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Claude Almansi

Internet service providers charging for premium access hold us all to ransom | Technolo... - 0 views

www.theguardian.com/...viders-charging-premium-access

#loptis ISP net_neutrality Doctorow guardian FCC 2014-04-28

shared by Claude Almansi on 28 Apr 14 - No Cached
  • Claude Almansi on 28 Apr 14
     
    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. ... "
  • Claude Almansi on 28 Apr 14
     
    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."
Claude Almansi

The good, not so good, and long view on Bmail « The Berkeley Blog - Chris Hoo... - 0 views

blogs.berkeley.edu/...d-and-long-view-on-google-mail

googleaps4education linf14 privacy berkeley Hoofnagle

shared by Claude Almansi on 19 Apr 15 - No Cached
  • Claude Almansi on 19 Apr 15
     
    Chris Hoofnagle, director of BCLT's privacy programs | 3/6/13 "...We need to be less infatuated with "the cloud," which to some extent is a marketing fad. Many of the putative benefits of the cloud are disclaimed in these services' terms of service. For instance, a 2009 survey of 31 contracts found that, "…In effect, a number of providers of consumer-oriented Cloud services appear to disclaim the specific fitness of their services for the purpose(s) for which many customers will have specifically signed up to use them." The same researchers found that providers' business models were related to the generosity of terms. This militates towards providers that charge some fee for service as opposed to "free" ones that monetize user data. We should charge our IT professionals with the duty of documenting problems with outsourced services. To more objectively understand the cloud phenomenon, we should track the real costs associated with outsourcing, including outages, the costs of managing the relationship with Google, and the technical problems that users experience. Outsourcing is not costless. We could learn that employees have simply been transferred from the operation of CalMail to the management of bMail. We should not assume that systems mean fewer people-they may appropriately require meaningful staffing to fulfill our needs. As the expiration date of system wide Google contract approaches in June 2015, these metrics will help us make an economical decision. Finally, there are technical approaches that, if effective, could blunt, but not completely eliminate, the privacy problems created by cloud services. Encryption tools, such as CipherCloud, exist to mask data from Google itself. This can help hide the content of messages, reduce data mining risks from Google, and cause the government to have to come to Berkeley officials to gain access to content. The emergence of these services indicates that there is a shared concern about s
  • Claude Almansi on 19 Apr 15
     
    Attenzione alla data: alcune cose potrebbero essere cambiate nel frattempo.
Claude Almansi

Banned on Facebook - When Facebook Doesn't Like You [Feature] - 0 views

www.makeuseof.com/...the-travails-of-banned-users

#ltis13 IUL MOOC cMOOC 2013_04_05 Facebook Hughes makeuseof.com

shared by Claude Almansi on 12 Apr 13 - No Cached
  • Claude Almansi on 12 Apr 13
     
    By Matthew Hughes MakeUseOf.com April 5, 2013 "... Dire Consequences For An Administrative Error The one thing that stuck out for me when speaking to Amber was how catastrophic being removed from Facebook could be. Her suspension almost derailed a social media campaign for a large, multinational company. It resulted in her losing some of her oldest friends. It resulted in a loss of trust in an institution which almost all of us use to handle our social interactions. If an administrative error on a website can result in someone losing old friends and potentially losing their professional reputation, we should be questioning the role that Facebook has in our lives, and if we're too dependent on it. We reached out to Facebook and asked them to comment on this story. When asked how they identify breaches of their terms of service, they said "People report content or accounts to Facebook via the reporting links you can find on every page of Facebook. After you submit a report, Facebook will investigate the issue and determine whether or not the content should be removed based on Facebook's policies". They also said that their policies for dealing with people who breach their TOS depend on the particular rule broken. "If a content violates our policies then we will remove it. For example if a photo breaks our nudity guidelines we would remove it and let the person who posted it know. If someone is using Facebook under a false identity then we remove the profile." (...) Matthew Hughes is a writer, blogger and programmer from Liverpool, England. He's rarely found without a cup of coffee in his hand and loves making beautiful things. You can read his scribblings at matthewhughes.co.uk. " (Ottima spiegazione di come Facebook funziona - e a volte NON funziona -vedi anche i numerosi commenti)
  • Claude Almansi on 12 Apr 13
     
    Ho esitato a dare il link nei commenti a http://iamarf.org/2013/04/11/non-solo-luci-ltis13/ . Poi ho deciso di no, perché i commenti già vertevano molto (troppo?) su Facebook.
fabrizio bartoli

The Teacher's Guide To Badges In Education | Edudemic - 2 views

www.edudemic.com/...s-guide-to-badges-in-education

badges classroom management assessment gamification

shared by fabrizio bartoli on 30 Jun 13 - No Cached
  • fabrizio bartoli on 30 Jun 13
     
    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.
Claude Almansi

Wholesale Adoption of iPads by Schools a Mistake | ETCJ Harry Keller 2013-07-11 - 6 views

etcjournal.com/...-of-ipads-by-schools-a-mistake

#loptis tablet iPad Keller etcj tecnologia android scienze

shared by Claude Almansi on 12 Jul 13 - No Cached
  • Claude Almansi on 12 Jul 13
     
    Posted on July 11, 2013 by JimS By Harry Keller "...I don't really see the rush, the extreme hurry exhibited by districts to buy expensive iPads, and forgo other expenditures to do so, when this development in computing devices is still playing itself out. The next great device could be announced tomorrow and could put iPads on the shelf until Apple manages to come out with a newer model. Manufacturers are scrambling to entice consumers to their particular device, while almost entirely ignoring the problems that schools face. When a school chooses widespread adoption of a consumer or business product, it's taking a risk. Often, it's bowing to parental pressures at the same time. While we should applaud schools for overcoming traditional education inertia, we should also realize that some of these new things are just fads or early examples of an incompletely developed new technology. The fact that so many districts are going in so many directions indicates strongly that we don't know where these trends will end. Until we do, I think that wholesale adoption of iPads by high schools is a mistake. My specialty is science. I have yet to see a great science app for high school on an iPad. Mostly, they're just games, animations, and other ordinary stuff. My disclaimer here is that I run a company that puts out an online science application that I consider to be great and am currently porting to the Chromebook, iPad, and Android tablets. Vendors have to cover all bases eventually. I'd rather not have to spend all of this money on fads, but major customers are demanding it. The result will be higher prices."
  • ...6 more comments...
  • Lucia Bartolotti on 17 Jul 13
     
    L'approccio è regionevole: siccome non sappiamo quale sia il traguardo di tutta questa forsennata corsa ai tablet, tanto vale non spendere tutti quei soldi sull'iPad (che costa più degli altri e prosciuga le casse delle scuole). Tuttavia l'autore non dedica una parola al vero punto: che non è l'adozione di questo o quel device, questa o quella app (di scienze, nel suo caso) a fare la differenza nella qualità, ma la testa degli insegnanti e il paradigma didattico che si decide di adottare. Intanto nelle scuole superiori italiane si insiste sull'acquisto delle LIM, che poi naturalmente vengono usate come semplici proiettori 90 volte su 100. Tuttavia i fondi statali vengono erogati più volentieri per una LIM che per tre o quattro proiettori. Facendo felici chi?
  • Francesco Valotto on 17 Jul 13
     
    Sottoscrivo totalmente! Come al solito al traino delle mode tecnologiche del momento si scorda il fatto che "la tecnologia è utile solo se è serva delle altre discipline" (cito il prof. Piochi, didatta della matematica, in una sua letio magistralis a "Psicologia dell'apprendimento della matematica") e che senza la capacità (e la voglia!) di produrre e gestire autonomamente contenuti e metodi, senza una didattica che crei passione, non c'è tecnologia che tenga. Quanto poi allo specifico dell'Ipad, si ripropone ciò che è già accaduto in precedenza con Microsoft: affidarsi ad occhi bendati e con mani e piedi legati ad una tecnologia proprietaria solo per le sue capacità di marketing, non capendo (o fingendo di non capire) che in questo modo si finisce per creare una dipendenza dal fornitore che diviene via via più ferrea fino a diventare assoluta con buona pace della libertà di insegnamento
  • Andreas Formiconi on 20 Jul 13
     
    sottoscrivo
  • Luisella Mori on 21 Jul 13
     
    Sottoscrivo solo in parte. Sono più che d'accordo sul fatto che le LIM siano delle specie di mammuth destinate all'estinzione, e anch'io non mi capacito del fatto che molte scuole (e il ministero stesso) continuino a spendere soldi per acquistarle. Anche perché, come dice Lucia, il 90% degli insegnanti le usa come semplici lavagne o come proiettori, quindi basterebbe dotare le classi di proiettori e di un normalissimo computer ad esso collegato. Sul discorso iPad/tablet Android non sono del tutto d'accordo. Conosco troppo poco il mondo Android per poter dire che i tablet Android danno problemi (però ho sentito dire da più parti che quando si fanno esperienze di uso di tablet Android con un device per ogni alunno, i problemi ci sono), però conosco molto bene il mondo della scuola, e ho fatto l'esperienza di una classe con iPad (un iPad per studente/insegnante, una Apple tv e un proiettore). In un anno non abbiamo avuto un solo problema tecnico, mai. Per la mia esperienza del mondo della scuola, questo è un aspetto assolutamente fondamentale per convertire all'innovazione tecnologica anche quella parte del corpo docente che è un po' restio. Se queste persone si trovano di fronte a dispositivi che si piantano o che danno problemi, trovano la scusa giusta per abbandonare, criticare o dire che sono soldi buttati. Se invece tutto funziona, piano piano anche chi è scettico vede la portata innovativa di una classe digitale. Diventa più facile anche per chi è ancora un docente un po' tradizionale passare a una didattica più attiva, meno trasmissiva e più coinvolgente. Viene un po' sa sé (cosa invece che non accade assolutamente con la LIM, anzi, la LIM perpetua la lezione frontale). Ovvio che potrei avere torto marcio, e ovvio che capisco le vostre critiche alla scelta dell'iPad (formato proprietario, grande multinazionale americana e tutto il resto). Per ora, spendere di più inizialmente per avere una situazione ottimale mi sembra comunque la soluzione miglio
  • Francesco Valotto on 21 Jul 13
     
    "avere una situazione ottimale mi sembra comunque la soluzione" Come si fa a darti torto su questo?! Solo che avere la "i" davanti non è la soluzione ottimale dal punto di vista tecnico, mentre lo è dal punto di vista marketing. E chi te lo dice è un tecnico che per 20anni si è tenuto volutamente distante dalle "i" davanti (e non solo da quelle)
  • Luisella Mori on 21 Jul 13
     
    Francesco, mi spieghi cosa c'è che non va dal punto di vista tecnico? Io, dopo una vita passata su ms-dos (prima) e windows (per vari anni, con frequenti crash del sistema operativo, e computer che "ponsavano" come malati di asma gravi e che diventavano obsoleti assai rapidamente), per motivi che non mi dilungo a spiegare, sono passata a tutte le i davanti, dalla prima all'ultima (iMac, iPad, iPhone) e mi sembra di stare in paradiso. Non ho più avuto problemi e ritrovo con facilità qualsiasi file, anche quelli che per sbadataggine ho salvato nella cartella sbagliata. Avrei voluto provare anche Linux, ma i casi della vita mi hanno messo davanti tutte queste i, e per ora lì mi sono fermata. Nei computer che abbiamo a scuola, ho in effetti notato che quelli che girano con Linux, anche se vecchi, funzionano parecchio meglio di quelli in cui i nostri tecnici di laboratorio o vari colleghi si ostinano a voler tenere Windows.
  • Francesco Valotto on 22 Jul 13
     
    Capisco, ma sai com'è: se utilizzi una piattaforma unica e costruita per essere ben integrata, ti troverai sempre senza (seri) problemi, al di lla di quale sia il sistema che adotti. Per quanto riguarda le tue esperienze pregresse non so proprio che dirti: per questioni legate alla clientela (ovvio che un consulente non può che adattarsi!) opero da sempre su sistemi senza la i davanti e non mi riconosco nella tua storia tormentata... Che ciò possa dipendere dal fatto che mentre da una parte ci mette le mani chiunque (magari malamente) dall'altra il tutto risulta piuttosto "blindato"? La mia è solo un'ipotesi sia chiaro! Ma appunto: pur seguendo una certa logica, non posso lamentare i problemi che hai avuto tu. Per "certa logica" intendo dire che non mi sono mai fiondato ad aggiornare un sistema operativo con l'ultima versione appena uscita (anzi: per la verità attendo sempre almeno il service pack 1 quando non il 2: attualmente lavoro ancora con Windows XP!!!), ne ammetto facilmente e con leggerezza l'installazione di utilities, add-onn, plugin ed amenità varie. Io però noto che, usando questo ambiente e software prevalentemente opensource, non ho mai riscontrato problemi a scambiare informazioni con altri, nemmeno con gli utenti con le "i" davanti da quali pur arriva in genere robaccia carica di fronzoli quantomeno inutili quando non fuorvianti. In ogni caso lungi da me criticare chi opta per apple: libero di farlo se si tratta di una scelta! Per la scuola invece sarei sinceramente molto più propenso ad utilizzare ambienti più aperti, meno costosi e meno "blinda utenti"!
  • Luisella Mori on 24 Jul 13
     
    Ma, sarà ma io non ho problemi nemmeno a interfacciarmi con utenti che usano altre piattaforme. E la mia esperienza negativa con Windows (o con Winzzoz come lo chiamano a volte in Toscana) è condivisa da tutti i miei colleghi che si trovano a usare i computer dei nostri laboratori. Forse i nostri tecnici non fanno corretta manutenzione (però anche noi abbiamo XP e non installiamo con facilità utilities varie, perché la password ce l'hanno solo gli amministratori, cioè i nostri ITP). Ci stiamo trovando bene invece con Linux, gli stessi vecchi PC con Linux girano 10 volte meglio che con Windows, quindi in una mia ipotetica classifica, il sistema operativo di Bill lo metterei in coda. Però hai ragione, per la scuola (soprattutto per i PC), sistemi e software aperti sono sicuramente la soluzione migliore. Via libera al pinguino ;-)
fabrizio bartoli

Scoot & Doodle - 1 views

scootdoodle.com/index.php

google tool Drawing skype brainstorming webmaker

shared by fabrizio bartoli on 01 Dec 13 - No Cached
  • fabrizio bartoli on 01 Dec 13
     
    ""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"
Claude Almansi

Copyright In The Twilight Zone: The Strange Case Of 'Buffy Versus Edward' - Daniel Nye ... - 1 views

www.forbes.com/...ge-case-of-buffy-versus-edward

YouTube youtube copyright school copyright ContentID Griffiths

shared by Claude Almansi on 29 Oct 13 - No Cached
  • Claude Almansi on 29 Oct 13
     
    "...Teachable moments As is often the case in awkward cases - where the system does not quite work as intended - a few things can be drawn from this episode. YouTube's Content ID system - http://youtube-global.blogspot.co.uk/2012/10/improving-content-id.html - is, in fact, intended to act as a buffer between the sometimes conflicting interests of content holders and uploaders: rather than forcing content holders to either ignore infringing content or go straight to a DMCA takedown notice. YouTube compares content that is uploaded to huge numbers of files of copyright works supplied by content owners, as do external agencies contracted to content owners. Content owners are able to set their own parameters, and determine what action YouTube should take - whether that is allowing, monetizing or blocking the content. One problem with this setup is that mechanical systems, while necessary to sort the vast amount of content being uploaded to YouTube and other video sharing sites every moment, are short on nuance. One can make assumptions and built rules based on quantifiable properties - if there are five minutes of rightsholder-owned content scattered across a 30 minute video, for example, that content is more likely to be being used for illustrative purposes in a review than uploaded in an infringing fashion - but ideas like fair use are generally decided by humans, and can only be approximated by mechanical systems. So, the rights holder, the agency pursuing monetization on the rights holder's behalf, the uploader and YouTube have connected but not identical interests. This may go some way to explaining the lacunae which took this example from a formality to a three-month epic. And, in this particular case, there are unusual elements - for example, the double claims, for first audiovisual and then visual content. The system is not intended to enable this kind of double jeopardy
  • Claude Almansi on 29 Oct 13
     
    Daniel Nye Griffiths descrive un caso reale di disputa sul copyright nel caso di un remix video pubblicato su YouTube. Da lì, spiega come funziona il sistema YouTube che individua possibili violazioni di copyright ma consente anche di contestare tali individuazioni. Ci sono anche link alle fonti dirette. Cosa buffa: il caso reale riguarda il copyright di una serie TV intitolata "The Twilight Zone", l'area crepuscolare tra giorno e notte. Sono capitata su questo articolo cercando di capire se un episodio del 1960 di questa serie era ancora sotto copyright oppure era caduto nel pubblico dominio. Prima avevo provato con lo strumento Digital Copyright Slider dell'associazione delle biblioteche US - http://librarycopyright.net/resources/digitalslider/ - che aveva cautamente risposto "Forse", con una nota che spiegava che dipendeva se il copyright originale era stato rinnovato, e link a lunghi e complessi documenti su come fare per scoprirlo... quindi sono tuttora nella "Twilight Zone" in merito.
Claude Almansi

50+Ways - StoryTools - 0 views

50ways.wikispaces.com/StoryTools

#ltis13 IUL storytelling tools narrazione ebook wiki

shared by Claude Almansi on 05 Mar 13 - No Cached
  • Claude Almansi on 05 Mar 13
     
    "Below you will find 50+ web tools you can use to create your own web-based story. They are grouped into categories of tool types, but you can also access a complete list of all tools. Each link points to a full entry on the tool that includes a description, links and embedded versions of the original Dominoe story, links to other stories created in the tool, and some more feedback that can help you decided if the tool might be of interest. People who join this wiki can contribute to the content on these pages (learn more...). Again, your mission is not to review or try every single one (that would be madness, I know), but pick one that sounds interesting and see if you can produce something. But before rummaging around the toolbox, have you done your prep work? Do you have your story idea or presentation concept outlined, developed? This should be on paper or in a document file or scribbled on the back of a napkin, but do not rely on making it up as you go! If not, go back 2 spaces and do this now. Next- do you have your media assets available, your images, video clips, audio files-- if not go find your media now."
fabrizio bartoli

Top Edu-Bloggers - WeAreTeachers - 5 views

www.weareteachers.com/...top-edu-bloggers

education blog list web2.0 Edchat bloggers

shared by fabrizio bartoli on 01 Jul 13 - No Cached
Luisella Mori liked it
  • fabrizio bartoli on 01 Jul 13
     
    top 50 Edu-Bloggers that you should follow for up-to-date news and views on everything pertaining to education
Claude Almansi

How Technology Hijacks People's Minds - from a Magician and Google's Design Ethicist - ... - 0 views

medium.com/...s-design-ethicist-56d62ef5edf3

Harris Medium overload technology alert

shared by Claude Almansi on 21 May 16 - No Cached
  • Claude Almansi on 21 May 16
     
    "We need our smartphones, notifications screens and web browsers to be exoskeletons for our minds and interpersonal relationships that put our values, not our impulses, first. People's time is valuable. And we should protect it with the same rigor as privacy and other digital rights. "
Claude Almansi

Thug Notes: YouTube comic brings literary Classics to the masses hip-hop style - Featur... - 0 views

www.independent.co.uk/...sses-hiphop-style-8761535.html

#ltis13 Sparky_Sweets Thugnotes letteratura litterature video multimedia Independent Dobson 2013-08-14

shared by Claude Almansi on 12 Jan 14 - No Cached
  • Claude Almansi on 12 Jan 14
     
    "Sparky Sweets' self-styled "gangster" approach to education is bringing books like Jane Eyre and To Kill a Mockingbird to new audiences. Miranda Dobson meets him For those students who hastily scan SparkNotes, Wikipedia or CliffNotes before a seminar, the latest comedy sensation to hit YouTube could be a godsend. Sparky Sweets PhD invites his viewers to join him as he gives the lowdown on the great and the good of literature, urging his Twitter followers to, "Educate yo'self, son", by using his Thug Notes. Hailing from the streets of L.A. and claiming to have a doctorate in Classics, Dr Sweets delivers literary summaries and analysis in his "original gangster" style, in a way that he hopes will both entertain book nerds and educate/enlighten those who aren't into their literature. With an unprecedented surge of YouTube fans, Sparky has over 99,000 subscribers to his channel, and counting, and nearly 506,000 views on his most popular "drop" on classic American novel, To Kill a Mockingbird. Also included on Sparky's reading list are George Orwell's 1984, Jane Eyre by Charlotte Brontë, and popular culture's latest literary buzz courtesy of Baz Luhrmann's film, The Great Gatsby, by F. Scott Fitzgerald. Sparky tells me the idea for Thug Notes came about as a result of his "frustration with the world of academia." "In my opinion," he says, "an academic's job should be to utilise their passion for the classics to make the gift of literature available to everyone. Unfortunately, in my experiences, that is not the case." Sparky believes academia is "enshrouded by a veil of unnecessarily convoluted terminology and intellectual one-upmanship", which negates the whole point of education. "Instead of promoting the universality of these works, they are building them up to a virtually inaccessible plane and saying 'If you want to truly understand classical literature, you have to get on my level.' So Thug Notes is my way of tri
  • Claude Almansi on 12 Jan 14
     
    Il video che illustra l'articolo è quello delle Thug Notes per Hamlet.
Claude Almansi

Fake and Real Student Voice | Ideas and Thoughts - Dean Shareski 2013-11-21 - 1 views

ideasandthoughts.org/...fake-and-real-student-voice

#loptis video multimedia Shareski 2013-11-21 autenticità

shared by Claude Almansi on 23 Nov 13 - No Cached
  • Claude Almansi on 23 Nov 13
     
    "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
  • Claude Almansi on 23 Nov 13
     
    Vedi anche il commento di Stephen Downes in http://www.downes.ca/cgi-bin/page.cgi?post=61423
Claude Almansi

NOTES 693B (EFS Stanford, Adv. listening and voc. dev. - curated TED talks) - 4 views

www.stanford.edu/...TED1.html

#loptis video TED Ted talks l2gruppoltis13 EFS_Stanford listening vocabulary webquest 2013 Hubbard

shared by Claude Almansi on 09 Dec 13 - No Cached
  • no transcript available
    • Claude Almansi
      Claude Almansi on 12 Dec 13
       
      [about http://www.ted.com/talks/lang/en/a_ted_speaker_s_worst_nightmare.html ] Actually, this TED page has an English subtitle-generated transcript (as well as translated transcripts in the 47 other languages the video is subtitled in). And the transcript in http://amara.org/en/videos/h60BL6bU49WF/en/2426/ page where the English subtitles were made shows an average 90 wpm in the passages where Collins actually speaks. This remains rather slow indeed, however non natives may find it difficult to grasp the written texts that appear very briefly on-screen, and hence Collins' allusions to these texts. (CA)
  • no transcript available
    • Claude Almansi
      Claude Almansi on 12 Dec 13
       
      [About http://www.ted.com/talks/gel_gotta_share.html] Actually there IS a transcript generated by the subtitles captions: - below the player in http://www.youtube.com/watch?v=soAk3F0wX9s - downloadable from http://www.amara.org/en/videos/gUDo8ztfKMOW/en/40866/ (Download > TXT) 362 words in 3:20 = 108.6 WPM
  • no captions for the first 34 seconds
    • Claude Almansi
      Claude Almansi on 12 Dec 13
       
      [About http://www.ted.com/talks/gel_gotta_share.html] Actually captions now start at 0:03
  • ...1 more annotation...
  • no transcript
    • Claude Almansi
      Claude Almansi on 14 Dec 13
       
      Actually, there is a transcript for this video - on the YT original page from which it's embedded in the TED.com page. See my 2nd note to https://groups.diigo.com/group/ltis13/content/improv-everywhere-gotta-share-video-on-ted-com-11313381
  • Claude Almansi on 09 Dec 13
     
    "EFS 693B - STANFORD UNIVERSITY Advanced Listening and Vocabulary Development (...) TED Talks Introduction Below are groups of TED Talks, curated from http://www.ted.com and organized roughly by level and topic. You should do a full group (divided across several sessions if desired) and see if the integration makes them easier to understand (especially the later ones). Be sure to interact with them--don't just watch all of them straight through. However, you can do all or parts of some more intensively than others. Use your best judgment, and return to previous class notes as needed. Note that you are provided with the following information about the talk: 1. length 2. the overall speed in words-per-minute (WPM) 3. the vocabulary profile by percent of words at set frequency levels of the British National Corpus (3K, 5K, 10K, and more than 20K (off-list=OL)) 4. Accent (US, British, etc.) 5. Comments 6. Brief description of the content (from the TED website) (...) Last modified November 12, 2013, by Phil Hubbard"
  • ...1 more comment...
  • Claude Almansi on 09 Dec 13
     
    Da questo webquest di Phil Hubbard sono tratti i segnalibri taggati EFS_Stanford, cioè radunati (assieme a questo) sotto https://groups.diigo.com/group/ltis13/content/tag/EFS_Stanford .
  • fabrizio bartoli on 10 Dec 13
     
    Molto interessante e sopratutto utile grazie!
  • Claude Almansi on 12 Dec 13
     
    Grazie, Fabrizio, Ho taggato con "EFS_Stanford" - tra altri tag - questo webquest e i video ivi elencati dopo un webinar con Phil Hubbard organizzato via hangout da Vance Stevens domenica scorsa (8 ottobre). Nel webinar Hubbard ha insistito sul fatto che la forma di webquest direttivo era meglio delle forme di collaborazione sociali come tagging e condivisione, perché gli consentiva, da esperto, di dare informazioni coerenti. Allora taggare queste sue risorse TED su Diigo è anche un modo di esprimere il mio dissenso ;-) In effetti a proposito di http://www.ted.com/talks/gel_gotta_share.html , elencato in questo webquest, dice di non poter indicare le parole per minuto "perché non c'è trascrizione". Invece c'è, se si va alla pagina YT originale del video embeddato. Ora se invece di un webquest statico avesse condiviso questa risorsa con i suoi studenti in un gruppo come questo, c'è da scommettere che almeno uno di loro avrebbe rimediato all'errore in un commento - come d'altronde ho fatto in https://groups.diigo.com/group/ltis13/content/tag/EFS_Stanford%20GelConference ...
Claude Almansi

Works Made For Hire | Keep Your Copyrights | Columbia Law School - 0 views

web.law.columbia.edu/...works-made-hire

coursera subtitles agreement workforhire Columbia

shared by Claude Almansi on 27 Sep 14 - No Cached
  • Claude Almansi on 27 Sep 14
     
    "If there is no signed written agreement, then the work isn't for hire, and you start out with all the rights. If there is a written agreement, it should be entered into before you create the work. Beware of after-the-fact attempts to take away your rights by calling the work "for hire," for example by sending you a check whose endorsement line says that your signature is your agreement that the work was for hire."
  • Claude Almansi on 27 Sep 14
     
    Cf. https://d396qusza40orc.cloudfront.net/translations%2FCoursera%20Translator%20TOS.pdf , l'accordo imposto da Coursera ai volontari che traducono i sottotitoli dei video di lezioni.
Claude Almansi

Glossary - Copyright for Librarians - Work For Hire - Harvard - 0 views

cyber.law.harvard.edu/...Glossary

coursera subtitles agreement workforhire Harvard

shared by Claude Almansi on 27 Sep 14 - No Cached
  • Claude Almansi on 27 Sep 14
     
    "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"
  • Claude Almansi on 27 Sep 14
     
    Soprattutto interessante per le risorse.
Claude Almansi

MOOCs are closed platforms… and probably doomed - 0 views

lemire.me/...-platforms-and-probably-doomed

Lemire MOOC MOOCs open closed

shared by Claude Almansi on 27 Dec 14 - No Cached
  • Claude Almansi on 27 Dec 14
     
    "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: ..."
Claude Almansi

Wikipedia refuses to delete photo as 'monkey owns it' - Telegraph Matthew Sparkes 2014-... - 1 views

www.telegraph.co.uk/...e-photo-as-monkey-owns-it.html

wikimedia copyright public domain monkeys selfie Telegraph Sparkes 2014-08-06

shared by Claude Almansi on 07 Aug 14 - No Cached
  • Claude Almansi on 07 Aug 14
     
    "By Matthew Sparkes, Deputy Head of Technology 12:03PM BST 06 Aug 2014 Wikimedia, the US-based organisation behind Wikipedia, has refused a photographer's repeated requests to remove one of his images which is used online without his permission, claiming that because a monkey pressed the shutter button it should own the copyright. British nature photographer David Slater was in Indonesia in 2011 attempting to get the perfect image of a crested black macaque when one of the animals came up to investigate his equipment, hijacked a camera and took hundreds of selfies. "
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