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

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....

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,

"Fair Use, MOOCs, and the Digital Millennium Copyright Act: Frequently Asked Questions In October 2015 the Librarian of Congress issued new rules permitting certain teachers of Massive Open Online Courses (MOOCs) to break encryption on DVDs, Blu-Ray discs and streaming videos to create short clips for use in their teaching. It's a major step forward for MOOC teachers and their students. This document, prepared by Professors Peter Decherney and Brandon Butler, answers some of the most common questions you might have about the new rule."

(Per il contesto, vedi http://infojustice.org/archives/35654 e http://ipclinic.org/2016/01/22/fair-use-moocs-and-the-digital-millennium-copyright-act-frequently-asked-questions/) Parti problematiche: Coursera and Udacity are for profit companies. Can they take advantage of the exemption? Coursera and Udacity are the platforms. Colleges, universities, museums, and other nonprofit organizations offer courses through these platforms. The organization that creates the course must be an accredited nonprofit educational institution, but the provider of the software platform may be for-profit . So a university course offered through Coursera may take advantage of the exemption. How can the material be restricted to students enrolled in the course? We believe that use of passwords provided only to enrolled students will sufficiently limit access to the course content to students or learners. How can redistribution be prevented? Offering streaming rather than downloadable versions of the course content should reasonably limit unauthorized redistribution of the work. Unfortunately, this unfairly disadvantages learners with slower internet access" Cioè l'autorizzazione a far saltare i blocchi anticopia vale soltant per i MOOC che non sono MOOC perché non sono Open ma protetti da password. E l'argomento secondo il quale il fair use vale per i video di corsi Coursera e Udacity, a patto che gli enti che elargiscono il corso non siano a scopo di lucro, anche se le piattaforme lo sono, è dubbio. in effetti Coursera e Udacity traggono profitto dai materiali proposti da questi enti. Quanto all'offerta dei video in solo streaming per impedirne lo scaricamento: almeno nei corsi Coursera dove il link di scaricamento è stato t

Digital citizenship is not a one time discussion. It is an ongoing process that needs to be taught to all grade levels and to all stakeholders.

Molti spunti di riflessione. Anche molto materiale che può essere adattato alle nostre realtà.

Very nice work.

"Digital Storytelling (also affectionately known as ds106) is an open, online course that happens at various times throughout the year at the University of Mary Washington… but you can join in whenever you like and leave whenever you need. This course is free to anyone who wants to take it, and the only requirements are a real computer, a hardy internet connection, preferably a domain of your own and some commodity web hosting, and all the creativity you can muster."

"UNESCO Young Digital Creators (YDC) Educator's Kit   The YDC Educator's Kit is designed to help teachers and educators working in schools, youth clubs, community centres, and training institutes to generate and manage project-based learning activities with young people. "

"TWITTER -- February 17, 2011 at 9:30 AM EDT NPR's Andy Carvin on Tracking and Tweeting Revolutions By: Hari Sreenivasan We caught up with NPR's Senior Strategist Andy Carvin between his 400+ tweets a day for a chat about his Twitter stream. It has become a must-follow wire service of sorts for people interested in the latest developments in Tunisia, Egypt and a growing number of countries across the Middle East, Persian Gulf and North Africa. We discussed how he began mapping out whom to trust in the "Twittersphere," and how he works to verify and share facts with NPR as the stories develop. His tweets are populated with the words "source" and "verified?" More often than not, as he re-tweets trends and waves of information across the streams he tracks as his sources verify or discount facts on the ground. Carvin uses a combination of old media (wire services, broadcast networks) and follows a series of bloggers and Twitter accounts. He verifies with sources he trusts before saying a piece of information is "confirmed." Andy has spoken about his open news-gathering processes during a live-chat with Poynter, a Q&A with the Atlantic, the Knight Digital Media Center and it has been blogged about at the New York Times."

URL dei link del testo Conto twitter di Andy Carvin: http://twitter.com/acarvin Poynter: http://bit.ly/fND2aM Atlantic: http://bit.ly/h4O3Gr Knight Digital Media Center: http://bit.ly/fAjoBi New York Times: http://nyti.ms/edNSIi Conto twitter di Hari Sreenivasan: http://twitter.com/hari

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.

"Il tablet è certamente il gadget tecnologico del momento nell'editoria digitale come nelle scuole. L'avvento, sempre imminente ma continuamente procrastinato, dei libri di testo digitali nonché le diverse sperimentazioni (che hanno rapidamente soppiantato quelle con la LIM, Lavagna Interattiva Multimediale) nella didattica curricolare, hanno trasformato il tablet nella bacchetta magica con cui combattere il disinteresse per contenuti stantii, colmare il digital divide tra docente e studente, proiettare la scuola nel futuro e mille altre meraviglie pedagogiche. Poco o nulla si dice però del suo utilizzo per i Bisogni Educativi Speciali (per tacere dei Bisogni Comunicativi Complessi), soprattutto al di fuori dei circuiti "specializzati".. Eppure siamo di fronte finalmente a uno strumento inclusivo, piacevole, bello, efficiente in grado rendere simili invece che differenziare! E' "normale" vedere qualcuno che usa un tablet in giro per la città: nessuno si fermerebbe per chiedergli perché lo usa! Però - anche se ci piace (ed è anche giusto) vederlo sotto questa luce - il percorso che porta all'utilizzo del tablet deve essere strutturato, personalizzato e condiviso con la consapevolezza che: 1) come ausilio potrebbe anche non andare bene per quel bambino/ragazzo/adulto; 2) soprattutto in età evolutiva, non tutti gli ambienti di vita potrebbero essere in grado di farlo utilizzare in maniera adeguata e significativa."

"April 14, 2013 by Claude Almansi Questo post risponde alla richiesta di Andreas Formiconi in Apriamo il blog #ltis13: Cose da fare… : (…) Iniziate a trasferire il diario che avete scritto sino ad ora nel blog, strutturandolo come preferite in uno a più post. | 5 aprile 2013 | | 7 aprile, mattina | | 7 aprile sera | | 11 aprile pomeriggio (Non solo luci)| | 12 aprile 2013 (Coursera/Amara - Non solo luci ) | | 13 aprile 2013 ( Blog - Digital Divide Network - RSS ) |"

"I finally found the video I have been searching for, for a long time. I have mentioned several times the electronic tablet as a precursor of the tablet. The video is of 1994 and has been produced by the research department of the American newspaper company Knight Ridder, which was lead by Roger Fidler. I had the pleasure of meeting him in 1995 in Amsterdam, where he showed the video and the prototype of the electronic newspaper on Berlin format."

Vedi, anche di Jak Boumans, http://buziaulane.blogspot.nl/2010/01/bpn-1419-eat-your-heart-out-roger.html . Il video si trova in http://youtu.be/JBEtPQDQNcI , con riferimento a http://www.paleofuture.com/blog/2007/5/14/tablet-newspaper-1994.html nella descrizione. Sottotitolazione (inglese per ora) in corso in http://www.amara.org/en/videos/wMXBxslc8HCH/info/tablet-newspaper-1994/

This experience is all about connection. Sure, we have some topics and themes to explore, and we'll have plenty of things to make and do, but really Teach the Web is about connecting with other people who are passionate about spreading digital and web literacies. It is the interaction with the people around you that will make this a successful learning experience. Teach the Web is meant to be a social collaboration, rather than a solo deep dive into content

Un fumetto utilissimo e divertente per insegnare agli adolescenti che il digital footprint è importante. Dal blog di Caterina Policaro. In inglese.

"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.