Coordination Régionale PACA

Coordination Régionale PACA http://blog.univ-provence.fr/blog/coordination-rgionale-paca petit texte ici Coordination Régionale PACA pcassuto 2013-06-19T23:08:23Z Call for papers: SRHE Conference 2013 http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/06/16/call-for-papers-srhe-conference-2013 <div> <div> <div> <a href="http://uv-net.uio.no/wpmu/hedda/" target="_blank"><img class="profileimage img" src="http://profile.ak.fbcdn.net/hprofile-ak-snc4/174887_161806250531786_2075947517_q.jpg" alt="Hedda - Higher Education Development Association" align="left" /></a>By Marielk. SRHE 2013 conference will be held 11-13th of December 2013. The main event is accompanied with a Newer Researcher Conference on 10th of December 2013. The conference will take place at Celtic Manor, Newport in South Wales, United Kingdom. The theme of the conference is “Experiencing Higher Education: Global Trends and Transformations“, and is outlined as following: “Presentations and discussions will explore global trends and examine what research into higher education tells us about the impact of these changes, with a particular focus on how higher education experiences are now evolving in a global context and embracing new technology.” <a href="http://uv-net.uio.no/wpmu/hedda/2013/06/13/call-for-papers-srhe-conference-2013/" target="_blank">Read more...</a> </div> </div> </div> Publication 2013-06-16T01:53:02Z pcassuto Open Praxis volume 5 issue 2 http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/06/16/open-praxis-volume-5-issue-2 <a href="http://www.elearningeuropa.info/en/directory/Open-Praxis-volume-5-issue-2" target="_blank"><img src="http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/cover_issue_3_en_US.png" alt="http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/cover_issue_3_en_US.png" align="left" /></a>Open Praxis is an online magazine published by the <a href="http://www.icde.org/" target="_blank">International Council for Open and Distance Education (ICDE)</a> which aims to be an open forum for global collaboration and discussion of issues in the practice of distance and e-learning, focusing on research and innovation on open education and learning. Volume 5, No 2 of Open Praxis, published in June 2013, includes the following  articles: The use and production of OER & OCW in teaching in South African higher education institutions (Case Study), by Igor Lesko Pedagogical quality enrichment in OER based courseware: Guiding principles, by Pradeep Kumar Misra The Openness of the University of the Philippines Open University: Issues and Prospects, by Maria Fe Villamejor-Mendoza From resistance to acceptance and use of technology in academia, by Sofia Matrosova Khalil Comparing communities of inquiry of Portuguese higher education students: one for all or one for each?, by Jose António Moreira, António Gomes Ferreira, Ana Cristina Almeida Networked curricula: fostering transnational partnership in open and distance learning, by María Luz Cacheiro-González, Patricia Mata-Benito, George Ubachs Review of A-VIEW 3.5 software, by Mandar Lakshmikant Bhanushe Publication 2013-06-16T00:16:18Z pcassuto How to Organize Your Own Wikipedia Edit-a-Thon http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/06/02/how-to-organize-your-own-wikipedia-edit-a-thon <div> <div> <div> <div> <div> <div> <div> <a href="http://chronicle.com/blogs/profhacker/" target="_blank"><img src="http://chronicle.com/img/photos/biz/icons/profhacker-nameplate.gif" alt="http://chronicle.com/img/photos/biz/icons/profhacker-nameplate.gif" width="129" height="24" align="left" /></a>By <a class="url fn n" href="http://chronicle.com/blogs/profhacker/author/akoh" target="_blank" title="View all posts by Adeline Koh">Adeline Koh</a>. This Spring saw a deluge of Wikipedia edit-a-thon events. Spurred partially by outrage over <a href="http://www.nytimes.com/2013/04/28/opinion/sunday/wikipedias-sexism-toward-female-novelists.html?_r=0">Amanda Filipacci’s New York Times blog post</a> that Wikipedia editors had been quietly moving American women novelists from the “American Novelists” category to “American Women Novelists” subcategory, numerous groups decided to organize events to rewrite Wikipedia and address its systemic biases. These included the <a href="http://hastac.org/blogs/fionab/2013/03/11/toofew-feminists-engage-wikipedia">#tooFEW hackathon</a>, organized as part of the THATCamp Feminisms unconferences, and the <a href="http://dhpoco.org/rewriting-wikipedia/the-global-women-wikipedia-write-in/">#GWWI Global Women Write-In on Wikipedia</a>, organized by <a href="http://dhpoco.org/">Postcolonial Digital Humanities</a> (#DHPoco). <a href="http://chronicle.com/blogs/profhacker/how-to-organize-your-own-wikipedia-edit-a-thon/49757" target="_blank">Read more...</a> </div> </div> </div> </div> </div> </div> </div> Publication 2013-06-02T17:40:25Z pcassuto Dueling Titles http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/05/20/dueling-titles <div> <a href="http://chronicle.com/blogs/linguafranca/2013/03/29/auto-da-fe-for-the-facade-of-diacritics/" target="_blank"><img class="decoded" src="http://chronicle.com/img/photos/biz/icons/lingua-franca-nameplate.png" alt="http://chronicle.com/img/photos/biz/icons/lingua-franca-nameplate.png" width="145" height="27" align="left" /></a>By <a class="url fn n" href="http://chronicle.com/blogs/linguafranca/author/lferriss/" target="_blank" title="View all posts by Lucy Ferriss">Lucy Ferriss</a>. Hundreds of readers opened their New York Times Book Review recently to see a review of a novel that had already been reviewed in April ... no, wait. That earlier book was <a href="http://www.nytimes.com/2013/04/28/books/review/life-after-life-by-kate-atkinson.html?ref=bookreviews">Life After Life</a> by the terrific British novelist Kate Atkinson. This book is <a href="http://www.nytimes.com/2013/05/12/books/review/life-after-life-by-jill-mccorkle.html?ref=bookreviews&_r=0">Life After Life</a> by the terrific American novelist Jill McCorkle. A galumphing typo by the compiler of the table of contents at NYTBR? Nope. There’s the review, glowing about McCorkle’s book much as the reviewer of Atkinson’s book had glowed a mere two weeks earlier. <a href="http://chronicle.com/blogs/linguafranca/2013/05/20/duelling-titles/" target="_blank">Read more...</a> </div> Publication 2013-05-20T15:35:46Z pcassuto The Informalisation of Education http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/05/19/the-informalisation-of-education <a href="http://rusc.uoc.edu/" target="_blank"><img src="http://rusc.uoc.edu/ojs/public/journals/5/pageHeaderTitleImage_en_US.jpg" alt="http://rusc.uoc.edu/ojs/public/journals/5/pageHeaderTitleImage_en_US.jpg" width="240" height="45" align="left" /></a>Revista de Universidad y Sociedad del Conocimiento (RUSC), <a href="http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v10n1-numero-completo/v10n1-numero-completo" target="_blank">Vol. 10, n° 1, janvier-juillet 2013</a> <div id="issueDescription"> In the first number of Volume 10, the Research Articles section contains six articles on various themes connected with RUSC's thematic areas. And in the Dossier there is an interesting compilation of articles on the innovative theme of "The Informalisation of Education", which has been coordinated by Albert Sangrà, Director of the UOC eLearn Center, Spain, and Steve Wheeler, Associate Professor at Plymouth University, United Kingdom. <a href="http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v10n1-numero-completo/v10n1-numero-completo" target="_blank">Editorial - Josep M. Duart Director de RUSC y vicerrector de Posgrado y Formación Continua de la UOC</a> </div> RUSC, Revista de Universidad y Sociedad del Conocimiento, cumple diez años. Me satisface enormemente poder presentar este primer número del décimo volumen de nuestra revista. Hace diez años iniciamos esta publicación científica con tres ideas o principios claros. Por un lado, pretendíamos promover, recopilar y divulgar la producción científica que en el ámbito de la relación entre educación e internet, o lo que hemos convenido en llamar aprendizaje virtual (e-learning), se estaba realizando. Por otro lado, pretendíamos facilitar una plataforma para exponer investigaciones que mostrasen y analizasen las principales transformaciones que acontecen en la universidad actual en la era de la sociedad de la información y el conocimiento. Y por último, todo ello lo queríamos hacer en una plataforma de acceso abierto a todos los investigadores y, como no podía ser de otra forma, en la red. Eran planteamientos muy novedosos hace diez años, y hoy comprobamos con satisfacción como han ido apareciendo otras publicaciones sobre temáticas afines, y también como cada vez hay más revistas científicas de acceso abierto en la red. RUSC fue pionera y quiere continuar siéndolo, y desea seguir aportando a la comunidad científica un espacio de colaboración en red y de visibilidad científica de calidad en el ámbito de la universidad, el aprendizaje virtual y la sociedad red. Hoy RUSC es una revista consolidada, indexada en los más prestigiosos índices académicos y en las más importantes bases de datos científicas. Publicamos todos nuestros artículos en español e inglés, con el fin de facilitar la divulgación científica en el mundo académico de estas dos amplias comunidades lingüísticas. En estos diez años hemos publicado diez volúmenes de RUSC (18 números), que incluyen un total de 200 artículos, 114 de ellos agrupados en 18 dosieres monográficos de temáticas diversas de actualidad científica relacionadas con el aprendizaje virtual, la universidad y la sociedad red. Hemos contado con la confianza de múltiples autores investigadores. Para coordinar los dosieres monográficos hemos contado con reconocidos expertos en cada área temática abordada. A todos ellos les damos gracias y expresamos nuestro reconocimiento en este décimo aniversario. Actualmente contamos con un Consejo Científico Editorial de 46 miembros. Nuestra voluntad de internacionalización y de presencia global queda clara en la composición del Consejo Editorial: 13 miembros son de España, 7 de México, 4 de Chile, 2 de Colombia, 2 de Argentina, 1 de Brasil, 1 de Perú, 1 de Uruguay, 1 de Puerto Rico, 5 de Canadá, 4 de Estados Unidos de América, 1 de los Países Bajos, 1 de Bélgica, 1 de Portugal y 2 del continente asiático. Agradecemos a todos y todas su trabajo y sus aportaciones para hacer crecer y fortalecer la revista día a día, y no queremos olvidarnos de aquellos y aquellas que, por distintas circunstancias, han estado en el Consejo Científico Editorial durante estos diez años y ya no están ahora. RUSC, como revista científica, tiene su razón de ser como plataforma de difusión y encuentro de investigadores interesados en la universidad en la sociedad del conocimiento. De ahí que queramos expresar, una vez más, nuestro agradecimiento a los lectores de RUSC y a los más de 2.000 suscriptores que tenemos registrados. Permitidme que aporte unos datos para tomar conciencia del volumen de seguidores de nuestra revista. Durante los once primeros meses de este año (de enero a noviembre de 2012), la página de RUSC ha recibido 62.064 visitas, con 41.085 usuarios únicos. Y durante estos once meses, se han producido un total de 18.755 descargas de documentos en PDF, lo que quiere decir una media de 1.705 descargas mensuales. Y continuamos avanzado. Coincidiendo con nuestro décimo aniversario, queremos anunciar el acuerdo de coedición al que hemos llegado con la Universidad de Nueva Inglaterra (UNE) de Australia. La UNE es una universidad cuya reconocida calidad de investigación y cuyo prestigio académico la convierten en referente. Posee una amplia experiencia en el mundo del aprendizaje virtual y coordina, entre otros centros de investigación, el DEHub (Distance Education Hub). Esos dos importantes centros de investigación asociados a las dos universidades, el eLearn Center de la UOC y el DEHub de la UNE, se incorporan también como editores de RUSC. Este acuerdo nos permite ofrecer una mayor divulgación del trabajo de nuestros autores, por lo cual RUSC se constituye como una publicación científica global de referencia en el análisis y estudio de la universidad, el aprendizaje virtual y la sociedad red. La doctora Ros James, profesora de la UNE y directora del DEHub Center, es a partir de este número la nueva codirectora de RUSC. Paulatinamente, profesores e investigadores de Australia, Nueva Zelanda, Oceanía, Canadá, Estados Unidos, etc., se irán incorporando a nuestro Comité Científico Editorial. Tenemos importantes proyectos de mejora y de impulso de RUSC que próximamente iremos dando a conocer. El primer número del volumen 10 que ahora presentamos incluye un dosier monográfico sobre «La informalización de la educación», coordinado por los profesores investigadores Albert Sangrà, director del eLearn Center de la UOC, y Steve Wheeler, de la Universidad de Plymouth, del Reino Unido. La convergencia entre los diferentes elementos de la educación formal, no formal e informal que se produce en los entornos mediados o complementados por la tecnología es evidente en la actualidad. Los artículos seleccionados en este dosier monográfico ponen de manifiesto resultados de investigación relacionados con los contenidos educativos abiertos, la profesionalización docente en la universidad o el potencial del intercambio de experiencias en la actividad docente, entre otros. Además, el número contiene seis artículos de investigación en el apartado de miscelánea, relacionados con los ámbitos temáticos de nuestra revista. Esperamos que sean de vuestro interés y de utilidad para vuestras investigaciones. Como director de RUSC, os quiero agradecer a todos el trabajo que hemos realizado conjuntamente a lo largo de estos diez años y que nos ha permitido situar a RUSC entre las revistas científicas de referencia de su ámbito de conocimiento. Quiero agradecer en especial el trabajo del Consejo de Redacción y del Consejo Científico Editorial, que han participado elaborando dictámenes y aportando rigor en el proceso de evaluación de los artículos presentados, y de forma muy especial la labor de Elsa Corominas, la secretaria editorial de la revista, que con su trabajo ha hecho posible cada uno de los números que hemos publicado. Quiero agradecer también la labor del traductor y corrector para las ediciones en inglés, Steven Norris, cuya profesionalidad ha contribuido a la armonización de la terminología específica de las áreas temáticas de la revista, y también agradezco la meticulosidad y puntualidad de Toni Pujades, nuestro asistente editorial. Asimismo, quiero agradecer el trabajo realizado desde el equipo de Publicaciones en Internet de la UOC, integrado por Lluís Rius y Maria Boixadera, que siempre nos han ayudado y han impulsado activamente el crecimiento de la revista. Y, cómo no, agradecer a los autores y autoras de los doscientos artículos publicados, así como a los lectores y subscriptores de la revista, la confianza que han depositado en nosotros. Gracias a todos y felicidades por los diez años de la revista. Josep M. Duart Director de RUSC Vicerrector de Posgrado y Formación Continua de la UOC <a href="http://rusc.uoc.edu/" target="_blank"><img src="http://cv.uoc.edu/%7Emboixadera/elc-rusc-footer.jpg" alt="http://cv.uoc.edu/~mboixadera/elc-rusc-footer.jpg" width="184" height="49" align="left" /></a>Artículos de investigación     * Portafolios electrónicos universitarios para una nueva metodología de enseñanza superior. Desarrollo de un material educativo multimedia (MEM), J. Ignacio Aguaded, Eloy López-Meneses y Alicia Jaén Martínez     * Desafíos y oportunidades de las herramientas 2.0 para el estudio interdisciplinar de la nutrición: el caso de la Wiki Dieta Mediterránea, Alicia Aguilar Martínez, F. Xavier Medina, Toni Pons y Francesc Saigí Rubió     * Aportaciones al e-learning desde un estudio de buenas prácticas en las universidades andaluzas, Julio Cabero Almenara, Mª del Carmen Llorente Cejudo y Juan Antonio Morales Lozano     * Innovación en la universidad iberoamericana, Miguel Casas Armengol y Lily Stojanovic     * La acción mediada, una unidad de análisis para revisar las prácticas de lectura y escritura hipertextual en la formación de profesores, Beatriz Eugenia Figueroa Sandoval, Mariana Aillon Neumann y Omar Salazar Provoste     * Las dimensiones de la calidad del servicio percibida en entornos virtuales de formación superior, María Jesús Martínez Argüelles, Miguel Blanco Callejo y José M. Castán Farrero <a href="http://rusc.uoc.edu/" target="_blank"><img src="http://cv.uoc.edu/%7Emboixadera/dehub-rusc-footer.jpg" alt="http://cv.uoc.edu/~mboixadera/dehub-rusc-footer.jpg" width="177" height="47" align="left" /></a>Monográfico     * Nuevas formas de aprendizaje informales: ¿O estamos formalizando lo informal?, Albert Sangrà y Steve Wheeler     * Apoyar el desarrollo profesional continuo del personal académico a través del intercambio de experiencias, Josianne Basque     * Más allá de la torre de marfil: un modelo para potenciar las comunidades de aprendizaje informal y desarrollo mediante prácticas educativas abiertas, Tony Coughlan y Leigh-Anne Perryman     * Nuevas líneas de aprendizaje: potenciar el uso de recursos educativos abiertos para reforzar la educación no formal, Don Olcott, Jr.     * Profesionalización docente en la universidad: implicaciones desde la formación, José Tejada Fernández Informations complémentaires: <a href="http://rusc.uoc.edu/ojs/index.php/rusc/issue/current" target="_blank">http://rusc.uoc.edu/.../current</a>. Download <a class="file" href="http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v10n1-numero-completo/v10n1-numero-completo" target="_blank">NÚMERO COMPLETO</a>. Publication 2013-05-19T11:07:55Z pcassuto Meaningful, hand-picked content curation at its best http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/05/16/meaningful-hand-picked-content-curation-at-its-best <div> <a href="http://ignatiawebs.blogspot.fr/" target="_blank"><img src="http://4.bp.blogspot.com/-ghP1f550e9s/UQD2hAaJ8MI/AAAAAAAABug/JspWk6W4zf4/s1600/Ignatia_Inge_de_Waard_smallest.jpg" alt="Inge Ignatia de Waard" width="97" height="97" align="left" /></a>By Inge Ignatia de Waard. <a href="https://twitter.com/brainpicker" target="_blank">Angie Popova</a> is an astonishing individual. I honestly do not know how she manages to build one of the most inspiring, cross-disciplined, politically aware, literary content outputs ... out there. Since I discovered <a href="http://www.brainpickings.org/" target="_blank">BrainPickings</a>, I must admit I was taking her fabulous content for granted, but today I realized what a treasure trove it is and that it is about time I promote it. Brainpickings is a weekly media rich newsletter that offers a good read for minds looking for some art/science/literature food-for-thought. <a href="http://ignatiawebs.blogspot.ca/2013/05/meaningful-hand-picked-content-curation.html" target="_blank">Read more...</a> </div> Publication 2013-05-16T21:14:13Z pcassuto Preventing young people’s involvement in drug dealing - The value of mutual learning in groups of professionals http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/05/05/preventing-young-people-s-involvement-in-drug-dealing-the-value-of-mutual-learning-in-groups-of-professionals <a href="http://www.cereq.fr/index.php/publications/Training-and-employment/Preventing-young-people-s-involvement-in-drug-dealing-The-value-of-mutual-learning-in-groups-of-professionals" target="_blank"><img src="http://www.cereq.fr/var/plain_site/storage/images/publications/training-and-employment/preventing-young-people-s-involvement-in-drug-dealing-the-value-of-mutual-learning-in-groups-of-professionals/69547-1-fre-FR/Preventing-young-people-s-involvement-in-drug-dealing-The-value-of-mutual-learning-in-groups-of-professionals_large.png" alt="http://www.cereq.fr/var/plain_site/storage/images/publications/training-and-employment/preventing-young-people-s-involvement-in-drug-dealing-the-value-of-mutual-learning-in-groups-of-professionals/69547-1-fre-FR/Preventing-young-people-s-involvement-in-drug-dealing-The-value-of-mutual-learning-in-groups-of-professionals_large.png" width="95" height="135" align="left" /></a>By Pierre Roche. Preventing young people’s involvement in drug dealing - The value of mutual learning in groups of professionals. Training and Employment, n° 104, 2013, 4 p. <a href="http://www.cereq.fr/index.php/content/download/7645/69546/file/trai104.pdf" target="_blank">Download the publication</a>. There are now many groups involved in professional practice analysis; they differ in their theoretical frameworks, methodologies, the object of their analyses and their aims. Since they involve several institutions and professions, some of them encourage participants to develop cross-cutting skills and knowledge and to cooperate in a common sphere of intervention. Those that have been established in order to combat young people’s involvement in drug dealing clearly illustrate this latter dynamic. Groups involved in reflection on their professional practice have proliferated and the fields in which they are active have diversified (social work and the medico-social sector, as well as social integration, careers advice and guidance, professional advice, education etc.). Some of them bring together workers from different institutions and occupational cultures faced with a specific, often complex problem (developing partnerships for inclusive education, management of the public space, reduction of health and social risks, etc.). There is an important issue at stake here, since these groups are likely, under certain circumstances, to advocate the development of cross-cutting skills and competences and horizontal cooperation, as is the case with those seeking to prevent young people from becoming involved in drug dealing. Members of these groups include teachers and head teachers, youth workers specialising in prevention, careers advisers or psychologists working for a local young persons’ employment information and advice service, workers at a drop-in centre for young people or in social services, local development officers, social centre directors or workers, cultural workers, social development officers, social mediators or tutors working for the Judicial Youth Protection Directorate. What all these professionals have in common is that they deal with young people involved in the underground economy, and in particular drug dealing. For most of them, the emergence of such trafficking has a profoundly destabilising effect on their practices. How can teachers and other educators instil a culture of hard work into pupils whose main role model is ‘the dealer who makes easy money’? How can drug prevention workers obtain and retain the trust of young people who adopt the omertà of the drug dealer and maintain the code of silence, not simply refusing to speak but also concealing their feelings and disquiet? It takes nothing more than a piece of false information, a misunderstood action or a wrongly interpreted word for suspicion to take hold<a href="http://www.cereq.fr/index.php/content/download/7645/69546/file/trai104.pdf" target="_blank">...</a> <a href="http://www.cereq.fr/" target="_blank"><img src="http://www.cereq.fr/extension/cereq/design/cereq/images/global/logo_cereq.gif" alt="http://www.cereq.fr/extension/cereq/design/cereq/images/global/logo_cereq.gif" align="left" /></a>New avenues for experimentation Experimentation, by virtue of its programmatic and formalised nature (shared diagnosis, hypothesis and aim, expected results, evaluation and discussion of the results obtained), is a procedure well suited to supporting the development of cross-cutting skills and knowledge and producing professional innovation. From the point of view of preventing young people from getting involved in drug dealing, there are two avenues that should be explored through experimentation: reappropriation of the risk reduction model and transfer of the skills acquired through dealing into the legitimate sphere. Young people involved in drug dealing run risks and cause others to run risks as well, largely because of the illegal nature of their activity and the violence associated with drug dealing networks: they risk falling foul of the criminal justice system (questioning, prosecution, trial, incarceration), physical harm (physical injury or even death by murder) and damage to their mental health (culpability, fear, feeling of subjugation) as well as incurring risks of a social nature (dropping out of education, deterioration in family relationships, material damage, climate of insecurity, etc.). What might be necessary here is to adopt the risk reduction model, deployed hitherto mainly in the area of drug addiction, when approaching young drug dealers, on the basis that ‘there is always something that can be done’, even if, at any given moment, the young people concerned remain involved in drug dealing. An ethical code of intervention of this kind is in fact consistent with a depiction, widespread among professionals, of a trajectory for young people that is divided into stages. From this point of view, professionals encourage young people not to spend their whole time drug dealing but to engage in another activity for at least some of their time. Their aim is to move drug dealing out of the institution and to persuade young people not to deal in the substances most damaging to health. They pass themselves off as outsiders in order to reduce the violence associated with drug dealing. They accept the drug dealing as a fact but seek to establish a consensus on a few broad humanitarian principles. Thus in some cases they are able to get an agreement that ‘kids’ should not be used as lookouts. Finally, they can reduce the risks incurred in getting out of drug dealing by helping young people who leave high-pressure environments not to collapse suddenly. To this end, they offer them legal alternatives that give them adrenaline rushes and strong sensations, such as sporting activities for example. However, in the course of their involvement in the underground economy, young people also acquire skills and competences, particularly in areas such as accounting, negotiation, sales and public relations. Those in the most advantageous positions sometimes manage to get out in time and to apply these skills to legal activities. It is not difficult to understand, therefore, why professionals see the provision of support for such transfers of skills as an innovative new direction for their work. They know it is not so much the skills as the need to deploy them in a different context that causes problems. Although the young people have sometimes acquired in the underground economy what is required in the legitimate world, they are very seldom acquainted with the codes of the formal economy and are not always minded to respect its rules and norms. The professionals also know that they have to intervene actively not only among the youngest of those at risk, who might interpret this ‘validation of learning through experience as an encouragement to get involved in the underground economy, but also among employers, who may be reluctant to trust them. How can such workshops be useful to those who have to - or will have to at some point in the future – face these problems in their areas of intervention on a daily basis? The knowledge created can be accumulated in the form of training modules; priority here should undoubtedly be given to front-line professionals (specialist prevention workers, youth leaders, mediators, social workers, etc.) and students at social work training institutions. Lessons can also be drawn from their methodology for the design of modes of learning and knowledge appropriation in both initial and continuing education and training. Finally, how can such workshops be promoted and how can the social and institutional conditions be created for their establishment in other areas in which the emergence of critical, multidimensional situations calls for new alliances between professionals as the only means of offering responses that match their complexity? These questions will have to be tackled in future research and interventions. Publication 2013-05-05T12:09:10Z pcassuto New publications from the Institute of International Education http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/05/05/new-publications-from-the-institute-of-international-education <a href="http://www.aca-secretariat.be/" target="_blank"><img src="http://www.aca-secretariat.be/fileadmin/templates/2009/images/logosmall.jpg" alt="http://www.aca-secretariat.be/fileadmin/templates/2009/images/logosmall.jpg" width="99" height="37" align="left" /></a>ACA’s associate member, the Institute of International Education (IIE), a private non-profit leader in the international exchange of people and ideas, has recently been active in publishing new research. The latest report, entitled “Rebuilding Higher Education in Myanmar”, presents findings from a recent IIE delegation and includes observations on the context of higher education in Myanmar, an analysis of needs facing the sector and recommendations to support partnerships and academic exchanges. The report was released and discussed at a bi-national conference call on 12 April 2013, dealing with higher education cooperation between the U.S. and Myanmar. IIE President Allan Goodman moderated the discussion, and representatives of 50 U.S. colleges and universities called in to take part. The briefing paper is intended to provide policy makers, foundations, private sector corporations, and higher education professionals with an overview of potential areas for engagement and will help facilitate the timely implementation of much-needed higher education capacity building activities that will be critical for the next phase of Myanmar’s economic development. The IIE also released the spring 2013 IIENetworker magazine "Higher Education and International Development" as a free interactive web flipbook. The issue examines a wide range of international development strategies that colleges, universities, and other organisations have devised and implemented to foster economic and educational growth around the world. Among the topics covered in this issue are the interactions between higher education and international development aid, based on the findings of a long-term research project of the Higher Education Research and Advocacy Network in Africa, as well as the partnerships at the nexus of global change and the critical role of leadership training. Past issues of IIENetworker are available in the <a class="external-link-new-window" href="http://www.naylornetwork.com/iie-nxt/index.asp" target="_blank" title="Opens external link in new window">IIE’s digital edition archives.</a> Report - <a class="external-link-new-window" href="http://www.iie.org/Who-We-Are/News-and-Events/Press-Center/Press-Releases/2013/04-12-13-IIE-Myanmar-Report-and-Bi-National-Conference-Call" target="_blank" title="Opens external link in new window">Rebuilding Higher Education in Myanmar</a> For more information, please visit the <a class="external-link-new-window" href="http://www.iie.org/" target="_blank" title="Opens external link in new window">IIE’s website</a>. Publication 2013-05-05T00:08:23Z pcassuto Professions intermédiaires - Points communs ou identité par défaut? http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/04/22/professions-interm-diaires-points-communs-ou-identit-par-d-faut <a href="http://www.cereq.fr/index.php/articles/Les-professions-intermediaires.-Points-communs-ou-identite-par-defaut" target="_blank"><img src="http://www.cereq.fr/var/plain_site/storage/images/fichiers/focus/professions-intermedires-couverture-de-l-ouvrage/69141-1-fre-FR/professions-intermedires-couverture-de-l-ouvrage.png" alt="http://www.cereq.fr/var/plain_site/storage/images/fichiers/focus/professions-intermedires-couverture-de-l-ouvrage/69141-1-fre-FR/professions-intermedires-couverture-de-l-ouvrage.png" width="75" height="111" align="left" /></a>Les professions intermédiaires se caractérisent par une grande hétérogénéité: les niveaux de formation qui les composent en sont un premier exemple. Ainsi, alors qu’elles correspondent théoriquement aux diplômes de niveau III (BTS-DUT), ces professions sont exercées par des actifs dont les profils de formation vont du CAP (niveau V) à la licence professionnelle et au-delà (niveau II-I). Cette disparité s’accompagne d’un processus d’élévation des niveaux de formation vérifié pour l’ensemble de la catégorie (tous âges confondus) au cours des 25 dernières années et qui touche tout particulièrement les moins de 30 ans. Age et niveaux de formation  La disparité des profils de formation fait écho à l’hétérogénéité de la catégorie statistique des professions intermédiaires des entreprises: agents de maîtrise, techniciens, commerciaux, administratifs. Ceci, tant au regard des métiers, de leurs contenus d’activité, compétences, responsabilités, position au sein des organisations que des conditions d’accès aux emplois correspondants (promotion, mobilité interne, recrutement externe de salariés expérimentés, recrutement de jeunes débutants). L’élévation des niveaux de diplôme traduit pour sa part une montée en qualification des emplois de niveau intermédiaire dans tous les domaines: techniciens et agents de maîtrise de l’industrie et des services, technico-commerciaux, emplois d’administration-gestion. L’objectif de l’ouvrage collectif coordonné par le Céreq est de rendre compte du paradoxe de la relation formation emploi dans le champ des professions intermédiaires en donnant à voir la diversité, la réalité et la complexité des métiers relevant de cette catégorie et en analysant les pratiques des entreprises en matière d’alimentation, de formation, de professionnalisation et de gestion des carrières des professions intermédiaires. <a href="mailto:servicepresse@cereq.fr" target="_blank">Contact auteurs et presse</a>. <a href="http://www.cereq.fr/index.php/menus/entete_de_page_menu_inferieur/thematiques/Metiers-qualifications-competences/Branches-professions-et-categories-socioprofessionnelles" target="_blank">Nos travaux sur les professions intermédaires et les métiers</a>. Les professions intermédiaires. Des métiers d'interface au c&oelig;ur de l'entreprise. Un ouvrage coordonné par Christophe Guitton et Jean-Paul Cadet. Collection: <a href="http://www.armand-colin.com/livre/466151/les-professions-intermediaires.php" target="_blank">Armand Colin/Recherches</a>; 320 pages, Armand Colin. <div> <a href="http://translate.googleusercontent.com/translate_c?depth=1&hl=en&rurl=translate.google.com&sl=fr&tl=en&u=http://www.cereq.fr/index.php/articles/Les-professions-intermediaires.-Points-communs-ou-identite-par-defaut&usg=ALkJrhhaP72pcKqoct9oQp2eFkuZWTCn8A" target="_blank"><img src="http://www.cereq.fr/var/plain_site/storage/images/fichiers/focus/professions-intermedires-couverture-de-l-ouvrage/69141-1-fre-FR/professions-intermedires-couverture-de-l-ouvrage.png" width="75" height="111" align="left" /></a> Intermediate occupations are characterized by a high heterogeneity levels of training that are up in the first example.So, while they theoretically correspond to degrees of level III (BTS-DUT), these occupations are performed by assets whose training profiles are CAP (level V) to the professional degree and beyond (level II- I). This disparity is accompanied by an elevation of education levels checked process for the entire class (all ages) during the last 25 years and particularly affects less than 30 years. <a href="http://translate.google.com/translate?hl=en&sl=fr&tl=en&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fpublication%2F2013%2F04%2F22%2Fprofessions-interm-diaires-points-communs-ou-identit-par-d-faut" target="_blank">More</a>... </div> Publication 2013-04-22T17:46:13Z pcassuto Je publie, quels sont mes droits? http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/04/22/je-publie-quels-sont-mes-droits <a href="http://www.cnrs.fr/dist/" target="_blank"><img src="http://www.cnrs.fr/dist/z-outils/images/charte/logo-cnrs.gif" alt="http://www.cnrs.fr/dist/z-outils/images/charte/logo-cnrs.gif" width="85" height="44" align="left" /></a>Le mémo « Je publie, quels sont mes droits ? » est la concrétisation d'une recommandation du Comité d'Orientation et Suivi (COS) de <a href="http://www.dgdr.cnrs.fr/drh/omes/" target="_blank">l'Observatoire des métiers et de l'emploi scientifique</a> (OMES) suite à <a href="http://www.dgdr.cnrs.fr/drh/omes/documents/pdf/RapportIST_2011.pdf" target="_blank">l'étude sur les pratiques en Information scientifique et technique au CNRS</a>. Il répond à des questions concrètes que se posent les auteurs de publications scientifiques sur leurs droits. Il attire notamment l'attention sur l'importance de lire le contrat (transfert de droit) proposé par l'éditeur avant de le signer. Il a été réalisé par un groupe projet composé d'un représentant de la Direction de l'information scientifique et technique (DIST), de 3 professionnels de l'IST et de 2 chercheurs. Il a été validé par la <a href="http://www.dgdr.cnrs.fr/daj/" target="_blank">Direction des affaires juridiques</a> (DAJ) et le <a href="http://www.cnrs.fr/comets/" target="_blank">Comité d'éthique</a> (COMETS) du CNRS. <a href="http://www.cnrs.fr/dist/presentation/docs/droit_auteur_impression_vf.pdf" target="_blank">Télécharger la brochure au format livret</a> (impression recto-verso). <a href="http://www.cnrs.fr/dist/presentation/docs/droit_auteur_lecture_vf.pdf" target="_blank">Télécharger la brochure au format A4</a> (impression page à page). <div> <a href="http://translate.googleusercontent.com/translate_c?depth=1&hl=en&rurl=translate.google.com&sl=fr&tl=ga&u=http://www.cnrs.fr/dist/&usg=ALkJrhhy8_MBCGgwLp2L-TV8lw-1Lj_ImA" target="_blank"><img src="http://www.cnrs.fr/dist/z-outils/images/charte/logo-cnrs.gif" alt="http://www.cnrs.fr/dist/z-outils/images/charte/logo-cnrs.gif" width="85" height="44" align="left" /></a> Lan meamram "Tá mé a fhoilsiú cad iad mo chearta? » an bhfuil an réadú ar mholadh an Ghrúpa Stiúrtha agus ag an gCoiste Monatóireachta (SOC) de <a href="http://translate.googleusercontent.com/translate_c?depth=1&hl=en&rurl=translate.google.com&sl=fr&tl=ga&u=http://www.dgdr.cnrs.fr/drh/omes/&usg=ALkJrhhYJxnr4wiGxMahw8o0jM3csNRHgA" target="_blank">an Réadlann gnó agus obair eolaíoch</a> (OMES) tar éis <a href="http://translate.googleusercontent.com/translate_c?depth=1&hl=en&rurl=translate.google.com&sl=fr&tl=ga&u=http://www.dgdr.cnrs.fr/drh/omes/documents/pdf/RapportIST_2011.pdf&usg=ALkJrhg5bCOnQW48XTLjvOCpSyOa9afmvQ" target="_blank">staidéar ar an bhfaisnéis eolaíoch nó theicniúil praiticiúla ag an CNRS</a>. <a href="http://translate.google.com/translate?hl=en&sl=fr&tl=ga&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fpublication%2F2013%2F04%2F22%2Fje-publie-quels-sont-mes-droits" target="_blank">Níos mó</a>... </div> Publication 2013-04-22T12:47:39Z pcassuto Sham journals scam authors http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/04/14/sham-journals-scam-authors Con artists are stealing the identities of real journals to cheat scientists out of publishing fees. Scientific publishing, meet cybercrime. Two reputable European science journals have fallen prey to identity theft by criminals who have created counterfeit journal websites. These online doppelgängers have duped hundreds of researchers into paying author fees, with the ill-won gains being funnelled to Armenia. Editors of the victim journals first learned of the scam last year, but their attempts to put a stop to it have so far come to nothing. The crooked websites are masquerading as Archives des Sciences, a multidisciplinary journal founded in 1791 and published by the Society of Physics and Natural History of Geneva (SPHN) in Switzerland; and Wulfenia, a botany journal published by the Regional Museum of Carinthia in Klagenfurt, Austria. <a href="http://www.nature.com/news/sham-journals-scam-authors-1.12681" target="_blank">Read more...</a> Publication 2013-04-14T11:09:43Z pcassuto How Many Hands Are Required? http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/04/13/how-many-hands-are-required <div> <a href="http://chronicle.com/blogs/linguafranca/" target="_blank"><img class="decoded" src="http://chronicle.com/img/photos/biz/icons/lingua-franca-nameplate.png" alt="http://chronicle.com/img/photos/biz/icons/lingua-franca-nameplate.png" width="145" height="27" align="left" /></a>By <a class="url fn n" href="http://chronicle.com/blogs/linguafranca/author/acurzan/" target="_blank" title="View all posts by Anne Curzan">Anne Curzan</a>. I have had an inkling for a while now that as a copy editor, I have been enforcing a rule that might not be justified. This post is part confession, part apology to all the authors whose prose I have changed without good cause, and part contemplation on prescriptivism. For most of my editing life (including nine years as the co-editor of the Journal of English Linguistics), I have had a thing about on the other hand when it does not follow on the one hand. I have had it in my head for all these years that this is one of those points of usage that irks style guide writers and other copy editors. Therefore, as a responsible copy editor, I must enforce the pairing of on the one hand and on the other hand so that authors’ prose will not be judged as being stylistically maladroit—and so that the journal, for example, will not be seen as having lax editorial standards. <a href="http://chronicle.com/blogs/linguafranca/2013/04/10/how-many-hands-are-required/" target="_blank">Read more...</a> </div> Publication 2013-04-13T16:15:12Z pcassuto A Matter of Perspective — Elsevier Acquires Mendeley... or, Mendeley Sells Itself to Elsevier http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/04/11/a-matter-of-perspective-elsevier-acquires-mendeley...-or-mendeley-sells-itself-to-elsevier <a href="http://scholarlykitchen.sspnet.org/" target="_blank"><img class="decoded" src="http://scholarlykitchen.files.wordpress.com/2011/09/sk_2011banner.jpg" alt="http://scholarlykitchen.files.wordpress.com/2011/09/sk_2011banner.jpg" width="234" height="17" align="left" /></a>By <a class="url fn n" href="http://scholarlykitchen.sspnet.org/author/scholarlykitchen/" target="_blank" title="View all posts by Kent Anderson" rel="author">Kent Anderson</a>. <a href="http://techcrunch.com/2013/01/17/elsevier-mendeley-education/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+francaistechcrunch+%28TechCrunch+en+Francais%29" target="_blank">Confirming earlier speculation</a>, Elsevier has acquired the reference management site Mendeley. Terms were not disclosed, but <a href="http://techcrunch.com/2013/04/08/confirmed-elsevier-has-bought-mendeley-for-69m-100m-to-expand-open-social-education-data-efforts/" target="_blank">TechCrunch has estimated the deal to be worth between $69 million and $100 million in total</a>. That’s approximately $30-45 per user. Given revenues that seem to be relatively slight at this point, Elsevier appears to have paid a significant multiple for Mendeley. From Elsevier’s perspective, the deal is accurately described as, “Elsevier Acquires Mendeley.” However, because Mendeley has been a darling of open access (OA), which inevitably brings with it some anti-Elsevier sentiments, the deal may also be interpreted as, “Mendeley Sold Itself to Elsevier.” <a href="http://scholarlykitchen.sspnet.org/2013/04/08/a-matter-of-perspective-elsevier-acquires-mendeley-or-mendeley-sells-itself-to-elsevier/" target="_blank">Read more...</a> Publication 2013-04-11T00:26:04Z pcassuto Nature's publishers to launch open-access platform for data sets http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/04/07/nature-s-publishers-to-launch-open-access-platform-for-data-sets <div> <div> <div> <div> <a href="http://www.timeshighereducation.co.uk/" target="_blank"><img src="http://www.timeshighereducation.co.uk/magazine/graphics/logo.png" alt="Times Higher Education" width="94" height="78" align="left" /></a>By <a href="http://www.timeshighereducation.co.uk/paul-jump/1074.bio" target="_blank" rel="author">Paul Jump</a>. In a further sign of the growing scientific prominence of data sets, Nature Publishing Group has launched a new open-access platform that will peer review and publish detailed descriptions of their contents. Scientific Data will publish “data descriptors”: citeable descriptions of the contents of data sets that will contain structured information created in-house by NPG. However, the platform will not host the datasets themselves. These must be made available via other public databases: ideally ones which are “recognised” within their research communities. The platform, which will open for submissions in the autumn and launch in spring 2014, will focus initially on the life and environmental sciences, before expanding into other areas of the natural sciences. <a href="http://www.timeshighereducation.co.uk/news/natures-publishers-to-launch-open-access-platform-for-data-sets/2003011.article" target="_blank">Read more...</a> </div> </div> </div> </div> Publication 2013-04-07T02:01:03Z pcassuto IAU Horizons, vol. 18.3 and 19.1 http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/03/31/iau-horizons-vol.-18.3-and-19.1 <a href="http://www.iau-aiu.net/content/iau-horizons-vol-183-and-191-%E2%80%93-just-released" target="_blank"><img src="http://www.iau-aiu.net/sites/all/files/cover%20picture_ENG.jpg" alt="Cover image magazine" width="82" height="116" align="left" /></a>IAU Horizons, vol. 18.3 and 19.1 – just released! <a href="http://www.iau-aiu.net/content/latest-issue" target="_blank">IAU Horizons, vol. 18.3 & 19.1</a> has been sent out and is now available online. The In Focus section includes an overview report of the IAU 14th General Conference that took place last November at the Inter American University of Puerto Rico on: Higher Education and the Global Agenda – Alternative Paths to the Future. In addition, it includes details of the new IAU President and Administrative Board; details of the IAU Plan of Action 2012 – 2016; and a selection of papers on the theme by regional Experts (NB: the papers presented at the General Conference are still <a href="http://www.iau-aiu.net/civicrm/event/info" target="_blank">available online</a> for you to read). As well: read more about IAU Projects; details of new IAU Members and new IAU Publications; IAU Calls. Publication 2013-03-31T01:26:55Z pcassuto Free Access to Higher Education Policy http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/03/31/free-access-to-higher-education-policy <a href="http://www.iau-aiu.net/content/free-access-higher-education-policy-0" target="_blank"><img class="decoded" src="http://www.iau-aiu.net/sites/all/themes/iauaiu/images/iau-en-e-small.png" alt="http://www.iau-aiu.net/sites/all/themes/iauaiu/images/iau-en-e-small.png" width="65" height="64" align="left" /></a>From 1-30 April, Palgrave Macmillan is offering FREE online access to all its journals, including Higher Education Policy. If you have not had a chance to sample the journal, we hope you will take advantage of this promotion - which includes content from its full 25-year archive. Journal contributors are also encouraged to share their work with colleagues and contacts. Visit the <a href="http://www.palgrave-journals.com/hep/index.html" target="_blank">Higher Education Policy website</a> Higher Education Policy is the quarterly journal of the International Association of Universities. IAU member institutions receive free subscription to Higher Education Policy as part of their membership. For more information about the promotion, click <a href="http://www.palgrave-journals.com/accessallareas/" target="_blank">here</a>. Publication 2013-03-31T01:20:34Z pcassuto New book in Higher Education series http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/03/18/new-book-in-higher-education-series <a href="http://book.coe.int/EN/ficheouvrage.php?PAGEID=36&lang=EN&produit_aliasid=2753" target="_blank"><img src="http://www.coe.int/t/dg4/highereducation/default_en-3.jpg" border="0" width="89" height="59" align="left" /></a>New book in Higher Education series <a href="http://book.coe.int/EN/ficheouvrage.php?PAGEID=36&lang=EN&produit_aliasid=2753" target="_blank">Reimagining Democratic Societies: a New Era of Personal and Social Responsibility</a> has just been published as volume 18 in the <a href="http://book.coe.int/EN/catalogue.php?PAGEID=59&lang=EN&produit_aliasid=2753" target="_blank">Council of Europe Higher Education Series</a>. Edited by Sjur Bergan (Council of Europe), Ira Harkavy (International Consortium for Higher Education, Civic Responsibility and Democracy) and Hilligje van’t Land (International Association of Universities), the book makes the case for why democratic reimagination and innovation cannot succeed without higher education and why higher education cannot fulfill its educational, academic and societal missions without working for the common good. Authors from both Europe and the United States show that as societies change, our understanding of democracy must evolve and aim to develop democratic culture and democratic innovation. Educated, committed citizens deeply involved in creating and sustaining diverse democratic societies are essential for human progress and advancing the quality of life for all. Publication 2013-03-18T01:53:08Z pcassuto Mobile Learning Applications in Higher Education http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/03/17/mobile-learning-applications-in-higher-education <a href="http://rusc.uoc.edu/ojs/index.php/rusc/pages/view/call-for-papers-january14" target="_blank"><img src="http://rusc.uoc.edu/ojs/public/journals/5/pageHeaderTitleImage_en_US.jpg" alt="RUSC. Universities and Knowledge Society Journal" width="277" height="52" align="left" /></a>CALL FOR PAPERS (VOL 11, NO 1, JANUARY 2014) Call for articles open for the next monographic Dossier on Mobile Learning Applications in Higher Education. For many educators, mobile technology in the field of teaching and learning has recently become one of the most important areas of research. Mobile learning has become a strategic topic for many organisations concerned with education. The evolution of wireless technologies and the development of applications on mobile devices have been spectacular. The advent of new types of devices is disruptive to education, no matter what educators and education institutions do. Therefore, a thorough analysis, from a pedagogical and technological perspective, is key to ensuring an appropriate usage and implementation of mobile learning. In the past two decades, we have experienced a revolution in wireless communications that has facilitated a reduction in people's dependency on cable in order to communicate. Moreover, in the last decade, we have seen a huge evolution in the performance and features of mobile devices. In many cases and for many tasks, this has led to mobile devices being a possible replacement for laptop or desktop computers. While it is hard to say whether the new breed of devices will be an outright replacement, they certainly mean that there is a new layer of interaction. Today, we are seeing an explosion of tools and programming languages to develop applications on mobile devices, as well as the creation of new ways to share and download/upload these applications from/to specific markets. This has enabled many programmers to develop mobile applications in a fast, cheap and readily marketable way. It has never been easier to create applications and make them globally available, and learning environments are no exception. We live in a new age. This has been called the mobile age or the mobile technological revolution by several authors, and it has been likened to the first and second industrial revolutions. Without doubt, we have seen a significant increase in mobile learning experiences in higher education in the last five years. <a href="http://rusc.uoc.edu/ojs/index.php/rusc/pages/view/call-for-papers-january14" target="_blank">Read more...</a> Publication 2013-03-17T23:26:52Z pcassuto With New Leader, Digital Public Library of America Prepares for Its Debut http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/03/09/with-new-leader-digital-public-library-of-america-prepares-for-its-debut <div> <div> <a href="http://chronicle.com/blogs/wiredcampus/with-new-leader-digital-public-library-of-america-prepares-for-its-debut/42691" target="_blank"><img class="decoded" src="http://chronicle.com/img/photos/biz/icons/wired-campus-nameplate.gif" alt="http://chronicle.com/img/photos/biz/icons/wired-campus-nameplate.gif" width="150" height="28" align="left" /></a>By <a class="url fn n" href="http://chronicle.com/blogs/wiredcampus/author/jhoward" target="_blank" title="View all posts by Jennifer Howard">Jennifer Howard</a>. The long-planned <a href="http://chronicle.com/article/A-National-Digital-Public/129534/">Digital Public Library of America</a> is set to make its public debut on schedule next month, with a two-day <a href="http://dp.la/get-involved/events/launch/">series of events,</a> to be held April 18-19 at the Boston Public Library, and a new, high-profile leader at the helm. The DPLA <a href="http://dp.la/2013/03/05/dan-cohen-named-founding-executive-director-of-the-digital-public-library-of-america/">announced on Tuesday</a> that <a href="http://www.dancohen.org/">Daniel J. Cohen,</a> a leading digital-humanities scholar, will be the project’s founding executive director. Mr. Cohen comes to the project from George Mason University, where he directs the <a href="http://chnm.gmu.edu/">Roy Rosenzweig Center for History and New Media.</a> In the announcement, John Palfrey, president of the DPLA’s Board of Directors, praised Mr. Cohen’s contributions to libraries and digital scholarship. <a href="http://chronicle.com/blogs/wiredcampus/with-new-leader-digital-public-library-of-america-prepares-for-its-debut/42691" target="_blank">Read more...</a> </div> </div> Publication 2013-03-09T18:14:33Z pcassuto Free-Textbook Company Rewrites Its Content Following Publishers’ Lawsuit http://blog.univ-provence.fr/blog/coordination-rgionale-paca/publication/2013/03/09/free-textbook-company-rewrites-its-content-following-publishers-lawsuit <a href="http://chronicle.com/blogs/wiredcampus/free-textbook-company-rewrites-its-content-following-publishers-lawsuit/42809" target="_blank"><img class="decoded" src="http://chronicle.com/img/photos/biz/icons/wired-campus-nameplate.gif" alt="http://chronicle.com/img/photos/biz/icons/wired-campus-nameplate.gif" width="150" height="28" align="left" /></a>By <a class="url fn n" href="http://chronicle.com/blogs/wiredcampus/author/jnew" target="_blank" title="View all posts by Jake New">Jake New</a>. A free-textbook company that was sued last year by three major textbook publishers has now rewritten the content it was accused of stealing. Pearson, Cengage Learning, and Macmillan Higher Education filed a joint complaint in March 2012 against the company, known as Boundless. The publishers asserted that the way Boundless creates its textbooks violates their copyrights. In a process called “alignment,” students select the traditional text they need, and Boundless pulls together open content to create free versions of the books. <a href="http://chronicle.com/blogs/wiredcampus/free-textbook-company-rewrites-its-content-following-publishers-lawsuit/42809" target="_blank">Read more...</a> Publication 2013-03-09T18:09:03Z pcassuto