Open Education, Open Minds 英文参考文献.docVIP

Editorial OpenEducation,OpenMinds CherylA.Kerfeld1,2,LizaGross3* 1Structural Genomics and Education Programs, United States Department of Energy, Joint Genome Institute, Walnut Creek, California, United States of America, 2Department of Plant and Microbial Biology, University of California, Berkeley, California, United States of America, 3Senior Science Writer/Editor, Public Library of Science,SanFrancisco,California,UnitedStatesofAmerica ofcontaminantsinstreamsandthehealthandabundanceofkey species,forexample,providesamemorablelessoninecologyand environmentalscience. While most articles will focus on such instructional tools and approaches, we’ll also feature innovative open-education initiatives andstrategiesthat,whereverpossible,drawonresearchreportedin open-accessjournals.TheserieswilltakefulladvantageofWeb-based open-accesspublishingandmultimediatoolstocreateaninteractive, dynamicresourceforeducators,researchers,andstudents,aswellas the interested public, to enhance understanding of fundamental questionsinbiologyandcurrentmethodstoinvestigatethem. Althoughtheserieswillfocusonexistingeducationalprograms and resources, we hope authors who publish in open-access journals will consider annotating their past and future research articles with supplementary resources that can be used in the classroom or student laboratory. For example, an author might include as a supplement a student-ready laboratory or bioinfor- Overthepastfewdecades,advancesinscienceandtechnology maticprotocolmodeledonthoseinthearticle,asetofPowerPoint haveproducedaseeminglyendlessstreamofnewdata,ideas,and slides,videotapedseminar,tutorial,orSciVeevideo(http://www. knowledge,challengingscientistsandeducatorsaliketokeepabreast scivee.tv/)forteachingthecontext,ideas,ormethodscontainedin ofthelatestconceptsanddiscoveriesintheirfields.Addingtothe thearticle.Collectively,asthenumberofarticlesgrows,theywill wealthofnewinformationpostedonlineeveryday,moreandmore formadynamicnetworkofresourcesthatwillbeav