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" We look forward to continued dialog with the Department of Justice regarding the requirements of the ADA and options for compliance. Yet we do so with the realization that, due to our current financial constraints, we might not be able to continue to provide free public content under the conditions laid out by the Department of Justice to the extent we have in the past. In many cases the requirements proposed by the department would require the university to implement extremely expensive measures to continue to make these resources available to the public for free. We believe that in a time of substantial budget deficits and shrinking state financial support, our first obligation is to use our limited resources to support our enrolled students. Therefore, we must strongly consider the unenviable option of whether to remove content from public access. Please know that we fully intend to exhaust every available option to retain or restore free public availability of online content. It is our hope that we will find an appropriate resolution with the Department of Justice that allows us to serve the extended seeing- and hearing-impaired community and continue to provide free online content."

Risposta di Berkeley alla lettera del Dipartimento di Giustizia US sulla non conformità dei materiali di corso con i requisiti della legge.

"UC Berkeley announced Wednesday that it would restrict public access to existing educational content after a Department of Justice (DOJ) investigation concluded that many of the video captions did not meet standards of the Americans with Disabilities Act. Campus will instead invest in developing new online content with necessary accessibility features, according to campus spokesperson Roqua Montez. Montez said that because of limited viewership of more than 20,000 course capture videos and a projected cost of at least $1 million for captioning, campus decided not to revamp the videos deemed inaccessible. "On average, the older videos were watched for less than 8 minutes," Montez said. "(It) doesn't make sense to go back and do that, given the budget climate we are in. We had to weigh that as a factor.""

Articolo sull'annuncio di Berkeley del ritiro dalla visibilità pubblica dei video non conformi ai requisiti di accessibilità

"The US Department of Justice's (DOJ) Civil Rights Division is doing everything that it can to make the web and information technology (IT) more accessible to people with disabilities. One of the most effective ways to achieve this goal is by following up on complaints submitted by citizens who feel their rights to use the internet are being denied by an organization's inaccessible technology. A landscape portrait featuring Berkeley's Campanile tower in the foreground and a rainy San Francisco Bay in the background That's exactly what happened when, in October 2014, the DOJ began investigating the free, public MOOC (Massive open online course) system offered by University of California, Berkeley when deaf and hard of hearing individuals complained they could not access the audio and video content on the site. On August 30, 2016, the DOJ submitted a 10-page letter to the administration at UC Berkeley stating that they had found the university's MOOC content to be in violation of Title II of the Americans with Disabilities Act (ADA) which protects disabled people from discrimination. Legal Context: How Are MOOCs Subject to Accessibility Laws? The laws surrounding free online course content accessibility are not explicit."

L'articolo descrive il contesto e gli aspetti giuridici del confronto sull'accessibilità tra Dipartimento della Giustizia US e l'Università di Berkeley.

"for cooperating with the online learning provider Coursera. (...) We regard this cooperation of the Munich universities with Coursera as a marketing operation. The two universities can present themselves globally together with top international universities. Conversely, Coursera adorns itself with their names. It seems that data protection has not been given much thought. Likewise, we miss a critical discussion of who owns the content produced and who profits from it. By the way, taking Coursera courses is still voluntary for the students. This BigBrotherAward is meant as a warning to colleges and universities not to make participation in MOOCs offered by privacy-ignoring companies a mandatory way to earn study credits. Actually it's bad enough that education increasingly becomes a commodity as publicly financed institutions of higher education distribute their offerings via commercial providers. If an appropriate European MOOC platform does not exist, then it is the the universities' duty to create such a platform. By giving a BigBrotherAward to TUM and LMU Munich, we would like to remind both universities and all other education institutions that the long-term business model of such "education providers" hinges on contracts in which the students are not the customers of the MOOC provider, they are the product being sold."

"Datenschutz beim MOOC Die Technische Universität wie die Ludwig Maximilian Universität in München gehen mit der Zeit und bieten ihren Studenten Online-Kurse an. Dabei setzen sie auf die kalifornische Online-Plattform Coursera, nach eigenen Angaben mit 140 angeschlossenen Universitäten der größte Anbieter von Massive Open Online Courses (MOOC). Coursera sorgte für Schlagzeilen, als der Schweizer Professor Paul-Olivier Dehaye von Coursera wissen wollte, über welche Datensätze Coursera von seinem Kurs und von seinen dort eingeschriebenen Studenten verfügt und was mit diesen Daten gemacht wird. Coursera weigerte sich und geriet darob in Streit mit Dehaye wie mit seiner eigenen Universität (Zürich). Auch in Deutschland gab es Aufregung um Coursera, als die Datenschützerin Marit Hansen die Datenschutzregeln von Coursera kritisierte. Schließlich werden nicht nur die Kurse, sondern auch die Studenten-Daten in den USA gespeichert und ausgewertet. In den Augen der Big Brother Jury ist dabei nicht nur das Verhalten von Coursera fragwürdig, sondern das der Universitäten, die auf Coursera setzen. Es sei schlimm genug, wenn Bildung zum Wirtschaftsgut verkomme und ein US-Anbieter womöglich zum Bestandteil des Pflichtstudiums samt Scheinwerwerb werde. "Falls es keine geeignete europäische Plattform für das Angebot von MOOC gibt, wäre es eine Sache der Unis, eine solche Plattform aufzubauen," wird die Preisvergabe an die Münchener Universitäten in der Kategorie Bildung begründet."

"By Carl Straumsheim March 6, 2015 1 Comment Massive open online course provider Coursera this week drew the ire of some translators on Twitter after claiming "that the quality of the Coursera's Global Volunteer Translator Community... is better than a professional translator." The roughly 5,600 volunteer members of the community help translate lecture video subtitles. After a number of critical tweets, including from Coursera critic Paul-Olivier Dehaye, the MOOC provider deleted the tweet. Coursera later apologized in its Global Translator Community newsletter. Dehaye chronicled the exchanged on Storify."

"While about two thirds of respondents to a 2011 survey had not applied to any state, now about two thirds have applied to, at least, one state. * More institutions are deciding not to apply in some states. Those most cited: MN (22.4%), MA (19.5%), AR (18.0%), MD (14.6%), and AL (14.1%). This will have an impact on student choice. * Institutions are averaging about half of an FTE dedicated to authorization compliance. We believe that most did not have such staff in 2011."

I created this blog to my pupils, but I'm using it also for an activity of storytelling along with my colleagues in the course cMooc  ltis 13.

This experience is all about connection. Sure, we have some topics and themes to explore, and we'll have plenty of things to make and do, but really Teach the Web is about connecting with other people who are passionate about spreading digital and web literacies. It is the interaction with the people around you that will make this a successful learning experience. Teach the Web is meant to be a social collaboration, rather than a solo deep dive into content

MOODLE MOOC on WizIQ - Integrating Technology 4 Active Lifelong Learning

Tre sono i poli d'attrazione principali della discussione in Rete in questo periodo: il giornalismo e la comunicazione ai tempi del web, i tablet a scuola e i cosiddetti MOOCs (Massive Open Online Courses).

160 bookmarks tagged mooc and an interesting post with lots of lnks and ideas http://uminntilt.wordpress.com/2013/06/03/summer-as-course-redesign-time-some-ideas-from-university-based-moocers/

"Refining the RSS Reader"

Per chi si fa rticorrere dalla tecnologia , o per chi è sempre di corsa dietro lla tecnologia

Forse intendevi fare il segnalibro su http://www.edudemic.com/2013/05/5-free-online-courses-for-social-media-beginners/ , piuttosto che a quello spauracchio infografico http://www.edudemic.com/2013/05/a-visual-guide-to-staying-safe-on-social-media/ ?

With the increasing popularity of online education has come a profusion of Massively Open Online Courses (MOOCs), Open Courseware (OCW), Open Educational Resources (OER), and other general educational resources that can be accessed online.

Interessante argomento per chi insegna L2, ma anche no, ;-)