Group items tagged

"QUE DES PROFESSIONNELS! Les Voix Les chroniques et émissions que vous trouverez sur ce site ont été conçues par des professionnels qui ont sacrifié une grande partie de leur vie pour le media radiophonique. Ils ont pris une retraite méritée mais leur passion n'a pas disparue. La preuve... Les VIP Que des personnalités ou des "people" ayant ou n'ayant jamais fait de radio. Elles nous livrent ici leur chroniques ou anecdotes à la sauce Voxinox. QUE DE L'INEDIT! Les émissions présentes sur ce site n'ont jamais été diffusées ou distribuées ailleurs que sur ce site. Elles appartiennent à leurs auteurs en collaboration avec VOXINOX. "

Tanti file audio riutilizzabili per attività linguistiche. La pagina Copyright - http://voxinox.ch/articles.php?lng=fr&pg=910 - dice che le risorse sono sotto una licenza http://creativecommons.org/licenses/by-nc-nd/2.5/ch/ e che per utilizzazioni derivate, bisogna chiedere il permesso. Tuttavia, quando ho chiesto chiarimenti sul loro forum in http://www.voxinox.ch/thread.php?lng=fr&pg=4297&cat=1 , hanno risposto: " Le choix de ce copyright est uniquement fait pour nous protéger des sites aspirateurs ou voir de sites qui s'approprient notre travail. Cette licence à l'avantage d'être tout de même assez explicite. Nous n'avons pas le moyens de créer notre propre licence. Vous pouvez utiliser notre contenu à des fins non commerciales sans autre, comme dans le cas de classes d'école. Travailler sur le contenu ou l'illustrer a des fins pédagogiques est accepté dans le cadre d'internet. Tout ce que nous demandons est de mettre une mention ou mieux un lien sur l'origine de cet élément. Dans le cas d'éventuels droits d'auteurs, pour une diffusion publique hors internet, ils seront à régler auprès des organisme comme la Suisa ou la SSA (soumis à autorisation). Notre partage concerne, dans le cas d'un podcast, le podcast en entier des dérivés." Si c'est commercial, il faut nous contacter par email et détailler votre projet car ça dépasse le cadre de la crative commons et ce afin d'obtenir les autorisations des auteurs puis d'examiner les implications avec les différentes sociétés suisses de droits d'auteurs. " Concretamente, questo significa che i derivati creati a scuola sono OK a patto di - indicare la paternità dell'opera originale e il link ad esso - pubblicare il derivato in modo che non crei redditi; perciò non su piattaforme con annunci pubblicitari, come YouTube.

"Emergenza educativa enuove tecnologie. Stimoli per unariconsiderazione della questione GIOVANNI MARCONATO 1 Internet e le nuove forme di comunicazione stanno portando radicali cambiamenti nella vita pratica di ognuno di noi. Questi mutamenti possonoprodurre, spesso, reazioni diverse in base alla realtà anagrafica delle persone,tanto da rendere appropriata l'espressione "nativi digitali", per coloro che sono nati nell'era tecnologica, da contrapporre ai cosiddetti "immigrati tecnologici", espressione riferita a coloro che sono entrati in questa epoca provenendo "da altrove" e con un piede radicato nel passato. Il contributoofferto dal presente lavoro diviene importante non solo ai fini di comprendere le differenze e le difficoltà di comunicazione e di linguaggio fra allievi e insegnanti-formatori, ma soprattutto per indicare una via per arginare l'emergenza educativa che si sta costantemente espandendo. Il suddettopercorso non può che passare per un uso significativo e responsabile di Internet, delle tecnologie digitali e più in generale dei nuovi mass media. 25 ANNI DELLA RIVISTA 22 sformata significativamente, ci viene facile dare una spiegazione ai compor-tamenti "tecnologici" dei bambini, dei pre-adolescenti e degli adolescentiche sono nati trovando le tecnologie, Internet e telefonini come presenzanormale e naturale nei propri luoghi di vita ed incorporandoli spontanea-mente, con estrema naturalezza, nelle pratiche personali e sociali. Nessunaabitudine (individuale e sociale) pre-tecnologica può determinare e model-lare il loro modo di interagire con la realtà e nulla è di ostacolo all'inven-zione di stili e pratiche di relazione del tutto nuove e determinate solo dallefunzionalità e dalle affordance presenti nei nuovi strumenti. Nessun mecca-nismo di transfer negativo ha impedito l'esercizio creativo (agito più spessonella dimensione sociale e collaborativa, che in quella individuale) di deter-minare nuovi modi di agire e,

Tra le molte riflessioni che l'articolo di Marconato apre ne posso scegliere, per ora, un paio: 1) è corretto porre la questione in termini di "nativi digitali"? 2) E' soltanto, o principalmente, l'approccio verso le tecnologie digitali a creare un divario fra ragazzi e insegnanti? Riguardo alla prima domanda ho notato come atteggiamenti (e attitudini) simili a quelli dei ragazzi nei confronti di internet ce l'hanno anche tanti adulti, specialmente se di bassa istruzione. Questo mi fa pensare che la frequentazione assidua, soprattutto, di social networks dipenda essenzialmente dall'avere poche difese contro l'accettazione passiva di mode e modelli di consumo. Infatti, da quello che ho potuto vedere, sono pochi i ragazzi che possiedono "vere" competenze informatiche e, in genere, quelli che le possiedono, spesso, le condividono con almeno un genitore. Di positivo c'è l'apprendimento intuitivo e condiviso degli strumenti per navigare e comunicare in internet, ma anche quello non mi sembra "generazionale": è tipico anche di molti adulti, soprattutto se non hanno subito il condizionamento del cosiddetto "metodo di studio". Per l'apprendimento non serve la fatica ma l'interesse. Alla seconda domanda ha risposto già, in modo articolato, Marconato: i gap generazionali ci sono sempre stati. Inoltre, nel "villaggio globale" non c'è solo una cultura globale e condivisa; anzi, di condiviso c'è poco. Sta all'insegnante avere un'apertura verso l'altro, tale da non dare per scontato che egli possieda conoscenze prestabilite alle quali collegarsi. Spesso è già un errore considerare che un alunno possieda quelle certificate nei precedenti anni di scuola. Tra l'altro, se egli ha molte curiosità e interessi, e questi internet aiuta decisamente a soddisfarli, ma le sue informazioni divergono da quelle possedute dall'insegnante, per i prof più tradizionalisti è anche peggio, ma era così anche

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.

"Author: Andy Carvin , EDC Center for Media & Community | December 7th, 2004 You may have noticed recently that lots of websites now contain little graphical buttons with the word XML on them. For example: XML button When you click on the button, all you see is a bunch of jumbled text and computer code. What's this all about? It's an RSS feed, and they're changing the way people access the Internet. RSS, or Really Simple Syndication, is a technical format that allows online publishers to share and distribute their content to other websites or individual Internet users. It's commonly used for distributing headlines on news websites. Bloggers use it to distribute summaries of their blog entries as well. RSS is written in the Internet coding language known as XML, which is why you see RSS buttons labeled that way. If a website publishes an RSS page, commonly known as an RSS "feed," this feed will contain summaries of all the recent articles posted on that site. For example, Yahoo News publishes news related to world headlines, national news, sports, etc. These you can all read by going to the Yahoo website. But they also publish RSS feeds for each of these subjects. Each RSS feed contains a summary of the most recent news stories posted. Similarly, the Digital Divide Network publishes RSS feeds for our news headlines, events listings and other content on our website. I even have my own RSS feed for articles that I publish on my personal blog, Andy Carvin's Waste of Bandwidth. But why do RSS feeds look like a jumbled mess when I click on them with most Web browsers? It's because RSS feeds are meant to be read by machines rather than people. Software and websites can understand the data contained in RSS feeds and make it available to people on personalized websites, through software known as news aggregators, even through email. So when you aggregate RSS feeds, you're having a computer collect content from many different websites and organize them in a convenient pla

Linkato in http://iamarf.org/2013/04/20/racconti-ltis13/ , commento 42. RSS come empowerment.

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,

"Corso di laurea magistrale in TEORIE E METODOLOGIE DELL'E-LEARNING E DELLA MEDIA EDUCATION SF1337, ordinamento 2010/11, A.A. 2013/14"

"Videogames are one of the fastest trending topics in media, education, and technology. Research across fields as disparate as science, literacy, history, visual processing, curriculum, and computer science suggests that videogames aren't just fun - they can actually be good for your mind as well. In this course, we will discuss current research on the kinds of thinking and learning that goes into videogames and gaming culture. We'll investigate the intellectual side of digital gameplay, covering topics that range from perception and attention in Left 4 Dead 2 to the development of historical understanding in Civilization to collaborative learning in massively multiplayer online games like World of Warcraft. Throughout the course, we examine the inherent tensions between contemporary youth culture and traditional education and new developments in games for learning that promise to help bridge that growing divide."

"Coding In The Classroom: 10 Tools Students Can Use To Design Apps & Video Games In this age of social media, edtech, smartphones, tablets and MOOCs, software applications play a larger role than ever in the learning environment. In fact, apps have reached such a level of ubiquity and everyday integration that a number of software companies are turning out apps that can help students create apps of their own. Here's a list of 10 software tools that can jumpstart a student's knowledge and skill in computer programming"

Corsi online su PBS? Forse solo una raccolta di videotutorial. Interessante comunque, e gratis!

"Other resources: PDF of US Copyright Office circular "Works Made for Hire Under the 1976 Copyright Act" Text of US copyright law "Chapter 2 - Copyright Ownership and Transfer" Article: "Working with freelancers: What every publisher should know about the "work for hire" doctrine." A short analysis of Community For Creative Non-Violence v. Reid the seminal U.S. case on the topic Music Law.com's page on work for hire Legal information site's page on "Works Made for Hire Under the Copyright Act" Video: Protecting Your Work: Understanding Publishing, Copyright, and "Work For Hire"" Law Review article: "Pre-existing Confusion in Copyright's Work-for-Hire Doctrine" The Writing for Children Resource Site article: "The Work-for-hire question" EFF article: "Film Schools Teach Wrong Copyright Lesson" Academy for Creative Media FAQ on the Student Copyright Agreement KeepYourCopyrights.org page on Work for Hire Wikipedia article on work for hire"

Soprattutto interessante per le risorse.

"Recent headlines around a high-profile settlement between the US Department of Justice and edX, Inc., one of the largest and earliest distributors of MOOCs, have once again highlighted the importance of understanding the rules for making online courses and services accessible to those with various types and levels of disabilities. While much of the media coverage of the edX settlement has focused on the fact that the government sued so high-profile-and respected-an online provider, to date there has been little recognition that the enforcement action may signal an effort to extend the ADA's accessibility requirements not only to a broader range of non-institutional entities providing web-based instruction, but also to those that provide other education-related services."

"The Ultimate Section 508 Guide for Students In 1973, the United States government passed a sweeping piece of legislation known as the United States Workforce Rehabilitation Act. Intended to aid those with disabilities, this legislation provides funding for ...vocational rehabilitation, supported employment, independent living, and client assistance (and) authorizes a variety of training and service discretionary grants administered by the Rehabilitation Services Administration. As technology advanced, and both the workplace and society as a whole underwent significant changes, the need of those with disabilities also evolved. In order to foster equal access to the Internet and related technologies for all, the government added Section 508 to the Workforce Rehabilitation Act in 1998. What is Section 508? As amended by the Workforce Investment Act of 1998 (P.L. 105-220), Section 508 ...requires federal agencies to develop, procure, maintain and use electronic and information technology (EIT) that is accessible to people with disabilities - regardless of whether or not they work for the federal government. In short, federal law requires government agencies to create and use electronic devices, and content developed to be used with them (e.g., websites, media files, etc.), that people with disabilities can readily access. "

Questa guida è scritta in lingua molto semplice e illustrata da video, mentre la sezione 508 dell'ADA (Americans with Disabilities Act, un po' come la legge Stanca in Italia) in legalese originale è più difficile da capire.

"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/

"L'Istituto svizzero dei media per la formazione e la cultura educa.ch è specializzata in materia di tecnologie dell'informazione e della comunicazione nell'insegnamento. Su mandato della Conferenza svizzera dei direttori cantonali della pubblica educazione CDPE e della Segreteria di Stato per la formazione, la ricerca e l'innovazione SEFRI, educa.ch gestisce il Server svizzero per l'educazione e dirige il Centro svizzero delle tecnologie dell'informazione nell'insegnamento CTII."

Monday, January 25, 2016 Ben Williamson "The world's largest publisher of educational textbooks and resources, Pearson, recently extended its work into digital media and learning. As well as producing innovative new digital learning resources and platforms, Pearson is also positioning itself as a major center for the analysis of educational big data. This has implications for how learning is going to be conceptualized in the near future, and begs big questions about how the private ownership of educational data might impact emerging understandings and explanatory theories of the learning process itself."

Del 26 gennaio 2016 - e due giorni prima, Andreas Formiconi pubblicava già http://iamarf.org/2016/01/23/se-il-progresso-e-solo-business-non-va-bene/ su partneriati dubbi tra scuole e altri business....

"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 ;)

Corso interattivo, gratuito e completo di aritmetica (I, II, III) per la scuola media, con teoria ed esercizi

"A blogger claiming to be "A Gay Girl in Damascus" attracted a lot of online attention. But when she was reported kidnapped, some journalists became suspicious. From Carvin's Storify of the incident: Around this time I received a Twitter direct message from @DannySeesIt, a Syrian I've known since the Egyptian revolution. He's given me permission to publish the text of his DM: "I'm asking about that today most of the day and I have some solid connection in the lesbian scene in Damascus. No one knows her." Danny's comment struck me as odd, especially based on all the people I knew who were vouching for her online. I replied to him: I have from a good source that she is indeed real. We'll see, though. (...) Andy Carvin ✔ @acarvin And we have a confession: Tom MacMaster is #Amina! http://bit.ly/lLIY83 9:17 PM - 12 Jun 2011 (...) Andy Carvin ✔ @acarvin If we could only calculate the sheer number of hours we spent this week on #Amina, each one of which was an hour spent not on Syria itself. 9:28 PM - 12 Jun 2011"