How well do you think people outside of your department could understand your primary literature? Outside of academia? What do you think about constantly reading through rigid, link-less, old-fashioned PDF files?
We can only know if the meaning of our work has been understood by others if we receive feedback, i.e. the interpretation of others of our work. If we want our work to withstand the test of time, and still carry the meaning we intend it to further down the road, it is time we harness the power of technology and benefit from public feedback at all stages of the scientific process. To accomplish this, we will have to reconsider the topic of accessibility. I, along with my co-authors, Benjamin Smarr, Chris Shaver, and David Jay, have developed this interactive article to both comment on these issues, as well as serve as an example of how to better convey scientific information.
You are cordially invited to interact with these questions and ideas here. (And if you would really prefer a PDF version, I would oblige.)
In addition to the uses for technology and applications in education mentioned in this article, also hear UC Berkeley’s computer science professors Armando Fox and David Patterson talk about their approach for revolutionizing online education with MOOCs (Massively Open Online Courses), Berkeley Resource Center for Online Education, and edX in collaboration with MIT, check out edx.org.
Image by Benjamin Smarr.