1,992 Matching Annotations
  1. Last 7 days
    1. Teach 2: Time out (hooks, 2003, p. 13) illustrates hooks’ candidadmission of burn-out among educators. She addresses not only thecommon urge for time away from teaching, but also the objectiveneed. hooks (2003) connects the fatigue experienced by classroomeducators to issues of race and class in “the corporate university class-room” (p. 21). To support her argument, she describes her own feelingsof liberation teaching outside of the classroom.

      Sounds like #EdTech is ready for #Teach2.

    1. Harris said this model is often better for the textbook authors OpenStax works with, whom Harris called "the long tail" behind the minority of financially successful academic authors -- those who wouldn't necessarily sell enough units to make a lot in royalties, but who are committed to their work nonetheless.
    2. Michael Spinella, executive director of the Textbook and Academic Authors Association
    3. "We are fully committed to providing affordable, high-quality learning solutions for students," Joyner said. "We are excited to think openly and collaboratively with key partners like OpenStax to ensure that we, and our authors, are able to reach as many students as possible in new and highly accessible ways."
    1. The 10th edition of Organic Chemistry will include an increased focus on diversity and representation, an enhanced visualization program, new practice problems, and relevant real-world applications.
    2. Organic chemistry is a required course for pre-medical students and is also one of the most challenging science courses students take.
    3. John sought to publish Organic Chemistry as a free textbook in honor of his son Peter.
    1. honda Martinez has 10+ years of educational experience, working in both public and private school classrooms, teaching children and adults. She has earned her Bachelor’s in Elementary Education and Master’s in TESOL Education, along with a certification in Middle School Language Arts. Her ongoing commitment to the educational field drives her consistent professional development in adolescent growth and mindset, classroom management, students with learning differences, giftedness in the classroom, best practices with technology, and UDL practices. She prides herself in being a strong example of modeling The Gradual Release Model – I Do, We Do, You Do. Her foundational pedagogy encourages each of her students to be the best they can be, while supporting and scaffolding them to reach their individual and ever-growing achievements! 
    1. Politique documentaire Ensemble des objectifs et processus pilotant la gestion de l’information, incluant la politique d’acquisition, la politique de conservation et la politique de médiation des collections. La politique documentaire est une partie intégrante et essentielle du projet d'établissement, permettant de répondre aux missions de la structure et aux attentes des usagers.
  2. Jul 2022
    1. “It is not the role of a colonial institution like Queen’s to determine who is or is not Indigenous,” Murray Sinclair said in announcing plans for the council.
    1. We don’t expect National Defence or health care to promote growth: we just accept that territorial integrity and a healthy populace are good things.

      Been making that point about health (especially since, like education, it's a provincial jurisdiction). It's easy to think of perverse incentives if a profit motive dominates education and health. Physicians would want people to remain sick and teachers would prefer it if learners required more assistance.

      Hadn't thought enough about the DND part. Sure gives me pause, given the amounts involved. Or the fact that there's a whole lot of profit made in that domain.

      So, businesspeople are quick to talk about "cost centres". Some of them realize that those matter a whole lot.

    1. When leaders teach is almost as important as what they teach.

      The part identified by Entrepreneur (via HR Dive.).

    2. Fortunately, it doesn’t take special talent or training or even a lot of time to teach in the same way that star managers do. Simply follow the precedent they’ve set. Learn what to teach, when to teach, and how to make your lessons stick.

      Sounds easy!

    1. DeLong: Yes. I was pleased and hurt by a letter I once received from a student after I kept talking about getting feedback. “Professor DeLong, you’ve always encouraged us to speak truth to power. So this is my effort to do so. When I attend your class I find myself anxious and fearful. I’m afraid you will use your humor to humiliate me or make fun of me in some way. I know you are well known as a great teacher, but I haven’t been able to connect with you. I know most students look forward to your course, but you need to know that you can hurt students without knowing it.” Even though a hundred students might write thank-you notes, this is the one I ruminate on. And by the way, I didn’t know who that student was. They did not sign their name.
    1. Embrace epistemological humility. Let me say upfront that for me this one is, ah, aspirational. I speak with great confidence about educational research results all the time, sometimes when I shouldn’t.
    1. While Brave Search does not have editorial biases, all search engines have some level of intrinsic bias due to data and algorithmic choices. Goggles allows users to counter any intrinsic biases in the algorithm.
  3. Jun 2022
    1. Even though the Hope Center “culture” was studied by the firm Just Strategies starting in late 2020, Goldrick-Rab said that many of the concerns that employees shared with Inside Higher Ed were news to her.

      Not a good sign.

    1. I don’t know anyone who  hasn’t immediately been like “What is this? What is happening here?”

      Maybe part of the problem stems from who these people know.

    1. The call for proposals and review process followed a traditional process (their use of EasyChair works really well for the proposal process), with options built in for presenters to choose asynchronous format.

      Right. Is it the right time to talk about the switch to Pretalx in 2022? I understand some of the reasons behind the experiment. And we can draw lessons.

    1. Le centre de services scolaire de Montréal gère 187 écoles qui accueillent plus de 110 000 élèves.

      Close to 1B$ for 110k learners. Coming from Higher Ed, that'd be the equivalent of two large universities. Maybe I should check the budgets of public universities since 0.5B$ sounds like a lot.

  4. May 2022
    1. ART. 2. - La Société n'admet aucune communication concernant, soit l'origine du langage~ soit la création d'une langue universelle.
    1. Leaders in higher education are mission-driven individuals who want what’s best for students.
    2. only 52% of students agree that when they give feedback, they know their voice is heard.
    3. Eighty-seven percent of students who report feeling understood are satisfied with their experience overall compared to just 45% of students who say their institution doesn’t understand what's important to them.
    1. “Try to be right all the time, but when wrong, get right as soon as you can”

      Felicitous wording, especially in the context of a description as “the correct mindset”.

      Flagging for reuse. (@Gruber has quoted himself frequently on this one.)

    1. faciliter l’accès aux données des systèmes du MES, notamment par rapport à laréussite de groupes ciblés d’étudiants (par exemple, les étudiants en situationde handicap, les étudiants autochtones, les étudiants issus de l’immigration, lesétudiants de première génération3, les étudiants internationaux)
    2. étudiants de première génération sont ceux dont les générations antérieures (parents ou grands-parents) n’ont pas euaccès à l’enseignement supérieur
  5. Apr 2022
    1. Reading might mean listening to an audiobook or using a text-to-speech application.

      Times were occasionally tough for aural people.

    2. professors access to the amount of time a student spends on a reading and how many of the assigned pages they’ve viewed.

      This is one that some readers may feel in their own experiences, even if they're not currently registered as students. Maybe it's my own quirks: I do feel quite a bit of judgment when people realize how long I've spent with a text. One strange (and painful) example came from a Facebook post I wrote, in late 2020. A person (who was already abusive) took a screenshot of my post and highlighted the time which had lapsed after I posted it, mistaking that for the time it took me to write it. Reading in public can generate similar behaviours and feelings. Again, maybe I'm the odd person out. Still, I can acknowledge that I occasionally felt others' assessment of my reading speed when I was reading a text in a metro or classroom. Even if this is an unusual perception, I observe that speed reading accrues social value beyond its practicality.

    3. homework compliance

      A major point in Chloé Collins's text is that traditional annotations risk feeling like a chore, done to fulfill teachers' requirements. In Collins's experience, the collaborative dimension of social annotation helps make it into something learners do for themselves.

      https://eductive.ca/en/resource/real-life-story/boosting-engagement-with-social-annotation/

  6. Mar 2022
    1. Dans la science ouverte, une publication reste un tout que l’on ne modifie pas. Donc, les REL se rapprochent plutôt de la logique de l’Open Source.
    2. Les REL sont un exemple de commun numérique, comment se comparent-ils d’autres communs, par exemple à la science ouverte ?
    3. on rappelle aux enseignants qu’au fond, s’ils ont choisi ce métier, c’est bien pour partager la connaissance
    4. à ce jour, il est impossible pour un étudiant qui suit un cours dans une université d’avoir des informations et de se renseigner sur le cours équivalent qui est donné dans une autre université.
    5. projet européen X5-GON (Global Open Education Network) qui collecte les informations sur les ressources éducatives libres et qui marche bien avec un gros apport d’intelligence artificielle pour analyser en profondeur les documents
    6. l’usage des licences est très approximatif. Il nous est arrivé de trouver un même cours ayant de multiples licences, contradictoires, posées par les auteurs, l’Université et l’annuaire lui-même. Ce qui en pratique rend impossible son utilisation autrement qu’en simple document à consulter : on est alors très loin des REL.
    7. Existe-t-il un annuaire qui permet de trouver les ressources éducatives libres ? Non, il n’existe pas d’annuaire, ou plutôt il en existe beaucoup et ils sont peu utilisables.
    8. Un professeur de lycée n’a pas le droit de produire un livre à partir de son cours, parce que le cours ne lui appartient pas

      Situation similaire dans plusieurs syndicats, par exemple les professionnels (bibliothécaires, CP...).

    9. En France, quand on parle de ressources gratuites, la première réaction est souvent : mais ça l’est déjà !
    10. pourquoi les instances publiques exercent un vrai soutien pour l’accès libre aux publications scientifiques et pas de soutien du même ordre pour les REL
    11. En France, le chiffre d’affaires net de l’édition scolaire représente 388 millions d’euros par an
    12. Assiste-t-on à un conflit avec les grands éditeurs de manuels scolaires au sujet des ressources éducatives libres. Pourrais-tu nous expliquer la situation ?

      Question inductive

  7. Feb 2022
    1. Le classement du Journal est basé sur cet écart. Le cégep qui obtient le plus grand écart entre le taux de diplomation prédit et le taux de diplomation réel se retrouve en premier rang. L’inverse est aussi vrai.
    1. Developing supportive policy: encouraging governments, and education authorities and institutions to adopt regulatory frameworks to support open licensing of publicly funded educational and research materials, develop strategies to enable the use and adaptation of OER in support of high quality, inclusive education and lifelong learning for all, supported by relevant research in the area;
  8. Jan 2022
    1. les lettres que je reçois des Services adaptés en rendent plusieurs visibles

      Most of us have received those letters, indicating that some learners will require special accommodations. And students learn to fit the description. Reminds me of those learners in my classes who expressed surprise at obtaining a high grade on an assignment.

      For instance, a musician in my ethnomusicology course, back in 2006, came to me with something of a complaint:

      You gave me an A on this assignment!

      Right. What's the problem?

      I have a learning disability!

      Erm... Not in my course, you don't! ;-)

      Students like this musician had done exactly the work required to fulfill the requirements... which didn't match expected requirements (which are overwhelmingly scriptocentric).

      Conversely, some learners assume they'll always get good grades ("I'm an A student!"), typically because their writing style matches academic expectations.

      Surely, there's research on this labelling effect. Now, I'm not saying that it's the only effect coming from these letters (or from "dean's lists"). Accommodations can be particularly important in courses where there's a pressure to perform in a certain way. And it sounds like grade-based rewards are important in several social systems. I'm merely thinking of links between Howie Becker's best-known book and his unsung work.

    2. invisibles

      Making inequalities visible becomes an important task, when we analyze a situation. Even with "visible minority" status, there's work to be done to assess our... visual bias. For instance, learners from indigenous communities may not "look the part". In Canada, this is actually a legal matter as a learner in one of my "intro to anthro" classes described it. (Let's call him "Harry".) Despite coming from a First Nation, Harry didn't have status. His sister did because her appearance fit the description. In fact, Harry's First Nation friend gave us a glimpse of this, live, in the classroom. Harry's friend didn't realize that Harry was First Nation until we started discussing this.

    3. Depuis longtemps, je suis d’avis que la rigueur d’un cours ne se mesure pas à la quantité de connaissances dont l’enseignant fait étalage, mais aux apprentissages que les étudiants font.

      Which can lead to an assessment of pedagogical efficacy. It's funny, to me, that those who complain about "grade inflation" (typically admins) rarely entertain the notion that grades could be higher than usual if the course went well. The situation is quite different in "L&D" (Learning and Development, typically for training and professional development in an organizational context). "Oh, great! We were able to get everyone to reach the standard for this competency! Must mean that we've done something right in our Instructional Design!"

    4. Si certains étudiants réussissent moins bien parce qu’ils étaient moins préparés aux études supérieures, ça ne veut pas dire qu’un cours est rigoureux. Ça indique plutôt que les étudiants n’ont pas été suffisamment soutenus.

      Bears repeating:

      Si certains étudiants réussissent moins bien parce qu’ils étaient moins préparés aux études supérieures, ça ne veut pas dire qu’un cours est rigoureux. Ça indique plutôt que les étudiants n’ont pas été suffisamment soutenus.

      Unexamined use of evaluation tools has led to a notion that academic success is causally linked to potential. It's more than a self-fulfilling prophecy. It's a whole system through which we support some learning experiences more than others and use the results of our assessment of well-supported learning as evidence that we offered proper support.

      As with health, there's a perverse incentive in preventing people from improving. If people learn without institutional help, the institution risks becoming obsolete. So there's a strong push to make sure that the institution will play a gatekeeping role. Some instructors have internalized this enough that they will state, with a straight face, that the role of a teacher is to identify people with potential and support them. Thankfully, many teachers have enough of a passion for learning that we actively try to make ourselves obsolete.

    5. Une distribution gaussienne pour les notes des étudiants n’est pas un indicateur de rigueur.

      Curving grades remains an unquestioned practice, in some contexts. Despite all the debunking which has been done since Terman's (in)famous work...

    6. Une énorme charge de travail pour les étudiants n’est pas un indicateur de rigueur.

      Given learners' current levels of anxiety, Quebec's Action Plan on Higher Education Mental Health could become quite significant. Wonder who's currently finding solutions to these issues. Workload is controversial enough a topic that a "Design Thinking" #SolutionMode might be even more fitting than assessments of what counts as a heavy burden.

    7. mauvais indicateurs comme gages de rigueur

      Yes! Therein lies the rub. Sounds like arguments for Competency-Based Learning, which is officially what we have in Quebec's Cegep system.

    8. baisser les attentes
    9. L’un des thèmes récurrents pendant les discussions a été celui de la rigueur.

      Not too surprising. It's an important consideration for the Academe. Almost part of the definition. And it's useful that learning pros are tackling such issues instead of jumping to conclusions. In a way, it's an extension of work done in the Sociology of Education since 1918.

    10. Vous pouvez en visionner l’enregistrement sans frais, en fournissant vos coordonnées.

      Interestingly, after signing up, it's even possible to download the Zoom recording video file along with its associated transcription files! Been using [h]'s DocDrop to anchor thoughts to timestamps in videos. Despite issues with YouTube, it's been quite useful as "resources in the open" even when they're not open resources. I'd have preferred that over the registration and download.

      Still, it's less restrictive than I expected.

    1. How To Master Any Language The Best Ways To Learning A New Langauge
    1. Conseil consultatif canadien sur les normes en apprentissage en ligne (CCCNAL)
    1. it's a tricky thing with Max you can spend weeks and refining a patch and afterwards you're the idea is so much gone for yourself that now you have the perfect tool but 00:02:41 you're not interested in using it anymore

      it's a tricky thing with Max you can spend weeks and refining a patch and afterwards you're the idea is so much gone for yourself that now you have the perfect tool but you're not interested in using it anymore

      Classic!

    1. ``We've learned and struggled for a few years here figuring out how to make a decent phone,'' he said. ``PC guys are not going to just figure this out. They're not going to just walk in.''

      Sounds very different from the verbatim:

      Yeah. And so I just would caution people that think they’re going to walk in here and just and do these. We’ve struggled for a few years here, figuring out how to make a decent phone. The PC guys are not going to just, you know, knock this out. I guarantee it. So, look, welcome, let’s go for it. We can’t stop all that. It’s going to happen, but it’s going to be, I don’t think it’ll be so easy for everybody, as everybody thinks to enter it. It’s a tough space.

    1. Colligan: Yeah. And so I just would caution people that think they’re going to walk in here and just and do these. We’ve struggled for a few years here, figuring out how to make a decent phone. The PC guys are not going to just, you know, knock this out. I guarantee it. So, look, welcome, let’s go for it. We can’t stop all that. It’s going to happen, but it’s going to be, I don’t think it’ll be so easy for everybody, as everybody thinks to enter it. It’s a tough space.

      Indeed, quite different from the paraphrase in that report

      We've learned and struggled for a few years here figuring out how to make a decent phone,'' he said.PC guys are not going to just figure this out. They're not going to just walk in.''

    1. Ms. Trajano, whom the president referred to as a “socialist.”Later that day, when Ms. Trajano was asked about the president’s remark, she said she didn’t find the label offensive.“I think social inequality must be confronted,” she said. “If that’s being a socialist, then I’m a socialist.”
    1. promised at his inauguration to be a president to all Americans

      Overall, Rogers’s comments contrast messages of unification and defiance, as though they were incompatible. One reading of this metadiscursive approach is that it accepts the very political divisiveness which has defined US-style politics for over two decades.

    2. often warns

      Several of Rogers’s bits of context point to what is habitual to Biden or surprising, given his style of governance.

    3. This is a powerful backdrop for Mr. Biden, who served in the Senate for 36 years. The Capitol was Mr. Biden’s workplace for decades. In this moment, posed among the artifacts that tell the nation’s story, he is both president and tour guide.

      This annotation sounds a bit like the lower third on one of those video explainers…

    4. Here is a transcript of his remarks, with additional context.
  9. Dec 2021
    1. Ressources éducatives libres

      Une période-charnière pour les REL au Québec:

      1. Pascale Blanc (Vitrine technologie-éducation)
      2. Nicolas Boivin (MOOC Littératie financière – UQTR)
      3. Isabelle Laplante (ÉDUQ)
      4. Robert Gérin-Lajoie (EDUlib – UdeM)
      5. Simon Villeneuve (Cégep de Chicoutimi)
      6. Hugh McGuire (Librivox)
    1. (ii) Élaborer des politiques d’accompagnement
    2. créer des REL dans les langues locales, en particulier dans les langues autochtones, qui sont moins utilisées, menacées et pour lesquelles les ressources sont rares ;
    3. Suite à un commentaire de Marcela Morales: les liens entre les différentes versions peuvent s'effectuer par les bilingues, un peu comme l'effet papillon social.

    4. programmes de formation initiale à l’intention des éducateurs

      Rappelle certains points du rapport Éduquer au numérique.

      Puis, lien possible aux collègues des collèges, via Una Daly (CCCOER): https://hyp.is/LydNYEfpEey9gTODlHd8XQ/oer.pressbooks.pub/oeg2021/chapter/english/

    5. Cette page sert de bac à sable pour des annotations (commentaires, glose, interprétation, intertextualité, mots-clic...).

    6. les institutions culturelles (bibliothèques, archives et musées)

      Commentaires en anglais au sujet de ces institutions (aussi appelées #GLAM pour Galleries, Libraries, Archives, & Museums, donc galeries d'art, bibliothèques, archives et musées).

      https://hyp.is/w_iZMk3mEeyoKRPbQ95izA/oer.pressbooks.pub/oeg2021/chapter/english/

    7. Affirmant également les principes formulés dans la Déclaration des Nations Unies sur les droits des peuples autochtones (2007), qui reconnaît aux peuples autochtones le droit d’élaborer des lois nationales et de mettre en œuvre des politiques nationales,

      Les ressources suivantes, qui sont disponibles en accès «ouvert», offrent une porte d'entrée vers l'autochtonisation du savoir.

      http://cpe-pn.ccdmd.qc.ca/

      Sans constituer des REL, au sens strict, elles peuvent être utilisées dans divers contextes.

    8. d’étudier la possibilité de mettre en place un cadre international concernant les exceptions et limitations au droit d’auteur à des fins pédagogiques et de recherche afin de faciliter les échanges et la coopération transfrontaliers en matière de REL ;

      Parfois bien utile de ne pas être trop puristes au sujet des licences. Il y a une grande diversité dans les usages «libres» de ressources qui ne le sont pas toujours.

    9. Se référant également à la Recommandation de l’UNESCO concernant la condition du personnel enseignant de l’enseignement supérieur (2007),

      Belles initiatives pour convaincre le personnel enseignant et, surtout, leurs gestionnaires du bien-fondé de la culture ouverte et libre. https://bccampus.ca/event/making-oer-count-incorporating-oer-into-the-tenure-and-promotion-process/?instance_id=3396 Avec une matrice à utiliser comme outil: https://www.doers3.org/uploads/1/3/2/2/132273765/the_oer_contributions_matrix.pdf

    10. Se référant également à la Recommandation de l’UNESCO concernant la condition du personnel enseignant de l’enseignement supérieur (2007)
    11. redistribution gratuites par d’autres.

      Programmes sans frais de scolarité, un peu partout dans la Francophonie, réseau des cégeps au Québec, réseau universitaire français... https://www.one-tab.com/page/EJUYkCxxQQSdn76RLD4BQw

    12. créer des REL dans les langues locales, en particulier dans les langues autochtones,

      Selon @Nateangell , il y aurait des liens à faire avec des liens à faire avec du travail en Colombie-Britannique au sujet des langues autochtones là-bas. Des francophones pourraient contribuer.

      Made me think of the Indigenization Project at BCCampus, that works "to co-create open educational resources that support faculty and staff with the incorporation of Indigenous epistemologies into professional practice, enabling post-secondary institutions to continue to build the structures and processes by which Indigenous students experience their post-secondary education in resonance with their own lives, worldviews, and ambitions."

      Are there other examples of projects focused on OER in indigenous languages? Love to hear about them in replies to this annotation.

      https://hyp.is/8af1rEiwEeyj05eXljnfqA/oer.pressbooks.pub/oeg2021/chapter/english/

    13. favoriser la mise en place de REL inclusives et équitables de qualité

      Y a-t-il des langues autochtones qui sont représentées dans le monde des REL?

    14. Diversité linguistique et langues autochtones

    15. Cartographie des projets et parties prenantes?

    1. Une communauté d’apprentissage numérique dans son collège Animation : René Bélanger et Suzanne Mercier (Cégep de Matane) La mise en place d’une communauté d’apprentissage numérique dans son collège amène la mobilisation d’un groupe d’enseignants à innover dans sa pratique ce qui insuffle un vent de changement pour tout le collège. Partage d’expertise, validation de pratique, formation, réflexion sur les enjeux du numérique…
    1. AREAS OF ACTION
      1. Capacity Building
      2. Supportive policy
      3. Inclusion, equity, quality, effectiveness
      4. Sustainability
      5. International cooperation
    2. Recognizing the leading role of UNESCO in the field of education and in the achievement of Sustainable Development Goal 4 (SDG 4), which calls for the international community to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,
    3. Wall of Text

      We should build a Wall of Sound for it. https://imgflip.com/i/18jkm2

    4. Welcome to this space, the English annotation sandbox for UNESCO's OER Recommendation.

    5. Also affirming the 2007 United Nations Declaration on the Rights of Indigenous Peoples, which recognizes the rights of indigenous peoples in formulating national legislation and implementing national policy,
    6. Also referring to the 1997 UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel as well as the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers, which stresses that as part of academic and professional freedom teachers “should be given the essential role in the choice and the adaptation of teaching material, the selection of textbooks and the application of teaching methods”,

      Status of Higher-Education Teaching Personnel

    1. Self-assessment I've already talked at length about how I use self-assessment. What I'll add is that this work is both part of my approach to the problem of grades and also an end goal in and of itself. Ann Berthoff writes in “Dialectical Notebooks and the Audit of Meaning,” “Learning to look carefully, to see what you're looking at, is perenially acclaimed as the essential skill for both artist and scientist.” Metacognition is a practical skill that cuts across disciplines.
    1. Special note: moral rights may continue to exist in works that have otherwise entered the public domain. See section 2.1.
    2. Indigenous cultural heritage/traditional cultural expressions In some instances, cultural heritage elements that are considered in the public domain under copyright law might be subject to other considerations or restrictions that need to be taken into account. This is especially the case of cultural works, sacred objects, rituals, or other types of traditional cultural expressions and knowledge created by and under the custodianship of Indigenous peoples or local communities. To be clear, these traditional cultural expressions might not be protected by copyright. However, this doesn’t mean that they are necessarily free for reuse or posting on the Internet. In view of the cultural rights or interests and customary laws or protocols that might govern their access and use, these cultural expressions deserve to be treated respectfully. It is recommended not to post them online or allow their re-use without prior consultations with the community(ies) that are their custodian. Cultural institutions have an important role to play to ensure the traditional cultural expressions in their collections are used respectfully and according to the wishes of their holders. Specific platforms, like Mukurtu, labels, like the Traditional Knowledge Labels, can help. If you are interested in exploring this topic in more detail, you can read the outcomes of the desk-based research that Creative Commons conducted on GLAM policies for Traditional Cultural Expressions on this blog post: “Sharing Indigenous Cultural Heritage Online: An Overview of GLAM Policies.”
    3. 4. The copyright holder failed to comply with formalities to acquire or maintain their copyright.
    1. The Treaty of Marrakesh Explained by the World Blind Union. This is a post prepared by the WBU that explains some of the basic points of the Marrakesh Treaty, and how it ought to be implemented nationally. http://www.worldblindunion.org/english/news/Pages/The-Treaty-of-Marrakesh.aspx
    1. The foundation of Open Education is Open Educational Resources (OER), which are teaching, learning, and research resources that are free of cost and access barriers, and which also carry legal permission for open use. Generally, this permission is granted by use of an open license (for example, Creative Commons licenses) which allows anyone to freely use, adapt and share the resource—anytime, anywhere. “Open” permissions are typically defined in terms of the “5R’s”: users are free to Retain, Reuse, Revise, Remix and Redistribute these educational materials.
    1. Generally speaking, there are two main ways in which exceptions and limitations are written into copyright law. The first is by listing specific activities that are excluded from the reach of copyright. For example, Japanese copyright law has a specific exemption allowing classroom broadcasts of copyrighted material. This approach, which is more commonly found in civil law countries, has the benefit of providing clarity about precisely what uses by the public are allowed and not considered infringing. However, it can also be limiting because anything not specifically on the list of exceptions may be deemed restricted by copyright. The other approach is to include more flexible guidelines about what is allowed. Courts then determine exactly what uses are allowed without the permission of the copyright holder. While this enables the law to adapt to new technologies and situations, the downside to flexible guidelines is that they leave more room for uncertainty.
    1. One of the most significant international agreements is the Berne Convention for the Protection of Literary and Artistic Works, concluded in 1886. The Berne Convention has since been revised and amended on several occasions. WIPO serves as administrator of the treaty and its revisions and amendments, and is the depository for official instruments of accession and ratification. Today, more than 179 countries (as of June 2, 2020) have signed the Berne Convention. This treaty (as amended and revised) lays out several fundamental principles upon which all participating countries have agreed. One of those principles is national treatment, as described above. That is, all countries must give foreign works the same protection they give works created within their borders, assuming the other country is a signatory. Below is a map showing (in blue) the signatories to the Berne Convention as of 2019.
    1. Adding Examples, Contexts, Discussions to the Recommendation

      Via @Remikalir: laying out what this version of the UNESCO OER Recommendation is all about.

    1. Recommandation de l’UNESCO concernant la condition du personnel enseignant de l’enseignement supérieur (2007)

      En 1997, en fait.

  10. Nov 2021
    1. disponible par le biais des dieux est un faux et sinon plus tarder je vais demander à isabelle la plante du cdc de nous parler de l'historique de ce projet

      disponible par le biais d'ÉDUQ.info

      devient:

      disponible par le biais des dieux est un faux

  11. Oct 2021
    1. Audio graph makes charts accessible to people with vision impairments by playing an audio tone that changes pitch to represent different vallues. Requires iOS 15 and iPadOS 15

      Just like that, making a foray into data sonification.

  12. Sep 2021
    1. Hors des heures de cours, les étudiants peuvent intervenir sur des forums écrits ou vidéos. Ils peuvent également utiliser un outil d'annotation collaborative comme Hypothesis pour partager leurs notes de lecture.

      Rough translation: Outside of class time, students can contribute to written forums or videos. They can also use a collaborative annotation tool such as Hypothesis to share their reading notes.

    1. Context for my listening/reading... Been working through some material from the Horizon Reports, as part of our prospective work. Not quite a followup to Audrey Watters's #OpenData work on the same reports. Still, it puts me back in the context of what Higher Education in the US like to describe about changes to their "industry".

    2. the Woodrow Wilson National Fellowship Foundation—which just changed its name to the Institute for Citizens & Scholars.

      That explains it!

    1. These larger questions will continue on loop industry-wide for the coming years, it seems.
    2. beginners or casual users who may ultimately decide they would rather do something else
    3. will music tech be able to compete as lockdowns gradually end
    4. about all music tech companies seeking venture funding for growth using subscriptions
    5. a subscription to Reason, to Lumi, to iZotope stuff, to Adobe Creative Suite… these are not all created equal
    6. There’s a gap between “we want SaaS to work because that’d be good for us as investors” and “SaaS is proving to be a solid investment with real consumers.”
    7. if you give me a choice between a Lumi and an Xbox, I’d take the Xbox
    8. learn to play music with whatever time they have left
    9. how music in general stacks up to competition from all the other things you can do with your time and money
    10. speaking as a lifelong keyboardist and pianist here and former contributing editor to Keyboard mag who did cover stories with pretty famous people – I’m told guitarists are cooler and sexier to most people
    11. Gibson also has an app and learning system
    12. the piano, as always, has to compete with the guitar
    13. these “legacy” brands also have massive distribution and marketing efforts
    14. Casio makes light-up keyboards, for example. So does Yamaha
    15. the app works with the light-up keyboard to teach you to play
    16. whether you want to have keys light up to tell you which notes to play in the first place.
    17. assume there are more beginners out there than there are advanced users and hope they want to pay the $299 + $79/year to learn to play music
    18. It goes without saying that venture finance at the moment absolutely adores subscription models.
    19. Peleton for music
    20. intended to help you learn to play music
    21. focusing on their light-up keyboard Lumi

      [shivers]

    22. powerful software from FXpansion and on iOS
    23. without a financial filing since 2019
    24. common misconception that the pandemic was universally good for the music instruments industry
    25. ROLI assembles products in London
    26. the flagship Seaboard controller will become available again soon
    27. PACE is not exactly beloved by the developer community even as it is widely used
    28. pre-pack (pre-packaged) insolvency
    29. Luminary is talking about pushing its subscription-based software business.
    30. headcount at ROLI was at some point up to 250 people
    31. Business Insider, who got the exclusive on the story (it seems directly from ROLI)
    32. if advanced users get that, will beginners – enough to support growth of the rebooted company?
    33. ROLI has filed for administration and will reboot as beginner-focused Luminary as the company struggles with losses. A portion of employees remain, and even the Seaboard is apparently coming back in stock – but this could be a cautionary tale for “hypergrowth” in music making. The UK-based startup had always been something of a puzzle to the instruments industry. On one hand, they had innovative products – those famous squishy keyboards – plus loads of celebrity endorsements (like Pharell and Grimes). They also have been able to hire an incredible amount of talent, including acquisitions of the FXpansion software development team and (at one point) the widely used JUCE framework and its star developer. But on the other hand, it was clear ROLI was burning investment money in pursuit of a growth strategy that seemed potentially unrealistic to an outside observer. And at the moment, I’m not really going out on a limb saying that, because I can just quote CEO Roland Lamb talking to Business Insider about the decision to file for administration: “Ultimately, what happened was the pro-focused products we initially developed, although successful within their marketplace, the marketplace wasn’t big enough given our venture trajectory,” Lamb told Insider on Wednesday. “We had our eyes set on hypergrowth, and that proved to be difficult.” “Hypergrowth” is an interesting term, as most enduring names in the music tech business in fact have pursued very conservative, gradual growth. Household names like Ableton or Roland or Avid have been almost like blue-chips for musicians. And the losses ROLI accrued were real – the most recent filing is back to 2019, with pretax losses of £34.1 million on revenues of £11.4 million. Lamb describes the process of the reboot as involving “dark nights of the soul.” So let’s get to what this means. Let me also say – I sincerely hope former ROLI employees are all landing on their feet, whether at Luminary or (for most, realistically) post-ROLI. The tech itself remains innovative, expressive, and presented in an appealing and futuristic product.

      The promise.

    34. hope former ROLI employees are all landing on their feet, whether at Luminary or (for most, realistically) post-ROLI
    35. pretax losses of £34.1 million on revenues of £11.4 million