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"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.

lista di strumenti open source utili per la didattica con consigli e commenti di Mark Johnson. Segnalati da S. Downes sul suo blog Stephen's web

Il livello di questa risorsa, che ha tutti i crismi dell'ufficialità, è altissimo. Anche chi non mastica troppo l'inglese riconosce la suddivisione in categorie e può comprendere i commenti nelle loro linee principali. Raccomando caldamente.

Cory Doctorow theguardian.com, Monday 28 April 2014 00.00 BST "An ISP should give users the bits they ask for, as quickly as it can, and not deliberately slow down the data The Federal Communications Commission, America's telcoms regulator, has formulated a plan to allow internet service providers (ISPs) to charge companies for the right to "premium" access to its customers. This is the worst internet policy news imaginable. It should strike terror into the heart of anyone who cares about fairness, politics, the widening gap between the rich and the poor, fair trade, entrepreneurship, or innovation. The FCC now stands as the world's foremost symbol for "regulatory capture," and its chairman - a former cable executive lobbyist - is the poster child for an unhealthy relationship between industry and its regulators. What's at stake is "network neutrality," which is the simple principle that your ISP should give you the bits you ask for, as quickly as it can, and not deliberately slow down the data you're looking for. ... "

Doctorow's intro in his newsletter: "My latest Guardian column, "Internet service providers charging for premium access hold us all to ransom," explains what's at stake now that the FCC is prepared to let ISPs charge services for "premium" access to its subscribers. It's pretty much the worst Internet policy imaginable, an anti-innovation, anti-democratic, anti-justice hand-grenade lobbed by telcos who shout "free market" while they are the beneficiaries of the most extreme industrial government handouts imaginable."

Post in cui Stephen Downes include il nostro cMOOC fra quelli lanciati recentemente a giro per il mondo

"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

Filmed Feb 2008 * Posted Mar 2008 * TED2008 "Jill Bolte Taylor got a research opportunity few brain scientists would wish for: She had a massive stroke, and watched as her brain functions -- motion, speech, self-awareness -- shut down one by one. An astonishing story. Brain researcher Jill Bolte Taylor studied her own stroke as it happened -- and has become a powerful voice for brain recovery"

From http://www.stanford.edu/~efs/693b/TED1.html : "1. length: 18:02 2. overall speed (WPM): 150 3. vocabulary profile: 3K-92.9%; 5K-95.3%; 10K-97.9%; OL-1.6% 4. accent: US standard 5. comments: very emotional story; key vocabulary = schizophrenic; stroke (of the brain) 6. Jill Bolte Taylor got a research opportunity few brain scientists would wish for: She had a massive stroke, and watched as her brain functions -- motion, speech, self-awareness -- shut down one by one. An astonishing story."

risposte di S. Downes ad un'intervista; vi si può leggere il suo punto di vista sui cMOOC, sulle OER e sull'apprendimento

"Short panel presentation to Online Educa Berlin in which I reflect on the ways the agile process can go wrong when applied to learning design. Not that it always goes wrong, but this is the topic I drew in the panel. [Added to Youtube by Stephen Downes, Dec 27, 2015]"

"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.

"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

"Gina Bianchini is the co-founder and CEO of Ning, the "do-it-yourself" social networking site. Gina is no ivory-tower entrepreneur--she is an active participant herself in several Ning networks, and she demonstrates her passion (and her hands-on style) in this fun interview. We talk about the original vision for Ning, some of the ways that Ning is being used by different groups, and what features are coming down the road. It's the future features Gina describes that will get current Ning users excited. The power and scope of Ning is truly amazing. Let's just say that I got off the call and immediately created a group for my kids drama troupe, and thought of several others."

Intervista del 2007 - cioè quando Ning si spacciava per rete di reti con particolare impegno per l'educazione.

What encourages students to do well in school? Often, it comes down to grades. Many students will work harder in order to earn a higher grade. Colleges want to see good grades. Parents want to see good grades. Grades are good, right? Of course they are, but the grades should not be the only goal. Learning for the sake of it should be a goal, including what they learned, how long they remembered it, and how they applied it to new situations.

"In Douglas Adams's famous Hitchhiker's Guide to the Galaxy series of science-fiction books, interstellar species use Babel fish - "small, yellow, leech-like" creatures that feed on "brain-wave energy" - to translate speech in real time. A team of developers at Google is working on the real thing, using statistical models to translate different languages, including Afrikaans, on the Web and on mobile phones, using voice input and output as well as text. TechCentral sat down with Google Translate research scientist Ashish Venugopal at Google's headquarters in Silicon Valley last week and asked him about the stumbling blocks to effective real-time translation and the future of the technology. This is an edited transcript of that interview. (...).Do you have a team of linguists working all over the world? We have a team of statisticians, all working right over there [points and laughs]. It's less linguistically orientated. There are linguistic ideas that influence our decisions. To give you an example, when I was working on the last set of Indian languages that were launched, I didn't use any linguistic knowledge; I used Wikipedia and my grandmother. So, it's Wikipedia, my grandmother and statistics. That's what we use to put a language together. - Duncan McLeod, TechCentral"

Intervista a uno sviluppatore di Google traduttore, su come funziona, pubblicata nella rivista sudafricana TechCentral il 12 gennaio 2012.

"Here's the lastest video educator's are jacked about: [ http://www.youtube.com/watch?feature=player_embedded&v=UFpe3Up9T_g ] I like much about this video. I like the message. I like the way it's shot. I like the girls. What I don't like is the perception that this is the girl's invention. It's not. These girls are likely no more into inventing and making than most girls their age. While I might be able to look past that, and I can, I don't like the perception that this is authentic as it suggests. Which raises the larger question of authentic student voice. I remember first being struck by this when this video came out about 6 years ago: [ http://www.youtube.com/watch?feature=player_embedded&v=_A-ZVCjfWf8 ] It's an iteration of Michael Wesch video using college aged students. When I saw the k-12 version it just didn't sit well with me. The signs the students held seemed to be the language and ideas of adults. I had a hard time thinking any 5 year old would use the phrase "engage me". But still I thought the video had value but I never used them to share with others. (...) If you're still jacked about the little girls video, that's okay, show it to your young girls, encourage them to explore science but let's have enough awareness to know when we're being sold something. My point with this little wander through video is let's advocate for student voice but not fake ones. Our students do have a voice. Most of them are childlike, full of child like ideas and most aren't as eloquent as adults because they aren't adults. That's what we're supposed to be doing, helping them develop that voice. Yet we do have some that are ready for prime time and we should provide ways for them to share. I know some districts have had students keynote. I think that's great, as long as the core of their story is their own, not the districts or their teachers. I'd way rather listen to a student share a less polished message that was their ow

Vedi anche il commento di Stephen Downes in http://www.downes.ca/cgi-bin/page.cgi?post=61423

"...MOOCs are just the latest incarnation of bringing watered-down versions of culture, knowledge, and learning to a mass audience. What we see as the courses' flaws may well be their strengths, and they have the potential to carry those strengths to a broader audience than ever before. Problems arise only when we think of MOOCs as university courses rather than as learning for the masses. Yes, the vulgarians who run Coursera and Udacity deserve to be swept into the dustbin of history, and the fact that they seem not to have figured out how to profit from their enterprises suggests that they'll soon be hoist by their own capitalist petard. When they are, the real action can begin. As the history professor Jonathan Rees puts it, the fast-­approaching post-corporate-MOOC world "will almost certainly be a period of real pedagogical innovation conducted by people who are more interested in actual education than they are in becoming famous or just making a quick buck."..."

Giusto! Aspettiamo che l'azione inizi (e forse si può dire che è già iniziata! ;-) )

Non rinuncerei mai alla possibilità di usare i mezzi tecnologici per la diffusione della conoscenza, tuttavia è vero: non c'è nulla che possa sostituire la relazione didattica, nel senso di interazione significativa individuale.

"Most people who take massive open online courses already hold a degree from a traditional institution, according to a new paper from the University of Pennsylvania. The paper is based on a survey of 34,779 students worldwide who took 24 courses offered by Penn professors on the Coursera platform. The findings-among the first from outside researchers, rather than MOOC providers-reinforce the truism that most people who take MOOCs are already well educated. The Penn researchers sent the survey to students who had registered for a MOOC and viewed at least one video lecture. More than 80 percent of the respondents had a two- or four-year degree, and 44 percent had some graduate education."

Ma vedi anche il commento di Stephen Downes http://www.downes.ca/cgi-bin/page.cgi?post=61414 : "Goodness gracious, the word "MOOCs" does not mean the same thing as "courses offered by Penn professors on the Coursera platform." The Chronicle can be so infuriating at times. Coursera very deliberately targeted an upmarket customer profile, so no wonder that's who they got"

"Colleges and universities, left and right, are launching Massive open online courses (MOOC). Colleges failing to follow are "behind the times". Do not be fooled by how savvy MOOC advocates sound. They do not understand what they are doing. Let us start with how they do not even understand what a MOOC is, or should be. MOOCs are supposed to be open platforms. It is right there in the name. Downes' original MOOCs were indeed open. Yet the actual MOOCs that colleges publish are closed platforms, as per Wikipedia's definition: ..."

"Cinematic Montage II from GameOvais 1 day ago All Audiences The second cinematic montage created by me. Over 300 movies used. I hope you enjoy the video as much as I enjoyed making it. Movies used are: 21 300 2012 12 Years a Slave 3:10 to Yuma 300 Rise of an Empire A Christmas Carol A Few Good Men A Good Day to Die Hard A League of Their Own A Little Princess Abraham Lincoln - Vampire Hunter Alien Aliens Aliens vs Predator American Beauty American Gangster American History X Angels and Demons Apocalypse Now Apocalypto Avatar Back to The Future I,II & III Bad Boys II Bambi Bangkok Dangerous Beauty and the Beast Ben Hur Berverly Hills Cop III Big Fish Big Hero 6 Black Hawk Down Blade Trinity Blood Diamond Braveheart Bridge on the River Kwai Brotherhood Captain America: Winter Soldier Cars Casino Royale Cast Away Catch Me If You Can Chronicles of Narnia Cleopatra Constantine Cool Hand Luke Crimson Tide Dawn of the Planet of the Apes Defendor Deja Vu Despicable Me II Die Hard District 9 Donnie Darko Drive Eagle Eye Edward Scissorhands End of Days Enemy of the State Fantastic Four: Rise of the Silver Surfer Fast & Furious Field of Dreams Fight Club Forrest Gump Gangs of New York Ghosbusters GI Joe: The Rise of the Cobra Gladiator Godzilla Gone Baby Gone Gone With The Wind Good Will Hunting Goodfellas Gran Torino Grease Harry Potter: The Complete Saga High Plains Drifter Hitman Home Alone I & II Hook How to Train Your Dragon I Robot Ice Age Immortals In The Heart of The Sea Inception Independance Day Indiana Jones: Quadrilogy Inglorious Basterds Inside Man Into The Woods Iron Man I, II & III Jack the Giant Slayer James Bond: The Franchise Jaws John Carter Jonah Hex Jumanji Jurassic Park: The Trilogy Jurassic World Kick Ass Kill Bill: Vol 2 Kindergarten Cop King Kong Kingdom of Heaven Kung Fu Panda Lawrence of Arabia Leon: The Professional Little Miss Sunshine Live Free or Die Hard Lockout Loncoln Lone Survivor Lord of The Rings: The Fellowship of the Ring Lord of The

Published on Jun 2, 2012 on YouTube Since Tony Blair's New Labour government came to power in 1997, the UK civil liberties landscape has changed dramatically. ASBOs were introduced by Section 1 of the Crime and Disorder Act 1998 and first used in 1999. The right to remain silent is no longer universal. Our right to privacy, free from interception of communications has been severely curtailed. The ability to travel without surveillance (or those details of our journeys being retained) has disappeared. Indeed, as Henry Porter (the Observer journalist famous for his recent email clash with Tony Blair over the paring down of civil liberties) reveals in this unsettling film, our movements are being watched, and recorded, more than ever before. (narrato da Henry Porter, realizzato da Neil Ferguson, trasmesso originalmente nel 2006)

MOOC News and Reviews is an online publication devoted to thoughtful critique of individual MOOC courses and to discussion of the evolving MOOC landscape. We are independent and user-centric, and our goal in every review is to answer for readers, "What will I experience in this course and how will it impact my life?"

di Robert McGuire segnalato da S. Downes su Twitter