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natashasana

Who Owns Your Data? - 0 views

mashable.com/...data-ownership

module1

shared by natashasana on 06 Sep 14 - No Cached
  • natashasana on 06 Sep 14
     
    Who owns the Data or the question should be, who is manipulating the Data? The article by Alistair Croll on who owns the Data asks big questions but fails short to highlight the fact that there is someone out there manipulating the well intended, innocent data into their own profit motive agendas. Many times, I have received emails, phone calls and SMS from sales people trying to sell me something. How they got my contact details is definitely my guess that someone is busy manipulating the data, I gave away for profit motives. At the end of the article the writer makes an opinion that, we are using the internet for free? Which I disagree, because our data makes and runs the internet. Without our data, the internet will not be the internet. Without our data on Facebook, facebooks or twitter will be blank, no value and worthless. If companies are paying people to participate in surveys and opinions, then it means our free data we upload on the internet, facebook and twitter is a payment for us to use the internet. After all we have to pay to the internet service providers for us to access to use the internet, and face book. Or someone is even suppose to pay for our data, in fact we have made things easy for the marketing people who now just sit behind their laptops and manipulate our free given data for their own consumptions. Or maybe I should console myself that, since the article is old, maybe someone has answered my question?
  • Raúl Marcó del Pont on 06 Sep 14
     
    A mi me pareció que el artículo señala dos puntos centrales, aunque resolver el tema es una empresa peliaguda. El asunto de lo gratuito en un sistema basado en la ganancia y la capacidad de aprovechar los resquicios que abren las situaciones nuevas y una buena dosis de desorientación generalizada: 1. As we use the Internet for "free," we have to remember that if we're not paying for something, we're not the customer. We are in fact the product being sold - or, more specifically, our data is. 2. The important question isn't who owns the data. Ultimately, we all do. A better question is, who owns the means of analysis? Because that's how, as Brand suggests, you get the right information in the right place. The digital divide isn't about who owns data - it's about who can put that data to work. Tal vez, como menciona natashasana, el problema sea más complejo, y reducir la manipulación al negocio deje temas relavantes fuera. Y la información que usan/manipulan es la que todos aportamos. Cierto, pero no todos la usamos o aprovechamos de la misma forma.
Kaitie Warren

Local Contexts - 3 views

www.localcontexts.org/#learn-more

module4 okmooc Indigenous Knowledge copyright intellectual property

shared by Kaitie Warren on 30 Sep 14 - No Cached
  • Kaitie Warren on 30 Sep 14
     
    Local Contexts is a new forum for applying Traditional Knowledge licenses or labels to materials from Indigenous communities. They work a lot like Creative Commons licenses. There are often different categories of Indigenous knowledge meant only for the community, or only for women, or only for leaders, and these licenses offer a way to label materials accordingly. These labels and licenses are added onto existing copyright, which is often held by the person who made a tangible material rather than the community where the idea comes from (an anthropologist who filmed a traditional ceremony owns the copyright on the film, and the community has no copyright). These TK labels are asking people who come across materials like this to think about how they are using the materials, and to think about whose intellectual property they are. This is a very new initiative, but a really valuable tool. This is part of a different conversation that challenges how we normally talk about copyright and intellectual property.
Kevin Stranack

5 Things Researchers Have Discovered About MOOCs - Wired Campus - Blogs - The Chronicle... - 4 views

chronicle.com/...53585

module7 mooc research student success

shared by Kevin Stranack on 27 Jun 14 - No Cached
ilanab, kenlitt, rlamim, and petrae77 liked it
  • Kevin Stranack on 27 Jun 14
     
    Some preliminary findings from the MOOC Research Initiative.
  • petrae77 on 29 Nov 14
     
    Interesting that most people who do well in MOOCs are generally people who have a "growth mindset" and are not necessarily the people in most need of learning. I think any research on MOOCs is interesting since it is such a new phenomenon and it's going to be interesting to see how they evolve.
  • kenlitt on 30 Nov 14
     
    Very interesting indeed that it is not necessarily those people who are most in need of learning who do well in MOOCs. The question is how MOOC's can, indeed, become more beneficial and attractive to those who need them the most. Access to internet in rural areas around the globe, and availability of cheap computers are both key.
kamrannaim

Salman Khan flips the classroom using technology - 7 views

Khan Academy has done some good work, but I certainly do not believe it is the solution to the nation's problems in education. A critique, by Karim Kai Ani, considers the videos to be poor, as well...

https:__www.youtube.com_watch?v=nTFEUsudhfs open access technology video

started by brianmihov on 10 Sep 14 3 follow-ups, last by kamrannaim on 16 Nov 14
victorialam

WHO | Open access: a giant leap towards bridging health inequities - 1 views

www.who.int/...en

module 11 open access HINARI AGORA OARE WHO publishing

shared by victorialam on 12 Nov 14 - No Cached
  • victorialam on 12 Nov 14
     
    In this 2009 bulletin, Leslie Chan discusses the growing inequalities in access to publications. A striking example he mentions is that of a doctor in Africa who makes a decision to alter a HIV programme based on an abstract. It's interesting to think about the strides we have taken to bridge inequalities in access in the past five years. It seems that though some gaps in access have been addressed, there are still obstacles to be overcome. Another point to be addressed is not only allowing access to information published by developed nations to reach those who cannot afford it, but also hearing the results of research and findings of institutions in the developing world.
w_kwai

Harvard University admits to secretly photographing students - 11 views

www.theguardian.com/...ecretly-photographing-students

MOOC Module2 Privacy

shared by w_kwai on 16 Nov 14 - No Cached
  • azhar_ka on 16 Nov 14
     
    I think, its really an expensive and unnecessary experiments, if the attendance of Harvard University is low, then they have to come up with different rule to attract the interest of students. Cameras should be there for security, but not for surveillance.
  • ...10 more comments...
  • tlsohn on 16 Nov 14
     
    Similar example to what Adobe software has done with collecting information…users/students seem to have to accept this "new-normal" of spying, etc.
  • w_kwai on 16 Nov 14
     
    I agree. Cameras should be there for security, not for surveillance. But just like the Adobe software, before we use it we have to "agree" on its' terms. I believe very few actually read those agreements, because we have to use the software, "agreeing" on those terms might just be "agreeing" on allowing them to collect our information. I live in Vancouver, BC. I know there are people who dislike the idea of the buses with cameras. I personally like that idea, it makes me feel like I am protected. When I was in high school in Victoria, BC, I feel safe taking the taxi even when it is late, because they have cameras in every one of them. When I was in Hong Kong, I feel insecure taking a taxi even when it is noon. So even if some of our information or our identity is given away, I agree on the idea of having cameras on buses and taxi's. I wonder if there is a gender difference on this, and there is also a gender gap of taxi drivers, maybe that is also why I personally feel insecure. Back to the point, if the purpose of cameras is for security, I agree to that. If it is for surveillance, I do not think it is essential; referring to the Harvard University attendance, at least they should inform the students about it.
  • beetsyg on 18 Nov 14
     
    This line caught my eye: "The study was approved by the US federally mandated Institutional Review Board, which assesses research and determined that the study "did not constitute human subjects research" and therefore did not require prior permission from those captured by the study." I have been debating with my own campus IRB over what constitutes human subjects research and what doesn't--they seem to be operating under the idea that if it's not invasive medical studies involving blood or drugs, it's not really human subjects. I think the issue in this Harvard study is that the IRB also has a clause that if you are collecting data in public spaces and not interacting with the people there, it doesn't require IRB approval; the question is whether these classrooms should be considered public spaces. My feeling is they aren't--in order to be in a room at a particular time, a person has to have chosen to attend that class, and within college classes it is assumed that the students can know that what they say is to some extent private among their classmates and professor. Even if the photos were destroyed after analysis, the fact remains that there were cameras inside what I would consider private spaces, without the consent of the people doing what they might feel is dangerous work (given the current assault on public intellectuals and academic freedom). My guess is that Harvard could easily have asked all the relevant parties to sign consent forms at the beginning of a semester but not indicated on which days they would be filming--people would probably continue doing what they normally do either way, but at least would have the option of asking not to be filmed. There's always a way to set up an area in a lecture hall where the cameras couldn't reach, so students who didn't want to be on film could opt out.
  • melduncan on 18 Nov 14
     
    Thank you so much for sharing this article, I meant to read it a few days ago and got side-tracked!
  • janetw_suiching on 26 Nov 14
     
    Thanks for sharing this! I have mixed feelings about this article. At first, I was super opposed to the whole initiative Harvard did to their students because I would feel that my privacy has been violated completely, but after realizing that there are many more subtler forms of violations in privacy online (social media sites, tracking cookies etc.) I wasn't as opposed to the article. Although initially, students were not informed about their surveillance, there were told in the aftermath, and their information was destroyed. When using social media sites or installing new applications, there are terms of agreement before continuing on with the installation in which personally I don't read at all. Those terms and conditions have statements inside which notify us of tracking personal information which I have not read earlier but am still not opposed to giving. The information is probably sold to advertisers and we're probably not aware of it but we still give them the information via the signup of the program. Hence, even though there are contradictory views and feelings about their initiatives, we should be more aware and cautious of other forms of surveillance when we sign up for things (e.g. social media sites etc.)
  • kristykim on 30 Nov 14
     
    Thank you for sharing. This does raise some concern. I guess there may be good and bad with cameras installed in the school. The cameras installed without students' consents may be violating their privacy and rights. However, it may prevent wrong doings, i guess. When my friend was doing final exam, the prof asked the whole class to put their belongings in front of the classroom, but when he went to pick up his stuff after he was finished, his bag was missing. Through the security camera, they were able to see who stole his stuff.
  • Abdul Naser Tamim on 30 Nov 14
     
    Did any body else remember George Orwell's novel (1984). By accepting this type of behavior we accepting the image of a holly power that is ethical, care and neutral. Does this exist? and who will monitor the observers?
  • w_kwai on 03 Dec 14
     
    I think this is a really good point, who will monitor the observers? What kind of power do those people hold and what are they doing with all those information? It makes people uncomfortable.
  • siyuwang on 04 Dec 14
     
    Interesting news! It's surprising to get to know that Harvard University places cameras without letting students know, photographs them during lectures to measure attendance. This reminds me of my high school in China. When I was in high school, I remember that cameras were installed at the back of every classroom to prevent students from distraction in class or cheating during exams. It mainly worked as threatening students, from my understanding. Because you never know when the camera will be opened, actually, it never opened. What happened in Harvard University just reminded me of that, which is quite satiric.
  • talenwu on 04 Dec 14
     
    Thanks for sharing this article. In my personal opinion, I think the action of secretly installed the cameras from Harvard University violates students' privacy. If it's just for measuring classroom attendance, I think Harvard University could definitely find a much better way instead of installing the camera.
  • fjtigani on 04 Dec 14
     
    wondering if this would be a different conversation if the cameras were just picking up heat signals so that the identity of the people could not be known but they could still be counted. The technology is pretty basic and it might even be more efficient than the way they're using them now.
  • haileyhjw on 05 Dec 14
     
    Can't believe Harvard can do this thing. I think informations are sharing and revealing on internet or others more and more serious. Harvard shouldn't secretly photograph students, they should ask permission first.
amandakennedy

How To Protect Your Ideas in the Digital Age (Seth Godin) - 4 views

sethgodin.typepad.com/...-ideas-in-the-digital-age.html

module4 copyright

shared by amandakennedy on 23 Sep 14 - Cached
  • amandakennedy on 23 Sep 14
     
    If we're in the idea business, how to protect those ideas? One way is to misuse trademark law. With the help of search engines, greedy lawyers who charge by the letter are busy sending claim letters to anyone who even comes close to using a word or phrase they believe their client 'owns'.
  • adesimine on 23 Sep 14
     
    "Focus on being the best tailor with the sharpest scissors, not the litigant who sues any tailor who deigns to use a pair of scissors." I am 100% behind this ending point. We live in a world where you are now challenged to create great ideas, not just sit on what you have. Keep striving! Woohoo!
amandakennedy

This Is What Happens When A Kid Leaves Traditional Education - 4 views

themindunleashed.org/...ves-traditional-education.html

knowledge education homeschool hacking

shared by amandakennedy on 19 Sep 14 - No Cached
eglemarija liked it
  • amandakennedy on 19 Sep 14
     
    "Logan Laplante is a 13 year-old boy who was taken out of the education system to be home schooled instead. Not only was he home schooled, but Logan had the ability to tailor his education to his interests and also his style of learning, something traditional education does not offer." I realise this article (and the video on which the article is based) does not fall neatly into any category we've studied yet, though I hope many of you may find it as interesting and inspiring as I have. At core, this is about "hacking" the educational system. As Logan explains, his methods can be applied in mainstream schooling (or indeed for anyone interested in lifelong/lifewide education). There's also the element of "participatory culture" embedded in the production of this video: Logan is sharing his experiences, allowing others to comment and contribute so that he might learn as others are learning from him.
  • eglemarija on 19 Sep 14
     
    This is a truly amazing talk, I was especially pleased to discover your post since I was just about to share a talk that speaks to many of the same issues! My shared video talks about how schools simply aren't made for boys - for many reasons - and what should be done to reengage them in education. (You can check it out here, if you're interested - https://groups.diigo.com/group/okmooc/content/gaming-could-the-ultimate-tools-to-re-engage-boys-in-education-12782090) The part about "writing about butterflies and rainbows" quite literally made me chuckle, here's why: (from my video) "Boy comes home from school, and he says, "I hate writing." "Why do you hate writing, son? What's wrong with writing?" "Now I have to write what she tells me to write." "Okay, what is she telling you to write?" "Poems. I have to write poems. And little moments in my life. I don't want to write that stuff." :) The boy then goes on to saying "I want to write about video games. I want to write about leveling-up. I want to write about this really interesting world. I want to write about a tornado that comes into our house and blows all the windows out and ruins all the furniture and kills everybody." ...which is one of the main points of "hackschooling" -writing through experiences & interests. Also, speaking from personal experience as someone who also left a diploma behind, I can confirm that leaving a rigid non-functional study environment for an open world of possibility can be the best thing you can ever do. All in all - thumbs up for sharing the talk!
  • Ken Cherven on 20 Sep 14
     
    Thanks for sharing - what an inspiring talk. Many of his lessons are just as valuable for adults, who often seem to lose any sense of creativity after settling in to their lives, careers, and relationships. FYI - my wife and I have done some limited homeschooling with one of our kids who really doesn't thrive in traditional school settings. I wish we could have done more, but at the very least I encourage each of our kids to explore other ways to learn to either supplement (or question) what they are learning in school. Traditional education just isn't supportive of creative thinking and creative thinkers.
ibudule

MOOC Students Attracted Most By Course Topics - InformationWeek - 1 views

www.informationweek.com/...1110976

Module11 MOOCs motivation

shared by ibudule on 13 Nov 14 - No Cached
  • ibudule on 13 Nov 14
     
    Brief and interesting survey on who, what and why choose MOOCs. Of the incoming students surveyed, 76% said they signed up because of the topic, 75% because it was free, 61% for professional development, and 44% because they wanted to find out what MOOCs are all about. It turned out that 72% of those who enrolled were themselves professional educators.
janetw_suiching

Deleting The Digital Divide One Computer at a Time | Indiegogo - 1 views

www.indiegogo.com/...-divide-one-computer-at-a-time

global MOOC digital divide computer time Module11

shared by janetw_suiching on 26 Nov 14 - No Cached
  • janetw_suiching on 26 Nov 14
     
    one solution to help inequality problem?
  • janetw_suiching on 27 Nov 14
     
    Good crowd-funding project that tries to help solve the digital divide problem by providing infrastructure to those who lack the money to purchase a computer. In addition to providing the physical infrastructure of the computer to allow those without one to catch up to society, perhaps another solution to conquer the digital divide is to educate those who have just received computers how to use the internet to look for information, consume, produce and distribute the information.
  • ben_weir_ on 28 Nov 14
     
    Honestly I think public libraries need WAY more computers.
brianmihov

Music sampling and mash-ups - 2 views

www.youtube.com/watch

module4 Sampling Music

shared by brianmihov on 28 Sep 14 - No Cached
Hattie Cobb liked it
  • brianmihov on 28 Sep 14
     
    Interesting TED talk about artists who sample other artists' music for their songs. As Owen Chapman states, the artists who are successful with sampling and song mash-ups are the ones who do not make profit from the actual songs. Rather, they make their living from their concerts. I liked this video because it exposed me to a different avenue of making it in the music world - sample and mash-up popular songs to build a fan base, then have that fan base turn into a demand for live performances.
monde3297

Nothing beats the real thing - 3 views

www.timeslive.co.za/...d-nothing-beats-the-real-thing

open access

shared by monde3297 on 10 Dec 14 - No Cached
  • monde3297 on 10 Dec 14
     
    Nothing beats the real thing
  • kvdmerwe on 10 Dec 14
     
    Professor Jansen at his best! I have been wondering if MOOC's would work well with entry level students. For me, this Mooc has been stimulating and informative, but then, I already have a post grad university qualification and I wished to update myself on newer research methodologies and advances in information management. It would be interesting to test whether young people who are not initially accepted at university, for whatever reason, could use MOOCs to prepare themselves for their future chosen courses, but that would take a lot of determination, maturity and dedication on their part. Having been a bricks and student myself, I would recommend it to all young people who wish to study after school, but MOOC's do have a place to keep oneself updated. I've learnt so much and I intend to carry on with this research after the course for my own benefit (and who knows maybe register for more MOOCs!)
lenjomaydresden

open access and compensation for content creators - 5 views

Isn't it a privilege to do the work? those who freely share their work will finaly succed over those who want to Combine their work with personal power. Remember Popper saying about scientists they...

open access module5 john willinsky okmooc mooc open knowledge publishing

started by c maggard on 02 Oct 14 1 follow-up, last by lenjomaydresden on 20 Nov 14
Jamie F liked it
ilanab

Open science: resources for sharing and publishing citizen science research - CitizenSci - 3 views

blogs.plos.org/...shing-citizen-science-research

module3 Citizen Scientists

shared by ilanab on 16 Sep 14 - No Cached
  • ilanab on 16 Sep 14
     
    Useful resources for Citizen Scientists who wish to publish, so sharing valuable data which otherwise may have been lost. Of course, caution should be taken to ensure that all data recorded is done scientifically and is reliable.
  • ...1 more comment...
  • daniellew31 on 18 Sep 14
     
    I've been hoping to come across a description of journals who publish the work of "non-professional scientists." Think of all the young and old who, while not academics, pursue science and make valuable finds. Perhaps this can help their work get closer to the surface of our attention. Obviously, peer review is crucial here. Which brings up another question. Can scientists in academia objectively review the work of non-professional scientists?
  • Raúl Marcó del Pont on 18 Sep 14
     
    Very useful; thank you very much. You can find useful the list made by Prof. Andy Miah on academia and social networks: http://www.andymiah.net/2012/12/30/the-a-to-z-of-social-media-for-academics/
  • Leticia Lafuente López on 19 Oct 14
     
    Thanks for sharing both lists of resources. Very useful!
maxmhm77

Access to Research in Health (HINARI) - 0 views

www.who.int/en

open access research knowledge digital literacy hinari modul12 access

shared by maxmhm77 on 11 Nov 14 - No Cached
  • maxmhm77 on 11 Nov 14
     
    "HINARI Programme set up by WHO together with major publishers, enables low- and middle- income countries to gain access to one of the world's largest collections of biomedical and health literature. Up to 13,000 journals (in 30 different languages), up to 29,000 e-books, up to 70 other information resources are now available to health institutions in more than 100 countries, areas and territories benefiting many thousands of health workers and researchers, and in turn, contributing to improve world health."
gabrielromitelli

Lea Shaver - Access to Knowledge in Brazil: new research on intellectual property, inno... - 0 views

To those who might be interested in access to knowledge and open knowledge movements in Brazil, this particular research and case study brings a profund understanding of the issue. It may be partic...

open access access to knowledge brazil

started by gabrielromitelli on 04 Dec 14 no follow-up yet
w_kwai

Privacy advocates unmask Twitter troll - 1 views

www.theguardian.com/...advocates-unmask-twitter-troll

module2 module10 digital identity

shared by w_kwai on 03 Dec 14 - No Cached
siyuwang and talenwu liked it
  • w_kwai on 03 Dec 14
     
    What happens when you troll Tor developers hard? You get unmasked. Towards the end of last week, a troll who had sent various aggressive tweets to a host of security experts and privacy advocates associated with the Tor project and browser, which enables online anonymity, had his identity exposed.
  • w_kwai on 04 Dec 14
     
    It is important to stand up against all kinds of bullying, in this case it is cyberbullying. But what is the difference when it comes to someone bullies you, and you bully that person back? It is still bullying. Although I think some actions should be taken to tackle the people trolling, it is difficult because of the massive amount of people who are leaving angry or horrible responses. To monitor every netizens activity is impossible and inefficient, it also violates privacy rights (even when we know we are monitored at some point). What do you think about creating filters? I think that will restrict the freedom of speech people have. So is having freedom and open access such a brilliant thing? Would it not cause moral conflicts? Education and moral standards would not always relate, because emotions is one of the measures too.
  • talenwu on 04 Dec 14
     
    Thanks for your sharing. A lot of people have been the victim of cyberbullying, the reason of cyberbullying has become increasingly common might has some relationship with the advanced technology and also due to people can say whatever they want to say by hiding behind their digital identities, so they do not care about moral standard any more. And it's true that it's really hard to take action to everyone who involved in cyberbullying because the amount is huge.
c maggard

MOOCs -- Completion Is Not Important - 20 views

www.forbes.com/...hing-is-not-the-important-part

open access knowledge Open Module11 Privacy mooc

shared by c maggard on 11 Nov 14 - No Cached
  • c maggard on 11 Nov 14
     
    By: Matthew LeBar Massively Open Online Courses (MOOCs) are often described as the future of education - or at least a significant part of it. But there may be a significant problem with them: a very small proportion of students who start them actually finish. This poses a serious threat to their legitimacy.
  • ...12 more comments...
  • embioptera on 12 Nov 14
     
    Very interesting article. I was at an Open Access week event recently that was a debate on the place of MOOCs in higher education. One point that another attendee raised about the completion rate of MOOCs that seemed really important to me was that many MOOCs require participants to register before viewing the content, and this can impact completion rate numbers. A person may only have the requisite information about whether or not the wish to participate once they have registered for the MOOC.
  • selviwati on 13 Nov 14
     
    Thanks for sharing this! :) I am taking MOOC course about MOOC right now. I feel like completion could be a challenge for anyone who took it. I actually agree that completion is not everything in education. Since learning is more about understanding rather than completing, I think there is no point if someone did complete his/her MOOC but he/she does not understand about what he/she learned. However, I believe, in order to fully understand the course, it is better to complete what you have started.
  • pad123 on 13 Nov 14
     
    I too feel that completion of MOOC is important. Other wise no point in participating in that MOOC. we also will get any information on the internet for knowledge gain. But there will be a regular follow up of the course for completing any MOOC. But only problem is having proper IT infrastructure to participate in that.
  • ibudule on 13 Nov 14
     
    Thank you for sharing. On the one hand one can choose form the course lessons and material that they want and choose not to complete the whole course. Then of course one can not evaluate the course judging from the completion rate. On the other hand, ability to complete what is started develops human will-power and purposefulness. Otherwise the world is full of people with unfinished educations, short-term employments etc.
  • dudeec on 14 Nov 14
     
    What the article says really is "MOOC completion rate is not a meaningful metrics about the course." Universities and institutions may need to have other metrics in order to evaluate whether to continue offer certain courses. As for individual participants, each person is her/his best critic on how much has been gained from the course.
  • Fernando Carraro on 15 Nov 14
     
    Cierto, tal vez muchos no lo terminen. Yo creo que lo importante es el conocimiento aprendido.
  • ilanab on 15 Nov 14
     
    Thanks for sharing this article. I'm in agreement with LeBar, completion of the MOOC is not the correct metric to be used for evaluation. The goal of many participants is to gain or increase knowledge on a topic which may be achieved without completing the whole course.
  • lenjomaydresden on 20 Nov 14
     
    This ongoing MOOC is hard for me to complete since there is a lot of internet and network action required which I don't like to use at the moment. Still, I got so much Information that I will try to fulfill the requirements to pass it. It is not for the statistics - but for my personal support of the MOOC instructors (I wounder whether they notice)
  • nivinsharawi on 20 Nov 14
     
    i think MOOC will be more effective for exchange of knowledge e for certain important topic for stakeholder who aim self progress development
  • Abdul Naser Tamim on 24 Nov 14
     
    I have joined another MOOC and received the "statement of accomplishment" and it was totally a big disappointment. The design and the language used reflect mentality is not related to what they are teaching online. It is underestimating people around the world time and efforts by issuing a statement is not well designed and meaningless. The question would be: does it worth it to finish any course online? the knowledge is already free and affordable all over the net, why do I need to follow an institute organized free course? People are not finishing the MOOC courses because of frustration and disappointment and this has to be reviewed.
  • erikitaymarijo on 25 Nov 14
     
    Tal vez no puede decirse que sea el futuro de la educación, pero si coadyuva para que el conocimiento pueda acercarse a cualquier persona, e incentivar al autoaprendizaje.
  • zimbron21 on 25 Nov 14
     
    Habría que preguntarse cuál es el problema de que los estudiantes no concluyan los cursos MOOC, buscar las alternativas respectivas.MOOC ventanas de oportunidad para cualquier persona.
  • vicdesotelle on 30 Nov 14
     
    This brings up the question of what it means to complete something? And why is it so important to us? And why 'productivity', a thing somebody defined ages ago, is so important to our humanity? .. or is it anymore?
  • w_kwai on 03 Dec 14
     
    Because I am taking a MOOC course but also on campus at University, I receive credits and grades where this is definitely one of the motivations for me to contribute. Although I agree that completion of the course is not essential to attain knowledge, what about our motivations to learn? And what about our incentives? Not saying MOOCs are not interesting nor helpful, I like MOOCs, but I think people like recognition too. I think to just receive the "statement of accomplishment" is not enough to prove efforts made within the course. However MOOCs are not as well developed at this stage, there definitely will be adjustments in the near future.
larssl

The New Revolutionaries: Coding A Creative, Technological Future - SERIOUS WONDER - 2 views

www.seriouswonder.com/-creative-technological-future

open access mooc knowledge open code code in a day

shared by larssl on 02 Oct 14 - No Cached
Jamie F liked it
  • larssl on 02 Oct 14
     
    Learning the language of code empowers a new kind of entrepreneur to make extraordinary creative leaps with their business. There are many examples, such as Andy Puddicombe who has used technology to bring meditation and mindfulness to the world with his business HEADSPSACE, and Lily Cole who has created IMPOSSIBLE - a way of allowing people to utilise the gift economy online.
robert morris

SERIOUS * New Media Literacy - in a participatory culture. ... - 4 views

blog.serious.kiwi/...acy-in-a-participatory-culture

participatory culture module3

shared by robert morris on 13 Sep 14 - No Cached
  • robert morris on 13 Sep 14
     
    The city of Sao Paulo adopted a "participatory culture" a few months ago. Are there any other cities in the world who`ve done the same?
  • cvpido on 13 Sep 14
  • Pris Laurente on 14 Sep 14
     
    It's good that people make a participatory culture over the cyberspace, it is way beyond the limitations like in a classroom setting. It creates a social connection with one another and can be a life-long learning process.
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