Group items tagged

"Online learning is making headway-not just in traditional colleges, but in high schools as well. If you've been asked to transition your traditional classes to an online format, you may be unsure of where to start. Online learning is vastly different from the traditional classroom in a lot of ways. But there are also ways in which it's unexpectedly similar. Here are a few tips for taking your classroom online."

training news and unpdated list of major organizations offering free Moocs, courses and webinars for educators

"Google Hangouts is Google's free video-conferencing tool that is available for teachers to use as part of Google Apps for Education. Up to 10 participants can join a Google Hangout at a time. It's a great way to connect your classroom with other classrooms anywhere in the world. This site will provide teachers and administrators with step-by-step directions how to get started on Hangouts, joining a Hangout, collaboration tools available inside a Hangout, and ideas for ways to use Hangouts in your classroom."

"Dhawal Shah Oct 15, 2014 Coursera is an education platform that partners with top universities and organizations worldwide to offer courses online for free. It was started by two Stanford professors in late 2011. In less than three years it has reached 10 million students around the world and raised $85 million in venture capital. Why have VCs invested so much money in the company? How does offering free online courses generate revenue? Many have asked, so we examined Coursera's different monetization models and offer estimates based on some known numbers. "

"August 5, 2012 by Tony Bates TED Talks: Daphne Koller: What we're learning from online education Daphne Koller, one of the two founders of Coursera, describes some of the key features of the Coursera MOOCs, and the lessons she has learned to date about teaching and learning from these courses. The video is well worth watching, just for this. However I'm probably going to suffer the same kind of fate of the Russian female punk band, Pussy Riot, by spitting on the altar of MOOCs, but this TED talk captures for me all that is both right and wrong about the MOOCs being promoted by the elite US universities. Let me start by saying that I actually applaud Daphne Koller and her colleagues for developing massive open online MOOCs. Any attempt to make the knowledge of some of the world's leading experts available to anyone free of charge is an excellent endeavour. If only it stopped there. What I object to is the hubris and misleading claims that are evident in this TED video. As someone once said about one of Sigmund Freud's lectures, what is new is not true, and what is true is not new."

Importante analisi fatta da uno specialista dell'insegnamento a distanza, tutto all'inizio di Coursera

"By Documentary Film Program on March 1, 2007 at 1:30 pm Professor Eric Faden of Bucknell University created this humorous, yet informative, review of copyright principles delivered through the words of the very folks we can thank for nearly endless copyright terms. View (streaming) or download (mp4) the whole film or watch it below Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License Distributed on DVD by The Media Education Foundation."

Con sottotitoli inglesi ed ebraici: http://www.amara.org/en/videos/vuKh0drc3ZYS/info/a-fairy-use-tale/

"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

"Introduzione all'insegnamento di Editing Multimediale. Corso di Laurea in Metodi e Tecniche delle Interazioni Educative. Italian University Line - http://www.iuline.it"

Vedi anche - la pista dei ST italiani http://amara.org/it/videos/3FTVGsVTvcCJ/it/849177/ - i commenti ad essa http://amara.org/it/videos/3FTVGsVTvcCJ/it/849177/?tab=comments che documentano l'attività e all'interno dell'interfaccia di sottotitolazione http://amara.org/it/subtitles/editor/3FTVGsVTvcCJ/it/ , le note di lavoro (copiate, ma solo in parte, nei commenti) - l'elenco delle revisioni dei ST italiani http://amara.org/it/videos/3FTVGsVTvcCJ/it/849177/?tab=revisions , che consente di vedere cosa ciascuno ha contribuito, come in un wiki.

"Risposto da Alessia Nera su 26 Gennaio 2011 a 10:45 Confermo. L' Account Didasca è un benefit che DIDASCA - The First Italian Cyber Schools for Lifelong Learning attribuisce: ai propri Soci agli Operatori (Dirigenti, Insegnanti, Personale Ata) che prestano servizio nel Sistema Scolastico Nazionale e che si propongono di utilizzare il libro di testo digitale My DIDASpedia nello svolgimento della loro attività professionale. Gli Studenti possono diventare Soci di DIDASCA versando una tantum la quota associativa di 10 euro. Si tratta di un investimento quanto mai vantaggioso, perché esso consente loro di accedere alle Google Apps for Education di DIDASCA per tutto il resto della vita attiva."

Bisogna essere loggati su La Scuola che Funziona per vedere questa discussione. Su "My DIDAspedia" c'è un link a http://www.mydidaspedia.it/ ma non funziona più perché si basava sui Google Knol che Google ha chiuso nel 2012: vedi vedi https://it.wikipedia.org/wiki/Knol

"Advances in technology make it possible for students to experience personalized learning anytime and anywhere. But this can only take place if our school systems have well designed networks that support the increased demands of student devices and 24/7/365 access and that remain current in the face of rapidly evolving technologies. In our first phase, with the generous support of Qualcomm, the SEND Initiative developed guidelines for network design and a checklist for district network planning. Currently, SEND II is building on that work in collaboration with leading technology partners: ENA, Filewave, Fortinet, Presidio, Juniper Networks, and SAFARI Montage, SEND II is developing next-level resources for building network architectures that can handle and evolve with new demands."

Linked in http://www.edweek.org/ew/articles/2015/10/21/lessons-learned-from-security-breaches.html

"March 19, 2013, 1:00 pm By Prof. Hacker [This is a guest post by Lisa Rhody, who works for the Roy Rosenzweig Center for History and New Media at George Mason University as the project manager for WebWise 2013....] From early posts about scholarly uses of social media to more recent entries on its usefulness for improving student engagement, there seems to be a general consensus among ProfHacker writers that the use of social media promotes the widening of scholarly networks. Keeping in mind that online social networks extend beyond the obvious Twitter and Facebook-blogs, podcasts, wikis, and photo/video sharing sites are a few other forms of social media-the vexing question to answer has been how to quantify the scope or significance of one's participation in social media to a wider scholarly conversation."

Tutti i video sono automaticamente sincronizzati con http://www.amara.org e quindi ciascuna reca il link alla pagina Amara.org dove possono essere sottotitolati in più lingue. Sembra che UN UMANO per ora faccia i sottotitoli inglesi originali. A differenza di Coursera dove avevano un team Amara incasinatissimo dove sbattevano sottotitoli automatici originali zeppi dei tipici errori del riconoscimento vocale, poi si stupivano che la gente mollasse le traduzioni a metà.

" Sign-up is now closed. But don't worry, we'll definitely be back! Follow us at @medialabcourse for updates. Free & Online! You've been dying to take the MIT Media Lab course on creative learning, but you're not in Cambridge? Despair no more. We invite you to join the course right here, on the interwebs. It's free of charge and we hope you'll like it. A Big Experiment This is a big experiment. Things will break. We don't have all the answers. Sometimes we plan to rely on you to make it work. But we'll try our very darndest to make sure you have a good time, and get something out of it. Weekly Lessons Make new friends, and start learning from weekly live videos, readings, discussions, and project-based activities. Open for signup now, course starts February 11th. Questions? Drop us a note in our Google+ community or send us an email at medialabcourse@p2pu.org. All materials licensed under the Creative Commons Attribution 3.0 license."

"A walkthrough of a SketchUp model representing the Learning Creative Learning cMOOC."

"Published on Mar 17, 2013 [by] Fred Bartels A walkthrough of a SketchUp model representing the Learning Creative Learning cMOOC. "

"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

"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.