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High-tech companies looking to hire people with soft skills for innovation

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Emerald Group Publishing and its journal On the Horizon just released our article: “Mechanisms to identify and study the demand for innovation skills in world-renowned organizations”

[Excerpt] “Since extensive studies have been carried out to establish the relationship between functional skills, economic performance and workforce this research analyzed the need of soft skills for innovation among world class organizations. A comparative analysis was performed to explore the type and extent of soft skills for innovation that are demanded in recent job vacancies promoted in worldwide recognized organizations”.

Three of the six organizations included in the study are high-tech companies. The  world recognized organizations studied are Greenpeace, World Bank, OECD, Google, Apple and Samsung.

Title: Mechanisms to identify and study the demand for innovation skills in world-renowned organizations
Author(s): Cristobal Cobo, (Oxford Internet Institute)
Citation: Cristobal Cobo, (2012) “Mechanisms to identify and study the demand for innovation skills in world-renowned organizations”, On the Horizon, Vol. 21 Iss: 2
Article type: Research paper
Publisher: Emerald Group Publishing Limited
Abstract: Purpose - This paper explores the interrelationship between the fields of education and workforce in the context of post-industrial societies. We analyzed key challenges associated with the match (and mismatch) of skill supply and demand between education and the work force.

Design/methodology/approach - Using a ‘purposeful sample’, this study provides an evidence-based analysis that explores how and to what extent soft skills are currently required by world recognized organizations such as Greenpeace, World Bank, OECD, Google, Apple and Samsung.

Findings - After a revision of different perspectives to identify and categorize the key skills of the 21st century, this study describes seven non-technical cognitive and social key skills called soft skills for innovation.

Research limitations/implications - After exploring a small sample size on recent job vacancies promoted by six major international organizations, this study analyzes the current demand for soft skills for innovation such as, collaboration, critical thinking, contextual learning, searching, synthesizing and disseminating information, communication, self-direction and creativity. The methodology adopted and the data retrieval process can be replicated with either a larger sample or more focused workforce sectors.

Practical implications - The described ‘skills mismatch’ emphasizes the importance of creating different strategies and tools that facilitate the recognition of skills acquired independently of educational contexts.

Originality/value - Finally, this study provides evidence-based information (data available online) that can contribute to rethinking curriculums and exploring ‘blended’ models that mix real life and teaching contexts stimulating the development of soft skills for innovation.

Here the headlines of the conclusions:

  1. Soft skills are increasingly becoming hard skills.
  2. The commodification of education and flexible delivery.
  3. The ‘Tower-of-Babel’ problem, in which people use identical words but mean different things.
  4. Lifelong and self-learning in a complex world.
  5. A knowledgeable workforce with re-skilling and relearning capacities.
  6. Planning for uncertainty and recognition of soft skills.
  7. Innovation often requires a departure from conventional approaches.

 

If MOOCs are the Answer, What Is the Question?

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Above the slides of a talk I gave today. The topic was ‘future trends on education‘, rather than technologies the idea was to focus on other time-tested dimensions which are relevant for the education. The plan was also to adress some of the drawbacks and pitfalls identified on MOOCs and other recent trends in online education.

Ironically, this talk was given in the first MOOC (Massive Open Online Course) organized by the the University of València (more information in Spanish). So, I have to say the experience was 2x more interesting.

The slides were made with Goodnotes (app). The title was borrowed from an article published by Harry E. Pence.

Here some of the sources used in the presentation:

Time to rethink education?

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I was thrilled by the invitation of IB. I was invited to speaks at the 2012 International Baccalaureate conference for the Africa, Europe and Middle East region, held in Madrid. It was simply a privilege to have the possibility to stand in front of several hundred teachers from all around the world who are eager to explore new ways of understanding education.

This multinational audience of educators was ready to accept the challenges that I presented. During my conversation with many of them I learned that several communities of teachers were already exploring a number of initiative focus on fostering a ‘culture of innovation’. It was also a good news for me to learn from the adoption of some teaching techniques that aim to develop skills for globalization within and beyond the formal learning environments.

Finally, I founded some connections between that vision and the EU Initiative on “Opening up Education” a public consultation that highlighted the importance of opening up content, learning and collaboration (pdf). The time will show if the new education strategy launched by the European Commission on November 2012 called Rethinking Education goes in a similar direction or not.

 

New report: Strategies for Network Innovation

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We are delighted to present the new report “Strategies for Networked Innovation”, a working paper for the Knetworks Project Oxford Internet Institute, University of Oxford. This report was produced by Robert Kenny (Co-Founder at Communications Chambers) as a working paper for the Knetworks project with the assistance of Cristobal Cobo, Ralph Schroeder, Eric Meyer and William Dutton at the Oxford Internet Institute.

If you want to download this publication, click here Strategies for Network Innovation [pdf, 3MB]

Acknowledgements: This study was supported through the Knetworks project (Knowledge Dissemination Network for the Atlantic Area).

 

 

From Kodak Culture to networked image

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We are everywhere

[See Dr. Edgar Gomez Cruz's album]

Enclosed you will find the prologue of the new book: “From Kodak Culture to networked image. An ethnography of digital photography” (original title in Spanish: “De la Cultura Kodak a la imagen en red”), writen by Edgar Gomez Cruz. This prologue was prepared by Sarah Pink from Loughborough University.

Edgar Gomez Cruz’s work responds and contributes to an emergent strand in scholarship around Communications and Media characterised by theoretical and practical turns away from the semiotic and towards the ethnographic, experiential, habitual and non-representational. In doing so it participates in the process of re-defining this field of scholarship in relation to a series of key theoretical and methodological moves that cross social sciences and humanities literatures and invite new interdisciplinary understandings of digital media. The geographer Nigel Thrift’s formulation of non-representational theory, he writes, ‘takes the leitmotif of movement and works with it as a way of going beyond constructivism’ (2008: 5). Such approaches, like that of the anthropologist Tim Ingold, have key critical implications for visual culture studies (see Ingold 2011: 316). They enable us to understand how the relevance of photography in the world goes beyond the visual content of images themselves and is bound up with their relationship with the multiple other things that are on-going in the worlds that they are part of. In this context alternative theoretical approaches have opened up new avenues through which we might comprehend digital photography. Indeed Ingold provocatively poses the question: ‘Should the drawing or painting be understood as a final image to be inspected and interpreted, as is conventional in studies of visual culture, or should we rather think of it as a node in a matrix of trails to be followed by observant eyes? Are drawings or paintings of things in the world, or are they like things in the world, in the sense that we have to find our ways through and among them, inhabiting them as we do the world itself?’ (2010: 16). The same of course should be asked of the digital photograph. Likewise conventional approaches to the study of digital photography through visual content are revised through the turn to practice theory, which has become an influential paradigm in sociology. Practice theory offers an analytical lens that turns away from the focus on culture. Instead as Andreas Reckwitz puts it: Practice theory ‘decentres’ mind, texts and conversation. Simultaneously, it shifts bodily movements, things, practical knowledge and routine to the centre of its vocabulary’ (2002: 259). These theoretical moves thus create a context where we have new and inspiring tools and frames through which to think about digital photography and the persons and things with which it is co-implicated in the world. Indeed to develop a contemporary study of digital photography involves departing from conventional analytical techniques in the study of the image. In doing so it moreover calls on scholars to follow the increasing urge towards working across and beyond the confines of traditional academic disciplines.

In this contemporary context a series of key research questions emerge relating to how we might understand how photographic images are produced and consumed as we move through and make the on-line/off-line environments of which we are part. It urges us to ask what, moreover are the implications of this for the roles and potentialities that photography and photographs have in our lives. To understand photography in this way then requires the study not of the image itself but of how these stories, experiences and trajectories emerge. It also requires us to ask how these narratives are interwoven with histories of technologies and the industries associated with them.

“De la Cultura Kodak a la imagen en red” is perfectly positioned to take on this challenge. Edgar Gomez Cruz’s is a project that has precisely brought together both the nature of the online/offline world – what he calls ‘onlife’ – and new approaches to understanding the image, media and the ways we engage with these. This book is on the one hand about a world where people go on excursions with their cameras, in different weather conditions and localities, where they eat together, laugh together and photograph together. Their experiences of the world are framed through these embodied experiences of the environment, of socialities and of things and it is from these experiences that their photography emerges. Yet in this off-line world the web is never far from our realities or, in the case of the photographers with whom Gomez Cruz worked never far either from their intentions. The meanings of photographs, we learn, from his meticulous and in-depth ethnographic study, are not to be found in any semiotic analysis of their content. But rather, in the stories of how, why and where they were taken, their trajectories as they were uploaded to flickr, and in the affective relationships and conceptualisations of both self and the world that emerge with and/or in relation to them. Yet as we are also made aware, these contemporary photographic worlds have grown through time through a historical form of relationality with an analogue world. Indeed to understand the nature of contemporary digital photography is also to ask questions about digital media and socio-technological change. To achieve this Gomez Cruz works at the intersection between media studies, anthropology, sociology and science and technology studies.

From anthropology Gomez Cruz takes an ethnographic approach that involves long term and everyday engagements with people as they interweave the practice of digital photography with other elements of their lives. He participated in the world and lives of the people he wished to learn about in a way that is more akin to the doing of anthropological ethnography than to its simple borrowing for an interdisciplinary exercise. The depth, consideration and reflexivity of the relationships he describes – and he has been known to say that he considers the participants to be co-authors of his work – is at the core of the types of understandings he is able to bring to his analysis. There is nothing superficial about this work. It is a ‘felt’ ethnography –in both the affective and physical sense of participation.

This means that when Gomez Cruz writes of the shift to Flickr culture, we can gain a strong sense of this not as a culture to be studied as if it were text, or to be analyzed semiotically. Instead, Gomez Cruz’s study shows how culture, from this perspective is emergent, and produced through the very everyday photographic practices that he participated in and studied. Flickr culture, in my understanding, is presented to us as something that is made. The ethnographic approach is a route to showing us how that socio-technical process happens through the intricacies of social relationships, how it becomes part of life through its embeddedness in routine and habitual practices, and its interwoveness with other domains of everyday life and special occasions.

This book then, stands as an example of how we might go about researching and understanding the new digital and web technologies that form part of the everyday worlds we live in. It calls on us to look beyond the confines of our disciplines, to innovate with new methods and approaches and to attend to the detail of ethnography. To communication and media scholars it issues a call to comprehend digital media content as more than text to be read. Rather in this context a visual image is an outcome of the interweaving of social and technological processes and practices. As such it reminds us that in everyday life the moments when photographic meanings become powerful might be those that are contingent on these trajectories, rather than produced independently from them. To anthropologists it offers a reminder that the everyday worlds that we research are increasingly places where the online and offline are also interwoven, and that indeed they might be neither experientially separate nor analytically separable.

[this is a cross-post]

References:

Thrift, N. (2008) Non-Representational Theory: Space, Politics, Affect, London: Routledge.

Ingold, T. (2010). Ways of mind-walking: reading, writing, painting. Visual Studies, 25(1), 15-23.

Ingold, T. (2011) ‘Worlds of sense and sensing the world: a response to Sarah Pink and David Howes’ in Social Anthropology/Anthropologie Sociale 19(3): 313–317.

Reckwitz, A. (2002) ‘Towards a Theory of Social Practices: A development in
culturalist theorizing’ European Journal of Social Theory, 5(2): 243-63.

Scholarly publication in (slow) transition to open access

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[Further Reading/Information: EU Commission announced new measures to open up science in Europe and UK open-access policy was announced.]

Data from citation indexes can be analyzed to determine the popularity and impact of specific articles, authors, and publications, and the introduction of the Journal Citation Reports (JCR from Thomson Reuters) had given bibliometrics a great methodological push. Science indicators research has also been instrumental in the development of the field of scientometrics since the seventies (Russell & Rousseau, 2002).

The past few decades have seen a large number of citation analysis studies being undertaken in various research fields, from natural sciences to social sciences and humanities. Citation analysis results have also been used widely in scientific evaluation for purposes such as tenure and promotion of academics (Borgman & Furner, 2002). Today bibliometric techniques are increasingly used as an intrinsic component of a wide range of evaluation exercises. However, the current tendency is for institutions to be graded more on the visibility of their products then on their long-term reputation or resources (Russell & Rousseau, 2002).

A number of academic journal databases exist today, offering indices of citations between publications and mechanisms to establish which documents cite which other ones. They differ widely in cost to the user. Scopus and the JCR are major citation indexes that limit their records to those journals deemed by experts to be scholarly and significant to the journal’s given discipline (Bergman, 2012). Both are subscription based, generally to libraries. Other, freely available, citation indexes include CiteBase, CiteSeerX, Google Scholar and Microsoft Academic Search.

The JCR’s citation indices have been used as the data source for most of the citation analysis studies reported in the literature to date. They have contributed significantly to the wide application of a citation analysis approach in various studies and in scientific evaluation, but have also drawn considerable criticism, especially when applied to the evaluation of scholars.

JCR is considered to be one of the largest academic citation databases, containing over 46 million records relating to 11,261 high impact journals (Pleabani, 2010), including 1,400 journals that are open access (Zhang, Li, Liu, & Zeng, 2012). Scopus is also regarded to be large, with 46 million records (Delasalle, 2012) relating to 18,500 peer-reviewed journals (1,800 of them open access; Elsevier, 2012). It is worthy of note that these two databases register about10% of the open journals indexed in their respective databases.


According to the Directory of Open Access Journals (DOAJ), an authoritative listing of peer-reviewed scholarly open access journals, the volume of high quality peer-review journals is growing quickly, as well as the number of authors who want to publish in open access journals.

DOAJ represents a great opportunity particularly for “hybrid open-access journals” where only some of the articles require payment and the rest are open access. ‘Gold’ and ‘Green’ open access journals also suggest new funding models (Oppenheim, 2008; Houghton & Oppenheim, 2010). Authors can use the JISC-funded RoMEO, a searchable database of publisher’s policies with simple guidelines about how to publish self-archiving journal articles.

JCR citation indices indicate that the number of times a document is downloaded in full text format from an electronic archive relates statistically to the number of times it is cited in other indexed journals. There is also evidence that the number of downloads influences citations, and that citations influence downloads (Moed, 2005). Interesting analyses on the relationship between citation and download can also be found for Citebase, an impact-ranked search service that indexes open access papers in ArXiv.

Other research indicates that free access to scientific articles increases the number of resulting citations; open access academic articles are cited by peers more quickly than articles published in non

-open access journals. Studies indicate that open academic publications are therefore likely to benefit science by accelerating the uptake of research findings and by maximising the impact of scientific production (Eysenbach, 2006; Piwowar, 2010; Wagner 2010; Borgman 2011, Norris, Oppenheim, & Rowland, 2008).

However, it is also fair to mention that other authors have expressed skepticism about whether open access articles are cited frequently (Davis, Lewenstein, Simon, Booth, & Connolly, 2008;Brody, Harnad, & Carr, 2006; Gargouri et al., 2010).

A remarkable example of a repository of open access academic content is the Social Science Research Network (SSRN), which encourages the early distribution of research results and content, downloadable at no charge to the user. SSRN has registered 56 million downloads to date, totalling 1,000,000 per month. The SSRN eLibrary has indexed 7.7 million references and 5.2 million citations.

The ‘open access’ movement in the scholarly literature can offer promising possibilities for stimulating scientific work, by: a) providing access to research; b) speeding up scholarly communication and scientific dialog between researchers; and c) offering greater visibility and impact opportunities.

A few weeks ago UNESCO convened the World Open Educational Resources  Congress. One of its invited speakers was Harvard’s Lawrence Lessig – co-founder of Creative Commons – who explained that knowledge elites ought to ensure free access to content for those sections of the population who can’t pay for it. He emphasized that being a member of the academic community carries an obligation to enable access to one’s own work. Lessig also explained the importance of adopting new forms of access that remove unnecessary controls that are automatically built into the current system of publication. He added that while he believed that author rights are important — “I am against abolitionism… I think copyright is essential” – and didn’t believe in a dichotomy of “open” and “closed” work, he considered it important to recognize more flexible models of publication.

As Zhao (2005) acknowledges, it is well known that JCR citation indexes is still the main data source for citation-based science evaluation, pushing scholars to publish in journals indexed there.

The slow move of journals to open access and the low participation rate of faculty in institutional repositories indicates that simply promoting the benefits of new formats of scholarly communication is not enough. If full-text open access scholarly publications were to be used as data sources for citation-based science evaluation, scholars might become more motivated to make their work available for open access, knowing that it is counted in bibliometric evaluations.

Finally, it seems necessary to bring open access and new publication formats into the tenure evaluation system. Doing this can not only contribute to the tenure process, but may also serve to promote open access and a more efficient knowledge dissemination.

Acknowledgement: Special thanks for Eric Meyer and David Sutcliffe who provide valuable feedback to improve this text.

Picture ftom http://totallycoolpix.com

Changing Higher Learning Forever?

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Source http://www.tonybates.ca/2012/05/02/harvard-joins-the-mitx-project/

The first time that I hear about the MOOCS (Massive Open Online Courses, video) I thought that it was a crazy idea (I didn’t liked at all). It sounded to me as using the Internet instead of television to broadcast educational contents without caring who, where and how to learn. But after exploring with more details the ideas of Siemens (in discussion with Howard Rheingold) I could understood the rationale behind that.

It is widely acknowledged that the relationship between contents, availability, consumption and learning has been changing significantly in the last years (discussed two weeks ago in Cambridge). Nearly ten years after the creation of the OCW in MIT, now (May, 2011) Harvard and MIT have announced a new ambitious initiative (which will cost $60-Million), called edX: it will host online courses from both institutions free of charge. Since edX courses have the potential to reach hundreds of thousands of students, the edX platform will not receive university credit, although they could earn certificates.

What is the main difference between this new initiative and the previous OCW?

Basically 10 years of experiences. The current initiative is inspired in experiences such as the highly commented open course in ‘Artificial Intelligence’ offered by Stanford which gather more than 100,000 students (!). That initiative later evolved into Udacity [more information in Wired Magazine: The Stanford Education Experiment Could Change Higher Learning Forever]

Simultaneously, other educational initiatives have develop interesting practices, such as Khan Academy with millions of students, educators and self-learners using its videos. TED-Ed inspired in Khan also is doing a truly outstanding contribution in this area. Regarding new ways of assessing the learning experience, something recently discusses in an OECD summit, there are interesting initiative to learn from, such as P2P University or University of the People.

Loads of videos and new assessment methodologies are some of the ingredients that feed these changing educational practices. Very little time after the open course was offered by Stanford, MIT announced a new initiative: MITx, which in addition of providing the educational contents for free online, will implement a new system of qualification. Not based on academic degrees but on specific courses certification.

“This certificate will indicate that you earned it from MITx’s pilot course. In this prototype version, MITx will not require that you be tested in a testing center or otherwise have your identity certified in order to receive this certificate” [MITx].

Certainly behind this initiative there are a whole new sets of business models that will be required to explore with details. This new approach seems to be particularly suitable for those professionals who are aiming to re-skilling or keep updated (as well as competitive in a global labour market).

All these disruptive practices came meanwhile there is increasing interest in a creative (and probably very easy to adopt) initiative called Flipped Classroom: Where videos take the place of direct instruction, allowing students to get individual time in class to work with their teacher on key learning activities. Lectures are taken at home or somewhere else (using mobile phones or laptops) and face-to-face classes are used to discuss and promote hands-on learning experience base on the contents previously watched [see video bellow].

Now is still to be seen the middle and long terms implications of all these innovations. Also it will be interesting to see how other world-class higher institutions behave in this scenario. What are the learning implications of all these initiatives? Is open (and more flexible) education just a hype or it will really change Higher Education for ever ?

Probably the next Network of Excellence Internet Science Summer School in Oxford will be a good place to discuss it.

Video Edx

Video streaming by Ustream

Flipped Classroom

Open Education Resources webminar in the coming Open Education Week

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A few weeks ago, we started with a new exciting project called OportUnidad (2012-2014) to promote the use, re-utilisation and promotion of Open Education Resources (OER) in Higher Education institutions in Latin America and Europe [visit the OII for more information]. This is an action-research project funded by ALFA III programmme.

The first public activity that we will have is representing the OportUnidad consortium in the next Open Education Week. The idea is to explain the main phases and expected results in an open webminar. If you would like learn more about this initiative, feel free to join our webminar.

The Open Education Week will take place from 5th to 10th of March online (www.openeducationweek.org) and in local events around the world. The objective of this Open Education Week is to raise awareness of the open education movement and OER in order to explore the benefits of free and open sharing in educational materials.

Our OportUnidad webinar will take place online during the 6th of March 2012 – 16.00-17.00 UTC (please see below your local times).

Please fill the self-nomination survey if you want to participate in the OportUnidad project 

tinyurl.com/oer2012

Local times for the OportUnidad webinar on the 6th of March are provided:

  • Monterrey, Mexico, San Jose, Costa Rica: 10.00 – 11.00 AM
  • Quito, Ecuador; Lima, Peru; Medellin, Colombia: 11.00 – 12.00 AM
  • Santa Cruz, Bolivia: 12.00 – 13.00 AM
  • Montevideo, Uruguay; Rio de Janeiro, Brazil: 2.00 –  3.00 PM
  • Porto, Portugal; Oxford, United Kingdom: 4.00 – 5.00 PM
  • Barcelona, Spain; Rome, Italy: 5.00 – 6.00 PM

What is going to happen in the webminar? After the presentation of the project, there will be time for Q&A and more importantly, we will open a call for those Latin-American universities which would like to be part of the Oportunidad network. Stay tuned: @cristobalcobo.

Login information for the webinar:

https://sas.elluminate.com/m.jnlp?password=M.02943F441C348846BC638C0999A5E8&sid=2008170

The platform for the webinar is Blackboard Collaborate Offered free by Washington State Board for Community and Technical Colleges.

If you are not familiar with using Blackboard Collaborate there is an online tutorial available here:http://library.blackboard.com/ref/8186b6cd-7e8e-46f9-9551-74ccf99d6fdb/index.htm

Networked Minorities

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Mapping English Wikipedia

Mapping English Wikipedia via Oxford Internet Institute

After the publication of our book Invisible Learning, (now available on Amazon) the Transmedia XXI century Collection (promoted by the Laboratory of Interactive Medias at the University of Barcelona), has just released a new publication called: “Minorías en red. Medios y migración en Europa” (that could be read in english as Network Minorities: media and migration in Europe), written by Cilia Willem and Anaïs Le Corvec.

Minorias en Red

This book is the third of the trilogy (preceded by Geekonomy and Invisible Learning). This new publication offers a case study that analyzes how the Internet has been used to build social capital among those low income ethnics and migrant minorities. The authors explored how those communities interact through the Internet, and either those practices foster their social inclusion or not. In this framework the authors analysed  how the digital inclusion places a key rol in among the migrant population. [The first version of this publication is only available in Spanish].

Here you can download an early version in english [pdf].

 

[Alain Touraine talking about Immigrants in Europe]

Open Access or Open Education?

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Understanding new ways of sharing content for learning and researching.

(*) Above the presentation that I gave a few days ago at the Anadolu University in Eskişehir, Turkey. I was kindly invited as keynote by the European Association of Distance Teaching Universities (EADTU). 

Rob Farrow (from the Open Univeristy), short time ago wrote that the “discourse about Open Educational Resources (OERs) has reached a point of maturity and needs to be (at least) supplemented with explicit focus on Open Educational Practices (OEPs)”. Doubtless this is a much more radical idea, which opens up the possibility of new practices, contexts and learning environment (either formal or informal).

Farrow adds in his presentation:

Institutional Implications OER University

~ Free learning to all students worldwide using OER learning materials
~ Courses and programs based solely on OER and open textbooks
~ Pathways to gain credible qualifications from recognised education institutions
~ Pathways for OER learners to earn formal academic credit
~ Administrative: not a formal teaching institution and does not confer degrees or qualifications

I fully support the idea of understanding the OER within a much more complex but attractive process of transformation that can influence some other sectors of the Higher Education as well as other teaching and researching practices. Would that be the future of learning or is just a sign of decadence of the current system?

If this is a topic of your interest and you would like to discuss more about how to (re)think the role of the university in our times, don not hesitate to attend the coming (free) Society and the Internet Lecture Series (22nd of November at 16:00 here at the Oxford Internet Institute). Here an excertp of that:

This lecture will explore how non-traditional academic channels of knowledge generation and distribution are increasing in visibility and relevance on the Internet. For instance, relevant examples can be identified in new facets of knowledge generation (e-science, online education, distributed R&D, open innovation, peer-based production, online encyclopaedias, user generated content), and new models of knowledge circulation and distribution (digital print on demand, e-journals, open repositories, Creative Commons licensing, academic podcasting, etc.).

An early version of this work was presented during the last Congress: A Decade in Internet Time. The Oxford Internet Institute and the journal Information, Communication and Society. That work was co-written with Carlos Scolari and Hugo Pardo Kuklinski. At the Social Science Research Network you can find the abstract of that research.

Knowledge Production and Distribution in the Disintermediation Era. #Oii10

Two recommended resources that came to my shortly ago are:
‘Why reinvent the wheel, when there’s great stuff out there?’ Liz Masterman on behalf of the OER Impact Study: Dave White, Joanna Wild, Liz Masterman, Marion Manton {pdf}