- SocialLearn: Bridging the Gap Between Web 2.0 and Higher Education
(source: e-Literate, 16/06/08)
Higher education faces a challenge. It may not now it yet, but it does. And the challenge is this – when learners have been accustomed to very facilitative, usable, personalisable and adaptive tools both for learning and socialising, why will they accept standardised, unintuitive, clumsy and out of date tools in formal education they are paying for? It won’t be a dramatic revolution (students accept lower physical accommodation standards when they leave home for university after all), but instead there will be a quiet migration. The monolithic LMSs will be deserted, digital tumbleweed blowing down their forums. Students will abandon these in favour of their tools, the back channel will grow and it will be constituted from content and communication technologies that don’t require a training course to understand and that come with a ready made community.

- High Self-efficacy and High Use of Electronic Information may Predict Improved Academic Performance
(source: EBLIP, Evidence Based Library and Information Practice, vol. 3, N° 2, 2008)
Main Results – Self-efficacy and use of electronic information together contributed to 9% (reported as 0.9% in the article) of the variance in academic performance, and each variable statistically significantly contributed to predicting academic performance (p<0.05). Use of electronic information contributed more than did self-efficacy to the prediction of academic performance. The correlations of use of electronic information to high self-efficacy and academic performance to high self-efficacy were very slightly stronger than these variables to low self-efficacy. Use of electronic info and self-efficacy were both statistically significantly correlated to academic performance (r = 0.2779 and r = 0.1559, respectively), though these correlations were modest. When asked what information source the students used most often, a little more than a third (35.42%) noted the Internet, followed by CD-ROM databases (20.43%), electronic journals (18.71%), and e-mail (18.29%). Electronic books and bulletin boards were used least often (3.71% and 3.43%, respectively).

- The quality of open scholarship: what follows from open?
(source: Revues.org, 26/06/08)
Compte-rendu de la conférence d'ouverture ELPUB.
[Voir aussi, en anglais]

- Making Digital Scholarship Count: [ un ] [ deux ] [ trois ]
(source: edwired / via D. Cohen's Digital Humanities Blog, 27/06/08)

A Survey of Digital Humanities Centers in the United States
(source: Council on Library and Information Resources (CLIR) / déjà paru en 2007, mis à jour en mai 2008)

[ Le communiqué ]

[ Le document ] (doc)

Sur base d'une enquête menée en 2007-2008 aux Etats-Unis (incluant aussi des bibliothécaires dans le panel des interrogés), le document définit les DHC, leurs rôles, les modèles de gestion possibles, les tendances, leur viabilité, etc.

Via DigitalKoans

- Great Expectations of ICT how Higher Education Institutions are measuring up (pdf)
(source: JISC, 12/06/08)
Une étude qui met en lumière le degré de correspondance des attentes des étudiants de premier cycle en matière de TIC, dans les universités en Grande-Bretagne, avec l'infrastructure proposée par ces établissements. Globalement, les résultats de l'enquête se révèlent plutôt positifs. Manifestement, les étudiants comprennent et utilisent de manière adéquate les outils proposés (cours en ligne, etc.), sauf pour certains d'entre eux (les étudiants ne voient pas encore tout à fait - ou ça leur est mal expliqué? - les rapports entre l'enseignement et les outils collaboratifs ou sociaux). Près de 80% des interrogés sont satisfaits des accès internet proposés dans leurs universités. 75% utilisent régulièrement les bibliothèques comme point d'accès au web. Pour ce qui est du degré de satisfaction en matière de support, les chiffres sont un peu moins euphoriques (environ 60%). Intéressant aussi: près de 80% déclarent utiliser les supports en ligne en relation avec leurs cours. 97% estiment que ces ressources leur sont utiles dans leur travail.

- ResearchGATE
Une plateforme collaborative pour les chercheurs.

- Writing Style for Print vs. Web
(source: Jakob Nielsen / via JISC Cetis, 16/06/08)

- Toolbox or Trap? Course Management Systems and Pedagogy
The default design of commercial course management systems limits instructional creativity and pedagogical approaches, particularly for novice users
- The Space Is the Message: First Assessment of a Learning Studio
A new studio classroom inspired excitement and motivated productive feedback from early faculty and student users
(source: Educause Quarterly, vol. 31, n° 2, 2008)

- Applications composites et digital humanities: méthodes et outils du CN2SV au service de la recherche
(déposé sur ArchiveSIC, 16/06/08)
Le développement des digital humanities (DH) dans la recherche en sciences humaines et sociale est en progression constante depuis quelques années en France. Les centres nationaux de ressources numériques (CNRN), créés par le CNRS en 2006, ont labelisé des équipes qui ont pris le virage des humanités numériques au tournant des années 2000. Les CNRN, mais également un grand nombre d'équipes (créées autour de bibliothèques, de centres de documentation, ou d'équipe faisant de l'informatisation des données) couvre de territoire et réalisent ou coordonnent des opérations de numérisation et de traitement de données numériques natives ; elles décrivent, classent, créent des outils et diffusent des corpus de sources numérisées ou numériques. De nombreux acteurs de l'information scientifique et technique et des DH utilisent, depuis quelques années, les recommendations du modèle de gestion des données OAIS. De nombreux chercheurs, aujourd'hui réunis autour de projets collectifs, utilisent les méthodes, techniques et outils issus des DH : revues électroniques, collections de document en ligne, outils collaboratifs d'aide à la recherche (du simple forum à l'outil d'annotation d'images ou de séquences vidéo).

- UNESCO Portal on Higher Education Institutions

- Scholarly Electronic Publishing Bibliography (version 72)
(source: Charles W. Bailey, 09/06/08)

- Reflections on Heliotropia and the Future of E-journal Publishing in the Humanities
(source: StoricaMente / via OAN, 08/06/08)

- Universities and Web 2.0: Institutional challenges
(source: elearningpapers / via OAN, 04/06/08)

- Implementing Educational Technology in Higher Education: A Strategic Approach (pdf)
(source: Journal of Educators Online, vol. 5, n° 1, janv. 08)

- Create Change
(source: ARL, 10/06/08)
Un site destiné aux chercheurs (et aux gestionnaires de DI aussi, surtout ceux impliqués dans l'évangélisation) dédié aux nouveaux modèles d'information scientifique, à l'édition numérique, à l'exploitation des travaux des chercheurs sur le web. Une initiative de l'ARL (Association of Research Libraries) et de SPARC (Scholarly Publishing and Academic Resources Coalition), avec le soutien de l'ACRL (Association of College and Research Libraries).

- Online Readings in Psychology and Culture
(source: Western Washington University / via LII, 05/06/08)
"This online textbook "is designed to be used by professors to supplement lectures and textbooks in any psychology course, or as the primary readings for courses in psychology and culture." Topics include measuring intelligence and abilities across cultures, acculturation and adapting to other cultures, cultural perspectives on death, social psychology, and culture and mental illness."

- Park, N., Lee, K. M., & Cheong, P. H. (2007). University instructors' acceptance of electronic courseware: An application of the technology acceptance model. Journal of Computer-Mediated Communication, 13(1), oct. 07.

- Open Everything
(source: PSLB, 05/06/08)
"[...] a global conversation about the art, science and spirit of 'open'. It gathers people using openness to create and improve software, education, media, philanthropy, neighbourhoods, workplaces and the society we live in: everything. It's about thinking, doing and being open."

- La démesure de la science
(source: Sciences & Avenir, juin 08 / via Benoît)
[France] "De nombreux chercheurs refusent de calculer leur productivité comme le leur demande le CNRS. En cause, l'absence d'outil de mesure fiable [...]"

- Library Integration with the Campus Enterprise and Beyond (pdf)
- Towards a Social Science Data Network
(source: DLF Fall Forum, avril 08)

- What's Missing From 'Open' Courses
(source: Inside Higher Ed, 06/06/08)
"Now that top universities are making some courses online and free to view, Kevin Carey wonders why they aren't offering grades."

- Peer (to Peer) Review?
(source: ACRLog, 06/06/08)
A propos notamment du peer-review et des informations académiques sur le web. "Nouveaux" médias, nouvelles pratiques?
Voir également: Scholarly Communication Innovations Highlighted in ARL Bimonthly Report (n° 258)

- Apple iTunes University Begins Overseas Expansion
(source: Campus Technology / via The Kept-Up Academic Librarian, 06/06/08)

- Scopus Journal Analyzer
Permet de comparer jusqu'à 10 revues, dans une discipline donnée. Représentations graphiques des informations sur les citations, le nombre d'articles publiés, etc.

- Narcis
Le portail scientifique des Pays-Bas

- iBreadCrumbs
Du social bookmarking pour chercheurs

- Research Trends
(source: Elsevier, n° 5, mai 08)

- UCL on iTunes U
Il s'agit de "l'autre" UCL, University College London :-)
Des podcasts de cours, d'interviews et d'autres informations via le service iTunes U.

- Inside Scopus (n° 8, juin 08)
(source: Elsevier)

- "The Trinity Long Room Hub initiative will facilitate the College's strategic development of research in the Arts, Humanities and Social Sciences through the fuller exploitation of the College's outstanding research collections and the creation of a community of scholars across a range of disciplines. It will seek to answer questions about human identity in global contexts, focussing research energies and thereby helping to realise the creative potential of Trinity College as a great national and international institution." [Home - The Long Room Hub: A Research Resource - Trinity College Dublin]
(source: L. Dempsey, 04/06/08)

Le dernier n° en date de la revue Innovate (Journal of Online Education, vol. 4, n° 5) est paru.

Au sommaire (notamment):

- Future Learning Landscapes: Transforming Pedagogy through Social Software
- Worlds in Collision: Copyright, Technology, and Education
- A Singular Vision for a Disparate Future: Technology Adoption Patterns in Higher Learning Through 2035
- Scenario Planning and the Future of Education

- Fourth Nordic Conference on Scholarly Communication NCSC 2008
(source: Libre accès à l'IST, 27/05/08)

- D. Taraborelli (2008), Soft peer review. Social software and distributed scientific evaluation, Proceedings of the 8th International Conference on the Design of Cooperative Systems (COOP 08), Carry-Le-Rouet, France, May 20-23, 2008 (pdf)
(source: Scholarship 2.0: An Idea Whose Time Has Come, 26/05/08)

- Researching open content in education
(source: Journal of Interactive Media in Education, mai 08)

- Academic authorship, publishing agreements and open access: Survey Results (pdf)
(source: OAK Law Project)

- The Condition of Education 2008 (E.-U.) (pdf)
(source: National Center for Education Statistics / ResourceShelf, 29/05/08)

- How new college buildings are creating the ‘wow factor’
(source: JISC Cetis, 30/05/08)
"Buildings and learning spaces, create the conditions to enable experiences that motivate and engage learners."

- Learning Design – revisited, reinvigorated, resurrected?
(source: JISC Cetis, 22/05/08)

- L'édition en ligne : un nouvel eldorado?
(source: Blogo Numericus, 22/05/08)

- Activities, costs and funding flows in the scholarly communications system in the UK [ + pdf ]
(source: RIN / via OAN, 22/05/08)
The report from the study (see below, in full and summary versions) enhances understanding of the scholarly communications process by:
* identifying the cash and non-cash costs incurred by the key agents in the various stages of the process;
* analysing the sources, nature and scale of the funding and other resources provided to meet those costs; and
* developing and analysing the impact of possible changes.

- Academic Publishing in Europe [ pdf ]
(source: Academic Publishing in Europe / via OAN, 25/05/08)

- Blog sur le tableau blanc interactif
(source: emandarine, 14/05/08)

- E-learning : où en est-on ?
(source: Centre INFFO / via emandarine, 22/05/08)

- Technology Can Play A Role In Student Retention
(source: The Kept-Up Academic Librarian, 13/05/08)

- A Defense of European Languages
(source: Inside Higher Ed, 15/05/08)
Just because China and the Middle East are increasingly important is no reason to drop study of French and German, writes Stephen Brockmann.

- Crossing the (Digital) Line
(source: Inside Higher Ed, 16/05/08)
As technologies and generations change, professors must consider new ways of building bridges with their students

- Assessing the Future Landscape of Scholarly Communication: An In-depth Study of Faculty Needs and Ways of Meeting Them
(source: Educause, 16/05/08)

- Open.Michigan
is a gateway to a wide spectrum of initiatives at the University of Michigan and our collaborating institutions. With a common goal of opening resources for teaching, learning and research for use and enhancement by a global community, these projects increase the value of those resources to U-M and the world.

- My paper got published, what do I do?
(source: RePEc Blog, 20/05/08)

- Innovation in Scholarly Communication: Vision and Projects from High-Energy Physics
(déposé sur arXiv, 20/05/08)
Having always been at the forefront of information management and open access, High-Energy Physics (HEP) proves to be an ideal test-bed for innovations in scholarly communication including new information and communication technologies. Three selected topics of scholarly communication in High-Energy Physics are presented here: A new open access business model, SCOAP3, a world-wide sponsoring consortium for peer-reviewed HEP literature; the design, development and deployment of an e-infrastructure for information management; and the emerging debate on long-term preservation, re-use and (open) access to HEP data.