• Here's an example of a Limited Use License icon that can be placed on your webpage or within the digital work itself:-- This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 2.5 License.
• Generate a Creative Commons License
• Choosing a License
• Types of Creative Commons' Licenses
We get tenure based on what we disseminate as a scholar – the number of times your work has been cited is a critical measure; should reviewers of tenure include how often a website is cited? A blog? Since there is no standard format for online writing/publishing (APA, etc.), does that make it less accurate or important?
In some ways, scholars are terrified about what they put on the web or to open access.
This is a whole new way to look at or reconceptualize how we are considered as academics in the field.
We teach graduate students about APA during their first course/class, but don’t mention anything about online publishing options.
“Digital Scholarship” – moves beyond PDF files to also include multimedia such as audio, video, and flash animations (using Adobe Acrobat Professional).
What about peer-reviewed podcasts & YouTube video submissions – still need text; need to train peer reviewers as well.
We’re still in the habit of teaching writing in schools, but not multimedia skills to represent concepts and knowledge – why not? Oral histories or ethnographies are a great example of reasons to use mulitmedia – capture with video/audio: singing, dancing, emotion, intonation, etc.
Is there something wrong with scholarly activities and creations being fun? (video, audio, multimedia, etc.)
This emphasizes the importance of media/information/digital literacy for students (and faculty) – who will teach this?
New models of publishing provide choices for authors. What are the advantages and disadvantages of new models of owning ideas? Does the author keep the copyright, retain some rights through Creative Commons, give the copyright to the publisher? Join this discussion to learn about these options and think about what is the best choice for you.To register, contact the Center at 372-6898, ctlt@bgsu.edu, or use the online form.
The 12 CTLT learning communities are winding down the academic year with their last meetings and events. This year, over 170 BGSU faculty (from Main & Firelands campuses), graduate students, and staff participated in a variety of professional development activities. Their accomplishments and successes will be highlighted at the Learning Community Celebration Dinner held May 3 in BTSU.
Dr. L. Dee Fink presented the keynote address, "The Joy and Responsibility of Teaching Well" to faculty, staff, students, and Regional Center Learning Community guests last Friday in Olscamp Hall. His visit was part of both the First Annual Teaching and Learning Fair and the Student Achievement Assessment Committee (SAAC) Awards, held the night before.
A wonderful online resource for categorized, research-based teaching tips can be found at the U. Hawaii at Honolulu's Teaching Tips Website.I saw an interesting Web page, but it was in a foreign language. Is there a way to translate the Web page using Google?As the saying goes, "a picture is worth a thousand words." If that's true, then there are many words to be found at Everystockphoto.com Here you can find royalty free stock photos for use in any type of digital or print media that you may use in your work as an educator, researcher, or learner. TerenceOnline is an eLearning Resource Center and blog to help you stay informed with what's going on in web 2.0, technology, education, and eLearning pedagogy.Dr. Paul Cesarini, an assistant professor in the Visual Communication & Technology Education department here at BGSU, began a discussion that we wanted to continue here on Interact at the Center. The original article, Caught in the Network, from the Chronicle of Higher Education, began a discussion on academic freedom, IT controls and limits, and the fine balance between the two. Paul was kind enough to respond to some of the comments and questions he has received as well as reflect his experiences over the past few weeks:I appreciate how many of you read my article, commented on it in various online venues, and linked to it so that others might read it. Please keep in mind my goal in writing this piece was not to denigrate our Information Technology Services office in any way. As I mentioned in the article, I worked there for years, and I still know and respect the folks that work there. Heck, our Director of ITS even had me over for Thanksgiving dinner a while back. Our ITS office, if I may attempt to personify it as a single entity for a moment, works tirelessly to make sure our network infrastructure remains stable, dependable, and active. Without the often thankless efforts of this office, we wouldn't be able to send a single piece of email. We wouldn't be able to rely on a vast, yet standard set of software tools that are officially supported on campus. We we wouldn't even be able to get our paychecks.[Post them below in the comments section and Paul will respond -- Just click on COMMENTS to get started.]
My point in writing this piece was not really about Tor, either. It could have just as easily been about Bit Torrent, YouTube, or any other application or service that could potentially be problematic for our university on a variety of levels. Rather, my point in writing this had more to do with my own need to explore, discuss, and attempt to balance the often competing needs of faculty and administrative IT, within the context of this ever-increasing pace of technological change swirling around us at all times.
The incident that served as the catalyst for the article -- plainclothes detectives and IT security staff visiting a faculty member, unannounced -- is certainly not unique to me, nor was the request to avoid teaching specific content areas in class. What is perhaps unique about it is that is occurred within the times we are living in now: pervasive broadband times, consumer / creator times, Web 2.0 times. This tenuous balance between faculty and IT needs is only going to be amplified in the coming years, as more faculty try to explore more technologies that may or may not be officially sanctioned by their respective IT departments. This isn't a black or white, right or wrong issue, yet it is still an issue that needs to be debated in a heathy, open manner.
That said, I would be remiss if I didn't also point out some of the more interesting comments, questions, and in some cases misconceptions I have either personally received or read in various forums online:
- One of the first and most repeated statements I have read about me is that I'm a Computer Science professor. I'm not. I'm faculty in our Visual Communication & Technology Education department, which is not only entirely separate from our Computer Science department, it is also in a completely different college here (Technology, as opposed to Arts & Sciences) and in most universities.
- I'm not a scientist, and make no claims to be one. I am a technologist.
- I do not have tenure, and thus did not attempt to use tenure as a "free pass" to get my own way. I am, however, tenure-track.
- Neither I nor my wife typically consider me to be a "brave freedom fighter" who was "sticking it to The Man". I'm not even sure who The Man is, really, unless it's the Director of our ITS office I mentioned before, who had me over for dinner. He's a real decent guy, and was a great boss while I worked there.
- I did not lose my job, at least as far as I know.
- I realize the following sentence could be read two different ways: "Someone looking up potentially sensitive information might prefer to use [Tor] -- like a person who is worried about potential exposure to a sexually transmitted disease and shares a computer with roommates." My editor and I went back and forth on this sentence for quite some time. Thank you, Slashdotters, for pointing that out.
If anyone else has some specific questions or comments about my article, I would love to hear them. ~Paul
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