Group items tagged

"Thumbnail 11:49 1902 Voyage dans la lune, Le A Trip to the Moon 2 years ago 853 views Thumbnail 9:08 1901 Barbe bleue Bluebeard 2 years ago 876 views Thumbnail 2:45 [MELIES] 1906 - Les Affiches en goguette (The Hilarious Posters) 2 years ago 792 views Thumbnail WATCHED 1:53 [MELIES] 1903 - Le Mélomane (The Melomaniac) 2 years ago 430 views Thumbnail 2:21 [MELIES] 1904 - Les Cartes vivantes (The Living Playing Cards) 2 years ago 338 views Thumbnail 2:19 [MELIES] 1904 - Le Roi du maquillage (The King of the Mackerel Fishers) 2 years ago 222 views Thumbnail 58:54 [BBC] Britains Most Fragile Treasure 2 years ago 51,136 views Thumbnail 58:38 [BBC - HISTORY COLD CASE] The Woman and Three Babies 2 years ago 129,070 views There it is :) Thumbnail 58:29 [BBC] A Renaissance Education 2 years ago 232,440 views Thumbnail 58:25 The Perfect Vagina 2 years ago 1,030,964 views NO, IT'S NOT X-RATED.… Thumbnail 58:57 [BBC - HISTORY COLD CASE] The Bodies in the Well 2 years ago 129,903 views Since I closed the comments due to antisemitism / bullshit - no, I'm NOT a Jew myself, it is not necessary to be Jew to be offended by insults and nonsense - I keep receiving this kind of me… Thumbnail 58:56 [BBC - HISTORY COLD CASE] The York 113 2 years ago 89,719 views Thumbnail 59:14 [BBC - HISTORY COLD CASE] The Skeletons of Windy Pits 2 years ago 121,222 views Thumbnail WATCHED 58:58 [BBC - HISTORY COLD CASE] Crossbones Girl 2 years ago 196,264 views Thumbnail 58:58 [BBC - HISTORY COLD CASE] Stirling Man 2 years ago 87,864 views Thumbnail WATCHED 59:01 [BBC - HISTORY COLD CASE] Mummified Chi

"CAPTIONING [+]About Captioning [+]Benefits of Captioning [+]Captioning Guidelines [+]Captioning Vendors [+]Research and Studies [+]Spanish [+]The Law DESCRIPTION [+]About Description [+]Benefits of Description [+]Description Guidelines [+]Description Vendors [+]Research and Studies [+]Spanish [+]The Law DESCRIBED AND CAPTIONED MEDIA PROGRAM [+]About the DCMP [+]History - Captioned Films for the Deaf, Captioned Films/Videos Program, and Captioned Media Program [+]History - Captioning Manuals and Guidelines [+]History - Closed Captioning [+]History - John Gough [+]History - Malcolm Norwood [+]Recommend Media to the DCMP ACCESSIBLE MEDIA UTILIZATION [+]For Educators [+]For Interpreters [+]For Other Consumers [+]For Parents"

DMCP = Described and Captioned Media Program. Vedi anche la pagina http://www.dcmp.org/about-dcmp : "Our mission is to promote and provide equal access to communication and learning through described and captioned educational media. The ultimate goal of the DCMP is for accessible media to be an integral tool in the teaching and learning process for all stakeholders in the educational community, including students, educators and other school personnel, parents, service providers, businesses, and agencies. The DCMP supports the U.S. Department of Education Strategic Plan for 2014-2018 by committing to the following goals: Ensuring that students (early learning through grade 12) who are blind, visually impaired, deaf, hard of hearing, or deaf-blind have the opportunity to achieve the standards of academic excellence. Advocating for equal access to educational media as well as the establishment and maintenance of quality standards for captioning and description by service providers. Providing a collection of free-loan described and captioned educational media. Furnishing information and research about accessible media. Acting as a gateway to Internet resources related to accessibility. Adapting and developing new media and technologies that assist students in obtaining and using available information.

"Infographic History of Distance Education"

"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.

"...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.

"March 19, 2013, 1:00 pm By Prof. Hacker [This is a guest post by Lisa Rhody, who works for the Roy Rosenzweig Center for History and New Media at George Mason University as the project manager for WebWise 2013....] From early posts about scholarly uses of social media to more recent entries on its usefulness for improving student engagement, there seems to be a general consensus among ProfHacker writers that the use of social media promotes the widening of scholarly networks. Keeping in mind that online social networks extend beyond the obvious Twitter and Facebook-blogs, podcasts, wikis, and photo/video sharing sites are a few other forms of social media-the vexing question to answer has been how to quantify the scope or significance of one's participation in social media to a wider scholarly conversation."

The following is a comparison of RSS feed aggregators. Often e-mail programs and web browsers have the ability to display RSS feeds. They are listed here, too. Many BitTorrent clients support RSS feeds for broadcatching (see Comparison of BitTorrent clients). With the rise of Cloud computing, some cloud based services offer as well the feed aggregation. They are listed here as well. Contents  [hide]  1 Release history 2 Operating system support 3 Web feed and protocol support 4 Interface and notes 5 Capabilities 6 See also 7 References 8 External links

C'è anche un altro documentario su Pompei, "Pompeii - Buried Alive" con commento narrato da Leonard Nimoy (l'attore che faceva Spock, il tizio con le orecchie a punta in Star Trek): http://www.youtube.com/watch?v=w-nifgJUTlg . Una sera, Dwi Rianto, un sottotitolatore indonesiano con chi c'eravamo incontrati virtualmente sottotitolando gli stessi video di PBS, mi ha chiesto se lo avrei aiutato a fare i sottotitoli originali, che voleva tradurre in indonesiano. Poi si era giunta al progetto Esther Premkumar, che sottotitola in spagnolo, anche lei incontrata intorno ai video PBS. Da qui http://www.amara.org/videos/0p0B0ceB1VdU/info/pompeii-buried-alive/ . La cosa che mi interpella è che mentre stavamo sottotitolando, Dwi ci ha spiegato che il suo interesse per Pompeii è religioso, perché lui è un musulmano credente (ma non bigotto). E anche nei commenti al video della BBC che hai linkato qui, diversi sono di musulmani che leggono la storia di Pompeii in senso religioso. Chissà se ci sono anche interpretazioni cristiane ed ebraiche di questo storia?

" Foundations of Virtual Instruction Cindy Carbajal Learn what it takes to teach a K-12 course online! Investigate the history of virtual education, explore innovative tools, and examine key issues related to K-12 virtual instruction. Workload: 2-4 hours/week  Watch intro video Sessions: Sep 30th 2013 (5 weeks long"

"Videogames are one of the fastest trending topics in media, education, and technology. Research across fields as disparate as science, literacy, history, visual processing, curriculum, and computer science suggests that videogames aren't just fun - they can actually be good for your mind as well. In this course, we will discuss current research on the kinds of thinking and learning that goes into videogames and gaming culture. We'll investigate the intellectual side of digital gameplay, covering topics that range from perception and attention in Left 4 Dead 2 to the development of historical understanding in Civilization to collaborative learning in massively multiplayer online games like World of Warcraft. Throughout the course, we examine the inherent tensions between contemporary youth culture and traditional education and new developments in games for learning that promise to help bridge that growing divide."

"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 →"

"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

Each activity-creation tool helps students develop historical thinking skills and gets them thinking like historians. Choose one of the tools below to begin. Then find and insert primary sources and customize the activity to fit your unique students

"What is artificial intelligence, and why do so many smart people warn about it? Does it pose an existential threat to humanity? Transcript ------------------- In 2015, an open letter was signed by Elon Musk, Stephen Hawking, Steve Wozniak and hundreds of artificial intelligence experts. It discussed the growing impact AI will have over our lives, and the importance of safety research in this field. In addition, Elon Musk called it "summoning the demon" and bill gates said he "doesn't understand why some people are not concerned". And yet others like Paul Alan expressed some skepticism. what is all the fuss about? (...)"

crash video courses

The "Teatro a Scuola" (Theater School) project, directed at 14-18 year-old, Real innovation lies in the involvement of students as writers, in a collaborative theatrical storytelling. During the theater workshop the teacher in charge of the project planned and implemented with the participants experimental activity that was inserted within the Italian program. Its purpose is to stimulate participants' creativity. It aims at to become an integral part of the activities foreseen by the school syllabus and to offer, next to the traditional learning method, a form of learning by doing. The project consists in three distinct, yet interdependent, moments: a first theoretical stage, which foresees a short series of lessons on the history of theater; a second stage dedicated to a theater workshop (elocution, lively reading, mime, song, dance etc.); and a final show, i.e. a genuine theatrical representation for the whole school and all citizens. Characteristics of innovation and experimentation of the project were that: students were not only actors but also authors and screenwriters; also, the project involved elders of the University of the Third Age (NGO)

"Wolfram|Alpha's knowledge base covers an immense range of areas"

Interessante sito che offre consigli, lezioni pronte, rubriche valutative sull'insegnamento della storia facendo uso delle tecnologie (soprattutto iPad), anche con l'aiuto di videotutorial. In inglese.

Tentativo di vedere quali dei corsi Coursera che offrono soltanto la certificazione "Signature Track" a pagamento sono e non sono disponibili per la traduzione nella Global Translator Community di Coursera 14 signature-track-only couses not on GTC: - New World, New Map: GPS for Today's Music Industry https://www.coursera.org/course/gpsmusic . West Virginia University - Re-Enchanting the City - Designing the Human Habitat https://www.coursera.org/course/city . UNSW Australia - Pre-Calculus https://www.coursera.org/course/precalculus . University of California, Irvine - The American South: Its Stories, Music, and Art https://www.coursera.org/course/south . The University of North Carolina at Chapel Hill - Foundations of Virtual Instruction https://www.coursera.org/course/virtualinstruction . University of California, Irvine - Forensic Accounting and Fraud Examination https://www.coursera.org/course/forensicaccounting . West Virginia University and Association of Certified Fraud Examiners - What's Your Big Idea? https://www.coursera.org/course/bigidea . The University of North Carolina at Chapel Hill - The Magna Carta and its Legacy https://www.coursera.org/course/magnacarta . University of London - Introduction to Environmental Law and Policy https://w

8 signature-track-only courses on GTC: - The Art of Teaching History https://www.coursera.org/course/teachinghist . Rice University - What a Plant Knows (and other things you didn't know about plants) https://www.coursera.org/course/plantknows . - The Fall and Rise of Jerusalem https://www.coursera.org/course/jerusalem . Tel Aviv University - The Power of Macroeconomics: Economic Principles in the Real World https://www.coursera.org/course/ucimacroeconomics . University of California, Irvine - Learning How to Learn: Powerful mental tools to help you master tough subjects https://www.coursera.org/course/learning . University of California, San Diego - Learning to Teach Online https://www.coursera.org/course/ltto . UNSW Australia (The University of New South Wales) - Developing Innovative Ideas for New Companies: The First Step in Entrepreneurship https://www.coursera.org/course/innovativeideas . University of Maryland, College Park - The Emergence of the Modern Middle East | Coursera https://www.coursera.org/course/modernmiddleeast . Tel Aviv University