December 2013 - P2P-Foundation - lists.ourproject.org

Fwd: CfP PETS 2014 in Amsterdam
by Michel Bauwens 03 Dec '13

03 Dec '13

---------- Forwarded message ---------- From: Announcements of the Free Knowledge Institute < fki-announce(a)freeknowledge.eu> Date: Tue, Dec 3, 2013 at 2:16 PM Subject: CfP PETS 2014 in Amsterdam To: fki-announce(a)freeknowledge.eu Dear all, Please find below the Call for Papers for the Privacy Enhancing Technologies Symposium, to be held in Amsterdam July 16-18. I am honoured to be the General Chair! We hope you all find this an opportunity to free up your agenda's and attend. See you there? Best, Hinde. ======================================================== PETS 2014: 14th Privacy Enhancing Technologies Symposium July 16-18, 2013, Amsterdam, Netherlands http://petsymposium.org/ CALL FOR PAPERS ======================================================== The Privacy Enhancing Technologies Symposium (PETS) aims to advance the state of the art and foster a world-wide community of researchers and practitioners to discuss innovation and new perspectives. PETS seeks paper submissions for its 14th event to be held in Amsterdam, July 16–18, 2014. Papers should present novel practical and/or theoretical research into the design, analysis, experimentation, or fielding of privacy-enhancing technologies. While PETS has traditionally been home to research on anonymity systems and privacy-oriented cryptography, we strongly encourage submissions in a number of both well-established and some emerging privacy-related topics. Some suggested topics are listed below. IMPORTANT DATES (all deadlines are firm): Abstract registration deadline: February 10, 2014, 23:59 GMT Paper submission deadline: February 13, 2014, 23:59 GMT Author notification: April 13, 2014 Camera-ready deadline: May 4, 2014 Symposium: July 16–18, 2014 TOPICS OF INTEREST (Suggested topics include but are not restricted to): - Behavioral targeting - Building and deploying privacy-enhancing systems - Crowdsourcing for privacy - Cryptographic tools for privacy - Data protection technologies - Differential privacy - Economics of privacy and game-theoretical approaches to privacy - Forensics and privacy - Information leakage, data correlation and generic attacks to privacy - Interdisciplinary research connecting privacy to economics, law, ethnography, psychology, medicine, biotechnology - Location and mobility privacy - Measuring and quantifying privacy - Obfuscation-based privacy - Policy languages and tools for privacy - Privacy and human rights - Privacy in ubiquitous computing and mobile devices - Privacy in cloud and big-data applications - Privacy in social networks and micro-blogging systems - Privacy-enhanced access control, authentication, and identity management - Profiling and data mining - Reliability, robustness, and abuse prevention in privacy systems - Surveillance - Systems for anonymous communications and censorship resistance - Traffic analysis - Transparency enhancing tools - Usability and user-centered design for PETs GENERAL CHAIR (gc14(a)petsymposium.org) Hinde ten Berge, Free Knowledge Institute PROGRAM CHAIRS (pets14-chairs(a)petsymposium.org) Emiliano De Cristofaro, University College London Steven Murdoch, University of Cambridge PROGRAM COMMITTEE: Alessandro Acquisti, Carnegie Mellon University Erman Ayday, EPFL Kelly Caine, Clemson University Jan Camenisch, IBM Zurich Srdjan Capkun, ETH Zurich Claude Castelluccia, INRIA Rhone-Alpes Kostas Chatzikokolakis, Lix Ecole Polytechnique Graham Cormode, University of Warwick Roberto Di Pietro, Universita' di Roma Tre Cynthia Dwork, Microsoft Research Claudia Diaz, KU Leuven Zekeriya Erkin, TU Delft Paul Francis, MPI-SWS Ian Goldberg, University of Waterloo Rachel Greenstadt, Drexel University Amir Herzberg, Bar Ilan University Nick Hopper, University of Minnesota Amir Houmansadr, UT Austin Rob Jansen, Naval Research Laboratory Dali Kaafar, NICTA & INRIA Rhone-Alpes Apu Kapadia, Indiana University, Bloomington Stefan Katzenbeisser, TU Darmstadt Negar Kiyavash, University of Illinois, Urbana-Champaign Markulf Kohlweiss, Microsoft Research Adam Lee, University of Pittsburgh Brian Levine, University of Massachussets, Amherst Marc Liberatore, University of Massachussets, Amherst Ben Livshits, Microsoft Research Nick Mathewson, The Tor Project Prateek Mittal, Princeton Arvind Narayanan, Princeton Claudio Orlandi, Aarhus University Micah Sherr, Georgetown University Reza Shokri, ETH Zurich Radu Sion, Stony Brook University Paul Syverson, Naval Research Laboratory Gene Tsudik, UC Irvine Eugene Vasserman, Kansas State University Matthew Wright, UT Arlington PUBLICITY CHAIR (ctroncoso(a)gradiant.org) Carmela Troncoso, Grandiant HotPETs CHAIRS (hotpets14(a)petsymposium.org) Kelly Caine, Clemson University Prateek Mittal, Princeton Reza Shokri, ETH Zurich SUBMISSION GUIDELINES Papers to be submitted to the PET Symposium must be at most 20 pages (including the bibliography), plus optional appendices of at most 10 pages. PC members are not required to read the appendices, which will not be included in the final proceedings and should only be used to support evidence of paper’s technical validity, e.g., for detailed security proofs. Papers must conform to the Springer LNCS style (in which the text area per page is a little smaller than 5" x 7 3/4"). Follow the "Information for Authors" link at http://www.springer.de/comp/lncs/authors.html. Also, all papers must be anonymized (more information below). Papers not following these instructions risk being rejected without consideration of their merits. Submitted papers must not substantially overlap with papers that have been published or that are simultaneously submitted to a journal or a conference with proceedings. SUBMISSION Papers will need to be submitted via the PETS 2014 EasyChair submission server at: https://www.easychair.org/account/signin.cgi?conf=pets2014. ANONYMIZATION OF SUBMISSIONS All submitted papers will be judged based on their quality and relevance through double-blind reviewing, where the identities of the authors are withheld from the reviewers. As an author, you are required to make a good-faith effort to preserve the anonymity of your submission, while at the same time allowing the reader to fully grasp the context of related past work, including your own. Minimally, please take the following steps when preparing your submission: - Remove the names and affiliations of authors from the title page. - Remove acknowledgment of identifying names and funding sources. - Use care in referring to related work, particularly your own. Do not omit references to provide anonymity, as this leaves the reviewer unable to grasp the context. Instead, reference your past work in the third person, just as you would any other piece of related work by another author. ETHICS Papers describing experiments with users or user data (e.g., network traffic, passwords, social network information), should follow the basic principles of ethical research, e.g., beneficence (maximizing the benefits to an individual or to society while minimizing harm to the individual), minimal risk (appropriateness of the risk versus benefit ratio), voluntary consent, respect for privacy, and limited deception. Authors are encouraged to contact PC chairs before submitting to clarify any doubts. Also, authors may be asked to include explanation of how ethical principles were followed in their final papers should questions arise during the review process. COPYRIGHT Proceedings will be published by Springer and made available at the symposium. By submitting a paper, you agree that if it is accepted, you will sign a paper distribution agreement allowing for publication, and also that an author of the paper will register for the symposium and present the paper there. Our current working agreement with Springer is that authors will retain copyright on their own works while assigning an exclusive 3-year distribution license to Springer. Authors may still post their papers on their own Web sites. For the 2010 version of this agreement, see: http://petsymposium.org/2010/2010-springer-form.pdf BEST STUDENT PAPER AWARD The Andreas Pftzmann PETS 2014 Best Student Paper Award will be selected at PETS 2014. Papers written solely or primarily by a student who is presenting the work at PETS 2014 are eligible for the award. HotPETs As with the last several years, part of the symposium will be devoted to HotPETs – the “hottest”, most exciting research ideas still in a formative state. See the HotPETs CfP for more information at http://petsymposium.org/2014/hotpets.php -- Hinde ten Berge IM/phone on request Free Knowledge Institute | Unlocking the Knowledge Society http://freeknowledge.eu/ Free Technology Academy | Online education about Free Software http://ftacademy.org/ _______________________________________________ FKI-announce mailing list http://mail.freeknowledge.eu/mailman/listinfo/fki-announce To unsubscribe send a message to: fki-announce-leave(a)freeknowledge.eu For more info: http://freeknowledge.eu -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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addon to p2p and the big picture
by Ingrid Herth 03 Dec '13

03 Dec '13

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Fwd: Fwd: Wired : learner centered movement
by Dante-Gabryell Monson 03 Dec '13

03 Dec '13

Thank you Pamela slide 16<http://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-…>is interesting ( "epistemology" : http://en.wikipedia.org/wiki/Epistemology ) /// what I find interesting, and realize I do very much, is to first understand something ( through direct experience / intuitively ) , and then search for people and words / concepts that correspond to it, as to find even more people to share it with, or share an experience of reality around shared understanding and cocreation. ( somehow situationist ? ) The challenge is to maintain and keep sufficient diversity, as to create new relations ( and questions ) through emergence On Mon, Dec 2, 2013 at 7:25 PM, Pamela McLean <pamela.mclean(a)dadamac.net>wrote: > ref self directed learning see also - Slideshare - What is Heutagogy?- > http://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-… > also - for some great explanations of learning see Jim Gee Principles on > Gaming - https://www.youtube.com/watch?v=4aQAgAjTozk#t=1175 > > > > > > > On 29 November 2013 03:15, Dante-Gabryell Monson <dante.monson(a)gmail.com>wrote: > >> Just noticed the use of this concept : >> >> *"Flipped Teaching"* >> *http://en.wikipedia.org/wiki/Flip_teaching*<http://en.wikipedia.org/wiki/Flip_teaching> >> >> Turning Education Upside Down >> >> http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-do… >> >> Flipped School >> http://www.flippedhighschool.com/ >> >> /// >> >> *Flip teaching* (or flipped classroom) is a form of blended learning<http://en.wikipedia.org/wiki/Blended_learning> in >> which students learn new content online by watching video lectures, usually >> at home, and what used to be homework (assigned problems) is now done in >> class with teacher offering more personalized guidance and interaction with >> students, instead of lecturing. This is also known as*backwards >> classroom*, *reverse instruction*, *flipping the classroom* and *reverse >> teaching*. >> >> >> On Wed, Nov 6, 2013 at 2:13 AM, Dante-Gabryell Monson < >> dante.monson(a)gmail.com> wrote: >> >>> Thanks Maria. >>> >>> I found this 2007 archive, copied below, where Michel shared a list of >>> references from the wiki, >>> in reply to a longer thread which I initially titled >>> >>> *" No curriculum , No students , No teachers / but Interconnected >>> Questions , Initiatives , and Peers of all ages CREATING - with access to >>> Unlimited Knowledge Pools "* >>> >>> longer thread reposted here >>> >>> https://groups.google.com/forum/#!topic/econowmix/qGFtigVrVqA >>> >>> >>> note : R.I.P. Parker Rossman >>> >>> ---------- Forwarded message ---------- >>> From: Michel Bauwens < michelsub2004(a)gmail.com <michelsub2004(a)gmail.com> >>> > >>> Date: May 7, 2007 9:26 AM >>> Subject: Re: No curriculum , No students , No teachers / but >>> Interconnected Questions , Initiatives , and Peers of all ages CREATING - >>> with access to Unlimited Knowledge Pools >>> To: Parker Rossman <g.p.ross(a)mchsi.com> >>> Cc: dante.monson(a)gmail.com, >>> >>> Hi Parker, >>> >>> >>> >>> some links that may be of interest to your investigation, all collated >>> from our p2p learning pages, see also the inspiring citations at the >>> bottom: >>> >>> >>> >>> >>> http://www.p2pfoundation.net/Open_Education >>> >>> http://www.p2pfoundation.net/Open_Educational_Resources <http://www.p2pfoundation.net/Open_Educational_Resources> >>> >>> http://www.p2pfoundation.net/Open_Textbooks >>> >>> tags >>> >>> http://del.icio.us/mbauwens/Open-Education <http://del.icio.us/mbauwens/Open-Education> >>> >>> http://del.icio.us/mbauwens/Open-Textbooks >>> >>> http://del.icio.us/mbauwens/P2P-Learning >>> >>> >>> misc on free curricula >>> >>> http://opencontent.org/blog/ >>> >>> http://www.eliteskills.com/free_education/?foo=x >>> >>> http://www.p2pfoundation.net/Free_Curricula_Center >>> >>> http://opencontent.org/ocwfinder/ >>> >>> >>> various open concepts as related to education >>> >>> >>> - OER Commons <http://www.p2pfoundation.net/OER_Commons> >>> - One Laptop per Child<http://www.p2pfoundation.net/One_Laptop_per_Child> >>> - Online Gradebooks <http://www.p2pfoundation.net/Online_Gradebooks> >>> - Online Learning Communities<http://www.p2pfoundation.net/Online_Learning_Communities> >>> - Open Access <http://www.p2pfoundation.net/Open_Access> >>> - Open Archives <http://www.p2pfoundation.net/Open_Archives> >>> - Open Archives Initiative<http://www.p2pfoundation.net/Open_Archives_Initiative> >>> - Open Biology <http://www.p2pfoundation.net/Open_Biology> >>> - Open Code <http://www.p2pfoundation.net/Open_Code> >>> - Open Content <http://www.p2pfoundation.net/Open_Content> >>> - Open CourseWare Finder<http://www.p2pfoundation.net/Open_CourseWare_Finder> >>> - Open Courseware Initiative<http://www.p2pfoundation.net/Open_Courseware_Initiative> >>> - Open Curriculum Movement<http://www.p2pfoundation.net/Open_Curriculum_Movement> >>> - Open Data <http://www.p2pfoundation.net/Open_Data> >>> - Open Education <http://www.p2pfoundation.net/Open_Education> >>> - Open Education 2006<http://www.p2pfoundation.net/Open_Education_2006> >>> - Open Educational Resources<http://www.p2pfoundation.net/Open_Educational_Resources> >>> - Open Learning <http://www.p2pfoundation.net/Open_Learning> >>> - Open Media Registry<http://www.p2pfoundation.net/Open_Media_Registry> >>> - Open Science <http://www.p2pfoundation.net/Open_Science> >>> - Open Source Education Models<http://www.p2pfoundation.net/Open_Source_Education_Models> >>> - Open Source Knowledge Building<http://www.p2pfoundation.net/Open_Source_Knowledge_Building> >>> - Open Source Schools<http://www.p2pfoundation.net/Open_Source_Schools> >>> - Open Source Software Distribution Initiative<http://www.p2pfoundation.net/Open_Source_Software_Distribution_Initiative> >>> - Open Source Virtual Worlds<http://www.p2pfoundation.net/Open_Source_Virtual_Worlds> >>> - Open Textbooks <http://www.p2pfoundation.net/Open_Textbooks> >>> >>> >>> >>> citations >>> >>> Citation 1: The Open Education movement is gaining momentum >>> >>> "*The field of open education is gaining momentum around the world. >>> Literally hundreds of open education projects are springing up from Tokyo >>> to Boston to Paris to Beijing. Over 2000 courses are now available through >>> OpenCourseWare projects alone. Add to this the growing number of open >>> access learning object repositories, increases in the number and >>> quality ofopen source educational software projects, the open education >>> work agencies like UNESCO and the OECD are doing, and the field is >>> diversifying as quickly as it is growing.*." ( >>> http://cosl.usu.edu/conferences/opened2006/ <http://cosl.usu.edu/conferences/opened2006/> >>> ) >>> >>> >>> >>> Citation 2: Schools need to open up to peer-based learning models >>> >>> "When you look at children's learning outside school, it is driven by >>> what they are interested in, which is the direct opposite of school-based >>> learning. For example, inthe United States a group of students were >>> interested in Manga, the Japanese animated cartoons. In order to get >>> hold of them before they were due to arrive on themarket, this group >>> got together, taught themselves Japanese, subtitling and web streaming, >>> because they were motivated to. >>> >>> >>> What is the relationship with this idea that education is handing down >>> a general baseof knowledge? I think that is one of the tensions. >>> >>> >>> When you look at learning in the home you see knowledge-building >>> communities. Children can act as teachers, they are allowed to adopt >>> different identities and they are not just learners. They have control over >>> the time of their learning and how long it will take. The school system >>> needs to know a lot more about what is happening outside school in terms >>> of children's passions, interests and abilities than it does at the >>> moment. >>> >>> >>> *We need a shift towards an education system that is about listening to >>> what thelearners are bringing into the school situation, as well as >>> thinking about an education system that is pushing things out*." ( >>> http://communities-dominate.blogs.com/brands/2006/07/smart_learning_.html <http://communities-dominate.blogs.com/brands/2006/07/smart_learning_.html> >>> ) >>> >>> >>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?tit…> >>> ] >>> Citation 3: the Learning 2.0 approach >>> >>> "The traditional approach to e-learning has been to employ the use of a >>> Virtual Learning Environment (VLE), software that is often cumbersome and >>> expensive - and which tends to be structured around courses, timetables, >>> and testing. That is an approach that is too often driven by the needs >>> of the institution rather than theindividual learner. In contrast, >>> e-learning 2.0 (as coined by Stephen Downes) takes a 'small pieces, >>> loosely joined' approach that combines the use of discrete but >>> complementary tools and web services - such as blogs, wikis, and other >>> social software - to support the creation of ad-hoc learning >>> communities." (http://www.readwriteweb.com/archives/e-learning_20.php <http://www.readwriteweb.com/archives/e-learning_20.php> >>> ) >>> >>> >>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?tit…> >>> ] >>> Citation 4: Education is diverging from schooling >>> >>> "Education, the means by which young people learn the skills necessary >>> to succeed in their place and time, is diverging from schooling. >>> >>> Media-literacy-wise, education is happening now after school and on >>> weekends and when the teacher isn't looking, in the SMS messages, >>> MySpace pages, blog posts, podcasts, videoblogs that technology-equipped >>> digital natives exchange among themselves. >>> >>> This population is both self-guided and in need of guidance, and >>> although a willingness to learn new media by point-and-click exploration >>> might come naturally to today's student cohort, there's nothing innate >>> about knowing how to apply their skills tothe processes of democracy." ( >>> http://www.masternewmedia.org/news/2006/11/14/participatory_media_and_the_p…<http://www.masternewmedia.org/news/2006/11/14/participatory_media_and_the_p…> >>> ) >>> >>> >>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?tit…> >>> ] >>> Citation 5: Theresa Williamson on The power ofpeer teaching >>> >>> *"Everybody knows the proverb about how it's better to teach a man to >>> fish than just to give him a fish, but there's a step beyond that: it's >>> better that a man's neighbor is the one teaching him to fish, his peer. If >>> some expert swoops in from afar you miss half the value of the interaction >>> because of the inequality in that relationship. But if it's his peer >>> teaching him? Then the man is much more likely to offer something in >>> return. You are much more likely to create a real sustainable relationship >>> rather than just a new dependency*." >>> >>> Theresa Williamson, Founder, Catalytic Communities ( >>> http://www.nextbillion.net/node/1723 <http://www.nextbillion.net/node/1723> >>> ) >>> >>> >>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?tit…> >>> ] >>> Citation 6: John Maloney on the new knowledge leaders >>> >>> From http://www.kmcluster.com/ (newsletter, 2004) >>> >>> >>> *"The silent killers of effective knowledge leadership are the pervasive >>> 20th-century traditions of linear, mechanical and reductionist thinking >>> paired with their obsolete managerial behaviours of control, dominance >>> and technocracy.* >>> >>> Top knowledge leaders routinely 'suspend their disbelief' to unlearn >>> their harmful industrial-era habits and models. They learn from the emerging >>> future through authentic conversation. 21st-century knowledge leaders >>> actively pursue external interactions and continuously use genuine >>> action/research networks to their strategic and collaborative advantage." >>> >>> >>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?tit…> >>> ] >>> Citation 7: From learning "just in case" to "learning on demand" >>> >>> Paul D. Fernhout: >>> >>> "Ultimately, educational technology's greatest value is in supporting >>> "learning on demand" based on interest or need which is at the opposite >>> end of the spectrum compared to "learning just in case" based on >>> someone else's demand. Compulsory schools don't usually traffic in >>> "learning on demand", for the most part leaving that kind of activity >>> to libraries or museums or the home or business or the "real world". In >>> order for compulsory schools to make use of the best of educational >>> technology and what is has to offer, schools themselves must change." ( >>> http://patapata.sourceforge.net/WhyEducationalTechnologyHasFailedSchools.ht… <http://patapata.sourceforge.net/WhyEducationalTechnologyHasFailedSchools.ht…> >>> ) >>> >>> >>> >>> On Fri, Nov 1, 2013 at 3:56 AM, Maria Droujkova <droujkova(a)gmail.com>wrote: >>> >>>> >>>> >>>> On Sun, Oct 27, 2013 at 4:31 PM, Dante-Gabryell Monson < >>>> dante.monson(a)gmail.com> wrote: >>>> >>>>> :) >>>>> >>>>> Thanks Maria >>>>> >>>>> This is a list of spaces , which may correspond to the spirit >>>>> >>>>> http://emergentbydesign.com/2012/01/08/93-superhero-schools-collaboratories… >>>>> >>>>> As for names for such approaches... >>>>> >>>>> Connectivism may be one of such learning approaches ? ( some see it as >>>>> related to constructivism ? ) >>>>> http://en.wikipedia.org/wiki/Connectivism >>>>> >>>>> ... >>>>> I am very tempted, though this may be more general, >>>>> to add Buckminster Fuller >>>>> http://en.wikipedia.org/wiki/Buckminster_Fuller >>>>> and Ivan Illich ( " Tools for Conviviality" , ... ) >>>>> http://en.wikipedia.org/wiki/Ivan_Illich >>>>> >>>>> >>>>> Thank you! These general resources help as well, because people who >>>> actively follow Buckminster Fuller ideas (for example) tend to form >>>> flexible learning/working groups more than other demographics. >>>> >>>> Very helpful! >>>> >>>> >>>> Cheers, >>>> Dr. Maria Droujkova >>>> moebiusnoodles.com >>>> 919-388-1721 >>>> =~+~+~= >>>> >>>> >>> >>> >> >> _______________________________________________ >> P2P Foundation - Mailing list >> http://www.p2pfoundation.net >> https://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation >> >> >

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Fwd: FRIDAY: Scott Russell Sanders at the Ostrom Workshop _ Community Commons Colloquia _ Noon-1:30pm
by Michel Bauwens 02 Dec '13

02 Dec '13

---------- Forwarded message ---------- From: Conway, Ryan Timothy <rtconway(a)indiana.edu> Date: Mon, Dec 2, 2013 at 4:57 PM Subject: FRIDAY: Scott Russell Sanders at the Ostrom Workshop _ Community Commons Colloquia _ Noon-1:30pm To: The Community Commons Project at IU <comprjt(a)indiana.edu> Cc: "communitycommonsproject(a)gmail.com" <communitycommonsproject(a)gmail.com> Good Afternoon! Please forward this announcement to your listservs, friends, family, and anyone else who you think may be interested in attending this talk. Thank you! *Community Commons Colloquia Series: * *Distinguished Professor Emeritus Scott Russell Sanders* Presents *"Commons: Our True Source of Wealth"* Date: Friday, December 6th, 2013 Time: Noon-1:30pm Location: The Vincent and Elinor Ostrom Workshop in Political Theory and Policy Analysis, 513 N. Park Avenue Live Stream URL: http://www.indiana.edu/~video/stream/liveflash.html?filename=Colloquia Archive Stream URL: http://www.indiana.edu/~video/stream/launchflash.html?folder=video&filename… *Scott Russell Sanders *is a Distinguished Professor Emeritus of English at Indiana University, where he taught from 1971-2009. He is the author of twenty books of fiction and nonfiction, including A Private History of Aweand A Conservationist Manifesto. The best of his essays from the past thirty years, plus nine new essays, are collected in Earth Works, published in 2012 by Indiana University Press. Among his honors are the Lannan Literary Award, the John Burroughs Essay Award, the Mark Twain Award, the Cecil Woods Award for Nonfiction, the Eugene and Marilyn Glick Indiana Authors Award, and fellowships from the Guggenheim Foundation and the National Endowment for the Arts. In 2012 he was elected to the American Academy of Arts and Sciences. To learn more about Scott and his work, visit: http://www.scottrussellsanders.com/ *There will NOT be a Commons Conversations Potluck this week.* All the Best, Ryan T. Conway -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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good news on monetary reform
by Michel Bauwens 02 Dec '13

02 Dec '13

*Subject: **The Green Party passed a monetary reform conference motion* *Sent to Colin, Rianne, Jonathon, Karen, Jehangir and the Attwood mailing list.* http://thomasattwood.wordpress.com/2013/12/01/a-political-step-forward/ *A political step forward* *In September Molly Scott Cato wrote, “we finally got the monetary reform motion through conference yesterday” and a useful link to the Green Party’s online account <http://www.greenparty.org.uk/news/2013/09/18/green-party-conference-passes-….> was given in James Robertson’s latest rich and wide-ranging newsletter <http://www.jamesrobertson.com/newsletter.htm>.* James notes that the *Green Party* has only one MP in Parliament, “the distinguished and effective *Caroline Lucas**”, **adding that* it deserves more clout in the 2015 general election, making: “The one truly constructive announcement for the future from any of the 2013 party conferences”. *The proposer of the motion, Andrew Waldie of Kent Green Party, said:* ‘The privatisation of the money supply by stealth must be reversed. The creation of a country's national currency is in the interests of all its citizens, and as such should be put under public control.’ He added: ‘In voting for this motion, the Green Party has put in place the third part of a trinity of radical policies to finance the move to a post carbon and equitable economy. Public credit creation joins the Citizen's Income and Land Value Tax as the three jewels in the crown of our economic policy.’ *Molly Scott Cato, the party’s Economics Spokesperson added:* ‘For too long the ability to create credit has been the preserve of the private banking system. The financial crisis demonstrated that banks are not competent to exercise this vital power and I am proud to represent a party that has the courage to reclaim the right to create money to a democratic authority that will operate in the interests of society at large rather than the private shareholders of banks.’ ‘The Green Party of England and Wales joins the United States Green Party in opposing the creation of money by private banks and backed by debt. The motion outlines how a Green government would end fractional reserve banking and delegate the money creation function to a National Monetary Authority. Direct credit creation would enable investment in public services and green infrastructure’. *A search for the text of this** motion, outlining how a Green government would end fractional reserve banking and delegate the money creation function to a National Monetary Authority, was fruitless. If this is sent in, it will be added here.* -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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Fwd: [opennetcoalition] Surveillance or Privacy… ? Support La Quadrature du Net!
by Michel Bauwens 02 Dec '13

02 Dec '13

---------- Forwarded message ---------- From: La Quadrature du Net <jz(a)laquadrature.net> Date: Mon, Dec 2, 2013 at 10:40 AM Subject: [opennetcoalition] Surveillance or Privacy… ? Support La Quadrature du Net! To: opennetcoalition(a)laquadrature.net Themes: SUPPORT LA QUADRATURE DU NET! Permanent link: https://www.laquadrature.net/en/surveillance-or-privacy-support-la-quadratu… Surveillance or Privacy… ? Support La Quadrature du Net! *** Paris, 30 November 2013 — Today we find ourselves at a crossroads: surveillance or privacy? Net neutrality or discrimination of our communications? “Copywrong” threatening the public or copyright reform to sanctuarize our cultural practices? These decisions will have a radical impact on our relationship with technology and power and affect society as a whole. We all know this. And we also know that without a concerted effort by citizens, the political and economic powers will take the line that will lead us to the worst case scenario. *** The outline of surveillance states based on spying on citizens and their behaviours is begin drawn more precisely by the day. Social and cultural movements experience an increasing online repression. Big U.S. American Internet and entertainment companies have become police auxiliaries by engaging everywhere in this surveillance. We are faced with a critical choices for the future of our society. The future depends on each one of us, but the defence and the reconstruction of a free and open Internet for all will only be feasible if organisations, independent of private and governmental pressure, such as La Quadrature du Net, are there to contribute. Support La Quadrature du Net!La Quadrature du Net is a team [1] of five permanent staff members and one intern who labour every day to inform citizens and to help them to engage in the public debate. More than 50% [2] of its budget is covered by individuals' donations. Most of the rest is met by general interest foundations and a small part is covered by social funds. Your impressive generosity has allowed us to exist for more than five years and to build up a considerable body of work on a great amount of topics and issues. The budget [3] of the current year 2013 is however falling short of €35 000. This is why we are soliciting you again [4]. Supporting La Quadrature du Net financially ensures the independence of the association and gives it the means to continue its actions on a long-term basis. The above mentioned crucial questions will not be solved in a couple of weeks or even in a couple of months, but we are certain that collectively and democratically we can find answers to them that are appropriate to their gravity. For this, your support is needed. It is more of a symbolic compensation, but your support will be represented by a "Pi-xel" in the logo on this page [4]. If you have already supported La Quadrature du Net this year, your previous contributions will be taken into account when we send you thank you gifts. And you will also be able to upgrade your “Pi-xel” and make it blink! <3 * References * 1. https://www.laquadrature.net/en/who-are-we 2. https://support.laquadrature.net/#a_faq 3. https://support.laquadrature.net/#a_why 4. https://support.laquadrature.net/ ** About la Quadrature du Net ** La Quadrature du Net is an advocacy group that defends the rights and freedoms of citizens on the Internet. More specifically, it advocates for the adaptation of French and European legislations to respect the founding principles of the Internet, most notably the free circulation of knowledge. In addition to its advocacy work, the group also aims to foster a better understanding of legislative processes among citizens. Through specific and pertinent information and tools, La Quadrature du Net hopes to encourage citizens' participation in the public debate on rights and freedoms in the digital age. La Quadrature du Net is supported by French, European and international NGOs including the Electronic Frontier Foundation, the Open Society Institute and Privacy International. List of supporting organisations: https://www.laquadrature.net/en/they-support-la-quadrature-du-net _______________________________________________ Opennetcoalition mailing list Opennetcoalition(a)laquadrature.net https://laquadrature.net/cgi-bin/mailman/listinfo/opennetcoalition -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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Re: [P2P-F] Fwd: Wired : learner centered movement
by Dante-Gabryell Monson 02 Dec '13

02 Dec '13

Just noticed the use of this concept : *"Flipped Teaching"* *http://en.wikipedia.org/wiki/Flip_teaching*<http://en.wikipedia.org/wiki/Flip_teaching> Turning Education Upside Down http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-do… Flipped School http://www.flippedhighschool.com/ /// *Flip teaching* (or flipped classroom) is a form of blended learning<http://en.wikipedia.org/wiki/Blended_learning> in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teacher offering more personalized guidance and interaction with students, instead of lecturing. This is also known as*backwards classroom*, *reverse instruction*, *flipping the classroom* and *reverse teaching*. On Wed, Nov 6, 2013 at 2:13 AM, Dante-Gabryell Monson < dante.monson(a)gmail.com> wrote: > Thanks Maria. > > I found this 2007 archive, copied below, where Michel shared a list of > references from the wiki, > in reply to a longer thread which I initially titled > > *" No curriculum , No students , No teachers / but Interconnected > Questions , Initiatives , and Peers of all ages CREATING - with access to > Unlimited Knowledge Pools "* > > longer thread reposted here > > https://groups.google.com/forum/#!topic/econowmix/qGFtigVrVqA > > > note : R.I.P. Parker Rossman > > ---------- Forwarded message ---------- > From: Michel Bauwens < michelsub2004(a)gmail.com <michelsub2004(a)gmail.com>> > Date: May 7, 2007 9:26 AM > Subject: Re: No curriculum , No students , No teachers / but > Interconnected Questions , Initiatives , and Peers of all ages CREATING - > with access to Unlimited Knowledge Pools > To: Parker Rossman <g.p.ross(a)mchsi.com> > Cc: dante.monson(a)gmail.com, > > Hi Parker, > > > > some links that may be of interest to your investigation, all collated > from our p2p learning pages, see also the inspiring citations at the > bottom: > > > > > http://www.p2pfoundation.net/Open_Education > > http://www.p2pfoundation.net/Open_Educational_Resources <http://www.p2pfoundation.net/Open_Educational_Resources> > > http://www.p2pfoundation.net/Open_Textbooks > > tags > > http://del.icio.us/mbauwens/Open-Education <http://del.icio.us/mbauwens/Open-Education> > > http://del.icio.us/mbauwens/Open-Textbooks > > http://del.icio.us/mbauwens/P2P-Learning > > > misc on free curricula > > http://opencontent.org/blog/ > > http://www.eliteskills.com/free_education/?foo=x > > http://www.p2pfoundation.net/Free_Curricula_Center > > http://opencontent.org/ocwfinder/ > > > various open concepts as related to education > > > - OER Commons <http://www.p2pfoundation.net/OER_Commons> > - One Laptop per Child<http://www.p2pfoundation.net/One_Laptop_per_Child> > - Online Gradebooks <http://www.p2pfoundation.net/Online_Gradebooks> > - Online Learning Communities<http://www.p2pfoundation.net/Online_Learning_Communities> > - Open Access <http://www.p2pfoundation.net/Open_Access> > - Open Archives <http://www.p2pfoundation.net/Open_Archives> > - Open Archives Initiative<http://www.p2pfoundation.net/Open_Archives_Initiative> > - Open Biology <http://www.p2pfoundation.net/Open_Biology> > - Open Code <http://www.p2pfoundation.net/Open_Code> > - Open Content <http://www.p2pfoundation.net/Open_Content> > - Open CourseWare Finder<http://www.p2pfoundation.net/Open_CourseWare_Finder> > - Open Courseware Initiative<http://www.p2pfoundation.net/Open_Courseware_Initiative> > - Open Curriculum Movement<http://www.p2pfoundation.net/Open_Curriculum_Movement> > - Open Data <http://www.p2pfoundation.net/Open_Data> > - Open Education <http://www.p2pfoundation.net/Open_Education> > - Open Education 2006<http://www.p2pfoundation.net/Open_Education_2006> > - Open Educational Resources<http://www.p2pfoundation.net/Open_Educational_Resources> > - Open Learning <http://www.p2pfoundation.net/Open_Learning> > - Open Media Registry<http://www.p2pfoundation.net/Open_Media_Registry> > - Open Science <http://www.p2pfoundation.net/Open_Science> > - Open Source Education Models<http://www.p2pfoundation.net/Open_Source_Education_Models> > - Open Source Knowledge Building<http://www.p2pfoundation.net/Open_Source_Knowledge_Building> > - Open Source Schools<http://www.p2pfoundation.net/Open_Source_Schools> > - Open Source Software Distribution Initiative<http://www.p2pfoundation.net/Open_Source_Software_Distribution_Initiative> > - Open Source Virtual Worlds<http://www.p2pfoundation.net/Open_Source_Virtual_Worlds> > - Open Textbooks <http://www.p2pfoundation.net/Open_Textbooks> > > > > citations > > Citation 1: The Open Education movement is gaining momentum > > "*The field of open education is gaining momentum around the world. > Literally hundreds of open education projects are springing up from Tokyo > to Boston to Paris to Beijing. Over 2000 courses are now available through > OpenCourseWare projects alone. Add to this the growing number of open > access learning object repositories, increases in the number and > quality ofopen source educational software projects, the open education > work agencies like UNESCO and the OECD are doing, and the field is > diversifying as quickly as it is growing.*." ( > http://cosl.usu.edu/conferences/opened2006/ <http://cosl.usu.edu/conferences/opened2006/> > ) > > > > Citation 2: Schools need to open up to peer-based learning models > > "When you look at children's learning outside school, it is driven by what > they are interested in, which is the direct opposite of school-based > learning. For example, inthe United States a group of students were > interested in Manga, the Japanese animated cartoons. In order to get hold > of them before they were due to arrive on themarket, this group got > together, taught themselves Japanese, subtitling and web streaming, because > they were motivated to. > > > What is the relationship with this idea that education is handing down a > general baseof knowledge? I think that is one of the tensions. > > > When you look at learning in the home you see knowledge-building > communities. Children can act as teachers, they are allowed to adopt > different identities and they are not just learners. They have control over > the time of their learning and how long it will take. The school system > needs to know a lot more about what is happening outside school in terms > of children's passions, interests and abilities than it does at themoment. > > > *We need a shift towards an education system that is about listening to > what thelearners are bringing into the school situation, as well as > thinking about an education system that is pushing things out*." ( > http://communities-dominate.blogs.com/brands/2006/07/smart_learning_.html <http://communities-dominate.blogs.com/brands/2006/07/smart_learning_.html> > ) > > > [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?tit…> > ] > Citation 3: the Learning 2.0 approach > > "The traditional approach to e-learning has been to employ the use of a > Virtual Learning Environment (VLE), software that is often cumbersome and > expensive - and which tends to be structured around courses, timetables, > and testing. That is an approach that is too often driven by the needs of > the institution rather than theindividual learner. In contrast, > e-learning 2.0 (as coined by Stephen Downes) takes a 'small pieces, > loosely joined' approach that combines the use of discrete but > complementary tools and web services - such as blogs, wikis, and other > social software - to support the creation of ad-hoc learning > communities." (http://www.readwriteweb.com/archives/e-learning_20.php <http://www.readwriteweb.com/archives/e-learning_20.php> > ) > > > [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?tit…> > ] > Citation 4: Education is diverging from schooling > > "Education, the means by which young people learn the skills necessary to > succeed in their place and time, is diverging from schooling. > > Media-literacy-wise, education is happening now after school and on > weekends and when the teacher isn't looking, in the SMS messages, MySpace > pages, blog posts, podcasts, videoblogs that technology-equipped digital > natives exchange among themselves. > > This population is both self-guided and in need of guidance, and although > a willingness to learn new media by point-and-click exploration might come > naturally to today's student cohort, there's nothing innate about knowing > how to apply their skills tothe processes of democracy." ( > http://www.masternewmedia.org/news/2006/11/14/participatory_media_and_the_p…<http://www.masternewmedia.org/news/2006/11/14/participatory_media_and_the_p…> > ) > > > [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?tit…> > ] > Citation 5: Theresa Williamson on The power ofpeer teaching > > *"Everybody knows the proverb about how it's better to teach a man to fish > than just to give him a fish, but there's a step beyond that: it's better > that a man's neighbor is the one teaching him to fish, his peer. If some > expert swoops in from afar you miss half the value of the interaction > because of the inequality in that relationship. But if it's his peer > teaching him? Then the man is much more likely to offer something in > return. You are much more likely to create a real sustainable relationship > rather than just a new dependency*." > > Theresa Williamson, Founder, Catalytic Communities ( > http://www.nextbillion.net/node/1723 <http://www.nextbillion.net/node/1723> > ) > > > [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?tit…> > ] > Citation 6: John Maloney on the new knowledge leaders > > From http://www.kmcluster.com/ (newsletter, 2004) > > > *"The silent killers of effective knowledge leadership are the pervasive > 20th-century traditions of linear, mechanical and reductionist thinking > paired with their obsolete managerial behaviours of control, dominance > and technocracy.* > > Top knowledge leaders routinely 'suspend their disbelief' to unlearn their > harmful industrial-era habits and models. They learn from the emerging > future through authentic conversation. 21st-century knowledge leaders > actively pursue external interactions and continuously use genuine > action/research networks to their strategic and collaborative advantage." > > > [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?tit…> > ] > Citation 7: From learning "just in case" to "learning on demand" > > Paul D. Fernhout: > > "Ultimately, educational technology's greatest value is in supporting > "learning on demand" based on interest or need which is at the opposite > end of the spectrum compared to "learning just in case" based on someone > else's demand. Compulsory schools don't usually traffic in "learning on > demand", for the most part leaving that kind of activity to libraries or > museums or the home or business or the "real world". In order for > compulsory schools to make use of the best of educational technology and > what is has to offer, schools themselves must change." ( > http://patapata.sourceforge.net/WhyEducationalTechnologyHasFailedSchools.ht… <http://patapata.sourceforge.net/WhyEducationalTechnologyHasFailedSchools.ht…> > ) > > > > On Fri, Nov 1, 2013 at 3:56 AM, Maria Droujkova <droujkova(a)gmail.com>wrote: > >> >> >> On Sun, Oct 27, 2013 at 4:31 PM, Dante-Gabryell Monson < >> dante.monson(a)gmail.com> wrote: >> >>> :) >>> >>> Thanks Maria >>> >>> This is a list of spaces , which may correspond to the spirit >>> >>> http://emergentbydesign.com/2012/01/08/93-superhero-schools-collaboratories… >>> >>> As for names for such approaches... >>> >>> Connectivism may be one of such learning approaches ? ( some see it as >>> related to constructivism ? ) >>> http://en.wikipedia.org/wiki/Connectivism >>> >>> ... >>> I am very tempted, though this may be more general, >>> to add Buckminster Fuller >>> http://en.wikipedia.org/wiki/Buckminster_Fuller >>> and Ivan Illich ( " Tools for Conviviality" , ... ) >>> http://en.wikipedia.org/wiki/Ivan_Illich >>> >>> >>> Thank you! These general resources help as well, because people who >> actively follow Buckminster Fuller ideas (for example) tend to form >> flexible learning/working groups more than other demographics. >> >> Very helpful! >> >> >> Cheers, >> Dr. Maria Droujkova >> moebiusnoodles.com >> 919-388-1721 >> =~+~+~= >> >> > >

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Fwd: Nestlé's evil plan
by Michel Bauwens 02 Dec '13

02 Dec '13

---------- Forwarded message ---------- From: Francois Houtart <houtart(a)hotmail.com> Date: Thu, Nov 28, 2013 at 8:41 PM Subject: RE: Nestlé's evil plan To: Michel Bauwens <michel(a)p2pfoundation.net> Un autre réseau. FH François Houtart Email:[email protected] Fundación Pueblo Indio del Ecuador Calle Ruiz de Castilla N. 26-92 Quito ECUADOR Tel. (593) 32.12.100 (593) 09.69.55.06.40 Rue Kelle, 192/6 B-1150 Bruxelles Tel. (32) 476.31.50.53 ------------------------------ Subject: Nestlé's evil plan From: us(a)sumofus.org To: houtart(a)hotmail.com Date: Thu, 28 Nov 2013 16:48:20 +0000 [image: Nestlé is privatizing our water. It's up to us to stop them.]<http://act.sumofus.org/go/3016?t=1&akid=2927.1939516.XERNiz> François, *Nestlé's chairman has been caught on camera saying that water isn't a human right*, calling this view "extreme". Instead, he wants water sold on the open market like anything else, for those who can afford to buy it -- and his company is working harder than ever to make sure it happens. *Its business model is clear: privatize and commodify our public resources*-- under the leadership of a man who says a CEO's "biggest social responsibility" is to ensure corporate profits. From Pakistan to Canada, Nestlé is busy draining millions of liters of our fresh water -- often without paying a cent! -- in order to sell back to the public at record prices. Here's the thing: if* we don't stand up to Nestlé, no one will. *The world's largest food company already has governments and regulators in its back pocket, and has cowed others with its aggressive PR campaigns. *They have billions in corporate profits and influence. But we are two million people strong*, and we have the public on our side. And when people stand together, we can win. In Canada, an ambitious lawsuit stopped Nestlé from extracting millions more liters liters of fresh water during a drought. And in Pakistan, Nestlé was even sponsoring fake 'public health seminars' to tell people that non-bottled water was dangerous, until public outrage forced them to stop. Can you commit to stand up to Nestlé, and pledge just $1 now to stop Nestlé's plan to commodify nature for profit?<http://act.sumofus.org/go/3016?t=2&akid=2927.1939516.XERNiz> Together, we're powerful. *We've already shown that we can win, but the truth is we need to do much more* if we're to seriously challenge the agenda of Nestlé and its corporate friends. Here's some of the things our community could do together -- if we all chip in: - *Fight lawsuits against Nestlé and win* -- just like the case run by the Council of Canadians and others that prevented Nestlé from taking even more water to bottle during drought conditions; - *Hold rallies outside key Nestlé events* to make sure that the most powerful executives and shareholders know that we’re watching them -- just like we've already done against Bayer in our campaign to save the bees; - Purchase advertisements that target key Nestlé customers to ask them to stop stocking Nestlé products -- we know the US State Department heard us loud and clear when we spoke out against KXL using this tactic; - Act quickly to *build media interest when further Nestlé misbehaviours come to light* -- perhaps producing viral videos that will expose their chairman’s claim that water is not a human right; - Run Facebook ads directly targeting Nestlé employees to remind employees that they too have the power to change Nestlé from within the company. People like us have shown time and time again that when we come together, we can defeat Nestlé. Back in the 1970s, Nestlé aggressively marketed a breastmilk substitute that didn't provide the nutrients babies actually need, and contributed to the suffering and deaths of thousands of babies in poor communities around the world. But a years-long boycott over Nestlé's campaign against breastfeeding was a historic success in corporate campaigning -- reversing the company's policies. Today, *Nestlé is feeling the pressure more than ever. It knows that around the world, people are starting to see its agenda for what it is* -- and that we're coming together like never before to stand up to them. That's why Nestlé has invested millions in a corporate "mission control" dedicated to protecting the company's reputation online. We need to keep up the pressure on Nestlé -- in Pakistan, in Nigeria, in North America and around the world, we are seeing Nestlé’s growing efforts to commodify our natural resources only to sell them back to us. We can stop Nestlé evil ways -- we have the community and the tools to do it -- all we need now is more resources to keep this pressure going. Can you pledge just $1 now to stand together and stand up to Nestlé, and keep our community strong for the fight ahead? <http://act.sumofus.org/go/3016?t=3&akid=2927.1939516.XERNiz> Thanks for all your support, Angus, Paul, Taren, and the team at SumOfUs.org <http://www.sumofus.org> SumOfUs is a worldwide movement of people like you, working together to hold corporations accountable for their actions and forge a new, sustainable path for our global economy. This email was sent to houtart(a)hotmail.com. | Unsubscribe<http://sumofus.org/unsubscribe?email=houtart%40hotmail.com&t=4&akid=2927.19…> -- P2P Foundation: http://p2pfoundation.net - http://blog.p2pfoundation.net <http://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation>Updates: http://twitter.com/mbauwens; http://www.facebook.com/mbauwens #82 on the (En)Rich list: http://enrichlist.org/the-complete-list/

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