Editor’s Choice: OER in Context

This article, OER in Context, by Elvis Bakaitis, was originally posted on The Graduate Center (CUNY) Library News and Events:

“The recent movement towards Open Educational Resources (OER) is an undeniable force within higher education. For two consecutive years, both CUNY and SUNY have each received 4 million dollars towards the implementation of OER across their campuses. Let’s take a closer look at why interest in OER is being generated, and its potential impact within CUNY and beyond.”

Read more….

 

 

Audrey Watters Kicks Off SCRT “Labor of Open” Event on April 19

The LACUNY Scholarly Communications Roundtable held an event on the “Labor of Open” on April 19th at the CUNY School of Journalism. About 50 CUNY librarians attended.

We were fortunate to have Audrey Watters speak to us first to encourage us to think critically about the nature of “open.”

The transcript of her talk is here: http://hackeducation.com/2018/05/04/cuny-labor-open

After Audrey’s talk, we broke into small conversation groups to discuss the relationship between librarians’ work on the Open Education Resources initiative and their other work.

Ideas from our conversations will be shared with CUNY librarians.

–Madeline Cohen and Nora Almeida, Co-Chairs, SCRT Roundtable

 

Editor’s Choice: The Future of Well-Being in a Tech-Saturated World | Pew Research Center

This post appeared originally on the Pew Research Center, Internet and Technology website, April 17, 2018:

Source: The Future of Well-Being in a Tech-Saturated World | Pew Research Center

A plurality of experts say digital life will continue to expand people’s boundaries and opportunities in the coming decade and that the world to come will produce more help than harm in people’s lives. Still, nearly a third think that digital life will be mostly harmful to people’s health, mental fitness and happiness. Most say there are solutions…

Read the full report: http://www.pewinternet.org/2018/04/17/the-future-of-well-being-in-a-tech-saturated-world/

 

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