large publicly supported platforms, such as SciELO and Redalyc. In 2022, new national and international policies, such as the UNESCO recommendation on open science, and the Action Plan for Diamond Open Access promoted by the cOAlition S aim to support the development of non-commercial or community-driven forms open access publishing.


  • The OA Diamond Journals Study - Science Europe - Science Europe and cOAlition S publish an in-depth report and recommendations arising from a study of community-driven Open Access journals across the world that are free for readers and authors, usually referred to as 'OA diamond journals'. The study examines the areas that are critical for OA diamond journals, from legal structures and governance to technical capabilities, editorial processes, and funding models. The recommendations made in the report are designed to help research funding organisations, institutions, scholarly societies, and infrastructures sustainably strengthen OA diamond journals in the context of Open Science. The study was commissioned by cOAlition S and funded by Science Europe in order to gain a better understanding of the OA diamond landscape. It is the culmination of work undertaken from June 2020 to February 2021 by a consortium of 10 organisations: OPERAS, SPARC Europe, Utrecht University, DOAJ, UiT The Arctic University of Norway, LIBER, OASPA, ENRESSH, Redalyc-AmeliCA, CSI.


  • ORCID - provides a persistent digital identifier (an ORCID iD) that you own and control, and that distinguishes you from every other researcher. You can connect your iD with your professional information — affiliations, grants, publications, peer review, and more. You can use your iD to share your information with other systems, ensuring you get recognition for all your contributions, saving you time and hassle, and reducing the risk of errors.
  • https://en.wikipedia.org/wiki/ORCID - Open Researcher and Contributor ID, is a nonproprietary alphanumeric code to uniquely identify authors and contributors of scholarly communication as well as ORCID's website and services to look up authors and their bibliographic output (and other user-supplied pieces of information).



  • Open Archives Initiative - The Open Archives Initiative develops and promotes interoperability standards that aim to facilitate the efficient dissemination of content. OAI has its roots in the open access and institutional repository movements. Continued support of this work remains a cornerstone of the Open Archives program. Over time, however, the work of OAI has expanded to promote broad access to digital resources for eScholarship, eLearning, and eScience.


  • Open Archives Initiative Protocol for Metadata Harvesting - The Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH) is a low-barrier mechanism for repository interoperability. Data Providers are repositories that expose structured metadata via OAI-PMH. Service Providers then make OAI-PMH service requests to harvest that metadata. OAI-PMH is a set of six verbs or services that are invoked within HTTP.


  • OAI-PMH Registered Data Providers - page lists registered OAI conforming repositories, registered through our registration and validation page. Currently there are 6152 such repositories. The table may be sorted either by the Repository Name, the base URL, or the oai-identifier namespace (if defined; used in the oai-identifier scheme).For each repository you may view the registration record from the database, or alternatively, if your browser can render XML, you may issue an Identify request to the selected repository and receive the current XML response. Service providers can get an XML formatted list of base URLs of registered data providers from http://www.openarchives.org/Register/ListFriends . View Repository Name base


  • OAIster: Catalog of open access resources | OCLC - a union catalog of millions of records that represent open access resources. This catalog was built through harvesting from open access collections worldwide using the Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH). Today, OAIster includes more than 50 million records that represent digital resources from more than 2,000 contributors.





  • https://en.wikipedia.org/wiki/EZproxy - a web proxy server used by libraries to give access from outside the library's computer network to restricted-access websites that authenticate users by IP address. This allows library patrons at home or elsewhere to log in through their library's EZproxy server and gain access to resources to which their library subscribes, such as bibliographic databases. The software was originally written by Chris Zagar in 1999 who founded Useful Utilities LLC to support it. OCLC announced in January 2008 that it had acquired the product and was hiring Zagar as a full-time consultant for a year. Zagar is a librarian who serves as a systems librarian at the Estrella Mountain Community College, a part of the Maricopa Community Colleges in Arizona. He won the 2006 LITA/Brett Butler Entrepreneurship Award for his work with EZproxy.




  • https://en.wikipedia.org/wiki/Crossref - a nonprofit open digital infrastructure organisation for the global scholarly research community. Uniquely and persistently recording and connecting knowledge through open metadata and identifiers for all research objects such as grants and articles. It is the largest digital object identifier (DOI) Registration Agency of the International DOI Foundation. Crossref interlinks millions of items from a variety of content types, including journals, books, conference proceedings, research grants, working papers, technical reports, and data sets. Linked content includes materials from scientific, technical, and medical (STM), and social sciences and humanities (SSH) disciplines.



  • figshare - a repository where users can make all of their research outputs available in a citable, shareable and discoverable manner.
    • https://en.wikipedia.org/wiki/Figshare - an online open access repository where researchers can preserve and share their research outputs, including figures, datasets, images, and videos. It is free to upload content and free to access, in adherence to the principle of open data. Figshare is one of a number of portfolio businesses supported by Digital Science, a subsidiary of Springer Nature.



  • re3data.org - global registry of research data repositories that covers research data repositories from different academic disciplines. It includes repositories that enable permanent storage of and access to data sets to researchers, funding bodies, publishers, and scholarly institutions. re3data promotes a culture of sharing, increased access and better visibility of research data. The registry has gone live in autumn 2012 and has been funded by the German Research Foundation (DFG).



  • UKRI - UK Research and Innovation. We invest in research and innovation to enrich lives, drive economic growth, and create jobs and high-quality public services across the UK. We are transforming tomorrow together.


  • dblp - The dblp computer science bibliography provides open bibliographic information on major computer science journals and proceedings. Originally created at the University of Trier in 1993, dblp is now operated and further developed by Schloss Dagstuhl.



  • Open Access Index - a method to measure an author's engagement with Open Access. Is there a need, and how should the index be calculated?



  • Social Science Research Network (SSRN) is devoted to the rapid worldwide dissemination of social science research and is composed of a number of specialized research networks in each of the social sciences.






  • Concept Maps and the Systematization of Knowledge: Education Book Chapter | IGI Global - The act of doing research, reviewing recent literature, checking data, and articulating results and meanings are important but not enough when working with scientific publications in graduate schools. A vital part of the work is authoring an informative text that can be clear enough as to communicate findings of the study and, at the same time, reinforce chosen arguments. This chapter focuses on an experiment at a renowned Brazilian graduate school of education, which uses concept mapping and collective assessment of such maps as fundamental pre-writing stages to guide the authorship of well-thought, well-knit scientific/argumentative texts. Results indicate that the experiment was successful in making students negotiate meanings, clarify ideas and purposes, and write in an academically acceptable style. All this was conducted from a methodological standpoint that makes meaningful knowledge, collective construction, and the reflective, critical work of the author (from the first draft to the final collectively written version given), the foundations to perform a better job at communicating the processes and results of the investigative work.



  • (PDF) Approach to Knowledge Systematization - The article discusses the importance of solving problem of knowledge summary and systematization that is particularly topical in terms of IT-technology rapid development and rising number of interdisciplinary research and commercial projects. The article represents a short review of existing approaches to modeling of the systems evolution in TRIZ and describes authorial TRIZ evolutionary approach to knowledge systematization eliminating the disadvantages of known techniques. Authors discuss main terminology and approach application features for knowledge systematization in technical, humanitarian and mathematical fields on the example of studying the evolution of programming, numerical methods and budgeting paradigms. Trends of future researches within development of TRIZ evolutionary approach and alternative spheres of its application are considered.


  • Systematic Review Reporting Standards | ROSES - RepOrting standards for Systematic Evidence Syntheses in environmental research ​ Without transparent reporting, even well-designed reviews will fail to show their methodological strengths, undermining their utility in decision-making contexts (Pussegoda et al. 2017)

ROSES is a collaborative initiative with the aim of improving the standards of reporting in evidence syntheses in the field of environment. At the core of ROSES is a set of detailed state-of-the art forms for ensuring evidence syntheses report their methods to the highest possible standards. Here you can find information about how to use ROSES forms for review protocols and final reports, along with detailed guidance on how to use the forms and how they were developed and published. ​ This website and the ROSES initiative is relevant for anyone conducting or reviewing a systematic review or systematic map. Although the forms were specifically designed for environmental topics, ROSES is broadly applicable across disciplines, including reviews that use qualitative or mapping approaches. ROSES forms will help review authors to ensure that all relevant methodological information is reported in their review, and will help editors and peer-reviewers to critique the reliability and validity of a review.


  • ROSES Flow Chart - Systematic reviews should be described in a high degree of methodological detail. The ROSES reporting standards call for a high level of reporting detail in systematic reviews and systematic maps. An integral part of the methodological description of a review is a flow diagram/chart. This tool allows you to produce a flow chart for your own review that conforms to ROSES reporting standards. You can provide the numbers for the boxes in the input fields in the 'Create flow chart' tab. Select whether your synthesis is a 'review' or a 'map' and whether title and abstract screening were 'combined' or performed 'separately'.
  • Environmental Evidence | RepOrting standards for Systematic Evidence Syntheses (ROSES) - is a collaborative initiative with the aim of improving the standards of reporting in evidence syntheses. At the core of ROSES is a set of detailed state-of-the art forms for ensuring evidence syntheses report their methods to the highest possible standards. The ROSES initiative is relevant for anyone conducting or reviewing a systematic review or systematic map. ROSES forms help review authors to ensure that all relevant methodological information is reported in their review. ROSES forms will also be used by EEJ editors and peer-reviewers to help critique the reliability and validity of a review.


  • Developing collaborations and technology for evidence synthesis | Evidence Synthesis Hackathon - the process of converting scientific outputs - such as articles, reports and data - into reliable and digestible evidence that can inform management or policy. ES is critical to evidence-informed decision-making in a range of fields from environmental conservation to medicine; but ES projects can be particularly time-consuming and resource-intensive. We believe that ES can be made more resource-efficient, timely, transparent, rigorous and accessible by developing and improving the ecosystem of available Open Science tools for effective synthesis. We created the Evidence Synthesis Hackathon (ESH) series to bring together interested researchers, practitioners and coders to discuss and develop new Open Source technologies for ES applications.


  • PredicTER - Predicting Time requirements for Evidence Reviews - a tool for estimating how long a review will take to complete. The tool calculates the time requirements for various tasks involved in reviewing evidence, from planning and coordination to quantitative synthesis and reporting. The tool contains default values provided by an assessment of 5 years of systematic reviews and maps published by the Collaboration for Environmental Evidence, but users can tailor the tool based on what they know about their own subject.


  • https://github.com/jonatasgrosman/findpapers - an application that helps researchers who are looking for references for their work. The application will perform searches in several databases (currently ACM, arXiv, bioRxiv, IEEE, medRxiv, PubMed, and Scopus, from a user-defined search query.


  • CiteSource - developed to provide researchers the ability to examine the utility and efficacy of literature resources and search methodologies. The idea behind CiteSource is simply allowing users to deduplicate citation records, while maintaining customizable metadata about the citation.


  • EviAtlas - an Open Source tool for creating and hosting visualisations from databases of studies created within systematic maps and systematic reviews. The tool was created as part of the ongoing Evidence Synthesis Hackathon series of events (www.evidencesynthesishackathon.com) aimed at producing free-to-use tools to support systematic reviews and maps across disciplines. EviAtlas allows users to create a suite of visualisations from a database of studies, including Evidence Atlases (interactive geographical maps showing studies and their details over space), Heat Maps (cross tabulations of categorical variables that highlight clusters and gaps in the evidence), descriptive plots that help to visualise the evidence base (e.g. the number of publications per year), and human-readable databases that are easily filterable. EviAtlas is built on coding written in R (https://www.r-project.org) and uses a Shiny App to provide a web-based user interface. As we develop the app further, we will provide source code to allow R users to further refine their visualisations.


  • citationchaser - In searching for research articles, we often want to obtain lists of references from across studies, and also obtain lists of articles that cite a particular study. In systematic reviews, this supplementary search technique is known as "citation chasing": forward citation chasing looks for all records citing one or more articles of known relevance; backward citation chasing looks for all records referenced in one or more articles. Traditionally, this process would be done manually, and the resulting records would need to be checked one-by-one against included studies in a review to identify potentially relevant records that should be included in a review. This tool automates this process by making use of the Lens.org API. An input article list can be used to return a list of all referenced records, and/or all citing records in the Lens.org database (consisting of PubMed, PubMed Central, CrossRef, Microsoft Academic Graph and CORE); read more here.


  • Electronic Workshops in Computing (eWiC) – ScienceOpen - gives free access to the proceedings of workshops and conferences on the broadest possible range of computing topics. Each set of proceedings is based on a specialist workshop and is designed to provide information that represents a snapshot of current knowledge, debate or research.


  • Semantic Scholar - provides free, AI-driven search and discovery tools, and open resources for the global research community. We index over 200 million academic papers sourced from publisher partnerships, data providers, and web crawls. We are a Research and Product Development team within the Allen Institute for AI building a better way to search and discover scientific knowledge. Developed in-house, our state-of-the-art models process and classify papers in our pipeline. We distribute open code and datasets while publishing results of our research in the areas of Natural Language Processing, Machine Learning, Human Computer Interaction, and Information Retrieval. Staying up-to-date with scientific literature is an increasingly pressing challenge for scholars. With Semantic Scholar, researchers can understand a paper at a glance. Our system extracts meaning and identifies connections from within papers, then surfaces these insights to help Scholars discover and understand research.


Transitonal / transformative agreements

  • Transformative agreements are the key to open access| Times Higher Education (THE) - When the Dutch UKB coalition of research libraries signed up to the very first of what are now known as transformative agreements (TAs) with us in 2015, it was taking an admirable leap of faith with what was then an entirely novel concept. And it is safe to say that TAs, which bundle the cost of open access (OA) publishing with subscription deals, took some time to gain traction. Even in 2018, articles published via a TA accounted for just 3 per cent of all gold OA articles. That is why we called for and ultimately identified a second route to compliance for authors whose funders had OA mandates. Transformative journals (TJs) – journals committed to transitioning to full open access – were aimed in particular at authors whose funders required OA publication but were not willing to support publication in hybrid titles and whose country or institution was not part of a TA.


  • Enabling Open Access Through Transformational Agreements - A transformational agreement is when a consortium or institution enters into a partnership with a publisher to enable a large-scale transition towards open access. TAs allow researchers unlimited read access to a portfolio of journals, plus funding to cover article publication charges (APC) when choosing to publish open access.
  • Open access agreements | Open research | Springer Nature - Our transformative agreements enable participating institutions to combine journal subscription access along with OA publication costs (APCs). In addition to managing the cost and administration of OA, transformative agreements offer authors an easy way to comply with funders’ OA requirements. If your institution has a transformative agreement, you may publish your article OA with your fees covered, in Springer Nature journals that are included in the agreement.


  • Working with transitional agreements - Jisc - Institutions have let us know that transitional agreements (TAs) are requiring them to work in new ways and that this work can be complex. For some institutions, transitional agreements have raised the profile of open access (OA) with senior stakeholders, for others they’ve brought together teams that had not previously worked closely to assess publisher offers. For all institutions, transitional agreements provide open access publishing options that need to be understood by researchers. We’ve created some resources to help institutions communicate and evaluate transitional agreements. We’ve also sourced case studies to show how some institutions have adapted their working practices and how they are communicating transitional agreements to their various audiences, including senior leaders and researchers.


Plan S

  • Towards Responsible Publishing | Plan S - In the five years that have elapsed since the publication of the Plan S principles, the move towards full and immediate Open Access (OA) has become global and irreversible. However, academic publishing practices are not keeping up with rapid advances in the way science is performed, openly disseminated, and used. This disconnect increasingly threatens the goal of universal OA for research outputs.

The COVID pandemic has illustrated the need for faster and more efficient publishing models. The traditional publishing system was simply too slow to disseminate critical and urgently needed scientific information on SARS-CoV2. In response, scholars all over the world are adopting new publishing practices to improve dissemination and peer review of new research findings. Researchers are increasingly sharing articles ahead of peer review and are starting to participate in open peer review of such author-shared articles. In addition, research institutions and researchers, for example in Latin America, have championed innovative models, referred to as ‘diamond’ publishing, that offer scholar-led publishing services that are free to authors and readers. These developments are forcing funders and other stakeholders – especially university libraries who procure publishing services on behalf of their researchers – to re-think how best to support the dissemination of research in a responsible, equitable and sustainable way.

In our draft proposal, we propose a vision and a set of principles that a future scholarly communication system should aspire to, along with a mission that enables research funders – in collaboration with other key stakeholders – to deliver this. For such a scholar-led system to be successful, it will need broad support from the research community. To understand if our proposal resonates with the community of researchers, we embark on a consultative process, with support from Research Consulting Limited in partnership with the Centre for Science and Technology Studies (CWTS). This process offers researchers the opportunity to voice their opinions and contribute to the development of a proposal that serves their needs. The consultation will run from November 2023 until April 2024. Based on the feedback through this consultation, a revised proposal will be developed for the cOAlition S funders to consider in June 2024.

Plan S

  • Why Plan S | Plan S - Open Access is Foundational to the Scientific Enterprise Universality is a fundamental principle of science (the term “science” as used here includes the humanities): only results that can be discussed, challenged, and, where appropriate, tested and reproduced by others qualify as scientific. Science, as an institution of organised criticism, can therefore only function properly if research results are made openly available to the community so that they can be submitted to the test and scrutiny of other researchers. Furthermore, new research builds on established results from previous research. The chain, whereby new scientific discoveries are built on previously established results, can only work optimally if all research results are made openly available to the scientific community. Publication paywalls are withholding a substantial amount of research results from a large fraction of the scientific community and from society as a whole. This constitutes an absolute anomaly, which hinders the scientific enterprise in its very foundations and hampers its uptake by society. Monetising the access to new and existing research results is profoundly at odds with the ethos of science (Merton, 1973). There is no longer any justification for this state of affairs to prevail and the subscription-based model of scientific publishing, including its so-called ‘hybrid’ variants, should therefore be terminated. In the 21st century, science publishers should provide a service to help researchers disseminate their results. They may be paid fair value for the services they are providing, but no science should be locked behind paywalls! A Decisive Step Towards the Realisation of Full Open Access Needs to be Taken Now Researchers and research funders have a collective duty of care for the science system as a whole. The 2003 Berlin Declaration was a strong manifestation of the science community (researchers and research funders united) to regain ownership of the rules governing the dissemination of scientific information. Science Europe established principles for the transition to Open Access in 2013, but wider overall progress has been slow. In 2016, the EU Ministers of science and innovation, assembled in the Competitiveness Council, resolved that all European scientific publications should be immediately accessible by 2020. As major public funders of research in Europe, we have a duty of care for the good functioning of the science system (of which we are part), as well as a fiduciary responsibility for the proper usage of the public funds that we are entrusted with. As university and library negotiation teams in several countries (e.g. Germany, France, Sweden) are struggling to reach agreements with large publishing houses, we feel that a decisive move towards the realisation of Open Access and the complete elimination of publication paywalls in science should be taken now. The appointment of the Open Access Envoy by the European Commission has accelerated this process. Hence, driven by our duty of care for the proper functioning of the science system, we have developed Plan S whereby research funders will mandate that access to research publications that are generated through research grants that they allocate, must be fully and immediately open and cannot be monetised in any way.

OER / Open educational resources

See also Open data, Free/open

  • https://en.wikipedia.org/wiki/Open_educational_resources - freely accessible, openly licensed text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purposes.The term OER describes publicly accessible materials and resources for any user to use, re-mix, improve and redistribute under some licenses. The development and promotion of open educational resources is often motivated by a desire to provide an alternate or enhanced educational paradigm.


  • media.ccc.de - OMG! OER! - Polish government decided in favour of open-licensed e-textbooks. This is not to liking of big textbook publishers, reaping in profits hand over fist. While their black PR campaign focuses on technicalities, it seems obvious that their real beef is with the liberal licensing.
  • YouTube: 5 R's of OER - Reuse, Revise, Remix, Redistribute, Retain



  • Open Education Handbook - a collaboratively written living web document targeting educational practitioners and the education community at large. Open Education is a topic which has become increasingly popular in a variety of contexts. The Open Education Handbook has been written to provide a useful point of reference for readers with a range of different roles and interests who are interested in learning more about the concept of Open Education and to help them deal with a variety of practical situations. As a “living” online document, we hope that it will continue to evolve, reflecting cutting edge research and innovation in this area and helping educational communities to come to an improved understanding of the value of open.


  • Open Data as Open Educational Resources - This collection presents the stories of our contributors’ experiences and insights, in order to demonstrate the enormous potential for openly-licensed and accessible datasets (Open Data) to be used as Open Educational Resources (OER). Open Data is an umbrella term describing openly-licensed, interoperable, and reusable datasets which have been created and made available to the public by national or local governments, academic researchers, or other organisations. These datasets can be accessed, used and shared without restrictions other than attribution of the intellectual property of their creators. While there are various de nitions of OER, these are generally understood as openly-licensed digital resources that can be used in teaching and learning.




  • Open to interpretation?: productive frameworks for understanding audience engagement with OER - Open Research Online - 2012. At the core of evolutionary trajectories in the digital networked media and OER landscape, the notions of 'educational and learners' communities' and open 'participatory pedagogy' become more complex. Combining notions of 'mediation' from activity theory and communications studies to analyze a large body of literature and qualitative data offering insights on stakeholders motivations, perceptions, practices or uses, the paper considers the meaning of Open Educational Resources (OERs) as participatory learning media in a global context. It then draws on perceptions and uses of OER and open media by faculty, and structures dimensions of cultural and socio-technical mediation by this particular segment and focusing on two types of users: the teacher as active interpreter and salient user and the teacher as digital publisher. We argue that the socio-technical and pedagogical affordances and OERs, hinder many tensions pertaining: a) the definition of openness; b) quality; and c) moral authority regarding both context and adaptability


  • A case study investigation of academic library support for open educational resources in Scottish universities — ResearchOnline - 2019. The aim of the research was to investigate why and how Scottish university libraries support open educational resources and to assess their ability to provide support services for their development and use within higher education institutions. There has been little research on the role of academic libraries in supporting open educational resources in Scotland and previous research found that there is a lack of awareness of them in Scottish higher education institutions and few have open educational resources policies. The case study methodology therefore involved two Scottish academic libraries providing open educational resources services. The libraries’ motivation includes supporting teaching and learning and the development of educator digital skills and copyright knowledge. However, there are a number of barriers limiting the services the libraries are able to provide, particularly lack of human resources. The research confirmed the findings of previous research on the importance of institutional commitment, incentives for educator engagement, and understanding of copyright and licensing issues by educators and library staff.



  • OpenLearn - a free learning platform, delivered by The Open University as part of its Royal Charter commitment to support the wellbeing of the community. We're proud to say that it reaches over 6 million learners a year. You will find over 1,000 free courses, topical and interactive content, videos and online games on OpenLearn.
  • OpenLearn Create - provides a lower cost solution for projects and organisations wanting to deliver Open Educational Resources and free hosting of your course if you don't require additional support. It enables you to personalise material to suit your learners, has a low barrier to collaborative community development of learning materials and a space to experiment with new technologies and ways of working. OpenLearn Create provides a home for research projects which trial new educational technologies and practice.


  • OER Commons - a public digital library of open educational resources. Explore, create, and collaborate with educators around the world to improve curriculum. The tens of thousands of open resources on OER Commons are free - and they will be forever - but building communities to support them, developing new collections, and creating infrastructure to grow the open community isn’t. Grassroots donations from people like you can help us transform teaching and learning.


  • Open educational resources (OERs) | Jisc - Explaining open educational resources (OERs) and surrounding issues for senior managers, learning technologists, technical staff and educators interested in releasing OERs to the education community.
  • Open educational resources (OERs) | Jisc - Explaining open educational resources (OERs) and surrounding issues for senior managers, learning technologists, technical staff and educators interested in releasing OERs to the education community. Archived in September 2016


  • Open Educational Resources (OER) - teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. OER form part of ‘Open Solutions’, alongside Free and Open Source software (FOSS), Open Access (OA), Open Data (OD) and crowdsourcing platforms.





  • Open Educational Practices - is the interaction with freely available open content, resources, data, technologies, software and other artefacts in the endeavour of opening access to education both temporally and spatially. Open educational practice often leads to new open pedagogic practices where collaboration, co-creation and community are at the fore. Using licensing schemes such as Creative Commons or public domain and the principles of Wiley’s 5Rs, new, often improved content can be created. The use of open data can provide access to larger, useful, real data and deliver new insights. When open education is discussed many people automatically think of Open Educational Resources and with it the thought of obtaining ‘free stuff’, usually images or videos. Engaging with open is not a one-way street, it is not just about what you can get but also what you can contribute back. If everyone takes then who will give, and if no one gives then there’s nothing to take.


  • Synthesis and Evaluation Project - This project provided objective, ongoing evaluation and synthesis of the HEFCE funded pilot programme which was run in collaboration between the Higher Education Academy and JISC.


  • Jorum - the place where you will find free open educational resources produced by the UK Further and Higher Education community.



  • DOAJ - Directory of Open Access Journals, a website that hosts a community-curated list of open access journals, maintained by Infrastructure Services for Open Access (IS4OA). It was launched in 2003 with 300 open access journals. The project defines open access journals as scientific and scholarly journals making all their content available for free, without delay or user-registration requirement, and meeting high quality standards, notably by exercising peer review or editorial quality control. DOAJ defines those as open access journals where an open license is used so that any user is allowed immediate free access to the works published in the journal and is permitted to read, download, copy, distribute, print, search, or link to the full texts of [the] articles, or use them for any other lawful purpose. The mission of DOAJ is to "increase the visibility, accessibility, reputation, usage and impact of quality, peer-reviewed, open access scholarly research journals globally, regardless of discipline, geography or language."



  • Research in Learning Technology - a peer reviewed, open access journal published by the Association for Learning Technology. RLT aims to raise the profile of research in learning technology, encouraging research that informs good practice and contributes to the development of policy. RLT publishes articles in the following broad areas: technology enhanced learning, online learning, distance learning, mobile learning, flexible learning, wearable technologies, simulation, learning environments, learning spaces, pedagogy, open educational practice and social media.


  • Journal of Perspectives in Applied Academic Practice - an open access e-journal of research and practice development in higher and further education. The Journal provides a supportive publishing outlet for new authors to contribute to the scholarly discourse of academic practice in their discipline. As such the Journal is aimed at providing support for new authors and those publishing on the topic of academic practice for the first time. Our peer reviewed Journal promotes evidence-based academic practice through the publication of papers that are theory-based and supported by evidence. The themes of the Journal reflect the breadth of perspectives in academic practice through a wide variety of disciplinary lenses. The Editors welcome submissions of articles, research notes, opinion pieces and book reviews.



  • Great Writers Inspire - This collection of freely available literary resources is aimed at students from sixth-form to university, their teachers, and at lifelong learners. It contains lectures, eBooks and contextual essays for reuse by individuals and the educational community.
  • CK-12 - committed to providing free access to open-source content and technology tools that empower students as well as teachers to enhance and experiment with different learning styles, resources, levels of competence, and circumstances.


  • OpenStax - Free Textbooks Online with No Catch. Part of Rice University, which is a 501(c)(3) nonprofit charitable corporation. Our mission is to improve educational access and learning for everyone. We do this by publishing openly licensed books, developing and improving research-based courseware, establishing partnerships with educational resource companies, and more.

Eprints

  • https://en.wikipedia.org/wiki/Eprint - or e-print is a digital version of a research document (usually a journal article, but could also be a thesis, conference paper, book chapter, or a book) that is accessible online, usually as green open access, whether from a local institutional or a central digital repository. When applied to journal articles, the term "eprints" covers both preprints (before peer review) and postprints (after peer review). Digital versions of materials other than research documents are not usually called e-prints, but some other name, such as e-books.


  • https://en.wikipedia.org/wiki/Preprint - a version of a scholarly or scientific paper that precedes formal peer review and publication in a peer-reviewed scholarly or scientific journal. The preprint may be available, often as a non-typeset version available free, before or after a paper is published in a journal.




  • https://en.wikipedia.org/wiki/Postprint - a digital draft of a research journal article after it has been peer reviewed and accepted for publication, but before it has been typeset and formatted by the journal










  • https://en.wikipedia.org/wiki/Disciplinary_repository - an online archive containing works or data associated with these works of scholars in a particular subject area. Disciplinary repositories can accept work from scholars from any institution. A disciplinary repository shares the roles of collecting, disseminating, and archiving work with other repositories, but is focused on a particular subject area. These collections can include academic and research papers.

Disciplinary repositories can acquire their content in many ways. Many rely on author or organization submissions, such as SSRN. Others such as CiteSeerX crawl the web for scholar and researcher websites and download publicly available academic papers from those sites. AgEcon, established in 1995, grew as a result of active involvement of academia and societies. A disciplinary repository generally covers one broad based discipline, with contributors from many different institutions supported by a variety of funders; the repositories themselves are likely to be funded from one or more sources within the subject community. Deposit of material in a disciplinary repository is sometimes mandated by research funders.


  • https://en.wikipedia.org/wiki/Research_data_archiving - the long-term storage of scholarly research data, including the natural sciences, social sciences, and life sciences. The various academic journals have differing policies regarding how much of their data and methods researchers are required to store in a public archive, and what is actually archived varies widely between different disciplines. Similarly, the major grant-giving institutions have varying attitudes towards public archival of data. In general, the tradition of science has been for publications to contain sufficient information to allow fellow researchers to replicate and therefore test the research. In recent years this approach has become increasingly strained as research in some areas depends on large datasets which cannot easily be replicated independently. Data archiving is more important in some fields than others. In a few fields, all of the data necessary to replicate the work is already available in the journal article. In drug development, a great deal of data is generated and must be archived so researchers can verify that the reports the drug companies publish accurately reflect the data.


  • https://en.wikipedia.org/wiki/Institutional_repository - an archive for collecting, preserving, and disseminating digital copies of the intellectual output of an institution, particularly a research institution. Academics also utilize their IRs for archiving published works to increase their visibility and collaboration with other academics However, most of these outputs produced by universities are not effectively accessed and shared by researchers and other stakeholders As a result Academics should be involved in the implementation and development of an IR project so that they can learn the benefits and purpose of building an IR.

An institutional repository can be viewed as "a set of services that a university offers to members of its community for the management and dissemination of digital materials created by the institution and its community members." For a university, this includes materials such as monographs, eprints of academic journal articles—both before (preprints) and after (postprints) undergoing peer review—as well as electronic theses and dissertations (ETDs). An institutional repository might also include other digital assets generated by academics, such as datasets, administrative documents, course notes, learning objects, academic posters or conference proceedings. Deposit of material in an institutional repository is sometimes mandated by an institution.

Some of the main objectives for having an institutional repository are to provide open access to institutional research output by self-archiving in an open access repository, to create global visibility for an institution's scholarly research, and to store and preserve other institutional digital assets, including unpublished or otherwise easily lost ("grey") literature such as theses, working papers or technical reports.




  • Public Knowledge Project - building publishing platforms, including OJS, OMP, and OPS, using free and open source software (FOSS) principles and licensing. In seeking to support the publishing of open access journals and books, as well as preprint posting, PKP is part of a scholarly publishing ecosystem providing infrastructure that is as open as the science that will benefit from such systems. As a research and development initiative within Simon Fraser University’s Core Facilities Program, PKP has developed a sustainable financial model and an effective and equitable governance structure for managing its operations, along with partnerships with key constituents in the scholarly communication landscape, all of which align with and further PKP’s mission of making knowledge public.
  • https://en.wikipedia.org/wiki/Public_Knowledge_Project - a non-profit research initiative that is focused on the importance of making the results of publicly funded research freely available through open access policies, and on developing strategies for making this possible including software solutions. It is a partnership between the Faculty of Education at the University of British Columbia, the Canadian Centre for Studies in Publishing at Simon Fraser University, the University of Pittsburgh, Ontario Council of University Libraries, the California Digital Library and the School of Education at Stanford University. It seeks to improve the scholarly and public quality of academic research through the development of innovative online environments.


EPrints

  • EPrints - world-leading open-source digital repository platform. Developed at the University of Southampton, EPrints has been providing stable, innovative repository services across the academic sector and beyond for over 15 years. We are proud of the stability, flexibility and pragmatism of our software.
  • Welcome to EPrints Files - EPrints Files - This repository is used to store files relating the EPrints Software. These files include offical releases of EPrints, support tools, scripts, plugins, translations, autocompletion scripts and data files and other useful things. Third party contributions are welcome and encouraged.
  • https://github.com/eprints/eprints3.4 - a document management system aimed at Higher Educational institutions and individuals. EPrints has been used to provide Open Access to research results, sharing of educational resources and providing portfolios of work. It has a flexible metadata and workflow model to support varied business needs as well as interaction with other Web and institutional systems.




  • https://github.com/nalinbhardwaj/eprint-sanity - a web interface that attempts to tame the overwhelming flood of papers on IACR Cryptology ePrint Archive. It allows researchers to keep track of recent papers, search for papers, sort papers by similarity to any paper, see recent popular papers, to add papers to a personal library, and to get personalized recommendations of (new or old, ePrint papers.



Open Preprint Systems / OPS


Open Journal Systems / OJS



Repositories / archives

  • https://en.wikipedia.org/wiki/Open-access_repository - open repository or open-access repository is a digital platform that holds research output and provides free, immediate and permanent access to research results for anyone to use, download and distribute. To facilitate open access such repositories must be interoperable according to the Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH). Search engines harvest the content of open access repositories, constructing a database of worldwide, free of charge available research. Open-access repositories, such as an institutional repository or disciplinary repository, provide free access to research for users outside the institutional community and are one of the recommended ways to achieve the open access vision described in the Budapest Open Access Initiative definition of open access. This is sometimes referred to as the self-archiving or "green" route to open access.






  • Registry of Open Access Repositories - hosted at the University of Southampton, UK and is made possible by funding from the JISC. ROAR is part of the EPrints.org network.
    • https://en.wikipedia.org/wiki/Registry_of_Open_Access_Repositories - a searchable international database indexing the creation, location and growth of open access institutional repositories and their contents. ROAR was created by EPrints at University of Southampton, UK, in 2003. It began as the Institutional Archives Registry and was renamed Registry of Open Access Repositories in 2006. To date, over 3,000 institutional and cross-institutional repositories have been registered.


  • https://en.wikipedia.org/wiki/OpenDOAR - a UK-based website that lists open access repositories (including academic ones). It is searchable by locale, content, and other measures. The service does not require complete repository details and does not search repositories' metadata.


  • https://en.wikipedia.org/wiki/Registry_of_Research_Data_Repositories - a global registry of research data repositories from all academic disciplines. It provides an overview of existing research data repositories in order to help researchers to identify a suitable repository for their data and thus comply with requirements set out in data policies. The registry was officially launched in May 2013.



  • https://en.wikipedia.org/wiki/Our_Research - formerly known as ImpactStory, is a nonprofit organization which creates and distributes tools and services for libraries, institutions and researchers. The organization follows open practices with their data (to the extent allowed by providers' terms of service), code, and governance


  • RoMEO - part of SHERPA Services based at the University of Nottingham. RoMEO has collaborative relationships with many international partners, who contribute time and effort to developing and maintaining the service. Current RoMEO development is funded by JISC.
  • OpenDOAR - Sherpa Services - OpenDOAR is the quality-assured, global Directory of Open Access Repositories. You can search and browse through thousands of registered repositories based on a range of features, such as location, software or type of material held. Try it out for yourself:
  • Sherpa v3 - Our new site consolidates Sherpa Services ( Romeo , Juliet , and Fact ) in to one handy tool. With the addition of Open Access Books, Open Access compliance and Transitional Agreement look-up tools. Helping authors and institutions make informed and confident decisions in open access publication and compliance. This tool replaces Sherpa Romeo, Sherpa Juliet, and OpenDOAR.



  • InfraPortal - The UK's Research and Innovation Infrastructure Portal Search our catalogue of over 750 of the UK's publicly funded research and innovation infrastructures that are open to use and collaboration InfraPortal is a UKRI-funded website that contains information on hundreds of research and innovation infrastructures available to UK researchers and innovators. These include major equipment, resources such as collections, archives or scientific data, e-infrastructures such as data and computing systems, and communication networks. This website does not include whole institutions such as universities, campuses, nor information on small pieces of equipment.





  • AHRC is a non-departmental public body sponsored by the Department for Business, Innovation and Skills, along with the other UK Research Councils.


  • CiteSeerx - an evolving scientific literature digital library and search engine that has focused primarily on the literature in computer and information science. CiteSeerx aims to improve the dissemination of scientific literature and to provide improvements in functionality, usability, availability, cost, comprehensiveness, efficiency, and timeliness in the access of scientific and scholarly knowledge. Rather than creating just another digital library, CiteSeerx attempts to provide resources such as algorithms, data, metadata, services, techniques, and software that can be used to promote other digital libraries. CiteSeerx has developed new methods and algorithms to index PostScript and PDF research articles on the Web. Citeseerx provides the following features.








  • OpenConf - Peer-Review, Abstract and Conference Management. Known for its ease of use, clean interface, and outstanding support, OpenConf has powered thousands of events and journals* in 100+ countries.


  • Academic Torrents - We've designed a distributed system for sharing enormous datasets - for researchers, by researchers. The result is a scalable, secure, and fault-tolerant repository for data, with blazing fast download speeds. [20]





OpenAlex

  • OpenAlex - a free and open catalog of the world's scholarly papers, researchers, journals, and institutions — along with all the ways they're connected to one another. Using OpenAlex, you can build your own scholarly search engine, recommender service, or trend detector. You can help manage research by tracking impact, spotting emerging fields, and identifying key groups. And you can do research to better understand how scholarship works.. Because we think all research should be free and open, OpenAlex is free and open itself: We're operated by a sustainable and transparent nonprofit, our complete dataset is free under the CC0 license, We offer a free API, and Our code is fully open-source. We believe the global research system is one of humankind's most beautiful creations. OpenAlex aims to make that whole beautiful creation available to everyone, everywhere.


PubMed Central

articles that have been published in biomedical and life sciences journals. As one of the major research databases developed by the National Center for Biotechnology Information (NCBI), PubMed Central is more than a document repository. Submissions to PMC are indexed and formatted for enhanced metadata, medical ontology, and unique identifiers which enrich the XML structured data for each article. Content within PMC can be linked to other NCBI databases and accessed via Entrez search and retrieval systems, further enhancing the public's ability to discover, read and build upon its biomedical knowledge. PubMed Central is distinct from PubMed. PubMed Central is a free digital archive of full articles, accessible to anyone from anywhere via a web browser (with varying provisions for reuse). Conversely, although PubMed is a searchable database of biomedical citations and abstracts, the full-text article resides elsewhere (in print or online, free or behind a subscriber paywall).

arXiv

  • arXiv - an e-print service in the fields of physics, mathematics, computer science, quantitative biology, quantitative finance and statistics, owned and operated by Cornell University.


  • Accessibility update: arXiv now offers papers in HTML format – arXiv blog - arXiv’s goal is equitable access to scientific research for all – and to achieve this, we have been working to make research papers more accessible for arXiv users with disabilities. We are happy to announce that as of Monday, December 18th, arXiv is now generating an HTML formatted version of all papers submitted in TeX/LaTeX (as long as papers were submitted on or after December 1st, 2023 and HTML conversion is successful – more on this below). HTML is not replacing PDF but will be an additional format available for arXiv users. Submitters will be invited to preview the HTML version of their papers during submission time, the same way they have always done with PDF. [24]


  • arxivist - uses your preferences to sort arXiv articles --- making it easier to find new arXiv submissions that are pertinent to you.


  • arxiv-sanity - A much lighter-weight arxiv-sanity from-scratch re-write. Periodically polls arxiv API for new papers. Then allows users to tag papers of interest, and recommends new papers for each tag based on SVMs over tfidf features of paper abstracts. Allows one to search, rank, sort, slice and dice these results in a pretty web UI. Lastly, arxiv-sanity-lite can send you daily emails with recommendations of new papers based on your tags. Curate your tags, track recent papers in your area, and don't miss out! This particular instance indexes papers from cs.CV, cs.LG, cs.CL, cs.AI, cs.NE, cs.RO, and only since early-ish 2021.


  • The snarXiv - The snarXiv is a random high-energy theory paper generator incorporating all the latest trends, entropic reasoning, and exciting moduli spaces. The arXiv is similar, but occasionally less random.

bioRxiv

  • Advancing the sharing of research results for the life sciences - pronounced "bio-archive") is a free online archive and distribution service for unpublished preprints in the life sciences. It is operated by Cold Spring Harbor Laboratory, a not-for-profit research and educational institution. By posting preprints on bioRxiv, authors are able to make their findings immediately available to the scientific community and receive feedback on draft manuscripts before they are submitted to journals.
  • https://en.wikipedia.org/wiki/BioRxiv - an open access preprint repository for the biological sciences co-founded by John Inglis and Richard Sever in November 2013. It is hosted by the Cold Spring Harbor Laboratory (CSHL).


medRxiv

ChemRxiv

  • ChemRxiv - a free submission, distribution, and archive service for unpublished preprints in chemistry and related areas. ChemRxiv gives researchers across a broad range of fields related to the chemical sciences the opportunity to share early results with colleagues and receive recommendations for improvement, ahead of formal peer review and publication.

PsyArXiv

  • PsyArXiv Preprints - A free preprint service for the psychological sciences Maintained by The Society for the Improvement of Psychological Science Powered by OSF Preprints

engrXiv

  • Engineering Archive
    • https://en.wikipedia.org/wiki/EngrXiv - a preprint repository for engineering launched in July 2016. In 2019, it was announced that engrXiv was legally becoming a part of Open Engineering Inc, a 501(c)(3) nonprofit organization for the promotion of open practices in the engineering field. Open Engineering also operates The Journal of Open Engineering. Open Engineering Inc (openENGR) is a non-profit organization based in Menomonie, Wisconsin, for the "promotion of open practices in the engineering field

ViXra

  • ViXra.org - an e-print archive set up as an alternative to the popular arXiv.org service owned by Cornell University. It has been founded by scientists who find they are unable to submit their articles to arXiv.org because of Cornell University's policy of endorsements and moderation designed to filter out e-prints that they consider inappropriate.

PLOS

  • Public Library of Science (PLOS) is a nonprofit publisher, membership, and advocacy organization with a mission to accelerate progress in science and medicine by leading a transformation in research communication.
  • PLOS ONE is an international, peer-reviewed, open-access, online publication. PLOS ONE welcomes reports on primary research from any scientific discipline.


SciELO

  • https://en.wikipedia.org/wiki/SciELO - a bibliographic database, digital library, and cooperative electronic publishing model of open access journals. SciELO was created to meet the scientific communication needs of developing countries and provides an efficient way to increase visibility and access to scientific literature. Originally established in Brazil in 1997, today there are 16 countries in the SciELO network and its journal collections: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Mexico, Paraguay, Peru, Portugal, South Africa, Spain, Uruguay, and Venezuela.


Zetoc

  • Zetoc - one of the world’s most comprehensive research databases, giving you access to over 30,000 journals and more than 52 million article citations and conference papers through the British Library’s electronic table of contents.

Zenodo

  • Zenodo - Built and developed by researchers, to ensure that everyone can join in Open Science. The OpenAIRE project, in the vanguard of the open access and open data movements in Europe was commissioned by the EC to support their nascent Open Data policy by providing a catch-all repository for EC funded research. CERN, an OpenAIRE partner and pioneer in open source, open access and open data, provided this capability and Zenodo was launched in May 2013. In support of its research programme CERN has developed tools for Big Data management and extended Digital Library capabilities for Open Data. Through Zenodo these Big Science tools could be effectively shared with the long­-tail of research.

to sort


  • FreeCite - an open-source application that parses document citations into fielded data. You can use it as a web application or a service. You can also download the source and run FreeCite on your own server. FreeCite is distributed under the MIT license.


  • Altmetric - a London-based start-up focused on making article level metrics easy. Our mission is to track and analyse the online activity around scholarly literature.



  • SelectedPapers.net - a free, open-source project aimed at improving the way people find, read, and share academic papers.


  • SciCurve - transforms the old indexed-search based method of systematic literature review into interactive and comprehensible environment.


  • ScienceSeeker - a central site for finding and following science news and discussion. We collect thousands of posts and articles from hundreds of science sources; we aim to be the most comprehensive science hub on the web.


  • 2cultures.net syndicates in real-time 100 English language Digital Humanities blogs and related sites from around

the world.


  • Digital Humanities Now showcases the scholarship and news of interest to the digital humanities community through a process of aggregation, discovery, curation, and review.


  • Econ Journal Watch publishes Comments on articles appearing in economics journals and serves as a forum about economics research and the economics profession.


  • Journal of Things We Like (Lots) - JOTWELL - invites you to join us in filling a telling gap in legal scholarship by creating a space where legal academics can go to identify, celebrate, and discuss the best new legal scholarship.










  • https://en.wikipedia.org/wiki/Sci-Hub - a website with over 64.5 million academic papers and articles available for direct download. It bypasses publisher paywalls by allowing access through educational institution proxies. Sci-Hub stores papers in its own repository, and additionally the papers downloaded by Sci-Hub are also stored in Library Genesis (LibGen).



  • Papers With Code - The mission of Papers with Code is to create a free and open resource with Machine Learning papers, code, datasets, methods and evaluation tables. We believe this is best done together with the community, supported by NLP and ML. All content on this website is openly licenced under CC-BY-SA (same as Wikipedia) and everyone can contribute - look for the "Edit" buttons!


  • https://en.wikipedia.org/wiki/Scientometrics - the field of study which concerns itself with measuring and analysing scholarly literature. Scientometrics is a sub-field of informetrics. Major research issues include the measurement of the impact of research papers and academic journals, the understanding of scientific citations, and the use of such measurements in policy and management contexts. In practice there is a significant overlap between scientometrics and other scientific fields such as information systems, information science, science of science policy, sociology of science, and metascience. Critics have argued that over-reliance on scientometrics has created a system of perverse incentives, producing a publish or perish environment that leads to low-quality research.



  • https://en.wikipedia.org/wiki/Citation_impact - or citation rate is a measure of how many times an academic journal article or book or author is cited by other articles, books or authors. Citation counts are interpreted as measures of the impact or influence of academic work and have given rise to the field of bibliometrics or scientometrics, specializing in the study of patterns of academic impact through citation analysis. The importance of journals can be measured by the average citation rate, the ratio of number of citations to number articles published within a given time period and in a given index, such as the journal impact factor or the citescore. It is used by academic institutions in decisions about academic tenure, promotion and hiring, and hence also used by authors in deciding which journal to publish in. Citation-like measures are also used in other fields that do ranking, such as Google's PageRank algorithm, software metrics, college and university rankings, and business performance indicators.



  • https://en.wikipedia.org/wiki/Co-citation - is the frequency with which two documents are cited together by other documents. If at least one other document cites two documents in common, these documents are said to be co-cited. The more co-citations two documents receive, the higher their co-citation strength, and the more likely they are semantically related. Like bibliographic coupling, co-citation is a semantic similarity measure for documents that makes use of citation analyses.


  • Author Co-Citation Analysis (ACA): a powerful tool for representing implicit knowledge of scholar knowledge workers - E-LIS repository - In the last decade, knowledge has emerged as one of the most important and valuable organizational assets. Gradually this importance caused to emergence of new discipline entitled ―knowledge management‖. However one of the major challenges of knowledge management is conversion implicit or tacit knowledge to explicit knowledge. Thus Making knowledge visible so that it can be better accessed, discussed, valued or generally managed is a long-standing objective in knowledge management. Accordingly in this paper author co-citation analysis (ACA) will be proposed as an efficient technique of knowledge visualization in academia (Scholar knowledge workers).




  • Knowledge Cartography - aims to present the results of the ongoing research on a cartographic approach to the representation of knowledge in its present configurations. The aim of the research is to extend the cartographic metaphor beyond visual analogy, and to expose it as a narrative model and tool to intervene in complex, heterogeneous, dynamic realities, just like those of human geography. The map, in this context, is not only a passive representation of reality but a tool for the production of meaning. The map is thus a communication device: a mature representation artefact, aware of its own language and its own rhetoric, equipped with it its own tools, languages, techniques and supports. A model that recovers the narrative abilities of pre-scientific maps and presents itself not as a mere mimetic artefact, but as a poetic and political tool The map as narration is thus the expression of a communicative purpose. Just like a text, the map makes selections on reality, distorts events, classifies and clarifies the world in order to selections better tell a particular aspect of a territory, an event, a space. When used with malice, it can hide, conceal, falsify or diminish a reality through the construction of an ideological discourse, in which the communicative aims are hidden to the user. In this context, the term ‘map’ is a synonym of visual narration of space: a cultural artefact created by an author to describe a space according to an objective. The map as a tool appears instead as a means that enables the user to reach an otherwise unattainable goal. It allows not only to do things better, more efficiently, but also to create new realities. As an instrument, the map expects a user using it to achieve an end, and similarly a designer, who must ensure that the structure of the instrument is as suited as possible for the achievement of the planned tasks.


  • VOSviewer - a software tool for constructing and visualizing bibliometric networks. These networks may for instance include journals, researchers, or individual publications, and they can be constructed based on citation, bibliographic coupling, co-citation, or co-authorship relations. VOSviewer also offers text mining functionality that can be used to construct and visualize co-occurrence networks of important terms extracted from a body of scientific literature.



  • CitNetExplorer - software tool for visualizing and analyzing citation networks of scientific publications. The tool allows citation networks to be imported directly from the Web of Science database. Citation networks can be explored interactively, for instance by drilling down into a network and by identifying clusters of closely related publications.

Recognition

  • Open Recognition Alliance - brings together individual and collective actors – all around the world – who want to build an open and learning society, based on the recognition of the talents, skills and aspirations of individuals, communities and territories. Open Recognition is an approach born out of the practice of open badges that explores and promotes practices, tools and policies that improve and expand the opportunities for individuals and communities to be recognised and to contribute to the recognition of others. Open recognition can focus on lifelong learning and development or on other socially beneficial goals. Its principles are described in detail in the Bologna Declaration on Open Recognition, which gave rise to the Charter on Open Recognition.


  • Open Recognition Charter - Open Recognition Alliance - For an ethics of recognition While the idea of Open Learning and Open Educational Resources emerged from the need to remove existing barriers to learning, the idea of Open Recognition and Open Badges emerged from the need to remove existing barriers to recognition: acknowledge the full value of lifewide non-formal and informal learning, individual and community achievements, aspirations and commitments. The Charter opens the understanding of recognition beyond formal recognition to highlight the value of non-formal and informal forms of recognition. It focuses on the recognition of people and communities in human contexts. Opening up recognition has an inclusive purpose: to provide everyone with the opportunity to “find and take their place in the world”, connecting to open recognition ecosystems to enrich their lives and advance their careers.

The Signatories of the Open Recognition Charter recognise the need to open up recognition in all areas of life, whether educational, social and professional. To achieve that goal the Open Recognition Charter Signatories are committed to:

  • Working with individuals, communities, organisations and institutions to establish Open Recognition ecosystems
  • Raising awareness on the need to open recognition to all
  • Exploring methods, tools, technologies, practices and policies conducive to opening up recognition
  • Integrating and adapting lessons learned in professional practices, organisational and public policies
  • Facilitating dialogue between local, regional, national and global recognition ecosystems
  • Bridging informal, non-formal and formal recognition
  • Empowering individuals and communities to develop their own recognition pathways


  • Open Badge Factory - an innovative, user-friendly, and cost-efficient online platform that large and small organisations around the world use to create, issue and manage their Open Badges.

Open Badges are standard, verifiable, portable, and shareable digital micro-credentials with embedded information about the skills and achievements of their recipients. They have been developed to make visible and recognise what we learn and achieve through work, school, hobbies, volunteering, and various other activities in our lives. They can be used to validate competencies and achievements, to motivate employees, volunteers, and students, to set up learning pathways, and to monitor individual or organisational development goals.

Open Badge Factory provides versatile tools for creating and implementing an efficient and sustainable Open Badge strategy. Recognise and reward your learners with high-quality open badges that bring them significant career value. Open Badge Factory is suitable for all kinds of organisations, such as schools, vocational organisations, associations, and companies. Work alone or work with others; with Open Badge Factory’s unique collaborative features, you can build meaningful networks and badge ecosystems.


  • https://en.wikipedia.org/wiki/Educational_accreditation - a quality assurance process under which services and operations of educational institutions or programs are evaluated and verified by an external body to determine whether applicable and recognized standards are met. If standards are met, accredited status is granted by the appropriate agency.


  • https://en.wikipedia.org/wiki/Higher_education_accreditation - a type of quality assurance process under which services and operations of post-secondary educational institutions or programs are evaluated to determine if applicable standards are met. If standards are met, accredited status is granted by the agency.


Assessment


  • https://en.wikipedia.org/wiki/Problem_set - sometimes shortened as pset', is a teaching tool used by many universities. Most courses in physics, math, engineering, chemistry, and computer science will give problem sets on a regular basis. They can also appear in other subjects, such as economics. It is essentially a list of several mildly difficult problems or exercises based on material already taught, which the student is expected to solve with a full written solution. There is no further research involved, and the goal is to learn and become familiar with the material and solving typical problems. They are usually issued once every week or two weeks, and due one or two weeks later. If used as part of a summative assessment they are usually given a low weight, between 10% and 25% of the total mark of the course for all problem sets put together, and sometimes will count for nothing if the student receives a better grade on the exam. Alternatively, problem sets may be used purely for formative assessment and do not count towards a degree.



  • https://en.wikipedia.org/wiki/Licence#Academia - A licentiate is an academic degree that traditionally conferred the license to teach at a university or to practice a particular profession. The term survived despite the fact that nowadays a doctorate is typically needed in order to teach at a university. The term is also used for a person who holds a licentiate.[11][12] In English, the degree has never been called a license. In France, the licence is the first degree awarded in Universities. In Sweden, Finland, and in some other European university systems, a 'licentiate' is a postgraduate degree between the master's degree and the doctorate. The licentiate is a popular choice in those countries where a full doctoral degree would take five or more years to achieve.


  • Assignment Standards - Dr John Phillips, Department of English Language and Literature. Not all good essays will conform strictly to the following standards but the ones that diverge from them will do so only because they have mastered the standards already and can make fruitful and productive transgressions.


  • Assessing Writing in MOOCs: Automated Essay Scoring and Calibrated Peer Review | Journal of Research & Practice in Assessment - Two of the largest Massive Open Online Course (MOOC) organizations have chosen different methods for the way they will score and provide feedback on essays students submit. EdX, MIT and Harvard’s non-profit MOOC federation, recently announced that they will use a machine-based Automated Essay Scoring (AES) application to assess written work in their MOOCs. Coursera, a Stanford startup for MOOCs, has been skeptical of AES applications and therefore has held that it will use some form of human-based “calibrated peer review” to score and provide feedback on student writing. This essay reviews the relevant literature on AES and UCLA’s Calibrated Peer Review™ (CPR) product at a high level, outlines the capabilities and limitations of both AES and CPR, and provides a table and framework for comparing these forms of assessment of student writing in MOOCs. Stephen Balfour is an instructional associate professor of psychology and the Director of Information Technology for the College of Liberal Arts at Texas A&M University.



  • Everything is fucked: The syllabus – The Hardest Science - The format of this seminar is as follows: Each week we will read and discuss 1-2 papers that raise the question of whether something is fucked. Our focus will be on things that may be fucked in research methods, scientific practice, and philosophy of science. The potential fuckedness of specific theories, research topics, etc. will not be the focus of this class per se, but rather will be used to illustrate these important topics. To that end, each week a different student will be assigned to find a paper that illustrates the fuckedness (or lack thereof) of that week’s topic, and give a 15-minute presentation about whether it is indeed fucked.


Accreditation


  • https://en.wikipedia.org/wiki/NCFE_(charity) - formerly the Northern Council for Further Education, is an awarding organisation and registered educational charity providing qualifications in England, Wales and Northern Ireland. NCFE is regulated by Ofqual in England, and recognised by Qualifications Wales and the Council for the Curriculum, Examinations & Assessment in Northern Ireland. Working in vocational and technical learning, NCFE is responsible for the design, development and certification of a broad range of qualifications and awards that are nationally recognised. The qualifications NCFE provides range from Entry Level up to Level 7 and span a wide range of sector specialisms. NCFE is also a registered end-point assessment organisation (EPAO), whilst also providing pre- and on-programme support for apprenticeships.
  • What is accredited training? | NCFE - Accredited training allows individuals to achieve certification following completion of a course of your own design in a particular skill or sector, whilst receiving a stamp of approval from a recognised awarding organisation. This approval ensures that the individual’s learning programme or qualification is fit-for-purpose, rigourous and quality assured – and without accreditation, the same level of recognition cannot be gained.


Peer review

  • https://en.wikipedia.org/wiki/Peer_review - the evaluation of work by one or more people with similar competencies as the producers of the work (peers). It functions as a form of self-regulation by qualified members of a profession within the relevant field. Peer review methods are used to maintain quality standards, improve performance, and provide credibility. In academia, scholarly peer review is often used to determine an academic paper's suitability for publication. Peer review can be categorized by the type of activity and by the field or profession in which the activity occurs, e.g., medical peer review. It can also be used as a teaching tool to help students improve writing assignments.


  • https://en.wikipedia.org/wiki/Scholarly_peer_review - or academic peer review (also known as refereeing) is the process of having a draft version of a researcher's methods and findings reviewed (usually anonymously) by experts (or "peers") in the same field. Peer review is widely used for helping the academic publisher (that is, the editor-in-chief, the editorial board or the program committee) decide whether the work should be accepted, considered acceptable with revisions, or rejected for official publication in an academic journal, a monograph or in the proceedings of an academic conference. If the identities of authors are not revealed to each other, the procedure is called dual-anonymous peer review.


  • https://en.wikipedia.org/wiki/Open_peer_review - or open peer commentary, the various possible modifications of the traditional scholarly peer review process. The three most common modifications to which the term is applied are: Open identities: Authors and reviewers are aware of each other's identity. Open reports: Review reports are published alongside the relevant article (rather than being kept confidential). Open participation: The wider community (and not just invited reviewers, are able to contribute to the review process. These modifications are supposed to address various perceived shortcomings of the traditional scholarly peer review process, in particular its lack of transparency, lack of incentives, wastefulness, bullying and harassment.


  • https://en.wikipedia.org/wiki/Psycoloquy - was a refereed interdisciplinary open access journal that was published from 1990 to 2002 and was sponsored by the American Psychological Association (APA, and indexed by APA's PsycINFO and the Institute for Scientific Information. The editor-in-chief was Stevan Harnad. A 1995 book on electronic publishing resulted from a listserv discussion about an article published in Psycoloquy. Psycoloquy published articles and Open Peer Commentary in all areas of psychology as well as cognitive science, neuroscience, behavioral biology, artificial intelligence, robotics/vision, linguistics, and philosophy. Psycoloquy was suspended in 2002, and is now defunct.





  • PubPeer - Search publications and join the conversation.

Knowledge sharing

See also Organising

OpenWetWare

  • OpenWetWare - an effort to promote the sharing of information, know-how, and wisdom among researchers and groups who are working in biology & biological engineering. Learn more about us. If you would like edit access, would be interested in helping out, or want your lab website hosted on OpenWetWare, please join us. OpenWetWare is managed by the BioBricks Foundation.

Business

  • Innovate UK – UKRI - Innovate UK is the UK’s national innovation agency. We support business-led innovation in all sectors, technologies and UK regions. We help businesses grow through the development and commercialisation of new products, processes, and services, supported by an outstanding innovation ecosystem that is agile, inclusive, and easy to navigate.
  • SPECIFIC, an academic and industrial consortium led by Swansea University with Tata Steel as the main industrial partner, is funded by EPSRC, Technology Strategy Board and the Welsh Government.

Learning environment

Virtual learning environment / learning management system

  • https://en.wikipedia.org/wiki/Virtual_learning_environment - in educational technology is a web-based platform for the digital aspects of courses of study, usually within educational institutions. They present resources, activities, and interactions within a course structure and provide for the different stages of assessment. VLEs also usually report on participation and have some level of integration with other institutional systems. In North America, VLEs are often referred to as Learning Management Systems (LMS).


  • https://en.wikipedia.org/wiki/Learning_management_system - a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic. Learning management systems were designed to identify training and learning gaps, using analytical data and reporting. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for online content, including courses, both asynchronous based and synchronous based. In the higher education space, an LMS may offer classroom management for instructor-led training or a flipped classroom. Modern LMSs include intelligent algorithms to make automated recommendations for courses based on a user's skill profile as well as extract metadata from learning materials to make such recommendations even more accurate.




  • https://en.wikipedia.org/wiki/Learning_Record_Store - a data store system that serves as a repository for learning records collected from connected systems where learning activities are conducted. It is an essential component in the process flow for using the Experience API (xAPI) standard by ADL or the Caliper standard by IMS Global. The Experience API is also known as the "Tin Can API" and is an Open Source e-learning specification developed after AICC and SCORM. The concept of the LRS was introduced to the e-learning industry in 2011, and proposes a shift to the way e-learning specifications function.
  • Learning Record Store: What is an LRS? - SCORM - An LRS enables modern tracking of a wide variety of learning experiences, not limited to activities that are browser based. An LRS might store learning data (in the form of xAPI statements) from a range of activity types- from mobile app, games and simulators to instructor led training sessions or OTJ performance assessments. Data from these experiences can be shared with other systems for reporting analytics and to support adaptive learning experiences. As the LRS collects data from a range of experiences, these sets of data can be compared and collated to evaluate the effectiveness of training programs and learning solutions.

Moodle

  • Moodle - a Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can use to create effective online learning sites.
  • https://en.wikipedia.org/wiki/Moodle - a free and open-source learning management system written in PHP and distributed under the GNU General Public License. Moodle is used for blended learning, distance education, flipped classroom and other online learning projects in schools, universities, workplaces and other sectors. Moodle is used to create custom websites with online courses and allows for community-sourced plugins.

LON-CAPA

  • LON-CAPA - a full-featured course management, learning content management, and assessment system Course Management, for example: posting materials, discussions, announcements, grade book, lab scheduling, portfolio space; Learning Content Management, for example: storing online content for re-usage across courses and semesters, managing access rights; Assessment, for example: Homework Clickers, Tests and Exams

Claroline

OpenEduCat

  • OpenEduCat | Read the Docs - fully open source ERP system for educational institute, for efficient management of students, faculties, courses and classes keeping a collaborative platform. Based on best of class enterprise level architecture make OpenEduCat ready to use in environments like local infrastructure or a highly scalable cloud environment.

Sakai

  • Sakai LMS - a freely available, feature-rich technology solution for learning, teaching, research and collaboration. Sakai is an open source software suite developed by a diverse and global adopter community.
  • https://en.wikipedia.org/wiki/Sakai_(software) - a free, community-driven, open source educational software platform designed to support teaching, research and collaboration. Systems of this type are also known as learning management systems (LMS), course management systems (CMS), or virtual learning environments (VLE). Sakai is developed by a community of academic institutions, commercial organizations and individuals. It is distributed under the Educational Community License, a type of open source license.

Sakai is used by hundreds of institutions, mainly in the US, but also in Canada, Europe, Asia, Africa and Australia. Sakai was designed to be scalable, reliable, interoperable and extensible. Its largest installations handle over 100,000 users.

to sort

Learning objects

See also Data, Open data, Semantic

  • https://en.wikipedia.org/wiki/Learning_object - "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". The term is credited to Wayne Hodgins, and dates from a working group in 1994 bearing the name. The concept encompassed by 'Learning Objects' is known by numerous other terms, including: content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning.

The core idea of the use of learning objects is characterized by the following: discoverability, reusability, and interoperability. To support discoverability, learning objects are described by Learning Object Metadata, formalized as IEEE 1484.12 Learning object metadata. To support reusability, the IMS Consortium proposed a series of specifications such as the IMS Content package. And to support interoperability, the U.S. military's Advanced Distributed Learning organization created the Sharable Content Object Reference Model. Learning objects were designed in order to reduce the cost of learning, standardize learning content, and to enable the use and reuse of learning content by learning management systems.


  • https://en.wikipedia.org/wiki/Content_package - a file containing content in a database metadata. A content package is used in e-learning to define some learning content or an assessment that can be delivered, for example by a Learning Management System. It's a standard way of describing learning content that can be read by many programs. The most widely used content packaging format is that defined by IMS Global, which uses an XML manifest file called imsmanifest.xml wrapped up inside a zip file. The learning content itself is either included in the zip file if it is HTML or other media that can run on its own, or else is referenced as a URL from within the manifest. The IMS format was used by SCORM to define their packaging format, and typically every sharable content object (SCO, is defined by a content package. The AICC also define a content package format for material that can be called by the widely used AICC HACP standard. Their format consists of four comma separated ASCII files that define details about the learning content including a URL.


Learning object metadata / LOM

  • https://en.wikipedia.org/wiki/Learning_object_metadata - a data model, usually encoded in XML, used to describe a learning object and similar digital resources used to support learning. The purpose of learning object metadata is to support the reusability of learning objects, to aid discoverability, and to facilitate their interoperability, usually in the context of online learning management systems (LMS). The IEEE 1484.12.1-2020 – Standard for Learning Object Metadata is the latest revision of an internationally recognised open standard (published by the Institute of Electrical and Electronics Engineers Standards Association, New York, under the LTSC sponsorship for the description of “learning objects". Relevant attributes of learning objects to be described include: type of object; author; owner; terms of distribution; format; and pedagogical attributes, such as teaching or interaction style.



IMS VDEX

  • Vocabulary Definition Exchange | IMS Global Learning Consortium - The 1EdTech Vocabulary Definition Exchange (VDEX) specification defines a grammar for the exchange of value lists of various classes: collections often denoted "vocabulary". Specifically, VDEX defines a grammar for the exchange of simple machine-readable lists of values, or terms, together with information that may aid a human being in understanding the meaning or applicability of the various terms. VDEX may be used to express valid data for use in instances of IEEE LOM, 1EdTech Metadata, 1EdTech Learner Information Package and ADL SCORM, etc, for example. In these cases, the terms are often not human language words or phrases but more abstract tokens. VDEX can also express strictly hierarchical schemes in a compact manner while allowing for more loose networks of relationship to be expressed if required.
  • https://en.wikipedia.org/wiki/IMS_VDEX - which stands for IMS Vocabulary Definition Exchange, in data management, is a mark-up language – or grammar – for controlled vocabularies developed by IMS Global as an open specification, with the Final Specification being approved in February 2004. IMS VDEX allows the exchange and expression of simple machine-readable lists of human language terms, along with information that may assist a human in understanding the meaning of the various terms, i.e. a flat list of values, a hierarchical tree of values, a thesaurus, a taxonomy, a glossary or a dictionary. Structural a vocabulary has an identifier, title and a list of terms. Each term has a unique key, titles and (optional, descriptions. A term may have nested terms, thus a hierarchical structure can be created. It is possible to define relationships between terms and add custom metadata to terms. IMS VDEX support multilinguality. All values supposed to be read by a human, i.e. titles, can be defined in one or more languages.

LRMI

  • DCMI: LRMI - The LRMI specification is a collection of classes, properties and concept schemes for markup and description of educational resources. This vocabulary is designed to be used alongside other resource description vocabularies such as those provided by DCMI, Schema.org and other standards. The specification is curated by the DCMI LRMI Task Group. The Parts and Versions of the LRMI Specification The LRMI specification was original developed by a project of the same name (see History, below), the final output of which was the LRMI Specification 1.1. This was transferred to DCMI for curation and is retained as a DCMI Community Specification. The classes and properties from the specification were published in RDF as the LRMI Terms DCMI Community Specification, followed by four concept schemes that (optionally) provide values for key properties in the LRMI schema. The terms and concepts in these vocabularies are stable. Occasional clarifications, new terms and concept schemes are added to reflect issues raised concerning LRMI and developments in the related specifications such as schema.org. Many of the properties and terms in the LRMI specification are also available in the Schema.org namespace under LearningResource. This is probably the version suitable for most users of schema.org. The LRMI Terms and LRMI Concept Scheme DCMI Community Specifications are defined as a stand-alone vocabularies, not bound to the assumptions of the schema.org data model. This version may be more appropriate for those who wish to build an RDF schema using vocabularies other than schema.org.




Sharable Content Object Reference Model / SCORM

  • https://en.wikipedia.org/wiki/Sharable_Content_Object_Reference_Model - a collection of standards and specifications for web-based electronic educational technology (also called e-learning). It defines communications between client side content and a host system (called "the run-time environment"), which is commonly supported by a learning management system. SCORM also defines how content may be packaged into a transferable ZIP file called "Package Interchange Format." SCORM is a specification of the Advanced Distributed Learning (ADL) Initiative from the Office of the United States Secretary of Defense. SCORM 2004 introduced a complex idea called sequencing, which is a set of rules that specifies the order in which a learner may experience content objects. In simple terms, they constrain a learner to a fixed set of paths through the training material, permit the learner to "bookmark" their progress when taking breaks, and assure the acceptability of test scores achieved by the learner. The standard uses XML, and it is based on the results of work done by AICC, IEEE LTSC, and Ariadne.


Learning Tools Interoperability

  • https://en.wikipedia.org/wiki/Learning_Tools_Interoperability - LTI, is an education technology specification developed by the IMS Global Learning Consortium. It specifies a method for a learning system to invoke and to communicate with external systems. In the current version of the specification, v1.3, this is done using OAuth2, OpenID Connect, and JSON Web Tokens. For example, a Learning Management System (LMS) may use LTI to host course content and tools provided by external, third-party systems on a web site, without requiring a learner to log in separately on the external systems, with information about the learner and the learning context shared by the LMS with the external systems. LTI has been adopted by many large educational content providers, including Pearson and McGraw Hill. Popular Learning Management Systems, such as D2L Brightspace, Instructure Canvas, Blackboard, BenchPrep, LAMS, OpenLearning, Sakai, Moodle, iTeach and Open edX also support LTI.



AICC

  • Is AICC Still Relevant? - Growth Engineering - AICC produced the first-ever technical specification for LMSs in 1993. It was designed purely for CD-ROM and LAN-based training (AGR-006). Once the internet became a thing, AICC updated its CMI with a new chapter, called ‘Runtime’. This chapter described how communications between content and LMSs should work online. AICC called this specification ‘HTTP-based AICC/CMI Protocol’ or HACP in short. The committee added HACP to its specification in 1998 (AGR-010). This addition helped AICC spread beyond the aviation industry in no time! In 1999, they further expanded their CMI001 specification and added a JavaScript API runtime interface. This was an alternative to HACP, and it was later re-used in SCORM, another learning technology specification, with some minor changes.


  • https://en.wikipedia.org/wiki/Aviation_Industry_Computer-Based_Training_Committee - The AICC HACP standard for CMI is widely used by Learning Management Systems and other systems to call content and assessments. Although it is pre-XML, it is very robust and unambiguous and many consider it to be more secure and reliable than alternatives such as SCORM, especially for content or assessments hosted on web servers not collocated with the calling system (e.g. Cross Domain Communication). An emerging standard is the AICC PENS standard, which lets content creating tools send a manifest to an LMS easily. (See CMI010 - Package Exchange Notification Services). The September 2006 AICC meeting included a Plugfest where vendors demonstrated PENS interoperability.

In November 2010, the AICC announced that it would begin work on a replacement of its existing CMI specification. This effort was later given the name "CMI-5". A SOAP-Based specification for CMI-5 was drafted in May 2012 but was never formally released. In October 2012, the AICC announced that it had adopted the Experience API (xAPI, specification (a.k.a. "Tin Can") for its CMI-5 effort starting a significant re-design that is currently in progress. The AICC coordinated its efforts with other learning technology specifications organizations engaged in similar work such as IMS Global, OKI, ADL, IEEE/LTSC, LETSI, and ISO/SC36. In December 2014, the AICC formally announced that it had dissolved citing declining participation. The AICC transferred the CMI-5 effort and its document archive to the ADL.


Experience API / xAPI

  • xAPI.com Homepage: What is xAPI (the Experience API) - dedicated to helping you understand and implement xAPI (Experience API). Whether you want to strategize how to use xAPI in your organization or add xAPI support to your eLearning solution, this website will help you move from education to experimentation, to putting it into practice.
  • xAPI.com Homepage: What is xAPI (the Experience API) - an eLearning specification that makes it possible to collect data about the wide range of experiences a person has within online and offline training activities. xAPI’s use of a shared format for both the receiving and sending of data makes the specification an ideal tool for sharing learning between multiple systems.
  • xAPI Layer 2: Record Any Learning Experience (Informal Learning) - xAPI allows us to start forming a complete picture of an individual’s learning experiences. What will this look like in the real world? How do you efficiently track what people are doing outside an LMS? We don’t have all of the answers yet, xAPI is too young, but we do have some interesting ideas and early applications.


  • https://en.wikipedia.org/wiki/Experience_API - xAPI, is an e-learning software specification that records and tracks various types of learning experiences for learning systems. Learning experiences are recorded in a Learning Record Store (LRS), which can exist within traditional learning management systems (LMSs) or on their own. The Experience API (Tin Can API) is meant to succeed SCORM, the Sharable Content Object Reference Model, which is a standard for packaging e-learning content. The new Experience API allows trainers to deploy several new capabilities that were not supported with SCORM at the time, such as: Recording learning from non-browser activities, such as games and simulations. Platform transition; e.g. start e-learning on a mobile device, finish it on a computer Team-based e-learning Tracking learning plans and goals The Experience API spec is open source.

xAPI uses a Restful web service that with JavaScript Object Notation (JSON) for its data format. The web service allows software clients to read and write experiential data in the form of “statement” objects. In their simplest form, statements are in the form of “I did this”, or more generally “actor verb object”. More complex statement forms can be used. There is also a built-in query API to help filter recorded statements, and a state API that allows for a sort of “scratch space” for consuming applications.


  • Tin Can, the Experience API, and xAPI - Tin Can, Experience API, xAPI – three names for the same thing. It’s all very confusing and can be frustrating so this page aims to help you understand. The short version is that it’s all the same thing, we call it Experience API or xAPI, but you can call it whichever you like!




  • xAPI Bookmarklet: A free prototype to help you capture web activity - a simple tool that shows a little bit of that power. A bookmarklet is a simple application that runs inside of a standard internet browser bookmark. The Experience API bookmarklet lets you record any webpage that you “experience” to an LRS. The new bookmarklet has the added ability to select a different verb, rate likelihood of return visits, and assign tags to the statement.


Ed-Fi

  • Ed-Fi is a Data Standard – Ed-Fi Alliance - the set of rules for the collection, management, and organization of educational data that allows multiple systems to share their information in a seamless, actionable way.



OpenCourseWare


  • OERu - Free Online Courses For Students Worldwide. OERu connects learners around the world with defined pathways to education, created by recognised educators and assessed by renowned global institutions. The learning is free and credentialing is very affordable.


MOOC


Articles

  • MOOCs and Libraries - MOOCs and Libraries is devoted to documenting librarian and library involvement in Massive Open Online Courses


Software

edX

Google Course Builder

other

Courses

  • Class Central is a free online course aka MOOC aggregator from top universities like Stanford, MIT, Harvard, etc. offered via Coursera, Udacity, edX, NovoED, & others.
  • CourseTalk - MOOC reviews & ratings for Coursera, edX, Udacity and more.
  • Mooctivity is a comprehensive catalog of MOOCs/online courses from Coursera, edX, FutureLearn and others with a social platform for online students.
  • TopFreeClasses.com will help you find and compare MOOC courses from Coursera, Udacity, edX, Stanford, MIT, and many others.
  • CourseBuffet is a course catalog for online learning. [32]
  • iversity - bring higher education into the digital age. With our courses, online-teaching becomes interactive, social and accessible around the globe.
  • Rheingold U. is a totally online learning community, offering courses that usually run for five weeks, with five live sessions and ongoing asynchronous discussions through forums, blogs, wikis, mindmaps, and social bookmarks.
  • Wikiversity is a Wikimedia Foundation project devoted to learning resources, learning projects, and research for use in all levels, types, and styles of education from pre-school to university, including professional training and informal learning.
Coursera
  • html5 varilable speed video++
  • subtitles++
  • video stream times out if paused, does not resume--
  • no time code link--
  • no links on videos, no hypermedia/popcorn.js like--
  • copyright status??
  • Presencing Institute - Hubs are self-organised place-based groups that meet in-person to watch the live sessions together and to practice the methods and tools that are introduced in the Lab.


  • u.lab Scotland - a Massive Open Online Course (MOOC) offered for free by the Massachusetts Institute for Technology (MIT). It offers to “put you into the driver’s seat of innovation and change” by helping you to make transformational change by changing yourself.

SPOC

  • https://en.wikipedia.org/wiki/Small_private_online_course - refers to a version of a MOOC (Massive Open Online Course) used locally with on-campus students. University of California Berkeley Professor Armando Fox coined the word in 2013 to refer to a localized instance of a MOOC course that was in use in a business-to-business context. In this regard SPOCs are focused on certain groups of students, which are qualified to take the course and ready to interact with others throughout the learning process. Even though most institutions do not yet award formal recognition of SPOCs, Robert Lue, who runs HarvardX, the university’s digital arm, says that it is becoming more likely that prestigious universities begin to create SPOCs for course-credits.


  • How to Turn a MOOC into a SPOC for On-Campus Students - A few years ago Massive Open Online Courses (MOOCs) brought a revolution to education, freeing knowledge from the restrictions of traditional brick-and-mortar classrooms and making it available for free. As a result, millions of people from all over the world have a chance to take professional courses and even get degrees without actually attending universities. But what about on-campus students? Should they take MOOCs, too? The controversy between traditional and online learning seems to be resolved by SPOCs (Small Private Online Courses). As can be understood from its name, a SPOC is provided to a limited number of students and offers tailor-made material. Unlike MOOCs, SPOCs aren’t aimed at replicating classroom education, but rather complementing it through blended learning and flipped classrooms. This way, before setting foot in a real classroom, students already are equipped with the relevant information. Initial research results are showing improved learning, as well as better student outcomes, with this combined approach.


Resources

  • WikiEducator - an evolving community intended for the collaborative: authoring and organising courseware for OERu planning of education projects linked with the development of free content development of free content on Wikieducator for e-learning work on building open education resources (OERs) on how to create OERs networking on funding proposals developed as free content. WikiEducator is a community project working collaboratively with the Free Culture Movement towards incremental development of open educational resources. Driven by the learning for development agenda we focus on: building capacity in the use of Mediawiki and related free software technologies for mass-collaboration in the authoring of free content; developing free content for use in schools, polytechnics, universities, vocational education institutions and informal education settings; facilitating the establishment of community networks and collaboration with existing free content initiatives in education; fostering new technologies that will widen access, improve quality and reduce the cost associated with providing education, primarily through the use of free content; supporting collaborative development of OERu courses to widen access to tertiary education


  • EduTechWiki - about Educational Technology (instructional technology) and related fields. It is hosted by TECFA - an educational technology research and teaching unit at University of Geneva.
  • HLWIKI International - Our objective is to build a health sciences librarianship wiki with an international perspective.


  • Peeragogy - was convened by Howard Rheingold in 2012 (https://clalliance.org/blog/toward-peeragogy/). Here is a video in which Howard describes how he went from organising co-teaching in his classes at Berkeley and Stanford, to running collaborative courses online, to convening a group of people to collect practical know-how about how to learn any subject without teachers: https://youtu.be/dHvGIX2Wjss?t=138 The Peeragogy Handbook is the “the no-longer-missing guide to peer learning & peer production.” We decided to early on to publish our book directly in to the public domain, via the CC Zero waiver, so that we could minimise friction for people adopting and adapting the contents (http://www.peeragogy.org/license). We are currently working on the 4th Edition of the book, which will bring a lot of changes to the contents (the 3rd Edition was published in 2016).


  • e-Learning Tags - a social bookmarking site where eLearning Professionals discover, share, vote and discuss interesting and remarkable content related to the e-learning field!





  • Metacademy is a community-driven, open-source platform for experts to collaboratively construct a web of knowledge. Right now, Metacademy focuses on machine learning and probabilistic AI, because that's what the current contributors are experts in. But eventually, Metacademy will cover a much wider breadth of knowledge, e.g. mathematics, engineering, music, medicine, computer science… [33]




  • DIY is a safe place for kids to learn new skills online and share what they make and do with other creative kids. Every member has a public portfolio to share their projects and talents with their family, teachers, and friends.There are more than 130 DIY Skills to earn by completing special challenges, from Animator to Solar Engineer to Zoologist. Parents and Teachers have access to their own dashboard to follow along progress and keep tabs on social activity.





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Networks

  • Academia - the easiest way to share papers with millions of people across the world for free. A study recently published in PLOS ONE found that papers uploaded to Academia receive a 69% boost in citations over 5 years.







Edinburgh

  • Creative Interdisciplinary Research in Collaborative Environments - CIRCLE's members are researchers and creative practitioners at the University of Edinburgh and elsewhere. They work across the creative arts, architecture, the humanities, the physical and social sciences. Their research focuses on developing creative collaborative environments, employing methods across disciplines. Their aim is to develop effective and affecting interactive environments, within a critical framework, seeking the insights that interdisciplinary inquiry might allow.



Jisc

  • Jisc - drives innovation in UK education and research, and have been doing so for more than 15 years. registered charity working on behalf of UK higher education, further education and skills to champion the use of digital technologies. Historically, JISC stood for Joint Information Systems Committee


  • JISC Digital Media - helps the UK’s higher education, further education and skills communities embrace and maximise the use of digital media (still images, sound and video).
  • JIsc Advance brought together collective expertise to help organisations get the most from technology. Its services (such as the Regional Support Centres, Jisc Legal and Jisc TechDis) continue to run, but the organisation itself closed in July 2013.
  • JISCMail has a large collection of groups which enable academics, support staff and researchers to collaborate


  • Open doors - We asked JISC colleagues: what aspect of your work has made the biggest difference to supporting people in universities, colleges and other learning providers to work more openly?
  • OSS Watch provides unbiased advice and guidance on the use, development, and licensing of free software, open source software, and open source hardware.


Humour



Tools

Quizes


  • Q.uiz.Me - The educational quiz game designed to strengthen and test knowledge within subjects including Maths, Spellings, Science and History [34]


Flash cards


Anki

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  • OU Learning Design Initiative (OULDI) started with institutional strategic funding in 2007 and has been funded by JISC under the Curriculum Design programme since September 2008.
  • Educase is a nonprofit association and the foremost community of IT leaders and professionals committed to advancing higher education.
  • Design Informatics focuses on designing with data. We can harness massive connectivity, analytic power and industrial-strength simulation to design tangible products and intangible services to transform the ways we work, live at home, care for each other, and play. Edinburgh Uni.





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