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.

"Items sold on through the CreateSpace service must follow our content policy and guidelines, detailed below. (...) Public Domain and Other Non-Exclusive Content Some types of content, such as public domain content, may be free to use by anyone, or may be licensed for use by more than one party. We will not accept content that is freely available on the web unless you are the copyright owner of that content. For example, if you received your content from a source that allows you and others to re-distribute it, and the content is freely available on the web, we will not accept it for sale through CreateSpace. We do accept public domain content, however we may request that you provide proof that your submitted material is actually in the public domain and may choose to not sell a public domain title if its content is undifferentiated or barely differentiated from one or more books already available through our service or available through other retail sites. We do not currently accept public domain material for Amazon Video on Demand. "

"4. Titles 4.1 Content Rejection and Removal We may, in our sole discretion, at any time, and without notice to you (a) reject Content; or (b) remove, or refuse to list or distribute any Content on or from any CreateSpace E-Store, Amazon Property or other sales channel. You will remain liable for all fees and other amounts that you may owe under this Agreement in connection with any Title or Content we remove because of a violation of this Agreement or our Content Guidelines. You may withdraw your Title from the Services at any time, but we will have 30 days from the date of a Title's withdrawal (or termination of this Agreement) to remove all applicable Content. However, we may fulfill any Customer orders pending as of the date we remove such Title from the Services. If we request that you provide additional information relating to your Content, such as information confirming that you have all rights required to permit our distribution of the Content, you represent and warrant that any information and documentation you provide to us in response to such a request will be current, complete, and accurate. You authorize us, directly or through third parties, to make any inquiries we consider appropriate to verify your rights to permit our distribution of the Content and the accuracy of the information or documentation you provide to us with respect to those rights."

"Interactive, engaging online content in a few simple clicks Haiku Learning revolves around your content. Create classroom pages, add and organize content blocks, change layouts, and publish whenever you're ready. Embed content from YouTube, Google Docs, Maps, Skype and dozens of other third-party services or create your own from scratch. And when you've crafted the perfect classroom page? Resource sharing in Haiku lets you share your classes, pages, and content blocks with any other Haiku user--and use content in your own class created by other teachers."

"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.

" 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.

"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

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.

"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

"EFS 693B - STANFORD UNIVERSITY Advanced Listening and Vocabulary Development (...) TED Talks Introduction Below are groups of TED Talks, curated from http://www.ted.com and organized roughly by level and topic. You should do a full group (divided across several sessions if desired) and see if the integration makes them easier to understand (especially the later ones). Be sure to interact with them--don't just watch all of them straight through. However, you can do all or parts of some more intensively than others. Use your best judgment, and return to previous class notes as needed. Note that you are provided with the following information about the talk: 1. length 2. the overall speed in words-per-minute (WPM) 3. the vocabulary profile by percent of words at set frequency levels of the British National Corpus (3K, 5K, 10K, and more than 20K (off-list=OL)) 4. Accent (US, British, etc.) 5. Comments 6. Brief description of the content (from the TED website) (...) Last modified November 12, 2013, by Phil Hubbard"

Molto interessante e sopratutto utile grazie!

Grazie, Fabrizio, Ho taggato con "EFS_Stanford" - tra altri tag - questo webquest e i video ivi elencati dopo un webinar con Phil Hubbard organizzato via hangout da Vance Stevens domenica scorsa (8 ottobre). Nel webinar Hubbard ha insistito sul fatto che la forma di webquest direttivo era meglio delle forme di collaborazione sociali come tagging e condivisione, perché gli consentiva, da esperto, di dare informazioni coerenti. Allora taggare queste sue risorse TED su Diigo è anche un modo di esprimere il mio dissenso ;-) In effetti a proposito di http://www.ted.com/talks/gel_gotta_share.html , elencato in questo webquest, dice di non poter indicare le parole per minuto "perché non c'è trascrizione". Invece c'è, se si va alla pagina YT originale del video embeddato. Ora se invece di un webquest statico avesse condiviso questa risorsa con i suoi studenti in un gruppo come questo, c'è da scommettere che almeno uno di loro avrebbe rimediato all'errore in un commento - come d'altronde ho fatto in https://groups.diigo.com/group/ltis13/content/tag/EFS_Stanford%20GelConference ...

Click to view Awesome Digital Mash Up Tools for Creating Digital Learning Content on GLOSSI.COM

"...Our vision is to encourage the growth of a more open set of intellectual communities than those spawned by the traditional university system. In particular, we focus on the ideal of introducing inventive methods of interaction to allow these communities to form in new ways. Rather than segregating users based on which university they happen to attend (or indeed, whether they happen to attend a university at all) or even the large subject areas encompassed by university classes, the system allows users to interact with one another in focused ways based on the specific ideas they are addressing at the time: users can gather around the specific details of a recently passed piece of legislation or the implications of a particular article, rather than around larger subject blocks. H2O encourages users to share the content they create through these interactions by making archives of previous materials easily available and browsable and by enabling the sharing of content among different intellectual communities. ..."

Questo è un commento di prova dove voglio vedere se si può linkare un'altra risorsa, tipo questa http://lospaziodioscar.wordpress.com/2011/05/05/come-attivare-la-notifica-di-consegna-e-di-lettura-di-un-messaggio-di-posta-elettronica-su-alice-mail/ o addirittura così

Ok, funziona in ambedue i modi! Questo significa che posso istituire un bookmark per ogni problema, taggandolo anche con "problema", tracciare mediante commenti successivi la via alla soluzione del problema, e infine, una volta risolto, taggandolo con "soluzione". L'insieme dei problemi può essere raggiunto con http://groups.diigo.com/group/ltis13/content/tag/problema e quello delle soluzioni con http://groups.diigo.com/group/ltis13/content/tag/soluzione e ciò mi pare buono...

E si possono salvare tutti i bookmark in una varietà di formato, tipo RSS xml based, ok ok...

"Features No programming skills required Just choose interaction formats, enter contents, set the app design and with one click generate your apps. Multiple interaction formats You can choose several formats like tests, flashcards, video, audio, plain texts and more. Multiple publishing platforms Create your apps for users of Apples iOS, Googles Android, HTML5 and soon even more platforms. Brand your app Make your app individual by using your own designs. Or just choose one out of many predefined professional designs. No access limits There is no need for an IT infrastructure. Build your apps in the cloud, no matter where you are or what time it is 24/7 updates Upload or change any contents and update them for your end users in real time."

Trovato perché mi ha seguita su Twitter. Troppo bello per essere onesto? Però se il prodotto deve funzionare su tutte quelle piattaforme, questo dovrebbe comportare una benvenuta semplificazione della struttura, no? La quale dovrebbe facilitare l'accessibilità? Ci proverò.

Mm però il tutorial YT fa proprio schifo, nello stile "ti mostro ma non dico niente così [non] funziona in tutte le lingue", con musichetta del cavolo.

""Amara's captioning and translation services have helped Coursera deliver educational videos to hundreds of thousands of students around the world," said Andrew Ng, co-founder of Coursera. "This was key to making our content accessible to non-native speakers, and has allowed our content to be delivered in dozens of languages.""

Queste "pagine nascoste" del blog about di Amara sono strane: un pezzo di codice per embeddare un player con una trascrizione interattiva, comunicati stampa non datati, fra i quali questo: ora la cosa bizzarra è che è da un anno che Coursera ha smesso di usare Amara, e da 10 mesi che ha cancellato il suo team Amara. Il team di Khan Academy c'è ancora, ma è praticamente deserto.

Brief.ly is a simple way to share a "bundle" of links at the same time. Enter up to 30 links and captions you want to share (one per line or click the wrench for more options). Brief.ly will generate a unique URL. When opened, a Table of Contents page lists the sites included. When you open the bundle, each site appears and tabs appear along the top of the page that allow you to easily jump from one recommended site to the next. This site is very easy to use and helpful for all ages, as long as they can read. With your membership, you can edit the contents of your list later, without resending it or changing the single link. tag(s): organizational skills (84) TeachersFirst review

Pixlr Grabber Grabber 0.5 for Chrome The Chrome extension lets you capture the whole or parts of the browser content (Print screen), edit, share or save direct in the browser.  Grabber 2.0.3 for Firefox Grabber for Firefox let you right click on any image in a webpage and load it into pixlr for editing. The firefox add-on also lets you capture the whole or parts of the browser content (Print screen)

Chris Hoofnagle, director of BCLT's privacy programs | 3/6/13 "...We need to be less infatuated with "the cloud," which to some extent is a marketing fad. Many of the putative benefits of the cloud are disclaimed in these services' terms of service. For instance, a 2009 survey of 31 contracts found that, "…In effect, a number of providers of consumer-oriented Cloud services appear to disclaim the specific fitness of their services for the purpose(s) for which many customers will have specifically signed up to use them." The same researchers found that providers' business models were related to the generosity of terms. This militates towards providers that charge some fee for service as opposed to "free" ones that monetize user data. We should charge our IT professionals with the duty of documenting problems with outsourced services. To more objectively understand the cloud phenomenon, we should track the real costs associated with outsourcing, including outages, the costs of managing the relationship with Google, and the technical problems that users experience. Outsourcing is not costless. We could learn that employees have simply been transferred from the operation of CalMail to the management of bMail. We should not assume that systems mean fewer people-they may appropriately require meaningful staffing to fulfill our needs. As the expiration date of system wide Google contract approaches in June 2015, these metrics will help us make an economical decision. Finally, there are technical approaches that, if effective, could blunt, but not completely eliminate, the privacy problems created by cloud services. Encryption tools, such as CipherCloud, exist to mask data from Google itself. This can help hide the content of messages, reduce data mining risks from Google, and cause the government to have to come to Berkeley officials to gain access to content. The emergence of these services indicates that there is a shared concern about s

Attenzione alla data: alcune cose potrebbero essere cambiate nel frattempo.

"Le revisioni dei post WordPress - #ltis13 April 18, 2013 by Claude Almansi | 2 Comments Nel mio commento #34 al post Due o tre cose sui blog #ltis13, ho provato a spiegare come le revisioni salvate - deliberatamente e dal software - dei post WordPress consentono spesso di recuperare un post apparentemente scomparso, ad es. per un problema di connettività. Lo rifaccio qui, però aggiungendo delle catture di schermo per maggior chiarezza: WordPress fa anche regolarmente salvataggi automatici, e l'ultimo si ritrova con le versioni salvate volontariamente sotto "Revisions", in fondo alla pagina del post: Elenco delle revisioni, con l'ultima, fatta dal software, seguita da [Autosaved] (la revisione con "[Autosave]" è quella che il software ha salvato per ultimo)"

"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."