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" 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."

"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.

"Come fare a inserire il logo cc (Creative Commons) sul proprio blog (ad esempio sulla colonna di destra o in fondo alla pagina per i template che lo permettono, come il mio, Twenty Eleven). E come embeddare una presentazione di SlideShare"

Filmed Feb 2008 * Posted Apr 2008 * TED2008 "Novelist Amy Tan digs deep into the creative process, looking for hints of how hers evolved. Amy Tan is the author of such beloved books as The Joy Luck Club, The Kitchen God's Wife and The Hundred Secret Senses."

From http://www.stanford.edu/~efs/693b/TED1.html : "1. length: 22:49 2. overall speed (WPM): 164 3. vocabulary profile: 3K-96.5%; 5K-97.6%; 10K-98.8%; OL-0.6% 4. accent: US standard 5. comments: tells stories about her life; references to quantum mechanics 6. Novelist Amy Tan digs deep into the creative process, looking for hints of how hers evolved."

"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. "

"Caricato in data 01/nov/2010 "The hole in the wall: self organising systems in education" Keynote speech by Sugata Mitra, Professor of Educational Technology at Newcastle University (Twitter track by agreement with Sugata) at "Into something rich and strange" - making sense of the sea change, the 2010 conference of the Association for Learning Technology (ALT). Session given in Nottingham, UK, on Wednesday 8 September 2010, at 14.00. For information about ALT go to http://www.alt.ac.uk/. Made publicly available by ALT under a Creative Commons Attribution-Non-Commercial 2.0 UK: England & Wales license http://creativecommons.org/licenses/b.... Categoria Istruzione Licenza Licenza Creative Commons Attribuzione (riutilizzo consentito) "

pagina per la sottotitolazione http://www.amara.org/en/videos/ultQSyhompLo/info/the-hole-in-the-wall-self-organising-systems-with-twitter-track-sugata-mitra-at-alt-c-2010/ Problema da risolvere: Amara ha interpretato la pista dei "sottotitoli" generati da twitter come sottotitoli inglesi normali. Forse si può usare la pista English UK per i veri sottotitoli inglesi.

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.

Filmed Feb 2010 * Posted Apr 2010 * TED2010 "Child prodigy Adora Svitak says the world needs "childish" thinking: bold ideas, wild creativity and especially optimism. Kids' big dreams deserve high expectations, she says, starting with grownups' willingness to learn from children as much as to teach. A prolific short story writer and blogger since age seven, Adora Svitak (now 12) speaks around the United States to adults and children as an advocate for literacy"

From http://www.stanford.edu/~efs/693b/TED1.html : "1. length: 8:13 2. overall speed (WPM): 154 3. vocabulary profile: 3K-94.2%; 5K-96.6%; 10K-98.4%; OL-1.2% 4. accent: US standard 5. comments: the speaker is just 12 years old 6. Child prodigy Adora Svitak says the world needs "childish" thinking: bold ideas, wild creativity and especially optimism. Kids' big dreams deserve high expectations, she says, starting with grownups' willingness to learn from children as much as to teach."

Filmed Feb 2009 * Posted Jun 2009 * TED2009 TED2009 " Gever Tulley uses engaging photos and footage to demonstrate the valuable lessons kids learn at his Tinkering School. When given tools, materials and guidance, these young imaginations run wild and creative problem-solving takes over to build unique boats, bridges and even a roller coaster! The founder of the Tinkering School, Gever Tulley likes to build things with kids."

From http://www.stanford.edu/~efs/693b/TED1.html : "1. length: 4:08 2. overall speed (WPM): 91 3. vocabulary profile: 3K-91.4%; 5K-95.4%; 10K-97.9%; OL-1.3% 4. accent: US standard 5. comments: Short, clear speech, but with some good vocabulary to learn. 6. Gever Tulley uses engaging photos and footage to demonstrate the valuable lessons kids learn at his Tinkering School. When given tools, materials and guidance, these young imaginations run wild and creative problem-solving takes over to build unique boats, bridges and even a roller coaster!"

"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.

"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/

"Creative Learning @medialabcourse"

"Questa mattina ho ripensato al tentativo di Francesco Valotto di introdurre le nozioni di Copyright e Copyleft e in particolare, le licenze Creative Commons, nella discussione su Una domanda, un compito e un'esplorazione - #ltis13. Copyfraud Ci ho ripensato per via del post YouTube: Urheberrechtsmissbrauch vs. Public Domain, ("YouTube: abuso del diritto d'autore v. Dominio Pubblico") dove Martin Steiger spiega il concetto di Copyfraud, cioè di rivendicazione infondata di diritti su un'opera (per un'ottima spiegazione non solo in italiano, ma contestualizzata alla realtà italiana, vedi Copyfraud & Copyfear di Marco Scialdone 28 giugno 2009). Martin Steiger dà poi un esempio concreto di Copyfraud: il software YouTube che reperisce potenziali violazioni di copyright gli ha spedito un avvertimento: "Il tuo video potrebbe includere una canzone di proprietà di una terza parte." (traduzione mia)."

"Antonio Fini, Andreas Formiconi, Alessandro Giorni, Nuccia Silvana Pirruccello, Elisa Spadavecchia, Emanuela Zibordi Abstract In Fall 2007 David Wiley, professor at Utah State University held a course about Open Education. That time, however, Dr Wiley's course was followed by a rather unusual group of students. The Fall 2007 edition, in fact, was available to anybody, free of charge, all over the world. The only requisite required was the possession of a blog for the completion of the weekly assignments. The present paper, whose authors attended the course completing it successfully, is an account of the experience they had. It can be considered an innovating experience from many different viewpoints and can be regarded as an example of how the world of the formal education can meet the demands of the informal one, in the broader landscape of professional training and lifelong learning. Keywords OER; Open Education; online community; informal learning Full Text: PDF This work is licensed under a Creative Commons Attribution 3.0 License."

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?

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,

"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

""Scoot & Doodle, a social creativity site that blends the video conferencing capabilities of Skype with the playfulness of Draw Something." -GigaOm "This is a mind amplification tool that allows verbal and visual thinking to happen simultaneously." -Apple Distinguished Educator, Canada "Scoot & Doodle offers some of the capacity to do what I believe technology should be about. Technology should be about how it intertwines itself with the way we live and the way we do things." -WIRED's GeekDad"