Group items tagged

"...Teachable moments As is often the case in awkward cases - where the system does not quite work as intended - a few things can be drawn from this episode. YouTube's Content ID system - http://youtube-global.blogspot.co.uk/2012/10/improving-content-id.html - is, in fact, intended to act as a buffer between the sometimes conflicting interests of content holders and uploaders: rather than forcing content holders to either ignore infringing content or go straight to a DMCA takedown notice. YouTube compares content that is uploaded to huge numbers of files of copyright works supplied by content owners, as do external agencies contracted to content owners. Content owners are able to set their own parameters, and determine what action YouTube should take - whether that is allowing, monetizing or blocking the content. One problem with this setup is that mechanical systems, while necessary to sort the vast amount of content being uploaded to YouTube and other video sharing sites every moment, are short on nuance. One can make assumptions and built rules based on quantifiable properties - if there are five minutes of rightsholder-owned content scattered across a 30 minute video, for example, that content is more likely to be being used for illustrative purposes in a review than uploaded in an infringing fashion - but ideas like fair use are generally decided by humans, and can only be approximated by mechanical systems. So, the rights holder, the agency pursuing monetization on the rights holder's behalf, the uploader and YouTube have connected but not identical interests. This may go some way to explaining the lacunae which took this example from a formality to a three-month epic. And, in this particular case, there are unusual elements - for example, the double claims, for first audiovisual and then visual content. The system is not intended to enable this kind of double jeopardy

Daniel Nye Griffiths descrive un caso reale di disputa sul copyright nel caso di un remix video pubblicato su YouTube. Da lì, spiega come funziona il sistema YouTube che individua possibili violazioni di copyright ma consente anche di contestare tali individuazioni. Ci sono anche link alle fonti dirette. Cosa buffa: il caso reale riguarda il copyright di una serie TV intitolata "The Twilight Zone", l'area crepuscolare tra giorno e notte. Sono capitata su questo articolo cercando di capire se un episodio del 1960 di questa serie era ancora sotto copyright oppure era caduto nel pubblico dominio. Prima avevo provato con lo strumento Digital Copyright Slider dell'associazione delle biblioteche US - http://librarycopyright.net/resources/digitalslider/ - che aveva cautamente risposto "Forse", con una nota che spiegava che dipendeva se il copyright originale era stato rinnovato, e link a lunghi e complessi documenti su come fare per scoprirlo... quindi sono tuttora nella "Twilight Zone" in merito.

"ELAN is a professional tool for the creation of complex annotations on video and audio resources. With ELAN a user can add an unlimited number of annotations to audio and/or video streams. An annotation can be a sentence, word or gloss, a comment, translation or a description of any feature observed in the media. Annotations can be created on multiple layers, called tiers. Tiers can be hierarchically interconnected. An annotation can either be time-aligned to the media or it can refer to other existing annotations. The textual content of annotations is always in Unicode and the transcription is stored in an XML format. ELAN provides several different views on the annotations, each view is connected and synchronized to the media playhead. Up to 4 video files can be associated with an annotation document. Each video can be integrated in the main document window or displayed in its own resizable window. ELAN delegates media playback to an existing media framework, like Windows Media Player, QuickTime or JMF (Java Media Framework). As a result a wide variety of audio and video formats is supported and high performance media playback can be achieved. ELAN is written in the Java programming language and the sources are available for non-commercial use. It runs on Windows, Mac OS X and Linux. Main other features navigate through the media with different step sizes easy navigation through existing annotations waveform visualization of .wav files support for template documents input methods for a variety of script systems multi-tier regular expression search, within a single document or in a selection of annotation documents support for user definable Controlled Vocabularies import and export of Shoebox/Toolbox, CHAT, Transcriber (import only), Praat and csv/tab-delimited text files export to interlinear text, html, smil and subtitles text printing of the annotations multiple undo/redo Download ELAN"

Il software serve ad annotare video e audio: sembra piuttosto complesso ma è prodotto e offerto dal progetto The Language Archive dell'Istituto Max Plank dei Paesi Bassi, perciò sembra abbastanza sicuro. Ho installato la versione per Mac: poi provo e riporto

The Holy See delivered this statement on 18 June 2013 at the Marrakesh Diplomatic Conference on a WIPO Treaty for the Blind. Statement by His Excellency Archbishop Silvano M. Tomasi Permanent Observer of the Holy See to the UN and Other International Organizations in Geneva at World Intellectual Property Organization Diplomatic Conference to Conclude a Treaty to Facilitate Access to Published Works by Visually Impaired Persons and Persons with Print Disabilities Marrakech (Morocco) "...Mr. President, The primary goals of the copyright system is the dissemination of creative works to enhance the common good. Copyright has never been an end in itself. Increasingly, technological developments have strained the capacity of copyright law to limit the ways in which the public accesses creative works. As stated by Jean Paul II, in his Encyclical Letter Laborem Exercens, "It would be radically unworthy of man, and a denial of our common humanity, to admit to the life of the community, and thus admit to work, only those who are fully functional. To do so would be to practise a serious form of discrimination, that of the strong and healthy against the weak and sick" [2] . Since all persons are called to contribute to society, it is fundamental to create an international instrument that could give even to impaired people a variety of opportunities to discover their potential, understand their environment, discover their rights and put to the best use their talents and resources both for personal fulfilment and for their contribution to society. This common good must be served in its fullness, not according to a reductionist vision subordinated only to the advantage of some people; rather, it is to be based on a logic that leads to the acceptance of a comprehensive responsibility. "The common good corresponds to the highest of human inclinations [3], but it is a good that is very difficult to attain because it requires the constant ability and effort to see

La difesa incondizionale da parte del Vaticano di un trattato OMPI per i ciechi e altre persone che non possono adoperare testi stampati è particolarmente interessante: in incontri precedenti su questo trattato - sotto il Papa precedente - il Vaticano si era allineato sui paesi ricchi del cosiddetto "Gruppo B" dell'OMPI nel chiedere di seppellire questo trattato.

"Here's the lastest video educator's are jacked about: [ http://www.youtube.com/watch?feature=player_embedded&v=UFpe3Up9T_g ] I like much about this video. I like the message. I like the way it's shot. I like the girls. What I don't like is the perception that this is the girl's invention. It's not. These girls are likely no more into inventing and making than most girls their age. While I might be able to look past that, and I can, I don't like the perception that this is authentic as it suggests. Which raises the larger question of authentic student voice. I remember first being struck by this when this video came out about 6 years ago: [ http://www.youtube.com/watch?feature=player_embedded&v=_A-ZVCjfWf8 ] It's an iteration of Michael Wesch video using college aged students. When I saw the k-12 version it just didn't sit well with me. The signs the students held seemed to be the language and ideas of adults. I had a hard time thinking any 5 year old would use the phrase "engage me". But still I thought the video had value but I never used them to share with others. (...) If you're still jacked about the little girls video, that's okay, show it to your young girls, encourage them to explore science but let's have enough awareness to know when we're being sold something. My point with this little wander through video is let's advocate for student voice but not fake ones. Our students do have a voice. Most of them are childlike, full of child like ideas and most aren't as eloquent as adults because they aren't adults. That's what we're supposed to be doing, helping them develop that voice. Yet we do have some that are ready for prime time and we should provide ways for them to share. I know some districts have had students keynote. I think that's great, as long as the core of their story is their own, not the districts or their teachers. I'd way rather listen to a student share a less polished message that was their ow

Vedi anche il commento di Stephen Downes in http://www.downes.ca/cgi-bin/page.cgi?post=61423

"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."

By Zack Whittaker for Zero Day | August 19, 2015 "...Everyone has a right to privacy. It doesn't just keep our information safe, but it helps us be the people we want to be. Without privacy, we're always being watched. Without privacy, we can't have private discussions or experiences that shape our views, opinions, and thoughts that better society. Without privacy, we can't express ourselves as who we want to be. Privacy either exists, or it doesn't. Today it's cheating spouses, tomorrow it could be you."

"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

"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 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.

"...MOOCs are just the latest incarnation of bringing watered-down versions of culture, knowledge, and learning to a mass audience. What we see as the courses' flaws may well be their strengths, and they have the potential to carry those strengths to a broader audience than ever before. Problems arise only when we think of MOOCs as university courses rather than as learning for the masses. Yes, the vulgarians who run Coursera and Udacity deserve to be swept into the dustbin of history, and the fact that they seem not to have figured out how to profit from their enterprises suggests that they'll soon be hoist by their own capitalist petard. When they are, the real action can begin. As the history professor Jonathan Rees puts it, the fast-­approaching post-corporate-MOOC world "will almost certainly be a period of real pedagogical innovation conducted by people who are more interested in actual education than they are in becoming famous or just making a quick buck."..."

Giusto! Aspettiamo che l'azione inizi (e forse si può dire che è già iniziata! ;-) )

Non rinuncerei mai alla possibilità di usare i mezzi tecnologici per la diffusione della conoscenza, tuttavia è vero: non c'è nulla che possa sostituire la relazione didattica, nel senso di interazione significativa individuale.

Pacchetto di istallazione di Moodle per sistemi windows, con tutorial istruzione procedura di download e prima istallazione. Complete install packages are available from Moodle.org's Windows download page. The packages are designed for new installations on a standalone computer. The complete install package can be used on a server, but it is not recommended that it be used as a production site. Please note Moodle.org's Standard install packages only contain the Moodle code. This document provides instructions for using the Windows packages. Separate instructions are available for Mac OS X packages. The complete install packages allow Moodle to be installed, along with the prerequisites that includes a web server, Apache, database, MySQL, scripting language, PHP, an administration tool, phpMyAdmin and Moodle all wrapped in the Xampp-lite shell. Several versions of the complete install package are available. The instructions on the download page provide guidance on which version is likely to be most suitable. In short, complete install packages are designed to create a matched webserver and Moodle site on a standalone computer with minimal effort."

"Below you will find 50+ web tools you can use to create your own web-based story. They are grouped into categories of tool types, but you can also access a complete list of all tools. Each link points to a full entry on the tool that includes a description, links and embedded versions of the original Dominoe story, links to other stories created in the tool, and some more feedback that can help you decided if the tool might be of interest. People who join this wiki can contribute to the content on these pages (learn more...). Again, your mission is not to review or try every single one (that would be madness, I know), but pick one that sounds interesting and see if you can produce something. But before rummaging around the toolbox, have you done your prep work? Do you have your story idea or presentation concept outlined, developed? This should be on paper or in a document file or scribbled on the back of a napkin, but do not rely on making it up as you go! If not, go back 2 spaces and do this now. Next- do you have your media assets available, your images, video clips, audio files-- if not go find your media now."

"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

"Sparky Sweets' self-styled "gangster" approach to education is bringing books like Jane Eyre and To Kill a Mockingbird to new audiences. Miranda Dobson meets him For those students who hastily scan SparkNotes, Wikipedia or CliffNotes before a seminar, the latest comedy sensation to hit YouTube could be a godsend. Sparky Sweets PhD invites his viewers to join him as he gives the lowdown on the great and the good of literature, urging his Twitter followers to, "Educate yo'self, son", by using his Thug Notes. Hailing from the streets of L.A. and claiming to have a doctorate in Classics, Dr Sweets delivers literary summaries and analysis in his "original gangster" style, in a way that he hopes will both entertain book nerds and educate/enlighten those who aren't into their literature. With an unprecedented surge of YouTube fans, Sparky has over 99,000 subscribers to his channel, and counting, and nearly 506,000 views on his most popular "drop" on classic American novel, To Kill a Mockingbird. Also included on Sparky's reading list are George Orwell's 1984, Jane Eyre by Charlotte Brontë, and popular culture's latest literary buzz courtesy of Baz Luhrmann's film, The Great Gatsby, by F. Scott Fitzgerald. Sparky tells me the idea for Thug Notes came about as a result of his "frustration with the world of academia." "In my opinion," he says, "an academic's job should be to utilise their passion for the classics to make the gift of literature available to everyone. Unfortunately, in my experiences, that is not the case." Sparky believes academia is "enshrouded by a veil of unnecessarily convoluted terminology and intellectual one-upmanship", which negates the whole point of education. "Instead of promoting the universality of these works, they are building them up to a virtually inaccessible plane and saying 'If you want to truly understand classical literature, you have to get on my level.' So Thug Notes is my way of tri

Il video che illustra l'articolo è quello delle Thug Notes per Hamlet.

"Wordcounter is a word count and a character count tool. Simply place your cursor into the box and begin typing. Word counter will automatically count the number of words and characters as you type. You can also copy and paste a document you have already written into the word counter box and it will display the word count and character numbers for that piece of writing. Knowing the number of words or characters in a document can be important. For example, if the author is required to write a minimum or maximum amount of words for an article or paper, word counter can help them know if their article meets these requirements. In addition, word counter automatically shows you the top 10 keywords and keyword density of the article you're writing. This allows you to know what keywords you use most often and what percentage each is used within the article. This can help you from over-using certain words in your writing and allow you to make sure you have the correct keyword distribution you're trying to obtain for any article you write. Word counts can also be important in defining typing and reading speeds. Word counter can help determine both of these. Simply set a timer and start typing and when the time is up, you'll instantly know how many words you have typed for that period of time. If you have any questions about word counter, please feel free to contact us here. Disclaimer: We strive to make our word counter as accurate as possible but we cannot guarantee it will always be so."

Contatore di parole online: si scrive o si incolla un testo, e lui ti dà automaticamente il numero, oltre a quello delle parole, dei segni (non so se con o senza spazi però), delle frasi, dei paragrafi, e la lunghezza media delle frasi (in No di parole), nonché la frequenza delle parole chiave più usate. Cioè potrebbe anche essere utile per scegliere tag quando si fa un segnalibro su Diigo ;)

Posted on July 11, 2013 by JimS By Harry Keller "...I don't really see the rush, the extreme hurry exhibited by districts to buy expensive iPads, and forgo other expenditures to do so, when this development in computing devices is still playing itself out. The next great device could be announced tomorrow and could put iPads on the shelf until Apple manages to come out with a newer model. Manufacturers are scrambling to entice consumers to their particular device, while almost entirely ignoring the problems that schools face. When a school chooses widespread adoption of a consumer or business product, it's taking a risk. Often, it's bowing to parental pressures at the same time. While we should applaud schools for overcoming traditional education inertia, we should also realize that some of these new things are just fads or early examples of an incompletely developed new technology. The fact that so many districts are going in so many directions indicates strongly that we don't know where these trends will end. Until we do, I think that wholesale adoption of iPads by high schools is a mistake. My specialty is science. I have yet to see a great science app for high school on an iPad. Mostly, they're just games, animations, and other ordinary stuff. My disclaimer here is that I run a company that puts out an online science application that I consider to be great and am currently porting to the Chromebook, iPad, and Android tablets. Vendors have to cover all bases eventually. I'd rather not have to spend all of this money on fads, but major customers are demanding it. The result will be higher prices."

Capisco, ma sai com'è: se utilizzi una piattaforma unica e costruita per essere ben integrata, ti troverai sempre senza (seri) problemi, al di lla di quale sia il sistema che adotti. Per quanto riguarda le tue esperienze pregresse non so proprio che dirti: per questioni legate alla clientela (ovvio che un consulente non può che adattarsi!) opero da sempre su sistemi senza la i davanti e non mi riconosco nella tua storia tormentata... Che ciò possa dipendere dal fatto che mentre da una parte ci mette le mani chiunque (magari malamente) dall'altra il tutto risulta piuttosto "blindato"? La mia è solo un'ipotesi sia chiaro! Ma appunto: pur seguendo una certa logica, non posso lamentare i problemi che hai avuto tu. Per "certa logica" intendo dire che non mi sono mai fiondato ad aggiornare un sistema operativo con l'ultima versione appena uscita (anzi: per la verità attendo sempre almeno il service pack 1 quando non il 2: attualmente lavoro ancora con Windows XP!!!), ne ammetto facilmente e con leggerezza l'installazione di utilities, add-onn, plugin ed amenità varie. Io però noto che, usando questo ambiente e software prevalentemente opensource, non ho mai riscontrato problemi a scambiare informazioni con altri, nemmeno con gli utenti con le "i" davanti da quali pur arriva in genere robaccia carica di fronzoli quantomeno inutili quando non fuorvianti. In ogni caso lungi da me criticare chi opta per apple: libero di farlo se si tratta di una scelta! Per la scuola invece sarei sinceramente molto più propenso ad utilizzare ambienti più aperti, meno costosi e meno "blinda utenti"!

Ma, sarà ma io non ho problemi nemmeno a interfacciarmi con utenti che usano altre piattaforme. E la mia esperienza negativa con Windows (o con Winzzoz come lo chiamano a volte in Toscana) è condivisa da tutti i miei colleghi che si trovano a usare i computer dei nostri laboratori. Forse i nostri tecnici non fanno corretta manutenzione (però anche noi abbiamo XP e non installiamo con facilità utilities varie, perché la password ce l'hanno solo gli amministratori, cioè i nostri ITP). Ci stiamo trovando bene invece con Linux, gli stessi vecchi PC con Linux girano 10 volte meglio che con Windows, quindi in una mia ipotetica classifica, il sistema operativo di Bill lo metterei in coda. Però hai ragione, per la scuola (soprattutto per i PC), sistemi e software aperti sono sicuramente la soluzione migliore. Via libera al pinguino ;-)

"The Windows in the Classroom Seminar is a series of videos that show real world examples of how software and devices can be used to enhance the learning experience. It is recommended that the entire seminar be viewed in one sitting. However, if you wish to complete Windows in the Classroom over multiple visits, you can close a video at any time. When you return, this seminar will pick up where you left off. At the end of this series you will be asked to take a short survey and awarded a Windows in the Classroom online learning badge. If you have chosen to make your profile public, you can proudly display this achievement for other Partners in Learning members to see."

Non si tratta di video disinteressati: sono un lungo spot commerciale sull'uso del Notebook di Windows "One Note". Con magnifici software, per carità... ma molto, molto proprietari. Microsoft, insomma. Quindi se siete dei patiti della ditta, potete sorbirvi i 45 minuti di spot con dimostrazione dei (raffinati, in verità) software, altrimenti lasciate perdere... Tanto più che per vedere i video suddetti, dovete lasciare un sacco di vostre informazioni e fare un questionario finale (sono proprio fissati con i badge, questi statunitensi!)

"Chapter 5 There was only one catch and that was Catch-22, which specified that a concern for one's own safety in the face of dangers that were real and immediate was the process of a rational mind. Orr was crazy and could be grounded. All he had to do was ask; and as soon as he did, he would no longer be crazy and would have to fly more missions. Orr would be crazy to fly more missions and sane if he didn't, but if he was sane, he had to fly them. If he flew them, he was crazy and didn't have to; but if he didn't want to, he was sane and had to. Yossarian was moved very deeply by the absolute simplicity of this clause of Catch-22 and let out a respectful whistle. "That's some catch, that Catch-22," he observed. "It's the best there is," Doc Daneeka agreed. p. 55 (p. 46 in Simon & Schuster 2004)"

https://www.youtube.com/watch?v=5yeGMaT3PvI for same scene in the movie

"By Larry Seltzer for Zero Day | March 24, 2014 -- 19:16 GMT (12:16 PDT) Microsoft announced today that an unpatched vulnerability in Microsoft Word is being exploited in the wild. All versions of Microsoft Word, both Mac and Windows, and several related programs like the Word Viewer and Word Automation Services on Microsoft SharePoint Server are also vulnerable, but the current attacks are directed at Microsoft Word 2010. Exploits such as these are often version-specific, and in targeted attacks, such as this appears to be, the attacker may already know which version he needs to exploit. Microsoft also says that Microsoft Outlook could also be exploited with such an RTF file if Word were set as the viewer for Outlook. In the default configuration Word is the viewer in Outlook 2007, 2010 and 2013."

"Colleges and universities, left and right, are launching Massive open online courses (MOOC). Colleges failing to follow are "behind the times". Do not be fooled by how savvy MOOC advocates sound. They do not understand what they are doing. Let us start with how they do not even understand what a MOOC is, or should be. MOOCs are supposed to be open platforms. It is right there in the name. Downes' original MOOCs were indeed open. Yet the actual MOOCs that colleges publish are closed platforms, as per Wikipedia's definition: ..."