Group items tagged

"Dr. Alice Christie's "Virtual Field Trips" Resource Guide     Virtual field trips (VFTs) are alternatives to more costly real-world field trips. In addition to being inexpensive, they are engaging to students becasue they enable students to make connections between themselves and the wide-ranging environments they can explore virtually. They also offer authentic, inquiry-based learning experiences to students.     This Resource Guide provides links to numerous: profesionally-created VFTs tools to create VFTs teacher-created VFTs other resources helpful to teachers wishing to use VFTs in their classrooms"

"Geospatial Metadata What are Metadata? A metadata record is a file of information, usually presented as an XML document, which captures the basic characteristics of a data or information resource. It represents the who, what, when, where, why and how of the resource. Geospatial metadata commonly document geographic digital data such as Geographic Information System (GIS) files, geospatial databases, and earth imagery but can also be used to document geospatial resources including data catalogs, mapping applications, data models and related websites. Metadata records include core library catalog elements such as Title, Abstract, and Publication Data; geographic elements such as Geographic Extent and Projection Information; and database elements such as Attribute Label Definitions and Attribute Domain Values."

"Teaching Resources Developing open-source teaching resources that support language development and learning in the content areas. Click below for our new unit in English Language Arts."

"Using PBworks in your academic environments. PBworks hosts over 300,000 educational workspaces, and has helped transform teaching and learning for millions of students, parents and teachers. Educators ranging from major universities like DePaul, school districts like Baltimore County Public Schools and individual teachers trust PBworks as their collaborative learning environment. In your Classroom, Library, District or University Encourage student-centered learning. Even young students can build web pages, embed images & video, and post documents. Provide access to information sources, book lists, and links to good articles. Have the resources stored for future use. Host and share information between students, faculty and staff. Encourage staff development and shared resources across schools. Make distance learning more interactive and collaborative, support research teams, and improve inter-departmental coordination."

"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.

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....

" 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.

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.

" TeacherCast for Professional Development" Weekly show descriptions and links to access recordings and chat logs for each archived session.

"All posts Discussion Staff Announcements Questions Groups/Communities Offer to Teach & Learn Resources/Media Weekly Email Introduce Yourself Ask the Panel Events"

"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.

Teach the Web: a Mozilla Open Online Collaboration for Webmaker mentors May 2 - June 30 Learn how to teach digital literacies, master webmaking tools, develop your own educational resources, and take what you learned back to your communities and classrooms.

"Hi, Today we made some changes at Ning. I want to share with you the email Jason Rosenthal, our CEO, sent to all Ning employees: Team, When I became CEO 30 days ago, I told you I would take a hard look at our business. This process has brought real clarity to what's working, what's not, and what we need to do now to make Ning a big success. My main conclusion is that we need to double down on our premium services business. Our Premium Ning Networks like Friends or Enemies, Linkin Park, Shred or Die, Pickens Plan, and tens of thousands of others both drive 75% of our monthly US traffic, and those Network Creators need and will pay for many more services and features from us. So, we are going to change our strategy to devote 100% of our resources to building the winning product to capture this big opportunity. We will phase out our free service. Existing free networks will have the opportunity to either convert to paying for premium services, or transition off of Ning. We will judge ourselves by our ability to enable and power Premium Ning Networks at huge scale. And all of our product development capability will be devoted to making paying Network Creators extremely happy. As a consequence of this change, I have also made the very tough decision to reduce the size of our team from 167 people to 98 people. As hard as this is to do, I am confident that this is the right decision for our company, our business, and our customers. Marc and I will work diligently with everyone affected by this to help them find great opportunities at other companies. I've never seen a more talented and devoted team, and it has been my privilege to get to know and work with each and every one of you over the last 18 months. We'll use today to say goodbye to our friends and teammates who will be leaving the company. Tomorrow, I will take you through, in detail, our plans for the next three months and our new focus. Thanks, Jason Rosenthal I know many of you will have que

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.

Fueling their enthusiasm is the explosion of massive open online courses, or MOOCs, the new species of free classes prestigious universities are offering to students around the world. As educators debate what the classes mean for the future of traditional universities, one thing is clear - they provide a vast laboratory to study learning, using a trail of electronic data to examine what resources or study habits best help students, whether they take courses online or in traditional classrooms.

Notebook 11 videotutorials

"Here's the problem: web video is beginning to rival television, but there isn't a good open resource for subtitling. Here's our mission: we're trying to make captioning, subtitling, and translating video publicly accessible in a way that's free and open, just like the Web. Our approach: Make a simple and ubiquitous way to request, create, and translate subtitles for any video Work with others to define open protocols so that whenever subtitles for a video exist, any website or video player will be able to retrieve them Create a community space for people who subtitle video, to encourage contributions and facilitate collaboration" Posted April 13, 2010 by amarasubs.

Se avessi lasciato l'intitolato basato sul tag "title", questo segnalibro sarebbe intitolato: "Subtitles and Captions for Every Video on the Web | Amara - Buy captions, video translations, transcriptions, and crowd subtitling". - con la parte prima del | il titolo del primo post del 13 aprile 2010 del blog di Amara (allora Universal Subtitles": "Sottotitoli tradotti e per sordi per ogni video online" - e con la seconda parte dopo l'|, che dà il titolo attuale del blogo, cioè "Amara - Compra sottotitoli, traduzioni di video, trascrizioni e sottotitolazione di massa" Quite a change...

I am currently investigating file formats for long-term preservation. Obviously they must be free of proprietary ownership and publicly accessible and avoid vendor-locking - even if the vendor is a non-profit organization. What I wonder: which conditions must a video file format fulfill to permit captioning / subtitling? Are there public and open standards of formats for captioning / subtitling? Where do I find them? Can they be enriched with metadata about the author of the subtitles?

"Our mission is to promote and provide equal access to communication and learning through described and captioned educational media. The ultimate goal of the DCMP is for accessible media to be an integral tool in the teaching and learning process for all stakeholders in the educational community, including students, educators and other school personnel, parents, service providers, businesses, and agencies. The DCMP supports the U.S. Department of Education Strategic Plan for 2014-2018 by committing to the following goals: Ensuring that students (early learning through grade 12) who are blind, visually impaired, deaf, hard of hearing, or deaf-blind have the opportunity to achieve the standards of academic excellence. Advocating for equal access to educational media as well as the establishment and maintenance of quality standards for captioning and description by service providers. Providing a collection of free-loan described and captioned educational media. Furnishing information and research about accessible media. Acting as a gateway to Internet resources related to accessibility. Adapting and developing new media and technologies that assist students in obtaining and using available information."

The Flipped Learning Network offers a variety of Resources for educators who want to or are currently flipping their classrooms.