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"Helping Educators World Wide Integrate Technology into their Teaching"

Fueling their enthusiasm is the explosion of massive open online courses, or MOOCs, the new species of free classes prestigious universities are offering to students around the world. As educators debate what the classes mean for the future of traditional universities, one thing is clear - they provide a vast laboratory to study learning, using a trail of electronic data to examine what resources or study habits best help students, whether they take courses online or in traditional classrooms.

"April 3, 2013, 12:43 pm By Karen Head ...The preparation of a MOOC, unlike that of a traditional course, requires working with videographers, instructional designers, IT specialists, and platform specialists. For many MOOCs this means that an instructor and a teaching assistant must fill most of those support roles. In fact, one of my colleagues who taught a MOOC actually built a recording studio in the basement of his home. Even with our team of 19, we still needed several other people to provide support. We now also have an internal project manager to coordinate our videography needs. I'm very thankful to have these people helping us. ..."

"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."

Un corso che si annuncia interessante a cura del Commonwealth Education Trust

" 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"

"Hackety Hack will teach you the absolute basics of programming from the ground up. No previous programming experience is needed! With Hackety Hack, you'll learn the Ruby programming language. Ruby is used for all kinds of programs, including desktop applications and websites."

"CodeHS is the best way to learn how to program. CodeHS has everything you need to teach CS in your high school or start learning at home. We taught at Stanford for 3 years, and we're creating the best possible online learning experience inspired by our work there. Thousands of students choose CodeHS as the best way to start programming. See why."

"What Are Rubrics Students have been known to refer to rubrics as "those things with the little boxes", while teachers know rubrics as a set of scoring guidelines that evaluate students' work and provide a clear teaching directive. Rubrics are a powerful, authentic tool used to assess students' work. This scoring tool lists specific criteria for a project or piece of work. The criterion helps students to have a concrete understanding and visualization of "what counts". Each standard or criteria also includes a gradation scale of quality. The rating scale could be numerical, qualitative, or a combination of both. Rubrics seek to evaluate assignments based on the sum of a full range of criteria rather than a single numerical score."

"Using PBworks in your academic environments. PBworks hosts over 300,000 educational workspaces, and has helped transform teaching and learning for millions of students, parents and teachers. Educators ranging from major universities like DePaul, school districts like Baltimore County Public Schools and individual teachers trust PBworks as their collaborative learning environment. In your Classroom, Library, District or University Encourage student-centered learning. Even young students can build web pages, embed images & video, and post documents. Provide access to information sources, book lists, and links to good articles. Have the resources stored for future use. Host and share information between students, faculty and staff. Encourage staff development and shared resources across schools. Make distance learning more interactive and collaborative, support research teams, and improve inter-departmental coordination."

"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"

Soprattutto interessante per le risorse.

"What is Coding with Scratch? Coding with Scratch is a free, online class that will teach you how to program using Scratch, a graphical programming language and online community where you can create your own interactive stories, games, and animations - and share your creations with others around the world."

"Education. Online. Free. We bring higher education into the digital age. With our courses, online-teaching becomes interactive, social and accessible around the globe."

"Basic Second Life skills needed for teachers of English as a foreign or second language wishing to make / use machinima as an aid to teach, or as an aid to learn through 'doing'. "

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

"August 5, 2012 by Tony Bates TED Talks: Daphne Koller: What we're learning from online education Daphne Koller, one of the two founders of Coursera, describes some of the key features of the Coursera MOOCs, and the lessons she has learned to date about teaching and learning from these courses. The video is well worth watching, just for this. However I'm probably going to suffer the same kind of fate of the Russian female punk band, Pussy Riot, by spitting on the altar of MOOCs, but this TED talk captures for me all that is both right and wrong about the MOOCs being promoted by the elite US universities. Let me start by saying that I actually applaud Daphne Koller and her colleagues for developing massive open online MOOCs. Any attempt to make the knowledge of some of the world's leading experts available to anyone free of charge is an excellent endeavour. If only it stopped there. What I object to is the hubris and misleading claims that are evident in this TED video. As someone once said about one of Sigmund Freud's lectures, what is new is not true, and what is true is not new."

Importante analisi fatta da uno specialista dell'insegnamento a distanza, tutto all'inizio di Coursera

"In a previous post, I commented on the Massive Teaching course at Coursera and that something odd was happening. Either Coursera deleted the prof from the course or the prof was running some type of experiment. It now appears to be primarily the latter. (...) 3. Criticism ranging from a poorly designed course to poor ethics has been directed to Paul-Olivier Dehaye. Most of it is unfair. There have been some calls for U of Zurich to discipline the prof. Like others, I've criticized his deception research and his silence since the course was shut down. Several days before the media coverage, Dehaye provided the following comments on his experiment: "MOOCs can be used to enhance privacy, or really destroy it," Dehaye wrote. "I want to fight scientifically for the idea, yet teach, and I have signed contracts, which no one asks me about…. I am in a bind. Who do I tell about my project? My students? But this idea of the #FacebookExperiment is in itself dangerous, very dangerous. People react to it and express more emotions, which can be further mined." The goal of his experiment, Dehaye wrote, was to "confuse everyone, including the university, [C]oursera, the Twitter world, as many journalists as I can, and the course participants. The goal being to attract publicity…. I want to show how [C]oursera tracks you." There it is. His intent was to draw attention to Coursera policies and practices around data. Congrats, Paul-Olivier. Mission accomplished. He is doing exactly what academics should do: perturb people to states of awareness. Hundreds, likely thousands, of faculty have taught MOOCs, often having to toe the line of terms and conditions set by an organization that doesn't share the ideals, community, and egalitarianism that define universities (you can include me in that list). The MOOC Mystery was about an academic doing what we expect and need academics to do. Unfortunately it was poorly executed and not properly communicated so th

Alternative URL: http://todoele.org/todoele20/content/congrats-paul-olivier-dehaye-massiveteaching

"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"

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

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