Waching daily May 15 2017

Motu in Motu Ke Haath Funny Moment - Coloring Motu Patlu in Hindi For Kids

For more infomation >> Motu in Motu Ke Haath Funny Moment - Coloring Motu Patlu in Hindi For Kids - Duration: 2:56.

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Motu Patlu In Wonderland Puzzle - Motu Patlu in Hindi Puzzle Game For Kids #2 - Duration: 2:04.

Motu Patlu In Wonderland Puzzle - Motu Patlu in Hindi Puzzle Game For Kids

For more infomation >> Motu Patlu In Wonderland Puzzle - Motu Patlu in Hindi Puzzle Game For Kids #2 - Duration: 2:04.

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Motu Patlu Bathing in The Sea - Motu Patlu in Hindi Coloring Book Pages For Kids - Duration: 3:03.

Motu Patlu Bathing in The Sea - Motu Patlu in Hindi Coloring Book Pages For Kids

For more infomation >> Motu Patlu Bathing in The Sea - Motu Patlu in Hindi Coloring Book Pages For Kids - Duration: 3:03.

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एलो वेरा जैल से बाल लंबे कैसे करें - ALOE VERA GEL For Hair Growth | PrettyPriyaTV - Duration: 3:20.

For more infomation >> एलो वेरा जैल से बाल लंबे कैसे करें - ALOE VERA GEL For Hair Growth | PrettyPriyaTV - Duration: 3:20.

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3 tips for SUMMERS | What to EAT during summer | SCImplify - Duration: 3:53.

We are now officially settling into the summer season, and god the heat is on!

Although here in Delhi its been on for quite a while, and I don't think it is going anywhere

anytime soon.

If you live in areas with especially hot summers, like I, its very very important to stay cool

physically, that is from the outside, as well as physiologically, that is from the inside.

So today, I am going to share with you 3 simple tips to stay cool and healthy this summer.

Here they go-

Tip no 1: Eat seasonal fruits and vegetables.

There are so many advantages of eating what grows in season.

Seasonal foods are cheaper, they taste better, they have a higher nutritional value, they

are environment-friendly, they help in supporting the local farmers, and most importantly, believe

it or not, they support your body's nutritional needs.

Let me give you a few examples.

During summers, sweet juicy fruits like grapes, melons, mangoes become available.

These fruits have a higher water content which help keep you hydrated, and the sweetness

in these fruits provide you energy for braving the heat.

Not to mention, the antioxidants and carotenoids in these fruits that protect you from sun

damage.

Among vegetables, zucchini, cucumbers, bottle gourd, okra become available during summers.

These vegetables also have a higher water content, which help you with your hydration

levels.

Now these days, everything is available in every season, and most of us are clueless

about what is seasonal.

Well, there are a few ways of finding out.

Pay attention to the trends in your grocery store.

If something is seasonal, it will be available in abundance or even on sale and at a cheaper

price!

Tip no 2: Use rose petals.

You must be aware of the use of rose petals in aromatherapy, or use of rose water in cosmetics.

Did you know that rose petals are edible?

Not just edible, rose petals hold a special place in Ayurveda.

They are known for their powerful cooling effect on our body.

In the market, rose petals might be available as spreads or preserves.

You can either have 1 tsp of this preserve by itself or add it to your glass of milk

or lassi to experience the cooling effect of rose.

Tip no 3: Hydration, hydration, and more hydration!

During summers, our bodies sweat, and we lose water as well as minerals.

So definitely up your water intake, and in addition you can add some mint leaves or lemon

to your water to make it more refreshing.

Coconut water is also an excellent option, as it not only hydrates you, but also helps

maintain the electrolyte balance in the body.

Now, it might be tempting during summer to drink chilled beverages like coke along with

your meals.

That might not be a very good idea, firstly because drinking something very cold with

your food interrupts the process of digestion and might cause digestive problems.

Secondly, why drink cokes and colas, when you can have some amazing lemonade, or buttermilk,

or some refreshing fruit juice.

For more infomation >> 3 tips for SUMMERS | What to EAT during summer | SCImplify - Duration: 3:53.

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English Accents | American & Australian Pronunciation Differences - Duration: 12:48.

Hello! I'm Emma from mmmEnglish and in

this lesson I found an American all the

way down here in Australia and I thought

that I'd use him to show you some of

the pronunciation differences between

Australian English and American English.

You don't mind if I use you Alan?

Use away!

How long have you been in Australia Alan?

Two weeks now.

Two weeks! And what do you think of it so far?

It's beautiful. Yeah. Actually this is our

first rainy day but for most days it's been

really really nice out here in the west side.

Rainy days are good for filming actually!

Oh! That's good, perfect day.

Hey, what's one weird thing that

Australians say? Australians say a lot of

weird things with slang words. What kinds

of things have you heard that have kind

of just weirded you out?

Maybe if someone said, you know, "Go to the

boot and get some bush chooks and

we'll crack a tinnier." And you're like, I have no

idea what you're talking about!

Nobody knows what you're talking about!

What he actually said was can you go to the car,

the back of the car, open it, get out a

can of beer and open the beer. Drink it.

And drink the beer. So we can drink beer.

Boot is actually not that weird, that's just

you know, you have a different name in America, right?

We just call it a trunk.

A trunk. The back of the car in America is called a

trunk but here in Australia and in

the UK too it's boot. Yes. You also say some

really weird things actually, this

morning you said to me "I'm going to go

and pet that horse out there." and I

was like "what?" because pet is just like an animal in

Australia, like a dog or a cat. Right, right.

But you're using it as a verb like you

would - like we say pat, pat the

animal and you say pet. Yeah, yeah pet.

Yeah.

But my point is that even native English

speakers have, you know, sometimes we have

words or even pronunciation that we

don't quite understand about each other

and you have to sort of piece the puzzle

together and that's definitely what

we've been doing the last few days right?

Since I met you. Definitely. Piecing it

together. Yeah right, piecing it together.

Figuring it out. I'm going to, I've got

some words actually written down here

that I want to, I want to test your

pronunciation on because I think that

the way that you say these words is

quite different to the way that we say

them here in Australia. So I want to test

that out and I want to demonstrate to

you guys what that actually, what it

looks like or what it sounds like. The

different, the difference between the

American accent and the Australian

accent. So the first one is this one, Alan.

How do you say this? That's hot.

Hot. Hot. Okay, so we would say hot. So

more like oh rather than ah. Yeah so it's a

little bit different - that's an easy one

to start with. What about this one?

Going to be very different. We say car. This one,

Car. Car. Car. So the main difference there

is that Alan pronounces the 'r' at the

end of this word. You say car, we use

the 'r', yes. And we just dropped that r

sound, it's kind of silent. It's just ah. Car.

Yeah! That's like, that's proper Australian

accent. Car. All right, what about

this one? Bottle. Bottle. Bottle. Now the

way that I say bottle is with T's. Yeah

but it's not actually lots of

Australians have the same pronunciation

of these two T's like, like you do and

often I say bottle as well. So you

instead of pronouncing that T, it's like

a 'd' sound, like a lazy D sound. Bottle.

Bottle. Yeah. Bottle. Bottle. Yeah that's

pretty good, it's pretty close. But that's one

similarity between the Australian accent

and the American accent is this double T or

even just a single T in the middle of

words like a bottle of water. A bottle of

water. Yeah, like someone from the UK

would say a bottle of water - in a better

accent than me.

OK, how about this one? Burger.

I think the way he says this is hilarious!

We say burger but you pronounce this 'u'

in a different way. Burger. Yes. Bur- Burger.

Burger and I just say burger. OK!

Sometimes we'd drop the 'a' there, we'll say

Garage. Garage? Oh, like that's

really, really soft. Yeah, sometimes it's

garage or sometimes it's just garage. So

the main difference between the American

and the Australian or the UK British

accent pronunciation of this word is

that we would put the stress on the

first syllable

and we would say ga-rage, garage. And

you would say garage so the stress

pattern is different for this word.

Garage. Garage.

OK. Bought. That is not

how you say that! Bought. Yes. Bought. It's pretty

similar! Bought. Bought. Yeah it's pretty similar.

Bought. What about this one then? Daughter.

Daughter, daughter.

Daughter or daughter. That's another good

example of that 't'. Daughter.

How about this one?

Aunt. Or aunt. But it's mostly, I think you

hear people say aunt more. Aunt.

We say aunt. Aunt. My auntie. Do you say auntie?

No, we just say aunt we don't really use

auntie as much. OK so that's quite

different! Aunt and aunt. How about this one?

Entreprenuer. OK so the main difference

there is in this last couple of

syllables. We say entrepreneur. Oh really?

Entrepreneur. Yeah. Now I don't even know

how to say it! Entrepreneur. So you

kind of do two syllables at

the end here, we're we just go entrepreneur or

entrepreneur.

Entrepreneur. Entrepreneur. That's a weird word. Entrepreneur. What

about.. this is kind of related, this word

Yeah. There's niche or niche. What do you say?

I say niche but maybe I've been saying

it wrong for a while but I think people say

niche though. It's your niche. Everyone, lots of

people in America say niche but everyone

outside of America says niche.

Is that true? Did you have to look that up? No that's true!

I want to make sure I'm not the only one here.

It's not just you lots of Americans say

niche and add a 't' sound in there

but the rest of the world, the rest of

the English-speaking world, says niche.

Find your niche. Interesting, very interesting. OK

Caramel. Sorry what?

Caramel. We'll say caramel, caramel apple!

Caramel, caramel apple! Yeah.

Caramel. Yes it's very different. Caramel. And I

don't know why it's caramel, but it's

caramel or people will say it both ways

it's caramel or caramel. Yeah and even then,

- caramel - if you say caramel, you put

like a stronger stress on this third

syllable don't you? Caramel. Yeah -mel.

Caramel. OK this one.

Mobile.

Mobile. Mobile. Mobile.

Very different. It's quite different. But this is like -

- you say it correctly. You would normally, you

would normally say just cell phone, right?

Yeah, we say cell phone. When

do you use this word? Like a mobile home, like

to move things. Yeah not like a phone?

Right. Right because we would

use this for a phone. Even, well actually, I

jumped in the ocean with my mobile.

You did too! and I went to look for cell phones

and it's like in Australia it's not

really, they just always use mobile

phones so I was searching for what's the best

cell phone plan and it's not how they

say it. Oh like you were Google-ing that? Yeah yeah.

But if you said that to someone

here though, they'd know exactly what

you were talking about.

Cell phone, mobile phone. Right, right. But if you did say

mobile or what do you say? Mobile. Mobile.

Mobile. They'd be like 'what?'. Actually

that's like the petrol company. Yeah we

don't use petrol either we call it gas.

It's just gas or gasoline. So these are like

loads of vocabulary differences between

American and Australian English. We're

trying to focus on pronunciation but

there's a whole other lesson in

vocabulary for sure! OK what about

this one? This one is one of my favorites!

It's very simply said. Aluminium. Aluminium

is what we say but actually when I when

I looked this up, you guys spell it

differently because I'm looking at it

I'm like I don't think that's how we

spell it, right. You actually have changed

the spelling so instead of aluminium,

aluminium. You, you just write it

aluminum. Is that right? Aluminum. Yeah. Yeah.

Aluminum. Just the -um at the end.

Stop knocking that plant! Hey buddy!

OK how about this?

Leisure. Leisure. Leisure. Leisure.

But I can see why leisure, that would make

probably makes more sense but American

pronunciation, leisure, with the 'r' and

Australian pronunciation, leisure, bit

lazier.

Turmeric. Turmeric. Yeah turmeric.

Here, turmeric. Yeah, yeah. This is like - maybe I'm wrong but I

think I've called it turmeric for all that

I can remember. Don't doubt yourself that's

just totally how you -

Try not to doubt myself. Don't doubt yourself in everything

you've known for thirty years!

Yeah yeah. But this is the spice, the yellow

spice that's used a lot in Indian

cooking and Malaysian cooking. Very, very

tasty, delicious spice.

So are you kind of surprised by how many

differences there are or did you already

know about a lot of those differences

between American and Australian English?

I think I get surprised by something

almost every day!

That you're here! Yeah it's still very new

for you, isn't it? Yeah,

It's just pronunciation, it is very

different. Yes. Yeah, yeah. But it's fun!

Yeah? Do you find the Australian accent easy?

to understand or is it sometimes quite

difficult?

I think for the most part you can

understand it. There's just, there's that

I think the more harder things in

Australia is like using different words

for different meanings. Different

vocabulary, slang words and stuff like

that. Yes definitely.

Alright well if you would like to watch

any more videos about the difference

between American English, Australian

English, British English, I want you to go

and check out these two here that I've

just right on top of Alan right now.

Sorry about that

Alan but can you just hold these videos

for me? Right here. Yeah. Thank you that's

perfect! If you would like to watch more

of these videos and get updates when I

release new videos, make sure that you

subscribe to my channel by clicking this

red button here and I will see you in

the next lesson. Thanks for joining us

and thanks Alan! Well you're very welcome!

Thank you for having me. Bye for now!

For more infomation >> English Accents | American & Australian Pronunciation Differences - Duration: 12:48.

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Business models for open education - 1 (Paul Bacsich) - Duration: 5:09.

Business models for open education: three takeaway from the D-transform project

We have to start with what a business model means and we have to adapt that definition

which comes from business to the role of institutions, some of which are public sector institutions

and some of which are private.

So it's basically a means of capturing value, it has to link the sales, a commercial work

but universities produce material which students consume, to the what are called the factors

of production which is not a title that academic professors would like to be called

but it's the business term and business models basically are a key part of an institutional strategy.

So they can't be ignored: basically it's about money and even in the public sector

- as we know in Europe - money is very important, and the lack of money is more important.

Courses cost money and the money has to come from somewhere,

and I detect in many countries reluctance to actually engage with this issue

and this has not to do with the recent budget cuts and recessions,

but it's a tradition in the public sector, where the private sector actors,

which some people like and some people don't like, are much more realistic about money;

and simply money has to come from three or four main sources.

In some countries in Europe the money comes from the students, the students pay fees

and very often international students pay very high fees.

The money may come from the government and that again that depends:

some universities just get an annual grant and they're told to teach as many students as they can;

not a model I favour, because it tends to produce rather poor courses.

Many other countries have a model where each student carries a little package of money from the government,

and so the university gets more students and it gets more money:

that's quite an attractive model for universities.

And then … these are the main models; there are some other models which people talk a lot about,

researchers, but really are quite marginal: people talk about getting money from foundations,

forgetting that most of these foundations are US foundations and most of their money

goes to US projects, with a little bit of overspill to Europe.

And then one may get money by some commercial tricks, such as selling student data to third parties

or to employers or something, but this is fraught with difficulty especially in Europe,

because of the issues of data protection and in my view quite rightly, so not a model I favour,

and it doesn't seem to be particularly successful.

So at the end of the day money from the students or on behalf of the students is the key driver

for producing courses be the open education courses or closed courses.

The problem in Europe is every country is different

and, as we discovered recently, every region of every country is different:

when Wallonia decided to hold up the big treaty because they felt different from Flanders

and different from other countries, and in the UK especially we have four different countries

with very different models.

So I chose the topic of Ireland because Ireland, the republic of Ireland, has an interesting

model which is partly British and partly continental, it's a kind of hybrid model:

so students do pay fees but the government by large pays the fees if they are students from the EU.

International students pay quite high fees and again, surprisingly to some,

part-time students pay fees but the government pays no attention to that, so basically they pay

quite low fees and the government doesn't give the University any money.

So part-time students are not in that sense particularly attractive to Irish institutions,

and until you understand that you can't really understand why certain business models work

and certain models don't work.

So for example there isn't much distance learning in Ireland and again, because Europe is one continent

and we're all in the EU at the moment, a lot of countries suffer what are called edge effects.

So the British Open University has quite a lot of students in Ireland, so much of the

demand in Ireland is soaked up by identity outside Ireland, and we have similar situations

in Germany and in Austria and in Wallonia and France.

So there are quite lot of overlap, which mean you can't just restrict the business model

to one country.

So all of this makes it one complicated and I'm talking about one small country in 28 member states,

and some of the member states are considerably different in terms of different regions.

For more infomation >> Business models for open education - 1 (Paul Bacsich) - Duration: 5:09.

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MultiRename Datasets | XTools Pro, extension for ArcGIS Desktop - Duration: 4:36.

XTools Pro is one of the most popular extensions for ArcGIS for Desktop end users.

In this video we will demonstrate a practical example of using the XTools Pro "MultiRename Datasets" tool.

The MultiRename Datasets tool is aimed to batch renaming spatial datasets with use of many advanced flexible options and masks.

To demo the tool in action we are going to add a year of creation and geometry type to the dataset names and also replace part of names.

First, we run the MultiRename Datasets tool from the XTools Pro toolbar menu.

Now we need to add our datasets to the tool dialog window.

In general, this can be done different ways: using the Smart Add Data button, dragging and dropping layers from the ArcMap Table of contents window or from the Catalog dockable window.

Let's press the Smart Add Data button and select required datasets from disk.

To create our renaming mask, we will use the mask components provided by the tool.

First, we add creation year [creationDT.Y] to the names from the "Date & Time" component.

Then we add Geometry type [GT] from the "GIS" component.

Please note these parts of the renaming mask are case sensitive.

Below you can always see both the original and new names.

We can save the created renaming mask for later use with other datasets or in other ArcMap sessions.

You can also share the mask files with your colleagues.

Now we are ready to rename the datasets below, so let's start the process.

The datasets have been renamed.

We can see results in the Renaming results window, at that there is an option to Undo renaming if we notice anything wrong after review.

The renamed datasets have disappeared from the dialog window.

We also restore the mask field with the default [N] value which stands for the original names.

Now we need to replace certain part of the original names.

We add datasets again, this time dragging layers from the ArcMap Table of contents window.

We are going to remove letter "A" from the dataset names.

Earlier this was used to mark polygons (Area), now it is needless as we already added geometry types the way we need.

So, we search for letter "A" and leave the "Replace with" field empty.

Let's start renaming process.

The same operation should be repeated for letters "P" and "L", as we no longer need them.

As you can see, this renaming task has been successfully finished.

Now let's see how to use another renaming option, Counter.

We add new datasets to the tool dialog, this time dragging them from the Catalog window.

We will use the renaming mask template we saved previously and will add Counter, that is sequence numbers, to the dataset names.

For that, we load the previously saved mask file.

As you can see, the mask has been automatically applied to the datasets.

Then we add Counter.

Note that all datasets below have been assigned with the sequence numbers.

Better yet, we modify numbers making them two digits for our purpose.

Besides, as you see, separate sequences have been applied to different workspaces.

This may be a good idea in many cases, but it can be changed to a single numbers sequence if we select "All" for the sequence option.

Finally, let's perform the renaming operation.

To make sure that renaming has been performed correctly and dataset names have been changed, we can open the Layer properties dialog and check the Source tab for the layers in the map.

Please note, changing names for the datasets used in various map documents may lead to broken data sources in those map documents.

So, make sure to utilize this tool carefully.

As you can see, the XTools Pro MultiRename Datasets tool allows to promptly and clearly rename many datasets at once using a lot of customizable options and powerful flexible renaming masks.

XTools Pro is the #1 Productivity Suite for ArcGIS Professionals.

Visit our website to learn more and try XTools Pro free for 14 days.

For more infomation >> MultiRename Datasets | XTools Pro, extension for ArcGIS Desktop - Duration: 4:36.

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Hands-on setting in a laboratory for programming at HES-SO (Ariane Dumont) - Duration: 1:35.

In my school, University of Applied Sciences in Switzerland (HES-SO) -it's a school for

business and engineering- we have of course, we have laboratories for programming.

One of the new faculty members came to me and said: "I want my laboratory to be hands-on,

I want it to be a laboratory where students get engaged and are intrinsically motivated

to learn and to work for the different projects I give them".

And together we decided to develop his laboratory as if it was a "hackers" project, and so the

students become nice, let's say nice, but hackers and they had to report about what

it is to be a hacker and how they did, how they managed to enter a system and to reflect

about that and then to share with their peers in the school.

And it was a it was a plus, it was a real success: the professor was very happy with

the results and the students learned a lot.

So it could be an idea just to think of real-life settings and motivating settings as well.

For more infomation >> Hands-on setting in a laboratory for programming at HES-SO (Ariane Dumont) - Duration: 1:35.

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Reasons for alopecia areata - Duration: 3:59.

Hello i am Dr. Manali Shah i am skin and hair specialist

i am going to speak about causes about alopecia areata alopecia areata is condition

where there is patchy hair loss from the scalp or sometimes it can cause hair loss from other

parts of the body like eyelashes eyebrows or beard area in certain conditions there

can be complete hair loss from the scalp or hair from the whole body can loss when

the complete hair loss occurs of the scalp it is called

alopecia totalis and when whole body hair destroys

or loss occurs then it is called as alopecia universalis

alopecia areata causes lot of emotional disturbance to the patient there are vary much miss conceptions

about the alopecia areata in the social forum so with thing like why it occurs there is

some studies about this things like alopecia areata is autoimmune condition where the hair

attacked by the our defences like white blood cells immune cells

and in this condition immune cells whitener cells they don't recognize own body tissue

and they destroys the own body tissue or autoantibodies so in this case hair gets shriken and they

do't grow fastly or they grow slowly their growth let's stunted and the bald patch occurs

on the scalp so there is no particular reason why this immune disturbance occurs

in particular person but there are certain factors are proposed like different causes

like if family member are affected or relative are affected to the same condition then are

more sensation occurs alopecia areata in the particular person

the second thing if the person is having other autoimmune condition like anemia thyroiditis

diabetes mellitus vitiligo then there is more sensation occurs alopecia areata in the person

third condition which is proposed but not directly related sudden extend stress

there is some reports it can have some impact on occurance of alopecia areata then the thing

is you should get aware about this things then you

should leave misconceptions behind and go with positive thougths about this conditions

you will get good results about this condition and you get nice results and hair growth with

particular condition that alopecia areata i think with this information

we have clear your misconceptions if any query you can mail me on this email

id

For more infomation >> Reasons for alopecia areata - Duration: 3:59.

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MOOCs for teachers at Politecnico di Milano (Paola Corti) - Duration: 9:29.

Is it possible to accelerate didactical innovation processes by building new kinds of collaboration

between different institutions in the Higher Education scenario?

May MOOCs in general represent a chance to foster collaboration between teachers and

instructional designers, coming from different countries and different cultures?

In our experience with the series "MOOCs for Teachers", hosted by Polimi Open Knowledge

platform, it is happening, and this experience seems to be one of the first documented examples

of international collaboration among Higher Education Institutions in the MOOC design process.

"MOOCs for Teachers" series is the result of a partnership between the italian university

Politecnico di Milano and the national French institution Université Numérique Ingénierie

et Technologie (UNIT consortium).

The partnership is aimed at contributing to the design, production and dissemination of

MOOCs about didactical innovation, whose main target are teachers in higher education institutions.

This series represents an example of international collaboration during the design phase.

This series is based on four MOOCs, two of them already online – "To Flip or Not

To Flip", about flipped classroom methodology, and "Using Open Educational Resources in

Teaching" – and two of them will be launched during 2017.

The MOOCs of this series are connected to each other and explore different features

of didactical innovation.

Since the very generation of the series, Politecnico di Milano strongly believed in the opportunity

to involve other Universities and individual teachers in order to discuss and design

the pedagogical approach to be transversally applied in all the MOOCs of this series and to share

ideas and approaches with professionals and experts coming from other academic contexts.

The MOOCs in the series are thus built in a collaborative way, counting on the contribution

of experts and experimenters coming from all over the world.

Participants are free to choose their own path in the whole series of MOOCs: they can

choose an informative path, which requires only a final test; or they might prefer a

more active path, taking the chance to enjoy different activities to support reflection

and deep understanding; they can also join a more collaborative path, in which they are

invited to share their own experiences and their evaluations and reconstructions of meaning

together with other participants in the forum.

Everyobdy can shift from one path to the others whenever they feel like doing it, of course.

The first MOOC we designed in the series, "To Flip or Not To Flip", is about flipped

classroom methodology.

It was firstly released at the beginning of 2016.

We invited as contributors professionals who already tried at international level the flipped

classroom methodology and asked them to record a video-interview to share their direct experience

in the MOOC.

We received video interviews from Penn State University (USA), École Polytechnique Fédérale

de Lausanne (CH), Leiden University (NL), University of Zurich (CH) and École des Ponts ParisTech (F).

We made the post-production of all video in-house, at METID.

To build the theoretical parts of the course with a strong practical attitude we had the

chance to involve an international expert in the field, Ariane Dumont, who shared with

us references, didactical materials, documents used for the preparation of the lessons, ideas and doubts.

The first edition of "To Flip or Not To Flip" had around 2000 participants, with

a 31% rate of completion (intended as the number of people who achieved the final certificate).

Let's now focus on the evolution from the MOOC about Flipped Classroom to the MOOC about

OERs, which is the second of the series.

"Using OERs in Teaching" is the title.

Starting from the analysis done at the end of the first one, we decided to make testimonies

lighter but we strongly believed in maintaining experiences under the spotlight.

So we searched for new guests willing to share their direct experiences, the challenges they

encountered and the chances they offered to innovate didactic.

But in this new MOOC we believed it would have been more effective to have inspiring

videos about the concept of OERs, their history and the motivations we could bring to participants,

in order to raise their awareness about the theme and convince them to adopt OERs through

the voice of relevant professionals of the sector, involved as advocates.

The adopted approach was, thus, slightly different from the one adopted in "To Flip or Not

To Flip", because of the intrinsic nature of the OERs themselves.

So we started contacting some of the most relevant testimonials we could involve, and

most of them were enthusiastic to take part in our project, thanks to their kindness,

their belief in the mission of OERs and their commitment.

In order to collect all the videos with these guests, we sometimes tried to record them

in contingent settings (in the corridor of a conference, in an office offered by the

President of a Faculty at the last moment, from home using a web conferencing system…),

sometimes succeeded in recording them taking care of all quality aspects (in a studio at our office).

We launched this MOOC on Polimi Open Knowledge platform during Autumn 2016, with more than

450 participants coming from all over the world: from Italy to Malaysia, from Kenya

to United States.

Also in this MOOC we proposed an initial survey, in order to investigate the profile of participants

and their expectations about the MOOC, and a final questionnaire aimed at investigating

their perception about the MOOC after taking the course.

Since the whole series of MOOCs For Teachers was launched in order to strongly promote

didactical innovation, we decided to introduce in the questionnaires a specific item about

the perceived role of OERs in relation with didactical innovation itself.

In the initial questionnaire it emerges that the participants consider OERs relevant for

didactical innovation at a medium degree.

After taking the course, in the final questionnaire it emerges that the perceived relevance of

OERs to innovate didactics shifts to the higher levels of the scale.

This is consistent with the main aim of the MOOC, which is to raise awareness.

We are proud to share also that the Open Education Consortium selected our MOOC "Using OERs

in Teaching" as the winner of the Award of Excellence 2017 in the category OER MOOC.

The collaborative approach we adopted at international level in the MOOCs For Teachers series with

due adaptations, might be reused in other academic contexts, if suitable.

For Politecnico di Milano it is an ongoing meaningful experience, since it allows the

international team of instructional designers and teachers, with their specific experiences

in different contexts and cultures, to work together and to reciprocally enhance the chances

to learn on the job.

MOOCs are, from this perspective, a concrete "educational resource", also for the design

team in itself; they foster teachers and instructional designers to rethink their role in this specific

context and their contribution to the design activities and their ability to learn from

each other while reaching a better-shared result.

Thus, the one described is not only a shared design experience: it becomes a reciprocal

teaching experience, and an enlarged international collaboration experience, which are high objectives

in the evolution of the academic scenario, and are consistent both with the growing need

of internationalization of Universities and the sharing knowledge perspectives promoted

by the third mission of Universities.

We look forward continuing this international collaboration in the next years, in order

to enhance as much as possible our attitude to effective innovative design.

For more infomation >> MOOCs for teachers at Politecnico di Milano (Paola Corti) - Duration: 9:29.

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Brian is voting for Luke in Plymouth to fund education properly - Duration: 3:24.

hello I'm Brian and I'm a retired

teacher I taught maths for almost 40

years and towards the end I was also a

one of the team running a large

secondary school

I've been becoming more and more upset

about the state of our education about

the funding of our education about the

way in which our teachers are being

treated by an uncaring government and

because of teachers are being treated

this way our pupils are also being

treated this way your children your

grandchildren my grandchildren the

problem is that funding there was a

promise by the last Conservative

government and no election manifesto

there was a promise that they would pay

the same amount of money per Hiatt per

capita as they were paying in the past

but that was only in costumes it wasn't

in real terms as you know an idol that

inflation has meant that money value has

gone down you know that that means that

we are going to lose out in terms of the

amount of money going to our schools

and that before you even count the fact

that the pet project that this

government has of three schools is

siphoning off last chunks of the money

that is devoted to all our children so

then we have it we have a situation

where teachers are having to go out and

buy their own money

pencils rule of robbers things that are

essentially classroom equipment the kind

of thing that when I was responsible but

in my old job for the requisition or

reviews for school

I started out I make sure that our

teachers had all the equipment they

needed and other people's work well

enough prepared for the material error

with materials so that we could do the

kind of water they needed to do to get

themselves a good education it's not

happening anymore

and I might agree about this I'm angry

that a local MP has basically sided with

the government at every possible

opportunity and has voted every time for

the cuts that have taken place and

that's why in this coming general

election I'm putting public poll out

there is he will do something but

Plummer

until the people of Plymouth for the

children of Plymouth for your children

your grandchildren to make sure that

they get the education that they deserve

and not the education that the Tories

think that they should give out to

children it's not good enough and that's

why I'm voting public bollard

For more infomation >> Brian is voting for Luke in Plymouth to fund education properly - Duration: 3:24.

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Learn Colors With Animals 3D Learn Colors With Wild Animals For Children Kids Learning Funny Videos - Duration: 1:07:43.

Learn Colors With Animals 3D Learn Colors With Wild Animals For Children Kids Learning Funny Videos

For more infomation >> Learn Colors With Animals 3D Learn Colors With Wild Animals For Children Kids Learning Funny Videos - Duration: 1:07:43.

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Four words for inspiring the future of universities (Susanna Sancassani) - Duration: 6:47.

In this "discussion based MOOC" all of us contributors have agreed to share some reflections

and inspirations about the future of Universities.

My contribution will be a small basket of 4 words inspiring for shaping the new Higher Education

world for a medium/long-term scenario. Let's say 2040.

The first one is Diversity.

Diversity of knowledge and diversity of people.

Let's talk about the diversity of knowledge: our systems for producing and re-producing knowledge

have to become sharper, more effective, more acute in detecting the thin granularity

of the new cross and inter-disciplinary knowledge needed by the society in which we act.

If we want that our universities really play a role in facing the big strategical issues

of our global society we have to develop our sensibility to the diversity of knowledge,

we have to become able to valorize with respect.

If we are talking about the problems related to the big planet issues for example,

we need to explore and to create

synergies between knowledge coming from universities, but also from companies,

non-governmental organizations working in the field, traditional rural communities and so on…

we have to be open to a variety to be managed with respect.

In the higher education context, diversity means also a new attention to people,

to develop strategies able to recognize and to embrace the variety of people

(culture, gender, sexual orientation, languages, habilities or dis-habilities, learning and teaching styles)

both in the role of students and teachers.

Stop for a while, and ask yourself:

what if my university became the best one in recognizing and put in value

diversity related to knowledge and people?

How many innovative and transformative strategies could be driven by this strong driver?

The second word is Quickness: our systems of producing and reproducing knowledge

have to be quicker and faster in translating the recognition of new varieties

of knowledge needs into actual learning paths accessible to all the people interested in.

If we, traditional universities, can learn something relevant from the global startups providing MOOCs,

how carefully they listen to the learning needs and how fast they are in building affordable answers.

I know it is related with their focus on business, but what's about responsibility?

It is our responsibility to understand rapidly and to give answers just in time

to the learning needs of our society, isn't it?

How University should change for having the quickness in its process

to respond just in time to growing needs?

A lot of work to do, isn't it?

How hard is this challenge, and how many innovations would it drive?

The third word is Scalability. Just a number: according to the European Commission,

Europe could face a shortage of up to 900,000 skilled ICT workers by 2020.

But the problem isn't just with ICT,

it is in general with STEMs but also with the growing demand of lifelong learning,

the education of migrants and refugees and the support to education in emerging countries,

the prevention of the drop out of mature workers and so on.

We need to rethink our model in order to make the needed knowledge accessible

not just for some very specific target students but for anybody needing it

in the complex panorama of a changing multicultural and multi-issue local and global society…

Think about your University as a virtually unlimited scalable learning opportunities system

and new brilliant strategies will emerge.

The fourth and last word in our basket is Sustainability: we, the Universities, are simply too expensive.

We all know that in this climate of decrease or very slow growth

and of reduction of public resources we're too expensive for our societies.

Too expensive in an economic and in a social perspective.

It is not easy to find ways for costing less,

but we've to find ways for giving back more by optimizing our processes

but also, and particularly, by mobilizing alliances among universities but also with other relevant actors

of the knowledge chain in order to build a new concept of knowledge sustainability.

It is evident that it is not possible to gain a lot in term of ability to embrace diversity, quickness in evolution,

capability to scale furthermore in a framework of knowledge sustainability

without deeply re-thinking the whole knowledge system in terms not just of single processes

but in terms of the whole knowledge ecosystem, thinking about new connections, new alliances,

new forms of synergies.

In a word: a new networked model

able to transform our knowledge production and reproduction system

in something more fitting with our transforming societies.

For more infomation >> Four words for inspiring the future of universities (Susanna Sancassani) - Duration: 6:47.

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25 Investigates Doctors accused of sexual assault shielded by legal loophole - Duration: 3:34.

For more infomation >> 25 Investigates Doctors accused of sexual assault shielded by legal loophole - Duration: 3:34.

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Promo video for the D-TRANSFORM MOOC: university strategies in the digital age - Duration: 2:28.

In this discussion based MOOC, all of us contributors have agreed to share some reflections

and inspirations about the future of universities.

The disruption of university and university education as we know it,

and it's a very timely and important topic, because indeed that is what is happening.

The contemporary student can be of any age,

he or she can be from any background

and can be located anywhere on our planet.

It does not mean that modernising higher education equals using digital technologies,

but a large part of it has to do with modernising the ways we teach,

the ways we learn, the way leadership is carried out within a university.

In accredited courses, where the MOOCs are piloting some very innovative approaches.

I believe that it is very important that using elearning or using Open Educational Resources

does not become an end in itself, but that we use its potential

to enhance teaching and learning and improve conditions for our students.

What is openness? Openness means also transparency.

So I really want to leave this statement about disruptive education with a note of high optimism,

saying that it is really allowing us an opportunity to address problems

or address situations which we could not do with our traditional model of education

and I think that's the positive aspect of this disruptive change.

For more infomation >> Promo video for the D-TRANSFORM MOOC: university strategies in the digital age - Duration: 2:28.

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Mothman Newspaper: "Monster No Joke For Those Who Saw It" - Duration: 3:28.

The following is a newspaper article from The Athens Messenger.

Dated November 18th 1966:

Monster No Joke For Those Who Saw It By Roger Bennett, Assistant News Editor

"They think It's a big joke.

They think we can go out there and It'll come out for us."

"It" is the red-eyed, winged-back, six - foot manlike thing which has turned a remote section

of Mason County, W. Va, into a dusty, car - jacked thrill show.

"They" are the hundreds of curious sightseers, who have jammed a 10,00 acre east of Point

Pleasant each night since the creature was sighted by two young married couples last Tuesday.

The sightseers know there isn't such a thing but they aren't about to miss a chance seeing it.

FRIGHTENED OBSERVERS - Four young Point Pleasant residents return to the spot where an unusual

creature was spotted earlier this week.

The married couples, Mr. and Mrs. Steve Mallette, and Mr. and Mrs. Roger Scarberry contend they

found a "hoof-like" print in soft sand the next day.

The people who've seen it so far especially Mr. and Mrs. Roger Scarberry and Mr. and Mrs.

Steve Mallette, are afraid they'll see it again but they keep looking.

"I hope others do see it.

I hope it scares them as much as it did us.

Maybe then they'll believe things exist and we're not dreaming."

Mrs. Mallette said.

The two couples first spotted the creature Tuesday in the sprawling marshy area which

contain the McClintic Wildlife Sanctuary and a huge abandoned TNT plant.

Most of the property is government owned.

Thursday night the area was ablaze from the lights of cars and flashlights as the curious

traveled up and down the maze of dirt roads.

Police officials estimate more than 1,000 persons were searching the area prior to midnight.

Every intersection was jammed with parked cars and small camps of laughing, jostling

young adults, huge abandoned power plant buildings rang with the shrieks of youngsters, scaring

themselves more in the pitch - black plants than the people standing in the narrow roadways.

Volunteer police officers and firemen - creeping through the crowds - have one major fear.

They estimated that each car in the area had at least one gun.

One officer heard an automatic rifle bark several times Thursday night behind one of

the many buildings.

Early sightings - besides that of the two couples - have several things in common.

The description includes two red eyes about six inches apart, wings with 10-foot span

and always manlike with stocky legs.

These sightings came from Cheshire, Rutland, several persons at an isolated home near the

TNT plant and one in Doddridge county, W. Va, east of Parkersburg.

The Scarberry and Mallettes said they believe the thing "didn't mean to harm us" even though

Mrs. Scarberry had to be treated for shock, only to chase them away.

At one time the creature came within 100 feet of their car.

In all they spotted it five times the first night.

They've seen it twice since.

The first night it chased their car at speeds up to 100, gliding above and behind the vehicle.

It emitted a sound similar to a "record played at a high speed or a squeak of a mouse."

What is it?

They don't know.

For more infomation >> Mothman Newspaper: "Monster No Joke For Those Who Saw It" - Duration: 3:28.

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Fun Baby Care Learn Cooking - Baby Fun Making Food | Funny Food Kids Games for Preschool - Duration: 20:07.

Fun Baby Care Learn Cooking - Baby Fun Making Food | Funny Food Kids Games for Preschool

For more infomation >> Fun Baby Care Learn Cooking - Baby Fun Making Food | Funny Food Kids Games for Preschool - Duration: 20:07.

-------------------------------------------

How can we make learning analytics work for organizational needs? (Mark Nichols) - Duration: 2:59.

How can we make learning analytics work for organizational needs?

According to the Society of Learning Analytics Research, learning analytics is

the measurement, collection, analysis and reporting of data about learners and their contexts

for the purposes of understanding and optimizing learning and the environments in which it occurs;

in other words, analytics involves using data to improve the student experience.

Here you can see four main questions you need to answer to make learning analytics work for you.

Firstly: what is your specific objective?

You might be wanting to improve student retention or engagement,

you might also want to have more students achieve their qualification,

or you might want to improve course and activity design:

it's important to focus on one or two of these things, rather than try to achieve all of them at once.

Secondly: when do you want to intervene?

It could be before, during or after a course.

Third: what data do you already collect?

You may already have everything you need to make an effective learning analytics system work.

And finally: how effective are the support services you already have?

You may already have effective support services and just need to provide them

with additional data to help them perform their roles better.

Of these four questions, the second is one of the more important.

Here I would like to tell you about the National Centre for Tertiary Teaching Excellence project in New Zealand,

otherwise known as AKO AOTEAROA, a model called the "rhythms of teaching" analytics model.

Here you can see the three different parts of this particular model:

before the course starts, you'll be interested in preparing and planning it effectively for your students;

here you might want to use admissions data, cohorts size, course content or

demographics to determine more about how you can use analytics to improve the student experience.

During the course, you'll be focusing on teaching and assessing, and here things like interim grades,

learning thresholds, participation rates, resource use and student feedback

can be helpful for you to improve the student experience.

After the course you'll be looking at review and evaluation data, like attendance, engagement,

pass rates and also any student-generated content that has been prepared during the course.

If the course is completely online,

you'll have many more options for using analytics, because you'll have much richer data.

Every University collects data about its students:

even the data already collected can be very, very useful;

it depends on what you want to achieve.

So start with an objective, see what sort of data you already have,

and work on translating that data toward the objective:

it's not just about collecting data

it's about using that data to improve the student experience.

For more infomation >> How can we make learning analytics work for organizational needs? (Mark Nichols) - Duration: 2:59.

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Profoto B1X - The new benchmark for on-location lighting - Duration: 3:18.

Every day we talk to photographers and image creators

and when we asked them what more we could give them,

they all came back with one simple answer:

power.

Here at Profoto, we redefined the on-location lighting

with the B1 Off-Camera Flash,

and it became the benchmark.

But we don't believe in standing still.

We're always challenging ourselves to create better,

to constantly improve.

That's why with the B1X we're setting the benchmark all over again.

The B1X is designed for the adventurous photographer

who's willing to go the extra mile.

Whether that's hanging off a mountain

or in the middle of a desert -

this is no stay-at-home flash.

So speed and simplicity is crucial.

We believe that the less time that's spent setting up,

the more time a photographer has to be creative.

The B1X is fully cordless with simple and intuitive controls.

So there's no fiddling with cables

or scrolling through sub-menus.

And when time is short and light is constantly changing,

Air TTL helps you find the right exposure quickly,

even up to 300 meters away.

Just point and shoot,

or switch to manual control at any time.

The good news is, the sun is no match for the B1X.

Because Profoto High-Speed Sync

allows you to use your flash at shutter speeds

of up to 1/8000 of a second,

you can even shape light in broad daylight.

And the full 9 f-stop HSS power range

makes it easy to shape light in low-light conditions,

like sunrise or sunset.

It's fair to say that it's hard to find a power socket halfway up a mountain.

But that's no problem.

The rechargeable Lithium-ion battery

delivers up to 325 flashes at full power

and tens of thousands at its lowest setting.

Simply put, you can shoot for longer.

Ultimately, is what you do with all that power that really counts.

Controlling and shaping light

is the very essence of great photography.

With the B1X you can take your creativity to the next level

with our dedicated range of light shapers for Off-Camera Flash.

They are extra portable and lightweight.

Better still, the B1X is compatible with

well over 120 more light shaping tools.

They enable the creative photographer

to do almost anything with light.

We just added two brand-new OCF Hard Reflectors.

The OCF Zoom that delivers an additional stop of light

and the OCF Magnum that delivers almost two stops of light.

Both are lightweight and compact,

and deliver significant punch.

So perfect for on-location shooting.

So, whether you're up a mountain, hanging off a cliff,

in the most remote locations

or just on any old street corner...

With the new cool,

all black Profoto B1X,

you'll have power in all the right places.