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Search Results: 1 - 10 of 53034 matches for " David Wiley "
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Impediments to Learning Object Reuse and Openness as a Potential Solution
David Wiley
Revista Brasileira de Informática na Educa??o , 2010,
Abstract: The restrictions of copyright law and its accompany-ing penalties are ambient factors in our everyday lives. "Everyone knows" you’re not allowed to make a copy of a textbook, article, or simulation without permission. The technically daunting and time-consuming process of requesting permission, and the inevitable fees associated with that permission if granted, prevent law-abiding individuals and organizations from reusing most of the learning objects they find on the Internet or in repositories.
Power of Openness to Solve Textbook Access Problems
David Wiley
Technology Innovation Management Review , 2008,
Abstract: Article 26 of The Universal Declaration of Human Rights attests that access to educational opportunity is a basic human right. Yet while a myriad of publishing technologies flourish around us, the staple of classroom teaching, the textbook, is becoming so expensive as to be increasingly inaccessible. In this article we describe how Flat World Knowledge is leveraging principles of openness to bring textbooks back into reach of all students, creating significant social value in a manner that will sustain itself over the long-term.
Open-Access Textbooks and Financial Sustainability: A Case Study on Flat World Knowledge
John Hilton III,David Wiley
International Review of Research in Open and Distance Learning , 2011,
Abstract: Many college students and their families are concerned about the high costs of textbooks. A company called Flat World Knowledge both gives away and sells open-source textbooks in a way it believes to be financially sustainable. This article reports on the financial sustainability of the Flat World Knowledge open-source textbook model after one year of operation.
Examining the Reuse of Open Textbooks
John Hilton III,David A. Wiley,Neil Lutz
International Review of Research in Open and Distance Learning , 2012,
Abstract: An important element of open educational resources (OER) is the permission to use the materials in new ways, including revising and remixing them. Prior research has shown that the revision and remix rates for OER are relatively low. In this study we examined the extent to which the openly licensed Flat World Knowledge textbooks were being revised and remixed. We found that the levels of revision and remix were similar to those of other OER collections. We discuss the possible significance and implication of these findings.
“Opening” a New Kind of School: The Story of the Open High School of Utah
DeLaina Tonks,Sarah Weston,David Wiley,Michael K. Barbour
International Review of Research in Open and Distance Learning , 2013,
Abstract: The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of which are operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance.
Open Content and Open Educational Resources: Enabling universal education
Tom Caswell,Shelley Henson,Marion Jensen,David Wiley
International Review of Research in Open and Distance Learning , 2008,
Abstract: The role of distance education is shifting. Traditionally distance education was limited in the number of people served because of production, reproduction, and distribution costs. Today, while it still costs the university time and money to produce a course, technology has made it such that reproduction costs are almost non-existent. This shift has significant implications, and allows distance educators to play an important role in the fulfillment of the promise of the right to universal education. At little or no cost, universities can make their content available to millions. This content has the potential to substantially improve the quality of life of learners around the world. New distance education technologies, such as OpenCourseWares, act as enablers to achieving the universal right to education. These technologies, and the associated changes in the cost of providing access to education, change distance education's role from one of classroom alternative to one of social transformer.
The Science of Leading Yourself: A Missing Piece in the Health Care Transformation Puzzle  [PDF]
Wiley W. Souba
Open Journal of Leadership (OJL) , 2013, DOI: 10.4236/ojl.2013.23006

Personal transformation is a prerequisite for sustainable transformation of our health care system. Integrating research from the language sciences, phenomenology, psychology and neurobiology, this article reviews the science of leading oneself. Because this “inward” journey can be alien and disorienting, the Language Leadership Performance Model is helpful in illustrating the relationship between the circumstances the leader is dealing with (the leadership challenge), the context (point of view) the leader brings to that challenge, and the leader’s way of being and acting (the definitive source of the leader’s performance). Using language, effective leaders reframe their leadership challenges such that their naturally correlated ways of being and acting provide them with new opportunity sets for exercising exemplary leadership. Using a house metaphor (The House of Leadership), a foundation for being a leader and a framework for exercising leadership are constructed. Laying the foundation of the model involves mastering the four pillars of being a leader. Erecting the framework entails building a contextual schema, which, when mastered, becomes a construct that in any leadership situation gives one the power to lead effectively as one’s natural self-expression. Both of these activities—laying the foundation and erecting the framework—involve a deconstruction of one’s existing leadership paradigm. Finally, A Heuristic for Leading Oneself is offered as a useful guide or owner’s manual as one embarks on this inward journey. Leading oneself is a uniquely human activity—studying it and how it works is a vital piece in solving the health care transformation puzzle.

The Phenomenology of Leadership  [PDF]
Wiley W. Souba
Open Journal of Leadership (OJL) , 2014, DOI: 10.4236/ojl.2014.34008

Teaching people about leadership is different from creating leaders. Teaching leadership uses a third-person approach to impart someone else’s knowledge, which grants learners limited direct access to the being and actions of effective leaders. In contrast, creating leaders entails a first-person phenomenological methodology, which provides direct access to what it means to be a leader and what it means to exercise good leadership in real time, with real results. The distinctiveness of the first-person “as-lived/lived-through” approach lies in its capacity to disclose the hidden contexts that shape the ways of being, thinking, and acting that are the source of the leader’s performance. When these contexts become unveiled, it allows for the creation of new contexts that give leaders more space and more degrees of freedom to lead effectively as their natural self-expression. A phenomenological inquiry into leadership does not study the attributes of leaders, but rather the fundamental structures of human “being” that make it possible to be a leader in the first place. Because the phenomenological “facts” of lived experience reside in language, creating for oneself what it is to be a leader entails mastering a special language (that includes terms like intentionality; thrownness; being-in-the-world; clearing-for-action; absorbed coping; hermeneutic; and, break-down) from which leaders can orient their being, thinking, and actions. Learning to be a leader is not first and foremost about the acquisition of knowledge or certain personal attributes. Rather, only when leadership becomes an as-lived/lived-through experience does it grant access to its actual nature and essence.

The Thrown Leader  [PDF]
Wiley Souba, Matthew Souba
Open Journal of Leadership (OJL) , 2017, DOI: 10.4236/ojl.2017.64010
The term “thrownness” designates our inevitable submission to life’s challenges and predicaments, often determined arbitrarily by chance or by destiny. We inescapably find ourselves thrown because the world matters to us in some way or another. The term has major implications for effective leadership since leaders are invariably thrown into vexing circumstances or inherit problems that they had nothing to do with creating in the first place. Effective leaders attend to and “throw off” their thrownness by choosing judiciously from those possibilities (actions) that are available to them in a particular situation. Our “being” as leaders is always a struggle between thrownness and possibility because the undertakings we engage in and the people we interact with—our students, our colleagues, and our families—matter to us in some way or another. We care about our future and the future of our work; that’s what makes the sting of being thrown so raw. But rather than avoiding or disengaging from their challenges, authentic leaders take responsibility for what was, what is, and what will be, regardless of the circumstances they are thrown into. Acceptance of the randomness and inevitability of being thrown, with its associated aggravations and annoyances, is a hallmark of effective leaders. This grants leaders a somewhat paradoxical gateway to freedom, a journey on which they can discover purpose in their thrown humanity.
Crossing changes in closed 3-braid diagrams
Chad Wiley
Mathematics , 2010,
Abstract: A crossing in a knot is nugatory if changing the crossing does not change the knot type. Using an invariant of certain types of closed 3-braid diagrams, we show that if a closed 3-braid contains a nugatory crossing then its braid index is one or two. This proves a special case of a conjecture on nugatory crossings due to Xiao-Song Lin.
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