Science topic

Open Educational Resources - Science topic

Explore the latest questions and answers in Open Educational Resources, and find Open Educational Resources experts.
Questions related to Open Educational Resources
  • asked a question related to Open Educational Resources
Question
2 answers
Does Tafel slope determination from LSV polarization curve is right? As LSV is a potential dynamic phenomenon while the assumption for Tafel equation are potentiostatic. Can anyone guide me in this regard.
Relevant answer
Answer
Dear Abdelmoheiman Zakaria
Thank you very much for your help.
  • asked a question related to Open Educational Resources
Question
4 answers
Mineralization of organic matter takes place either by direct or indirect oxidation in an electrochemical oxidation reactor. As per literatures both occurs at same time. How can we find which one is more dominant (direct / indirect) in a particular electrode. Can OER Potential estimation can help in determining this?
Relevant answer
Answer
Well it depends on the potential that we applied. Positive potential gives oxidation reaction and negative potential gives reduction potential. If working electrode is in oxidation state then counter/ auxiliary electrode get reduced. It also depends on chemical behaviour of the electrolyte and assays that you studied.
  • asked a question related to Open Educational Resources
Question
8 answers
I am working on water splitting reaction , before i used std.Calomal electrode for that oer potential window is 0 to 0.8 vs SCE and for HER 0 to -0.8 ,now i am going to use Hg/Hgo what is the potential window for the OER and HER?
Relevant answer
Answer
Herein, I am providing my experimental procedure to check the potential of the Hg/HgO (1 M KOH) reference electrode by using an SCE (saturated KCl). Please give it a try for your Hg/HgO (1 M NaOH).
  • asked a question related to Open Educational Resources
Question
1 answer
Oxygen evolution reaction (OER) needs very high overpotential. My question is 'what are the reasons behind this overpotential?'
Thank you
Relevant answer
Answer
Water oxidation is 4-electron process. The potential of water oxidation is the average potential of 4-steps (the sum of four potentials for each step divided by 4). The first step is water oxidation to HO-radical, which has a very high potential. Thus, you need to build a multi-electron catalytic route to avoid the hydroxyl radical formation
  • asked a question related to Open Educational Resources
Question
7 answers
The OER implementation and use depends on many factors, both intrinsic and extrinsic, from those who use them. Developing countries have their own characteristics that affect the implementation of open educational resources.
Relevant answer
Answer
Dear Prof. Couto!
You raised an important topic. I think the attitude and mindset of Global North to help Global South is critical in ensuring quality considerations and responding to emerging sudden problems. I think it is vital that people in developing countries could utilize knowledge the same way as people in developed countries. This is a key aspect when mitigating the risks of COVID-19 pandemic:
1) Zhang, X., Tlili, A., Shubeck, K. et al. Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry. Smart Learn. Environ. 8, 34 (2021). https://doi.org/10.1186/s40561-021-00176-5 Open access:
2) Huang, R., Tlili, A., Chang, TW. et al. Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learn. Environ. 7, 19 (2020). https://doi.org/10.1186/s40561-020-00125-8 Open access:
Yours sincerely, Bulcsu Szekely
  • asked a question related to Open Educational Resources
Question
3 answers
I want to test my material for ORR and OER activity.
Relevant answer
Answer
you should choose a catalytic ink preparation protocol to meet your standars (some techniques use ethanol or methanol or water and amount of alcochol, others use different amounts of nafion, etc. you should choose wise and always have in mind the metals/materials that compose your catalyst- their solubility, etc.).
Then, you should mix everythink well in ultrasonicator or magnetic stirrer (the instrument used, depends on the preparation protocol) and then you should deposite the appropriate amount of ink onto the rotating disk electrode (later you can use this amount to theoritically calculate the metal loading onto the electrode).
Then, the drying process will follow1) in room temperature, 2) or under thermal raridation, 3) or by using the rotating disk electrode with very small velocity (that ensures uniform drying of the paste onto the electrode surface).
***you can search for papers concerning ORR and OER experiments in three-electrode system, in the experimental procedure chapter the catalytic ink preparation should be mentioned.
  • asked a question related to Open Educational Resources
Question
7 answers
In this article they said: (( According to Figure 4a and 4b, the Ru/RuO2@N-rGO possessed the highest OER performance, requiring the smallest overpotential of 255 mV to achieve a current density of 10 mA cm−2. )) in alkaline media ( KOH 1M ) and (( The electrocatalytic performance of Ru/RuO2@N-rGO in acidic solution (H2SO4 0.5 M ) was also evaluated for OER. A relatively low overpotentials of 234 mV (OER) were found at 10 mA cm−2. ))
Electrochemical water splitting:
Reduction at cathode: 2 H+(aq) + 2e− → H2(g)
Oxidation at anode: 2 H2O(l) → O2(g) + 4 H+(aq) + 4e−
Relevant answer
Answer
Sina Safavi You are correct that " the oxidation state of the transition metal and transition metal species forms in solution are depend on PH and concentration of the metal salt solution." " Are you leading me to this concept?" Yes
When you are looking at overpotential of OER, you have to keep in mind the second half reaction, HER. The potential required for water splitting is pH independent, 1.24 V. In alkaline medium you have lower overpotential for OER but higher for HER
  • asked a question related to Open Educational Resources
Question
4 answers
Hello everyone,
I am adopting and adapting a survey which have 5 scales (commitment control, emotion control, ect) to measure self-regulation of language learning (a certain skill), the aim of the survey as I mentioned to measure the high and low self-regulation capacity among participants.
How can I use the questionnaire to generate more interesting findings? other than just the low and high self-regulation? can you inspire me with some creative ideas?
I was thinking to see gender differences among groups, and to add a part about socio-economic status.
Please inspire me with new ideas without having to make major changes to the survey. Let me know also the name of the tests required for the specific idea.
Thank you.
Relevant answer
Answer
Dear Samaher, your research would need to start from the research question(s) that you want to answer - and not from the research instruments you are using. The instrument itself is only a way to gather data that can help you to answer your question(s). So the simplest idea to help you would be to turn your research back on its feet: Start with want you want to find out about (which usually derives from what is already know/not yet known in your area of research) - and only then pick the scales that are appropriate to measure the student characteristics that you are interested in.
  • asked a question related to Open Educational Resources
Question
7 answers
I am doing research in water-splitting/OER/HER applications, recently encounter the problems of explaining XPS shift resluts. I thought that when XPS shifts to higher binding energy, it means that the valence number of the atom is increased, and whether the performace will be better depends on different applications. But someome told me that if the XPS shifts to lower binding energy, the performance is usually better. Is it true? Thanks for answering.
Relevant answer
Answer
@Sourav Roy Thanks for your kindly reply!
  • asked a question related to Open Educational Resources
Question
2 answers
I have Ni pieces (sheets) bought commercially. Is it necessary to clean the nickel before performing electrochemical characterization and if so, could someone suggest a suitable method to clean them?
Hoping for an answer.
Relevant answer
Answer
Hello Lithin,
thanks for posting this interesting technical question on RG. A good description of the method for cleaning nickel electrodes for electrochemical measurements is provided in the rather old article which is attached as pdf file. It is outlined here that (citation): "Prior to each measurement, the electrode was mechanically polished to a mirror-like finish. The oxide film on the electrode surface, arising from the polishing process, was removed with dilute HCl solution. The electrode was then rinsed thoroughly with distilled water."
I hope this helps. Good luck with your work and best wishes!
  • asked a question related to Open Educational Resources
Question
2 answers
I have plotted the potential in volts vs RHE against the log 10 of current. Does the slope of the linear region directly gives the tafel slope ?
Relevant answer
Answer
Yes, please make sure your Y-axis in that plot is overpotential instead of potential.
  • asked a question related to Open Educational Resources
Question
8 answers
Which porous materials (Micro/Meso/Macroporous) are very suitable for the electrocatalysis application (ORR, OER and HER)
Relevant answer
Sincerely,
Microporous with dimensions less than 2 nm are suitable for adsorption applications, but for electrocatalysis, mesoporous is more suitable to facilitate ion transfer. In general, among all these structures, a hierarchical structure with a variety of porosity dimensions is the best choice for your purpose. Of course, to choose the right type of structure, the ratio of mesopores to macro and microporosity must be at least double. Increasing the pyrolysis temperature in the furnace up to 900 ° C helps to achieve the mesoporosity structure. In addition, the use of steam-assisted physical activation helps to form more mesopores.
  • asked a question related to Open Educational Resources
Question
5 answers
what properties should a particular metal pocess to have maximum OER HER activity
Relevant answer
Answer
Dear Nouman,
many thanks for sharing this very interesting technical question with the RG community. First of all I fully agree with the statement by Yurii V Geletii. We are synthetic chemists, so I'm not a proven expert in catalysis. However, to my knowledge the behavior of heterogeneous catalysts in certain reactions is still largely based on trial and error. For a very instructive overview of the various catalysts used in OER and HER reactions please have a look at the following useful review article:
Recent Progresses in Electrocatalysts for Water Electrolysis
The paper has been pubblished Open Access and is freely available on the internet (please see attachment).
In this context it is interesting to note that last year researchers reported the surprising finding that certain bifunctional catalysts can catalyze both the HER and OER reactions. For more information about this finding please see the following very interesting article:
Bifunctional HER/OER or OER/ORR Catalytic Activity of Two-Dimensional TM3(HITP)2 with TM = Fe–Zn
Unfortunately this paper has not yet been posted as public full text on RG. However, three of the authors have RG profiles. Thus chances are that you can request the full text e.g. from the corresponding author via RG.
Good luck with your work and best wishes, Frank Edelmann
  • asked a question related to Open Educational Resources
Question
1 answer
What will be the next step for water splitting after so many efforts on HER and OER. it seems that most of the investigators are just doing synthesis. Is there any more scientific problem in this field?
Relevant answer
Answer
Utilizing those catalysts in practical device for commercialization of H2 and/or O2 gas along with making a couple with water electrolyzer and H2 fuel cell device would be the next step. Good reaction rate, pure products formation, low energy consumption and electrode stability should be checked in practical device.
  • asked a question related to Open Educational Resources
Question
1 answer
my question is simple that the relative or total free energy required to split a h2o is 4.92 eV in any pH solution then how the total or relative energy is changed while calculating the Gibbs free energy as OER.
Relevant answer
Answer
I have already answered your question in another thread. To avoid confusions, plz write what is OER.
  • asked a question related to Open Educational Resources
Question
8 answers
Hello,
I would like to know how to calculate ECA (Electrochemical activity) of the catalyst on RDE for Oxygen Evolution Reaction (OER).
Does anyone know the formula to calculate ECA for OER? Is it similar to the formula used to calculate ECA for ORR?
Thank you.
Relevant answer
Answer
In general, the electrocatalytic activity can be quantified based on the current density (at a specific voltage)per mass (A/g).
  • asked a question related to Open Educational Resources
Question
11 answers
Most of the research regarding hydrogen production by water electrolysis deals with improving catalysts for HER and OER. There are many papers claiming the production of low cost, yet Pt like catalytically active materials. Then why these works don't reflect in the real world yet? Are there more issues to solve? If yes, why most of the research still focuses on overcoming the overpotential (which is just in the order of mV)? I
Relevant answer
Answer
Dear Nabeel,
In industry, stability is usually much more important than activity, which is the direct opposite of most academic papers. The vast majority of catalysts reported in academia either have no proper stability assessment at all, or limit themselves to 2-24 hours of stability at 10 mA/cm2, which holds extremely little value.
Additionally, many of the purpoted 'facile' catalyst syntheses in papers are too complex (several lengthy steps), require exceedingly expensive start materials, or are simply unsuitable - the result is a powder, which is not easily applied to a support.
The gap between academia and industry is larger than ever nowadays. There are some exceptions though: an example of a good paper which, in my opinion, seems well-rooted in industry, can be found here: doi.org/10.3390/ma12081336.
Best regards,
Jan
  • asked a question related to Open Educational Resources
Question
1 answer
What is the reason for the poor performance of the nitrogen-doped porous carbon-supported cobalt single atom material in ORR, OER, and HER?
Relevant answer
Answer
Dear Ming-Jun, many thanks for asking this very interesting technical question. Of course it is very difficult to judge as an outsider what possibly went wrong in your case. My personal suggestion would be to discuss this problem in detailwith your PhD supervisor. Moreover, you can try to reproduce a procedure described in the literature and see if you get the same results. Unfortunately, research articles in this field do not report negative results and do not explain what could perhaps go wrong. When you have a look at relevant articles on this topic you only read about "Efficient.." or "Highly efficient...". For example, please have a closer look at the following potentially useful articles:
Cobalt single atoms anchored on nitrogen-doped porous carbon as an efficient catalyst for oxidation of silanes
High efficiency nitrogen doping and single atom cobalt anchoring via supermolecules for oxygen reduction electrocatalysis
Co, N co-doped porous carbons as high-performance oxygen reduction electrocatalysts
Single-Atom Catalysts for Electrochemical Hydrogen Evolution Reaction: Recent Advances and Future Perspectives
The latter article is freely available as public full text on RG.
Good luck with your work!
  • asked a question related to Open Educational Resources
Question
5 answers
If I have prepared different carbon catalysts by varying pyrolysis temperatures, what will be their effect on morphology or metal content.
And when used for HER and OER what will be its effect.
Relevant answer
Answer
Dear Amravati Singh,
The pyrolysis temperature may have so many unknown effect on the performance of the catalysts, such as crystallization, coordination environment and may the components of your material. So you must consider different reasons when you design your project.
Best wishes !
  • asked a question related to Open Educational Resources
Question
282 answers
Dear RG community, I open this pedagogical eThread to have a friendly, and sincere discussion on the need to teach visualization in pure sciences starting at the high school level.
The idea comes to mind after finishing a short MOOC course on the need for visualization when teaching mathematics at a basic level, offered at the Open University in the UK.
I asked myself this morning the following elementary questions:
  • "Do I really know how to vizualize a complex number z = x + i y?"
  • "Did I try it myself at least once in my life as a science teacher to vizualize it on my own?"
I hope, you find it enriching. Thanks in advance to all participants.
Using visualization in maths teaching CC licensed at:
Tools & channels:
"Dutchsinse" recommended by a friend, Dr. Stephen L.
Relevant answer
Answer
Yes, Prof. Vadim S. Gorshkov
Visualization is a very extensive subject, not easy to cover or to define some limits on it. I am learning all this & I find it interesting, for example in Moodle, scientists develop a particular plugin for visualization in teaching and learning asynchronously, and that is a Ph.D. thesis that well deserves attention.
Best Regards.
  • asked a question related to Open Educational Resources
Question
2 answers
I am trying to build an aqueous and solid-state zinc-air battery that will utilize a 3-6M KOH solution as an electrolyte. I would like to order a current collector for the air-cathode side and I have been torn between Ti, Ni, or stainless steel mesh.
Both the Ti and Ni mesh are relatively expensive (£100+ for 15cm by 15cm meshes), with Ni possibly contributing to OER activity during charging however likely corrode to form NiO and Ti being generally known for its chemical stability. Furthermore what kind of wire thickness of the mesh would be most suitable? Am I correct in thinking that smaller wire mesh will provide greater contact area and oxygen permittivity, so I should aim for the smallest available?
Would someone kindly provide me with a little bit of advice on the matter? Many thanks
Relevant answer
Answer
Hi Szymon,
From what I have seen for alkaline media:
Nickel is chemically resistant, and a good OER catalyst. Can dislodge catalyst during charging.
Titanium doesn't evolve oxygen during charging, but you may get some dissolution initially.
Steel may release ions such as Fe, Cr, Mn over time that can contaminate the zinc electrode.
  • asked a question related to Open Educational Resources
Question
9 answers
Dear colleagues,
I used to use Kahoot! to start classes/topics in a flipped-classroom-course and students as well as me found it very helpful to identify topics to discuss further in class. However, now you have to pay for it to do so- since it is not even possible to link to learning-management-systems as Moodle, this policy-change was a good point to look out for something new.
What do you use? What could you recommend and what not? Which tools are, especially in context of GDPR(-hysteria), useful?
THANK YOU!
Stefanie
Relevant answer
Answer
H5P has recently integrated a plugin using HTML5 APIs in Moodle.
  • asked a question related to Open Educational Resources
Question
3 answers
From a theoretical perspective, when we study the electrocatalytic efficiency of a modeled catalyst, we calculate its overpotential. Here the contribution of pH to energy change for each reaction step is given by (pHk_bTln10). Now the question is, we add the value ((pHk_bTln10)) to each reaction step, then the overall free energy change for each reaction step remains the same which means the overpotential will remain the same irrespective of what pH value we are studying.
Relevant answer
Answer
" the contribution of pH to energy change for each reaction step is given by (pHk_bTln10) " is not correct. The catalytic OER and ORR are multistep processes. Each 1e transfer reaction has its own pH dependence.
  • asked a question related to Open Educational Resources
Question
3 answers
Hi
I'm trying to model the overall energy balance of an electrolysis cell which utilizes an IrO2 anode (for an OER) and an Ag nanoparticle cathode. To find the overall cell potential I must first find the individual potentials of the electrodes.
What is the best approach to do this?
Relevant answer
Answer
With use of reference and counter electrode in voltmeter you can find the cathodic and anodic potentials
  • asked a question related to Open Educational Resources
Question
12 answers
Can anyone comment on "what is the basis of choosing the CV potential range?" Usually for OER, for example, a potential range between -0.1 to 1 is chosen. While in this potential range OER does not happen. I'm looking for a reason to choose the CV potential range before onset potential reaction. Why take a CV in an area where the reaction does not begin?
Relevant answer
Answer
" Usually for OER, for example, a potential range between -0.1 to 1 is chosen. " Who chooses this range?
" Why take a CV in an area where the reaction does not begin? " This is the answer for your question!
  • asked a question related to Open Educational Resources
Question
2 answers
It is noted that for OER process, the Gibbs reaction free energy is defined by
𝛥𝐺 = 𝛥𝐸 + 𝛥𝑍𝑃𝐸 − 𝑇𝛥𝑆 + 𝛥𝐺U + 𝛥𝐺PH
where the last term is the pH value correction.
𝛥𝐺PH=pH×kBTln10.
How this term affect the Free energy diagram for four-electron transfer of ORR process?
The deltaG1, deltaG2,.. in pH = 0 are different from those deltaG1, deltaG2,.. in pH = 14?
In the alkaline condition (pH = 14), the calculated overpotential is different from that in adic condition (pH=0)?
Relevant answer
Answer
Yurii V Geletii Thanks for your suggestion.
  • asked a question related to Open Educational Resources
Question
2 answers
Hello.
I want to examine the durability of my bifunctional electrocatalysts for HER and OER by performing chronopotentiometry experiment using CHI608 instrument. I am planning to fix the current densities at 1 mA/cm2 for OER (@0.8 V vs. Ag/AgCl) and -1 mA/cm2 for HER (@-1.4 V vs. Ag/AgCl). Unfortunately, I cannot set the parameters to switch between cathodic and anodic potential. I would appreciate if you can help me to set the parameters properly for chronopotentiometry under alternating catalytic current? I have attached the table of parameters below. (lets say the total time is 100 s and each cycle 5 s)
Relevant answer
Answer
Dear Mr. Cornel Radu
Thank you for your help. Unfortunately, it did not switch again. It starts at 0.7 V and continues at this potential until it reaches the potential limit and then stops (for the trial I chose 5 as the number of segments). I do not know what the problem can be.
  • asked a question related to Open Educational Resources
Question
1 answer
I'm trying to use Ni foil as working electrode, so I have to find a method to ensure its repeatability. I noticed some researchers have ever tried electropolish in 85% phosphorus acid, but they didn't offer the specific parameters for this process. I have tried it in two electrode system, the voltage was set as 2.1V-3V for 1800s, but the anode current was quite low compared to Cu foil electropolish and the polish effect is not good enough. If I continue to increase the voltage, OER would be very strong in anode.
Looking forward to your help!
Relevant answer
Answer
Thanks for Yusi's help@Yusi Xe. I have got the shinning polished surface of Ni foil. In phospherou acid, the OER in anode can happen at lower voltage, which would disturb the polish process. 70% H2SO4 would be better electrolyte for Ni polish. The core point for this process is to maintain as close and parallel as possible between anode and your cathode. The voltage can be chosen from 3.6-6V.
  • asked a question related to Open Educational Resources
Question
38 answers
Dear Colleagues
     I have ORCID and ResearchID number but I want to transfer the publications without using web of science in to Scopus.
Relevant answer
Answer
Since Scopus to ORCID is possible and ORCID to Scopus is not possible, the only way to do that is by using manual addition for those that are not seen automatically.
  • asked a question related to Open Educational Resources
Question
28 answers
What type of project is the most frequent, the research project, the developmental project, both? What part of Educational Technology and e-Learning is currently the most frequent subject of the projects? Is Artificial Intelligence involved in some way?
Relevant answer
Answer
I do believe that Microsoft Team is actively engaged as a current trend worldwide because it is an online collaboration workspace that brings together instant messaging, threaded conversations, meetings, audio or video calls, desktop and file sharing.
In addition, it works with all Office 365 apps like Word, Excel, PowerPoint, OneDrive, SharePoint, OneNote, and probably with 365 Dynamics and Azure as well.
Some features are free for educators. The speed of the computer can be a problem although.
  • asked a question related to Open Educational Resources
Question
4 answers
The resistance between reference and working electrode is known as (Rs) I.e. solution resistance while charge transfer resistance (Rct), is the resistance between working electrode and solution. These are the two important values which one want to know in order to investigate the Kinetics of particular electrode.
Electrochemists are requested to suggest the recommended potential and other parameter to get EIS of samples in solution for studying OER kinetics of electrodes.
Thanking in advance.
Relevant answer
Answer
Hi,
The Rct will be affected by the overpotential you apply, i.e. the higher the overpotential the lower the size of the semicircle in the Nyquist plot. Given that one of the main requirements for EIS is a stable system with a linear response between E and I, I would avoid the region where mass transport limitation kicks in (in you are working with RDE just collect some CVs at different rotation rates and avoid all potentials higher than the value where the CVs split). This would ease your fitting and you avoid bubble formation. Alternatively, you could use the Tafel plot to check what is the potential range with linear response of IvsE. Another reason to avoid high E is that your catalyst may peel off the surface or corrode, which means that your system is no longer stable. I used to work with Ir catalysts and an overpotential of around 270mV was a good value for me. If you're working with RDE, be careful with long term stability tests: microbubbles can get trapped in the catalyst layer leading to a false degradation effect. What is changing is just the surface area. What I think is crucial to benchmark the catalysts and make them comparable is however the normalization of their activity (current) by the available active sites. I do not know your system, but using some stripping methods (CO stripping as well as metal stripping) could be a viable option. Also the determination of the capacity by EIS could be an option, unless you're using nanoparticles supported on an inert conducting substrate. I see that knowing the Rct is important, but how can you determine a reliable value without knowing the actual surface area of your catalyst? By simply doubling your surface area you would be capable to deliver more current, but this does not make your catalyst more active, since you could simply obtain the same result by using more catalyst.
Hope that was helpful.
  • asked a question related to Open Educational Resources
Question
85 answers
Due to Covid 19 Pandemic, universities are delivering online courses now. We are all teaching online and assessing our students' performance. Which one is the best online learning management system according to your experiences? What is your option for assessment and evaluation?
Relevant answer
Answer
Dear Prof. Nazime Tuncay
Interesting yes, Khan Academy-KA is a virtual learning environment-VLE, but it is not a open source software platform as it is Moodle for example, I am just guessing.
Let me elaborate on this: KA has thousands of files with instructional content classify in: videos, exercises and articles.
For each skill to be learned in KA, these 3 resources will go along with each student. As say KA developers, it has expert-created content & resources for every course and level. Always free. But teachers cannot change those resources content, only use it, therefore I guess that KA is not an open source software.
Regarding to the class issue, in order to create a virtual class in KA, the teachers home feed creates the class with the student names, the parent names and it gives each student a free email account. Also a google classroom can be imported inside KA according to them. That option I haven´t try. KA is really worth to explore.
  • asked a question related to Open Educational Resources
Question
8 answers
I am studying electrochemical oxygen evolution reaction (OER).
So far, I couldn't understand about the EIS.
I am trying to learn EIS, but I'm still confused data analysis.
I want to know what the height of semicircles means in EIS.
From what I have found, it is related to capacitance. Is it true?
I attached one figure. Based on the figure, the values of Rct are similar between both (black and red).
But the height is different. Is it CPE?
Actually based on other data(overpotential, tafel plot), I thought red material is better OER catalyst than black material.
I tried using EIS data to explain why red show better OER activity than black, but I can't because there are no differece in Rct. This is not what I expected.
Can anyone explain this for me?
Relevant answer
Answer
could you note, please, what is the VDC polarization[1] values(s), of the related EIS measurements[2,3] , that you have shown (Nyquist-plot)[4], here ?
1. The EIS measurements are very (different and very) sensitive to the parameter of the VDC- (DC-component) polarization values; so, the EIS measurements are related to the OER polarization[2,3] activity (of your WE).
2. Electrochemical impedance spectroscopic (EIS) investigation of the oxygen evolution reaction mechanism ... https://www.sciencedirect.com/science/article/abs/pii/S002207280800168X
3. ... and other parametric conditions ...
4. Apply, please, some quasi steady-state VDC-polarization (parametric) values near (- +50 mV) the OER polarization activity (of your WE) in your EIS. Otherwise, you can not correlate, immediately, EIS (Nyquist-plots) with OER-activity.
  • asked a question related to Open Educational Resources
Question
3 answers
I work on water splitting. this graph confuse me a lot..can any one suggest what's wrong in it . when I check the publications it look like HER graph ..is this related HER or OER ?
thanks in advance
Relevant answer
Answer
i guess OER but the graph sign should change...you may check setting of your electrochemical station...
  • asked a question related to Open Educational Resources
Question
3 answers
I am involving in a research study to analyse the academic perspective on adopting OEP for undergraduate formal teaching. Can you please suggest interview questions which can effectively get the answers from the academics to analyse their view in the above-mentioned context?
Relevant answer
Answer
I think Availability of the internet is vital for discussion first, purpose in terms of what activity like assessment, debate, etc., should be directed at, lecturer's level of awareness, Students' readiness, leadership support, as well as whether there is government policy to mandate such plans.
  • asked a question related to Open Educational Resources
Question
5 answers
I am developing an Open Educational Resources implementation model, how can i validate the model
Relevant answer
Answer
You can conduct a survey to understand the pulse of the target audience. The survey questions can originate from some top-level areas like; Concept Usefulness, Ease of understanding, Ease of implementation and Value addition by the framework. You can have multiple questions under each broad category. Please keep some space for open ended answers also. Analyse the responses and conclude. You can have a look into the similar research at;
  • asked a question related to Open Educational Resources
Question
2 answers
is there any standard methods to calculate Eo and current density in OER LSV curve?
Relevant answer
Answer
There is no a strict definition of the "onset potential.
This discussion might be helpful
  • asked a question related to Open Educational Resources
Question
5 answers
I can see bubbling. Quite confusing.
Relevant answer
Answer
Hi
How to calculate onset potential of OER? Which method you have used to calculate it?
  • asked a question related to Open Educational Resources
Question
3 answers
Hello Everyone,
Can anyone please explain why most of the reported articles performed the OER measurements in 1M electrolytes?
Relevant answer
Answer
Dear Chinnasamy,
I'm going to guess that those reported articles concern OER catalysts based on 3d transition metals (Co, Ni/Fe, Mn) or other non-noble materials such as functionalized carbon. These catalysts are generally only stable and OER active in basic solutions. The 1 M concentration is probably to increase conductivity of the working solution, to minimize ohmic drop-related issues.
  • asked a question related to Open Educational Resources
Question
4 answers
In the last months, researchs around the World have talked about Open Resources? The neccesity of share our investigations as a way to improve our general knowledge.
So I would like to ask you about your comments in this topic. Especially about your interest on this topic.
In order to begin with I invite you to write some webpages where you are used to search OER (Open Educational Resources)
Sharing at least one guideline for beginners in this field.
And finally sharing one of your resources that you have created with the creative commos or other licence
Relevant answer
Answer
It depends on how you do define OERs: do you include also creative-common resources to that category or not?
I have used a lot e.g. openclipart.org (which has very nice linedrawings to illustrate materials/slides and also wikimedia commons, where you can found media files.
But, well, do you mean public domain materials with OER or what?
  • asked a question related to Open Educational Resources
Question
6 answers
Dear All,
I am trying to calculate specific capacitance of my Metal Oxide electrodes such as NiOx, AuOx, PtOx etc. From detailed discussion in literate I found following equation.
Equation 1.
Csp= Area under the CV curve/2(scan rate x voltage window x mass of the material)
In a typical CV we observe Faradaic regions including OER, HER, Metal redox reaction region some what in between OER and HER and non-faradaic region.
My question is for specific capacitance measurements what should be optimal potential window?
In some papers researchers are using metal redox region of CV later on integrating it, Some used metal redox region for metal oxide electrodes after subtracting oxidation and reduction peak integration from overall CV (redox region) integration.
I wonder why they are choosing redox region of CV???
Can we just use non-faradaic region rather than subtracting faradaic peak integration from total E/I integration curve?
Please give some details on selecting capacitive or charge accumulation region from CV curve.
Thank you in advance.
Relevant answer
Answer
dear Noorulain Babar; I think it's better to make electrochemical Impedance Spectroscopy (EIS) measurement to evaluate the behavior of the oxidized sample and to calculate the capacitance. you can read https://www.wiley.com/enaf/Impedance+Spectroscopy%3A+Theory%2C+Experiment%2C+and+Applications%2C+2nd+Edition-p-9780471647492.
  • asked a question related to Open Educational Resources
Question
4 answers
1- Unglamorous can be stronger/ better than glamorous.
Example of a demonstration for this concept:
Mosquitoes are more deadly than lions
2- A similar over-lapping concept is Low-hanging fruits: Easier action can lead to higher rewards than more difficult action. For example, playing basketball is enjoyable for me. It doesn’t take much motivation to get me going. Showering in icy cold water is painful. Yet, it could be the case that the impact of playing basketball is actually healthier than icy cold showering (just giving this as an example. I could then show a video of someone swimming in icy cold water).
My Request: Suggest Demonstrations for this Concept
I'm looking for resources (videos, pictures, games, activities, articles etc..) that would explain or illustrate (this) concept in an engaging and/or simple way especially to a lay audience. It could be a straightforward explanation like this A video explaining the concept "Co-relation does not equal causation"
where the original intent of the video is to explain this concept. Or ,You can be creative; this illustration does not need to be originally made to explain this concept. The analogy can be made independently of the original intention of the resource. For example, if the concept is flexibility in your career, I can find a video of a person demonstrating physical flexibility even though the original intent of the video is not about career flexibility. (For more on what I mean by concept-demonstrating resources, see https://www.researchgate.net/post/List_of_Concept-Demonstrating_Resources
Please put your suggestion in the comments section below.
Relevant answer
Answer
Hashem,
I am not sure if you are looking for logical statements or actual examples.
If REAL examples, here are three:
(1) Publishing in many pedagogical journals is fast and easy. They often have preset rules about how the writeup should be, etc. and you can write a pedagogical article up in a weekend. When I was a young scholar I wrote one or two every year about class activities, etc. It gets your name seen, can be an easy and free ticket to a conference when you "need a paper" to get funded, and takes nothing away from your more important research.
(2) Look for book chapters on topics you have expertise in. They are almost always less competitive than an article, and once you have a reputation in an area are very easy to get.
(3) Look for special issues in journals, they are almost always substantially less competitive than a regular publication in the same journal.
If you are looking for illustrations of the concept, the Turtle and the Hare parable is one. The "Melanoma has killed more people than war" is another. And, Sun Tzu wrote: “If you wait by the river long enough, the bodies of your enemies will float by.”
  • asked a question related to Open Educational Resources
Question
2 answers
Hi everyone,
I'm a researcher who prepares content for workshops. Here are some lists I compiled to help me find concept-demonstrating resources
"8ACTIVITIES" to "b BRAINSTORMING WITH OTHERS"
Request: It would be helpful for me to add to this collection. Please suggest in the comments section any other resources I could add.
********
Types of demonstrations
I'm looking for resources (videos, pictures, games, activities, articles etc..) that would explain or illustrate a concept in an engaging and/or simple way especially to a lay audience. It could be a straightforward explanation like this A video explaining the concept "Co-relation does not equal causation"
where the original intent of the video is to explain this concept. Or ,You can be creative; this illustration does not need to be originally made to explain this concept. The analogy can be made independently of the original intention of the resource. For example, if the concept is flexibility in your career, I can find a video of a person demonstrating physical flexibility even though the original intent of the video is not about career flexibility.
Please put your suggestion in the comments section below.
I attached a document showing two tables of examples on resources and demonstrations.
  • asked a question related to Open Educational Resources
Question
6 answers
The question is; trends in Distance Education activities show them to be organized mainly inside a close platform or activities mainly are organized and executed in open environments, like social networks and other Web 2.0 resources, conforming Personal Learning Environment? Is compatible current trends in open education with using close platforms? Or might be there will be a systemic combination of both scenarios?
Comments will be appreciated.
Relevant answer
Answer
I have taken many online classes in the past and they were mostly conducted through the Blackboard, and a few were also supported by the third party applications, such as Google Docs, Facebook Groups, and MindTap. Somehow it appealed to me more when the Blackboard was supported by the third parties.
  • asked a question related to Open Educational Resources
Question
3 answers
Hi all,
I'm working on OER. I found that with my material (a high surface area electrode), the Tafel slope is much smaller than a low surface area electrode with the same surface. Is that normal? Can someone explain to me the relation between surface area and Tafel slope?
I know that the Tafel slope is closely related to the charge transfer coefficient, which is largely dependant on the charge transfer resistance (is that true?). Does the charge transfer resistance follow this rule?
Resistance = Resistivity * Length / Area
If so, I guess the bigger surface area, the smaller resistance, and thus smaller Tafel slope. Does this make sense?
Relevant answer
Answer
Tafel equation is derived assuming that a single reversible redox reaction takes place on electrode. OER is more complex process and I doubt that Tafel equation can be used in this case. In addition, it's very important how you measure the current. Theoretically, ohmic resistance must be very small and diffusion (mass transfer) should not affect the current.
  • asked a question related to Open Educational Resources
Question
4 answers
How are tertiary institutions using Open Educational Resources in under-developed and developing countries today?
Relevant answer
Answer
There are plenty of information in the Google that are quite helpful for consulting any delicate issues in the academic arena. It has reduced the chances of starvation for knowledge hungry people in different parts of the world. We are fortunate to a part of these facilities.
  • asked a question related to Open Educational Resources
Question
5 answers
What barriers exist in under-developed and developing countries that can prevent the full use of Open Educational Resources?
Relevant answer
Answer
Access to reliable, modern devices from which to access content.
  • asked a question related to Open Educational Resources
Question
7 answers
There are a lot of efforts for create OER (Open Educational Resources). But in this case, we would like to know.
What steps do you follow when you create your OER ?
Do you put some licensing ?
Have you in mind the licensing of resources when you are teaching?
If you know some guide or roadmap to put in common with our teachers. I would be glad to disscuss about that
Relevant answer
Answer
Hi Ivan!
A lot of choices here.
You can just declare how people can use it with Creative Commons licensing (which is legally defined in most countries) https://creativecommons.org/about/program-areas/education-oer/ , you can add metadata just to make it easier to find and understand what it is within general systems, such as libraries with Dublin Core http://dublincore.org/specifications/ , or you could also, if motivated by how your LMS works, use IEEE LOM (Learning Object Metadata) https://www.jiscmail.ac.uk/cgi-bin/filearea.cgi?LMGT1=DCC-PEER-REVIEW&a=get&f=/Draft_Instalments/LOM.pdf or SCORM (Shareable Content Reference Model) https://scorm.com/scorm-explained/ which is a "de-facto-standard in the e-learning industry, or IMS metadata https://www.imsglobal.org/metadata/index.html .
You could alterantively just upload it to Merlot (one of the metadata repositories / referatories out there) or similar database of OER and just provide the info the site asks for to make it searchable. https://www.merlot.org/merlot/index.htm
Here is a good example of simplified informaiton about handling created OER https://oercommons.s3.amazonaws.com/media/editor/36531/Creating_OER_cards_USQ_Oct17.pdf
Hope something of this helps. I have earlier been active in creating a lot of OER, then often called "Learning objects" in biohydrometallurgy, But there may be more up to date answers to this quesiton as well.
  • asked a question related to Open Educational Resources
Question
7 answers
Concepts can be understood intuitively, as it takes place in natural, colloquial language; usually in those cases, the content of concepts differs, depending on several factors.
On the other hand, several concepts are part of theories or ideas systems, where they have more or less precise, specific meaning, expressed by means of definitions, depending on how rigorous or not is the given theoretical context. Those definitions can be, in several cases, an abstraction, a more general concept, than that used in everyday practice.
In the concrete case of openness, is Topology the theory where one can find the most abstract definition? The essential content of "to be opened" in colloquial language is "caught" by corresponding topological definition? Or, is there a more abstract definition?
Relevant answer
Answer
@ Rey Segundo Guerrero-Proenza
Let ( X, T) is a topological space. T is the topological structure on X.
X is the whole space ( closed and open: clopen)
It is obvious by the axioms: X belongs to T.
A is an open subset of X, that means A belongs to T.
The boundary of the open set A: b(A) is not necessarily empty.
But A does not include any of its boundary points.
.i.e., ( x belongs to b(A) [ non-empty set ], but x doesn't belong A).
( small x is an element, not the whole space X).
Example: In R the Euclidean space with the usual topology on R.
R is closed and open at the same time( clopen set).
For a and b are distinct real numbers, A = ( a, b ) the open interval in R,
A= (a, b) is open in R.
The boundary set of A is b(A)= { a, b } is non empty set,
neither a nor b belongs to A.
  • asked a question related to Open Educational Resources
Question
5 answers
input: amino acid sequence
output: potential protein binding partners to sequence
Thanks for taking the time to address my question.
Bre
Relevant answer
Answer
Dear BreAnne,
actually, it's highly difficult to predict an interaction between two proteins because, as said Steingrimur, it might be strongly related to the 3D structure.
However, there is case for which it becomes a bit less difficult: when the protein binds to a linear motif. A motif is a short amino acid sequence (of about 3 to 6 residues). In this case, the interaction is mostly driven by the sequence since the motif is unfolded most of the time.
You may find interesting details at the ELM website (http://elm.eu.org/), which stands for Eukaryotic Linear Motif. It's a manually curated database based on literature. You enter a protein sequence and you'll see all the putative motifs bound to it. Then it's also possible to search for a special motif if you already know it.
Best regards
Yves
  • asked a question related to Open Educational Resources
Question
3 answers
Hi all, I am teaching a machine design class in the spring semester. However, the name is a bit of a misnomer, it's really more about machine components. We'll do some advance mechanics of materials, failure theory, and machine components such as gears, power screws, bearings, etc. I'd like to avoid using a textbook, and I was wondering if anyone has thoughts on some good OERs to use for the class.
Thanks, Neil
Relevant answer
Answer
Hello, and thank you for the suggestions! Neil
  • asked a question related to Open Educational Resources
Question
2 answers
I am looking for datasets that I can use for testing Recommender Systems in Learning. Some of the datasets used in the literature [1][2] includes the TravelWell, the MACE, and the Mendeley datasets. The links provided in [3]  are not longer available and I could not find them anywhere. Where I can find  these datasets?
[1] Dataset-driven Research for Improving Recommender Systems for Learning. Katrien Verbert et al.
[2] Which Algorithms Suit Which Learning Environments? A Comparative Study of Recommender Systems in TEL. Simone Kopeinik et al.
Relevant answer
Answer
Thank you Riina Vuorikari for uploading the Travel well dataset
  • asked a question related to Open Educational Resources
Question
4 answers
I am interested in researching the routines at play when educators share OER.
Relevant answer
Answer
Awesome - thanks a lot!
  • asked a question related to Open Educational Resources
Question
3 answers
I'm using carbon paper coated with a platinum catalyst (along with 50% by wt Nafion binder) as electrodes for hydrogen/oxygen evolution reactions. In 0.1M NaOH solution, at 2V a brown color appears and the catalyst leaches out from the carbon paper. What should I do?
Relevant answer
Answer
As said by Artur Braun,
It is very crucial in the field of water electrolysis. Actually, carbon paper is not a good substrate electrode for OER in either acid or alkaline medium because of corrosion of carbon (corroded to CO2 and CO). Moreover, Pt/C is not also a better candidate for the OER, you can try nickel as anode material for alkaline water electrolysis. Depending on the carbon paper grade, the stability will.....Actually, the brown color denotes the dissolution of carbon I think, because Pt is highly stable in alkali as well as acid. So you just check the properties of carbon in the Pt, take Raman or XPS to confirm the structural properties. Also, take a ICPMS analysis to confirm the carbon leach out....
Hope this will help you
  • asked a question related to Open Educational Resources
Question
2 answers
Hi everyone, I am using 0.1 M KOH aw well as 1 M NaOH can we reuse the same electrolyte for new sample in RRDE experiment.
Relevant answer
Answer
Yeah I know sample peeling is possible but suppose if it is not there actually what measurements I am taking it just finishes in 2 Hr (30 min saturation, CV and LSV) so after that interval I want to replace my sample with different component. 
No peeling off have happened now? 
  • asked a question related to Open Educational Resources
Question
2 answers
I am trying to understand KClO3 generation under electrochemical conditions.
Relevant answer
Answer
Please describe your conditions in more details.  You didn't mention the initial salt. If it is KClO4 the reduction process will give KClO3! In KCl the situation is opposite.
The Cl2  reaction with water is strongly dependent on the temperature. You may get CLO- ClO3- and also ClO4- anions in mixture at different ratios
  • asked a question related to Open Educational Resources
Question
13 answers
UNESCO (2002, p: 24) defines OER as: "The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes"
Relevant answer
Answer
Have you come across OERhub (http://oerhub.net/)? They have some interesting research
  • asked a question related to Open Educational Resources
Question
1 answer
What about the interference between safflower genotypes and Orobanch?
Safflower planting methods via seedling or seeds may be affecting on the ;relationship with Orobanch  
Relevant answer
Answer
In principle there shouldn't be much difference because the germination and attachment of holoparasitic Orobanchaceae are induced by root exudates and not germination-related compounds from the host. It might be argued that planted seedlings can be somewhat "stronger" against the parasite than those exposed to the parasite from the very beginning, but even if this difference is real it would be probably outweighed by the transplant shock. I hope this helps a bit. Regards.
  • asked a question related to Open Educational Resources
Question
6 answers
I want to know all variables -and items- related to student perception of OER and their impact on pedagogical issues.
  • asked a question related to Open Educational Resources
Question
5 answers
especially for Physics teaching
Relevant answer
Answer
si por supuesto le recomiendo el sitio de la Universidad TEcnológica de Monterrey México donde utilizan simuladores también las universidades marítimas tienen  simuladores para la enseñanza de tripulaciones en escenarios difíciles.
  • asked a question related to Open Educational Resources
Question
9 answers
One Laptop Per Child (OLPC) program was launched in 2005. There have been research studies which evaluated OLPC program. I have gone through such initial studies. I'm looking for recent studies (2013 onwards).
Relevant answer
Answer
Hope the following helps:
Battro, A. M. (2013). One Laptop Per Child: Comments on Jeffrey James's Critique. Social Science Computer Review, 31(1), 133-135. doi:10.1177/0894439311421752
Beuermann, D. W., Cristia, J., Cueto, S., Malamud, O., & Cruz-Aguayo, Y. (2015). One Laptop per Child at Home: Short-Term Impacts from a Randomized Experiment in Peru. American Economic Journal: Applied Economics, 7(2), 53-80. doi:http://www.aeaweb.org/aej-applied/
de Oliveira Kist, S., Soares Carvalho, M. J., & de Vargas Bittencourt, J. (2013). One Laptop per Child and its Implications for the Process of Written Language Learning: A Case Study in Brazil. Revista Electrónica de Investigación Educativa, 15(2), 51-68.
Fajebe, A. A., Best, M. L., & Smyth, T. N. (2013). Is the One Laptop Per Child Enough? Viewpoints from Classroom Teachers in Rwanda. Information Technologies & International Development, 9(3), 29-42.
James, J. (2014). Economics of the one laptop per child in India. Current Science (00113891), 106(8), 1061-1063.
James, J. (2015). Macroeconomic Consequences of the One Laptop per Child Project. Journal of International Development(1), 144. doi:10.1002/jid.3023/abstract
Shinobu, Y., Javzan, S., Jun-ichi, T., & Khishigbuyan, D.-O. (2014). The Effect of Using XO Computers on Students' Mathematics and Reading Abilities: Evidences from Learning Achievement Tests Conducted in Primary Education Schools in Mongolia. International Journal of Education & Development using Information & Communication Technology, 10(2), 89.
Stoloff, D. L. (2013). Learning to change the world: the social impact of one laptop per child, 519.
  • asked a question related to Open Educational Resources
Question
10 answers
I am interested in developing a digital literacy course at the graduate level. Can anyone identify a good easily accessible Open Educational Resource (OER) for this purpose?
Many thanks,
Debra
Relevant answer
Answer
  • asked a question related to Open Educational Resources
Question
10 answers
Specifically, what tools could lead to improved "graduation" rates?
Relevant answer
Answer
There is a more recent report from HarvardX/MITx, summing up the first two years of their open online courses.
  • asked a question related to Open Educational Resources
Question
15 answers
Currently writing the literature review to underpin our own work in the field (see link) and want to make sure I havent missed anything.
Relevant answer
Answer
We just wrote an article (currently in review), I can send you directly?
  • asked a question related to Open Educational Resources
Question
9 answers
Many libraries (especially in developing and under-developed countries) rely on OERs to provide information for their patrons.    What I have noticed however is that these resources are many and scattered all over the internet.   What is a good way to gather all these reources and organize so that patrons have everything in one place and able to search and access easily?
Relevant answer
Answer
Speaking from personal experience, subject directories are good in that they help organise resources by subject. However, without a comprehensive search tool, a subject direcotry stands to be woefully underutilsed. The multidisciplinary nature of some materials is one reason for this - a material you are seeking in one discipline might have been placed under another discipline because it fits there too. The laborious task of wandering from one link to the other is another reason. One is likely to look for an item under the wrong discipline. One funny thing associated with looking for items in the list is that, one's fallible eyes may not even see the item here is looking for, although it is right there. Performing a search by entering your key term or concept, for me is the best method of locating what you want. This is one reason why putting OER together and rendering them searchable is a good approach to making resources available to library clientele. I found that Google Custom search perfectly does the job
  • asked a question related to Open Educational Resources
  • asked a question related to Open Educational Resources
Question
3 answers
"Over the last five years, FCT has actively participated in implementing Open Access strategies, namely by supporting RCAAP and, recently, by launching a public consultation on proposals for policies on Open Access.
The FCT Policies on Open Access are a direct outcome of the public consultation. They encompass guidelines for free, online access to peer-reviewed publications and data arising from FCT funding. The policies came into force on 5 May 2014."
Relevant answer
Answer
I've actually called the FCT to ask for more information on this topic. I kept being redirected to different persons and departments until they found someone who actually knew what this was about. This will only affect future projects, so there is no way one can ask for support to publish in open access journals of now ongoing research. Also, being FCT, they are quite vague in that document regarding that support, which may or not be granted (what are the criteria?). Bear also in mind that FCT doesn't even have a protocol with any of the major open access publishers (e.g. BMC and PLOS) for reduction of publication fees for Portuguese authors. What they basically are asking is for researchers to place what is published in peer-review journals in open repositories, something that is already encouraged by many Portuguese institutions, including the University of Porto, the largest in the country. 
  • asked a question related to Open Educational Resources
Question
3 answers
How could educational web resources be optimized, considering the results of web analytic? What could the essential factors to be considered be, in order to develop that strategy?
Have ontologies been applied in this process?
Relevant answer
Answer
There is no such optimization strategy in Web resources or for that matter into Education.
Strategy is a Macro Plan, however Optimization depends on 
  • Limitations of the Researcher
  • Boundary of Intended Research
  • Resources available
  • Scope challenges on type of project - design / implementation
Followup with Dr. Nageswara Rao Posinasetti, Professor, University of Northern Iowa · Department of Technology, he is on the education web resources research
  • asked a question related to Open Educational Resources
Question
5 answers
Scan the questions sections for #OpenScience, #Science20, #OpenAccess and you will notice that the vast majority by far, are spending significant Q&A on what is wrong with Open Science, what does not work, and what could (or has) horribly gone wrong. Makes you wonder how high the h-index on those questions gets, and how representative that is of reality.
Although exposing fraud, plagiarism, bad publisher service, and poor quality is essential to prevent other falling victim, it is hardly as inspiring or motivating. Actually, it can give the wrong impression to the novice, and be dangerous.
So, let's balance the discussion and focus on the what works, by apply the scientific method to gauge the positive side of #OpenScience (if any). There are many shining examples of how #OpenScience can boost your career profile, on the way to that tenure.
OS practioners, we know you are out there, so don't be shy and tell us how you integrate OS in your daily workflow, and in what measurable ways does #OpenScience contribute to your profile and impact?
Relevant answer
Answer
I agree. We need easier ways to help researchers to share data and publications and to  get credit for their work. Impactstory could be helpful in this respect.
'Impactstory is an open-source, web-based tool that helps researchers explore and share the diverse impacts of all their research products—from traditional ones like journal articles, to emerging products like blog posts, datasets, and software. By helping researchers tell data-driven stories about their impacts, we're helping to build a new scholarly reward system that values and encourages web-native scholarship.'
  • asked a question related to Open Educational Resources
Question
11 answers
With the high cost of journals and electronic databases many people cannot afford to purchase. Open Educational Resources are now an alternative, do you trust these resources?
Relevant answer
Answer
My dear @Mardene, please read this experience and initiative, it was held in Belgrade, Serbia! It is on promoting adoption of open educational practice.
  • asked a question related to Open Educational Resources
Question
15 answers
So many MOOC now available. Are they helpful in deaf education? Some courses have subtitles. Are there any features that can be included in MOOC to make it more deaf friendly?
Relevant answer
Answer
To make a MOOC accessible to Deaf and hard of hearing students, you would need to to offer picture in picture capability of a pre-recorded interpretation (by a qualified/certified interpreter) of the video content in the sign language of choice. For example, in the US it would be American Sign Language. For hard of hearing or oral students with hearing loss, captioning in English would also be needed. The reason machine type translation and augmentive communication won't work is because sign language is not just a collection of signs. It has a rich grammatical structure that incorporates facial expressions, mouth morphemes, classifiers and spatial use, in addition to actual sign choices. The reason captioning in English is not a solution for ASL users is because English is a second language, only in our educational system is not taught as a second language. You would also want to ensure that any quizzes or assignments have a video sign component for full accessibility.
  • asked a question related to Open Educational Resources
Question
3 answers
With MOOCs and OERs growing, will we be marking on-line (using tools like TURNITIN and Grademark) or is there an alternative?
Relevant answer
Answer
hard to know, we have been using it for a few years on campus and whilst it means students can actually read my comments, physically it is far harder on the body and eyes even with a mega screen. Hard copies are far more portable which gives more freedom for marking papers on the run so to speak. However with bulk classes that brings its own issues as well.
I agree with you Erik that smaller length assessments are more manageable as too, a combination of multiple choice questions which can be marked automatically with short answer rationales if more details are needed.
My person experience with MOOCs have been that several have used peer marking which has resulted in some interesting feedback and has meant the workload is being spread around. Consistency of quality remains an issues with this method though.