Group items tagged

"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."

"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."

"Symbaloo for Classroom Curation One of the challenges of having online tech tools for your students is finding a way to manage them.  Do you use a tool that bookmarks them in one place, giving students easy access?  I've tried a number of curation tools, and always come back to Symbaloo.  Symbaloo allows you to set up a "web mix" of tiles, each tile linking to your favorite websites.  You can colorize the tiles, add short titles, and even a small image.  You can then post the link on your class's web page for all to access. "

"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.

"Livemocha is a social network service that supports language learning through audio-visual lessons and peer tutoring tools. Launched in September 2007, the platform has over 5 million registered members from over 200 countries. Lessons are provided for 36 different languages. While the standard lessons are freely accessible for registered users, the platform also offers "premium content" for a fee. Livemocha is more than just "Rosetta Stone on the Web." A unique selling point of the educational Web community is its collaborative approach to language learning: Members of the Livemocha community do not only learn a foreign language, they also tutor other community members in their native language. Users are encouraged to form learning tandems and offer feedback on their partner's speaking or writing exercises. The Livemocha platform supports this peer learning practice through comment features, voice recording and social awareness tools. For ETC Journal, I interviewed Clint Schmidt, Livemocha's Vice President of Marketing and Products. Clint has an impressive success record of developing marketing and product functions for a variety of high-growth Internet companies, including Half.com, eBay and ZoomIn.com, India's leading photo sharing and printing site. Clint holds a BSE in Entrepreneurial Management from the Wharton School of Business at the University of Pennsylvania."

January 22, 2014 | By Katitza Rodriguez "We aren't going to let the NSA and its allies ruin the Internet. Inspired by the memory of Aaron Swartz, fueled by our victory against SOPA and ACTA, the global digital rights community are uniting to fight back. On February 11, on the Day We Fight Back, the world will demand an end to mass surveillance in every country, by every state, regardless of boundaries or politics. The SOPA and ACTA protests were successful because we all took part, as a community. As Aaron Swartz put it, everybody "made themselves the hero of their own story." We can set a date, but we need everyone, all the users of the Global Internet, to make this a movement. Here's part of our plan (but it's just the beginning). Last year, before Ed Snowden had spoken to the world, digital rights activists united on 13 Principles. The Principles spelled out just why mass surveillance was a violation of human rights, and gave sympathetic lawmakers and judges a list of fixes they could apply to the lawless Internet spooks. On the day we fight back, we want the world to sign onto those principles. We want politicians to pledge to uphold them. We want the world to see we care. Here's how you can join the effort: Send an email to rights (AT) eff.org confirming your interest in participating in this action and receiving updates. Let us know what you would like to do in your own country so we can send you more information and amplify your voice. Visit TheDayWeFightBack.org and Take Action. Join your fellow global citizens and, sign the 13 Necessary and Proportionate Principles here: https://en.necessaryandproportionate.org/take-action/EFF Use social media tools to announce your participation. Develop memes, tools, websites, and do whatever else you can to encourage others to participate. Be creative -- plan your own actions and pledge. Go to the streets. Promote the Principles in your own country. Then, let us know what your plan is, s

11 febbraio: giornata di azione contro la sorveglianza globale tipo PRISM della NSA. Vedi anche i 13 "Princìpi internazionali in materia di applicazione dei diritti umani alla sorveglianza delle comunicazioni" https://it.necessaryandproportionate.org/text . Tra i firmatari, in Italia: Agorà Digitale, Electronic Frontiers Italy - ALCEI, Hermes Center for Transparency and Digital Human Rights,

Strumento per la verifica dell'accessibilità delle pagine Web, con criteri più aggiornati - mi pare - di CynthiaSays, ad es. ARIA. Grazie a Mattia Lanzoni - https://www.diigo.com/user/Matzlanz - per la segnalazione. PS: Forse non c'entra direttamente con questo cMOOC #ltis13 - però i cMOOC usano tanti strumenti sociali di cui è necessario valutare l'accessibilità (anche di cosa si produce con essi) se poi li si vogliono ri-adoperare anche a scuola. E questi strumenti sociali presentano caratteristiche tecniche (di codice) che altre applicazioni più vecchie (?) di valutazione dell'accessibilità non prendono in conto.

Grazie Claude, utilissimo.Condivido e sottoscrivo quanto dici sui criteri di accessibilità.

"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 →"

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

Attenzione alla data: alcune cose potrebbero essere cambiate nel frattempo.

"DataWeave provides actionable data by aggregating, parsing, organizing and visualizing millions of data points from the Web. We help you discover, monitors, and analyze huge amounts of data. Much like the roots of a tree, DataWeave draws data from the web and makes it available for use in your Apps, Analytics and day to day decision making.DataWeave makes data access easy through APIs, dashboards, alerts, and visualizations."

"...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

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.

"By Liana Heitin (...) In a growing number of K-12 schools, the use of 1-to-1 computing devices-including iPads, laptops, and Chromebooks-is becoming a central part of instruction. For teachers making the digital leap, one of the greatest hurdles can be figuring out how to manage the tech-infused classroom. How do you keep kids, who suddenly have the Internet at their fingertips, on task? How do you ensure the devices are safe and well-maintained? And how do you compete with your most tech-savvy students? (...)"I think this is the new frontier frankly with classroom management. We've never confronted this," said Kyle Redford, a 5th grade teacher at Marin Country Day School in Corte Madera, Calif. "

Suggerimenti interessanti su come assicurarsi che gli allievi facciano quel che devono fare in classe con aggeggi web-connessi anziché lasciarsi trascinare da altre cose. Ma si tratta proprio di una "nuova frontiera" per gli insegnanti? In tempi pre-web, era lo stesso quando mandavi gli allievi a far ricerca in biblioteca, o gli facevi fare lavoro di gruppo sul prato della scuola, no?

Aggiungo solo questo: che se si va a scuola per lavorare in modalità 1-to-1, tanto valeva restarsene a casa, no? Va bene per brevi periodi di tempo e per scopi precisi, ma altrimenti la scuola è preziosa per comunicare con l'insegnante o lavorare a coppie o in gruppo. Socializzare e costruire la comunità, insomma.