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Introduction to Structured Data  

Introduction to Structured Data  
Structured data refers to kinds of data with a high level of organization, such as information in a relational database. When information is highly structured and predictable, search engines can more easily organize and display it in creative ways. Structured data markup is a text-based organization of data that is included in a file and served from the web. It typically uses the vocabulary—an open community effort to promote standard structured data in a variety of online applications. Structured data markup is most easily represented in JSON-LD format, which stands for JavaScript Object Notation for Linked Data. The following is a simple JSON-LD structured data example you might use for contact information for your company: When you provide structured data markup for your online content, you make that content eligible to appear in two categories of Google Search features: Common use cases Markup formats and placement Testing and publishing your markup Structured data guidelines

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Robots, virtual reality and the future of education One of the greatest challenges for education is that there is an ever-increasing divide between the demand for learning and the supply of schooling. This is seen most obviously in the global shortage of teachers, but it extends to the dearth of school leaders and to the lack of availability of schools themselves. According to the Unesco Institute of Statistics there are 263 million children not in education and the world will need 3.3 million more primary teachers and 5.1 million more secondary teachers by 2030. There is no easy solution to this problem, but I believe that lessons from how the Middle East is addressing it may provide a solution that will work in other parts of the world.

Humanities Commons: Networking the Humanities through Open Access, Open Source and Not-for-Profit So much discussion about scholarly communication in the humanities focuses on the so-called crisis of the monograph (and, by inference, of university presses) that we frequently overlook the rich range of scholarly and pedagogic material produced by humanists. Not so at the Modern Language Association (MLA) where, four years ago, the innovative MLA Commons platform was launched. Earlier this month, MLA – in association with three partner societies – launched the beta version of the expanded and now interdisciplinary Humanities Commons — a non-profit network where humanities scholars can share their work in a social, open access repository, discuss ideas, collaborate on common interests, and store research and teaching materials.

‘Collegiality’ has become an empty word As we in the northern hemisphere inch past the winter solstice, the lure of the cosy log fire grows ever greater. Of course, such extravagances are rare indeed in your average academic office, but those bereft of nature’s elemental comfort could do worse than cuddle up around the glow of academia’s cosiest word. “Collegiality” conjures up the bygone image of a gentler, more benign era. But when academics bemoan the “loss” of collegiality, is it anything other than a longing for a golden age that never actually existed? Educators making copyright work for them – Copyright Untangled – Medium In this series, we have already pointed out several areas where the rules of copyright do not mix very well with the practice of modern education: 5 outrageous things educators cannot do because of copyright , or why teachers are a stakeholder in the copyright debate , and why the possible lack of copyright in material can cause so much confusion. Today, we want to talk a bit more positively about ways that educators and students are leveraging alternative tools that sit within the copyright system (such as Creative Commons licenses) in a way that promotes creativity, collaborative creation, and a culture of sharing. We will share three inspirational examples that showcase the potential of new technologies and flexible legal tools in 21st century education. SETUP and the 3D-print-pen

Even top teachers ‘not recognised or compensated’, warns research Top teachers at research-intensive universities are not seeing their passion for and commitment to their work matched by their institutions, according to new research. The findings of the US study, which drew on interviews with award-winning teaching faculty, point to a series of challenges that teaching staff must overcome to succeed in such universities. These include the shortage of time for course preparation, marking, planning and development, the lack of recognition for their efforts and the effect of emerging technology on student attitudes – all of which suggests that research-intensive universities lack the policies to support teaching in the same way that they do for research.

Openness as a Value Several months ago I received an invitation to contribute a brief Foreword to a book Patrick Blessinger and TJ Bliss were editing. Open Education: International Perspectives in Higher Education is now available in print and online under a CC BY license. I’m excited to share the Foreword with you now that the book has been published. These few paragraphs sum up my feelings about openness, perhaps better than anything else I have written. The last several decades have seen dramatic changes to education. Our fundamental accounts of learning have broadened from purely behavioral explanations to include cognitive, social, constructivist, and connectivist perspectives.

Education Technology and the 'New Economy' 21 min read This is part six of my annual review of the year in ed-tech One of education technologies’s greatest luminaries passed away this year. Seymour Papert died at his home in Blue Hill, Maine in August (yes, that’s the site of the Blue Hill Fair, where Charlotte the spider saved Wilbur the pig). Seymour was 88; or, as he was born on February 29 – a Leap Year baby – he was just 22. Paris's École 42 University wants to launch the next Zuckerberg Beppe Giacobbe It's 9.30am on a grey Thursday morning in May, and long banks of iMacs stand idle in a former government building on Boulevard Bessières in north Paris. The morning lack of activity, explains Xavier Niel, a French billionaire who is leading a tour of his three-year-old experimental university, isn't a concern; rush hour is 2 or 3am. "You'd see 300 or 400 students here at night," Niel says. "We're open 24 hours - the French president was here taking selfies at midnight.

What is the meaning of free? – Enrichmentality There is a Russian proverb that ‘Only mousetraps have free cheese’ (бесплатный сыр бывает только в мышеловке.) It’s reminiscent of the English saying (though slightly more brutal) ‘There’s no such thing as a free lunch’. As I sit here digesting one such ‘free lunch’, I must admit, I do feel somewhat like a trapped mouse. All the free Number 8s you can eat! I’d always secretly hoped to have a delayed flight, or a misconnection, and be put up in a hotel at the airline’s expense, with free food, and get to look around a city I hadn’t visited before. Last night, our plane from Geneva landed in Moscow after boarding for our connecting flight to Tokyo had already closed.

Open leadership involves becoming a master of balance Open leaders are systems thinkers. When they look at the world, they see a series of dynamic relationships—between people, teams, and resources. These relationships are the elements that are always in motion, always in flux, and ultimately drive the success (or failure) of our businesses. In fact, the problems that drive us today demand this kind of thinking, because solving them requires us to think beyond the walls of our organizations and devise ways we can leverage the best talent, the best resources, and the best ideas from anywhere.

Demand for Digital Courseware Is Higher Than Supply, Survey Says Now, more than ever, higher education stakeholders believe digital course materials are the key to solving systemwide problems. A recent Pearson Education survey called “Digital appetite vs. what’s on the table,” found that at least 84 percent of students, teachers and administrators said a shift to digital could help with challenges they face. About 82 percent of those surveyed also said that digital is the future, but only 56 percent said more than half of their institution’s courses are using some sort of digital courseware. “In this gap, we see a clear and vast opportunity to transform the classrooms of today, for educators to be key allies in advancing teaching and learning through innovative and research-driven technology, and to ensure that their technology experience in education matches the digital reality that today’s students are embracing in their day-to-day lives,” reads the survey. The demand may be there, but what about the devices required to go digital?