- Nov 2020
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madewithsvelte.com madewithsvelte.com
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Express - 19 $ 🏃♀️ Skip the Review Queue 🕒 Published in 3 days 💌 Full Customer Support 💚 Support the team
Wow, after seeing how this site works, I don't like much like it anymore.
Esp. this below:
Choose your preferred publish date - 9 $ Feature your project on top for 14 days and get an additional tweet - 19 $
I hope there is/will be soon a more open/free alternative (like the "awesome" lists that use GitHub PRs instead of an opaque/proprietary submisison form).
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- Sep 2020
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hypothes.is hypothes.is
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If you would like to delete your account, please email us at support@hypothes.is
This reminds me of closed systems, pretty much the opposite of what Dan Whaley (Founder, CEO of Hypothes.is) is talking about here:
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web.hypothes.is web.hypothes.is
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to download this information for your records or for use elsewhere, this is possible through the Hypothesis API
Why don't you provide a straightforward way to download the annotation data from the user's account?
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github.com github.com
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We tend to do our thinking informally, in the open, when time allows.
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- Jul 2020
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psyarxiv.com psyarxiv.com
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Modersitzki, N., Phan, L. V., Kuper, N., & Rauthmann, J. F. (2020). Who is impacted? Personality predicts individual differences in psychological consequences of the COVID-19 pandemic in Germany [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/s65ux
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- Jun 2020
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www.cos.io www.cos.io
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Science, C. for O. (2020 May 5). TOP Factor to appear in Master Journal List. https://www.cos.io/about/news/cos-and-the-web-of-science-collaborate-to-bring-top-factor-to-master-journal-list
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psyarxiv.com psyarxiv.com
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Pagnini, F., Bonalda, E., Montrasi, E., Toselli, E., & Alessandro, A. (2020). Reframing the psychological impact of the COVID-19 outbreak through a social media community for students [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/d5wph
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- May 2020
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www.enchantingmarketing.com www.enchantingmarketing.com
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I’ve never seen objections magically disappear. You need to address them.
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psyarxiv.com psyarxiv.com
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Zhang, X., Wang, Y., Lyu, H., Zhang, Y., Liu, Y., & Luo, J. (2020, May 7). The Influence of COVID-19 on Well-Being. https://doi.org/10.31234/osf.io/znj7h
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Jach, H., & Smillie, L. (2020, May 5). Testing the Information-Seeking Theory of Openness/Intellect. https://doi.org/10.31234/osf.io/zqcjw
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github.com github.com
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Mozilla is not practicing in this situation what it preaches regarding openness, community, and individual empowerment.
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- Apr 2020
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www.nesta.org.uk www.nesta.org.uk
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How COVID-19 has changed the use and communication of evidence. (n.d.). Nesta. Retrieved April 28, 2020, from https://www.nesta.org.uk/blog/how-covid-19-has-changed-use-and-communication-evidence/
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doi.org doi.org
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Hossain, M. A. (2020). Is the spread of COVID-19 across countries influenced by environmental, economic and social factors? [Preprint]. Epidemiology. https://doi.org/10.1101/2020.04.08.20058164
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- Mar 2020
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matomo.org matomo.org
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Matomo means ‘honesty’ in Japanese and leads the way in openness and transparency.
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- Feb 2020
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loadimpact.com loadimpact.com
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We commit to build the load testing tool with the best developer experience, k6, and developing it in the open with the community, read our document on stewardship of the OSS k6 project. We believe this is key and the necessary foundation to build great developer tooling.
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- Dec 2019
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onivim.github.io onivim.github.io
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We're developing Onivim 2 in the open, but it is licensed under a commercial EULA.
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tus.io tus.io
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Community-owned We believe in an open and accessible evolution of this protocol. At any stage since the beginning of tus, feedback has been appreciated and integrated.
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Transparently Secure. We believe that transparency and openness are the best foundation for trust so we are building Padloc completely out in the open. Our source code is developed under an open source licence so anyone can review it, provide feedback and even offer contributions at any time!
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- Sep 2019
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www.youtube.com www.youtube.com
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"A single Psilocybin trip" Jordan Peterson talks about Dr Roland Griffith's research
Mentions openness as a tool at 3.10
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- Feb 2019
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ocsdnet.org ocsdnet.orgOCSDNET1
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every individual has the means to decide how their knowledge is governed and managed to address their needs
This concept is addressed further in https://ocsdnet.org/principles-and-practice-in-open-science-addressing-power-and-inequality-through-situated-openness/
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- Jan 2019
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foucault.info foucault.info
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CORRESPONDENCE
Throughout this section, Foucault characterizes correspondence as a way to reveal the self: "a certain way of manifesting oneself to oneself and to others," to "show oneself," "a decipherment of the self by the self as an opening one gives the other onto oneself."
This sort of 'opening' is to make oneself vulnerable, to be seen by others. (cf. Marback's "A Meditation on Vulnerability in Rhetoric")
This is characteristic particularly of writing that is intended for others (correspondence), but in what ways are other forms of writing equally--if not more--revealing of the self?
(That also makes me question whether any writing is truly for the self and not intended in some way for others. Even diaries/journals are written with the possible eventuality that someone other than the writer will read it.)
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- Oct 2018
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er.educause.edu er.educause.edu
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Can Education Keep Up with Technology?
Workforce-readiness focused compendium of how edtech innovations align with preparing students for jobs.
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- Aug 2018
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most of all, re-establishes education as a force for equity and social mobility — and I think open licensing is a crucial piece of that equation.I’m not content, though, with open licensing being the extent of our vision, and I hope many others feel the same way.
Amen: open licensing as key infrastructure in improving public education rather than an end in itself!
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link.springer.com link.springer.com
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Kant’s basicthoughts on autonomy and the public domain arehighly relevant to challenges concerning modernsociety, particularly to communication in the publicsphere. Trust is but one important topic being dis-cussed here; openness another. Thus, our aim has notonly been to demonstrate how Kant can be produc-tively applied to new technology; in addition, it hasbeen to show how the basic philosophical queriesraised within this context can be fruitfully illuminatedwithin Kant’s conceptual frames.
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- Jul 2018
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er.educause.edu er.educause.edu
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The distinction between openness in practice and openness in content is significant in cost as well. Creating content requires time, effort, and resources and opens up numerous discussions around intellectual property rights. However, openness in practice requires little additional investment, since it essentially concerns transparency of already planned course activities on the part of the educator.
I appreciate the distinction -- between openness in content and openness in practice. But may disagree on the assessment of their associated costs. I bet the authors' thought on this has also evolved after the MOOC movement.
In open science, both kinds of openness will incur burden and cost.
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Openness as Transparent PracticeThe word open is in constant negotiation. When learners step through our open door, they are invited to enter our place of work, to join the research, to join the discussion, and to contribute in the growth of knowledge within a certain field. The openness of the academy refers to openness as a sense of practice.4 Openness of this sort is best seen as transparency of activity.
"Openness as a sense of practice"
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- Jun 2018
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openrevolution.net openrevolution.net
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The Open Revolution Rewriting the rules of the information age
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- Jun 2017
- Apr 2017
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static1.squarespace.com static1.squarespace.com
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practice
So openness is sort of like being open to new ways of thinking/being within constraints which, in the process, are also reshaped. I enjoy how postmodern and posthuman thinking plays with dichotomies (openness/constraints) and shows how they work together in interesting ways.
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- Dec 2016
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opencontent.org opencontent.org
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many institutions with CBE programs treat their competencies like a secret family recipe, hoarding them away and keeping them fully copyrighted (apparently without experiencing any cognitive dissonance while they promote the use of OER among their students). This behavior has seriously stymied growth and innovation in CBE in my view.
So open educational standards?
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bavatuesdays.com bavatuesdays.com
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wasn’t a text in any strict sense,
Indeed. And neither is the Web.
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www.futuoer.org www.futuoer.org
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a content API. Rather than getting the content through an HTML page, we can just get the raw HTML, which can be styled appropriately by whatever LMS CMS that we want to use.
Fascinating. Who's the leading person on this?
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www.futuoer.org www.futuoer.org
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In this broader definition of openness, we need to consider what makes a learner successful and persistent in the timely completion of their academic and career goals.
Big question!
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- Nov 2016
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cyber.harvard.edu cyber.harvard.edu
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no one cancontrol how the system will evolve.
I'd use the word "organic" to describe this process...
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Build a platform, or set ofprotocols, so that it can evolve in any number of ways; don’t play god;don’t hardwire any single path of development; don’t build into it amiddle that can meddle with its use. Keep the core simple and let theapplication (or end) develop the complexity
A great analogy for course design, particularly the types of courses informed by #digped philosophies.
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indeed some might think,attacking the very idea of property
..intellectual property too. Can radically open be translated into scholarship, at least as currently defined?
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hen given to the next generation.
Well, certain privileged and credentialed members of the next generation, right?
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utting into thecommons one’s work product
The "commons" as both a place for ideas and tools.
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For this is just how open source software works: with aninspiration, handed over to the public, in an imperfect but promisingform, which a public then can take up on its own and continue towork out. But with a promise, that what they produce with thisproduct leaves this open part open.
Great description! Applies to code AND ideas.
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heInternet as it was in 1995 was a space that made it very hard to verifywho someone was; that meant it was a space that protected privacyand anonymity. The Internet as it is becoming is a space that willmake it very easy to verify who someone is; commerce likes it thatway; that means it will become a space that doesn’t necessarilyprotect privacy and anonymity.
But how does this relate to openness? Why is one or the other of these scenarios more open?
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The code of cyberspace—whether the Internet, or a net within the Internet—defines that space
Space is an apt metaphor here. Design of space effects its relative openness too.
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a certain architecture in the Internet.
Like open web annotation as defined by the w3c standards.
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governance in thesense I mean.
I like how the politics slowly become more and more obvious in these examples of governance.
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And after extensive and engaged exchange on theNet, the glitch was undone.
Democratic knowledge production.
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this margin is too small
Just wow! Not any more!!
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in the margin of his father’s copy of Diophantus’Arithmetica,he scribbled next to an obscure theorem
This classical text on openness begins with an anecdote about annotation!
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- Apr 2016
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We’re also losing the organic and open shape of the web. It’s becoming something much more rigid and more hierarchical.
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- Mar 2016
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gamesandlearning.wordpress.com gamesandlearning.wordpress.com
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open annotation.
I'd like to hear discussion around the term "open" here. How exactly are you using it @remiholden? To mean public as opposed to private?
For me, open has specific infrastructural connotations: it's about a variety of annotation clients like hypothes.is conforming to certain wider standards so that web annotation--like the web itself--is an interoperable system.
But I'm curious the degree to which that matters to teachers and learners. And why? We're using hypothes.is, which promises to conform to standards being developed by the w3c, but could DIIGO do the trick even though they're system (for now) is closed?
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- Feb 2016
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www.tru.ca www.tru.ca
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The university must promote teaching excellence and the use of open learning methods
Nice
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