Presented at the 2012 Open Access Week program, "The Open Data Revolution: Challenges and Innovations" in the Fall 2012.

Paper presented in IDEA 2008 & later published in Book form "ODL system in transition" / Open Courseware is nothing but the repository of the study and learning materials in digital form in the web which is open for every user i.e. Open Access. These repositories envisage to store, index, preserve, distribute and share the digital learning resources with any time access offering interoperability. On the other hand, e-learning covers a myriad set of applications, and processes such as computer based learning, web-based learning, virtual classrooms, etc. What is most significant about the method is that it ensures faster learning at comparatively reduced cost and gives access to more learning resources. In India, a number of institutions are digitizing their course materials and a good number of open courseware have been established e.g. eGyankosh-a National Digital Repository, CEC Learning Object Repository, Indo- German eGurukul on Digital Libraries, NPTEL, NCERT Online Textbooks, UNESCOSALIS e-Learning Portal, etc. This paper presents a scenario of the Open Courseware initiatives in India that can be helpful and necessary to the e-learners.

Thesis (M.L.A.)--University of Hong Kong, 1999. / Includes special study report entitled: Factory-made street furniture : outdoor seating. Includes bibliographical references.

Thesis (M.L.A.)--University of Hong Kong, 1999. / Includes special study report entitled : Factory-made street furniture : outdoor seating. Includes bibliographical references. Also available in print.

This presentation was given at the 2012 Open Access Week program, “The Open Data Revolution: Challenges and Innovations” on October 23, 2012. Open Access Week is a world-wide event where academic institutions explore Open Access – the ideal of free, full-text, immediate, online access to peer-reviewed scholarship and research results so new ideas and information can be obtained rapidly and freely by everyone. Many funding agencies, such as the National Science Foundation, and journal publishers, such as Nature, require researchers to share data produced during the course of their research. When researchers share their data, other researchers can reuse it to answer new questions, opening up new interpretations and discoveries. Sharing data may also lead to sharing research processes, workflows and tools and may make research articles and papers more useful and citable by others.

This presentation was given at the 2012 Open Access Week program, “The Open Data Revolution: Challenges and Innovations” on October 23, 2012. Open Access Week is a world-wide event where academic institutions explore Open Access – the ideal of free, full-text, immediate, online access to peer-reviewed scholarship and research results so new ideas and information can be obtained rapidly and freely by everyone. Many funding agencies, such as the National Science Foundation, and journal publishers, such as Nature, require researchers to share data produced during the course of their research. When researchers share their data, other researchers can reuse it to answer new questions, opening up new interpretations and discoveries. Sharing data may also lead to sharing research processes, workflows and tools and may make research articles and papers more useful and citable by others.

This presentation was given at the 2011 Open Access Week program, “The Future of Data: Open Access and Reproducibility” on October 25, 2011. Open Access Week is a world-wide event where academic institutions explore Open Access – the ideal of free, full-text, immediate, online access to peer-reviewed scholarship and research results so new ideas and information can be obtained rapidly and freely by everyone. Open Data is the idea that data should be freely available to anyone to use and reuse without access restrictions, licenses, copyright, patents and charges for use. For many scientists, integrating data is becoming a necessity.

The main aim of this field study is to review, analyse and interpret the research literature on open education. The study also attempts to define and illustrate the concept open education. In addition the study has aimed to produce a set of resource materials which illustrate open education, namely, what it is and how it is manifested in schools. From an initial empirical review and content analysis of the research literature, it is apparent that certain common themes emerge when defining the concept of open education. In an attempt to ascertain, clarify and derive meaningful conclusions, eight themes have been derived from the scan and content analysis of the literature. The work of appropriate authors has been discussed and analysed within this framework. The eight themes identified from the literature defining the concept of open education are:- (a) Aspects of implementation of 'openness' and open schooling; (b) Open space, open planning, the focus on spatiality and openness in architecture; (c) Philosophy of Open Education; (d) Goals of Open Education; (e) The Origins of Open Education in Australian Schools; (f) Assumptions and Beliefs of Open Education; (g) Characteristics and Criteria of Open Education; (h) Descriptions, Anecdotal definitions and interviews concerned with Open Education. These themes are discussed individually with reference to the relevant authors. From the analysis and discussion of the relevant research literature, it would appear that it is not only plausible but possible to define the concept of open education. The defining characteristics of open education are identified through: - the degree of openness of a school program; - the focus on spatiality and openness in architecture; - the philosophical goals, assumptions and beliefs intrinsic in the concept of open education; - the observable characteristics and criteria manifested by open education. The concept open education cannot adequately be defined in terms of a statement but in terms of observable sets of criteria which are present at varying times and in varying degrees ranging backward and forward along a continuum of degree of openness. Open education can therefore be defined by assessing the extent to which a specified set of criteria are present or absent. An aspect of the curriculum may then be ranked with respect to those defining characteristics of open education. Even though the content may vary, the specified set of criteria remain intrinsic and inherent in the concept.

This article discusses the motivation for, history of, and capabilities of Fac-Back-OPAC, an alternative library catalogue built on open source technology.

Thesis (M.S.)--Virginia Polytechnic Institute, 1961. / Vita. Abstract. Includes bibliographical references (leaves 86-97). Also available via the Internet.