Reading on your iPad or android device is one of the most effective ways to actually, you know, read. In other wordsyou’ll actually read things that you probably would not have normally. But where do you actually find some of these e-books? The following list details more than 50 separate e-book websites where you can download free and legal e-books. These e-books are for your iPad, Kindle, android, and even your Mac and PCs.
Writing can be a difficult task for many students. Some have trouble getting started, others have trouble staying on task, and many struggle with both. Staying focused when you’re sitting at your computer and somewhat uninspired can be a disaster waiting to happen – there’s a lot of stuff to waste time with on The Interwebs! The Internet can be a huge distraction, but it can also be the tool that helps to make you a more efficient and better writer. In fact, there are many online tools you can start using today and start getting the work done more quickly, efficiently, and effectively. Check out some of the tools below that can help keep you focused while your creativity flows!
What I have discovered since exploring open source materials for children and teens is astonishing. The amount of open source materials is simply breathtaking. Every day more and more open source materials become available and accessible to all. The first step is to explore open source materials for children and teens. How many resources are there? And where are these resources located and how to retrieve them? Next, try playing around with key search terms: open source AND children or free AND resources. Most likely, you will retrieve many more educational resources or lists of them. If you take a brief glance, you will notice that there are numerous open educational materials for children from preschoolers through to high school and beyond. And numerous places where these free or open educational materials can be found. Books, videos, films, games, lesson plans, entire libraries or collections are online today. Many freely available and accessible 24/7. At this point, your head might explode with the amount of limitless options and possibilities.
I recently finished reading a long essay by Daniel Allington, a sociologist, linguist, and book historian living in the UK. He’s been following the debates about open access (OA) in the UK quite closelyand has written a well-informed piece detailing the hopes, limitations, and mandates associated with OA. The essay, entitled, “On open access, and why it’s not the answer,” brings a very careful analytical style to the proceedings, something that we encounter too infrequently, I believe.
His conclusion? OA is not the solution, partially because advocates can’t agree on the problem to be solved, partially because the economics of the OA solution shift financing but don’t solve the basic economic problems of science publishing, partially because OA seems far too disruptive for the purported benefits, and partially because the route to accessibility is only slightly dependent on economics but significantly dependent on expertise.
Read also: On open access, and why it’s not the answer
Which five futuristic technologies are likely to have the biggest impact by 2025? And what can people start doing, from today, to prepare for the changes and to ensure positive outcomes? This London Futurists Hangout on Air features a live discussion between an international panel of leading futurists: Kevin Russell, Peter Rothman, Riva-Melissa Tez, Clyde DeSouza, and José Luis Cordeiro. Panellists trade views on suggestions from each other, and from audience members, as to the technologies that will prove to be more than hype, more than wishful thinking, and more than Hollywood fantasy. These are the technologies that will have the biggest impact on human experience and human existence by 2025 – just a dozen years into the future. But what are they?
Experts expect more-efficient collaborative environments and new grading schemes; they worry about massive online courses, the shift away from on-campus life. Tech experts believe market factors will push universities to expand online courses, create hybrid learning spaces, move toward ‘lifelong learning’ models and different credentialing structures by the year 2020. But they disagree about how these whirlwind forces will influence education, for the better or the worse.
For a millennium, universities have been considered the main societal hub for knowledge and learning. And for a millennium, the basic structures of how universities produce and disseminate knowledge and evaluate students have survived intact through the sweeping societal changes created by technology – the moveable-type printing press, the Industrial Revolution, the telegraph, telephone, radio, television, and computers. Today, though, the business of higher education seems to some as susceptible to tech disruption as other information-centric industries such as the news media, magazines and journals, encyclopedias, music, motion pictures, and television. The transmission of knowledge need no longer be tethered to a college campus. The technical affordances of cloud-based computing, digital textbooks, mobile connectivity, high-quality streaming video, and “just-in-time” information gathering have pushed vast amounts of knowledge to the “placeless” Web. This has sparked a robust re-examination of the modern university’s mission and its role within a networked society.
There may have been a time when it was, when all the forms of openness blended easily into one indistinguishable lump, but that’s not the case now. Not only are there different aspects of openness, but I’m beginning to feel that some may be mutually exclusive with others, or at least prioritising some mean less emphasis on others. What do I mean by this? Well I could list the different types of openness in education: OERs, MOOCs, open access, open scholarship, etc. But instead it’s more useful to consider the motivation for openness, why has someone adopted an open approach in the first place? Here are some possibilities:
While industries such as music, newspapers, film and publishing have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. However, a gradual and fundamental shift in the practice of academics is taking place. Every aspect of scholarly practice is seeing changes effected by the adoption and possibilities of new technologies. This book will explore these changes, their implications for higher education, the possibilities for new forms of scholarly practice and what lessons can be drawn from other sectors.
One example is the academic publishing industry. Generally, if academics wanted to communicate their research they needed to publish a journal or conference article. Now they have many other alternatives available to them, such as blogs, YouTube, Slideshare presentations, etc. So they suddenly have a choice of alternatives, where previously none existed. This doesn’t mean the academic article will disappear, but it does mean it’s not the only option. We’ve also seen a big change in the academic publishing business with the advent of open access publishing, whereby articles are made freely available, instead of being in databases owned by the publishers.
Online distance education continues to grow at a fast pace, even outpacing the overall growth of U.S. higher education. Demands for quality are coming from all shareholders involved. As if caught by surprise, a patchwork response to quality is often the typical organizational response. The result can be inconsistent and uncoordinated levels of value to those invested in online learning. This often promotes negative images of the educational experience and institution.
Comprised of highly regarded experts in the field, this edited volume provides a comprehensive overview of quality assurance, a snapshot of current practices and proven recommendations for raising standards of quality in online education. Topics discussed include: improving practices for teaching online; using educational analytics for quality assurance and improvement; accessibility—an important dimension of quality assurance; assuring quality in online course design; assuring quality in learner support, academic resources, advising and counseling; the role and realities of accreditation. This text clearly answers the call for addressing quality from a broad, deep and coordinated understanding. It addresses the complexities of quality assurance in higher education and offers professionals top-shelf advice and support.
As the name suggests, LOOC is a localized form of a MOOC – or massive open online course. The LOOC is open to all members of the UBC community who have a Campus Wide Login. Is entirely online and self-paced, and users can build their skills in any area, and in any order, they wish. It’s also designed to be accessed a few moments at a time, perhaps between classes. The virtual course is flexible enough that students can sync learnings into their formal studies – for example, by using a new presentation tool to enhance a term project. Instructors can also use it to boost research competencies for any given subject.
Another notable aspect of the LOOC is its capacity for regeneration. Users can rate and review content, and offer new content – thereby reaping the benefits of previous contributions and adding value for future students. “The idea is that we’ll get all of these online graduate students in education offering content for the LOOC as a fundamental part of their learning experience,” says Vogt,