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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?

"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"

"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 *

Adding an alternative accessible version just for blind people is discriminatory. According to accessibility guidelines - and common sense - alternative access for people with disabilities should only be used when there is no other way to make web content accessible. Besides, access to the text version would also simplify life for scholars - and for people using portable devices with a small screen: text can be resized far better than a puzzle of images with fixed width and height

When I envision my Aspire One and my daughter's iPhone side by side, I can't help but see a continuum, an evolutionary chain. In this chain, the computer gradually evolves into a web interface device, or WID 10dollar_laptop(pronounced "wide"), which integrates web and standard phone capabilities. My laptop is at the juncture of that shift, and further up the line is the iPhone.

Sakshat is first and foremost an education program, with a resource and interaction portal in http://www.sakshat.ac.in/ . The device is just one tool of this program but might be of crucial importance for students to be able to work at home, without an internet connection, on material either printed or saved in digital form.

The effective use of technology to improve learning processes turns out to be a far greater "change problem" than most leaders and practitioners appreciate and one that is inconsistent with the rigid and powerful cultural aspects (i.e., assumptions, beliefs, and behaviors) of education. Among the key reasons for this limited success are (a) the all too common "cultural paralysis" in education, (b) the lack of adequate transformational leadership for providing the necessary "learning vision," "change sponsorship," and relevant "circumstances and rewards," and (c) few proactive professional faculty development programs that meaningfully prepare faculty change methods, "change creation," that provide approaches for long-term improvement.

What impact will the $10 notebooks have on education? or Is it really possible to produce a useful notebook for $10? See also Harry Keller's "It's not the hardware; it's the software!" comment

She's on the cover of Time (week of December 8), in a classroom, unsmiling, dressed in black, holding a broom, with the cover title, "How to Fix America's Schools," set to look as though it's the lesson for the day written on the blackboard. Framing her head is the huge "TIME" trademark. She is Michelle Rhee, Chancellor of Education, District of Columbia Public Schools. And the question for the "class" is, Does she have the answer to America's failing public school systems? Is it, finally, time to make the kinds of sweeping changes that she represents?

I applaud Rhee's efforts at reform, particularly with the DC schools, but it appears that she may not recognize or address the influence of parents, the community, and peer groups on human behavior and learning. Incorporating a plan to address and use these factors are also necessary to achieve her objectives, which are laudable.

The NMC Virtual Learning Prize is a $100,000 competitive program of awards intended to create a collection of innovative open-source learning experiences that make use of the unique attributes of a virtual learning environment.

Hanan EL-Halawany and Enas Ibraheem Huwail Assuit University, Egypt In this paper the researchers try to comprehend the ideological framework within which Malaysia has created its ICT mediated education. We look at Malaysia as a rewarding case study as evidence reveals that Malaysia has managed to leapfrog using the opportunities that ICTs can offer. Therefore, this paper tries to distill Malaysia's experience in this arena and extract lessons learned and innovative strategies and practices applicable to the Egyptian context.

lasses need to offer experiential learning opportunities-activities that go beyond case analyses and technical training to provide real-world experiences.

"At a time when we have the technologies to enable global access to and distributed processing of scientific research and data, legal and technical restrictions are making it difficult to connect the dots. Even when research and data is made public, it's often locked up by regimes or contracts that prohibit changing file formats or languages, integrating data, semantic enrichment, text mining and more. These restrictions sharply limit the impact of published research, and prevent us from exploiting the potential of the Web for accelerating scientific discovery. In the Scholar's Copyright Project, Science Commons develops tools and resources for expanding and enhancing open access (OA) to published research and data. We believe that knowledge-sharing systems and formats based on the paper metaphor block innovation, and that open access is prerequisite for finding new ways to reap the value of the vast amounts of public research now being produced. For details on the resources we offer, continue reading below."

The blind and other readers have the right for books to be presented to us in the format that is most useful to us, and we are not violating copyright law as long as we use readers, either human or machine, for private rather than public listening.

Stated more succinctly as a "general theory of learning in the web era," to borrow a phrase from Jim Shimabukuro, computer technology (e.g., $10 computers) + access to the digital storehouse of human knowledge + social computing + cognitive tools + teaching and learning practices consistent with the learning sciences + leadership to catalyze change = transformation of education.

Wikipedia plagiarism by Forschungsstandort, the gremium on intellectual property of economiesuisse.

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Special care should be taken to protect highly effective schools for low-income minority students during district upheaval and budget cuts. We should treat highly effective teachers in areas of need as the stars that they are. But the places of learning in the community need to step up to the plate.