Group items tagged

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."

"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."

"Peer 2 Peer University (we mostly just say P2PU) is a grassroots open education project that organizes learning outside of institutional walls and gives learners recognition for their achievements. P2PU creates a model for lifelong learning alongside traditional formal higher education. Leveraging the internet and educational materials openly available online, P2PU enables high-quality low-cost education opportunities. Learning for the people, by the people. About almost anything. Our values Three things guide everything we do: openness, community and peer learning. P2PU is open Being open enables more people to participate and innovate, and makes us accountable. Our community is open so that everyone can participate. Our content is open so that everyone can use it. Our model & technology are open so others can experiment with it and we can all improve it together. Our processes are open so that we remain accountable to our purpose and community. P2PU is a community P2PU is community-centered and our governance model reflects that. P2PU is built driven by volunteers, who are involved in all aspects of the project. As members of this community, we speak and act with civility. We show tolerance and respect for other opinions, people, and perspectives. We strive for quality as a process - driven by community-review, feedback and revision. P2PU is peer learning P2PU is teaching and learning by peers for peers. Everyone has something to contribute and everyone has something to learn. We are all teachers & learners. We take responsibility for our own and each others' learning. "

"Communiqué AGUR12 06.12.2013 Droit d'auteur : un rapport équilibré et modéré Le groupe de travail sur le droit d'auteur (AGUR12) a fini ses travaux et rend aujourd'hui un rapport proposant un certain nombre de solutions destinées à moderniser le droit d'auteur, à simplifier les procédures tarifaires et à répondre aux innovations découlant de la création d'Internet. Les organisations de consommateurs (Fédération romande des consommateurs, Stiftung für Konsumenschutz, ainsi que le Konsumentenforum) ont participé activement à ce groupe de travail et ont défendu les droits des consommateurs lors des travaux de l'AGUR12. (Communiqué complet)"

FRC = Fédération romande des consommateurs

" 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"

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)

Un documento utile per insegnanti e formatori interessati ad esplorare nuove forme di apprendimento, insegnamento e valutazione. Il testo propone alcune riflessioni che aiutano a conoscere come usare innovative tecnologie in attività didattiche e formative. Buona lettura!

"...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.

"MindShift Exploring the future of learning in all its dimensions - covering cultural and technology trends, groundbreaking research, and innovations in education. More at mindshift.kqed.org."

"welcome to the European Schoolnet Academy. The Academy is a platform where you can learn about innovation in the school and classroom through online professional development courses for teachers in primary and secondary schools. The courses offered on this platform are completely free of charge. They will offer you an introduction to key concepts and ideas that are relevant to developing your practice and will provide you with the opportunity to discuss these ideas and share your experiences with your peers. We hope that by attending these courses and by engaging with your peers you will feel empowered and inspired to try out something new in your practice."

"Sterio.me is proud to be named one of the "Top Ten Most Innovative Companies in Africa" - FastCompany, 2014 How it Works RECORD OR SELECT Teachers record or select a quiz on our teacher portal with a code. Receive an SMS Learners SMS the code to the Sterio.me hotline. FREE CALL Learners receive a free call with the recording from their teacher. INSIGHTS Learners finish the quiz and teachers gain valuable insights on the learner results. Why Sterio.me? Learners Greater engagement and knowledge retention. Learners Classes are reinforced in their local language, by their teacher. Teachers Teachers save time marking. Teachers Valuable learner data improves their classes and learners are engaged when they have left school."

E funziona anche con vecchi telefonini. Vedi anche http://www.amara.org/en/videos/XHICiRfPNZgu/en/703727/ da 2:44.

"Research Papers The Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom"

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....

"Allan Päll - Secretary General of the European Youth Forum - Belgium Miles Berry - Principal lecturer in Computing Education at the University of Roehampton - UK Jo Swinson - Minister for Business, Innovation and Skills in the UK's coalition Government of 2010-2015 - UK Pedro De Bruyckere - Educational scientist at the Artevelde Hogeschool - Belgium Are we equipping young people with the skills they need to participate, contribute and compete in our technology-oriented society? What specific new skills are needed? Are schools and universities the right places to teach these so-called '21st century skills'? On December 4, OEB 2015 experts debated on the motion "This House believes 21st Century skills aren't being taught - and they should be" More info: http://bit.ly/20zkM8R"

Recently there has been a growing wave of local initiatives in support of their public schools. Teachers and communities together have been playing an active role in the innovative efforts towards new educational methods aimed at helping schools. These grass root experiments, though very effective, tend to go unnoticed in the wide scheme of the educational system. However, if the most useful and meaningful of these initiatives could be fostered and developed, they may have the possibility of transforming it.

"Research Papers The Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom"

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