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"Overview - This course is offered by University of Zurich with Prof Paul-Olivier Dehaye and his students. This lesson plan is created by Dilrukshi Gamage (www.sdgamage.weebly.com) a MOOC student from this class due to few reasons. 1. Course started with giving some ideas, but now it appears no more ideas facilitated 2. Forums are closed and we have no clue of what to do 3. Students who take this course or any of coursera for the first time will be wondering and might lose the context of learning. 4. This lesson plan will guide us to collaboratively find solution to be in synchronized and learn from the time we invest in this. Introduction - The course named Teaching goes massive : new skills needed. It is our responsibility to find out what are the skills we need when we are teaching to a massive class.. or any class. Prof.Paul mentioned some experiments which we can do and previous forums already started and gone very well until suddenly closed everything. So let us drive this MOOC , learn to learn ourselves how to be organized and learn from each other. Anyone can suggest things but not like as forums it has to be much more effective. This document will contain how to participate and what can you do in contributing to expand your learning. Don't worry this will not stop suddenly as we the students are in charge. First step lets set some objectives so we can see did we achieve when we finish this course. Objectives - After you complete this course 1. You will learn how to learn yourselves to work without a real teacher or a lecturer. 2. You will learn to make communications and build a network where you can share and learn throughout your interest. 3. You will learn to work on inclusive projects in the same course ( by inclusive what I mean was anyone can work in one project or more) 4. You will gain knowledge on what skills you need and how to handle it when teaching is massive Where to contact - Please use the links provided in collaborating

vedi anche http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/ di George Siemens per un ottimo riassunto e altri link utili

e https://etherpad.mozilla.org/pr8ZtLXODg , il Pad dove Dehaye spiega il contesto della sua decisione. Se qualcuno ne ricancella il contenuto, usate la storia delle revisioni: funziona come PiratePad

January 22, 2014 | By Katitza Rodriguez "We aren't going to let the NSA and its allies ruin the Internet. Inspired by the memory of Aaron Swartz, fueled by our victory against SOPA and ACTA, the global digital rights community are uniting to fight back. On February 11, on the Day We Fight Back, the world will demand an end to mass surveillance in every country, by every state, regardless of boundaries or politics. The SOPA and ACTA protests were successful because we all took part, as a community. As Aaron Swartz put it, everybody "made themselves the hero of their own story." We can set a date, but we need everyone, all the users of the Global Internet, to make this a movement. Here's part of our plan (but it's just the beginning). Last year, before Ed Snowden had spoken to the world, digital rights activists united on 13 Principles. The Principles spelled out just why mass surveillance was a violation of human rights, and gave sympathetic lawmakers and judges a list of fixes they could apply to the lawless Internet spooks. On the day we fight back, we want the world to sign onto those principles. We want politicians to pledge to uphold them. We want the world to see we care. Here's how you can join the effort: Send an email to rights (AT) eff.org confirming your interest in participating in this action and receiving updates. Let us know what you would like to do in your own country so we can send you more information and amplify your voice. Visit TheDayWeFightBack.org and Take Action. Join your fellow global citizens and, sign the 13 Necessary and Proportionate Principles here: https://en.necessaryandproportionate.org/take-action/EFF Use social media tools to announce your participation. Develop memes, tools, websites, and do whatever else you can to encourage others to participate. Be creative -- plan your own actions and pledge. Go to the streets. Promote the Principles in your own country. Then, let us know what your plan is, s

11 febbraio: giornata di azione contro la sorveglianza globale tipo PRISM della NSA. Vedi anche i 13 "Princìpi internazionali in materia di applicazione dei diritti umani alla sorveglianza delle comunicazioni" https://it.necessaryandproportionate.org/text . Tra i firmatari, in Italia: Agorà Digitale, Electronic Frontiers Italy - ALCEI, Hermes Center for Transparency and Digital Human Rights,

January 9, 2013 by Jeffrey R. Young "...Setting the Price The company also revealed more details about how it would award certificates and how much it would charge for them. Students who want a verified certificate will have to decide early in the course and pay upfront. Paying that fee will put students on what the company is calling the "Signature Track." The company and colleges are still struggling to decide what to charge for the certificates, though in its latest announcement Coursera said the price would run $30 to $100. "It's a huge decision: You're essentially setting a market," said Daphne Koller, a co-founder of Coursera, in an interview this week with The Chronicle. "No one has ever priced this before." Officials also stressed that they would offer financial aid to students who demonstrated that they could not afford the fees but could benefit from the verified certificates. Ms. Koller said Coursera would continue to offer free unofficial certificates to students who passed some of its courses. So why would someone pay for the verified certificates? Peter Lange, provost at Duke University, which plans to offer one of the courses in the new pilot, said each free certificate would have a clear disclaimer on it: "It says something to the effect of, We cannot vouch that the person who got this document took the course or did the work." The new Signature Track could mean serious revenue for Coursera, and for the 33 partner colleges that will get a cut of it. Exactly how the colleges will divide that revenue is still being worked out, it seems. Mr. Lange said the question was on the agenda at the next monthly meeting of Duke's Advisory Committee on Online Education." So, when Coursera staff offered free Statements of Accomplishment as "Recognition" to the volunteers of the Global Translator community, they did so in full awareness of their lack of value and of the mentioned disclaimer

"Are you curious about the Helpouts experience? Take a free test spin with a member of the Helpouts Team! You'll get a firsthand tour of the product and see just how easy it is to receive help over video chat. Schedule a time with one of our Helpouts Specialists, or see who is available now! Our team of knowledgeable specialists looks forward to showing you how it all works. If there is a long queue to join this Helpout, feel free to watch our intro video instead!"

La mia recenzione di questo "helpout sugli helpout": "Ronnie was very patient and gave very clear answers. As to whether people from other countries than Australia, Canada, Ireland, New Zealand, U.K., and the U.S. (see https://support.google.com/helpouts/answer/3164468?hl=en&ref_topic=14126 ) would be allowed to offer helpouts in future, he said this is planned. As to the difference between helpouts and hangouts, he explained that though helpouts are using the hangout platform, they are a different service. And when asked if helpout participants can use the live captioning app that can be used in hangouts (see https://hangout-captions.appspot.com/ ), he said no. When I asked why the "Introducing Helpouts by Google" https://www.youtube.com/watch?v=K-VFC9AQM1k video is uncaptioned, and the video embedded in the "Find out what it's like to get a Helpout!" https://helpouts.google.com/111421743141645456280/ls/b41c1faef6b76d0f page is not only uncaptioned, but also uncaptionable via e.g. streaming it to amara.org, because if you try to open it on youtube, you get to https://www.youtube.com/watch?v=picasacid , which says: "An error occurred during validation. This video does not exist. Sorry about that." he candidly said he couldn't answer and suggested using the feedback, which I'm doing. Same reply when I asked if Google planned to caption these videos. Sure, I would have preferred to get more hopeful answers to the questions about accessibility, but it was great to get candid ones, which can now be reported to the discussion lists of the Collaborative for Communication Access via Captioning - http://ccacaptioning.org/ . " No, è vero, Ronnie è stato bravissimo. Chissà quanti helpout si sarà sorbito quel giorno, e paffete arriva una che comincia a rompergli le scatole e il nuovo giocatolo Google, portandolo a riconoscere implicitamente che insomma, meglio gli hangout veri e propri..

"The purpose of this document is two-fold: - to offer an online history of the development of the Massive Open Online Course (MOOC) - to use that history to describe major elements of a MOOC Each chapter of this guide looks at one of the first MOOCs and some early influences. It contains these parts: - a description of the MOOC, what it did, and what was learned - a description of the element of MOOC theory learned in the offering of the course - practical tools that can be used to develop that aspect of a MOOC - practical tips on how to be successful Contribute to this Book You are invited to contribute. If you participated in a MOOC, add a paragraph describing your experience (you can sign your name to it, so we know it's a personal story). If you know of resources or can add information about an element of MOOC theory, add to or edit the text that already exists. If you know of tools, provide a link to the tool, a short description, and your assessment of the tool. If you have a tip, add the tip. In order to participate, please email or message your contact details, and we'll you to the list of people who can edit pages. Send your request to stephen@downes.ca Your contributions will be accepted and posted under a CC-By license. http://creativecommons.org/licenses/by/3.0/ Creative Commons License This work is licensed under a Creative Commons Attribution 3.0 Unported License. Thanks for your participation. The finished product will be published online and made freely available on the web. Stephen Downes"

Trad: Questo documento ha un doppio scopo: - offrire una storia online dello sviluppo del Massive Open Online Course (MOOC) - adoperare questa storia per descrivere elementi importanti di un MOOC. Ogni capitolo di questa guida esamina uno dei primi MOOC ed alcune delle influenze iniziali. È composto di: - una descrizione del MOOC, di cosa vi si è fatto ed imparato - una descrizione dell elemento della teoria dei MOOC imparato nell'offrire il corso - strumenti concreti che possono essere adoperati per sviluppare quell'aspetto di un MOOC - consigli concreti per la riuscita Contribuite a questo Libro Siete invitati a contribuire. Se avete partecipato a un MOOC, aggiungete un paragrafo dove descrivete la vostra esperienza (potete firmare il vostro nome, così sapremo che si tratta di una storia personale). Se conoscete risorse o se potete aggiungere informazioni su un elemento della teoria dei MOOC, aggiungetelo al testo esistente o modificatelo. Se conoscete strumenti, date un link allo strumento, una breve descrizione, e la vostra valutazione dello strumento. Se avete un consiglio, aggiungete quel consiglio. Per partecipare, mandateci un e-mail o un messaggio con i dati per contattarvi, e vi aggiungeremo alla lista di coloro che possono modificare le pagine. Mandata la vostra richiesta a stephen@downes.ca I vostri contributi verranno accettati e pubblicati sotto una licenza Creative Commons BY (attribuzione) http://creativecommons.org/licenses/by/3.0/ Grazie della vostra partecipazione. Il prodotto finito verrà pubblicato online e reso liberamente accessibilie sul web Stephen Downes.

"By Liana Heitin (...) In a growing number of K-12 schools, the use of 1-to-1 computing devices-including iPads, laptops, and Chromebooks-is becoming a central part of instruction. For teachers making the digital leap, one of the greatest hurdles can be figuring out how to manage the tech-infused classroom. How do you keep kids, who suddenly have the Internet at their fingertips, on task? How do you ensure the devices are safe and well-maintained? And how do you compete with your most tech-savvy students? (...)"I think this is the new frontier frankly with classroom management. We've never confronted this," said Kyle Redford, a 5th grade teacher at Marin Country Day School in Corte Madera, Calif. "

Suggerimenti interessanti su come assicurarsi che gli allievi facciano quel che devono fare in classe con aggeggi web-connessi anziché lasciarsi trascinare da altre cose. Ma si tratta proprio di una "nuova frontiera" per gli insegnanti? In tempi pre-web, era lo stesso quando mandavi gli allievi a far ricerca in biblioteca, o gli facevi fare lavoro di gruppo sul prato della scuola, no?

Aggiungo solo questo: che se si va a scuola per lavorare in modalità 1-to-1, tanto valeva restarsene a casa, no? Va bene per brevi periodi di tempo e per scopi precisi, ma altrimenti la scuola è preziosa per comunicare con l'insegnante o lavorare a coppie o in gruppo. Socializzare e costruire la comunità, insomma.

"In a previous post, I commented on the Massive Teaching course at Coursera and that something odd was happening. Either Coursera deleted the prof from the course or the prof was running some type of experiment. It now appears to be primarily the latter. (...) 3. Criticism ranging from a poorly designed course to poor ethics has been directed to Paul-Olivier Dehaye. Most of it is unfair. There have been some calls for U of Zurich to discipline the prof. Like others, I've criticized his deception research and his silence since the course was shut down. Several days before the media coverage, Dehaye provided the following comments on his experiment: "MOOCs can be used to enhance privacy, or really destroy it," Dehaye wrote. "I want to fight scientifically for the idea, yet teach, and I have signed contracts, which no one asks me about…. I am in a bind. Who do I tell about my project? My students? But this idea of the #FacebookExperiment is in itself dangerous, very dangerous. People react to it and express more emotions, which can be further mined." The goal of his experiment, Dehaye wrote, was to "confuse everyone, including the university, [C]oursera, the Twitter world, as many journalists as I can, and the course participants. The goal being to attract publicity…. I want to show how [C]oursera tracks you." There it is. His intent was to draw attention to Coursera policies and practices around data. Congrats, Paul-Olivier. Mission accomplished. He is doing exactly what academics should do: perturb people to states of awareness. Hundreds, likely thousands, of faculty have taught MOOCs, often having to toe the line of terms and conditions set by an organization that doesn't share the ideals, community, and egalitarianism that define universities (you can include me in that list). The MOOC Mystery was about an academic doing what we expect and need academics to do. Unfortunately it was poorly executed and not properly communicated so th

Alternative URL: http://todoele.org/todoele20/content/congrats-paul-olivier-dehaye-massiveteaching

"In other articles we looked at how to build a cross browser video player using the HTMLMediaElement and Window.fullScreen APIs, and also at how to style the player. This article will take the same player and show how to add captions and subtitles to it, using the WebVTT format and the element."

What encourages students to do well in school? Often, it comes down to grades. Many students will work harder in order to earn a higher grade. Colleges want to see good grades. Parents want to see good grades. Grades are good, right? Of course they are, but the grades should not be the only goal. Learning for the sake of it should be a goal, including what they learned, how long they remembered it, and how they applied it to new situations.

"How to Add a Pinterest Board Widget On Your Website"  Adding a Pinterest board widget to your website is very easy. Add the below code wherever you want the widget to appear on your website. Replace the Pinterest username and board name in the URL to anything you want.

"Last year, we looked at the art and science of getting good WordPress support. Now, let's jump into some of the more advanced troubleshooting techniques you can use to tackle the trickier problems you might come up against. Have you heard the old joke: Patient: Doctor, it hurts when I do this. Doctor: Then don't do that! With advanced troubleshooting it's exactly the opposite! You want to be able to reliably reproduce your symptoms. Knowing exactly how to recreate the problem will be a huge help in figuring out how to fix it."

Quei consigli sull'identificazione di problemi ("troubleshooting") non valgono soltanto per i blog WordPress.com, ma in qualsiasi situazione dove possono emergere problemi - compreso il frullatore che rifiuta di frullare.

"MP3 From YouTube Flash Video ListenToYouTube.com is the most convenient online application for converting YouTube flash video to MP3 audio. This service is fast, free, and requires no signup. All you need is a YouTube URL, and our software will transfer the video to our server, extract the MP3, and give you a link to download the audio file. How To: Extract MP3 From a YouTube Video Enter the URL from any YouTube page, and this application will quickly retrieve the Flash video file and extract the audio as a downloadable MP3. By using our service you agree to abide by our terms. Enter YouTube URL: Once you click 'GO', you will need to wait a minute or two until we convert from YouTube to mp3. Please be patient while we do this. Once we have converted the YouTube Video to mp3, you will get a download link to get your YouTube mp3."

Vero quanto dice la descrizione, però c'è un mucchio di annunci pubblicitari pulsanti. Perciò meglio aprire una nuova scheda del browser per fare altro mentre si scarica il file audio. Utile quando l'audio YT è debole, come in http://www.youtube.com/watch?v=CvI0dMcNCcA dopo i primi 28 secondi (su 56 minuti e 9 secondi)

By Matthew Hughes MakeUseOf.com April 5, 2013 "... Dire Consequences For An Administrative Error The one thing that stuck out for me when speaking to Amber was how catastrophic being removed from Facebook could be. Her suspension almost derailed a social media campaign for a large, multinational company. It resulted in her losing some of her oldest friends. It resulted in a loss of trust in an institution which almost all of us use to handle our social interactions. If an administrative error on a website can result in someone losing old friends and potentially losing their professional reputation, we should be questioning the role that Facebook has in our lives, and if we're too dependent on it. We reached out to Facebook and asked them to comment on this story. When asked how they identify breaches of their terms of service, they said "People report content or accounts to Facebook via the reporting links you can find on every page of Facebook. After you submit a report, Facebook will investigate the issue and determine whether or not the content should be removed based on Facebook's policies". They also said that their policies for dealing with people who breach their TOS depend on the particular rule broken. "If a content violates our policies then we will remove it. For example if a photo breaks our nudity guidelines we would remove it and let the person who posted it know. If someone is using Facebook under a false identity then we remove the profile." (...) Matthew Hughes is a writer, blogger and programmer from Liverpool, England. He's rarely found without a cup of coffee in his hand and loves making beautiful things. You can read his scribblings at matthewhughes.co.uk. " (Ottima spiegazione di come Facebook funziona - e a volte NON funziona -vedi anche i numerosi commenti)

Ho esitato a dare il link nei commenti a http://iamarf.org/2013/04/11/non-solo-luci-ltis13/ . Poi ho deciso di no, perché i commenti già vertevano molto (troppo?) su Facebook.

"What it is What is mind mapping Freeplane is a free and open source software application that supports thinking, sharing information and getting things done at work, in school and at home. The core of the software is tools for mind mapping (also known as concept mapping or information mapping) and using mapped information. Freeplane runs on any operating system that has a current version of Java installed. It can be run locally or portably from removable storage like a USB drive. Application areas Application areas Freeplane supports much more than classic static mind mapping. This is illustrated by the mind map Application areas on the right which summarizes the kind of tasks supported by Freeplane. Click on the hyperlink below the image to navigate the map. Read the node called Caption to learn how to navigate the map and unhide hidden information. And click the node Demonstration creating a map to see how easy it is to make a map. In the center of the map Application areas you see an elliptical form which contains the central topic (root node) of the map. Extending from it are branches with subtopics (child nodes). At the border you see free topics which are independent of the root-tree. All topics can be formatted or styled and can contain text, hyperlinks, pictures and more; and can be connected with labelled lines or arrows. Also a topic (node) can represent hidden information which shows when the user wants it or can be automatically executed (formula). Or content can be password protected or connected to a particular time or filter."

X-Ray Goggles Learn how to inspect the code behind every webpage. How to Install X-Ray Goggles Installing X-Ray Goggles is easy. You can then poke around on any web page and transform it into your own creation! Here's how. What is X-Ray Goggles X-Ray Goggles allow you to see the building blocks that make up websites on the internet, and then remix them into new creations.

"Published on Nov 28, 2014 For someone who has no idea how to caption a video this might be a bit confusing. I'm not sure. (Ask otherwise). But I thought I'll upload it anyway. (What I could have explained in the video is that numer 5-7 are how to make captions that are IN youtube, which aren't permanently on the screen. And you press a button in the bottom right corner of the video to turn them on. But I kind of assumed that everyone knew that when making the video. However having shown this to my confused little brother I realize that's not always the case). (OR just watch Paul Talks video. https://www.youtube.com/watch?v=_H57r... ) 1. Handheld written captions. 2. Scanned written text. 3. Text added when editing. 4. "Upload a file" 5. Write a script. 6. Write new captions as you're watching the video. 7. Automatic Captions. Rikki Poynter: YouTubers, You Need to Closed Caption Your Videos! | closed captioned http://youtu.be/WmTMiWGiP6Y https://twitter.com/rikkipoynter http://rikkipoynter.tumblr.com/ - Facebook: https://www.facebook.com/ImagineJohanna Twitter: http://twitter.com/ImagineJohanna Tumblr: http://imaginejohanna.tumblr.com/ Instagram: http://instagram.com/imaginejohanna/ Blog: http://imaginejohanna.wordpress.com/ 2nd Channel: http://www.youtube.com/lessthananocean"

by Shara Tibken - January 30, 2014 11:10 AM PST "Things are about to get tougher for Apple. Google late Wednesday made an unexpected announcement that it's selling Motorola Mobility to Chinese PC giant Lenovo for $2.91 billion, or less than a quarter of what it paid for the handset vendor just a couple of years ago. During the years Google owned it, Motorola lost money and market share, and the relationship caused tension between Google and the other Android vendors, particularly Samsung. It also led those other phone makers to develop their own software and services, rather than push those from Google. That amplified Android's fragmentation in the market. Overall, Google's purchase of Motorola turned out much better for iPhone maker Apple than for Google. That's now going to change. Google, sans Motorola, can go back to focusing on what it does best -- making a really great operating system and apps. It can mend its relationship with Android leader Samsung and the other vendors. And it can concentrate on unifying and streamlining the Android experience, rather than worry about bolstering its own hardware operations. All of those factors mean that Apple may not be able to win over customers as easily as it has in the past. Related stories: Google sells Motorola unit to Lenovo for $2.9B With Motorola out, can Samsung, Google be BFFs again? Apple's higher standard: How 51M iPhones is somehow disappointing Apple's iPhone 5C misses the low-cost mark By ditching Motorola, Google frees Android from distractions Behind Samsung's push to rule the world"

"Summary of a presentation by Phillip D. Long, University of Queensland We want to see the learning design patterns change, we want to see phy6sical participation in the profession, that is, engagement with the content and the practice, in the rich spaces that we have, and let the content engagement, which can be well-designed online, be the place where content is delivered. (Eg. Pictures of classes, eg., composed of 'terraces'). Recently, we tried bringing people together en masse. We took a large space that is a sports facility and turned it into a learning environment, tables of nine, an instructor and two TAs, and engagement simply in terms of 'showing up' is stunning, 85-90 per cent attendance. Our engagement with MOOCs, and we've just started to partner with EdX, is because we are learning how to refactor how learning on campus takes place, to put the effort into learning design into the online context, moving away from these little boxes, and looking at the campus as a series of practice spaces. (SD- Stephen Downes: This is a good model - but one wonders why it would be reserved for tuition-paying students - why not move it out into the community as a whole - you'd get *much* better 'tables of nine')"

SD = Stephen Downes

How Summer Programs Can Boost Children's Learning How Summer Programs Can Boost Children's Learning Summer learning programs have the potential to help children and youth improve their academic and other outcomes. This is especially true for children from low-income families who might not have access to educational resources throughout the summer months and for low-achieving students who need additional time to master academic content

"if the world's governments continue to insist that wiretapping capacity must be built into every computer; if the state of California continues to insist that cell phones have kill switches allowing remote instructions to be executed on your phone that you can't countermand or even know about; if the entertainment industry continues to insist that the general-purpose computer must be neutered so you can't use it to watch TV the wrong way; if the World Wide Web Consortium continues to infect the core standards of the web itself to allow remote control over your computer against your wishes-then we are in deep, deep trouble. The Internet isn't just the world's most perfect video-on-demand service. It's not simply a better way to get pornography. It's not merely a tool for planning terrorist attacks. Those are only use cases for the net; what the net is, is the nervous system of the 21st century. It's time we started acting like it."