http://www.is2k7.org/is2k7/wiki/api.php?action=feedcontributions&feedformat=atom&user=John 2026-05-13T02:22:30Z User contributions MediaWiki 1.43.6 http://www.is2k7.org/wiki/?title=UNIVERSITY_Relationship_Building,_Power,_Funding_and_Transparency_-_Who%27s_the_Authority,_Anyway&diff=1454 2007-04-26T20:19:14Z

<p>John: </p> <hr /> <div>UNIVERSITY Relationship Building – Power, Funding and Transparency - Who’s the Authority, Anyway?<br /> <br /> The relationships between University and business, philanthropy, government and other funding sources grow increasingly complex as all these entities enter into relationships that are meant to fund knowledge creation. As each party in University relationships has their own goals, what steps need to be taken to build more fruitful bonds? How do the relationships change as the mode of knowledge dissemination leans toward open access models? How is funding negotiated, and how can the integrity of the produced work be maintained?<br /> Facilitator: John Wilbanks (Science Commons)<br /> == Related Questions: ==<br /> *How will UNIVERSITY help fund and construct its and our open domain?<br /> *How does the internet change models of authority (social, intellectual, hierarchical)? What does this mean for Harvard, the most &quot;authoritative&quot; -- because best known? -- univesity in the world.</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1453 2007-04-26T20:14:04Z

<p>John: </p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?<br /> *How do we maintain and guarantee the quality of information as openness increases?<br /> *If you were to create a trustworthy &quot;open&quot; organization (or an organization to which you entreat openness) what would this type of organization look like?<br /> *How should we define openness, particularly in opposition to some concept or definition of closed?<br /> *It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?<br /> *How open or closed should Harvard university be? What is the most interesting issue in relation to this?<br /> *What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?<br /> *What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?<br /> *Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?<br /> *How does the university's budget allocation and procurement process create incentives for greater openness?<br /> *How do you balance benefits and rights of enrolled/paying students and 'open' university participants?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1452 2007-04-26T20:13:42Z

<p>John: </p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?<br /> *How do we maintain and guarantee the quality of information as openness increases?<br /> *If you were to create a trustworthy &quot;open&quot; organization (or an organization to which you entreat openness) what would this type of organization look like?<br /> *How should we define openness, particularly in opposition to some concept or definition of closed?<br /> *It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?<br /> *How open or closed should Harvard university be? What is the most interesting issue in relation to this?<br /> *What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?<br /> *What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?<br /> *Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?<br /> *How does the university's budget allocation and procurement process create incentives for greater openness?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1451 2007-04-26T20:13:24Z

<p>John: </p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?<br /> *How do we maintain and guarantee the quality of information as openness increases?<br /> *If you were to create a trustworthy &quot;open&quot; organization (or an organization to which you entreat openness) what would this type of organization look like?<br /> *How should we define openness, particularly in opposition to some concept or definition of closed?<br /> *It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?<br /> *How open or closed should Harvard university be? What is the most interesting issue in relation to this?<br /> *What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?<br /> *What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?<br /> *Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1450 2007-04-26T20:12:44Z

<p>John: /* Related Questions: */</p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?<br /> *How do we maintain and guarantee the quality of information as openness increases?<br /> *If you were to create a trustworthy &quot;open&quot; organization (or an organization to which you entreat openness) what would this type of organization look like?<br /> *How should we define openness, particularly in opposition to some concept or definition of closed?<br /> *It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?<br /> *How open or closed should Harvard university be? What is the most interesting issue in relation to this?<br /> *What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?<br /> *What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1449 2007-04-26T20:10:03Z

<p>John: /* Related Questions: */</p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?<br /> *How do we maintain and guarantee the quality of information as openness increases?<br /> *If you were to create a trustworthy &quot;open&quot; organization (or an organization to which you entreat openness) what would this type of organization look like?<br /> *How should we define openness, particularly in opposition to some concept or definition of closed?<br /> *It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?<br /> *How open or closed should Harvard university be? What is the most interesting issue in relation to this?<br /> *What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1448 2007-04-26T20:09:36Z

<p>John: /* Related Questions: */</p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?<br /> *How do we maintain and guarantee the quality of information as openness increases?<br /> *If you were to create a trustworthy &quot;open&quot; organization (or an organization to which you entreat openness) what would this type of organization look like?<br /> *How should we define openness, particularly in opposition to some concept or definition of closed?<br /> *It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?<br /> *How open or closed should Harvard university be? What is the most interesting issue in relation to this?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1447 2007-04-26T20:09:16Z

<p>John: /* Related Questions: */</p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?<br /> *How do we maintain and guarantee the quality of information as openness increases?<br /> *If you were to create a trustworthy &quot;open&quot; organization (or an organization to which you entreat openness) what would this type of organization look like?<br /> *How should we define openness, particularly in opposition to some concept or definition of closed?<br /> *It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1446 2007-04-26T20:08:28Z

<p>John: /* Related Questions: */</p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?<br /> *How do we maintain and guarantee the quality of information as openness increases?<br /> *If you were to create a trustworthy &quot;open&quot; organization (or an organization to which you entreat openness) what would this type of organization look like?<br /> *How should we define openness, particularly in opposition to some concept or definition of closed?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1445 2007-04-26T20:07:48Z

<p>John: </p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?<br /> *How do we maintain and guarantee the quality of information as openness increases?<br /> *If you were to create a trustworthy &quot;open&quot; organization (or an organization to which you entreat openness) what would this type of organization look like?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1444 2007-04-26T20:05:04Z

<p>John: /* Related Questions: */</p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?<br /> *How do we maintain and guarantee the quality of information as openness increases?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1443 2007-04-26T20:04:40Z

<p>John: /* Related Questions: */</p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?<br /> *How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1442 2007-04-26T20:04:16Z

<p>John: </p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?<br /> *What role will (and what role should) the libraries and museums play in defining how open our universities should be?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1441 2007-04-26T20:03:51Z

<p>John: </p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?<br /> *In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1440 2007-04-26T20:03:24Z

<p>John: /* Related Questions: */</p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?<br /> *Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1439 2007-04-26T20:02:56Z

<p>John: </p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?<br /> *What are the financial and the business models for making a vision of openness possible and sustainable?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1438 2007-04-26T20:02:37Z

<p>John: </p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?<br /> *Do extension schools dilute the brand of a university? <br /> *Should that even matter? <br /> *If successful, will anyone take the degrees seriously? <br /> *Will normal graduates resent extension students?</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1437 2007-04-26T20:00:08Z

<p>John: </p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==<br /> *How do we create open access journals that are fiscally sustainable?</div>

John http://www.is2k7.org/wiki/?title=Connecting_UNIVERSITY_and_Localized_Curricula&diff=1436 2007-04-26T19:56:23Z

<p>John: </p> <hr /> <div>Connecting UNIVERSITY and Localized Curricula<br /> <br /> How can Universities contribute their specialized knowledge to teachers and educators across the world through technological tools and resources such as One Laptop Per Child, university Presidential Instructional Technology Fellowship (PITF) programs and Scratch? How can middle management structures connect University with children in developing nations, and provide materials that can be adapted and cultivated for local needs? How can we encourage local Universities to form PITF programs?<br /> Facilitator: SJ Klein (One Laptop Per Child)<br /> <br /> == Related Questions: ==<br /> *How can we make Harvard's course material available to the world, not just those chosen few who can attend in person? How can we harness technology and make distance-learning a richer experience for distance-learners and enrolled students?</div>

John http://www.is2k7.org/wiki/?title=Progressing_UNIVERSITY_General_Counsels_on_Intellectual_Property_Issues&diff=1435 2007-04-26T19:53:16Z

<p>John: </p> <hr /> <div>Progressing UNIVERSITY General Counsels on Intellectual Property Issues<br /> <br /> How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?<br /> <br /> == Related Questions: ==<br /> *How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?<br /> *How is intellectual property defined?</div>

John http://www.is2k7.org/wiki/?title=UNIVERSITY_Agenda_for_Fair_Use&diff=1434 2007-04-26T19:52:16Z

<p>John: </p> <hr /> <div>UNIVERSITY Agenda for Fair Use<br /> <br /> The Center for Social Media at American University and documentary filmmakers wrote a report on Best Practices in Fair Use to help navigate the waters of copyrighted materials and to determine when material use can be considered Fair Use. Much like documentarians, members of University communities are often riddled with questions as they create and express their work. How can we create Best Practices in Fair Use document for Universities similar to the one created for documentary filmmakers?<br /> Facilitators: Lewis Hyde (Berkman Center Fellow)<br /> <br /> == Related Questions: ==<br /> *Is fair use merely a stepchild of the proprietary?</div>

John http://www.is2k7.org/wiki/?title=Progressing_UNIVERSITY_General_Counsels_on_Intellectual_Property_Issues&diff=1433 2007-04-26T19:52:03Z

<p>John: </p> <hr /> <div>Progressing UNIVERSITY General Counsels on Intellectual Property Issues<br /> <br /> How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?<br /> <br /> == Related Questions: ==<br /> *How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?</div>

John http://www.is2k7.org/wiki/?title=Progressing_UNIVERSITY_General_Counsels_on_Intellectual_Property_Issues&diff=1432 2007-04-26T19:51:52Z

<p>John: </p> <hr /> <div>Progressing UNIVERSITY General Counsels on Intellectual Property Issues<br /> <br /> How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?<br /> <br /> == Related Questions: ==<br /> How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?</div>

John http://www.is2k7.org/wiki/?title=UNIVERSITY_Agenda_for_Fair_Use&diff=1431 2007-04-26T19:48:43Z

<p>John: </p> <hr /> <div>UNIVERSITY Agenda for Fair Use<br /> <br /> The Center for Social Media at American University and documentary filmmakers wrote a report on Best Practices in Fair Use to help navigate the waters of copyrighted materials and to determine when material use can be considered Fair Use. Much like documentarians, members of University communities are often riddled with questions as they create and express their work. How can we create Best Practices in Fair Use document for Universities similar to the one created for documentary filmmakers?<br /> Facilitators: Lewis Hyde (Berkman Center Fellow)<br /> <br /> == Related Questions: ==<br /> Is fair use merely a stepchild of the proprietary?</div>

John http://www.is2k7.org/wiki/?title=The_Digital_Identity_of_UNIVERSITY&diff=1430 2007-04-26T19:47:54Z

<p>John: </p> <hr /> <div>The Digital Identity of UNIVERSITY<br /> <br /> With digital tools such as message boards, social networks, and search engines making University and its clients’ identities more public than ever, navigating the integrated media landscape for students and other members of University has become increasingly difficult. In a world where anonymous postings can have lasting effects on the professional and personal lives of students, and when University clients and their digital identities can be expressions of the University as a whole, this workshop will focus on how we begin to navigate this space and how we form the digital identity of University.<br /> == Related Questions: ==<br /> <br /> == Participants: ==<br /> <br /> * John Clippinger</div>

John http://www.is2k7.org/wiki/?title=UNIVERSITY_Relationship_Building,_Power,_Funding_and_Transparency_-_Who%27s_the_Authority,_Anyway&diff=1429 2007-04-26T19:45:59Z

<p>John: </p> <hr /> <div>UNIVERSITY Relationship Building – Power, Funding and Transparency - Who’s the Authority, Anyway?<br /> <br /> The relationships between University and business, philanthropy, government and other funding sources grow increasingly complex as all these entities enter into relationships that are meant to fund knowledge creation. As each party in University relationships has their own goals, what steps need to be taken to build more fruitful bonds? How do the relationships change as the mode of knowledge dissemination leans toward open access models? How is funding negotiated, and how can the integrity of the produced work be maintained?<br /> Facilitator: John Wilbanks (Science Commons)<br /> == Related Questions: ==<br /> <br /> How will UNIVERSITY help fund and construct its and our open domain?</div>

John http://www.is2k7.org/wiki/?title=UNIVERSITY_Relationship_Building,_Power,_Funding_and_Transparency_-_Who%27s_the_Authority,_Anyway&diff=1428 2007-04-26T19:45:47Z

<p>John: </p> <hr /> <div>UNIVERSITY Relationship Building – Power, Funding and Transparency - Who’s the Authority, Anyway?<br /> <br /> The relationships between University and business, philanthropy, government and other funding sources grow increasingly complex as all these entities enter into relationships that are meant to fund knowledge creation. As each party in University relationships has their own goals, what steps need to be taken to build more fruitful bonds? How do the relationships change as the mode of knowledge dissemination leans toward open access models? How is funding negotiated, and how can the integrity of the produced work be maintained?<br /> Facilitator: John Wilbanks (Science Commons)<br /> == Related Questions ==<br /> <br /> How will UNIVERSITY help fund and construct its and our open domain?</div>

John http://www.is2k7.org/wiki/?title=UNIVERSITY_Relationship_Building,_Power,_Funding_and_Transparency_-_Who%27s_the_Authority,_Anyway&diff=1427 2007-04-26T19:45:32Z

<p>John: </p> <hr /> <div>UNIVERSITY Relationship Building – Power, Funding and Transparency - Who’s the Authority, Anyway?<br /> <br /> The relationships between University and business, philanthropy, government and other funding sources grow increasingly complex as all these entities enter into relationships that are meant to fund knowledge creation. As each party in University relationships has their own goals, what steps need to be taken to build more fruitful bonds? How do the relationships change as the mode of knowledge dissemination leans toward open access models? How is funding negotiated, and how can the integrity of the produced work be maintained?<br /> Facilitator: John Wilbanks (Science Commons)<br /> == Related Questions ==</div>

John http://www.is2k7.org/wiki/?title=UNIVERSITY_Relationship_Building,_Power,_Funding_and_Transparency_-_Who%27s_the_Authority,_Anyway&diff=1426 2007-04-26T19:45:12Z

<p>John: </p> <hr /> <div>UNIVERSITY Relationship Building – Power, Funding and Transparency - Who’s the Authority, Anyway?<br /> <br /> The relationships between University and business, philanthropy, government and other funding sources grow increasingly complex as all these entities enter into relationships that are meant to fund knowledge creation. As each party in University relationships has their own goals, what steps need to be taken to build more fruitful bonds? How do the relationships change as the mode of knowledge dissemination leans toward open access models? How is funding negotiated, and how can the integrity of the produced work be maintained?<br /> Facilitator: John Wilbanks (Science Commons)</div>

John http://www.is2k7.org/wiki/?title=UNIVERSITY_Agenda_for_Fair_Use&diff=1425 2007-04-26T19:43:57Z

<p>John: </p> <hr /> <div>UNIVERSITY Agenda for Fair Use<br /> <br /> The Center for Social Media at American University and documentary filmmakers wrote a report on Best Practices in Fair Use to help navigate the waters of copyrighted materials and to determine when material use can be considered Fair Use. Much like documentarians, members of University communities are often riddled with questions as they create and express their work. How can we create Best Practices in Fair Use document for Universities similar to the one created for documentary filmmakers?<br /> Facilitators: Lewis Hyde (Berkman Center Fellow)<br /> <br /> == Related Questions: ==</div>

John http://www.is2k7.org/wiki/?title=Alternative_UNIVERSITY_Models_for_Scholarly_Publications&diff=1424 2007-04-26T19:43:40Z

<p>John: </p> <hr /> <div>Alternative UNIVERSITY Models for Scholarly Publications<br /> <br /> The ways in which professors, academics and students and professionals release their work into the world are changing. The old models of scholarly publishing, in which most work is turned over to a publishing company just to be purchased back by the Universities from which it originated, are challenged as the printing press is replaced by digital distribution. How can Universities progress open access models of scholarly publications through repositories, modes of licensing and support of open access journals?<br /> Facilitators: Peter Suber (Public Knowledge/Earlham College), Stuart Shieber (Harvard University)<br /> <br /> == Related Questions: ==</div>

John http://www.is2k7.org/wiki/?title=Alternative_UNIVERSITY_Models_for_Scholarly_Publications&diff=1423 2007-04-26T19:43:31Z

<p>John: </p> <hr /> <div>Alternative UNIVERSITY Models for Scholarly Publications<br /> <br /> The ways in which professors, academics and students and professionals release their work into the world are changing. The old models of scholarly publishing, in which most work is turned over to a publishing company just to be purchased back by the Universities from which it originated, are challenged as the printing press is replaced by digital distribution. How can Universities progress open access models of scholarly publications through repositories, modes of licensing and support of open access journals?<br /> Facilitators: Peter Suber (Public Knowledge/Earlham College), Stuart Shieber (Harvard University)<br /> Related Questions:</div>

John http://www.is2k7.org/wiki/?title=Progressing_UNIVERSITY_General_Counsels_on_Intellectual_Property_Issues&diff=1422 2007-04-26T19:43:20Z

<p>John: </p> <hr /> <div>Progressing UNIVERSITY General Counsels on Intellectual Property Issues<br /> <br /> How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?<br /> <br /> == Related Questions: ==</div>

John http://www.is2k7.org/wiki/?title=Connecting_UNIVERSITY_and_Localized_Curricula&diff=1421 2007-04-26T19:43:07Z

<p>John: </p> <hr /> <div>Connecting UNIVERSITY and Localized Curricula<br /> <br /> How can Universities contribute their specialized knowledge to teachers and educators across the world through technological tools and resources such as One Laptop Per Child, university Presidential Instructional Technology Fellowship (PITF) programs and Scratch? How can middle management structures connect University with children in developing nations, and provide materials that can be adapted and cultivated for local needs? How can we encourage local Universities to form PITF programs?<br /> Facilitator: SJ Klein (One Laptop Per Child)<br /> <br /> == Related Questions: ==</div>

John http://www.is2k7.org/wiki/?title=Social_and_Cultural_UNIVERSITY_Communities_Online_and_Off&diff=1420 2007-04-26T19:42:45Z

<p>John: </p> <hr /> <div>Social and Cultural UNIVERSITY Communities Online and Off<br /> <br /> How can University sponsored events leverage their reach, build communities and keep the conversations going after the conference ends? Using as a case study the Dred Scott conference held by the Charles Hamilton Houston Institute for Race and Justice in April, we will discuss how history relates to the present and future. We will consider how the internet and new technologies can help universities as they work to convene social and cultural gatherings (as opposed to purely academic).<br /> Facilitator: Charles Hamilton Houston Institute for Race and Justice<br /> <br /> == Related Questions: ==</div>

John http://www.is2k7.org/wiki/?title=UNIVERSITY_and_the_RIAA&diff=1419 2007-04-26T19:42:28Z

<p>John: </p> <hr /> <div>UNIVERSITY and the RIAA<br /> <br /> Suits brought against members of University by the RIAA bring up issues revolving around the role and identity of University and copyright. Universities are being asked to absorb financial and non-monetary costs of the record companies' enforcement. Is this enforcement also compromising student privacy? Does this limit access to genuine educational resources? How do we provide opportunities for new creative expression through digital mediums?<br /> <br /> == Related Questions: ==</div>

John http://www.is2k7.org/wiki/?title=Open_Access_at_UNIVERSITY_-_OpenCourseWare_and_Beyond&diff=1418 2007-04-26T19:41:44Z

<p>John: </p> <hr /> <div>Open Access at UNIVERSITY – OpenCourseWare and Beyond<br /> <br /> MIT’s OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the world’s thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of “life” – how do we make it “living” knowledge to be shared and developed with learners around the world?<br /> Facilitator: Anne Margulies (MIT OpenCourseWare)<br /> <br /> == Related Questions: ==</div>

John http://www.is2k7.org/wiki/?title=UNIVERSITY_and_the_RIAA&diff=1417 2007-04-26T19:40:39Z

<p>John: </p> <hr /> <div>UNIVERSITY and the RIAA<br /> <br /> Suits brought against members of University by the RIAA bring up issues revolving around the role and identity of University and copyright. Universities are being asked to absorb financial and non-monetary costs of the record companies' enforcement. Is this enforcement also compromising student privacy? Does this limit access to genuine educational resources? How do we provide opportunities for new creative expression through digital mediums?<br /> <br /> Related Questions:</div>

John http://www.is2k7.org/wiki/?title=Social_and_Cultural_UNIVERSITY_Communities_Online_and_Off&diff=1416 2007-04-26T19:40:14Z

<p>John: </p> <hr /> <div>Social and Cultural UNIVERSITY Communities Online and Off<br /> <br /> How can University sponsored events leverage their reach, build communities and keep the conversations going after the conference ends? Using as a case study the Dred Scott conference held by the Charles Hamilton Houston Institute for Race and Justice in April, we will discuss how history relates to the present and future. We will consider how the internet and new technologies can help universities as they work to convene social and cultural gatherings (as opposed to purely academic).<br /> Facilitator: Charles Hamilton Houston Institute for Race and Justice<br /> <br /> Related Questions:</div>

John http://www.is2k7.org/wiki/?title=Connecting_UNIVERSITY_and_Localized_Curricula&diff=1415 2007-04-26T19:38:44Z

<p>John: </p> <hr /> <div>Connecting UNIVERSITY and Localized Curricula<br /> <br /> How can Universities contribute their specialized knowledge to teachers and educators across the world through technological tools and resources such as One Laptop Per Child, university Presidential Instructional Technology Fellowship (PITF) programs and Scratch? How can middle management structures connect University with children in developing nations, and provide materials that can be adapted and cultivated for local needs? How can we encourage local Universities to form PITF programs?<br /> Facilitator: SJ Klein (One Laptop Per Child)<br /> <br /> Related Questions:</div>

John http://www.is2k7.org/wiki/?title=Progressing_UNIVERSITY_General_Counsels_on_Intellectual_Property_Issues&diff=1414 2007-04-26T19:38:19Z

<p>John: </p> <hr /> <div>Progressing UNIVERSITY General Counsels on Intellectual Property Issues<br /> <br /> How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?<br /> <br /> Related Questions:</div>

John http://www.is2k7.org/wiki/?title=Alternative_UNIVERSITY_Models_for_Scholarly_Publications&diff=1413 2007-04-26T19:37:45Z

<p>John: </p> <hr /> <div>Alternative UNIVERSITY Models for Scholarly Publications<br /> <br /> The ways in which professors, academics and students and professionals release their work into the world are changing. The old models of scholarly publishing, in which most work is turned over to a publishing company just to be purchased back by the Universities from which it originated, are challenged as the printing press is replaced by digital distribution. How can Universities progress open access models of scholarly publications through repositories, modes of licensing and support of open access journals?<br /> Facilitators: Peter Suber (Public Knowledge/Earlham College), Stuart Shieber (Harvard University)<br /> <br /> Related Questions:</div>

John http://www.is2k7.org/wiki/?title=UNIVERSITY_Agenda_for_Fair_Use&diff=1412 2007-04-26T19:37:02Z

<p>John: </p> <hr /> <div>UNIVERSITY Agenda for Fair Use<br /> <br /> The Center for Social Media at American University and documentary filmmakers wrote a report on Best Practices in Fair Use to help navigate the waters of copyrighted materials and to determine when material use can be considered Fair Use. Much like documentarians, members of University communities are often riddled with questions as they create and express their work. How can we create Best Practices in Fair Use document for Universities similar to the one created for documentary filmmakers?<br /> Facilitators: Lewis Hyde (Berkman Center Fellow)<br /> <br /> Related Questions:</div>

John