Helen J. DeWaard, Canadian Journal of Learning Technology, Nov 13, 2024

I enjoyed the lavish illustrations in this article, a rarity in academic publications. After anm introductory section, the paper offers what is essentially a dialogue around the topic of sharing and openness in education. This bit from  the abstract resonated most with me: "It is becoming ever more important to share expertise as practitioners, researchers, and theorists in the field of education by making explicit what is often tacit and unspoken, and when sharing knowledge, reflections, and actions. By actively thinking-out-loud through blogs, social media, and open scholarly publications, educators can openly share details of what, how, and why they do what they do." This is the space where OLDaily operates - a somewhat middle ground between full academia on the one hand and the popular press on the other.

Can questions sent to Open-Educational-Resource (OER) websites such as Ask-An-Expert serve as indicators for students’ interest in science? This issue was examined using an online questionnaire which included an equal number of questions about the topics “space” and “nutrition” randomly selected from three different sources: a 5th-grade science textbook, the “Ask-An-Expert” website, and questions collected from other students in the same age group. A sample of 113 5th-graders from two elementary schools were asked to rate their interest level in finding out the answer to these questions without knowledge of their source. Significant differences in students’ interest level were found between questions: textbook questions were ranked lowest for both subjects, and questions from the open-resource were ranked high. This finding suggests that questions sent to an open-resource could be used as an indicator of students’ interest in science. In addition, the high correlation of interests expressed by students from the two schools may point to a potential generalization of the findings. This study contributes by highlighting OER as a new and promising indicator of student interest, which may help bring “student voices” into mainstream science teaching to increase student interest in science.

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Learn the fundamentals of finance in at our accessible and engaging lectures! Whether you want to get prepared for finance recruiting or just are curious about investing, our sessions will give you a technical education and an understanding of how investing works. Tiger Investments is Princeton’s oldest investment club. As conveyed by our mission statement, financial education rooted in fundamental analysis and equity research are at the heart of our organization. Our curriculum can be found here https://tigerinvestments.princeton.edu/education/

Learn the fundamentals of finance in at our accessible and engaging lectures! Whether you want to get prepared for finance recruiting or just are curious about investing, our sessions will give you a technical education and an understanding of how investing works. Tiger Investments is Princeton’s oldest investment club. As conveyed by our mission statement, financial education rooted in fundamental analysis and equity research are at the heart of our organization. Our curriculum can be found here https://tigerinvestments.princeton.edu/education/

Six Penn State Commonwealth Campuses recently named faculty members as Open Champions, recognizing their work with open education in the third year of Penn State's Open and Affordable Educational Resources Champion Awards.

Technology has indeed entered the classroom; but it has not yet changed the ways we teach and learn to the same extent that it has transformed our way of communicating in the outside world.

A textbook is no longer enough in many classrooms, writes Dan McDowell, but finding the right OER materials can be tricky.

De Gruyter