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"Now, I know that because I write a lot about the universal web and progressive enhancement, people assume that I must hate javascript. This would be an incorrect assumption. I simply hate people relying on brittle client-side javascript when there are other alternatives. In the same way as I wouldn't rely on some unknown minicab firm as the sole way of getting me to the airport for a wedding flight, I don't like relying on a non-guaranteed technology as the sole way of delivering a web app. For me it's a matter of elegance and simplicity over unnecessary complexity."

January 19, 2016 "Starting today, when you enroll in certain courses, you'll be asked to pay a fee (or apply for Coursera's financial aid program) if you'd like to submit required graded assignments and earn a Course Certificate. You can also choose to explore the course for free, in which case you'll have full access to videos, discussions, and practice assignments, and view-only access to graded assignments. You'll see the options for each individual course when you click "enroll" on the course information page; courses that aren't part of this change will continue to show the options to enroll in the course either with or without a Certificate. Most courses that are part of Specializations will begin offering this new experience this week, and certain other courses will follow later this year."

Ironia: quando ho fatto questo segnalibro, il solo tag raccomandato (dal blog Coursera) che è apparso era "mooc"...

Il testo che qui segue è stato elaborato pochi giorni fa con il piacevole fruscio delle onde in sottofondo... Da tempo, mi sentivo di nuovo stuzzicare dalla voglia di riattivare il mio blog, cui sono rimasta legata parecchio affettivamente, perché se anche negli ultimi due anni è rimasto letargico, i continui pungoli così densamente riflessivi...

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.

"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

"By Documentary Film Program on March 1, 2007 at 1:30 pm Professor Eric Faden of Bucknell University created this humorous, yet informative, review of copyright principles delivered through the words of the very folks we can thank for nearly endless copyright terms. View (streaming) or download (mp4) the whole film or watch it below Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License Distributed on DVD by The Media Education Foundation."

Con sottotitoli inglesi ed ebraici: http://www.amara.org/en/videos/vuKh0drc3ZYS/info/a-fairy-use-tale/

"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: ..."

"Published on Nov 28, 2014 Thanksgiving ruined my productivity, but I wanted to tell you to closed caption your videos! Accessibility is important! The video I captioned in this video! https://www.youtube.com/watch?v=HXORJd5_dgQ Rikki Poynter's video - https://www.youtube.com/watch?v=WmTMiWGiP6Y Take the #SaferCommunityPledge - http://youcoalition.tumblr.com/pledge Tumblr Master Post of Dangerous YouTubers - http://unpleasantmyles.tumblr.com/post/79455706244/tom-milsom-hexachordal-heres-the-post-olga YouTube Speaks on twiter: http://twitter.com/YouTube_Speaks ... Help me by sharing on twitter & facebook or reblogging on tumblr! Please like my video and subscribe and comment! If nothing else, please tell me something that matters to you. If you'd like to transcribe my older videos, please let me know! Follow me on twitter - http://twitter.com/paulidin My comedy series about online dating messages in real life is OKC IRL - http://www.youtube.com/okcirl My dating advice series is It's Probably You - http://www.youtube.com/itsprobablyyou YouTube Wishlist: http://www.amazon.com/gp/registry/wishlist/CWIUEFZBG1CS/ Music: We Wish You A Merry Christmas by Rolask - https://soundcloud.com/rolask/we-wish-you-a-merry-christmas-6 Main Stem by US Army Blues Band - http://freemusicarchive.org/music/US_Army_Blues/ Also, I used a free FCP X plug-in from - http://blog.alex4d.com/2011/08/04/smooth-move-fpx-effect Shot with a Panasonic Lumix DMC-G6 http://www.amazon.com/gp/product/B00CFCTDD6?ie=UTF8&camp=213733&creative=393177&creativeASIN=B00CFCTDD6&linkCode=shr&tag=paulidincom-20&qid=1392247584&sr=8-1&keywords=dmc-g6 "

"Published on Nov 28, 2014 For someone who has no idea how to caption a video this might be a bit confusing. I'm not sure. (Ask otherwise). But I thought I'll upload it anyway. (What I could have explained in the video is that numer 5-7 are how to make captions that are IN youtube, which aren't permanently on the screen. And you press a button in the bottom right corner of the video to turn them on. But I kind of assumed that everyone knew that when making the video. However having shown this to my confused little brother I realize that's not always the case). (OR just watch Paul Talks video. https://www.youtube.com/watch?v=_H57r... ) 1. Handheld written captions. 2. Scanned written text. 3. Text added when editing. 4. "Upload a file" 5. Write a script. 6. Write new captions as you're watching the video. 7. Automatic Captions. Rikki Poynter: YouTubers, You Need to Closed Caption Your Videos! | closed captioned http://youtu.be/WmTMiWGiP6Y https://twitter.com/rikkipoynter http://rikkipoynter.tumblr.com/ - Facebook: https://www.facebook.com/ImagineJohanna Twitter: http://twitter.com/ImagineJohanna Tumblr: http://imaginejohanna.tumblr.com/ Instagram: http://instagram.com/imaginejohanna/ Blog: http://imaginejohanna.wordpress.com/ 2nd Channel: http://www.youtube.com/lessthananocean"

January 9, 2013 by Jeffrey R. Young "...Setting the Price The company also revealed more details about how it would award certificates and how much it would charge for them. Students who want a verified certificate will have to decide early in the course and pay upfront. Paying that fee will put students on what the company is calling the "Signature Track." The company and colleges are still struggling to decide what to charge for the certificates, though in its latest announcement Coursera said the price would run $30 to $100. "It's a huge decision: You're essentially setting a market," said Daphne Koller, a co-founder of Coursera, in an interview this week with The Chronicle. "No one has ever priced this before." Officials also stressed that they would offer financial aid to students who demonstrated that they could not afford the fees but could benefit from the verified certificates. Ms. Koller said Coursera would continue to offer free unofficial certificates to students who passed some of its courses. So why would someone pay for the verified certificates? Peter Lange, provost at Duke University, which plans to offer one of the courses in the new pilot, said each free certificate would have a clear disclaimer on it: "It says something to the effect of, We cannot vouch that the person who got this document took the course or did the work." The new Signature Track could mean serious revenue for Coursera, and for the 33 partner colleges that will get a cut of it. Exactly how the colleges will divide that revenue is still being worked out, it seems. Mr. Lange said the question was on the agenda at the next monthly meeting of Duke's Advisory Committee on Online Education." So, when Coursera staff offered free Statements of Accomplishment as "Recognition" to the volunteers of the Global Translator community, they did so in full awareness of their lack of value and of the mentioned disclaimer

"We now require captcha on many social features, such as following people, joining groups, etc. For a very nominal fee, you can upgrade yourself to "Social Membership," which would grant you full social features without capcha, plus a lot of other goodies. We expect to stop the vast majority of the spammers with this simple measure. We'd like to elaborate more about Social Membership and its pricing and our thoughts behind the decisions. As long-time Diigo users know, Diigo is a personal knowledge management tool on the one hand, and a knowledge-sharing community on the other hand. While it is perfectly fine to use Diigo solely as the former, we do believe that the value of the knowledge-sharing community could be substantial, as the number of active users increases, and as the spam is minimized. As a result, we have decided to set the social membership annual fee at $5/year on Oct 1, 2014, and will increase the price gradually thereafter according to a pre-determined formula, as the number of active social members increases. To reward existing users, an attractive promotion price of $2/year will be available until Oct. 1, 2014. For future years, you will continue to pay the low annual price you paid in the first year, as long as your credit card stay valid for automatic renewal. We have also taken this opportunity to re-adjust our pricing plan to better align users needs with our business model. Existing basic and premium users will be automatically upgraded to Standard in the new pricing plan."

Attenzione a quel "new pricing plan" https://www.diigo.com/premium che limita drasticamente il numero dei gruppi per le formule meno care, ma non è chiaro cosa succederà ai gruppi creati con formula gratuita.

"Can You Really Teach a MOOC in a Refugee Camp? - Wired Campus - Blogs - The Chronicle of Higher Education August 1, 2014 by Steve Kolowich Two men living in Dadaab, a refugee camp in Kenya, would watch lecture videos and take online quizzes at a nearby United Nations compound. (InZone) One narrative that has driven widespread interest in free online courses known as MOOCs is that they can help educate the world. But critics like to emphasize that the courses mostly draw students who already hold traditional degrees. So when Coursera, the largest provider of MOOCs, published a blog post about how a professor had used one of its online courses to teach refugees near the Kenya-Somalia border, it sounded to some like a satire of Silicon Valley's naïve techno-optimism: Hundreds of thousands of devastated Africans stranded in a war zone? MOOCs to the rescue! Details of the experiment paint a more nuanced picture, one that highlights the challenges MOOC providers face in trying to change the lives of downtrodden people. Barbara Moser-Mercer, a cognitive psychologist at the University of Geneva, ran the refugee experiment and wrote Coursera's optimistic blog post about it. But in an interview with The Chronicle, as well as a more formal article she wrote about the experiment for a European conference on MOOCs, the professor expanded on the logistical issues that come with trying to make sophisticated online courses work in deprived settings."

"How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that's gaining momentum in education. The MindShift Guide to Games and Learning explains key ideas in game-based learning, pedagogy, implementation, and assessment."

"MOOC.Well, what's that? The word MOOC is an acronym. I should at least say once what it stands for: Massive Online Open Course. That was the easy part, just to give you those words. Now to give a definition, that's going to be very challenging.For every one of those words, I think it's fair to say that there is a generally accepted understanding of what the word means, but then there is a substantial number of people who challenge that understanding, who try to push it further....

"From Week 1 Lecture Videos of "Teaching goes massive: new skills required" by Paul-Olivier Dehaye See https://etherpad.mozilla.org/pr8ZtLXODg and http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/"

... This course only spans three weeks.The structure will be quite simple.In the first week, I'll take a mostly positive tone about MOOCs, describe the promise that many people see in them, including me. In the second week, I'll take a closer look at the technology and survey the copyright aspects. In the third week, I'll discuss the business aspects and maybe a bit of science fiction. In fact I'll prepare some material for the third week, but I'll be ready to add muchmore to it than that, mostly in response to questions that will intermittently pop up in the forums.It's quite a tight schedule, so it might be that atthe last minute, I settle for more text then I originally intended. In any case, this is just the first run of the course.As soon as possible, I hope to rerun it, this time with a bit more material, that I can reintegrate, to offer a slightly longer course.

From Week 1 Lecture Videos of "Teaching goes massive: new skills required" by Paul-Olivier Dehaye See https://etherpad.mozilla.org/pr8ZtLXODg and http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/

"Hi, I'm Paul-Olivier Dehaye, professor of mathematics at the University of Zürich.This course is called Massive Teaching.It's a course about MOOCs. MOOCs in themselves are quite controversial,especially as far as pedagogy is concerned.In this course in the next three weeks, I want to give you some background about MOOCs but also widen this debate to include technology and business aspects of MOOCs. ..."

From the "Instructor Log" section of Teaching goes massive: new skills required by Paul-Olivier Dehaye See https://etherpad.mozilla.org/pr8ZtLXODg and http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/

"Overview - This course is offered by University of Zurich with Prof Paul-Olivier Dehaye and his students. This lesson plan is created by Dilrukshi Gamage (www.sdgamage.weebly.com) a MOOC student from this class due to few reasons. 1. Course started with giving some ideas, but now it appears no more ideas facilitated 2. Forums are closed and we have no clue of what to do 3. Students who take this course or any of coursera for the first time will be wondering and might lose the context of learning. 4. This lesson plan will guide us to collaboratively find solution to be in synchronized and learn from the time we invest in this. Introduction - The course named Teaching goes massive : new skills needed. It is our responsibility to find out what are the skills we need when we are teaching to a massive class.. or any class. Prof.Paul mentioned some experiments which we can do and previous forums already started and gone very well until suddenly closed everything. So let us drive this MOOC , learn to learn ourselves how to be organized and learn from each other. Anyone can suggest things but not like as forums it has to be much more effective. This document will contain how to participate and what can you do in contributing to expand your learning. Don't worry this will not stop suddenly as we the students are in charge. First step lets set some objectives so we can see did we achieve when we finish this course. Objectives - After you complete this course 1. You will learn how to learn yourselves to work without a real teacher or a lecturer. 2. You will learn to make communications and build a network where you can share and learn throughout your interest. 3. You will learn to work on inclusive projects in the same course ( by inclusive what I mean was anyone can work in one project or more) 4. You will gain knowledge on what skills you need and how to handle it when teaching is massive Where to contact - Please use the links provided in collaborating

vedi anche http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/ di George Siemens per un ottimo riassunto e altri link utili

e https://etherpad.mozilla.org/pr8ZtLXODg , il Pad dove Dehaye spiega il contesto della sua decisione. Se qualcuno ne ricancella il contenuto, usate la storia delle revisioni: funziona come PiratePad

"The Ultimate School Project and Task Management App"

"By Larry Seltzer for Zero Day | March 25, 2014 -- 12:00 GMT (05:00 PDT) Internet security research and services company Netcraft has determined that sites running the WordPress blogging software are a major source of both phishing attacks and malware distribution. Interestingly, none of the phishing sites were hosted on WordPress.com, a a large blog-hosting service run by Automattic. The founder of Automattic was one of the original authors of WordPress and the company still contributes to the WordPress.org open source project. Netcraft speculates that this familiarity explains their security record. It also shows that WordPress can be administered securely. But the WordPress application is free and is installed on many web sites across the world. The administrators of these sites are responsible for keeping WordPress and its component parts updated, and many do not. "

"Here's the problem: web video is beginning to rival television, but there isn't a good open resource for subtitling. Here's our mission: we're trying to make captioning, subtitling, and translating video publicly accessible in a way that's free and open, just like the Web. Our approach: Make a simple and ubiquitous way to request, create, and translate subtitles for any video Work with others to define open protocols so that whenever subtitles for a video exist, any website or video player will be able to retrieve them Create a community space for people who subtitle video, to encourage contributions and facilitate collaboration" Posted April 13, 2010 by amarasubs.

Se avessi lasciato l'intitolato basato sul tag "title", questo segnalibro sarebbe intitolato: "Subtitles and Captions for Every Video on the Web | Amara - Buy captions, video translations, transcriptions, and crowd subtitling". - con la parte prima del | il titolo del primo post del 13 aprile 2010 del blog di Amara (allora Universal Subtitles": "Sottotitoli tradotti e per sordi per ogni video online" - e con la seconda parte dopo l'|, che dà il titolo attuale del blogo, cioè "Amara - Compra sottotitoli, traduzioni di video, trascrizioni e sottotitolazione di massa" Quite a change...

I am currently investigating file formats for long-term preservation. Obviously they must be free of proprietary ownership and publicly accessible and avoid vendor-locking - even if the vendor is a non-profit organization. What I wonder: which conditions must a video file format fulfill to permit captioning / subtitling? Are there public and open standards of formats for captioning / subtitling? Where do I find them? Can they be enriched with metadata about the author of the subtitles?