Does wikipedia like videos within articles?

From my experience the Pointer video was removed a couple of times from the german wikipedia article related to that topic and then also brought back to the article. So it seems like there isn’t any consensus within the community yet about having videos. Interestingly enough I was asked by some wikipedians to submit my video for a video competition they are doing. So the goal of this competition is to have more content creators like me to upload their material to commons and include it into Wikipedia articles. This effort seems to be founded by money which was donated by the users. There seems to be a similar project in the english wikipedia. So well at least money is flowing towards the direction of creating more video content. 
Even though these seem to be strong arguments I have the feeling that not the entire Wikipedia community supports this movement – or one could call it strategic move. 1 year ago without knowing about these kind of efforts I have tried to include some of the web science videos to wikipedia articles. For example I included the following video:

to the corresponding wikipedia article it was removed with a statement of saying this would be video SPAM which in my opinion is a little bit of an overreaction.
A summary of the discussion can be taken from my slides of my talk at the german open educational resources conference:

If you are interested you can find the entire discussion at the discussion page of the ethernet frame article

Problems for creating video Content for Commons:

Obviously there is a problem about the copyright. So for example I have pointed out in the past that creating a screencast during lecture on a Windows machine means committing a copyright violation since the the start button and the windows interface by Microsoft EULA are protected by copyright. Also in former discussions at #OER13de we agreed that it is hard to collaboratively edit videos (sorry link in german language) because the software often is not free and wikimedia commons does not support uploading the source files of the videos anyway.

Conclusion

It is not clear if video content will survive in Wikipedia even though some strategic movement is put into that idea. The people who are against this have pretty decent arguments and I also say that it is really hard to have a tool for collaboratively editing video files. If one does not have such tools even access to the source files of the videos would make it hard for people to work on this together. So I am curious to see what the competitions will bring and how the discussions on movies will evolve over time.
At least in wikiversity we are able to use our videos for teaching as we anticipated and I am pretty sure this space won’t be affected by the ongoing discussion.

• A click and point experience for teachers to create classes
• On page discussion for students which supports the standard discussion system in Mediawiki
• a nice modern navigation which adapts to users while interacting with the page

For me with this system our videos, quizes and scripts content shines in a much brighter light than it did before. For the first time I have fun consuming our the content of the MOOC.
For me this was an important step towards my goal of freeing educational content. Not only that our MOOC is completely OER we now also create core infrastructure for any teacher to create more classes that are OER. If you consider doing such a class feel free to drop be a message and receive free support. You could also start reading the documentation of the MOOC-Interface or see the slides(: 

I am looking forward to hear back from you.

I understand that the following article is written in a very personal way. But this thing seems to me so unjust that it is just unbelievable. So this is my sad story of me trying to bring free educational resources to the world and having Microsoft indirectly not allowing me to do so  The following article is dedicated to Aaron Swartz:

Background:

• I fought hard to be able to create a massive open online course on web science.
• I compared platforms to host the MOOC and brought up good strong and valid arguments for our university to allow me to go for an open variant instead of the proprietary way.
• I am even supervising my student Sebastian Schlicht to implement a lot of features on Wikiversity to create a better user experience for content creators and learners.
• Wikimedia Germany asked me to write a guest article about the first real OER MOOC and I got a talk accepted at OERde14 where we present a way for others to easily follow our path in creating open educational resources on wikiversity.
• Related to similar problems I have been co-organizing an open access conference at oxford and helping to set up related work.

Copyright is f*** up on this planet.

We have been creating almost all of our so far 69 produced videos by ourselves. The videos which which we did not produce ourselves have been published under a creative commons by licence by the copyright owners. In one case I even called a professor in the united states and asked him to change the licence of his videos on Youtube such that we could reuse them within the Wikimedia commons ecosystem which he did (:
So you might think everything is alright. The guys paid attention to proper licences if they used material by others and for the rest they created everything themselves. Unfortunately this is not true.
For some of our Flipped classroom sessions we created hangouts on air with screen casts of our Smartbord. Currently our university only supportes the smartboard software SMARTNotebook on Microsoft Windows. Creating a Screencast on a Microsoft operating system is critical since there is the Microsoft Start button visible and also the user interface of SMARTNotebook. At least the microsoft interfaces are protected under copyright and I belief similar constraints will hold for SMARTNotebook. This has the consequence that we cannot put a creative commons licence to these materials. Consequently we must not host the materials on Wikimedia Commons as wikimedia commons supports only free content.
What we can do now is to move the videos to Wikiversity which allows material with a fair use licence. Ok great I can still host my course but parts of it are not free anymore. Don’t be afraid you don’t have to pay, like you have to at other sites. But you loose a lot of your freedom. You cannot remix, correct, translate, […] the videos. In particular I am not even sure if I am legally allowed to publish the videos under the terms of Fair Use. I am not an American citizen and my university clearly is a German institution. The Fair Use law is an United States law. Ok we are hosting the materials on an American Website but will this be sufficient? Last time I had a similar law problem and asked the law consultants from our university the only answer I received was: “Better take the material down. You don’t want to end up in a law fight”. Ok so not only we have absurd laws influenced from money making industries, we are also scared of the industries.
On the other side being forced to move to Fair Use licence will allow me to include a lot of creative commons materials where the NC tag is placed to the licence. Not that I now don’t want to do any open educational resources. But the quality of the MOOC also suffered from not being able to include CC-NC material. 

Think about this again:

We as a university – and in the very end as a society, since the university is payed by tax money – pay high licence fees to Microsoft in order to be allowed to use their crappy Software. We are then forced by the administration that if we want to use modern technology like smartboards we have to use Microsoft Software. We pay high wages for professors, me and technical staff to create an free and open online course. And now Microsoft – which I did not even choose to use  but was forced to use by our university which is just following the the majority vote of computer users – is telling me that I cannot publish the content I  created under the license that I want.
You might say: Hey guy calm down. What’s the problem? The course is still online and nothing has changed. But that is the problem that everything has changed. We don’t pay attention to the subtleties as a society and wonder why we are having unjust laws.

Conclusions:

We need to think about our law. It is us who makes them anyway! Regional laws are conflicting with the idea of a global network (Fair Use for example). Many ideas of copyright are just not suitable to a tech driven world in which sharing, citing and giving attribution and fame to people who create something has been fundamentally changed. These laws like the ones mentioned are just outdated an ridiculous. Also other laws like https://de.wikipedia.org/wiki/Depublizieren (sorry for a link to German wikipedia. I might translate the article at some point in time) fall into this category.

Tank man

from:https://en.wikipedia.org/wiki/Tank_Man

A man who stood in front of a column of tanks on June 5, 1989, the morning after the Chinese military had suppressed the Tiananmen Square protests of 1989 by force, became known as the Tank Man or Unknown Protester. The tanks manoeuvred to pass by the man, and he moved to continue to obstruct them, in something like a dance. The incident was filmed and seen worldwide.

further info:

own reason:
This is an unbelievable example of civil courage. Obviously his actions did not really change how things have been going on around tiananmen but I think this is truly heroic and brave.
I wish I will always have a similar courage when it comes to the point of fighting for a good thing or idea.

Aaron Swartz

from:https://en.wikipedia.org/wiki/Aaron_Swartz

Aaron Hillel Swartz (November 8, 1986 – January 11, 2013) was an American computer programmer, writer, political organizer and Internet Hacktivist.
Swartz was involved in the development of the web feed format RSS, the organization Creative Commons, the website framework web.py and the social news site, Reddit, in which he became a partner after its merger with his company, Infogami.
Swartz’s work also focused on sociology, civic awareness and activism. He helped launch the Progressive Change Campaign Committee in 2009 to learn more about effective online activism. In 2010 he became a research fellow at Harvard University’s Safra Research Lab on Institutional Corruption, directed by Lawrence Lessig. He founded the online group Demand Progress, known for its campaign against the Stop Online Piracy Act.
On January 6, 2011, Swartz was arrested by MIT police on state breaking-and-entering charges, after systematically downloading academic journal articles from JSTOR. Federal prosecutors later charged him with two counts of wire fraud and 11 violations of the Computer Fraud and Abuse Act, carrying a cumulative maximum penalty of $1 million in fines, 35 years in prison, asset forfeiture, restitution and supervised release.
Swartz declined a plea bargain under which he would serve six months in federal prison. Two days after the prosecution rejected a counter-offer by Swartz, he was found dead in his Brooklyn, New York apartment, where he had hanged himself.
In June 2013, Swartz was posthumously inducted into the Internet Hall of Fame.

further info:

own reason:
Just read the Guerilla open access manifesto. Writing something like this and understanding the impact of open access is terrific. But living it through the PACER project and also through the JSTOR case at MIT is a complete different story.
I strongly believe that unjust laws exist but we have to understand that law is a relative thing. It is us in our society who make the laws. So it is also us to change them. I think norms and values of a society should stand above a particular law. So what Aaron did is following a very strong set of norms and values and fighting for a better law. One might doubt if his actions have been to radical and not in the way how we as a society decided to live our democratic processes but I am sure Aaron was driven by the deep wish to make the world a more place with more justice.

Lawrence Lessig

from:https://en.wikipedia.org/wiki/Lawrence_Lessig

Lawrence “Larry” Lessig (born June 3, 1961) is an American academic and political activist. He is a proponent of reduced legal restrictions on copyright, trademark, and radio frequency spectrum, particularly in technology applications, and he has called for state-based activism to promote substantive reform of government with a Second Constitutional Convention. In May 2014, he launched a crowd-funded political action committee which he termed May Day PAC with the purpose of electing candidates to Congress who would pass campaign finance reform.
Lessig is director of the Edmond J. Safra Center for Ethics at Harvard University and a Professor of Law at Harvard Law School. Previously, he was a professor of law at Stanford Law School and founder of the Center for Internet and Society. Lessig is a founding board member of Creative Commons and the founder of Rootstrikers, and is on the board of MapLight. He is on the advisory boards of the Democracy Café, Sunlight Foundation and Americans Elect. He is a former board member of the Free Software Foundation, Software Freedom Law Center and the Electronic Frontier Foundation.

further info:


own reason:
I have to admit that I did not come around to read his book code2.0 which is said to be excellent. But from his talks and actions I love how Lessig points out problems within society and how he is trying to educate people about it. He seems to have a very similar set of norms and values as Aaron did (and I do) but he is following “the protocol” of our society to fight for them. Especially he seems to be a true intellectual and not just a person who made a career in academia.

Geschwister Scholl

from:https://en.wikipedia.org/wiki/Geschwister_Scholl

Hans and Sophie Scholl, often referred to in German as die Geschwister Scholl (literally: the Scholl siblings), were a brother and sister who were members of the White Rose, a student group in Munich that was active in the non-violent resistance movement in Nazi Germany, especially in distributing flyers against the war and the dictatorship of Adolf Hitler. In post-war Germany, Hans and Sophie Scholl are recognized as symbols of the humanist German resistance movement against the totalitarian Nazi regime.

further info:

own reason:
It always is hard to pick a single person or in this case siblings when it comes to role models in opposing a regime that is harmful for the people of a society. Of course the Geschwister Scholl have not been the only people in the resistence movement of Nazi Germany and there have been other regimes in other places that also had resitence movements. Still I believe their actions are very remarkable. I think it is the role of students to point out problems in our society. Nowadays many students seem to just accept everything that is happening. Distributing the fliers with the “truth” about Nazi Germany was not only brave but also at the university attracting many people that could multiply the message
I think it is similar to Aaron Swartz. Students and young people are in the role of more radically pointing out problems within society and the Geschwister Scholl most certainly fulfilled this role.

Randy Pausch

from:https://en.wikipedia.org/wiki/Randy_Pausch

Randolph Frederick “Randy” Pausch (October 23, 1960 – July 25, 2008) was an American professor of computer science, human-computer interaction, and design at Carnegie Mellon University (CMU) in Pittsburgh, Pennsylvania.
Pausch learned that he had pancreatic cancer in September 2006, and in August 2007 he was given a terminal diagnosis: “3 to 6 months of good health left”. He gave an upbeat lecture titled “The Last Lecture: Really Achieving Your Childhood Dreams” on September 18, 2007, at Carnegie Mellon, which became a popular YouTube video and led to other media appearances. He then co-authored a book called The Last Lecture on the same theme, which became a New York Times best-seller. Pausch died of complications from pancreatic cancer on July 25, 2008.

further info:

own reason:
It might be the American optimism that is behind Randy Pausch’s lecture and talk but I actually do not admire him for giving an inspiring lecture even though he was dying. I admire him much more for the fact that he seemed to have lived his life in a very positive way. His goal of enabling the dreams of others sounds very honest to me. I also like the statements that he made about “If you life your life in the right way, the dreams come to you”. I think Randy is a very good example to show that no matter what fate did with a person it is the person’s responsibility to answer to this. When people cry out they might receive pitty but probably not really improve their situation. I guess one can summarise Randy with his quote:

We cannot change the cards we are dealt with only the way we play them.

By the way I especially like the idea that he gave this talk for his kids to teach them a lesson at a time when they are grown up and he would not be around anymore.

Tim Berners-Lee

from:https://en.wikipedia.org/wiki/Tim_Berners-Lee

Sir Timothy John “Tim” Berners-Lee, OM, KBE, FRS, FREng, FRSA, DFBCS (born 8 June 1955), also known as “TimBL”, is an English computer scientist, best known as the inventor of the World Wide Web. He made a proposal for an information management system in March 1989, and he implemented the first successful communication between a Hypertext Transfer Protocol (HTTP) client and server via the Internet sometime around mid November of that same year.
Berners-Lee is the director of the World Wide Web Consortium (W3C), which oversees the Web’s continued development. He is also the founder of the World Wide Web Foundation, and is a senior researcher and holder of the Founders Chair at the MIT Computer Science and Artificial Intelligence Laboratory (CSAIL). He is a director of the Web Science Research Initiative (WSRI), and a member of the advisory board of the MIT Center for Collective Intelligence.
In 2004, Berners-Lee was knighted by Queen Elizabeth II for his pioneering work. In April 2009, he was elected a foreign associate of the United States National Academy of Sciences. He was honoured as the “Inventor of the World Wide Web” during the 2012 Summer Olympics opening ceremony, in which he appeared in person, working with a vintage NeXT Computer at the London Olympic Stadium. He tweeted “This is for everyone”, which instantly was spelled out in LCD lights attached to the chairs of the 80,000 people in the audience.

further info:
Even though he is a bad talker and reading his book (weaving the web) will help much more I link a video here:

own reason:
In my opinion there are many reasons to admire Tim Berners Lee. Of course he is famose for inventing the world wide web. But I think the time was due for this invention. Internet itself was not very useful. The ideas of hypertext where around and similar systems existed. As always on the internet we have a strong the winner takes it all phenomenon. So bringing us the world wide web is certainly something Tim should get credit for but it is not the main reason why I admire him.
What is really cool about Tim Berners Lee is that he seems to have a very clear sense and abstraction of technical things and especially about their impact. Maybe it is easy to develop this sense after creating a technology that literally everyone on the Internet is using but still I like his activism for openess, ineroperability, net neutrality and freedom in general but freedom of speech in particular. Also he addressed me directly after asking a question in a Q&A session at a conference. His attitude of saying if you want to change the world you have the tools don’t talk just go geek and do it will certainly stick to me for the rest of my life.

Other than that I like that he does not fear to make a political statement about the problems with the web and where it should go and that he seems to have no interest whatsoever in becoming a multi billionaire which he could have easily achieved after sitting on the invention of the world wide web and being so central in its development.

Albert Einstein

from:https://en.wikipedia.org/wiki/Albert_Einstein

Albert Einstein (/ˈælbərt ˈaɪnstaɪn/; German: [ˈalbɐt ˈaɪnʃtaɪn] ( listen); 14 March 1879 – 18 April 1955) was a German-born theoretical physicist and philosopher of science. He developed the general theory of relativity, one of the two pillars of modern physics (alongside quantum mechanics). He is best known in popular culture for his mass–energy equivalence formula E = mc2 (which has been dubbed “the world’s most famous equation”). He received the 1921 Nobel Prize in Physics “for his services to theoretical physics, and especially for his discovery of the law of the photoelectric effect”. The latter was pivotal in establishing quantum theory.
Near the beginning of his career, Einstein thought that Newtonian mechanics was no longer enough to reconcile the laws of classical mechanics with the laws of the electromagnetic field. This led to the development of his special theory of relativity. He realized, however, that the principle of relativity could also be extended to gravitational fields, and with his subsequent theory of gravitation in 1916, he published a paper on the general theory of relativity. He continued to deal with problems of statistical mechanics and quantum theory, which led to his explanations of particle theory and the motion of molecules. He also investigated the thermal properties of light which laid the foundation of the photon theory of light. In 1917, Einstein applied the general theory of relativity to model the large-scale structure of the universe.
He was visiting the United States when Adolf Hitler came to power in 1933 and, being Jewish, did not go back to Germany, where he had been a professor at the Berlin Academy of Sciences. He settled in the U.S., becoming an American citizen in 1940. On the eve of World War II, he endorsed a letter to President Franklin D. Roosevelt alerting him to the potential development of “extremely powerful bombs of a new type” and recommending that the U.S. begin similar research. This eventually led to what would become the Manhattan Project. Einstein supported defending the Allied forces, but largely denounced the idea of using the newly discovered nuclear fission as a weapon. Later, with the British philosopher Bertrand Russell, Einstein signed the Russell–Einstein Manifesto, which highlighted the danger of nuclear weapons. Einstein was affiliated with the Institute for Advanced Study in Princeton, New Jersey, until his death in 1955.
Einstein published more than 300 scientific papers along with over 150 non-scientific works. His great intellectual achievements and originality have made the word “Einstein” synonymous with genius.

further info:

own reason:
He was probably one of my first role models. I admire him for two reasons.
The first – which I nowadays actually find a stupid reason to admire someone – is just his pure intellect. Creating relativity theory was an amazing achievement of ignoring what we seem to know and just following the facts (as all good mathematicians and computer scientists should do all the time) But the list of his physical achievements does not stop at relativity theory (actually David Hilbert brought us general relativity much quicker and before Einstein (after he had talked to him on a conference) DOUBLE CHECK FACT) Further than that the list of various independent fields that he was working on in physics is just incredibly long.
The second reason is the way Einstein behaved about the development of the nuclear bomb. He first pointed out – by signing a letter to the American president of that time Roosevelt – that there is the danger that Nazi Germany might create a nuclear weapon. This led to the Manhatten project. The interesting part comes at the moment where Einstein regrets signing the letter. He said that if had known that this weapon would have been used against civil people and that Nazi Germany would not be successful in developing such a bomb he would have done nothing.
Many scientists have a great responsability. Knowledge can quickly become very dangerous or can be misused for a strategic advantage in harmful actions. Unfortunately I have the feeling that many scientists do not have the time or courage to think about ethics and the real impact of their research (I mean the impact that is not measured by citations and impact factors…). Even Einstein seemed not to be aware of his impact by writing this letter that led to the Manhatten project. Still he took responsibility after the Bombs had been used in Japan. I think many people in Einsteins position would have found a way of justifying how the americans had used the bomb against Japan. He did not. He publicly regreted what he did and had started. Finally he was a key player and intellectual of this open letter which pledges to the governments of this world to resolve conflicts in a peaceful way

Chelsea Manning

from:https://en.wikipedia.org/wiki/Chelsea_Manning

Chelsea Elizabeth Manning (born Bradley Edward Manning, December 17, 1987) is a United States Army soldier who was convicted in July 2013 of violations of the Espionage Act and other offenses, after releasing the largest set of classified documents ever leaked to the public. Manning was sentenced in August 2013 to 35 years confinement with the possibility of parole in eight years, and to be dishonorably discharged from the Army. Manning is a trans woman who, in a statement the day after sentencing, said she had felt female since childhood, wanted to be known as Chelsea, and desired to begin hormone replacement therapy. From early life and through much of her Army life, Manning was known as Bradley; she was diagnosed with gender identity disorder while in the Army.
Assigned in 2009 to an Army unit in Iraq as an intelligence analyst, Manning had access to classified databases. In early 2010, she leaked classified information to WikiLeaks and confided this to Adrian Lamo, an online acquaintance. Lamo informed Army Counterintelligence, and Manning was arrested in May that same year. The material included videos of the July 12, 2007 Baghdad airstrike, and the 2009 Granai airstrike in Afghanistan; 250,000 U.S. diplomatic cables; and 500,000 Army reports that came to be known as the Iraq War logs and Afghan War logs. Much of the material was published by WikiLeaks or its media partners between April and November 2010.
Manning was ultimately charged with 22 offenses, including aiding the enemy, which was the most serious charge and could have resulted in a death sentence. She was held at the Marine Corps Brig, Quantico in Virginia, from July 2010 to April 2011 under Prevention of Injury status—which entailed de facto solitary confinement and other restrictions that caused domestic and international concern—before being transferred to Fort Leavenworth, Kansas, where she could interact with other detainees. She pleaded guilty in February 2013 to 10 of the charges. The trial on the remaining charges began on June 3, 2013, and on July 30 she was convicted of 17 of the original charges and amended versions of four others, but was acquitted of aiding the enemy. She is serving her sentence at the maximum-security U.S. Disciplinary Barracks at Fort Leavenworth.
Reaction to Manning’s disclosures, arrest, and sentence was mixed. Denver Nicks, one of her biographers, writes that the leaked material, particularly the diplomatic cables, was widely seen as a catalyst for the Arab Spring that began in December 2010, and that Manning was viewed as both a 21st-century Tiananmen Square Tank Man and an embittered traitor. Reporters Without Borders condemned the length of the sentence, saying that it demonstrated how vulnerable whistleblowers are.

further info:

own reason:
Obviously I did not have the time to read everything that Manning has made public so I might be blinded by media coverage of his case. From what I know I can say that many others on the list Manning was bound to her moral and not to what she was allowed to do or not. I think she was truly trying to point out unjust things and I think especially the way she did it was actually pretty smart. I guess there is a lot of structural violence in politics and military. Pointing out problems in the “correct way” seems to not really change something. Therefor she just had to release the video of american soldiers randomly shooting civilians. Did she have to make public everything else? Who knows. Actually who cares? Making this video itself public is heroic and should have a much bigger impact than it did.
Going to jail for 35 years and having the society accepting this makes me just said. I really wonder what has to happen for people to make a revolution. Not that I believe in such a drastic action but having Manning in prison for 35 years is f*** up. I strongly hope that one day Chelsea Manning will receive the peace nobel price at some time.

Noam Chomsky

from:https://en.wikipedia.org/wiki/Noam_Chomsky

Avram Noam Chomsky (/ˈnoʊm ˈtʃɒmski/; born December 7, 1928) is an American linguist, philosopher, cognitive scientist, logician, political commentator and activist. Sometimes described as the “father of modern linguistics”, Chomsky is also a major figure in analytic philosophy. He has spent most of his career at the Massachusetts Institute of Technology (MIT), where he is currently Professor Emeritus, and has authored over 100 books. He has been described as a prominent cultural figure, and was voted the “world’s top public intellectual” in a 2005 poll.
Born to a middle-class Ashkenazi Jewish family in Philadelphia, Chomsky developed an early interest in anarchism from relatives in New York City. He later undertook studies in linguistics at the University of Pennsylvania, where he obtained his BA, MA, and PhD, while from 1951 to 1955 he was appointed to Harvard University’s Society of Fellows. In 1955 he began work at MIT, soon becoming a significant figure in the field of linguistics for his publications and lectures on the subject. He is credited as the creator or co-creator of the Chomsky hierarchy, the universal grammar theory, and the Chomsky–Schützenberger theorem. Chomsky also played a major role in the decline of behaviorism, and was especially critical of the work of B.F. Skinner. In 1967 he gained public attention for his vocal opposition to U.S. involvement in the Vietnam War, in part through his essay The Responsibility of Intellectuals, and came to be associated with the New Left while being arrested on multiple occasions for his anti-war activism. While expanding his work in linguistics over subsequent decades, he also developed the propaganda model of media criticism with Edward S. Herman. Following his retirement from active teaching, he has continued his vocal public activism, praising the Occupy movement for example.
Chomsky has been a highly influential academic figure throughout his career, and was cited within the field of Arts and Humanities more often than any other living scholar between 1980 and 1992. He was also the eighth most cited scholar overall within the Arts and Humanities Citation Index during the same period. His work has influenced fields such as artificial intelligence, cognitive science, computer science, logic, mathematics, music theory and analysis, political science, programming language theory and psychology. Chomsky continues to be well known as a political activist, and a leading critic of U.S. foreign policy, state capitalism, and the mainstream news media. Ideologically, he aligns himself with anarcho-syndicalism and libertarian socialism.

further info:

own reason:
Chomsky is very new on the list so I cannot say very much about him. I have watched several interviews and talk by him and I just find it amazing how he turned completely towards ethics and political activism and is highly educated, rational and fact driven (he seems always to just have the better argument). In particular I like his point of view on power systems (As far as I understand him he is not blaming single people for injustice but he is seeing the problem of structural violence). I also like his critical view on mass media therefor I am eager to read his book: manufacturing consent
I particular like his very clear view on fundamental issues and how certain policies inevitably lead to certain abuse.

Melinda Gates (also Bill Gates)

from:https://en.wikipedia.org/wiki/Bill_%26_Melinda_Gates_Foundation

Bill & Melinda Gates Foundation (BMGF or the Gates Foundation) is one of the largest private foundations in the world, founded by Bill and Melinda Gates. It was launched in 2000 and is said to be the largest transparently operated private foundation in the world. It is “driven by the interests and passions of the Gates family”. The primary aims of the foundation are, globally, to enhance healthcare and reduce extreme poverty, and in America, to expand educational opportunities and access to information technology. The foundation, based in Seattle, Washington, is controlled by its three trustees: Bill Gates, Melinda Gates and Warren Buffett. Other principal officers include Co-Chair William H. Gates, Sr. and Chief Executive Officer Susan Desmond-Hellmann.
It had an endowment of US$38.3 billion as of 30 June 2013. The scale of the foundation and the way it seeks to apply business techniques to giving makes it one of the leaders in the philanthrocapitalism revolution in global philanthropy, though the foundation itself notes that the philanthropic role has limitations. In 2007, its founders were ranked as the second most generous philanthropists in America, and Warren Buffett the first. As of May 16, 2013, Bill Gates had donated US$28 billion to the foundation.

further info:

own reason:
Ok I admit it is not fair to just name her. I mean it is still the Bill and Melinda Gates foundation. But from my perception it is Melinda who was the driving force and the eyeopener for Bill Gates. I always realised Bill Gates as one of the coldest and disgusting business man out there (On the same list as Steve Jobs and Marc Zuckerberg). Using Patents and Licence agreements and closed systems just for the purpose of becoming incredibly rich. Like other computer scientists he already had a deep impact on people and bringing us the operating systems and office suite was probably not that bad after all. I mean they were still useful tools for most people. Still he could have chosen a more ethical business model. Well how should he have seen these things when he was young. I guess he was even bound to investors and to what they wanted.
I guess with the help of Melinda he also realised that it would be to late to make drastic changes to Microsoft so he changed the focus in his life to create something new. Something that is much more sustainable and that feels very good.
Now using their wealth Bill and Melinda Gates start to tackle really important issues that we as humans can all tackle but which seem economically unimportant to tackle. This feels a little bit like a modern version of Robin Hood. Microsoft is pulling money out of the rich part of the world with nowadays ok software at high cost and vendor lockin but Bill and Melinda are distributing this money e.g. to fight diseases in areas of the world where the western world simply doesn’t care to fight these diseases. Also they act as multipliers to convince other rich people to do similar. I think this contributes a lot to more justice and progress.
Besides my love for technological topics the Bill and Melinda Gates foundation is besides the Wikimedia Foundation probably the only interesting NGO I am aware of and that I would be willing to work for and sacrifice my tech career. But I guess this could still even be done after a successful tech career (:
By the way fun fact: The rich get richer principle holds so incredibly in the case of bill and Melinda gates. Warren Buffet the “opponent” to Gates of being the wealthiest person in the world donated almost all his money to the Bill and Melinda Gates foundation which I think is an incredible trust provider to what Bill and Melinda are doing.

Uncertain candidates – since its had to say

There are some borderline candidates which I am still not sure about.

Julian Assange

I do not even know how to make up my mind. On the one hand Julian Assange seems to be an incredible important person and really doing a lot of good. On the other hand he seems very self centered and sometimes not authentic. I understand that he of has course operational costs and no fixed income. Still I am not sure how much is real

RAF – resp. Ulrike Meinhof

I guess in Germany it is almost as impossible to say that one sympathises with the RAF as it would be to state that one sympathises with the NSDAP. Yet I liked the fundamental problems the RAF addressed. Their methods where stupid and I guess there where a lot of “dead fish” swimming with the RAF and pursuing all the terror the RAF did but from their core beliefs and problems with the German society they seemed to have some really valid points.

Richard Stallman

Inventing the GPL was an an incredible smart move. I am not sure if this was the first copyleft licence and if Stallman really came up himself with the idea. Still he probably could and would have if he didn’t.
Stallman is often perceived to be too radical and not able to make a compromise. From what I understand (and within this article I believe that this is the topic with my biggest expertise) this is just the only way. There cannot be such a thing as “half free software” you are free or you are not free. The impact of being free is so incredibly big that I think it is indeed one of the view points in life where people really should not make a compromise. So I think that what Stallman is frequently being criticised for is actually one of his strongest points.

Linus Torvalds

I am not sure if he is just a winner takes it all guy or if there is more to him. Besides linux bringing git to the hacker community is the second and maybe on the long term even more impactful innovation by Linus Torvalds. Also the processes how he seems to work how he seems to understand the dynamics and social processes of the open source community is crazy.

Larry Page

People might ask: “Rene why is Steve jobs and Zuckerberg on your bad list and Larry page not? Where did he donate his money do and did he do all the philantropic work like Bill Gates?” My only response is: Yes that is a problem and that is part of the reason why I am still undecided about Page. What speaks for Page is his creativity combined with his strong will to use technology, and financial power to change the world and make it more automised and efficient. By pursuing this goal he seems to ignore economical principles. Google has released a bunch of products that are hard to monitise (even indirectly) or really “moonshot” projects. I have the feeling that page cannot donate money or give up power within google unless he has brought the amount of innovation to the world that he wanted.

• Self driving cars (probably as shared economy with taxi, logistics, online shopping and not for sale)
• a better “semantic” search (in combination with android and more knowledge of user context)
Even though not everything is perfect google does it is still incredible that a company with so many employees is still able to manage such a great company culture. At least Google is a company that started with a clear mission statement (“to make the worlds knowledge universally accessable for everyone everywhere”) and as said probably Page cannot rest and focus on other things unless he has fulfilled his noble goals.
]]> https://www.rene-pickhardt.de/my-list-of-people-who-i-admire-and-which-i-find-truly-inspiring/feed/ 0 https://www.rene-pickhardt.de/moocs-at-wikiversity-a-barcamp-proposal-for-oerde13/ https://www.rene-pickhardt.de/moocs-at-wikiversity-a-barcamp-proposal-for-oerde13/#respond Sat, 14 Sep 2013 06:49:26 +0000 http://www.rene-pickhardt.de/?p=1770 I would like to have an discussion with people that have experience or are interested in MOOCs and Wikiversity. The goal is to checkout the possibilities for creating (otherwise over commercialized) MOOCs in an OER environment (especially wikiversity).

Background:

According to my former blog post there are  3 ways for creating a MOOC that is truely OER:

• khan academy
• wikiversity
• selfhosting

Out of these I would love to discuss what possibilities exist in the context of Wikiversity and how such a MOOC could benefit from the ecosystem of other Wikimedia projects (e.g. books, commons, wikipedia and of course wikiversity itself)
I would also love to create a list of requirements for wikiversity software with functionalities needed (e.g. access to multiple choice results of students) to create an OER MOOC. This list could be present to the wikimedia foundation in order to extend the wikiversity software.

My experiences:

• I have created a German online course in Wikiversity on how Computers work
• Currently I am creating an English MOOC on Webscience which we will use in our university together with flipped classroom for the Web Science lecture. The content of the first block is almost ready: 

 

 

 

]]> https://www.rene-pickhardt.de/moocs-at-wikiversity-a-barcamp-proposal-for-oerde13/feed/ 0 https://www.rene-pickhardt.de/comparison-of-open-educational-resources-services-to-host-your-mooc/ https://www.rene-pickhardt.de/comparison-of-open-educational-resources-services-to-host-your-mooc/#comments Thu, 25 Jul 2013 17:43:24 +0000 http://www.rene-pickhardt.de/?p=1701 This article on open and free platforms to host your MOOC belongs to the entire series: comparison of places to host your MOOC. As already mentioned there are only a few platforms which really belong to the category of open educational resources. The term is described in the Wikipedia article: Open educational resources as follows:

Open Educational Resources (OER) are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes. Although some people consider the use of an open format to be an essential characteristic of OER, this is not a universally acknowledged requirement. The development and promotion of open educational resources is often motivated by a desire to curb the commodification of knowledge and provide an alternate or enhanced educational paradigm

I go a little further than the definition and really require an open licence and also open formats of the documents:

Open Educational Resources (OER) are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes. Although some people consider the use of an open format to be is an essential characteristic of OER, this is not a universally acknowledged requirement. The development and promotion of open educational resources is often motivated by a desire to curb the commodification of knowledge and provide an alternate or enhanced educational paradigm

Taking this into account I’ll now compare OER platforms which offer services to host a MOOC. The upshot is that I would suggest to host your MOOC either on Khan Academy or on Wikiversity.

Kahn Academy

Khan Academy is a non-profit educational website created in 2006 by educator Salman Khan, a graduate of MIT and Harvard Business School. The stated mission is to provide “a free world-class education for anyone anywhere”. It is strongly supported by the Bill and Melinda Gates Foundation and won the Google 10 to the 100 award giving them 2 million dollars. Currently the content is translated to various languages including German. You can find more information for instructors on the website at https://www.khanacademy.org/about


1. Overhead: You have to learn the Khan academy software
2. Open: Anyone can create courses on Khan academy. I am note quite sure about including videos since khan academy seems to require some standard branding.
3. Licence: CC 3.0 by Share alike
4. Hosting time: As long as the project is founded.
5. Open Format: The website provides an API to obtain data at http://api-explorer.khanacademy.org/ also all (?) source code of Khan academy is available: https://github.com/Khan
6. Feedback:Various Feedback mechanisms are provided as explained on the website
7. Quizes: Yes
8. Community:As far as I understand instructors cannot collaborate within the software
9. Audience:Yes: more than a quarter billion lessons have been delivered.
10. Support: There are a lot of online courses training the coach
11. Online Meetings: There are Q&A style discussions related to every content created
12. Account Management:
13. Risk: Besides Khan Academy running out of money I don’t see any risks

Recommendation: Khan Academy is a very good platform to choose once you want to host a massive open online course. The material as free and open. The platform and community is very active and there is a lot of outside support. Exporting data doesn’t seem to work yet but there seems to be the will to be open in the future. Anyway Khan Academy is the only open educational resources platform that offers you a user experience that is closest to the otherwise commercialized MOOC format.

Wikiversity

Wikiversity is a Wikimedia Foundation project which supports learning communities, their learning materials, and resulting activities. It differs from more structured projects such as Wikipedia in that it instead offers a series of tutorials, or courses, for the fostering of learning, rather than formal content. Like Wikipedia it is offered in several languages. The English version of wikiversity seems quite active where as the German version is currently being restructured.

1. Overhead: Wiki markup language is very easy to learn. also there is the network of wiki tutors that can come to your place and teach you how to use mediawiki
2. Open: Anybody can contribute to Wikimedia projects
3. Licence: CC3.0 SA BY
4. Hosting time: Forever as long as Wikimedia exists
5. Open Format: Data base dumps are available and the software is open source
6. Feedback: So far there is little feedback for instructors but there are potential ways of changing this.
7. Quizes: yes
8. Community:Instructurs help each other out and also share content among each other. Minor mistakes in the material are quickly corrected.
9. Audience:There is a large audience, if the video content is uploaded to wiki commons and included into related wikipedia articles there is a high visibility of the MOOC at the targeted audience.
10. SupportEspecially in Germany there is the Mentoring network of Media wiki users who teach best practices of using media wiki software.
11. Online MeetingsHolger Brenner also uses media wiki on wikiversity to create online meetings but this is rather tricky
12. Account ManagementThere exist different user roles in media wiki but those are not really reflecting a student / teacher relationship
13. RiskBasically there are none. The data base dumps as well as the software are available for download. Even if the platform closes oneself can still easily host the content.

Recommendation: Mediawiki software is very flexible and offers a lot of opportunities. The software itself is not best suited for the “commercialized” massive open online course format. The biggest drawback is the missing analytics for instructors to see how the course is proceeding. On the other side if one actively uses wikiversity (which I did on my last course) one gets a lot of personal feedback. Wikiversity has a lot of trust (provided by wikipedia) and users to explore content and attract many new people. Also wikimedia really follows the concept of free content without any limitations. Finally Mediawiki is open source and also extensions can be included into Wikiversity if the community agrees to that.

OER Commons

OER Commons is a freely accessible online library located at www.oercommons.org that provides a web-based infrastructure for teachers and others to search and discover Open Educational Resources (OER) and other freely available instructional materials. OER Commons is a project created by ISKME, an independent non-profit organization based in Half Moon Bay, California, founded by Lisa Petrides in 2002. Launched in 2007, OER Commons aggregates Open Educational Resources, which are teaching and learning materials that are openly licensed for anyone to use and reuse, in order to support a global network for engaging with flexible, adaptable curriculum

1. Overhead: No at all
2. Open: to anybody. I don’t know about content moderation
3. Licence: Creative commons
4. Hosting time: hosting can be on any website.
5. Open Format: all formats supported
6. Feedback: No
7. Quizes: No
8. Community: Yes
9. Audience:not of students but rather of teachers collecting teaching material
10. Support: No
11. Online Meetings: No
12. Account Management: No
13. Risk: No

Recommendation: OER Commons is a very interesting approach since a lot of content that is needed for an open MOOC can be drawn from OER commons. All of the MOOC content can be integrated into OER commons and from this hub being spread to other instructors again. The platform itself doesn’t seem suitable to host an entire course. I think anybody who does a MOOC should submit his material to OER commons. This works really easily even if the content is just provided as a web link. I did this with my last course which was hosted on wikiversity

European MOOC platform open up ed

The european union created its own mooc platform under www.openuped.eu/.

1. Overhead: No at all
2. Open: only selected partners
3. Licence: partner choice
4. Hosting time: you host the mooc yourself
5. Open Format: your decision
6. Feedback: possible
7. Quizes:possible
8. Community: There is a network of partners but it’s hard to say how much collaboration exists
9. Audience:your own students
10. Support: n/a
11. Online Meetings: possible
12. Account Management: possible
13. Risk: None

Recommendation: This platform seems interesting since there is political will behind. Right now it seems to only aggregate MOOCs from various partners so there is no hosting service offered. On the other side you maintain the licence of everything and can probably add an existing MOOC to the index of the platform ==> Nice to have but for now it cannot work as a standalone hosting service. Also it is not clear if you can participate since they work only with selected partners.

P2P University

Peer to Peer University (P2PU) is a nonprofit online open learning community which allows users to organize and participate in courses and study groups to learn about specific topics. Peer 2 Peer University was started in 2009 with funding from the Hewlett Foundation and the Shuttleworth Foundation. The main learning management system for P2PU courses is called Lernanta (the Esperanto word for “learning”). P2PU also hosts a wiki and an OSQA server for questions and answers.

1. Overhead: low
2. Open: Anybody
3. Licence: CC SA BY
4. Hosting time: I did not spot video content
5. Open Format: As far as I see there is no standard format used
6. Feedback: through discussions
7. Quizes: no
8. Community: there are strong partners like mozilla connected to the project
9. Audience: doesn’t seem too large
10. Support: there is a lot of teaching about the platform in courses on the platform. since courses are p2p I assume there is quite some support
11. Online Meetings: possible
12. Account Management: probably not
13. Risk: This platform doesn’t seem to be mature yet. Will it survive?

Recommendation: I like the approach of this learning platform but I have the feeling it is much more targeted towards learning groups from students. It also doesn’t seem to be very mature and it is not quite clear to what place it will develop. Also I could not find data base dumps on the website which decreases my trust into the platform.

Summary

I hope I did not oversee any platform. My advice is to go for either Khan Academy or Wikiversity and submit your entire course as well as pieces of the material to OER Commons. In that way I would also suggest to add part of the content of your course to wiki commons if can enhance any given wikipedia article. I think it is probably personal choice whether to go for Khan Academy or for Wikiversity. Personally I would probably go for Wikiversity since I already had good experiences and my trust to this platform with respect to long term sustainability is higher. Also out of the box more languages are supported. In any case: When you want to create a MOOC don’t let yourself be blinded by commercialized platforms and offers just because they look nicer. Education is something that belongs to the citizens!

]]> https://www.rene-pickhardt.de/comparison-of-open-educational-resources-services-to-host-your-mooc/feed/ 7 https://www.rene-pickhardt.de/comparison-of-platforms-and-places-to-use-to-host-your-mooc/ https://www.rene-pickhardt.de/comparison-of-platforms-and-places-to-use-to-host-your-mooc/#comments Wed, 24 Jul 2013 16:03:50 +0000 http://www.rene-pickhardt.de/?p=1647 As many of you know and voted (thanks for that) Steffen and I tried to get a MOOC fellowship in order to create a web science MOOC. Even though our application was not successful we decided that online teaching in the MOOC format is suitable for the web science lecture. With the structure from our application and the teaching last term we have some basic structure for the content the students should learn. Now we start to create the material but the question is what platform to use and where to host a MOOC? I was actually planning to write one single article on that topic but it turned out that there are so many different approaches to online learning that I will have to split my work into several articles. So here I will just explain my methodology and the criteria I will use to compare the platforms for your MOOC.
There is a lot of good information about the MOOC industry and current trends in the MOOC wikipedia page
Basically there are 3 different approaches to online education:
1. Free content: The focus of these platforms (Khan Academy, Wikiversity, OER Commons, P2P university,…) lies in freeing educational content from the publishing industry. In most cases the focus seems to be on content and not so much on learning paths or didactics or pedagogy. The argumentation seems to be like: “first we need the content, next we can think about how to use it”. Have alook at my blog post: http://www.rene-pickhardt.de/comparison-of-open-educational-resources-services-to-host-your-mooc/ to see which open platforms perform well.
2. Commercial: There is a rising industry (Coursera, Udacity, edX, iversity,..) trying to commercialize massive open online education. Commercial platforms usually have high quality content and strong relationships with universities (most often ivy league) serving a lot of classes in this new format. Courses are usually not available under an open licence. So far most content is available at no cost and the business model is related to certification but also sometimes to tuition fees.
3. Self hosted with the use of a learning management system: There are various learning management systems (OLAT, Moodle, Google Course Builder, ILIAS,…) available as open source software which enables one to host a MOOC oneself. Most of these systems are made for eLearning and but lack this MOOC feeling of excellent usability. Often their intent also is not primary to be open.

This means besides this article I will publish three blog articles comparing platforms for each of the 3 different approaches. There is a German list of Learning platforms on Wikipedia as well as the MOOC Template in the English wikipedia from which I extracted the following lists

Platforms for online education

• MIT OpenCourseWare 
• Khan Academy 
• China Open Resources for Education 
• OpenCourseWare 
• Peer to Peer University 
• Academic Earth 
• Edulanka 
• ALISON
• Udacity 
• Coursera 
• Duolingo 
• edX 
• Canvas Network 
• Futurelearn 
• OpenHPI

People related to online education

• Anant Agarwal 
• Stephen Downes 
• Salman Khan 
• Daphne Koller 
• Peter Norvig 
• Andrew Ng 
• George Siemens 
• Sebastian Thrun

Not all of the platforms are relevant for a Web Science MOOC but still I extracted some of the most relevant sites and added a fiew others. As for the evaluation methodology we did a little survey and identified some possibilities. Since there are so many hosting services and possibilities we tried to find some dimensions that are important to us in order find which hosting service makes the most sense. We will use the following dimensions for our evaluation:

1. Overhead: How much overhead is associated providing the content for a certain platform infrastructure?
2. Open: Will the platform accept our course?
3. Licence: Who has the copyright and how is the licencing model?
4. Hosting time: How much time of hosting does the platform guarantee?
5. Open Format: Will the course content be in an open format so that we can easily export the data from the host and take it to some other service?
6. Feedback: Feedback for instructors like how long do people interact with some content?
7. Quizes: Will quizes be supported in the Platform
8. Community:Is there an active community and exchange of instructors?
9. Audience:Is there a large audience using the platform?
10. Support: is there active support from the platform?
11. Online Meetings: Does the platform support meetings of students and teachers on the cyberspace?
12. Account Management: Is it possible to have different roles for the accounts (e.g. student, tutor, creator,…)?
13. Risk: What are the risks of using this particular platform?

At least my goal would be to find a service with the following answers to our dimensions:

1. Overhead: Little overhead to submit the course material.
2. Open: The platform should be open to any course.
3. Licence: We should maintain the copyright or the licence should be at least creative commons
4. Hosting time: forever
5. Open Format: data export of the material is needed. e.g respecting http://en.wikipedia.org/wiki/IMS_Global
6. Feedback: In order to improve we need Feedback
7. Quizes: We need various forms of quizes
8. Community:A community of instructors with which one can exchange and from which one can learn would be amazing.
9. Audience:In the end good content will win but the larger the audience the better
10. Support: A platform that offers support with problems is preferable
11. Online Meetings: It would be nice if the platform supports online meetings of users with Q&A systems or even with video chat.
12. Account Management: Multiple account roles would support the learning process.
13. Risk: Obviously we want the risks to be minimized

I am looking forward to your feedback of missing platforms or other dimensions for the evaluation of the learning platforms.

]]> https://www.rene-pickhardt.de/comparison-of-platforms-and-places-to-use-to-host-your-mooc/feed/ 3 https://www.rene-pickhardt.de/analyzing-the-final-and-intermediate-results-of-the-iversity-mooc-fellowship-online-voting/ https://www.rene-pickhardt.de/analyzing-the-final-and-intermediate-results-of-the-iversity-mooc-fellowship-online-voting/#comments Thu, 23 May 2013 23:07:24 +0000 http://www.rene-pickhardt.de/?p=1609 As writen before Steffen and I participated in the online voting for the MOOC fellowship. Today the competition finished and I would like to say thank you to everyone who so far participated in the voting in particular to the 435 people supporting our course. I did never image to get that many people to be interested in our course!
The voting period went from May first till today. During this period the user interface of the iversity website changed several times providing different kind of information about the voting to us users. Since I have observed a drastic change in rankings on May 9th and since the process and scores have not been very transparent I have decided on that very day to collect some data about the rankings. I already did some quick analysis on the data and found some interesting facts but I am running out of time right now to conduct an extensive data analysis. So I will share the data set with the public domain:
http://rene-pickhardt.de/mooc.tar.bz2 (33MB)
If you download the zip file and extract it you’ll find folders for every hour after May 9th. In every folder you will find 26 html-files representing the current ranking of the courses at that time and a transaction log of the http-requests which were done to download the 26 html files. There are 26 html files since 10 courses were displayed per page and we had 255 courses participating.
During the time of data collection I had 2 or 3 short down times of my web server so it could be possible that some data points are missing.
I already wrote a “dirty hack” and pushed it on github which also extracts the interesting information out of the downloaded html files.
1. There is a file rank.tsv (334 kb) that displays for every course on an hourly basis the rankings
2. There is a file vote.tsv (113 kb) that contains for every course on an hourly basis (between may 20th and today) the number of votes the course did acquire. The period of time for vote.tsv is so short since the votes have only been available in the html files during this time. 

Skimming the data with my eyes there are already some facts that make me very curious for a deeper data analysis:

1. Some courses gained several hundred votes within a short period of time (usually only 2 or 3 hours) whereas most courses (especially those gaining such a large amount of votes) often stayed far under 1000 votes at all. 
2. Also it is interesting to see how much variation has been going on in the last couple of days. 
3. Also I haven’t crawled the views of the Youtube videos of the courses and even now after observing the following I did not take a snapshot of them it is interesting that there is such a large difference in conversion rate. Especially the top courses seem to have much more votes than they have views of the application video. Where some really high class and outstanding applications like the ones from Chrstian Spannagel (Math) or  Oliver Vornberger (Algorithms and data structures) have two or three times as many views on Youtube as votes. Especially they have about the same amount of views on Youtube as the top voted courses.

I am pretty sure there are some more interesting facts and maybe someone else has collected a better data set over the complete periode of time and including Youtube snapshots as well as Facebook and Twitter mentions.
Since I have been asked several times already: here are the final rankings to download and also as a table in the blog post:

	Kursname	Anzahl an votes
1	sectio chirurgica anatomie interaktiv	8013
2	internationales agrarmanagement 2	7557
3	ingenieurmathematik fur jedermann	2669
4	harry potter and issues in international politics	2510
5	online surgery	2365
6	l3t s mooc der offene online kurs uber das lernen und lehren mit technologien	2270
7	design 101 or design basics 2	2216
8	einfuhrung in das sozial und gesundheitswesen sozialraume entdecken und entwickeln	2124
9	changeprojekte planen nachhaltige entwicklung durch social entrepreneurship	2083
10	social work open online course swooc14	2059
11	understanding sustainability environmental problems collective action and institutions	1912
12	the dance of functional programming languaging with haskell and python	1730
13	zyklenbasierte grundung systematische entwicklung von geschaftskonzepten	1698
14	a virtual living lab course for sustainable housing and lifestyle	1682
15	family politics domestic life revolution and dictatorships between 1900 1950	1476
16	h2o extrem	1307
17	dark matter in galaxies the last mystery	1261
18	algorithmen und datenstrukturen	1207
19	psychology of judgment and decision making	1168
20	the future of storytelling	1164
21	web engineering	1152
22	die autoritat der wissenschaften eine einfuhrung in das wissenschaftstheoretische denken 2	1143
23	magic and logic of music a comprehensive course on the foundations of music and its place in life	1138
24	nmooc nachhaltigkeit fur alle	1130
25	sovereign bond pricing	1115
26	soziale arbeit eine einfuhrung	1034
27	mathematische denk und arbeitsweisen in geometrie und arithmetik	1016
28	social entrepreneurship wir machen gesellschaftlichen wandel moglich	1010
29	molecular gastronomy an experimental lecture about food food processing and a bit of physiology	984
30	fundamentals of remote sensing for earth observation	920
31	kompetenzkurs ernahrungswissenschaft	891
32	erfolgreich studieren	879
33	deciphering ancient texts in the digital age	868
34	qualitative methods	861
35	karl der grosse pater europae	855
36	who am i mind consciousness and body between science and philosophy	837
37	programmieren mit java	835
38	systemisches projektmanagement	811
39	lernen ist sexy	764
40	modelling and simulation using matlab one mooc more brains an interdisciplinary course not just for experts	760
41	suchmaschinen verstehen	712
42	hands on course on embedded computing systems with raspberry pi	679
43	introduction to mixed methods and doing research online	676
44	game ai	649
45	game theory and experimental economic research	633
46	cooperative innovation	613
47	blue engineering ingenieurinnen und ingenieure mit sozialer und okologischer verantwortung	612
48	my car the unkown technical being	612
49	gesundheit ein besonderes gut eine multidisziplinare erkundung des deutschen gesundheitssystems	608
50	teaching english as a foreign language tefl part i pronunciation	597
51	wie kann lesen gelernt gelehrt und gefordert werden lesesozialisation lesedidaktik und leseforderung vom grundschulunterricht bis zur erwachsenenbildung	593
52	the european dream	576
53	education of the present what is the future of education	570
54	faszination kristalle und symmetrie	561
55	italy today a girlfriend in a coma a walk through today s italy	557
56	dna from structure to therapy	556
57	grundlagen der mensch computer interaktion	549
58	malnutrition in developing countries	548
59	marketing als strategischer erfolgsfaktor von der produktinnovation bis zur kundenbindung	540
60	environmental ethics for scientists	540
61	stem cells in biology and medicine	528
62	praxiswissen fur den kunstlerischen alltagsdschungel	509
63	physikvision	506
64	high five evidence based practice	505
65	future climate water	484
66	diversity and communication challenges for integration and mobility	477
67	social entrepreneurship	469
68	die kunst des argumentierens	466
69	der hont feat mit dem farat wek wie kinder schreiben und lesen lernen	455
70	antikrastination moocen gegen chronisches aufschieben	454
71	exercise for a healthier life	454
72	the startup source code	438
73	web science	435
74	medizinische immunologie	433
75	governance in and through human rights	431
76	europe in the world law and policy aspects of the eu in global governance	419
77	komplexe welt strukturen selbstorganisation und chaos	419
78	mooc basics of surgery want to become a real surgeon	416
79	statistical data analysis for the humanities	414
80	business math r edux	406
81	analyzing behavioral dynamics non linear approaches to social and cognitive sciences	402
82	space technology	397
83	der erzahler materialitat und virtualitat vom mittelalter bis zur gegenwart	396
84	kriminologie	395
85	von e mail skype und xing kommunikation fuhrung und berufliche zusammenarbeit im netz	394
86	wissenschaft erzahlen das phanomen der grenze	392
87	nachhaltige entwicklung	389
88	die nachste gesellschaft gesellschaft unter bedingungen der elektrizitat des computers und des internets	388
89	die grundrechte	376
90	medienbildung und mediendidaktik grundbegriffe und praxis	368
91	bubbles everywhere speculative bubbles in financial markets and in everyday life	364
92	the heart of creativity	363
93	physik und weltraum	358
94	sim suchmaschinenimplementierung als mooc	354
95	order of magnitude physics from atomic nuclei to the universe	350
96	entwurfsmethodik eingebetteter systeme	343
97	monte carlo methods in finance	335
98	texte professionell mit latex erstellen	331
99	wissenschaftlich arbeiten wissenschaftlich schreiben	330
100	e x cite join the game of social research	330
101	forschungsmethoden	323
102	complex problem solving	321
103	programmieren lernen mit effekt	317
104	molecular devices and machines	317
105	wie man erfolgreich ein startup aufbaut	315
106	grundlagen der prozeduralen und objektorientierten programmierung	314
107	introduction to disability studies	314
108	eu2c the european union explained by two partners cologne and cife	313
109	the english language a linguistic introduction 2	311
110	allgemeine betriebswirtschaftslehre	293
111	interaction design open design	293
112	how we learn nowadays possibilities and difficulties	288
113	foundations of educational technology	288
114	projektmanagement und designbasiertes lernen	281
115	human rights	278
116	kompetenz des horens technische gehorbildung	278
117	it infrastructure management	276
118	a media history in 10 artefacts	274
119	introduction to the practice of statistics and regression	271
120	what is a good society introduction to social philosophy	268
121	modellierungsmethoden in der wirtschaftsinformatik	265
122	objektorientierte programmierung von web anwendungen von anfang an	262
123	intercultural diversity networking vielfalt interkulturell vernetzen	260
124	foundations of entrepreneurship	259
125	business communication for impact and results	257
126	gamification	257
127	creativity and design in innovation management	256
128	mechanik i	252
129	global virtual project management	252
130	digital signal processing for everyone	249
131	kompetenzen fur klimaschutz anpassung	248
132	digital economy and social innovation	246
133	synthetic biology	245
134	english phonetics and phonology	245
135	leibspeisen nahrung im wandel der zeiten molekule brot kase fleisch schokolade und andere lebensmittel	243
136	critical decision making in the contemporary globalized world	238
137	einfuhrung in die allgemeine betriebswirtschaftslehre schwerpunkt organisation personalmanagement und unternehmensfuhrung	236
138	didaktisches design	235
139	an invitation to complex analysis	235
140	grundlagen der programmierung teil 1	234
141	allgemein und viszeralchirurgie	233
142	mathematik 1 fur ingenieure	231
143	consumption and identity you are what you buy	231
144	vampire fictions	230
145	grundlagen der anasthesiologie	228
146	marketing strategy and brand management	227
147	political economy an introduction	225
148	gesundheit	221
149	object oriented databases	219
150	lebenswelten perspektiven fur menschen mit demenz	217
151	applications of graphs to real life problems	210
152	introduction to epidemiology epimooc	207
153	network security	207
154	global civics	207
155	wissenschaftliches arbeiten	204
156	annaherungen an zukunfte wie lassen sich mogliche wahrscheinliche und wunschbare zukunfte bestimmen	202
157	einstieg wissenschaft	200
158	engineering english	199
159	das erklaren erklaren wie infografik klart erklart und wissen vermittelt	198
160	betriebswirtschaftliche und rechtliche grundlagen fur das nonprofit management	192
161	art and mathematics	191
162	vom phanomen zum modell mathematische modellierung von natur und alltag an ausgewahlten beispielen	190
163	design interaktiver medien technische grundlagen	189
164	business englisch	187
165	erziehung sehen analysieren gestalten	184
166	basic clinical research methods	184
167	ordinary differential equations and laplace transforms	180
168	mathematische logik	179
169	die geburt der materie in der evolution des universums	179
170	innovationsmanagement von kleinen und mittelstandischen unternehmen kmu	176
171	introduction to qualitative methods in the social sciences	175
172	advert retard wirkung industrieller interessen auf rationale arzneimitteltherapie	175
173	animation beyond the bouncing ball	174
174	entropie einfuhrung in die physikalische chemie	172
175	edufutur education for a sustainable future	165
176	social network effects on everyday life	164
177	pharmaskills for africa	163
178	nachhaltige energiewirtschaft	162
179	qualitat in der fruhpadagogik auf den anfang kommt es an	158
180	dementias	157
181	beyond armed confrontation multidisciplinary approaches and challenges from colombia s conflict	154
182	investition und finanzierung	150
183	praxis des wissensmanagements	149
184	gutenberg to google the social construction of the communciations revolution	145
185	value innovation and blue oceans	145
186	kontrapunkt	144
187	shakespeare s politics	142
188	jetzt erst recht wissen schaffen uber recht	141
189	rechtliche probleme von sozialen netzwerken	138
190	augmented tuesday suppers	137
191	positive padagogik	137
192	digital storytelling mit bewegenden bildern erzahlen	136
193	wirtschaftsethik	134
194	energieeffizientes bauen	134
195	advising startups	133
196	urban design and communication	133
197	bildungsreform 2 0	132
198	mooc management basics	130
199	healthy teeth a life long course of preventive dentistry	129
200	digitales tourismus marketing	127
201	the arctic game the struggle for control over the melting ice	127
202	disease mechanisms	127
203	special operations from raids to drones	125
204	introduction to geospatial technology	120
205	social media marketing strategy smms	119
206	korpusbasierte analyse sprechsprachlichen problemlosungsverhaltens	116
207	introduction to marketing	115
208	creative coding	114
209	mooc meets 3d	110
210	unternehmenswert die einzig sinnvolle spitzenkennzahl fur unternehmen	110
211	forming behaviour gestaltung und konzeption von web applications	109
212	technology demonstration	108
213	lebensmittelmikrobiologie und hygiene	105
214	estudi erfolgreich studieren mit dem internet	105
215	moderne geldtheorie eine paische perspektive	103
216	kollektive intelligenz	103
217	geschichte der optischen medien	100
218	alter und soziale arbeit	99
219	semantik eine theorie visueller kommunikation	97
220	erziehung und beratung in familie und schule	96
221	foreign language learning in indian context	95
222	bildgebende verfahren	92
223	applied biology	92
224	bildung in der wissensgesellschaft gerechtigkeit	92
225	standortmanagement	92
226	europe a solution from history	90
227	methodology of research in international law	90
228	when african americans came to paris	90
229	contemporary architecture	89
230	past recent encounters turkey and germany	88
231	wars to end all wars	83
232	online learning management systems	82
233	software applications	81
234	business in germany	78
235	requirements engineering	77
236	anything relationship management xrm	77
237	global standards and local practices	76
238	prodima professionalisation of disaster medicine and management	75
239	cytology with a virtual correlative light and electron microscope	75
240	the organisation of innovation	75
241	sensors for all	75
242	diagnostik in der beruflichen bildung	73
243	scientific working	71
244	escience saxony lectures	71
245	internet marketing strategy how to gain influence and spread your message online	69
246	grundlagen des e business	69
247	principles of public health	64
248	methods for shear wave velocity measurements in urban areas	64
249	democracy in america	64
250	building typology studies gebaudelehre	63
251	multi media based learning environments at the interface of science and practice hamburg university of applied sciences prof dr andrea berger klein	61
252	math mooc challenge	60
253	the value of the social	58
254	dienstleistungsmanagement und informationssysteme	57
255	ict integration in education systems e readiness e integration e transformation	56

]]> https://www.rene-pickhardt.de/analyzing-the-final-and-intermediate-results-of-the-iversity-mooc-fellowship-online-voting/feed/ 8