By Hedda. We are delighted to share with you another seminar recording from the research group HEIK (Higher Education: Institutional dynamics and Knowledge cultures). HEIK is a research group located at the Faculty of Educational Sciences in University of Oslo, the coordinating institution of Hedda. See more...
By Stephen Downes - Stephen's Web. Bad Day for Bad Patents: Supreme Court Unanimously Strikes Down Abstract Software Patent
Daniel Nazer, Vera Ranieri, Electronic Frontier Foundation, June 22, 2014
Nice news on the patent front. "Essentially, the Court ruled that adding “on a computer” to an abstract idea does not make it patentable. Many thousands of software patents—particularly the vague and overbroad patents so beloved by patent trolls—should be struck down under this standard." More...
By Stephen Downes - Stephen's Web. We Can Code It
Tasneem Raja, Mother Jones, June 22, 2014
Intelligent and literate article on computer literacy and learning to program. The focus is on encouraging girls and minorities to join the crowd, but the real strength of this article is in the first half where the author describes the sort of literacy enabled by learning to program. It leads off with Boston's adoptahydrant.org, and then lists off some examples of digital literacy: sorting, abstraction, iteration, parallel processing. More...
By Stephen Downes - Stephen's Web. Un-Fathom-able: The Hidden History of Ed-Tech
Audrey Watters, Hack Education, June 22, 2014
Not that we were first - I know we weren't - but we had been offering courses online for four years by the time "the first online class" (at, and according to, MIT) was offered. By 2001, actually, I had left Assiniboine, where we put the General Business Certificate courses online, and had been at the University of Alberta for two years, where we put a municipal government learning and resource portal online. More...
By Phil Hill. I’m a little surprised that this hasn’t gotten any press, but Internet-based online education turns 20 this summer. There were previous distance education programs that used networks of one form or another as the medium (e.g. University of Phoenix established its “online campus” in 1989), but the real breakthrough is the use of the world wide web (WWW), effectively creating what people most commonly know as “the Internet”. Read more...By Phil Hill. Richard Levin, the new CEO of Coursera, is getting quite clear about the new goals for the company. At first glance the changes might seem semantic in nature, but I believe the semantics are revealing. Consider this interview with the Washington Post that was published today in the Washington Post [emphasis added in both cases below]. Read more...By Phil Hill. One of the policies that we’re tracking at e-Literate is the proposed State Authorization regulation that the US Department of Education (DOE) has been pushing. The latest DOE language represents a dramatic increase in federal control of distance education and in bureaucratic compliance required of institutions and states. In the most recent post we shared a letter from WCET, UPCEA and Sloan-C to Secretary Duncan at the DOE. Read more...
By Cathy Davidson. The Futures Initiative is based on the idea that all education is "vocational" in the broadest sense that education should prepare us for the vocation of leading better, richer, more satisfying, responsible, joyous, and productive lives (in whatever form). Education should be about meeting tough challenges and exploring novel opportunities--coupled with introspection, curiosity, creativity, and social justice too, and all on the way to mastering content and beyond. More...
By Cathy Davidson. This talk brings the interdisciplinary perspective of the social sciences, humanities, and digital humanities to data science and is a follow-up to our HASTAC May 28 “Big (and Messy) Data” workshop as part of a two-year NSF EAGER grant on data and cross-disciplinary collaboration and mentoring. A key concern from this workshop that needs to be applied to our National Data Service is what my colleague and collaborator Richard Marciano has termed the “forensics” of understanding and interpreting big data. More...
ALA 2014 - 33ème année
Université d’été - Apprentissage intensif des langues anciennes
Du 14 au 25 juillet 2014 - Digne-les-Bains – IUT
Grec – Copte – Arabe – Latin – Hittite – Sanskrit – Syriaque – Egyptien – Araméen – Hébreu – Akkadien – Sumérien – Slavon – Tibétain
Depuis plus de trente ans, l’ACADEMIE DES LANGUES ANCIENNES dispense un enseignement de qualité dans une ambiance détendue.
Elle offre une occasion unique d’apprendre à lire pendant l’été des textes anciens de la Méditerranée, du Proche et de l’Extrême-Orient. Vous accéderez à un héritage culturel, en devenant des lecteurs autonomes du plus vieux patrimoine écrit de l’Humanité.
Cette « Université d’été », organisée par Aix-Marseille Université et le Centre Paul-Albert Février du CNRS, a lieu, dans la seconde quinzaine de juillet, à Digne-les-Bains, au coeur des Alpes provençales.
Contact et Infos : www.academie-des-langues-anciennes.fr - Tél. : 04 67 72 56 95
Renseignements
S. H. AUFRERE : 04 67 72 56 95
academie.langues.anciennes@gmail.com - www.academie-des-langues-anciennes.fr
Bulletin d’inscription
A renvoyer par la Poste avec le chèque (ou virement) à :
Inscription ALA/Sydney H. Aufrère
1, rue Cyrano de Bergerac, bât. B
34090 MONTPELLIER
Académie des Langues Anciennes - 14 > 25 juillet 2014.
Arabe III par Nouar Barakat
PROGRAMME
Voir le programme sur le flyer ci-dessus ou sur le site : www.academie-des-langues-anciennes.fr.
Détails pratiques et bulletin d'inscription ci-dessous ou sur le site : www.academie-des-langues-anciennes.fr.
Bulletin d’inscription
A renvoyer par la Poste avec le chèque (ou virement) à :
Inscription ALA/Sydney H. Aufrère
1, rue Cyrano de Bergerac, bât. B
34090 MONTPELLIER
Académie des Langues Anciennes - 14 > 25 juillet 2014.
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