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"Kaj Sand-Jensen, un professore danese di ecologia, ha scritto un articolo intitolato "How to write consistently boring scientific literature" dove enuncia un decalogo di regole per scrivere articoli scientifici veramente noiosi. In maniera ironica e divertente mostra come una scrittura spersonalizzata possa servire alla fin fine a mascherare un contenuto modesto. Nella conclusione, osserva che ci sono movimenti di scienziati e anche editori che tendono a recuperare il valore di una scrittura più personale e viva. Sostiene inoltre che, sebbene l'articolo scientifico così come lo conosciamo rimarrà il veicolo principale della comunicazione scientifica, è auspicabile che gli scienziati si impegnino maggiormente in una comunicazione più ampia e speculativa, che possa eventualmente anche contemplare humour e poesia. Una comunicazione in grado di far circolare maggiormente le idee fra campi diversi e di attrarre più facilmente i giovani allo studio delle scienze. È un paradosso, ma è vero che la letteratura scientifica predominante, bulimica, ridondante, assolutamente grigia, selezionata con un processo di peer review sempre più affrettato e sommario, costituisce non l'unica ma una notevole causa di scarsa innovazione dando la preferenza ai maggiori e più consolidati filoni di ricerca. Lascio qui sotto l'opportunità di leggere il paper di Kaj Sand-Jensen, ne vale la pena. View this document on Scribd - [1] More about Fisica e filosofia "Ricordo delle discussioni con Bohr che si prolungarono per molte ore fino a notte piena e che ci condussero quasi ad uno stato di disperazione; e quando al termine della discussione me ne andavo solo a fare una passeggiata nel parco vicino continuavo sempre a ripropormi il problema: è possibile che la natura sia così assurda come ci appariva negli esperimenti atomici?" Werner Heisenberg in Fisica e Filosofia, Il Saggiatore, 1961, p. 55) * Share this: * Stampa * Email * Facebook *

By Claude Almansi and Jan Schwartz October 3rd, 2011 "Scoop.it is a new application that is still in beta, although it's fairly easy to get an invite to join. Claude Almansi found the app, sent an email about it to a list serv, which prompted Jan Schwartz to join. We've only been at it for a month or so, but already both of us have found some good information that we otherwise would have missed, and we are helping to spread the good work about education technology and change. First, some information about Scoop.it that Claude dug up. The web service was conceived in France, launched in December 2010 and its web site is in English. It's a social site for sharing news events and articles via subscription. Even if you don't subscribe, Scoop.it can be used to look for information items selected by others on a given theme via its public search engine. You do need to subscribe if you want to create and curate your own topic on a given theme or subject. For example, Jan was particularly excited to find a blog written as a result of a live chat sponsored by the Chronicle of Higher Education, which talked about the topic of Cathy Davidson's recent book, Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work and Learn. There were four panelists and 1500 participants on the chat and one of them, David Palumbo-Liu, wrote a blog about his experience, which was very different than Jan's and so an interesting read for perspective. She would not have found that blog if not for Scoop.it. Claude curates a site for Multimedia Accessibility. Currently Jan is 'scooping' under the title Technology for Teaching and Learning . You can curate as many different topics as you like."

Wojcicki is a journalism and English teacher at Palo Alto High School, where she leads one of the largest high school journalism programs in the nation. She leads a variety of award-winning journalism projects, including a newspaper, a magazine, a website, a television program, and a sports publication. Over the past 20 years, these projects have won Gold and Silver Crowns from Columbia Scholastic Press Association, the PaceMaker Award and Hall of Fame Award from National Scholastic Press, and best in nation from Time Magazine in 2003. In February 2009, she was awarded the Columbia Scholastic Press Association Gold Key Award in a special ceremony at Columbia University for "outstanding devotion to the cause of the school press … and service above and beyond the call of delegated duty." She is the president of the Friends of the Lurdes Mutola Foundation to support girls' education in Mozambique and is a consultant for the Silicon Valley Education Foundation and Carnegie Foundation for the Advancement of Teaching.

Chances are that if you're a network operator you know the IP address 4.2.2.2. It's an easy to type and easy to remember address, which since 1998 has been a "beefy" DNS service responding to the public Internet. Since you need DNS before you can use anything other than IP addresses on the Internet, it can come in handy for testing or initial configuration. Before Google started doing public DNS service on 8.8.8.8, and because 4.2.2.2 is typically pretty fast, many people have used it as their standard DNS server. Since the most basic test of Internet connectivity you can do is to ping an IP address (with DNS disabled), a "ping -n 4.2.2.2" can tell you if your networking problem is at a higher level or a lower level right away. Is this just an accident, or was this a deliberate choice? Was it intentionally set up as a public DNS service, or an accident. I've wondered this for years. But just recently I was investigating a networking oddness reported by Kyle who uses this, and I decided to try to dig deep and find out the story behind whatI imagine is one of the most famous IP addresses on the public Internet.

I'm working on a story to actually assess the state of development among big-name textbook publishers and will have more soon on that. For right now, though, it's quite clear that we have a very long ways to go. While a lack of content is a major issue, perhaps a bigger issue is the lack of standards via which the content can be disseminated. Obviously, DRM is a serious problem for textbooks. Copyright aside, though, there are currently around 30 formats in which e-books are published. If you're Pearson, into which basket will you be throwing all of your eggs? Frankly, there is only one that I see that makes a lot of sense right now. EPUB, developed by the International Digital Publishing Forum, is open, XML-based, and can grow as our needs increase. Even this format, though, needs traction with major publishers.

"The winners for each category, selected by an international jury of experts, will win thousands of Euros in cash prizes and ICT equipment. Also, following a successful launch in 2009, the 2010 edition will again be open to international competitors, from countries outside of Europe (see full list of eligible countries in the rules below). Another recent feature: the top 50 entries submitted will be included in the Learning Exchange Resource library (http://lreforschools.eun.org), to give increased visibility to teachers' innovative practices and encourage others to follow their lead. To be eligible for the eLearning Awards, entries must be submitted by schools or teacher training institutions in EU member states, EEA countries, EU applicant countries as well as Switzerland, Israel and Georgia. For the category International cooperation entries are accepted worldwide. A gallery on the eLearning Awards website will showcase all contributions, which will be judged by a panel of experts. Entries can be made from now until 28 September 2010 via the website: http://elearningawards.eun.org. Prize Ceremony The prize-giving ceremony, which will be followed by a gala dinner, will take place in Copenhagen early November 2010, during the annual EMINENT conference. The EMINENT conference is a unique chance to meet and discuss with European ministries of education, global companies and key stakeholders in education. Prize-winners will be given a trip to Copenhagen to attend the award ceremony. Full list of categories Rules"

On February 3, after a tremendous amount of hype, India's $10 laptop was finally unveiled. In anticipation of the event, Jim Morrison, Innovate editor-in-chief, distributed an eblast to Innovate board members, which was followed up by Jim Shimabukuro's I-Blog post "India: $10 Notebooks for Students" on February 2. As we all know by now, the Sakshat "laptop" turned out to be a computing device, a far cry from a computer. In the aftermath, Shimabukuro put out a call for articles: What are the implications of the Sakshat or a similar cheap computer device for education?

ou want a network you can manage, not a network that manages you! You wish you could have it... without spending a fortune. Your wish is granted.ou want a network you can manage, not a network that manages you! You wish you could have it... without spending a fortune. Your wish is granted.

Amazon's new world-beating gadget isn't the savior of the e-book, genre. It's a proprietary, market-protecting anomaly in a world of increasingly open standards and accessible media. Shame on you, Amazon. (...) The thing that e-books need, I'm convinced, is PDF. Secure, reflowable, customizable PDF. The reader devices need to be easy on the eyes, lightweight, and allow users to shunt any PDF to it, whether it's a specially formatted e-book or not. If I am paying $300+ for essentially a document storage device on steroids, I need to be able to put my own junk on it, too. (...)You might be lining your own pockets and making a few sales, Mr. Bezos, but you're also promoting confusion in the marketplace and causing division in the e-book space at a time when everyone else is pushing for convergence and open standards. Thanks for nothing.

A piece of technology not much bigger than an adult's finger could help a new generation discover how to programme computers. Games developer David Braben and some colleagues came up with the Raspberry Pi - a whole computer on a tiny circuit board made with not much more than an ARM processor, a USB port, and an HDMI connection.

Everybody is talking about "illegal copying" (most often in propagandist terms like "stealing" or "piracy"), but nobody of the opposite: Taking a work in public domain and slapping your copyright-notice over it; something which very much borders on plagiarism. And of course asserting to have a copyright on something which you are not entitled to is also a violation of copyright. The very funny thing is, there is a repository of thousands of books whose copyright is violated this way. It's books.google.com. Nowhere else, such a mass of works wrongly tagged "copyrighted material" can be found.

A landmark study by the Institute of European Media Law (EML) found that a levy on internet usage legalising non-commercial online exchanges of creative works conforms with German and European copyright law, even though it requires changes in both. The German and European factions of the Green Party who had commissioned the study will make the "culture flat-rate," as the model is being called in Germany, an issue in their policies. The global debate on a new social contract between creatives and society is getting more pronounced by the day. Two models are emerging: a free-market approach based on private blanket licences and voluntary subscriptions, and a legal licence approach based on exceptions in copyright law and mandatory levies, that now has been proven legally feasible and appropriate by the EML study.

"Amazon has taken a step in the right direction by including text-to-speech technology for reading e-books aloud on its new Kindle 2," Dr. Maurer [President of the National Federation of the Blind] continued. "We note, however, that the device itself cannot be used independently by a blind reader because the controls to download a book and begin reading it aloud are visual and therefore inaccessible to the blind. We urge Amazon to rectify this situation as soon as possible in order to make the Kindle 2 a device that truly can be used both by blind and sighted readers. By doing so, Amazon will make it possible for blind people to purchase a new book and begin reading it immediately, just as sighted people do."

The proposed Google Book Search settlement creates the opportunity for unprecedented access by the public, scholars, libraries and others to a digital library containing millions of books assembled by major research libraries. But the settlement is controversial, in large part because this access is limited in major ways: instead of being truly open, this new digital library will be controlled by a single company, Google, and a newly created Book Rights Registry consisting of representatives of authors and publishers; it will include millions of so-called "orphan works" that cannot legally be included in any competing digitization and access effort, and it will be available to readers only in the United States. It need not have been this way.

The proposed Google Book Search settlement creates the opportunity for unprecedented access by the public, scholars, libraries and others to a digital library containing millions of books assembled by major research libraries. But the settlement is controversial, in large part because this access is limited in major ways: instead of being truly open, this new digital library will be controlled by a single company, Google, and a newly created Book Rights Registry consisting of representatives of authors and publishers; it will include millions of so-called "orphan works" that cannot legally be included in any competing digitization and access effort, and it will be available to readers only in the United States. It need not have been this way.

Some publishers and agents expressed concern over a new, experimental feature that reads text aloud with a computer-generated voice. "They don't have the right to read a book out loud," said Paul Aiken, executive director of the Authors Guild. "That's an audio right, which is derivative under copyright law."

The Learning Registry is a new approach to capturing, sharing, and analyzing learning resource data to broaden the usefulness of digital content to benefit educators and learners. Not a website or repository… not a search engine… and not a replacement for the excellent sources of online learning content that already exist…