The dScribe model is a collaborative and participatory approach to creating open educational resources (OER) by distributing tasks across interested students, faculty, staff and others. It aims to lower the costs and efforts of OER production. Participants connect, learn basics, gather resources, assess and recommend actions, clear copyright and edit, review, then publish resources. Benefits include giving faculty help with OER creation, providing meaningful experiences for students and staff, and encouraging new teaching methods that view knowledge as socially constructed rather than transferred from faculty to students. The model has been implemented successfully in courses at the University of Michigan and with international partners.
Enriching Scholarship 2009 - Creating Open Educational ResourcesGarin Fons
This presentation was given for an audience of educators and staff at the University of Michigan 2009 Enriching Scholarship Event. It discusses the changing nature of the classroom and argues that creating and using open content in teaching and learning is a key component of learning 2.0. (I've left my notes in for reference).
Garin Fons of COERLL discusses recent experiences designing, implementing, and assessing digital badging initiatives within a professional community of foreign language educators. Presentation entitled: Show What You Know: Open Digital Badges for Professional Development and Lifelong Learning
A bit of background on COERLL - the Center for Open Educational Resources and Language Learning - at the University of Texas at Austin. Presentation also explains Open Educational Resources in the context of Creative Commons. Looks at the value proposition of sharing and participatory culture. Also, provides insight into repositories, websites, and other tools available for foreign language teachers, educators, and self learners to find, organize, and create high quality and relevant resources for learning a language.
Open Access Week - University of Texas at AustinGarin Fons
A talk reemphasizing the importance of participatory culture, shared culture, open practice, and open pedagogy - not simply the process of creating, searching for, and using OER.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
This is the English version of 'Alfabetización Digital: Herramientas Web 2.0, redes sociales y comunidades de práctica bajo ambientes virtuales colaborativos' presented at CLED09, with some adaptations
Enriching Scholarship 2009 - Creating Open Educational ResourcesGarin Fons
This presentation was given for an audience of educators and staff at the University of Michigan 2009 Enriching Scholarship Event. It discusses the changing nature of the classroom and argues that creating and using open content in teaching and learning is a key component of learning 2.0. (I've left my notes in for reference).
Garin Fons of COERLL discusses recent experiences designing, implementing, and assessing digital badging initiatives within a professional community of foreign language educators. Presentation entitled: Show What You Know: Open Digital Badges for Professional Development and Lifelong Learning
A bit of background on COERLL - the Center for Open Educational Resources and Language Learning - at the University of Texas at Austin. Presentation also explains Open Educational Resources in the context of Creative Commons. Looks at the value proposition of sharing and participatory culture. Also, provides insight into repositories, websites, and other tools available for foreign language teachers, educators, and self learners to find, organize, and create high quality and relevant resources for learning a language.
Open Access Week - University of Texas at AustinGarin Fons
A talk reemphasizing the importance of participatory culture, shared culture, open practice, and open pedagogy - not simply the process of creating, searching for, and using OER.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
This is the English version of 'Alfabetización Digital: Herramientas Web 2.0, redes sociales y comunidades de práctica bajo ambientes virtuales colaborativos' presented at CLED09, with some adaptations
Presentation offered by Jennifer Verschoor (Argentina) , Erika Cruvinel (Brazil) and Evelyn Izquierdo (Venezuela) for the Social Networking 2009 online conference. Nov. 5-8, 2009
Session 7.2, CASTLE Symposium
Are We Adequately Preparing Schools and Administrators for Our Technological Future?
2006 UCEA Convention
San Antonio, TX
Social Bookmarking was a presentation offered by Evelyn Izquierdo (UCV-Avealmec founder member) and Jennifer Verschoor (President of ARCALL, the Argentinian CALL Association) as part of "21st Century Learning in the EFL Class", a blended course currently carried out by Professor Doris Molero at Universidad Rafael Belloso Chacín (Maracaibo-Venezuela). The course is supported by Webheads in Action and Integrating Technology for Instruction and Learning, a virtual community for ESL/EFL teachers.
The use of the new information and communication technologies (ICTs) has speedily increased during the last 20 years. They have led us to a new global citizenship, a new way of thinking and even a new way of behaving, which have influenced all knowledge fields, including education. As a matter of fact, UNESCO’s ICT Competency Standards for Teachers (2008) recently pointed out that both students and teachers must utilize technology effectively in order to live, learn, and work successfully in an increasingly complex, information-rich and knowledge-based society. Students have new ways to access information and learn; they have naturally developed cognitive skills that make the use of digital technology much easier. Thus, they are called ‘the net generation’ or 'digital natives', people who have grown up with technology, mainly Internet (Prensky, 2001). Consequently, teachers have to develop digital competences to satisfy the demands of that new generation. Making the teaching-learning process more effective, interesting, dynamic, updated and adapted to the new learning times is a must for us. This presentation will offer an overview of digital literacy and a basic training on powerful Web 2.0 tools (blogs, wikis, podcasts, social networking, etc) to enhance the ELT teaching practice.
Creating Future Libraries Conference - The evolution of school libraries into flexible, dynamic, high-tech learning centres, designed to prepare students as responsible digital citizens to function effectively in a complex information landscape, is dependent on visionary leadership and strategic planning to reach this level of functionality. The new mission of teacher librarians is a return to the original purpose of libraries,
that is “to improve society through facilitating knowledge creation in their communities” R.D. Lankes.
This presentation was provided by Apurva Ashok of the Rebus Community, during the first half of the NISO Two-Part Webinar "By Faculty and For Students: Supporting Open Educational Resources, Part One." The event was held on August 12, 2020.
Presentation offered by Jennifer Verschoor (Argentina) , Erika Cruvinel (Brazil) and Evelyn Izquierdo (Venezuela) for the Social Networking 2009 online conference. Nov. 5-8, 2009
Session 7.2, CASTLE Symposium
Are We Adequately Preparing Schools and Administrators for Our Technological Future?
2006 UCEA Convention
San Antonio, TX
Social Bookmarking was a presentation offered by Evelyn Izquierdo (UCV-Avealmec founder member) and Jennifer Verschoor (President of ARCALL, the Argentinian CALL Association) as part of "21st Century Learning in the EFL Class", a blended course currently carried out by Professor Doris Molero at Universidad Rafael Belloso Chacín (Maracaibo-Venezuela). The course is supported by Webheads in Action and Integrating Technology for Instruction and Learning, a virtual community for ESL/EFL teachers.
The use of the new information and communication technologies (ICTs) has speedily increased during the last 20 years. They have led us to a new global citizenship, a new way of thinking and even a new way of behaving, which have influenced all knowledge fields, including education. As a matter of fact, UNESCO’s ICT Competency Standards for Teachers (2008) recently pointed out that both students and teachers must utilize technology effectively in order to live, learn, and work successfully in an increasingly complex, information-rich and knowledge-based society. Students have new ways to access information and learn; they have naturally developed cognitive skills that make the use of digital technology much easier. Thus, they are called ‘the net generation’ or 'digital natives', people who have grown up with technology, mainly Internet (Prensky, 2001). Consequently, teachers have to develop digital competences to satisfy the demands of that new generation. Making the teaching-learning process more effective, interesting, dynamic, updated and adapted to the new learning times is a must for us. This presentation will offer an overview of digital literacy and a basic training on powerful Web 2.0 tools (blogs, wikis, podcasts, social networking, etc) to enhance the ELT teaching practice.
Creating Future Libraries Conference - The evolution of school libraries into flexible, dynamic, high-tech learning centres, designed to prepare students as responsible digital citizens to function effectively in a complex information landscape, is dependent on visionary leadership and strategic planning to reach this level of functionality. The new mission of teacher librarians is a return to the original purpose of libraries,
that is “to improve society through facilitating knowledge creation in their communities” R.D. Lankes.
This presentation was provided by Apurva Ashok of the Rebus Community, during the first half of the NISO Two-Part Webinar "By Faculty and For Students: Supporting Open Educational Resources, Part One." The event was held on August 12, 2020.
Focus group with staff at Teesside University (C-SAP cascade project)CSAPSubjectCentre
The focus group was undertaken in the context of the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) project “Cascading Social Science Open Educational Resources”.
The focus group was conducted by Michael Teague and John Craig from Teesside University who were involved in the project as academic partners. More information about the project can be found at http://cascadeoer2.pbworks.com
OER16 - Skills not Silos - Open Data as OERLeo Havemann
Open Data is produced and used at various levels in research, governance, policy making and civil society. So far though, conversation around its value and significance has tended to occur within an Open Data silo, existing in parallel with other open discussions around Open Educational Resources and Open Access. In our presentation we explore practices which make use of Open Data as OER, with a focus on the the opportunities and challenges inherent in this approach.
For the OECD, “All citizens should have equal opportunities and multiple channels to access information, be consulted and participate. Every reasonable effort should be made to engage with as wide a variety of people as possible.” A central challenge in higher education is to develop skills useful not only at subject/professional level, but which also engage students with real-word problems. The skills needed to participate in democratic discussions can be understood as transversal skills, defined by UNESCO (2015) as “Critical and innovative thinking, inter-personal skills; intra personal skills, and global citizenship”. If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role.
Open Data has been understood as key to research, policy and governance development, and also heralded as a force for democratic discourse and participation, but in our view, this is not achieved by opening data alone. By using Open Data in research- and scenario- based learning activities, educators can enhance the information, digital, statistical and data analysis literacies that can empower students, and ultimately citizens and communities. Such pedagogic activities allow students to learn using the same raw materials researchers and policy- makers produce and use.
Drawing from a series of case studies of the use of Open Data as OER, we suggest educators consider the following elements
Focus: define the research problem and its relation to the environment students.
Practicality: match technical applications and practices to expected solutions.
Expectations: set realistic expectations for data analysis.
Directions: support in finding data portals which contain appropriate information.
Training: provide training materials for the software students will need to analyse the data.
Location: use global, local and scientific data which is as granular as possible.
Modelling: develop model solutions to guide students on the challenges and activities.
Collaboration: support students to work collaboratively and at multidisciplinary level.
Communication: support students in communicating their findings to local or wider communities.
Presentation at the “Open Science: connecting the actors” event on the 21st of November 2022:
Share best practices, foster community, and encourage knowledge-sharing on Open Science.
At the heart of the Open Access Belgium community is the ambition to open up the way we organize and conduct scientific research.
The Open Science teams of the Belgian universities have developed and tested a wide range of training methods, training materials, networking activities
and data solutions to facilitate and foster Open Science. Achievements, tools and lessons learned by different institutions will be shared in this networking event.
Programme can be found here: https://openaccess.be/2022/10/04/open-science-connecting-the-actors/
More information on the community of practice: https://www.openaire.eu/cop-training
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
A presentation on the development of a visual guidebook to be used by Open.Michigan dScribe team to assess content within materials to be published and shared as OER.
Beyond Open Access: OER - Open Access Week 2009Garin Fons
You have questions about how to open your content. Open.Michigan has solutions to help you share your materials openly and connect yourself to a global learning community.
Beyond Open Access: OER - Open Access Week 2009Garin Fons
You have questions about how to open your content. Open.Michigan has solutions to help you share your materials openly and connect yourself to a global learning community.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Notes for Free Culture Presentation - dScribe: working together to create Open Educational Resources
1. Introduction:
- here to talk about dScribe – a collaborative model of for creating OER.
- Before I do, situate his model in the context of where I work.
- Open.Michigan
o we are an open scholarship initiative at the University of Michigan. Our
mission is to help faculty, enrolled students, staff, and other self-motivated
learners maximize the impact that their creative and academic work can
have by making it open and accessible to people worldwide.
o We work to raise awareness on campus about Open, we showcase the
work of our open community on our website, we help build partnerships
and facilitate collaboration inside and outside the University around Open,
and generally serve as the group of people who after lectures,
presentations, and other events ask you to share your stuff.
o At the largest level, we’re interested in what open means for a university
and interested in exploring the role that openness plays in new and
innovative forms of teaching and learning.
o A large focus of our initiative is to help people on campus and around the
world create OER. We do this by providing resources on our website that
help people “do-it-themselves.” we offer advising services to people to
talk to us about their projects and goals, we give presentations and hold
workshops on creating OER and, what I’m here to talk to you about today,
which is to facilitate people to work together to create open content
through a model we call dScribe.
dScribe model
- what it is:
o dScribe is a participatory and collaborative model for creating open
content. It brings together enrolled students, faculty, staff, and self-
motivated learners to work together toward the common goal of creating
content that is openly licensed and freely available to people throughout
the world.
o It stands for distributed and digital Scribes – building on the idea that by
"distributing" tasks across a variety of interested people and using
“digital” tools and resources we can potentially lower the cost, time, and
overall effort required to create OER.
How dScribe works:
- Connect
- Learn the Basics
- Gather & License your resources
- Assess and Recommend actions
o Keep, Replace, Create, Remove and Annotate
o OERca interlude
- Clear Copyright and other issues
- Edit Resources
2. - Review Resources
- Publish Resources
Benefits to faculty, staff, and students
- Faculty: have the desire to do open, but often don’t have the time or the know-
how
- Staff: increase departmental visibility; use other talents; build new relationships
- Students: meet new friends; a way to engage with faculty, staff, and classmates;
gain real world experience; something to put on your resume
Benefits to the Institution
- Potentially reduce the cost of OER production
- Rapid, scalable production of OER
- Not just courses, but other interesting material.
- Meaningful experiences for professional and educational development
- Encourage new methods of teaching and learning
o dScribe supports a participatory approach to teaching and learning where
students are not simply seen as passive recipients of knowledge, faculty as
the purveyors of it, and staff as intermediaries between the parties.
o Instead, dScribe supports a pedagogical approach that leverages the talents
and expertise of a variety of individuals to engage in new and innovative
forms of collaboration and resource creation.
o It’s an approach that supports the argument of scholars, like John Seeley
Brown and Richard Adler, who say that knowledge is not a substance that
is transferred; but instead knowledge and understanding are “socially
constructed”.
o It’s about how we learn, not necessarily about what we learn.
dScribe in Action
- U-M
o Architecture, LSA, Medical School, Public Policy, E, Education, SI,
Nursing
- Internationally
o Ghana, South Africa, IAPSS
- Featured
o Architecture - Peter Von Buelow and his GSIs: videos, lecture materials,
projects, quizzes
o Public Policy – Bryce Pilz and Kathleen Ludewig: lecture materials,
student assignments
o KNUST – a variety of collaborators: training modules for doctors and
others.
Our Start:
- I want to talk about this because a number of you are probably asking the same
questions that we asked when we first started.
- A group of us at SI heard that there were some people exploring the idea of OCW
3. on campus – namely Joseph Hardin.
- Formed an independent study around the idea. Decided that we to want to work
together and started working and talking with others. We talked to people (MIT,
OCWC), did some research, learned more about copyright, spent some time in
pubs, in conference rooms, cooking dinner, and talking a lot.
- We eventually built a process - we deemed it as a student centric process – an
alternative to the staff centered model of MIT OCW – and called it dScribe.
- Built some software, and found that by offering food our friends and strangers
would help us out.
- We had fun, got some money from people in the University so that we could offer
more food.
o We piloted our model on graduate courses at SI, at the medical school, and
other departments.
- Had so much fun that Pieter and I decided to graduate early and join the medical
school to see if we could implement the model there.
o Two years in, we keep having fun with the dScribe model and have a great
office of people (including former dScribes) exploring these issues and
building cool things.
Our Goal:
- Where are we going?
o As an initiative, our goal at Open.Michigan is an open university
where the default is to think about and engage in the process of
sharing, using, remixing resources for use by people outside the
university.
We want to change the way that people see content – as something
that has life beyond the classroom.
Where we continue to find people excited about collaboration,
doing interesting work, and willing to engage in the process of
working with their current
- How we get there is important.
o Get people to use open content.
o The institution making a commitment to openness
o Developers building software and using openly licensed software.
o Engage in new models of teaching and learning.
- - OER is a way
o Staff can do it for faculty.
o Students can also take up the reigns.
o Faculty can do it themselves.
All viable models.
o But a promising way is to work together and that’s what dScribe makes
possible.
4. _
Other Thoughts:
- What does this look like where you are?
- Do you already do something similar at your institution?
- Where is content being developed?
- How do we encourage people who are already working together to go one step
further and share the tasks of making that content open?
- How do we get people together to raise awareness of OER and create it?
- The viral aspect of this – we don’t want to have to be in the middle. A social
networking component of this.
- Facilitate producer / consumer network
- Encourage adaptation of resources and strengthening the re-mix culture.
- We want this to be autonomous where people can use tools and continue to
produce with out a central resource.
- What motivates students to be involved in these sort of activities? What events
might we create to get more people involved to see this as important?