ltis13

"...Il programma 1 prevede che ciascun partecipante pubblichi in piattaforma un abstract che riassuma ciascuna attività. L'abstract deve essere al massimo di 1000 parole. Quindi chiedo a tutti di redigere un abstract che sintetizzi tutto quello che è stato fatto nell'ambito o al margine dell'attività di sottotitolazione e di pubblicarlo in piattaforma. Lucia vi aiuterà per i dettagli. Ovviamente, coloro che non hanno ancora completato l'attività procrastineranno la scrittura dell'abstract al tempo adeguato. ..."

"Introduzione all'insegnamento di Editing Multimediale. Corso di Laurea in Metodi e Tecniche delle Interazioni Educative. Italian University Line - http://www.iuline.it"

Vedi anche - la pista dei ST italiani http://amara.org/it/videos/3FTVGsVTvcCJ/it/849177/ - i commenti ad essa http://amara.org/it/videos/3FTVGsVTvcCJ/it/849177/?tab=comments che documentano l'attività e all'interno dell'interfaccia di sottotitolazione http://amara.org/it/subtitles/editor/3FTVGsVTvcCJ/it/ , le note di lavoro (copiate, ma solo in parte, nei commenti) - l'elenco delle revisioni dei ST italiani http://amara.org/it/videos/3FTVGsVTvcCJ/it/849177/?tab=revisions , che consente di vedere cosa ciascuno ha contribuito, come in un wiki.

"...Ognuno di voi, una volta entrato nel link qui sotto e giunto all'editore dei sottotitoli, come spiegato nel tutorial precedente, dovrà far scorrere in baso i sottotitoli, individuando l'ultimo, posizionarvi il cursore, e poi far partire li video con il comando "tab". Arrivato alla fine dell'ultimo sottotitolo già redatto, iniziare a scrivere i propri, come mostrato nel tutorial, per un periodo di circa 30-40 secondi. Non importa essere precisi. Aggiusteremo dopo. Non rimane che buttarsi. Qui: link per sottotitolare il podcast."

"WHAT YOU'RE GOING TO MAKE An animated yeti who will then perform the show of a lifetime. HOW YOU'RE GOING TO MAKE IT Using the Blockly programming language, you'll customize your yeti and add actions."

"[Index] Note: The index above has been obtained by assigning header title styles to the plain headers of the original PDF files of the three versions of the Translator agreement. In the following table, the content of the three versions has been split sentence by sentence, and sometimes in shorter units, for easier comparison."

New Translator agreement. The PDF is actually dated Oct. 3, 2014 in the properties. Archived in http://www.webcitation.org/6TfKOJHBY on 2014-10-28 The https://d396qusza40orc.cloudfront.net/translations%2FCoursera%20Translator%20TOS.pdf of its former one now says AccesDenied in a chunk of XML. However its changing versions were archived - in http://www.webcitation.org/6SttqGNYz on 2014-09-27 - in http://www.webcitation.org/6SSA3w3F7 on 2014-09-06 - in http://www.webcitation.org/6PS41wkK8 on 2014-05-09

The updated version is even more disadvantageous for GTC volunteers, in that it does not mention the "goog and valuable consideration" that Coursera was to provide in exchange for translation work.

"Tradurre gli articoli"

X-Ray Goggles Learn how to inspect the code behind every webpage. How to Install X-Ray Goggles Installing X-Ray Goggles is easy. You can then poke around on any web page and transform it into your own creation! Here's how. What is X-Ray Goggles X-Ray Goggles allow you to see the building blocks that make up websites on the internet, and then remix them into new creations.

Example + comment: "This language is designed to grab all rights from a free-lance author or artist. The first clause purports to create a work for hire agreement, which would mean that the author has no rights left at all, ever (and cannot even get them back through the termination right). The second clause takes a belt-and-suspenders approach: if for any reason the work is not for hire -- which it would not be if the commissioned work did not fall within the statutory categories -- the author explicitly assigns all rights not only in this work, but in any work based on this work, for the full term of copyright, for the whole world."

The example is very close to the language of https://d396qusza40orc.cloudfront.net/translations%2FCoursera%20Translator%20TOS.pdf

"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.

"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."

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.

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

"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

"Python Learn to program in Python, a powerful language used by sites like YouTube and Dropbox."

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

"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.

"The Good, the Bad and the Ugly By Florian [Schmidt] On October 8, 2013 The Good, the Bad and the Ugly: Why Crowdsourcing Needs Ethics Abstract This position paper for the workshop CrowdWork 2013 discusses some of the ethical implications of crowdsourcing in general and of contest-based crowd design in particular, especially in regard to the question of fair payment. The paper establishes four different categories of crowdsourcing with separate ethical challenges and argues for the crowd work industry to develop a code of ethics from within, in order to counter the exploitation and abuse that it often enables."

"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. "

"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."