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Institute of Educational Technology
Institute of Educational Technology > Feed aggregator > Categories > IET researcher and project officer blogs
Our institutional research database, Open Research Online (ORO), has just released figures on the downloads for individual researchers.
The image shows my figures to date.
It is interesting to see how these compare with the citation figures that appear in Google Scholar.
For example, my thesis – The Construction of Shared Knowledge through Asynchronous Dialogue – has been cited twelve times to date, according to Google Scholar. Yet it has been downloaded 680 times from ORO, meaning that its reach is greater than the citations might indicate.
That figure also shows that uploading theses hugely increases their accessibility. I have ordered paper versions of theses and have found that they have only been signed out on two or three occasions – now they are much more easily discoverable, citable and applicable.
From 20-22 January, I was in Brussels for the kick-off meeting of the Learning Analytics Community Exchange (LACE).
The LACE project brings together existing key European players in the field of learning analytics and educational data mining (EDM), who are committed to build communities of practice and share emerging best practice in order to make progress towards four objectives:
1. Promote knowledge creation and exchange
2. Increase the evidence base
3. Contribute to the definition of future directions
4. Build consensus on interoperability and data sharing
This will involve organising a range of activities designed to integrate people carrying out or making use of learning analytics and ED research and development. LACE will also develop an 'evidence hub' that will bring together a knowledge base of evidence in the field. Members will also explore plausible futures for the field.
Core partners
Open Universiteit Nederland, Netherlands
Cetis, the Centre for Educational Technology and Interoperability Standards at the University of Bolton, UK
The Open University, UK
Infinity Technology Solutions, Italy
Skolverket, the Swedish National Agency for Education, Sweden
Kennisnet, Netherlands
Høgskolen i Oslo og Akershus, Norway
ATiT, Audiovisual Technologies, Informatics and Telecommunications, Belgium
EDEN, the European Distance Education Network, Hungary
Finally published online in Technology, Pedagogy and Education is our article on informal learning at primary school level. The research study focused on two groups of self-motivated learners, including one set who had set up their own Scratch programming club, and another group who belonged to a lunchtime robot-building club run by a parent.
The creative approaches to informal learning that these pre-teens used when working with new technology at home, contrasted with the approaches that they were able to use within school. Their strategies of using different devices, collaborating with others both face-to-face and electronically, and consulting a range of websites were all constrained in school settings. Other constraints were associated with their age – for example, their lack of access to credit cards made online purchases a complicated procedure, and many of their decisions about use of technology were related to a lack of money to spend. They were also limited by parental constraints and legal constraints to a much greater extent than children only a few years older.
While other studies have focused on differences in use of technology for learning at age 11, when children move from primary to secondary school, this study suggests that a more significant shift in use of technology for learning takes place at age 13.
Ferguson, Rebecca; Faulkner, Dorothy; Whitelock, Denise and Sheehy, Kieron (2014). Pre-teens' informal learning with ICT and Web 2.0. Technology, Pedagogy and Education http://www.tandfonline.com/doi/abs/10.1080/1475939X.2013.870596#.UtWYzmTuKjE
ICT and Web 2.0 have the potential to impact on learning by supporting enquiry, new literacies, collaboration and publication. Restrictions on the use of these tools within schools, primarily due to concerns about discipline and child safety, make it difficult to make full use of this potential in formal educational settings. Studies of children at different stages of schooling have highlighted a wider range of ICT use outside school, where it can be used to support informal learning. The study reported here looks beyond the broad categories of primary and secondary education and investigates the distinctive elements of pre-teens' use of ICT to support informal learning. Nineteen children aged 10 and 11 participated in focus groups and produced visual representations of ICT and Web 2.0 resources they used to support their informal learning. Thematic analysis of this data showed that pre-teens respond to a range of age-related constraints on their use of ICT. Inside formal education, these constraints appear similar at primary and secondary levels. Out of school, regulation is more age specific, contributing to the development of tensions around use of ICT as children approach their teenage years. These tensions and constraints shape the ways in which children aged 10 to 11 engage in formal and informal learning, particularly their methods of communication and their pressing need to develop evaluation skills.
January 8-10, I was in Boston, where I represented The Open University and FutureLearn at a 'design charette' on motivation in online learning networks. This event was hosted by the MIT Media Lab in collaboration with PERTS at Stanford University and the Raikes Foundation.
I haven't attended a design charette before – these events are intensive, hands-on workshops that bring people from different disciplines and backgrounds together to explore the design of something (in this case online learning networks and, more specifically, MOOCs). The aim is to identify the visions, values, and ideas of the relevant community, allowing community members to collaborate to create innovative solutions.
Jared Stein describes how the event was organised, and there's a report on it here from Tim Vogelsang and Thieme Harris.
I enjoyed my first experience of speedgeeking – individuals sit in different areas of the room, and talk to three or four people for a few minutes. On the signal, each group moves on to the next presenter. In 45 minutes, it's therefore possible to hear a brief presentation from, and ask questions of, around ten presenters. This is a fairly intense experience for the presenters, cramming everything they want to say in a kind of extended elevator pitch, and repeating ten times. A downside is that the presenters don't get to hear each other – but overall the format allows for a lot of introductions to be made, and gives you the chance to cover a lot of ground very quickly
When we released CloudEngine as free/open source software, we followed what is fairly standard practice in some parts of the open source Community. We added a contributor license agreement (CLA) – some terms that we wanted anyone who was going to contribute to the project to agree to. This is the CloudEngine CLA (the page is a bit broken now, but please scroll down – it gives you the idea).
At the time I thought nothing of this, but recently I've been reading about the problems around CLAs. This presentation from a (the lead?) developer Michael Meeks on the Libre Office project is illuminating – they don't use CLAs. Also, this article Desktop Summit: Copyright assignments, by Jake Edge
There are arguments for and against. This StackExchange thread is good, particularly the point "The FSF assignment grants… it places constraints upon the FSF…" by Alan Shutko,
The arguments against boil down to the body to whom copyright is assigned (The OU in the case of CloudEngine) having greater privileges to use the software than anyone else, including the right to re-license under different terms. The perception of a lack of parity may prevent people contributing (I'm not saying this is the reason we haven't had contributions to CloudEngine. However, it may be a factor).
This presentation on Contribution Policies for Open Source Projects, by Richard Fontana/ Redhat provides a good summary.
So in summary, I would think very hard before using a CLA on a project now. It may, just may be possible to use the "inbound" license (the CLA) to grant rights and responsibilities fairly to the assignee and the assignor.
I think this is a Free Software Foundation (FSF) assignment, which aims to do just that.
But does it "impose a barrier to entry"?
John, Leslie K. and Acquisti, Alessandro and Loewenstein, George, The Best of Strangers: Context Dependent Willingness to Divulge Personal Information (July 6, 2009). Available at SSRN: http://ssrn.com/abstract=1430482 or http://dx.doi.org/10.2139/ssrn.1430482
Instead, Meeks suggests having a "Contributor Agreement", which says "Inbound = Outbound" licenses. See, http://fedoraproject.org/wiki/Legal:Revised_Fedora_CLA_Draft#FPCA_Text
As an aside, here's a good introductory presentation on "Open Freedoms/ Open Practices" by Paul Stacey.
I've just a quick look at my author report from the ORO repository of research published by members of The Open University. I'm quite surprised to learn that I've accrued almost 1,300 downloads of materials I have archived here!
An up to date account of my ORO analytics can be found at http://oro.open.ac.uk/cgi/stats/report/authors/31087069bed3e4363443db857ead0546/. I suppose a 50% strike rate for open access publication ain't bad… but there is probably room for improvement…
Here at eLearning 2014 Fred Lokken of Truckee Meadows Community College presented the results of the most recent ITC survey into distance education. This is the 10th annual edition of the survey, which is the the primary college-focused distance education survey. The results are sent to all college presidents as well as to key media outlets. The survey takes place in Autumn/Fall each year, and is sent electronically. The 2013 survey saw 140 complete responses and statistical accuracy was reported at +/-4%.
Fred claims that it was around the 7th year of the survey (2011) that distance learning began to be recognised by the government as equivalent to classroom education in terms of quality of materials and instruction. He pointed out that online education has overcome many barriers in a short space of time, instigating a paradigm shift that has yet to be fully understood.
The majority of community colleges manage their distance learning operations through a mix of centralised and decentralised administration.
Online enrolment is up while overall enrolment is marginally down. This is a trend seen consistently over the life of the survey and across a range of institutions. (40% attributed this to the downturn in the economy.) Web-facilitated classes and blended classes are on the increase.
Here are the challenges that distance education administrators see as the most pressing:
After a period of some turbulence, most institutions have settled on a fixed LMS, with only 27% saying that they were considering switching their LMS in the next year.
OER was the main change since previous surveys, with 45% predicting significant OER impact on their campus in the next 3-5 years. Half (50%) thought OER would have very little impact but only 3% thought there would be no impact. Here are the challenges that were identified as barriers to institutional adoption of OER.
What do librarians think about OER? If they create OER, do they share it? What awareness is there of CC and open licensing? What challenges do librarians face when using OER? What kind of policies would help librarians be more open?
There are just some of the questions we sought to investigate in a survey of librarians conducted during Autumn 2013. Working with Co-PILOT (Community of Practice for Information Literacy Online Teaching) project members Eleni Zazani (Birkbeck) and Nancy Graham (Roehampton), we launched two questionnaires during Open Access Week at the end of last October. Both surveys closed 2 January 2014 and were identical in content (the only difference being that one version mentioned Co-PILOT explicitly in the opening text and title). A big thanks to all those who either tweeted, blogged or promoted the surveys and, of course, a massive thanks to those who participated.
A total of 312 people responded to both questionnaires, with 219 respondents working full- or part-time as a librarian. These respondents are the focus of the following preliminary analysis. Although 82.4% of respondents came from either the US or UK (n=178), the remaining 17.6% of contributions came from a range of countries including Italy, Tanzania, Ghana and Lebanon (n=38). 81.1% of respondents were female (n=176) and 89.4% of respondents have English as their first language (n=194). 87.4% of librarians also reported having a postgraduate/graduate school degree as their highest qualification (n=188) whilst over a quarter of respondents (25.6%) reported having been a librarian for 20 years or more (n=51).
We asked respondents about the different ways that they access the Internet. 98.2% of librarians reported that they do so at work (n=214), with 89.9% accessing the internet at home using broadband (n=196) and 75.2% of respondents accessing the internet via their smartphone (n=164). The least popular ways of accessing the Internet were via a games console (5.0%, n=11) or at home using a dial-up connection (5.0%, n=11).
Over half of respondents reported publishing a blog post (50.7%, n=111) or posting on a microblogging site, for example Twitter or Tumblr (56.2%, 123) in the past year. 84.9% reported contributing to a social network (n=186) in the last year. 100% of respondents reported using word processing software (n=219) in the last 12 months whilst only 8.2% have recorded and uploaded a podcast (n=18) during this period. 10.0% of respondents have downloaded a file using a torrent client (n=22) during the last year.
Using OER
The top three types of OER used for teaching/training purposes by librarians were images (77.7%, n=129), videos (58.4%, n=97) and E-books (42.8%, n=71).
We asked respondents what kind of purposes they used OER for, within the context of their role as librarian. The most popular response (73.5% of librarians) was that OER was used to help find available content for learning, teaching and training (n=125). 72.9% of respondents reported using OER within the context of their role as librarian for getting new ideas and inspiration (n=124) whilst the next popular response was that OER was used to enhance professional development (n=95). Of note is that the least popular response to this question was using OER to give to learners as compulsory self-study materials (8.8%, n=15). This contrasts with 39.4% of librarians having given learners OER as optional self-study materials (n=67) and 37.1% as e-learning to online learners (n=63). Unfortunately, from this survey, we don't know who is making the decision about compulsory/optional materials or what context librarians are suggesting OER as optional resources to students in (e.g. are OER listed as compulsory/optional study materials by educators or are librarians selecting and advising on suitable OER content themselves?)… It would appear that further research is needed to make sense of these results and the role librarians play in selecting OER for use by students.
The top three challenges most often faced by respondents when using OER were reported as: Knowing where to find resources (60.8%, =n=121), finding resources of sufficiently high quality (59.8%, n=119) and finding suitable resources in their subject area (56.3%, n=112)
Creating and Measuring the Impact of OER
79.5% of respondents have used OER (n=171) whilst 39.5% reported that they had adapted open educational resources to fit their needs (n=85). Whilst 32.1% librarians have created OER for study or teaching (n=69), 14.9% of librarians reported that they had created resources and published them on an open licence (n=32).
Librarians who reported either creating OER for study or teaching, and/or creating and publishing resources on an open license were asked how they share the OER they create and whether they measure its impact. 60.8% of this group of librarians reported that they do not measure the impact of OER they create (n=45). This contrasts with 29.7% of librarians who told us that they do measure impact (n=22) in some way. Of the remaining 9.5% who reported that they didn't know whether they measured impact (n=7), this appeared in some cases to relate to uncertainty around what constituted "measuring impact" (we did not define this term for respondents). One librarian noted: "Not really – although we do look at how many times the video has been watched." Another noted "I track the usage of them but this (e.g. downloads) but I don't think this is an adequate measure of impact. There may be 1,000′s of downloads but who knows whether anyone has looked at them again." Of those who told us how they measure impact, the majority of respondents use either number of downloads/analytics or user surveys to assess the impact of OER they create.
The most popular subject for librarians, both in terms of use, and creation of OER was Computing and Information Science. 47.6% of librarians reported using OER in this subject area (n=65), with 16.9% have created OER in this subject area (n=23). Whilst 36.8% of librarians report using OER in Social Science (the next most popular option, n=50) only 5.9% reported creating OER in that subject area (n=8). The second most popular subject to create OER in was reported as Health and Social Care (8.8%, n=12).
Open Licensing
70.8% of librarians have seen the Creative Commons logo and report knowing what it means (n=155). Elsewhere 69.4% of respondents told us that the reason they select one OER over another was due to the resource having a CC license (n=143) This was the third most popular answer to our question asking respondents what factors make them more likely to select a particular resource when searching for open educational content (the top answer was the resource being created/uploaded by a reputable/trusted institution or person (87.9%, n=181).
More than 10% of respondents thought that open licensing was "of little importance" or "unimportant" when using resources in their teaching (5.7%, n=12 and 6.2%, n=13 respectively) whilst over 60% thought it was either "very important" or "important" (34.3%, n=72 and 37.6%, n=79 respectively). Further analysis is needed to breakdown these findings: as not all librarians are teachers, did those who do not teach either interpret "teaching" more broadly, or perhaps give less importance to licensing within this context, as it is not important for what they do as a librarian? Moreover, how important do those who have not seen the CC license before (16.9%, n=37) think open licensing is within this context?
Does OER Save Students and Institutions Money?
Interestingly, although there are a growing number of studies which show that use of OER (such as open textbooks) have financial benefits for students, over 50% of librarians told us that they didn't know whether their students saved money by using OER (50.9%, n=83). Moreover, in contrast to this, over 50% of respondents believe their institution benefits financially from using OER (53.1%, n=85). I will return to analyse the results of these questions in more detail, and compare them with OERRH data on educator perceptions of savings for students and institutions in Part II of this blog post.
Part II's analysis will be published in Spring 2014 (there are, for example, further questions on the impact of OER on one's role as librarian and on institutional policy/practice and a range of "open text" questions relating to policy/practice at respondents' institutions and what respondents think openness means to report on). The survey's findings will also be the focus of our presentation at OER14 in April. In addition, Nancy will also be presenting some of the findings at this month's Co-PILOT event in Glasgow. Please join us for these events … or look out for the follow-up post!
I feel a bit embarrassed having only secured one single blog post in 2013 . My mentor Martin Weller would be ashamed of me. Interestingly though, according to my annual feedback, my blog received almost as many visits in 2013 as 2012 (around 3000 visitors). Is that a reflection that the content is becoming more valuable as time passes?
Reflecting on 2013, for me it's been the year of turning aspirations into products. For the iSpot project for example I created what I called a "Technical Roadmap", which is really a grand way of saying that we had so much to deliver from a total of four different funders, we also been involved in BBC TV series (The Great British Year) and in the OU's first Futurelearn MOOC on Ecosystems. (Which I took part but sadly became a drop-out!)
As a consequence we needed to ramp up the technical management of the project for what was an extremely challenging year and the Technical Roadmap helped us to keep our sanity (most of the time). Richard Greenwood has created a project blog about the main technical work during 2013.
Here are a some of my highlights:
1. Internationalisation/Community (the link takes you to the UK and Ireland community)- This is by far the biggest technical feat of the year for iSpot. The system now supports numerous communities organised according to geographical or taxonomic criteria. Richard Greenwood worked very hard on the functionality, which uses polygon mapping to calculate areas (and use multiple polygons so a region such as the UK, or Eastern Europe can be mapped out). The difficulty was providing communities without destroying the taxonomy (species dictionaries) as these sometimes span many areas. With the UK is was simple but now there are multiple dictionaries (one for Global iSpot) that need to be used in the correct places. Richard therefore couples the taxonomies to the observations locations, but decoupled it from the community (polygon) model, thus allowing freedom to create communities without having to use a dictionary that wasn't relevant to their locale. The technology used is MariaDB and Open Street Map for creating polygons (and Google maps for displaying them). Richard also implemented Geo-IP to direct people to the correct community be default and the system will also allow people to move to different communities. Communities don't have to be countries (we now have a budding Chilean community on iSpot for example ). Communities have their own News items and maps which are centred on their geographical region, and observations relevant to that community. Communities don't just have to be geographical, they can also be around organisations or species or in fact anything that can be filtered against within iSpot, this makes the feature potentially very powerful.
2. A species surfer – The species surfer (or ID tool as it was originally called) allows anyone on iSpot to browse the species dictionary (taxonomy) using images to represent the main categories and sub-categories. Within a sub-category people can look at the variety of types to track down ones that are similar to their own observations. We know from talking to users that this is something they've been interested in having. Many people use Google and other sites to try to find out more about their observations and we thought that since iSpot has over 250,000 observations, the majority of which have been accurately identified, we should use that feature and draw it to people's attention. It also acts as a learning tool and we hope it will be useful for field studies and research, from novices through to experts. This has only just been released so we still have further work to do to improve it but we want to get feedback from users since we know that there is still more work to do on this. The iSpot team have provided help information to guide people in how to use it correctly.
3. Intelligent quiz - The existing crowdsourced identification model within iSpot, rewarding improvement in ability to identify observations, provides some of evidence that people are learning and improving their understanding of nature through iSpot, however it isn't full-proof. For example a person may gain reputation through identifying very common species and without expanding their knowledge of other species. We therefore require empirical evidence of improvement in people's ability to identify a greater variety of observations as their reputation improves; the iSpot intelligent quiz is designed to test this knowledge. The quiz was launched in July 2013, since then around 350 people per week have taken one or more quizzes, so an average of around 50 people per day. The quiz is tailored to the level and subject area that people request when they start a new quiz on iSpot. The reputation level that iSpot provides is a good indicator of the level that people should take but there is no restriction on the level so, for example, a level five expert could take a level 1 quiz and vice versa. The data from the weekly logs shows however the people are averaging about 7 out of ten for quizzes across the skills levels which suggests that people are naturally finding a level which challenges them.
The quiz has a number of different types of question that test a range of knowledge within a specific domain, some questions are multiple choice and others are about entering the correct name or type of observation, some examples are shown below:-
The quiz is largely image-based and relies on people correctly identifying observations. The quiz is open to both visitors to the website who have not yet registered, and also to registered users. Registered users have the benefit of being able to look back at previous quizzes they have taken to compare results. As part of the intelligence the quiz tries to select images which have been agreements and ones which are non-contentious, for example it will attempt to filter out hybrid types. In the example below people can use the button in the right hand corner of the image to expand it and see additional detail.
Certain questions prompt people to enter correct names associated with an image, they are based on the names given within the species dictionary on iSpot. The system will look up the dictionary and offer suggestions for entries that match, or which are very similar to, the name entered by the user.
We collect overview information about the quizzes on a weekly basis, including information about preferred groups, as you can see from the chart below birds consistently prove to be the most popular category for people taking the quiz.
The weekly statistics show us that the percentage of visitors who take quizzes compared to registered users varies from week to week.
For example during w/c 16th September 2013 about three quarters of people taking the quiz are registered users as indicated in the following diagram.
Interestingly during the previous week the ratio was more like 60/40 in favour of registered users so this seems to be indicating that as time passes the quiz may be becoming more popular with registered users however this will require further data analysis.
Each quiz has up to ten questions so the table below shows that during the previous week there is an 80.7% completion rate.
The completion rate for the previous week was 89.1% and completion rates seem to fall consistently within 80%-89% percent range.
We are tracking the average scores of people who take the quiz and the results show us that there is only a very slight variation in score between people who class themselves as novice and take a level 1 quiz and people who class themselves as expert and take the level 5 quiz.
There is a slight decrease from 7.5 to 6.5 going from level 2 to level 3 and beyond however it is worth bearing in mind that the quiz provides novice users with up to three "lifelines" to use to help them (a lifeline is typically where two of the four choices are removed to make it simpler for people to find the correct remaining answer).
We have yet to analyse the raw data coming from the quizzes and because the service is relatively new we need more time before we can start to get useful trend data to help us demonstrate that people are increasing in their knowledge of nature through using iSpot.
In particular we need to understand the relationship between the amount of time people have been using iSpot and the level of knowledge they have attained. The data already indicates that people who use iSpot are gaining knowledge about nature and over the next few months we will be conducting further data analysis to understand exactly how this is being achieved.
These are just a selection of some of the new features in iSpot (I have at least 24 more to share with you!). I am very interested in how these systems evolve over time and the nature of the co-evolution of the technology and the people using that technology.
The Facebook we see today is very different from the first iteration of Facebook.
People are generally much more technology aware, and use technologies frequently for "selfies" and to share with others in a connected way. Systems must therefore evolve to support the changing perceptions of users to technology and iSpot can naturally support learning using images and photographs that people nowadays naturally want to share.
I've summarised some of the latest iSpot features that explain this co-evolution process in a presentation that I gave in December. We "technocrats" rely heavily on the community, and the subject experts to help us create services that are useful and provide mechanisms of learning and improvement.
I will be continuing over the coming months to give examples of the richness of the systems that we're working on the Institute of Educational Technology. Working in partnership with the Science Faculty and Open Media Unit and the 36,000 users of iSpot.
Winner of the 2013 OCWC Educator Award for OpenCourseWare Excellence (ACE) for her work with Susan Dean on creating the open textbook Collaborative Statistics, it was my pleasure to speak with Barbara Illowsky at this year's OpenEd in Park City, Utah during November. The interview recording will be made available shortly so you can listen to Barbara tell us more about herself, what open means to her and the story of how she became involved with OpenStax College and Connexions. In the meantime, here's a snapshot of what we talked about…
More About Barbara
Professor of Maths and Statistics at De Anza College since 1989 and the first project director of the Community College Consortium for OER (CCCOER), Barbara is currently overseeing the state-wide Californian Basic Skills Initiative and working at the California Community College's Chancellor's Office which oversees the provision of community college education for the state's 2.6 million students. Telling me more about De Anza's missions, Barbara cited Martha Kanter (who was President of De Anza College, Chancellor at Foothill-De Anza Community College District between 1993 and 2009, and then U.S. Undersecretary of Education under President Obama from 2009 through 2013) in describing the college's open access mission: "we accept the top 100% of students who apply." De Anza serves a wide range of students, a large proportion of which are in their mid-thirties and who juggle numerous commitments alongside their studies but also younger people who are often the first in their family to attend college. As Barbara told me:
"The one thing that the majority of students have in common at the community colleges is that they are not wealthy. Our students, most of them work and of the students who work the average number of work hours is 32 hours per week … And the students are working, they are juggling paying their bills, especially the students who are not coming at age 18-20. Many of the students who come at age 18-20 have parental support … But even of those students who are 18-20 we have a huge percentage of students that are first-generation college…"
Earlier this year, Barbara worked together with Cable Green (Creative Commons) to draft and put forward the recently passed bill that requires all grants and their outputs (e.g. learning materials) in California to have a CC-BY license. What does this mean for students and educators in California and elsewhere? As Barbara explained: "so now all grants coming out of this will require a CC-BY license on [them] and require [institutions] to share the materials versus just having them hidden somewhere on their own campus. So that's a big policy, it's the largest educational institutional system – I think – in the world that's required the CC-BY for its grants and contracts…" As Barbara later told me "I hope that other educational systems around in the United States and around the world adapt similar policies. We have so much to learn from each other."
From Collaborative to Introductory Statistics
Whilst Collaborative Statistics is the latest open textbook to be released by OpenStax College (as Introductory Statistics) the story of Collaborative Statistics is an interesting one. Barbara told me more about how it all began:
"Susan and I started out because we couldn't find anything we wanted to use and it was the students who begged us to please put everything into a textbook. We were writing notes, we were writing materials and finally the students said we're not using the book, we're just using your stuff. And we went into then packaging it as notes, then packaging it as a draft and then originally selling it through our bookstore as notes that students bought where they were just paying the reprographics cost. And then eventually it became a book."
Prior to being part of OpenStax College, Collaborative Statistics transitioned from notes to a paper format textbook before becoming "one of the prototypes" for the Connexions repository, which is based at Rice University, Houston. Founded in 1999 by Richard Baraniuk, the Connexions platform enables anyone across the world to access, remix and redistribute educational materials. "A showcase course" for Connexions, the copyright for Collaborative Statistics was purchased from Barbara and Susan by the Maxfield Foundation, before being donated to Rice University.
As Barbara explained, for community colleges "in California our tuition is low" here as elsewhere in the USA "the textbooks actually cost more than the tuition for most students." Just as the CC-BY bill in California will enable students, faculty and institutions to benefit from each others' work, releasing Collaborative Statistics as an open textbook, available for free in a PDF format or to read online, increases access to complete course materials and helps lower costs for students. The release of Collaborative Statistics as an OpenStax College textbook continues the pioneering work that De Anza has done around textbook affordability. Through the work of ex-student Hal Plotkin (who went on to become a Foothill-De Anza Community College District Board of Trustees member and is now Senior Policy Advisor, Office of the Under Secretary, United States Department of Education) and others Barbara told me how Foothill-De Anza was one of the frontrunners in establishing policies relating to open access and the use of "public domain" materials.
Saving Students at De Anza over $1 million dollars
At De Anza College alone, use of Collaborative Statistics has saved students over $1 million dollars. Barbara explained how this figure was calculated when the book was being "self-published" and being printed either by the college's reprographics service or by printers elsewhere:
"At De Anza we have over 100 sections a year of elementary statistics, of those sections approximately 90 or so are using Collaborative Statistics… …Students never paid more than $50 for the books, at the bookstore, new. We estimated based on how many students had used the book and at $50 about three quarters of them would buy it new.
I started surveying the students to see buying it new, buying it from their friend, buying it used. … there was research that was done on the original calculation and then we just continued after that. So we estimated that $50 with about three quarters of the students who were using the book, buying it new, because that's what was happening and that's what was being saved each year. It's probably a conservative estimate…
Once it went online and it was free more and more colleagues switched over to the book, so we could base it based on the number of sections, and how many they were buying. And keep in mind that this was based on the estimate of a $50 book, and if they were buying a $130 or $200 book they would have saved, in comparison, a lot more money."
Collaborative Statistics: Past, Present and Future
Barbara continues to receive comments and feedback on the online version of Collaborative Statistics from around the world. The textbook is constantly updated, with educators contributing a variety of additional materials including "a 1000 question test bank to the OpenStax College for a teacher resource because [the educator] … so appreciates the fact that students don't have to buy a book…"
Barbara has also created captioned videos (available on iTunes), and a non-native English speaking colleague at De Anza was asked to write the glossary so that it was made more accessible to non-native English speakers. Continually looking for ways to improve the textbook, Barbara told me about how students had introduced her to a gambling game played during the Vietnamese New Year (Tết). This has now been incorporated into one of the Labs, to illustrate binominal distribution: "we wanted our multi-cultural activities to actually reflect multi-culturalism; not to reflect changing the name in a word problem."
However, whilst Barbara acknowledged that "over the years the book has become much better because people contributed to it" Barbara and Sue endeavour to keep "…what made is so successful for student learning, which was simplistic language, and ease of readability and interesting problems…" Talking about the impact of Collaborative Statistics, "…so many people have contributed to it, aside from the savings to the students, to me the book has become better, the learning experience has become better, this has been a total professional development ride for me; I feel that by having the book out there I have learnt so much… Now with the OpenStax version … Sue and I were both pretty strong that we wanted this to become a community textbook so we do not want it to still be the Illowsky-Dean textbook … we want to be the senior authors and then list so many people who had helped it … and call it the OpenStax College book."
On why Collaborative Statistics is not Non-Commercially Licensed
Collaborative Statistics has made available with a Creative Commons CC-BY license. Barbara explained to me why Collaborative Statistics does not have a non-commercial (CC-NC) license, even though others could potentially make money from reproducing the textbook:
"I wanted to talk about commercial aspects … So one of the interesting comments we have, is how could you not put the NC on your license, how could you agree to a CC-BY because somebody else can take your work and make money. That's true but if we didn't put that BY on there, there wouldn't be other innovations. So, for example, another college… their bookstore wouldn't be able to sell the book because they earn a profit on the hard copy of it. WebAssign … Collaborative Statistics was the first Open Ed Resource that they hooked up with to do a homework system with. Before they were working only with major publishers. But when I was starting to present at national conferences, and faculty said I love this book but I would never adopt it because I don't want to go back to grading homework … The trade-off of a student spending $200 for a book that comes with a homework grading system, or me having to grade homework, they are going to buy the book.
So I approached WebAssign – it's a fabulous company – but it does cost the students $25. So I tell the students, I recommend it but you don't have to buy it. If you want to turn in the hardcopy paper with your problems worked out to me you can, but I think that the WebAssign has a learning system that goes along with it, they have the videos integrated, they have the books integrated… if you get stuck on a homework problem, it takes you back to the book if you want [etc.] … So I think this is a valuable learning tool, not just making my life easier for grading … now I've only had two students who started out turning in a hard copy paper and they eventually ended up buying it. So that's a company that is doing innovation but if I had the NC license on it, they wouldn't."
Openness: Collaboration & Student Success
The experience of writing and developing Collaborative Statistics is central to how Barbara understands openness and what it means to be open. She told me:
"Openness means that I'm willing to share and others are willing to share. And that as much as we possibly can, we take our egos out of this and we work collaboratively for the end all. Which in an educational setting the end all is student learning. So, I got involved with OER because of cost savings for students, and I'm still strongly there with cost savings for students, but what I've found is the unintended consequence … was that student learning improved because of the fact that others could repurpose, others could use. We're now studying success rates; I am making no claims at all about success rates going up with openness… [But] what I do know is that they have not gone down…
But the openness part … I think it's a trend of faculty starting to collaborate more … Community College faculty tend to work in silos, we don't have that many grants, most of us don't publish. So we just go in and we teach, we do our stuff and then we go back. What I've seen is that more faculty are willing to share materials … we're able to work together for improvements… I've seen departments get together and write the textbooks for their students, and so they all have ownership in this and when you're all vested in this then you all want to use it."
Thanks again to Barbara for taking the time out to speak with me, and for all her help and assistance in preparing this interview. Look out for the audio shortly!
More Resources:
Jane Park (Creative Commons) interview with Susan Dean and Barbara Illowsky in 2008
We've got a great set of new books in for review in the Journal of Interactive Media in Education (JiME) at the moment – thanks to Routledge for the review copies.
If you're interested in reviewing any of the following then get in touch with me through Twitter or via rob.farrow [at] open.ac.uk to let me know which volume you are interested in and some of your reviewer credentials. First come – first served!
Sue Crowley (ed.) (2014). Challenging Professional Learning. Routledge: London and New York. link
Andrew S. Gibbons (2014). An Architectural Approach to Instructional Design. Routledge: London and New York. link
Wanda Hurren & Erika Hasebe-Ludt (eds.) (2014). Contemplating Curriculum – Genealogies, Times, Places. Routledge: London and New York. link
Phyllis Jones (ed.) (2014). Bringing Insider Perspectives into Inclusive Learner Teaching – Potentials and challenges for educational professionals. Routledge: London and New York. link
Marilyn Leask & Norbert Pachler (eds.) (2014). Learning to Teach Using ICT in the Secondary School – A companion to school experience. Routledge: London and New York. link
Allison Littlejohn & Anoush Margaryan (eds.) (2014). Technology-enhanced Professional Learning – processes, practices and tools (3rd ed.). Routledge: London and New York. link
Ka Ho Mok & Kar Ming Yu (eds.) (2014). Internationalization of Higher Education in East Asia – Trends of student mobility and impact on education governance. Routledge: London and New York. link
Martin Weller has a thought-provoking editorial in the latest issue of JiME. He argues that many of the battles for open education have been won but that the movement now faces the challenge of balancing all kinds of different aims and aspirations. Is openness about freedom? Is this an argument about business models or a philosophy of education?
These questions are couched in a wider narrative about finding pathways through times of change (especially rapid change or revolution). We often only see the underlying patterns of historical forces in retrospect: as the philosopher Hegel tells us, the owl of Minerva 'flies only at dusk'. Not only are the issues complex and conflated; there is also the small matter of the education publishing industry that is keen to protect billions of dollars of revenue. With all this is mind it can be hard to focus on the more prosaic problems we face on a day-to-day basis.
Martin appeals to the same 'greenwashing' analogy that Hal Plotkin used when I spoke with him in Washington DC earlier this year. Nowadays environmental friendliness has penetrated the mainstream so successfully it can be hard to recall the way many corporations and lobbyists fought against a small environmental movement. Brands are more than happy to present themselves as 'green' where before they denied the value of such a thing. Their redefinition is known as 'greenwashing' and shows how a message can be co-opted by organisations which would appear at first to be excluded. Can we say the same thing about open education as commercial providers become 'providers of OER'?
Martin does a great job of showing why 'battle' might be an appropriate metaphor for what's going on. In the case of open access publishing, for instance, incumbent publishers want to preserve profits but open models have allowed new entrants into the market. These new publication models are immediately thrust into challenges of scale and sustainability that can make it hard to preserve the openness that was the original impetus.
I won't try to present any more of the argument here – it's well worth reading in full. But here's the conclusion for the gist of it:
Openness has been successful in being accepted as an approach in higher education and widely adopted as standard practice. In this sense it has been victorious, but this can be seen as only the first stage in a longer, ongoing battle around the nature that openness should take. There are now more nuanced and detailed areas to be addressed, like a number of battles on different fronts. After the initial success of openness as a general ethos then the question becomes not 'do you want to be open?' but rather 'what type of openness do you want?' Determining the nature of openness in a range of contexts so that it retains its key benefits as an approach is the next major focus for the open education movement.
Open approaches complement the ethos of higher education, and also provide the means to produce innovation in a range of its central practices. Such innovation is both necessary and desirable to maintain the role and function of universities as they adapt. It is essential therefore that institutions and practitioners within higher education have ownership of these changes and an appreciation of what openness means. To allow others to dictate what form these open practices should take will be to abdicate responsibility for the future of education itself.
I co-authored the Beyond Prototypes report, which provides an in-depth examination of the processes of innovation in technology-enhanced learning (TEL). The report sets out what can be done to improve the process of moving from academic research and innovative prototypes to effective and sustainable products and practices. In doing so, it shows that technological development is only a small part of the picture. Significant and lasting TEL innovation requires long-term shifts in practice. These shifts are not confined to the classroom or training environment; they require alterations to many different elements of the education system. In order to make these shifts, different communities and groups need to work creatively together over time, so policymakers and funders should plan for engagement with teams able to initiate, implement, scale and sustain long-term innovation.
Referencing the report: Scanlon, E., Sharples, M., Fenton-O'Creevy, M., Fleck, J., Cooban, C., Ferguson, R., Cross, S. and Waterhouse, P. Beyond Prototypes: Enabling Innovation in Technology-Enhanced Learning. Technology-Enhanced Learning Research Programme, London, http://beyondprototypes.com/ 2013.
Key insights summarised:
TEL involves a complex system of technologies and practices. In order to embed significant TEL innovation successfully, it is necessary to look beyond product development and pay close attention to the entire process of implementation.
Significant innovations are developed and embedded over periods of years rather than months. Sustainable change is not a simple matter of product development, testing and roll-out.
TEL innovation is a process of bricolage. This process includes informed and directed exploration of the technologies and practices required to achieve an educational goal. It involves experimentation to generate fresh insights, and a creative use of available resources. It also requires engagement with a range of communities and practices.
Successful implementation of TEL innovation requires evidence that the projected educational goal has been achieved. Reliable evaluations must be carried out; their findings must be disseminated and acted on. Methods of evaluation are required that can be applied to processes of innovation and to institutional change, as well as those that can be applied to shifts in technology usage.
Before we all headed off to OpenEd earlier in November and got stuck into our data analysis sprint last week (coding and cleaning some of the data we've amassed through the questionnaires we've been running over the past few months) I headed down to London for MozFest 2013 and the Hit the Roadmap: A Human Timeline of the Open Education Space event last month. Working with Jane Park (Creative Commons), our Linked Fellow for our School of Open collaboration, we spent the week discussing next steps for the research conducted so far on four of the facilitated School of Open courses: Copyright for Educators (US and Australian versions of the course), CC for K-12 Educators and Writing Wikipedia Articles: The Basics and Beyond. Following a review of the data made available to us by Jane and the course facilitators, and the questionnaire responses from course participants, I'll begin writing up our findings next month. The results of our study will be published as a joint authored report in New Year 2014.
We also talked face-to-face about the OER Research Hub's planned School of Open course. This course will focus on researching OER and include reflections and best practice gained through the process of conducting research for the project. We anticipate that the course will be launched in conjunction with our planned Researcher Pack, which will offer a range of tools to assist anyone who is interested in researching the impact of OER. We're looking forward to being able to tell you more about our plans in the New Year. However, in the meantime, in order for us to make this the most useful and relevant course to YOU, we need your input… All suggestions and comments welcome!
Take Our Poll (function(d,c,j){if(!d.getElementById(j)){var pd=d.createElement(c),s;pd.id=j;pd.src='http://s1.wp.com/wp-content/mu-plugins/shortcodes/js/polldaddy-shortcode.js';s=d.getElementsByTagName(c)[0];s.parentNode.insertBefore(pd,s);} else if(typeof jQuery !=='undefined')jQuery(d.body).trigger('pd-script-load');}(document,'script','pd-polldaddy-loader'));We anticipate running one facilitated version of this course before making the course stand-alone. You can also read more about the course and Jane's own reflections on her week with us here.
Hit the Roadmap and Mozfest 2013!
Toward the end of the week Jane and I headed to London to participate in Hit the Roadmap… Co-hosted by School of Open, Creative Commons, P2PU, Open Knowledge Foundation and FLOSS Manuals this was – like MozFest – a totally hands-on event. Around 10-15 of us brainstormed and mapped (involving lots of stickies!) the history of "open," chronologically charting events and projects on a long strip of paper (see the picture above for the start of this process!). Jane facilitated the session and got us warmed up with introductions, including a spectrogram exercise where we positioned ourselves along a line in order to illustrate what stance we took on different statements about openness and education. Contributions to the timeline have been put into Google docs and are being visualised via TimeMapper. Find out more in Marieke's (Open Knowledge Foundation) blog post.
Next day was the facilitators session for MozFest before the festival started that evening. Several hundred people facilitated makes, hosted sessions and organised activities. There was even a whole section at MozFest totally devoted to badging! The focusing on "doing" at MozFest and the range of stuff happening and opportunities for getting involved in innovative projects and ideas was immense. The atmosphere was exciting and collaborative: need a Python expert? Just say the word and somebody would be there to help you… An awesome way to get help with projects and brainstorm ideas.
Jane ran several different scrums at MozFest (read her overview of the weekend's events here) including a session on a Digial Self-Preservation Toolkit. This scrum got participants to think about their digital identity and "…explor[ed]the idea of what happens to your body of creative, educational, or scientific work when you die." Jane and I also jointly devised, and I facilitated, a scrum in the Digital Storytelling track: Be an Open Data Detective! Participants could drop by and work with me to use openly available tools to create visual representations with some of our open data, including that gathered as part of the School of Open research we've been carrying out, and comparative data from the OpenStax and the Flipped Learning Network questionnaires. Impressively – given the sheer number of different makes on offer to MozFest participants – a couple of people sat with me and worked through different bits of data. Others dropped by to find out more about the project or to play a bit of OER-archery. A big shout out must go to @DanielBhugon for creating some code to visualise Yes/No responses to questions…. It's definitely the start of something good, so thanks again, Dan!
Finally, there are a lot of blog posts out there on MozFest. For different perspectives and to get a sense of the range of activities that were on offer, see (in no particular order):
Chad Sansing's classroots.org blog
Rob Hammond's blog
Marieke Guy's Open Education Working Group blog Marieke Guy's Open Education Working Group blog
Chris McAvoy's blog Chris McAvoy's blog
Doug Belshaw's blog
Its just over a year ago (19 October 2012), that the JISC/HEFCE-funded Track OER rapid innovation project finished. You can view the grand finale videos on the project blog.
We've recently had some fresh interest in the project, so I thought I'd take a look at the recent data.
BackgroundWe used and extended CaPRéT as one of two strands of work in the Track OER project. We experimented with Piwik and Google Analytics as alternative analytics back-ends, in place of the custom Node.js/ MongoDB/ Hummingbird one originally developed for CaPReT. This was because:
You can see the CaPReT-Google Analytics side-block on the bottom-left in the Bridge to Success OER content on The Open University's LabSpace site.
We use Google Analytics event tracking, and GA custom reports – see "Useful links"
Analytics dataOne year on, Google Analytics is still busily collecting data…
Additional screenshots are in this Google Doc (temporary measure - should be in Flickr or similar...).
You can find more background information on the Track OER project blog, on Cloudworks.
Developers can browse and fork the open source code on GitHub.
By the way, much of the development occurred in the Institute of Educational Technology with input from colleagues in Learning and Teaching Systems (now IT) and the Open Media Unit (OMU).
The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
View the Innovating Pedagogy report.
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right. Please contribute with comments on the report and the innovations.
Just testing that the aggregator publishes new posts.
Juist a test of the h817open aggregator….
I've been looking at a few cloud storage providers, with a view to seeing which one(s) might be best (in terrms of usablity of client interface , and openess of access to files and data ) for sharing SVG files which reference and use Javascript. The motive is to find a provider which is easy to use both for the end user, and for Nick Freear's oEmbed service.
Until recently I had beeen using Dropbox, but it now produces a 'share link' usig https (e.g. https://www.dropbox.com/s/kjnmthom7qny129/sdfds.svg ) instead of the http link it used to. This seems to be because DropBox have changed the way users can share files (see https://www.dropbox.com/help/16/en), forcing folk to visit the shared page, then download the file that has been shared. I.e. it's a two click process rather than the one click process that was possible with the public folder. Also the download link (e.g. https://dl.dropbox.com/s/kjnmthom7qny129/sdfds.svg?dl=1) does waht it says i./e. downloads the file to your machine, whereas what I want is to allow people to view it online (you can do this by thaking the ?dl=1 off the end of the URL to produce https://dl.dropbox.com/s/kjnmthom7qny129/sdfds.svg but that's a step too far for easy sharing for me (and, I guess, other users ).
So I've begun to look at other options. The one that looks appealing so far is Ubuntu one. Ubuntu one has clients for Windows, Mac, Android, iOS, and a web interface so might be the best sollution since DropBox now seems to have stopped allowing folk to share files in a truly open fashion.
I have also looked at a couple of other options so far, i.e. Wuala and Google drive (Docs as was). Google drive will not disply a SVG file ("Sorry, we are unable to generate a view of the document at this time. Please try again later" – https://docs.google.com/file/d/0B433yeYVgtlaRTJTS3lTeW1UdTQ/edit).
For Wuala there are similar problems to DropBox in that the default share link forces a download e.g. http://content.wuala.com/contents/andrew_x/Documents/CompendiumLD/sdfds.svg?dl=1, though as with Dropbox this can be avoded through editing the link Wuala generates and removing the ?dl=1 parameter: http://content.wuala.com/contents/andrew_x/Documents/CompendiumLD/sdfds.svg.
So, at the moment, Ubuntu One is my preferred option (thanks's to Nick for prompting me to take a look at it). Here's an example:
Please note
Your browser can not display SVG so you will not see the interactive CompendiumLD map that should be shown here.
To see the interactive map, please use a browser which displays SVG, e.g. Chrome, Firefox, Opera, Safari or Internet Explorer 9 and above.
Thank you.


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Royersford Baptist Church
100% Were impressed
Royersford Baptist Church is located on South Lewis Road. They offer various service times and numerous groups for men and women of all ages, including a book club and prayer group. There is also nursery school, available for children 2 to 5-years-old. More information is located on their website.
452 S Lewis Rd, Royersford, PA 19468
(610) 948-4170
- Hours: Service times vary.
Posts awaiting your approval 0
Copyright ©2014 Planck LLC d/b/a Patch Media. All rights reserved.

subset: commoncrawl


text:
Only The Good Die Young
Today's Award!February 7th 2014 2:54 pm[ View A Comments (7) ]
Today we has an award for a gorgeous ladycat! And like me, she knows about having to deal with those goofy black and white boys. We're still trying to figure out why they're so huge . . . Anyways, this pretty tabby has a thing for flowers - in fact she even started a group for garden loving kitties called GreenPaws! Woo-hoo! Congrats, Zoe! I like to eat green things sometimes, like catnip and oatgrass. And I like to bite holes in lettuce leaves, but I don't eat therm. Does that make me a GreenPaws? Whooo Hooo, Beeg Concats saweet ZOE~! Izn't sweet Jez 'n Travis 'n furmilies so kewl? What a fine 'n pawsome honor~! Enjoy our saweet furiend~! Tee Hee, Bear, U eat holes in lettuce leaves? Hmm, I nefur tried dat, but I doez love's to EAT~ Giggles~! XOXO Way to go Zoe on your FUSM! And congrats on your diary pick today, Jezebel! That's right! Today its your day, too, Jez! You're a DDP! Congrats! And... Concats to Zoe! Yah Zoe - concats! Concats to Jezebel on her DDP:) Concats on being a DDP! Hope you are having a pawsome day. Concats to Zoe! And yet again you are honored as the kitty with journalism skills! Concats on being a DDP! |
❅ Jezebel DG 29 ❅ Family Pets
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text:
Category:1916 in France
From Wikimedia Commons, the free media repository
English: 1916 in France
Esperanto: Jaro 1916‐a en Francio
Suomi: Vuosi 1916 Ranskassa
Français : L'année 1916 en France
Italiano: 1916 in Francia
Русский: 1916 год во Франции
Svenska: 1916 i Frankrike
Українська: 1916 у Франції
English: This category includes works, events and everything related to the history of France in 1916.
- This category is NOT intended ONLY for photographs taken in 1916, nor is it intended for media uploaded or scanned in 1916, as the parent Category:France by year goes in time past the invention of photography, scanners or computers. For the specific scope of photography, please see Category:Photographs by year.
- Media illustrating events of 1916 in France should be added into the subcategory Category:1916 events in France.
- Media illustrating works of 1916 in France should be added into the subcategory Category:1916 works in France.
This category has the following 9 subcategories, out of 9 total.
B cont.E |
Media in category "1916 in France"
The following 20 files are in this category, out of 20 total.


text:
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The world is falling apart. The magical apocalypse has come. Now is the time to guard the covenstead against both raiders and refugees. But Max has been stolen by a powerful demi-god who is determined to force her to find a way to use a magical power she never knew she had—even if it kills her. Meanwhile, back in Horngate, a Fury is birthing. When the creature breaks free of the fragile bonds that enclose her, her rage will scour the covenstead from the earth. Max finds herself in the Shadow City, a place of mysteries and magic, where she must battle for her freedom or become a slave to creatures of dreadful greed and power. Back in Horngate, Alexander must swallow his anger and pride if he hopes to defeat the Fury, a creature that no one has ever successfully fought before. In the end, it will be courage, friendship, faith and loyalty that win the day. Or else so one will live to see tomorrow.
- Fiction + Literature Genres, Juvenile Fiction
- Science Fiction + Fantasy, Legends + Myths + Fables / General, General, Horror + Ghost Stories
- Original
- English
- paperback
- December 27, 2011
- December 27, 2011
- Diana Pharaoh Francis


text:
~ Emergency Services ~
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For Emergencies, Call: (406) 453-2200
However, some times you might not be sure what is an actual emergency. The following is a general guide to help you make that crucial decision during a stressful time:
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Vomiting or diarrhea (more than once or twice) |
Check for signs of dehydration such as sticky mucous membranes and dull eyes. Call the veterinarian. |
Suspected bloat (large breeds) |
Call the veterinarian for immediate visit. |
Bleeding from the nose or paw pad (not excessive) |
Apply pressure to stop bleeding. |
Bleeding from the wrist or gushing |
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Lameness |
Call veterinarian if not resolved in 24 hours. |
Suspected broken bone |
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Trauma: auto accident, dog bite, falls |
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Choking |
Immediate first aid to remove object. |
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Call veterinarian for immediate visit unless pet is known epileptic. |
Rubbing eyes, swollen eyes |
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text:
Stock Number: ES660966
Manufactured by Electrolux
In Stock Available for immediate despatch
Rated 5 out of
Click on your brand to check if this part fits your appliance.
Electrolux Vacuum Cleaners |
Get yourself some spare bags and replacement filter! We recommend you change the filter every 4th bag, to prevent any blockages and ensure the dust particles remain trapped.
This pack of four synthetic bags and one micro motor filter is a genuine Electrolux spare part.
This is a genuine, replacement pack fitting select models of Electrolux vacuums. Please see the list of appliances before purchase to ensure this is the right part for your model.
ES82 Vacuum Bag and Filter Pack - Pack of 4 28 December 2013
By - Cheadle
another good buy 04 November 2013
By - inverness
Good price for these bags 30 July 2013
By - Clacton on Sea
Q I am looking for a replacement cloth bag for a Powerlite Z3318 vacuum cleaner. Where can I find one in Belfast 1 Answer
By 30 March 2009
-By 22 May 2009


text:
Catalina Otalvaro's See-Through Lingerie – Hollywood Tuna | |
Rihanna And Drake Are Inseperable – Lainey Gossip | |
Who Knew Carmen Electra Was Still This Hot – Toofab | |
This Might Be The Hottest That Jessica Simpson Has Ever Looked – Toofab | |
Miranda Kerr Takes It All Off – Hollywood Tuna | |
Gisele Looks Super Hot in Sheer Bodysuit – Toofab |
Oh god, when she uncrosses her legs, I bet the sound (and smell) is that of bare ass rising from a vinyl seat after sitting in the sun for an hour.
Nasty. She needs a long hot shower and to lose about 30 pounds.


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The clip Lin kills Waco Part 2 from Winchester '73 (1950)
Hey! That's all right!
It's better than all right! Take your hand off your gun!
We got no quarrel!
Haven't we? That business with Steve?
Oh, he wasn't for you!
I did you a favor!
Thanks! Maybe someday I can do the same for you!
Did you love him?
I guess I did!
You two had a lot in common!
Yeah! A lot of woman!
I wasn't trying to be funny!
When you talk like that you are!
Or didn't you know he was yellow?
I knew! You kill me!
You want a drink?
No! You mind if I get one?
I don't mind!
Your clock right?
Little fast, I think!
The stage is due at 3:00, and it's always on time!
The clip closing-in-on-the-castle from Snow White and the Huntsman (2012) with Eddie Marsan, Chris Hemsworth. Powered by: Anyclip. any moment from any film. Release! (YELLS) Ready! Release! Release! COLL: Go, go, 90! The summit's breached! Back here, lads! Come on! Get back to it! Pull! Nion, get on that rope! COLL: Come on! Go on! BEITH: Quert! It's a massacre down there! Gort, on that rope! We must turn back!
The clip ravennas-death from Snow White and the Huntsman (2012) with Charlize Theron, Chris Hemsworth. Powered by: Anyclip. any moment from any film. (GASPING) You can't have my heart. (EXHALES) (BELLS RINGING)


text:
Meet Team Beautiful Wildlife Garden
Brenda Clements Jones, VA
Brenda's Beautiful Wildlife Garden posts
Author/Photographer at Tendrils
Carole Sevilla Brown, Managing Editor, PA
Carole's Beautiful Wildlife Garden posts
Author at Ecosystem Gardening
Managing Editor at Native Plants and Wildlife Gardens
Facebook Page: Ecosystem Gardening
Also appearing at Team Native Plants and Wildlife Gardens
Carole Brown is a Conservation Biologist, educator, and speaker who firmly believes that wildlife conservation begins in your garden. She is passionate about Ecosystem Gardening–teaching you to garden sustainably, conserve natural resources, and create welcoming wildlife habitat in your garden so that you will attract more birds, butterflies, pollinators, and other wildlife. Her garden is #35038 Certified Wildlife Habitat at NWF, and is located in Philadelphia, PA. Watch for her book, Ecosystem Gardening coming out soon.
Christy Peterson, WA
Christy's Beautiful Wildlife Garden posts
Author at: Tweets and Tree Frogs
Contributor: Native Plants and Wildlife Gardens
Christy's love of nature was instilled in her at a very young age by her parents, particularly her dad, who is a biologist and an environmental educator. She is passionate about educating people of all ages about the amazing creatures that live in our backyards. She believe that one person's efforts to change a corner of the world truly make a difference. Christy's tiny patch of the universe is located in Vancouver, WA, where she lives with the aforementioned husband, two kids, two dogs, three cats, two guinea pigs, two snakes, two lizards, and some fish! You can find her online at Tweets and Treefrogs. She's on Facebook at Tweets & Tree Frogs and on Twitter @tweetstreefrogs
Donna Donabella, NY
Donna's Beautiful Wildlife Garden posts
Author at Garden's Eye View
Follow @fairygardening on Twitter
Donna Donabella is a self taught gardener who has gardened in central NY State for 25 years. Although her day job has been in public education for 27 years, her passion lies in all types of gardening. Donna's journey through life has been enriched and influenced by her gardening experiences which she shares on her blog Garden's Eye View. Donna has recently started her own garden design business, Purple Door Garden Designs.
Ellen Honeycutt, GA
Ellen's Beautiful Wildlife Garden posts
Author at: Using Georgia Native Plants
About Ellen Honeycutt: "I am a passionate native plant gardener near Atlanta, GA who is learning to appreciate more every day the relationship that plants have with our native fauna. I created a personal blog, Using Georgia Native Plants, to help increase the level of regional native plant information available to average gardeners. I try to emphasize the beauty and versatility of native plants as landscape choices as well as the value to the local ecosystem."
Ellen Sousa, MA
Ellen's Beautiful Wildlife Garden posts
Author at New England Habitat Gardening
Website Turkey Hill Brook Farm
Also appearing at Team Native Plants and Wildlife Gardens
Ellen Sousa gardens, farms, writes and teaches from Turkey Hill Brook Farm, a small horse farm in the Worcester Hills of central Massachusetts. Author of The Green Garden: The New England Guide to Planning, Planting and Maintaining an Eco-Friendly Habitat Garden, published by Bunker Hill Publishing in summer 2011. She also blogs about habitat and earth-friendly gardening in New England and is on the team at Native Plants and Wildlife Gardens. Follow @THBfarm on twitter.
Jacqueline Soule, AZ
Jacqueline's Beautiful Wildlife Garden posts
Website: Gardening with Soule
Author of Father Kino's Herbs
Author of Landscape Plants for the California High Desert
Jacqueline's posts at Native Plants and Wildlife Gardens
Jacqueline Soule, Ph.D. is a long-time Southwest garden writer and has nine published books on gardening in our unique climate, with a focus on using native plants. She is delighted to join the team at Native Plant & Wildlife Gardens, and looks forward to a pleasing and productive partnership.
Jesse Elwert Peters, NY
Jesse's Beautiful Wildlife Garden posts
Author at: Jessecology
Follow @jessecology on Twitter
Jesse Elwert Peters is an ecologist, habitat garden designer and garden coach with her business, Jessecology, in Saratoga Springs, New York. Her vision as a garden designer is to create naturally beautiful and low maintenance gardens using mostly NY native plants that co-operate with nature.
Judy Burris, KY
Judy's Beautiful Wildlife Garden posts
Website: Butterfly Nature
Facebook Page:
Judy Burris and her brother Wayne Richards are authors, photographers and naturalists. Their gardens focus on host plants to support native butterflies and other insects and critters in every stage of their development. Judy and Wayne live just 3 miles apart from each other in northern Kentucky, just across the river from Cincinnati. Their co-authored books include: The Life Cycles of Butterflies, The Secret Lives of Backyard Bugs, and also Nature's Notes. Their website is Butterfly Nature
Karyl Seppala, GA
Karyl's Beautiful Wildlife Garden posts
Author at Native Plant Wildlife Gardening
Follow @habitatgarden
Karyl Seppalla gardens for wildlife in northern Georgia. Her focus is wildlife gardening, biodiversity and native plants which is truly a labor of love. She writes about her adventures at Native Plant Wildlife Gardening, and you can find her on twitter. She says "…and oh, I'm kind of a dork and get really excited about things like baby turtles. Bear with me on that please."
Kathy Vilim, CA
Kathy's Beautiful Wildlife Garden posts
Author at Native Gardener
Follow @nativegardener on twitter
Lifelong lover of nature.. I enjoy writing about what I see around me & photographing it. I garden in Southern California where I have lived many years and have enjoyed all of them. Happy to share tips on native gardening and lessons learned, as well as critters met.
Loret T. Setters, FL
Loret's Beautiful Wildlife Garden posts
Author at Osceola FL Garden Blah Blah Blog
Follow @PineLilyFNPS on Twitter
Also appearing at Team Native Plants and Wildlife Gardens
I'm a retired, transplanted New Yorker who lives on a rural acre in Central Florida with 3 sporting dogs and plenty of wildlife. I've always preferred wildflowers to sterile store-bought plants and love to watch things grow as I try to identify them. Since my move to Florida in 2004, I've learned the term "native plants" and apparently have always been a native plant gardener without realizing the important role my "weeds" and I have played in helping wildlife all these years. With the advent of digital cameras, I always took pictures of my flowers, but this past year I have developed a fascination with insects and love photographing them and finding out their purpose in a biodiverse world. I'm an active member of the Florida Native Plant Society and I tweet and maintain the Facebook page for their Osceola County chapter, Pine Lily. I'm also the editor of their monthly newsletter, The Lily Pad. I garden for wildlife ~ the benefit to my senses is merely a bonus.
Sally Roth, CO
Sally's Beautiful Wildlife Garden posts
Author of An Eye on the Sparrow
Website: Sally Roth
See all of Sally Roth's books
Also appearing at Team Native Plants and Wildlife Gardens
Sally Roth, a lifelong naturalist and gardener, is the author of many books about birds, nature, and gardening, including The Backyard Bird Feeder's Bible, Natural Landscaping, and her newest book, An Eye on the Sparrow, about the science behind the Scriptures. She's a contributing editor for Birds & Blooms magazine, a 20-year columnist for the Evansville, IN, Courier-Press, and a public speaker and consultant. She's lived and gardened in Pennsylvania, Indiana, and the Pacific Northwest, and now makes her home high in the Colorado Rockies with her husband Matt Bartmann. Her website, www.sallyroth.com, includes a weekly journal, an archive of articles, and a forum; she's active on Facebook, too.
Stacey Evers, VA
Stacey's Beautiful Wildlife Garden posts
Author at: greenBelvedere
Stacey Evers is an environmental educator at Belvedere Elementary School in Falls Church, VA, a certified Virginia master naturalist and a Girl Scout leader for 18 fabulous girls. She's served on her county Tree Commission and as an Invasive Management Area site leader. She used to be a reporter, but then decided she'd rather be outside.
Belvedere is a certified National Wildlife Federation wildlife habitat, an Eco-School USA (certified at the Bronze Award level and working toward a Green Flag), and a state-recognized Virginia Naturally school. You can read more about our eco-program at greenBelvedere.
Ursula Vernon, NC
Ursula's Beautiful Wildlife Garden posts
Author at Squash's Garden
Author/artist at Red Wombat Studio
See all 18 of Ursula Vernon's Childrens Books
Also appearing at Team Native Plants and Wildlife Gardens
Ursula Vernon is a children's book author/illustrator and painter of weird little things. She lives with her boyfriend in North Carolina, where she collects native plants and gardens with more enthusiasm than skill. In between battling Japanese honeysuckle and wrestling with heavy clay soil, she finds time to blog and chase birds around with binoculars.
Former Team Members
Kathy Green, CO
Kathy's Beautiful Wildlife Garden posts
Author at Gardening For Nature
Garden Designer and Coach at All Things in Nature
Follow @gardenfornature on Twitter
Kathy Green is a garden designer, garden coach and master gardener who loves helping people learn about plants, nature and the environment. Gardening at 7300′ along the Front Range of Colorado, her yard is a NWF Certified Wildlife Habitat. Follow her Gardening for Nature blog to see what you can do to help bring wildlife into your yard!
Barbara Pintozzi, IL
Barbara's Beautiful Wildlife Garden posts
Author at Mr. McGregor's Daughter,
Follow @suburbangarden on Twitter
Barbara is a life-long resident of the Chicago area, and has gardened at Squirrelhaven, a typical suburban plot in the Northwest Suburbs, for over 15 years. A recovering attorney, she is now a stay-at-home mom and garden fanatic. In her spare time, she takes photographs and welds garden sculptures.
Gail Eichelberger, TN
Gail's Beautiful Wildlife Garden posts
Author at Clay and Limestone
Follow @clayanlimestone on Twitter
Part time psychotherapist, blogger, gardener and owner of Clay and Limestone garden~ home of the Practically Perfect Pink Phlox and other fantastic native plants. Gardens in middle Tennessee.
Kelly Senser, VA
Kelly's Beautiful Wildlife Garden posts
Editor at National Wildlife MagazineFacebook Page
Follow @klsnature on Twitter
Kelly Senser is a nature-loving mom who's passionate about wildlife gardening and outdoor play. She works at the National Wildlife Federation, a nonprofit conservation group. Her favorite place to explore is her family's northern Virginia backyard, which is a Certified Wildlife Habitat site. When her son calls a bug club meeting or her daughter pauses to bird-watch, you'll find her smiling from ear to ear. She's happy to nurture their sense of wonder; it keeps her own alive.
Lisa Gustavson, NY
Lisa's Beautiful Wildlife Garden posts
Author at Get in the Garden, Facebook Page, Follow @GetInTheGarden on Twitter
I've been planting and growing with my husband and our four children for over fifteen years… starting when and we bought our first (and present) home in upstate NY (zone 6). In raising our four children we wanted to provide a beautiful and natural backyard playground for them to explore and discover in. Our choice from the very start was to grow only plants that would feed us or nature. Ever since, we've been growing organic, sustainable food for our family and nature right in our half-acre yard. We planted native shrubs and flowers for wildlife, provided feeders and shelters and have even built a small pond. Herbs, edible flowers, vegetables and fruit trees occupy the space that was once a lawn. We have regular visits from deer, skunks, possums, raccoons, rabbits, herons, woodchucks, ducks and even a fox! There are plenty of resident birds, frogs, toads and bees that not only are fascinating to watch…they're co-workers in our efforts. Gardens and wildlife work beautifully together!
Mary Pellerito, MI
Mary's Beautiful Wildlife Garden posts
Website: It's The Simple Things
Author at: Going Native
Facebook Page: Going Native
Mary Pellerito is a freelance writer based in Michigan. She has been published in Grit magazine and the local newspaper. She writes a weekly blog post, Going Native, for Grit as well. Mary also offers workshops on native plants and natural habitat gardening. In her blog, It's The Simple Things, Mary writes about her garden, her travels, and her thoughts on the natural world. Mary also has a Facebook page, Going Native, where she shares photos and stories about a myriad of topics that interest her. Mary is an Advanced Master Gardener.
Meredith O'Reilly, TX
Meredith's Beautiful Wildlife Garden posts
Author at Great Stems, Follow @grstems on twitter, Facebook Page
Meredith gardens for wildlife in central Texas, Zone 8b. She believes that everyone should be touched by nature. Her garden is a Best of Texas Backyard Habitat, filled primarily with native plants, and she spends as much time documenting the wildlife that visits her garden as she does the plants in it. Meredith also is a volunteer Habitat Steward with the National Wildlife Federation. She led the creation of a large butterfly-hummingbird demonstration garden at her son's elementary school and is busy expanding the school's green programs. In addition, Meredith enjoys spreading the word about wildlife gardening through presentations to groups of all ages. But her dearest pleasure is seeing the delight on her kids' faces as they discover something new in the garden.
Chris McLaughlin, CA
Chris' Beautiful Wildlife Garden posts
- Author at A Suburban Farmer
- Website Kid Safe Landscape
- Facebook Page
- Follow @Suburban_Farmer on Twitter
Chris is a garden writer, author, and blogger. Her recent book, the Complete Idiot's Guide to Composting teaches us to remember the wildlife that thrives in healthy soil. She's been gardening for over 30 years and became a Master Gardener in 2000. While living in the California Sierra foothills, she did wildlife rehab with Sierra Wildlife Rescue. It seemed natural to Chris to blend her love for gardening and wildlife by becoming certified as a Backyard Wildlife Habitat Steward so that she could help people create wildlife gardens in their yards. On her Northern California suburban farm, Chris grows anything that'll stop long enough to grow roots and has vegetable gardens, wildlife gardens, flowers gardens, and even (*gasp*) a lawn. Also check out Chris' other books:
Helen Yoest, NC
Helen's Beautiful Wildlife Garden posts
Author at Gardening With ConfidenceFacebook PageFollow @HelenYoest on Twitter
Helen Yoest, Raleigh, NC, Zone 7b. Half-acre suburban lot. Through her business, Gardening With Confidence™, Helen is a freelance garden writer, speaker, coach and field editor for Better Home and Gardens and Country Gardens magazines. She believes environmental stewardship begins at home. Holding a MS in Environmental Engineering, Helen believes in the ability to "engineer" a better world expect where nature is involved. Helen shares her garden, Helen's Haven™, with her husband and three children.
Adrian Ayres Fisher, Ecological Gardening
Carol Duke, Flower Hill Farm
Donna L. Long, In Season
Kelly Brenner, Metropolitan Field Guide
Kylee Baumle, Our Little Acre
Native Plant Wildlife Gardening
Heather Holm, Restoring the Landscape with Native Plants
Rebecca Nickols, The Garden Roof Coop


text:
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North-Central Arizona Sights
- Overview
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Fodor's Arizona & the Grand Canyon 2014
Trade Paperback
Jerome State Historic Park
Jerome State Historic Park Review
Of the three mining museums in town, the most inclusive is part of Jerome State Historic Park. At the edge of town, signs on AZ 89A will direct you to the turnoff for the park, reached by a short, precipitous road. The museum occupies the 1917 mansion of Jerome's mining king, Dr. James "Rawhide Jimmy" Douglas Jr., who purchased Little Daisy Mine in 1912. You can see tools and heavy equipment used to grind ore, and some minerals are on display, but accounts of the town's wilder elements—such as the House of Joy brothel—are not so prominently featured. Just outside the mansion/park gates is Audrey Head Frame Park, where you can actually peer 1900 feet down into the Daisy Mineshaft.
- Address: 100 Douglas Rd., Jerome, AZ 86331 | Map It
- Phone: 928/634–5381
- Cost: $5
- Hours: Daily 8:30–5
- Website: www.azstateparks.com
- Location: Jerome
Contact Information
- 80 Degrees: Fodor's Helps You Find Your Best Beach Vacation Spots
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In April 2013, my husband and I did a Utah and Arizona Grand Circle tour-covering the Grand Canyon, the Monument Valley Navajo Tribal Park, Natural Bridges National Monument, The Needles and the Island Read more
My husband and I recently joined my sister and her husband for a wonderful overnight hike in the Grand Canyon. Read more
We have a road trip planned and would welcome any opinions or suggestions.
Day one arrive Phoenix stay first night in fountain hills
Day two Winslow Posada hotel
Day Three Chinle stay Holiday Inn drive Read more
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