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"Published on March 18th, 2013 | by Guest Author [Kate Lee] Infographics are becoming an increasingly popular method of communicating information quickly and clearly. Great designs can reduce the complexity of information, making a process, product or service easily understandable and accessible to the general public. And a good infographic means that all of that information is presented in a way that is aesthetically pleasing to boot. But have infographics become too good at streamlining information? Have they become the fast food of graphic design - quickly digestible, but lacking in substance? Infographics: Guilty As Charged The web has lots of criticisms levelled at infographics and it's true that many are poorly created, failing to fulfil their purpose, using Papyrus or other crimes against design. The main complaints when it comes to infographics are: 1. Creates confusion: the data is presented in a manner that takes a long time to interpret, is difficult to follow and creates additional complexity instead of providing clarity. 2. Inaccurate information: [...] 3. Too long: [...] 4. General ugliness: [...] The problem with infographics is that so many people think it's easy to create them, when in fact it's a particular subset of skills in an already specialised profession.[...] Data Visualisation Requires Thinking That being said, there are truly great infographics out there that tick all the boxes: accurate information, presented in an effective visual manner that helps the audience interpret and understand quickly. And so we come to the point of this post: with complex information rendered so comprehensible, without the need to read long reports and with the ability to look at pictures and share it with all your friends - is there a danger that infographics cause the audience to stop thinking? In short, the answer is no. In most cases where the audience needs to think, the data isn't simple anyway. The mission of infographics is to re

Titolo volutamente provocativo. Ottima presentazione delle "infographics", di cosa dovrebbero e potrebbero essere ma purtroppo spesso non sono, e degli risvolti cognitivi del loro uso.

"Esri Story Maps for Education: Creating, 2 of 2" Pubblicato in data 11/gen/2013 Esri Story Maps for Education: Creating Story Maps, 1 of 2. How can you create a Story Map from the provided templates? It is easy, fun, and a creative process. Most importantly, Story Maps can be used in many ways in education because maps are powerful story telling tools.

Davvero uno strumento potente, questo Esri Story Maps. Carino anche perché ti porta a manipolare un po' di codice con soddisfazione - pare. L'inglese è chiaro, lento e preciso, con numerosi sottotitoli per maggiore chiarezza. Molto rispetto per gli stranieri e i non-esperti di computer. Consigliabile però solo a chi ha molto tempo a disposizione, perché è un po' laborioso.

variazione sul tema, story map creata (diverse sono le cose ancora da mettere a posto) salvando la mappa come app x web usando il Template/modello predisposto su Esri Story maps "Map Tour" ( o qualcosa di simile) che si presta bene per semplici 'album' di elementi , ognuno col suo tumbnail, da visualizzare interattivamente in una mappa - in questo caso i blog. Il modello, come tutti gli altri si basa sul 1) rieditare - vedi il tutorial già condiviso - le piccole parti di codice specifiche della singola mappa oppure 2) creare la mappa col software, in questo caso ArcGis (simile a Google Maps o Google Maps Engine) e salvarla poi come mappa/app pubblica utilizzando il Template prescelto. http://www.arcgis.com/apps/MapTour/index.html?appid=a87ff4bb8d414ad9a81b5ddbcb244f4d&webmap=e4a4a0e162da49f5bc1ee6510ca33adb

"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"

"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."

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

"ARIS is a platform for creating, not just playing. Get involved with us as we create layers of story, science, art and history all over the globe! Launch the Editor Now! Access the authoring tool at http://arisgames.org/editor Remember to "Show Games in Development" in ARIS Settings on the iPhone! Training, Manuals and Workshop Plans ARIS … Read more →"

"Below you will find 50+ web tools you can use to create your own web-based story. They are grouped into categories of tool types, but you can also access a complete list of all tools. Each link points to a full entry on the tool that includes a description, links and embedded versions of the original Dominoe story, links to other stories created in the tool, and some more feedback that can help you decided if the tool might be of interest. People who join this wiki can contribute to the content on these pages (learn more...). Again, your mission is not to review or try every single one (that would be madness, I know), but pick one that sounds interesting and see if you can produce something. But before rummaging around the toolbox, have you done your prep work? Do you have your story idea or presentation concept outlined, developed? This should be on paper or in a document file or scribbled on the back of a napkin, but do not rely on making it up as you go! If not, go back 2 spaces and do this now. Next- do you have your media assets available, your images, video clips, audio files-- if not go find your media now."

Lore is created for instructors to design their own MOOC type courses without needing adoption by a whole school or district. YOUR CLASSROOM IS A COMMUNITY Create a course website with assignments, calendar, syllabus, and discussion tools.

Description FeedShow OPMLBuilder lets you create an OPML file from a list of RSS url or from the links included in any web page. Some web sites offer RSS feeds, but don't provide OPML files (see Yahoo News). OPMLBuilder will let you build a clean OPML file that you can easily import in your favorite RSS reader.

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.

"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?

"GameMaker: Studio GameMaker: Studio caters to entry-level novices and seasoned game development professionals equally, allowing them to create cross-platform games in record time and at a fraction of the cost! In addition to making games development 80 percent faster than coding for native languages, developers can create fully functional prototypes in just a few hours, and a full game in just a matter of weeks"

"Wink is a Tutorial and Presentation creation software, primarily aimed at creating tutorials on how to use software (like a tutor for MS-Word/Excel etc). Using Wink you can capture screenshots, add explanations boxes, buttons, titles etc and generate a highly effective tutorial for your users. Here is a sample Flash tutorial created by Wink."

"Video - How to Create a Padlet Wall for Your Classroom"

"Creating a user account in the LRE is easy and totally free of charge. LRE uses an OpenID login system. This means that first you need to create an OpenID account and then you can login with it on the LRE portal. European Schoolnet is using the OpenID for most of its websites and services."

"This tutorial shows how easy it is to create captions/subtitles files in WebVTT, SRT and DFXP format for subtitling in videos and audios. Depending on the media player you use, you can even provide subtitles in different languages for the same media. Subtitle files are basically text files you can write in Notepad(Win) or SimpleText(Mac)."

"Screen Recording Ezvid is the world's most easy screen recorder and screen capture program for Windows. Just click the "screen capture" button, and you instantly being recording your computer screen. Speech Synthesis Ezvid makes amazing computer narration for your video. Make a text slide, click the "synthesize speech" button, and Ezvid instantly creates computer speech for your video. Fast YouTube Upload Ezvid is perfect for getting your videos on YouTube quickly. Ezvid automatically creates videos in 1280 x 720 resolution, optimized for crystal clear display on YouTube."

Per la sintesi vocale, sai se funziona anche in italiano o solo in inglese?

Bellissimo, però con una pagina del foglio per ogni feed, sarebbe un po' difficile ottenere una vista d'insieme dei 343 feed elencati per ora in https://dl.dropboxusercontent.com/u/3592556/ltis13.opml ;-) Poi c'è la questione del tempo che metterebbe a caricarsi un google spreadsheet usato come freed reader per così tanti feed. O i contenuti di un feed viene soltanto caricato quando se ne apre la pagina?

al momento ho letto solo il post non ci ho fatto ancora nulla ma è un progetto, di quelli magari da realizzare quest'estate: un data bank di risorse che contenga attività e risorse efl (dapprima) create o individuate dai ragazzi, poi condivisibile con altre materie, docenti, scuole ... (se si facesse in tanti e interconnessi sarebbe un bel passatempo e un bella risorsa espandibile all'infinito ) Cerco di scoprire nel frattempo se conviene/valga la pena usare il foglio elettronico, il database o limitare la ricerca ai webtool di feed/bookmarking etc.

Grazie della risposta, Fabrizio. Chiedevo perché all'inizio dell'attività aggregante di #ltis 13, avevo creato una pagina di feedreader separati per ogni feed del file OPML in http://subtitling-for-accessibility-education-and-creativity.wikispaces.com/ltis13-blog . Era facile, bastavano un po' di "cambia in -> cambia tutti" sul file OPML per ottenere il codice wiki che creava quella pagina di aggregatori (dettagli in http://almansi.wordpress.com/2013/04/22/cantieri-opmlerosi-ltis13/ ). Ma man mano che sono aumentati il numero di feed nel file OPML e la mia compulsione a controllare tutto, aumentando il numero degli item mostrati, la pagina diventava sempre più lenta da caricare. Da qui la soluzione della revisione attuale - 71a :D - di suddividerla in sottopagine per tipi di blog hosting, che come criterio distintivo, non mi piace, per usare una litote educata. Quindi forse quando ho un momento provo a rimettere il numero di item a 20 per ogni feed e a risbattere tutto nella pagina originale. Se non funziona, faccio un revert. Però è affascinante questa possibilità di trasformazione di una riga di dati separati da virgole così facilmente traducibili in varie codifiche... Se deciderai di usare uno spreadsheet Google, pensi di farlo alimentare da un modulo o di lasciar la gente scriverci dentro direttamente?

"ClassFlow is a revolutionary cloud-based teaching and learning platform that makes lesson planning easier and lesson delivery more dynamic. Create Interactive Lessons. Plan your lessons anytime, anywhere. All you need is the internet. Connect With Every Student. Use tablets or personal devices to put the information in their hands. Achieve Instant Feedback. Reveal progress and comprehension in the moment of learning."

"ClassFlow is a revolutionary cloud-based teaching and learning platform that makes lesson planning easier and lesson delivery more dynamic. Get started with ClassFlow - register for free Sign in Register Create Interactive Lessons Plan your lessons anytime, anywhere. All you need is the internet. Read more Connect With Every Student Use tablets or personal devices to put the information in their hands. Read more Achieve Instant Feedback Reveal progress and comprehension in the moment of learning."