Group items tagged

"WHAT? / Which are the new skills and competences? / Recognition of new skills and competences (e.g. of topics to be discussed in this sub-area: key competences, intercultural competences, problem solving skills, creativity, initiative, self responsibility etc. ) HOW? / By what means? / Acquiring the new skills and competences(e.g. of topics to be discussed in this sub-area: collaborative learning, learning environment, social networks, mentoring etc.) WHY? / In what purpose? / Expectations(e.g. of topics to be discussed in this sub-area: Motivation, Communication, Employability, Entrepreneurship etc)"

"The internet is a wonderful thing, a thing of knowledge and power but also a thing of beauty and inspiration. We are all a part of the internet in one way or another, whether that is via our emails or our social media accounts. But what do we all actually do on the internet? It's an interesting question which we here at Tech Spartan aim to answer in this infographic looking at what happens in an internet minute, comparing last year (2013) to this years latests statistics. Did you know that there are now 11.6% more internet users now than 1 whole year ago? "

"The Digital Gap Between Rich and Poor Kids Is Not What We Expected America's public schools are still promoting devices with screens - even offering digital-only preschools. The rich are banning screens from class altogether."

Clay Shirky aborde le "surplus cognitif" - le travail collaboratif en ligne que nous effectuons grâce à nos cycles de cerveau disponibles. Tout en étant occupés à éditer Wikipedia, à poster sur Ushahidi (et, oui, à faire des LOLcats), nous construisons un monde meilleur et plus coopératif. Clay Shirky argues that the history of the modern world could be rendered as the history of ways of arguing, where changes in media change what sort of arguments are possible -- with deep social and political implications. Language : english Subtitles : french

Making sense of too much data (10 talks) It's the age of Big Data. But what, exactly, do we do with all this information? These talks explore practical, ethical -- and spectacularly visual -

" Seated practically thigh to thigh, these vendors crouch over laptops, scrolling through screen after screen of downloaded music. They are known as téléchargeurs, or downloaders, and they operate as an offline version of iTunes, Spotify and Pandora all rolled into one. They know what their regulars might like, from the latest Jay Z album to the obscurest songs of Malian music pioneers like Ali Farka Touré. Savvy musicians take their new material to Fankélé Diarra Street and press the téléchargeurs to give it a listen and recommend it to their customers. For a small fee - less than a dime a song - the téléchargeurs transfer playlists to memory cards or U.S.B. sticks, or directly onto cellphones. Customers share songs with their friends via short-range Bluetooth signals"

"Web 1.0 // Web 2.0DoubleClick -> Google AdSense Ofoto -> Flickr Akamai -> BitTorrent mp3.com -> Napster Britannica Online -> Wikipedia sites perso -> blogs evite -> upcoming.org et EVDB spéculation sur les noms de domaines -> optimisation pour moteurs de recherche pages vues -> coût au clic « screen scraping » -> services web publication -> participation système de gestion de contenu -> wikis arborescence (taxonomie) -> tags ("folksonomy") rigidité du contenu -> syndication de contenu"

As reported by Nesta, an innovation charity with a mission to help people and organisations bring great ideas to life: As technology shapes our world, young people need to be able to shape it too. As skills and work become increasingly technologically mediated, the need for digital skills is paramount with some calculating a potential £2 billion loss to the UK economy from unfilled roles requiring such skills. After several years working with organisations supporting digital making, and with creating with technology set to go mainstream through a forthcoming BBC campaign, this report takes stock of what is happening. Key Findings: 82 per cent of young people say they are interested in digital making. However, half of young people make things with digital technology less than once a week or never. Parents are overwhelmingly supportive of digital making. 89 per cent think it is a worthwhile activity for their children. 73 per cent encourage their children to make things with technology. We identified 130,800 opportunities to experience digital making provided by the organisations surveyed. This is a long way from providing for the interest shown by 82 per cent of our survey, which represents a possible 8.2 million school age children and young people in the UK. Digital making is powered not just by money, but also by volunteers. Two thirds of the organisations identified said they relied on volunteers to do their work. Only half of teachers who teach ICT or computing report being confident in teaching the curriculum.

"We need to be open not in the big things, but also the little thing , like embargos.  (Confederation of Open Access Repositories, 2014) The little things like this talk. The little things like this slide. The little things like this picture of boats shooting at each other. Open content, open access, open learning. These are not only a part of democracy, a part of the free exchange of ideas, a part of the culture of learning, but they define all of these, and they define our system of free and open government.  (Jarche, 2014) These things depend on them. When I say the institution has different values from us, it's important to understand exactly what it is that the institution has different values from."

"Truly effective, synergistic, collaboration is an elusive beast at the best of times and the idea of making it work at scale, for decentralised projects and organisations, is possibly the essential challenge of our times. If we want to work out how to work together more effectively, to build an equitable and abundant world for all, it seems important to recognise, what hinders collaboration, to identify great examples of effective collaboration and to at least attempt to identify if there are any key themes which we can build on and incorporate into our work."

"Artificial Intelligence (AI) is already having a major impact on society. As a result, many organizations have launched a wide range of initiatives to establish ethical principles for the adoption of socially beneficial AI. Unfortunately, the sheer volume of proposed principles threatens to overwhelm and confuse. How might this problem of 'principle proliferation' be solved? In this paper, we report the results of a fine-grained analysis of several of the highest-profile sets of ethical principles for AI. We assess whether these principles converge upon a set of agreed-upon principles, or diverge, with significant disagreement over what constitutes 'ethical AI.' Our analysis finds a high degree of overlap among the sets of principles we analyze. We then identify an overarching framework consisting of five core principles for ethical AI. Four of them are core principles commonly used in bioethics: beneficence, non-maleficence, autonomy, and justice. On the basis of our comparative analysis, we argue that a new principle is needed in addition: explicability, understood as incorporating both the epistemological sense of intelligibility (as an answer to the question 'how does it work?') and in the ethical sense of accountability (as an answer to the question: 'who is responsible for the way it works?'). In the ensuing discussion, we note the limitations and assess the implications of this ethical framework for future efforts to create laws, rules, technical standards, and best practices for ethical AI in a wide range of contexts."

E-learning revolution Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed.

Le premier restaurant Open Source !!

Voici un bref clip expliquant de façon ludique et simple en anglais ce qu'est la conjecture de Moore.

Bruce Sterling is back this year. He has a remarkable ability to both celebrate dreams of the future - but also to challenge us with the problems he sees. That makes us more deeply consider what we are doing, why we are doing it - and the potential consequences of those decisions.