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tramite ETF Events di Manuela Corsini il 15/02/10

The workshop will be focusing on the importance of improving the competitiveness of human resources by developing the education and training systems. It will be a forum for an open dialogue among economic experts, private sector representatives, policy makers, civil society institutions and international organizations to suggest new national policies that can effectively contribute to the reform of education and training systems in Egypt.


tramite ScienceBlogs Channel : Education di Coturnix none@example.com il 11/02/10


Mason Posner is a professor of Biology at Ashland University in Ohio. He also blogs on A Fish Eye View (though I notice he did not update it in a while). About a year ago, and inspired by some discussions emanating from ScienceOnline'09, he decided to try using blogs in his teaching. He did it last spring. And he is doing it again this spring.

You can check out his Marine Biology Course class blog, where he and the students are all posting in one place.

But also check out his Senior Capstone course in Biology and its class blog - he is the only one blogging there - the students are required to start and run their own blogs.

Now look at the Class Blogroll on the margin - take a look at last year's (2009) student blogs - wonderful writing on all of them, good stuff. But! One of them is already deleted. There are four other blogs that stopped posting around early May of last year, probably at the time the course ended. Only one of the blogs is still running today. Why did they stop?

Now check out this year's blogs - very, very nice stuff: The Difference between Ignorance and Apathy, SexyScience, Thirsty Pandas and Successors of Solomon. Lovely blogs. But will they last past May?

Now, you may remember a similar experiment at Duke - see this and this and especially experiences of Erica Tsai who ran the program. Why did all the Duke student blogs end once the class was over?

There is always a lot of chatter online (see the most recent commentary about a Pew study here, here, here and here) about teens and college students not blogging. No, the kids are not naturally Web-savvy - they also need to learn.

They use Twitter much more than the stats usually show, but mostly keep their profiles private and only talk to each other. They use it instead of texting because it is cheaper and platform-agnostic. Of course, they are all on Facebook (or MySpace, depending on socio-economic status), where they also interact with each other. The artistically inclined may connect with each other on DeviantArt. And yes, there are many who blog (though they may have predominantly chosen a more social blogging platform like LiveJournal).

All of the above are social uses, which is quite age-appropriate. Some of them (certainly not all) will, just like their elders, pick up blogging later, when they find a need to express themselves in long-form writing. Teaching them how to blog is part of their education, or at least should be.

But none of this really applies to the cases I started this post with - these are young people who have been taught how to blog, have done it well, probably got positive feedback for it from the instructor and peers, and obviously have something to say. So, why do they quit?

Is it because they see it as homework? Something that needs to be done for class, and can be stopped once the final grades are in?

Or is it because all the feedback they get comes only from the instructor and classmates? The class is a small community which formally and automatically dissolves the moment the semester is over. If the community is gone, who are you writing for?

Would they continue blogging if they felt they were a part of a larger community and, more importantly, a continuous community, one that has no expiration date? If we all sent them traffic by linking to their posts from our blogs, Twitter, FriendFeed, Facebook etc., would they see that kind of feedback as a motivation to keep writing? If we posted comments on their blogs, would they feel like members of a broader community and would gladly continue engaging with it?

The same goes for even younger bloggers. Duke summer program had high schoolers blogging as well. How about Miss Baker's students? Would comments on their posts be felt as intrusive or would they be seen as welcoming to a broader community and motivating to keep writing?

Are one-off events, e.g., attendance at ScienceOnline conferences, sufficient to give students enough momentum to continue long-term?

Thoughts?

Read the comments on this post...



tramite Formazione - Il Sole 24 ORE di il 02/02/09

La formazione online per i professionisti del lavoro. Ciclo di sette lezioni tenute dal professor Pietro Ichino

Il Sole 24 ORE presenta La formazione on line per i professionisti del Lavoro: sette video lezioni, ciascuno della durata di due ore, tenute dal Professor Pietro Ichino. Lo scopo del corso è quello di offrire, in riferimento ad alcuni snodi cruciali della materia lavoristica, una chiave di lettura aggiornata dei cambiamenti in atto e delle prospettive, arricchita dal contributo che al discorso giuridico possono dare le altre scienze sociali. l ciclo di lezioni è destinato a Direttori del personale, Responsabili risorse umane, Responsabili relazioni sindacali, Avvocati giuslavoristi, Consulenti del lavoro. I temi affrontati: Hire your best employer! Perché l'Italia è ultima nella graduatoria europea per capacità di intercettare gli investimenti stranieri? Cosa impedisce ai lavoratori italiani di scegliere per sé il meglio dell'imprenditoria mondiale? Centralizzazione e decentramento nel sistema di relazioni industriali Cosa sta "bollendo in pentola" tra Confindustria e sindacati? Il quadro attuale e le prospettive di riforma in tema di rappresentanza sindacale in azienda e di struttura della contrattazione collettiva. La questione del precariato - 1) le cause e i rimedi Miti e realtà del lavoro precario La strategia del Libr/o Bianco del 2001: subordinazione e autonomia prima e dopo la legge Biagi. Due possibili sviluppi diversi: "Statuto dei lavori" e "contratto unico". La questione del precariato - 2) come dare stabilità senza generare esclusione e dualismo Un approccio di law and economics al giustificato motivo oggettivo di licenziamento e di apposizione del termine al contratto. La tecnica del firing cost per una tutela modulata della stabilità applicabile a tutti.Lavoro e non lavoro - 1) il debito contrattuale del lavoratore Tre nozioni che nel tessuto post-industriale richiedono di essere definite meglio: diligenza, scarso rendimento, mobilità professionale.Lavoro e non lavoro - 2) Motivazione, incentivazione e mobbing Le nuove frontiere della responsabilità del datore di lavoro pubblico e privato per la salute psichica dei propri dipendenti. Le tecniche di prevenzione suggerite dalla psichiatria e dalla scuola sistemica.Lavoro e non lavoro - 3) la questione dell'assenteismo abusivo Aziende e amministrazioni pubbliche sono davvero inermi contro le certificazioni compiacenti e chi ne approfitta? Vecchi e nuovi strumenti giuridici disponibili contro la simulazione della malattia. Ciascuna lezione, disponibile fino al 31/12/2008, è accompagnata da slides riassuntive e da documentazione tratta dalla banca dati UnicoLavoroIl ciclo di lezioni è valido ai fini della formazione continua obbligatoria dei Consulenti del lavoro, clicca qui per verificare gli ordini che hanno già aderito.Pietro Ichino, avvocato giuslavorista, dal 1991 è professore ordinario di diritto del lavoro presso l'Università Statale di Milano. E', inoltre, giornalista pubblicista dal 1997 collabora come editorialista con Il Corriere della Sera. E' autore di numerosi saggi, monografie, libri e articoli di diritto del lavoro e sindacale. Il prodotto è disponibile in tre modalità: - monoutenza: prezzo di listino euro 360,00 (IVA inclusa) - 3 utenti: prezzo di listino euro 600,00 (IVA inclusa) - 6 utenti: prezzo di listino euro 960,00 (IVA inclusa) OFFERTA LANCIO - monoutenza: euro 300,00 (IVA inclusa) anziché euro 360,00 - 3 utenti: euro 540,00 (IVA inclusa) anziché euro 600,00, costo a utenza euro 180,00 - 6 utenti: euro 900 (IVA inclusa) anziché euro 960,00, costo a utenza euro 150,00Sei abbonato alla Banca Dati UnicoLavoro? Contatta subito il tua agente di zona per conoscere le offerte a te riservate, in qualità di abbonato, via e-mail: servizioclienti.bdprofessionali@ilsole24ore.com o via fax al numero: (02 o 06) 3022.5450


tramite MyWire: Education il 02/02/10

China's top universities could soon rival Oxford, Cambridge and the Ivy League, the president of Yale University has warned.


(The full text of this article is available free)





tramite Online Learning Update di Ray il 01/02/10

In his 2010 annual letter, recently posted to the Bill and Melinda Gates Foundation website, Bill Gates makes a pretty strong case for incorporating different elements of the Internet—specifically, online video and interactive lessons—into both K-12 and higher education. "A lot of people, including me, think this is the next place where the Internet will surprise people in how it can improve things," he writes. It is a fact that "online learning," "educational technology," and "distance education" are buzzwords that are practically ubiquitous among today's teachers, education gurus, and even high-profile business executives



tramite COMMISSION DOCUMENT il 28/10/09

IP/ 09/1597 Bruxelles, 28 ottobre 2009 I mass media possono svolgere un ruolo cruciale per l'eradicazione della povertà La Commissione europea si rivolge oggi alla stampa e ai mass media per coinvolgerli nella sua lotta contro la povertà....


tramite Online Learning Update di Ray il 11/12/09

We describe our work on seeding and building a developmental learning community for recruiting and retainingwomen in educational programs and careers related to computing and information science (CIS). Our approach is explicitly participatory: we work with young women to better understand how they view and approach CIS and to build activities that may attract women who would otherwise be disinclined toward computing. In this paper we focus primarily on what we have learned through focus groups with women at different developmental levels with respect to CIS, and the tools we have been building to engage them in community-building activities.


tramite Online Learning Update di Ray il 09/01/10

Institutions offering distance education courses and programs may benefit by encouraging administrators, faculty, staff and students to be more entrepreneurial. Organizational cultures designed to support this type of environment are characterized by entrepreneurial leadership, innovation and change. This article provides information on how distance education institutions can incorporate entrepreneurial leadership and innovation into their organizations. Six questions for administrators of distance education to consider are presented in an effort to provoke discussion and thought on the importance of incorporating entrepreneurial leadership and innovation throughout distance education organizations.


tramite Il Sole 24 ORE - Economia e Lavoro di il 04/11/09

Banda larga: il governo congela 800 milioni
Gli 800 milioni del piano Romani-Brunetta per il superamento del «digital divide» e che da tempo attendono di essere sbloccati dal...




tramite Online Learning Update di Ray il 27/12/09

•Learning takes place in a social context, and encouraging student-student and student-faculty contact and interaction gets at the heart of student engagement in online-education settings.
•Because of their fundamental reliance on social participation and contribution, Web 2.0 tools, specifically social-networking tools, have great potential for enhancing the social context in support of learning, especially in online education.
•Twitter used as an instructional tool can add value to online and face-to-face university courses that far outweighs its potential drawbacks.


tramite Online Learning Update di Ray il 08/01/10

One summer, I was asked to take over an online course (in a master of education program) that had already begun. I accepted the job, but with hesitation. I knew the course material because it was within my field of expertise, but I had never taught an online course or taught masters-level students.... I found that I had to be explicit in explaining what I expected for each assignment and in drafting the syllabus. I made certain that the students understood what was expected of them, such as what time the assignments were due and when their feedback on other articles were to be posted. This was one of the most challenging academic activities I have ever tried to do.




tramite Online Learning Update di Ray il 26/12/09

Distance learning students must take a far more active role in learning and accessing information than traditional students in face-to-face classrooms. Written messages or posts from the professor and classmates replace other means of direct communication, and course materials are posted online. Rather than simply sitting through a class and jotting notes, you must take the initiative to download and read lectures and course materials. As a distance learning student, you will find that being pro-active and engaged in your personal learning experience will pay off in good grades and depth of learning.



Periodo: 05/02/2010

Città: Verona

Luogo: Fieragricola Verona, Bioenergy Expo, Centro Servizi dei Signori, Padd. 10/11

Oggetto: Gestione delle biomasse e dei processi per la produzione di energia

Abstract: In occasione del convegno, dove verranno presentati i risultati di ricerche e sperimentazioni della filiera bioenergetica, l’Istituto di Biologia e Biotecnologia Agraria del C.N.R. proporrà la terza edizione del Master in Gestione delle biomasse e dei processi per la produzione di energia

Riferimenti: www.master-bioenergia.org



tramite MyWire: Education il 01/11/09

To fix our schools, the teaching programs need to be as dynamic as the young people we want to attract to the profession.


(The full text of this article is available free)



tramite Online Learning Update di Ray il 25/12/09

There is another way to define quality that actually makes more sense. That entails thinking of quality in terms of outcomes rather than resources—focusing on student learning instead of the size of the endowment. Research conducted by Dennis Jones and Jane Wellman suggests that we would be able to break the link between cost and quality if we measured quality in terms of performance outcomes. They found that "there is no consistent relationship between spending and performance, whether that is measured by spending against degree production, measures of student engagement, evidence of high-impact practices, students' satisfaction with their education, or future earnings." Are there instructional designs that have the capacity to lower costs and enhance the outcomes of the educational experience? Let's return to the case of online learning.


tramite MyWire: Education il 20/01/10

Under a tree on a dusty plain in Kenya, a small group of young pastoralist children is sitting under the shade of a tree reciting a few words of English in unison.


(The full text of this article is available free)



tramite MyWire: Education il 23/11/09

Hey kids, grab those beakers and Petri dishes, the White House is going to hold a science fair.


(The full text of this article is available free)



tramite ScienceBlogs Channel : Education di Coturnix none@example.com il 10/01/10

ScienceOnline2010 is starting in three days! If you are not excited yet....well, I think you should be! And perhaps I can help you....with this post.

First, see the complete list of attendees, or, if you want more details about everyone, browse through these introductory posts. It is always good to know more about people you are about to spend two or three days with....

Then, check out the Program to see which session in each time-slot you want to participate in. Go to individual session pages right now and join in the discussions, or ask questions. Start shaping the discussion online before it even starts offline.

This is an Unconference, meant to be highly participatory. The point of the meeting is to have conversations. The sessions' titles are meant to be topics for conversations, not lectures. The session moderators are supposed to keep the room engaged and on topic, not to drone on and on in a lecture. And then, there are all those informal conversations that happen in the hallways, and during additional events, and in the hotel lobby and at the hotel bar.....

What to do if you will not be physically present but want to follow? Graham Steel has some ideas, but there are plenty of ways to follow, and to some extent participate in the meeting.

This is an Unconference also in the sense that it is open. Not just that we allow, we actively encourage participants to cover the meeting online - not just sessions, but everything that happens there. The participants are encouraged to livetweet the meeting, to discuss it in various online places like FriendFeed and Facebook, and to blog about it: either liveblog, or a series of blog posts afterwards, or one big summary post at the end.

So, follow our official Twitter account, follow the #scio10 hashtag on Twitter, and follow the Twitter List that aggregates all the participants. Subscribe to our FriendFeed room and our Facebook event. A lot of coverage will also be found on the Science In The Triangle site and blog.

All (except one) sessions will be recorded and the videos posted on the scienceinthetriangle YouTube channel. You can also search YouTube for the #scio10 hashtag later on.

The sessions in rooms D and E will also be livestreamed on The RTP stream - there are chatrooms on the side: use them to discuss in real time. We will have assigned "room monitors" who will check the chatrooms and, if they see an interesting question or comment, inject them into the real-world conversation in the room.

Likewise, these same sessions (in rooms D and E) will be livestremed into SecondLife on the RTP Island. Again, we will have someone keep an eye on the conversations there and may read out a good question out loud into the room.

We are also encouraging participants to make photographic, audio and video recordings of various events - not just sessions, but hallway conversations and other events. We hope they will interview each other. And then post all those audio and video files online and tag them all with #scio10 hashtag for easy search. We will collect everything from anywhere on the Web with that tag in one place - check the wiki (and our other communication channels) for more information when the meeting starts.

One way to warm up and get excited for the conference is to read some blog and media coverage from the previous years. Check out the collected links of coverage of the 2007 meeting, the 2008 meeting and the 2009 meeting. Of course, the 2010 meeting has already generated quite a lot of coverage (this time in reverse-chronological order) and we expect much more, so try to catch up (and add to it on your own blogs).

Finally, some of the past participants revealed much more about themselves in a series of interviews I conducted with them over the past two years. Many of them will be here again this year/week (marked with an asterisk) so you can see what they had to say about themselves, their science/Web projects, and about the conference itself:

The 2008 meeting:

Let The Beagle sail: Interview with Karen James*
An Island In the Mountains: Interview with James Hrynyshyn*
Bloggers....In.....Spaaaaace! Interview with Talia Page
What He Says! Interview with Deepak Singh*
Per Holothuroidea Ad Astra: Interview with Sheril Kirshenbaum*
How was it for you? Interview with Graham Steel
Buffy and C.S.I in the Writing Lab: Interview with Jennifer Ouelette*
From Viruses to Viral Video: Interview with Anna Kushnir*
Say 'Hi' if you see him running - Interview with Dave Munger*
A Different Kind of Handshake: Interview with Vanessa Woods*
Visualize This! Interview with Moshe Pritsker
From the trenches of Open Access: Interview with Hemai Parthasarathy
Openness is Essential Freedom: Interview with Vedran Vucic
FairerScience in an Unfair World: Interview with Patricia Campbell
Our Seed Overlord: Interview with Virginia Hughes
The mite hunting a dinosaur that could not catch a dog: Interview with Brian Switek*
The Sirenian Call? Interview with Jennifer Jacquet
Getting Publishing up to Speed: Interview with Bill Hooker*
Riding the Dinosaurs toward Science Literacy: Interview with Gabrielle Lyon
Survivorman! Interview with Aaron Rowe*
Librarians have been doing it for a hundred years! Interview with Christina Pikas*
Soapbox for Puzzle-Solving: Interview with Tom Levenson*
PLoS, it rhymes with floss: Interview with Liz Allen
Isopods At The Gate: Interview with Kevin Zelnio*
The Future is Here and it is Bright: Interview with Anne-Marie Hodge*
The Warlord in the Library: Interview with John Dupuis*
Kids with 'Dr' in front of their names: Interview with Ryan Somma*
The Cool Aunt of the scienceblogging community: Interview with Janet Stemwedel*
One of a Mind: Interview with Shelley Batts
Ebola, for your kids! Interview with Tara Smith
Cutting-edge Communication at Duke: Interview with Karl Leif Bates*
Making the Data Public: Interview With Xan Gregg*
Watch Your Shoes! Interview with Suzanne Franks*
Guarding the Coral Reefs like a Moray Eel: Interview with Rick MacPherson*
Start Them Early: Interview with Karen Ventii*
Think of a Dust-Free Keypad: Interview with Rose Reis
Turning the Tables on Me: Interview on the Confessions of a Science Librarian*
Shortly After Hell Freezes Over: Interview with Elisabeth Montegna*
Communicating Genomics: Interview with Kendall Morgan
Removing the Bricks from the Classroom Walls: Interview with David Warlick
Doing science publicly: Interview with Jean-Claude Bradley*

The 2009 meeting:

ScienceOnline'09: Interview with Sol Lederman*
ScienceOnline'09 - Interview with Greg Laden*
ScienceOnline'09: Interview with SciCurious*
ScienceOnline'09: Interview with Peter Lipson*
ScienceOnline'09: Interview with Glendon Mellow*
ScienceOnline'09 - Interview with GG aka Dr.SkySkull*
ScienceOnline'09: Interview with Betul Kacar Arslan*
ScienceOnline'09: Interview with Eva Amsen
ScienceOnline'09: Interview with GrrrlScientist
ScienceOnline'09: Interview with Miriam Goldstein*
ScienceOnline'09: Interview with Katherine Haxton
ScienceOnline'09: Interview with Stephanie Zvan*
ScienceOnline'09: Interview with Stacy Baker*
ScienceOnline'09: Interview with Bob O'Hara
ScienceOnline'09: Interview with Djordje Jeremic*
ScienceOnline'09 - interview with Erica Tsai
ScienceOnline'09 - interview with Elissa Hoffman
ScienceOnline'09 - Interview with Henry Gee*
ScienceOnline'09 - interview with Sam Dupuis*
ScienceOnline'09 - interview with Russ Campbell*
ScienceOnline'09 - interview with Danica Radovanovic*
Clock Interview: John Hogenesch - genes, clocks, Web and ScienceOnline'09*
ScienceOnline'09: Interview with Bjoern Brembs
ScienceOnline'09 - interview with Erin Cline Davis
ScienceOnline'09 - interview with Carlos Hotta
ScienceOnline'09 - interview with Danielle Lee
ScienceOnline'09 - interview with Victor Henning
ScienceOnline'09 - interview with John Wilbanks
ScienceOnline'09 - interview with Kevin Emamy*
ScienceOnline'09 - interview with Arikia Millikan*
ScienceOnline'09 - interview with Tatjana Jovanovic-Grove*
ScienceOnline'09 - interview with Blake Stacey*
ScienceOnline'09 - interview with Daniel Brown
ScienceOnline'09 - interview with Christian Casper
ScienceOnline09 - an interview with Cameron Neylon*
Caryn Shechtman: A Blogger Success Story (an interview with Yours Truly)*

Read the comments on this post...


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