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Background: Many scientific disciplines rely on correct taxon delineations and identifications. So does a great part of the general public as well as decision makers. Researchers, students and enthusiastic amateurs often feel frustrated because information about species remains scattered, difficult to access, or difficult to decipher. Together, this affects almost anyone who wishes to identify species or verify identifications. Many remedies have been proposed, but we argue that the role of natural history collections remains insufficiently appreciated. We suggest using state-of-the-art mass imaging technology and to join forces to create a global natural history metacollection on the internet, providing access to the morphology of tens of millions of specimens and making them available for automated digital image analysis. Discussion: Robotic high-resolution imaging technology and fast (high performance) computer-based image stitching make it now feasible to digitize entire collection drawers typically used for arthropod collections, or trays or containers used for other objects. Resolutions of 500 megapixels and much higher are already utilized to capture the contents of 40x50 cm collection drawers, providing amazing detail of specimens. Flanked by metadata entry, this helps to create access to tens of thousands of specimens in days. By setting priorities and combining the holdings of the most comprehensive collections for certain taxa, drawer digitizing offers the unique opportunity to create a global, virtual metacollection. The taxonomic and geographic coverage of such a collection could never be achieved by a single institution or individual. We argue that by joining forces, many new impulses will emerge for systematic biology, related fields and understanding of biodiversity in general. Digitizing drawers containing unidentified, little-curated specimens is a contribution towards the beginning of a new era of online curation. It also will help taxonomists and curators to discover and process the millions of “gems” of undescribed species hidden in museum accessions. Summary: Our proposal suggests creating virtual, high-resolution image resources that will, for the first time in history, provide access for expert scientists as well as students and the general public to the enormous wealth of the world’s natural history collections. We foresee that this will contribute to a better understanding, appreciation and increased use of biodiversity resources and the natural history collections serving this cause. Fil: Balke, Michael. Ludwig Maximilians Universitat; Alemania. Zoologische Staatssammlung; Alemania Fil: Schmidt, Stefan. Zoologische Staatssammlung; Alemania Fil: Hausmann, Axel. Zoologische Staatssammlung; Alemania Fil: Toussaint, Emmanuel F. A.. Ludwig Maximilians Universitat; Alemania. Zoologische Staatssammlung; Alemania Fil: Bergsten, Johannes. Swedish Museum of Natural History; Suecia Fil: Buffington, Matthew. United States Department of Agriculture. Agricultural Research Service; Estados Unidos Fil: Häuser, Christoph L.. Museum für Naturkunde; Alemania Fil: Kroupa, Alexander. Museum für Naturkunde; Alemania Fil: Hagedorn, Gregor. Museum für Naturkunde; Alemania Fil: Riedel, Alexander. Staatliches Museum für Naturkunde Karlsruhe; Alemania Fil: Polaszek, Andrew. Natural History Museum; Reino Unido Fil: Ubaidillah, Rosichon. Museum Zoologicum Bogoriense; Indonesia Fil: Krogmann, Lars. Staatliches Museum für Naturkunde Stuttgart; Alemania Fil: Zwick, Andreas. Staatliches Museum für Naturkunde Stuttgart; Alemania Fil: Fikácek, Martin. National Museum; República Checa Fil: Hájek, Jiří. National Museum; República Checa Fil: Michat, Mariano Cruz. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Biodiversidad y Biología Experimental; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Fil: Dietrich, Christopher. University of Illinois; Estados Unidos Fil: la Salle, John. CSIRO Ecosystem Sciences; Australia Fil: Mantle, Beth. CSIRO Ecosystem Sciences; Australia Fil: Ng, Peter K. L.. National University of Singapore; Singapur Fil: Hobern, Donald. GBIF Secretariat; Dinamarca

Review of: iBioSeminars (http://ibioseminars.org/) and iBioMagazine (http://ibiomagazine.org/).

Medical physicists are often involved in the didactic training of graduate students, residents (both physics and physicians), and technologists. As part of continuing medical education, we are also involved in maintenance of certification projects to assist in the education of our peers. As such, it is imperative that we remain current concerning available educational resources. Medical physics journals offer book reviews, allowing us an opportunity to learn about newly published books in the field. A similar means of communication is not currently available for online educational resources. This information is conveyed through informal means. This review presents a summary of online resources available to the medical physics community that may be useful for educational purposes. PACS number: 87.10.‐e

In 2010, the University of Leeds introduced an academic skills strategy with the ambition of embedding academic skills into the curriculum across all faculties for all students. This case study outlines one of the approaches taken by Leeds to support the implementation of the strategy. An online portfolio of teaching resources designed to encourage and support academic staff to embed skills teaching in the curriculum was developed. The case study describes the way in which the resource was designed and developed. Feedback received thus far and plans for the future are also discussed.

The social web paradigm has modified the way people behave on the Web. Amongst the many consequences of this change the amount of online resources directly produced and shared by users has increased considerably. In this scenario the importance of methods to evaluate the educational relevance of the resources raises up. In this poster we propose an approach based on recent advancements of Linked Open Data. The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-642-40814-4_89

This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers’ attitudes, beliefs, and practices and on students’ achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth grade students within five public school districts in the western U.S. To assess the impact on teachers, changes between pre- and postsurveys were examined. Results suggest that the CCS tool appeared to significantly increase bothteachers’ awareness of other earth science teachers’ practices and teachers’ frequency of using interactive resources in their lesson planning and classroom teaching. In addition to “District,” “Training condition” (whether or not teachers received CCS training) appeared to predict teachers’ attitudes, beliefs, and practices. Teachers who received the CCS training tended to have lower postsurveys score than their peers who had no CCS training. Overall, usage of the CCS tool tended to be low, and there were differences among school districts. To assess the impact on students, changes were examined between pre- and postsurveys of (1) knowledge assessments and (2) students’ engagement with science learning. Students showed pre- to postsurvey improvements in knowledge assessment, with small to medium effect sizes. In addition, significant school district differences were shown for student post-knowledge assessment scores. On the student engagement questionnaire, students tended to be neutral or to slightly disagree that science learning was important in terms of using science in daily life, stimulating their thinking, discovering science concepts, and satisfying their own curiosity. In addition, students did not appear to change their self-reported engagement level after the intervention. Factors from the district, teacher, and student levels were identified to predict students’ learning outcomes and their engagement with science learning. The results provide information to both the research community and practitioners. For example, district-level student-teacher ratios consistently and negatively predicted student engagement level, suggesting that policy makers should pursue lower student-teacher ratios to effectively engage earth science learners. In addition, better learning outcomes may result when teachers either use the curriculum as a guide or use it autonomously

Policy makers and managers are increasingly called upon to assess the state of biodiversity, and make decisions regarding potential interventions. Genetic tools are well-recognised in the research community as a powerful approach to evaluate species and population status, reveal ecological and demographic processes, and inform nature conservation decisions. The wealth of genetic data and power of genetic methods are rapidly growing, but the consideration of genetic information and concerns in policy and management is limited by the currently low capacity of decision-makers to access and apply genetic resources. Here we describe a freely available, user-friendly online resource for decision-makers at local and national levels (http://congressgenetics.eu), which increases access to current knowledge, facilitates implementation of studies and interpretation of available data, and fosters collaboration between researchers and practitioners. This resource was created in partnership with conservation practitioners across the European Union, and includes a spectrum of taxa, ecosystems and conservation issues. Our goals here are to (1) introduce the rationale and context, (2) describe the specific tools (knowledge summaries, publications database, decision making tool, project planning tool, forum, community directory), and the challenges they help solve, and (3) summarise lessons learned. This article provides an outlook and model for similar efforts to build policy and management capacity

Este trabajo es el resultado de un proyecto de innovación docente que es continuación de otros realizados exitosamente en cursos anteriores. Esta experiencia de innovación educativa, realizada para el desarrollo del Campus Virtual de la Universidad de Murcia, ha consistido en el diseño de Webs didácticas para la docencia, teniendo en cuenta unos criterios didácticos, técnicos y pedagógicos preestablecidos, que ha concluido con la implementación real con asignaturas y la evaluación de las mismas por parte del profesorado y estudiantes.Los participantes en el proyecto han sido catorce profesores y cuatro estudiantes/colaboradores vinculados a la Facultad de Educación de la Universidad de Murcia. Todos han participado en la implementación de las webs didácticas en diecisiete asignaturas, impartidas a veinte grupos de estudiantes de seis titulaciones diferentes, lo que da un total de seiscientos treinta y nueve estudiantes.Los resultados se presentan desde la perspectiva del profesorado, que evalúa las webs positivamente, ya que ha fomentado su independencia, autonomía y capacidad de autogestión de la docencia; y desde la perspectiva de los estudiantes, que en términos globales las valoran como muy útiles y válidas para la autorregulación de sus aprendizajes. This paper presents a teaching innovation project which has followed others successfully conducted in the past. This project dealt with the development of the online campus of the University of Murcia, Spain. More specifically, we designed didactic websites bearing in mind preset teaching, technical and pedagogical criteria, and implemented them in the teaching and assessment of different subjects. Fourteen teachers and four students from the Faculty of Education at the University of Murcia (Spain) collaborated in this study. Didactic websites were used in 17 subjects taught in 21 classes in six undergraduate courses. Overall, 639 students benefited from the use of didactic websites. Results showed that teachers assessed didactic websites positively because these fostered independence, autonomy and self-management in teaching, while students regarded didactic websites as useful and suitable instruments for self-regulation of their learning processes.

This article examined the tradeoff between data analysis and simulations in the learning of statistics. In order to do this, the article compared two different interventions aimed at teaching statistics. One intervention used data analysis tools and focused on examples and long exercises that required students to interpret data. The other intervention used simulations and focused on formal aspects of probability related to statistical inference. Then, both perspectives were contrasted in their effectiveness to teach ANOVA. The intervention that used simulations improved students' knowledge about probability, sampling and sample size effects. The intervention that used data analysis tools showed no significant effects on students' data analysis knowledge. En este estudio se examinaron los costos y beneficios interrelacionados que tiene el aprendizaje de estadística mediante el análisis de datos en situaciones auténticas y el uso de simulaciones que permiten la práctica repetida; para tal fin se compararon dos intervenciones dirigidas a enseñar dicho tema y a desarrollar el razonamiento estadístico. En la enseñanza sobre ANOVA, una intervención empleó herramientas de análisis de datos, mientras que la otra se enfocó en aspectos formales de la probabilidad, explicados a través de simulaciones. Los resultados mostraron que la intervención con simulaciones fue efectiva para enseñar conceptos de probabilidad, muestreo y tamaño muestral, mientras que la intervención enfocada en el análisis de datos no tuvo efectos significativos en el desarrollo de dicha habilidad. Neste estudo, examinaram-se os custos e benefícios inter-relacionados que a aprendizagem de estatística tem mediante a análise de dados em situações autênticas e o uso de simulações que permitem a prática repetida; para isso, compararam-se duas intervenções dirigidas a ensinar o tema e a desenvolver o racionamento estatístico. No ensino sobre a ANOVA, uma intervenção empregou ferramentas de análise de dados, enquanto a outra se enfocou em aspectos formais da probabilidade, explicados por meio de simulações. Os resultados mostraram que a intervenção com simulações foi efetiva para ensinar conceitos de probabilidade, amostragem e tamanho amostral, enquanto a intervenção enfocada na análise de dados não teve efeitos significativos no desenvolvimento de dita habilidade.

International audience; This paper considers the work carried out by online teacher educators and their professional development. We use the theoretical perspective of the documentational approach that focuses, in this case, on the interaction between teacher educators and the resources they use for their online training work. We thus study the following issues: - What kinds of resources do online teacher educators need, and how are such resources modified according to the educators' specific skills and needs? - What specific skills are needed for setting up online training for mathematics teachers and how do these skills evolve as teacher education resources are used? We consider both questions simultaneously, while presenting results from a study within a specific teacher training programme in France that proposes "training paths" on a national platform. These "paths" are resources designed for teacher educators. We follow the appropriation of two training paths by two educator teams. The ways in which these educator teams were able to appropriate the paths give insights into the teacher educators' skills and, as well, into the resources they need. By looking at their use of resources (as online mathematics teacher educators), we observe and analyse professional geneses, leading to the development of new skills.

Зміни у підході до викладання іноземних мов обумовлені освітніми, соціологічними факторами, а також факторами часу. Все більше установ, як освітніх, так і підприємств, звертають увагу на знання, вміння і навички, якими людина володіє саме на даний момент, незважаючи на здобуті дипломи. Важливими вважаються етапи мовної освіти, тобто поступове вдосконалення , що і обумовлює спрямування до «освіти протягом всього життя». Les changements dans l'approche vers l'enseignement des langues étrangères sont dûs aux facteurs pédagogiques, sociologiques et temporels. Plus des établissements de formation ou des affaires font attention aux connaissances et les compétences actuelles d'un candidat, sans prendre en consideration ses diplomes. Les étapes de l'éducation langagière sont importantes, s'est à dire, l'amélioration graduelle ou "formation tout au long de la vie".

Multimedia educational resources play an important role in education, particularly for distance learning environments. With the rapid growth of the multimedia web, large numbers of educational video resources are increasingly being created by several different organizations. It is crucial to explore, share, reuse, and link these educational resources for better e-learning experiences. Most of the video resources are currently annotated in an isolated way, which means that they lack semantic connections. Thus, providing the facilities for annotating these video resources is highly demanded. These facilities create the semantic connections among video resources and allow their metadata to be understood globally. Adopting Linked Data technology, this paper introduces a video annotation and browser platform with two online tools: Annomation and SugarTube. Annomation enables users to semantically annotate video resources using vocabularies defined in the Linked Data cloud. SugarTube allows users to browse semantically linked educational video resources with enhanced web information from different online resources. In the prototype development, the platform uses existing video resources for the history courses from the Open University (United Kingdom). The result of the initial development demonstrates the benefits of applying Linked Data technology in the aspects of reusability, scalability, and extensibility. EU/FP7/SOA4ALL EU/FP7/NoTube

U sklopu projekta Digitalizirana zagrebačka baština, Gradska knjižnica u Zagrebu iz svojih zbirki digitalizira staru vrijednu građu: knjige, fotografije, razglednice, note, zvučne zapise i ostalo. Digitalizirane reprodukcije opisuju se kao elektronička građa, kataložni zapisi izrađuju se u sustavu ZaKi, a zapisi izvornika i reprodukcija međusobno se povezuju odgovarajućim poljima formata UNIMARC. Kataložni opis digitalizirane zvučne građe pohranjene na mreži u određenoj mjeri je problematizirao način na koji format UNIMARC postavlja kodirane znakove za vrstu zapisa i dovodi ih u kontekst s drugim kodiranim podacima. Analiza raznih formata zvučnih zapisa, (ne)materijalnih nositelja na kojima se zvuk pohranjuje i uređaja koji omogućuju njegovu reprodukciju, pokazala je da je mrežnu digitaliziranu zvučnu građu moguće opisati i kao zvučnu i kao elektroničku, te da je opredjeljenje za kataložni opis te građe kao elektroničke pitanje izbora i odluke., Through the project Zagreb Digitized Heritage, the Zagreb Public Library has been digitizing old valuable materials from their collections of books, photographs, postcards, sheet music, sound recordings, etc. Digitized reproductions are described as electronic materials, cataloging records are made in the library system ZaKi, and the records of the originals and reproductions are connected to each other through the corresponding fields of UNIMARC format. Cataloguing description of digitized online audio material have caused some problems in the way in which UNIMARC format sets the coded characters for this type of records and brings them into context with other encrypted data. The analysis of the various formats of sound recordings have shown that the digitized online audio materials can be described as sound as well as electronics, and that the commitment to cataloging online materials as electronic resources is a matter of choice and decision.

This article discusses the informal learning of English by non-native speakers with particular reference to the role of virtual communities. The concept of informal learning is presented and related to current areas of interest in the literature such as incidental learning, and dynamic systems theory. Our research investigates how non-specialist language learners use the Internet in their spare time to read and listen to English, and also communicate in English, notably in online communities through social networking websites. The study looks particularly at the dynamics of these phenomena by studying a small number of non-native users of English over a period of two months. The results of this research will be used to question the relevance of the learner autonomy paradigm, which has been a cornerstone of language learning policy in Europe for the past thirty years.

International audience; Curriculum materials and the interaction with these materials and resources is central in teacher education and professional development. How teachers use and learn from materials fundamentally depends on the interactions between three components: the reader, the material and the context. Teachers' use and learning from text-based materials depends to a large extent on the characteristics of the materials, on the teaching activity in which the teacher is engaged, teachers' beliefs and knowledge, and how these are aligned with the curriculum. What kinds of curriculum materials do teachers select and use, and how? How do teachers learn from these materials, and in which ways do they 'tailor' them for their use and pupil learning? These factors interact in complex ways, as teachers select, interpret and shape the materials, individually and collaboratively with groups of colleagues. The characteristics of the resources shape the teacher's activity; analysing these characteristics enlightens the mathematics presented to the students, and more generally the classroom practice and the development of teacher professional knowledge. The purpose of this book is to provide a wider perspective on this issue in the field of mathematics education. It studies curriculum materials and their uses, in addition to investigations of teacher adaptation and use of those materials, and pays particular attention to digital resources. Teacher's professional activity is studied as a whole, at different moments and in different contexts, in-class and out-of-class, with a variety of agents. The collective dimensions of this activity, the role of a variety of collectives for teachers professional development, constitute a major focus of the work presented here.

This article examined the tradeoff between data analysis and simulations in the learning of statistics. In order to do this, the article compared two different interventions aimed at teaching statistics. One intervention used data analysis tools and focused on examples and long exercises that required students to interpret data. The other intervention used simulations and focused on formal aspects of probability related to statistical inference. Then, both perspectives were contrasted in their effectiveness to teach ANOVA. The intervention that used simulations improved students' knowledge about probability, sampling and sample size effects. The intervention that used data analysis tools showed no significant effects on students' data analysis knowledge.

Website and software products that have the potential to raise the profile of statistics in society are described. The website has links to case study videos describing contexts, study designs, data files and lessons using the new software for data exploration and analysis. Case study videos dealing with current research applying statistics have been selected to motivate discussion in class, and further “hands on” learning can be achieved through use of the software. During the development phase in New Zealand in 2010 the software was trialed and student and teacher experiences are reported. A full day professional development workshop for teachers involving lessons using the software was recorded and these are on the website to assist teachers and students. The software is free for teachers and students at education institutes, and the procedure for obtaining a license is outlined.

Rapid training of health care staff was followed by lower death rates., When epidemic cholera appeared in Haiti in October 2010, the medical community there had virtually no experience with the disease and needed rapid training as the epidemic spread throughout the country. We developed a set of training materials specific to Haiti and launched a cascading training effort. Through a training-of-trainers course in November 14–15, 2010, and department-level training conducted in French and Creole over the following 3 weeks, 521 persons were trained and equipped to further train staff at the institutions where they worked. After the training, the hospitalized cholera patients’ case-fatality rate dropped from 4% to

The National Science Foundation (nsf.gov) has funded a large initiative to catalog collections of high-quality online resources into the National Science Digital Library (nsdl.org). The mission of the NSDL is to help improve education for all teachers and students. The purpose of this module is to help you find high-quality online resources, learn strategies for incorporating them into a free software tool called the Instructional Architect, and use these projects in an instructional situation. In this module, you will learn to access online resources and to use tools to help solve instructional or learning problems or issues that you currently face in your classroom. You will also learn about reviewing IA projects to help you in choosing projects you can reuse and in designing your own.

In education, the scalable deployment of media-rich online resources supports peer production in ways that promise to radically transform teaching and learning (CRA, 2005; Pea et al., 2008). Online educational repositories such as the Digital Library for Earth Systems Education (DLESE.org) and the National Science Digital Library (NSDL.org) collect and curate online learning resources created for a wide range of educational audiences and subject areas (McArthur & Zia, 2008). Through a simple, web-based authoring tool, called the Instructional Architect (IA.usu.edu) teachers locate and share educational resources and activities in an IA project. These IA projects can then be viewed, copied, and adapted by other IA users, in ways that support innovative teacher peer production. A vexing problem for such initiatives remains the elusive notion of quality. In peer production environments, how does one identify quality online content? Moreover, how does one do so in sustainable, cost-effective, and scalable ways? Previous work (Bethard, et al, 2009) presented an innovative approach for using machine learning models to automatically assess the quality and pedagogic utility of educational digital library resources. They demonstrated the feasibility and accuracy of automatic quality assessments for a single STEM domain and audience-level: high school Earth science. This work reports recent efforts to extend these models to support a broader range of STEM topics and grade levels, specifically applied to IA projects and compared model outputs to quality assessments made by K-12 teachers. Since the nature of the resources being compared in the IA (peer) versus DLESE (expert) are different, results of this study provide insights on the generalizability of this machine learning approach and its potential for facilitating teacher peer production.

The National Science Foundation (nsf.gov) has funded a large initiative to catalog collections of high-quality online resources into the National Science Digital Library (nsdl.org). The mission of the NSDL is to help improve education for all teachers and students. The purpose of this module is to help you find high-quality online resources, learn strategies for incorporating them into a free software tool called the Instructional Architect, and use these projects in an instructional situation. In this module, you will learn to access online resources and to use tools to help solve instructional or learning problems or issues that you currently face in your classroom. You will also learn about reviewing IA projects to help you in choosing projects you can reuse and in designing your own.

This paper outlines South African History Online as a NGO that focuses on the enhancement of history especially at school level. The advent of digital and social media platforms has changed the way scholars learn and the way they perceive their world. The book, paper and journals should no longer provide the exclusive model for historical knowledge to be passed on. With this in mind, SAHO has developed a comprehensive online programme that focuses on the current curriculum as laid out by the Department of Education. The development of this website into an online classroom will assist both teachers and learners. Learners should be exposed to the wonders of digitisation and have the advantage of viewing primary source documents in their classrooms. This turns a normal classroom into a virtual archive making the learners instant historians who can now investigate their own case studies. Teachers have the opportunity of telling stories in new ways and in different means, and can use various materials from SAHO's online media and library section to give the learners the opportunity to relive the story. SAHO has various projects such as the development of the online curriculum material and aids for history from Grades 4 to 12. The aim is to build up this project into a comprehensive online encyclopaedia. An Arts and Culture classroom will soon be developed in a similar format. SAHO's teacher outreach programme, online support and e-learning focuses on the development of an online forum for both teachers and learners. Other campaigns include the 'history matters' campaign which is aimed at increasing interest in history at school and tertiary level. Monitoring and evaluating SAHO's classroom support will be done through counters on the web pages.

The International Council of Museums (ICOM) defines a museum as “a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education, study and enjoyment.” As described by ICOM, every museum has a mandate to share and communicate our collective heritage with the public and one of the key ways to meet this mandate is through education programs, in particular, through online resources. Understanding how museums can better deliver resources to educators is the motivation for this research project. Through a qualitative research study, this paper aims to gain insight into what teachers find useful about online educational museum resources, with the results contributing to the development of more effective digital resources in the future. This research project will attempt to understand and evaluate the content of online educational museum resources from the teachers perspective. The theoretical framework for this research project is Davis’ Technology Acceptance Model (TAM) and more specifically, the concept of the perceived usefulness of a technology. By understanding the qualities of online educational resources that contribute to the perceived usefulness of the website, museums can develop better resources and which in turn, can lead to greater adoption of online resources. Major questions for this project include: • What qualities of an educational website do teachers find useful? Why? • What factors contribute to a website’s perceived usefulness? Why? This research project is an exploratory study focused on how teachers use online educational museum resources, specifically the Glenbow Museum’s online exhibition website titled Niitsitapiisini: Our Way of Life (www.glenbow.org/blackfoot). The Blackfoot website was selected as a common discussion point for all interviewees as a way to focus the investigation about online user experiences with educational resources. Through qualitative research methods this project hopes to identify patterns of technology use and provide insight into how teachers determine if a resource is useful or not. Four teachers were interviewed (by telephone) for this project. Interviews were study using grounded theory procedures. The data was grouped together according to similar themes and was analyzed for any common patterns or trends across the four interviews. The data has been presented here in two main sections. Firstly, there is a background profile of the teachers based on their answers to the questions about general demographics, museum knowledge and technology usage. Secondly, there is a section about factors of perceived usefulness of web resources, which contain the descriptions of the teachers’ online user experiences. This study sought to explore the qualitative aspects of teacher user experiences with online educational museum resources, capturing their opinions and views in their own words. Using the TAM model as a framework, the interviews were conducted with the goal of understanding what makes online resources useful to teachers. More specifically, this study sought to determine what aspects of the user experience contributed to the perceived usefulness of the website, with the assumption that increased perceived usefulness leads to greater adoption of the resource. The findings show that the teachers in the sample evaluated websites based on several web usability factors, including: 1) features and functionality; 2) readability; 3) relevance and 4) findability. Within each of those categories there were several specific topics raised by the teachers, notably, the need for audio equivalences for text, the challenge of too much text, the ability to customize and personalize content for students, and more transparent authorship. By addressing these categories with a greater understanding of how teachers approach and use resources in the classroom, resource developers can increase the usability of their online educational resources.

Denominamos falsos amigos a palabras similares en dos o más lenguas que poseen significado/s diferentes (library “biblioteca” y librería “tienda de libros”, en inglés y en español respectivamente). Desde el punto de vista de la enseñanza y el aprendizaje del inglés, los falsos amigos son importantes porque con frecuencia nos llevan a errores en la expresión, y malentendidos a nivel de comprensión (e.g. I am constipated; it has been a fastidious speech or you should eat food without preservatives). Este artículo pretende dar a conocer una serie de herramientas útiles (diccionarios, recursos en línea, glosarios y blogs) para el estudio de los falsos amigos. Los recursos que aquí se presentan contribuirán a comprender la complejidad del fenómeno de los falsos amigos y aportarán la información necesaria para tratar este tema en el aula de inglés., False friends are words in two languages that are similar in form but different in meaning (e.g. English library “place for reading and borrowing books” vs Spanish librería “bookshop”). From the point of view of EFL teaching and learning, false friends are important because they lead us to errors in L2 production and comprehension (e.g. I am very constipated; it has been a fastidious speech and you should eat food without preservatives). This paper intends to present some useful tools (dictionaries, online resources, glossaries and blogs) for the teaching and learning of false friends. The resources presented here will allow us to discover the complexity of the false friend phenomenon and will contribute to the teaching and to the learning of these words.

L’étude scientifique de tout objet ne peut se concevoir sans une recherche dans les sources documentaires. Qu’il s’agisse d’archives publiques ou privées, de legs faits à des musées ou autres institutions patrimoniales, la quête de renseignements est une nécessité pour suivre l’objet étudié depuis sa création jusqu’à son étude faite in Situ. De nos jours, de nombreuses ressources sont mises en ligne, notamment sur le site du ministère de la culture et de la communication ; accessibles à tous, elles rendent plus aisées la localisation des sources et la consultation de leur contenu. A titre d’exemple, afin de faciliter l’étude du mobilier religieux du XIXe siècle, dont la production est alors en pleine expansion, des pages illustrées de plusieurs catalogues de fabricants sont aujourd’hui consultables en ligne.The scientific study of any object requires research in documentary sources. Whether these are private or public archives, legacies left to museums or other heritage institutions, the search for information is a necessity for understanding the life of the object, from its creation to its study in situ. Today, many types of documentary source are available on line, in particular on the website of the French Ministry of Culture. These sources are available to all and easy to consult. The example presented here, concerning the study of religious furnishings of the 19th and 20th centuries, the production of which increased considerably during these centuries, are the pages taken from the catalogues of several manufacturers of these church furnishings, today accessible on line.

International audience; The article focuses on the issues of development of online teachers associations (Clionautes in geography, Sésamath in mathematics and Weblettres in litterature), designing and sharing resources for teaching purposes. It considers various aspects related: the nature of collectives involved, links between design and use, and professional development. To study these questions, it relies on a set of data: the association websites, writings from their coordinators tracing their history and answers to a questionnaire submitted to members of these associations teachers or users of their resources. The article highlights the profound phenomena and questions the relationship between development of digital resources and development of collectives.; L'article s'intéresse au enjeux du développement d'associations d'enseignants en ligne (Clionautes en géographie, Sésamath en mathématiques et Weblettres en lettres), conceptrices et "partageuses" de ressources pour l'enseignement. Il considère différentes dimensions, liées : nature des collectifs impliqués ; conception de ressources, liens entre conception et usages, et développement professionnel. Pour étudier ces questions, il s'appuie sur un ensemble de données : les sites Web des associations ; des textes composés par les responsables de celles-ci, retraçant leur histoire et proposant un ensemble de questions ; et les réponses à un questionnaire soumis à des professeurs membres des associations, ou utilisateurs de leurs ressources. L'article met en évidence des phénomènes profonds et questionne les relations entre développement du collectif et développement du numérique.

In this demonstration we introduce Gelee , our online platform for the hosted specification and cooperative execution of lifecycles of artifacts of any kind. With Gelee we aim at filling two lacks we identify in current cooperative software systems when it comes to unstructured, artifact-based works (e.g., the writing of a project deliverable): the lack of state and the complete lack of automated actions. Lifecycles allow us to model the state of any object, and if we focus on online resources (e.g., a Google Doc) then we can also automate some lifecycle actions. If we apply Gelee to composite artifacts, e.g., a set of web services, lifecycles provide for the human-driven orchestration of services.

The National Science Foundation (nsf.gov) has funded a large initiative to catalog collections of high-quality online resources into the National Science Digital Library (nsdl.org). The mission of the NSDL is to help improve education for all teachers and students. The purpose of this module is to help you find high-quality online resources, learn strategies for incorporating them into a free software tool called the Instructional Architect, and use these projects in an instructional situation. In this module, you will learn to access online resources and to use tools to help solve instructional or learning problems or issues that you currently face in your classroom. You will also learn about reviewing IA projects to help you in choosing projects you can reuse and in designing your own.

The Iterative Evaluation Model for Improving Online Educational Resources (IEM) was developed to provide a valid evaluation model to be used to improve online resources, to make them more effective and have a greater positive impact on student learning. The model focuses on the iterative evaluation of four components: (a) evaluation planning, (b) web design and content, (c) use of the educational resource, and (d) educational impact. This paper describes the IEM which was developed as part of the NSF-funded ARTIST (Assessment Resource Tools for Improving Statistical Thinking) project and used to evaluate the online resources developed by this project. The ARTIST evaluation is described in order to illustrate how the IEM may be used.

Contemporary science education at all levels presents several critical pedagogical and social challenges to educators and learners alike. Among these challenges are the widening Intergenerational Information Technology (IIT) divide and the need for a comprehensive and balanced multidisciplinary training. In the past few years, it has become clear that one significant hurdle impedes the efforts to integrate information technology in the classroom – the Intergenerational IT divide. The IIT gap eflects a different growing misalignment between providers and recipients of the science and technology educational content in terms of the expected vs. supplied, needed vs. perceived and contextual vs. abstract specialized learning. The common K12 teacher or college instructor is much less familiar with, and slower to adapt to, the new ether of communication and novel IT resources. The transfer and blending of data, research challenges and methodologies between diverse areas of science is also critical in motivating wider spectra of students, demonstrating crossdisciplinary methodological concepts and synergies, as well as for engaging students in research projects. This article discusses the problems faced by modern science educators and suggests some methods and vision for coping with the increasing IIT divide and the social need to train “complete” and broadly educated citizens.

This article outlines a pilot project to offer a personalized online library service to Open University MBA alumni. A review of the literature and results of a desktop analysis of other UK Higher Education alumni library services are included. Content procurement and systems issues are considered along with the underlying organizational, resource and technical challenges experienced by the librarians involved. An analysis of initial usage and the results of a user survey are presented. Finally, practical advice is provided for other libraries considering similar initiatives.

International audience; The long-term objective of our research is to develop the instrumental approach for teachers. A first step, presented in this paper, is to observe stable behaviours of teachers using internet resources in mathematics. We retain the scenarios as indicators of the genesis processes. We propose a scenario taxonomy taken from categories elaborated by computer sciences specialists and complemented to take into account didactical aspects. The descriptions provided by teachers permitted to observe an evolution of their scenarios elaboration's practices.

This webliography annotates selected web-based resources for researchers in neuroscience and is primarily intended for librarians who assist neuroscientists engaged in research., http://www.istl.org/06-spring/internet.html

2005