diff --git a/_posts/2018-10-24-eduhack_coventry.md b/_posts/2018-10-24-eduhack_coventry.md
index ec0ae26..ffa5815 100644
--- a/_posts/2018-10-24-eduhack_coventry.md
+++ b/_posts/2018-10-24-eduhack_coventry.md
@@ -1,6 +1,6 @@
 ---
 title: eLearning in the age of Social Networks, the EduHack Platform 
-date: 2018-10-24
+date: 2018-10-26
 author: pesceWanda
 layout: post
 categories:
@@ -13,9 +13,10 @@ tags:
   - facebook
 ---
 
-Tomorrow I am giving this [talk](http://conf.owlteh.org/contributions/published/elearning-in-the-age-of-social-networks-the-eduhack-model/) at the [OWLTEH Conference 2018](https://www.conf.owlteh.org/) at the Coventry University.
+This is the revised transcript of my [talk](http://conf.owlteh.org/contributions/published/elearning-in-the-age-of-social-networks-the-eduhack-model/) at the [OWLTEH Conference 2018](https://www.conf.owlteh.org/) at the Coventry University.
+
+![Me, giving the talk](/wp-content/uploads/2018/coventry.jpg)
 
-This is what I am going to talk about.
 
 # In the beginning there was the LMS
 
@@ -38,7 +39,7 @@ There are many corner cases that lack a general method that allows users to expa
 
 Moreover, traditional LMS are highly gerarchic and foster an epistemology of "possession": learners are defined by the content that they "possess", the course they subscribed to, the material they downloaded. The educator is forced to be an authoritative source of knowledge that needs to direct the activity of the learners by having students pull the knowledge through an online portal. The flow is unidirectional and content centric.
 
-In my experience instructors create delivery-centered pedagogies because LMS lacks the flexibility to be adapted to learners, especially when they are used by a variety of instructors (e.g.: all of the professors of a UNI). While this model better reflects the traditional classroom I would argue that modern users are not used to this kind of dynamics in modern online communities.
+In my experience instructors produce delivery-centered pedagogies because LMS lacks the flexibility to be adapted to learners, especially when they are used by a variety of instructors (e.g.: all of the professors of a UNI). While this model better reflects the traditional classroom I would argue that modern users are not used to this kind of dynamics in modern online communities.
 
 
 You can learn more about the friction in the usage of traditional LMS in the following papers:
@@ -129,25 +130,19 @@ Advantages:
 
 3. Educators found that boldlier students asked more questions because of absense of face to face shyness.
 
-4. Students avoided to befriend educators and lecturers in order to hide their private lives.
+4. Students help each other in answering questions
 
-5. During  the research period, no student befriended the interviewed lecturers.
+5. Six people from prior classes idependently requested to join the group
 
-6. Students did not accept friend requests from lecturers.
+6. Constant and more accurate feedback for teachers
 
-7. Students help each other in answering questions
+7. Constant communication for teachers
 
-8. Six people from prior classes idependently requested to join the group
+8. They got to know classmates better
 
-9. Constant and more accurate feedback for teachers
+9. In heavily moderated OSNs, few users find disappropriate contents.
 
-10. Constant communication for teachers
-
-11. They got to know classmates better
-
-12. In heavily moderated OSNs, few users find disappropriate contents.
-
-13. In a comparison Facebook's discussion were more numerous than Moodle's discussions even when people were not allowed to be friends
+10. In a comparison Facebook's discussion were more numerous than Moodle's discussions even when people were not allowed to be friends
 
 Disadvantages:
 
@@ -161,6 +156,13 @@ Disadvantages:
 
 5. Some students worry that their personal life could be discovered and misjudged by tutors.
 
+6. Students avoided to befriend educators and lecturers in order to hide their private lives.
+
+7. During  the research period, no student befriended the interviewed lecturers.
+
+8. Students did not accept friend requests from lecturers.
+
+
 
 
 #### Quantitative Participation
@@ -210,7 +212,7 @@ For this reasons, as part of the EduHack Project, we are developing the EduHack
 
 The EduHack Knowledge Sharing Platform was born around the assumption that many of the advantages in terms of user engagement and group dynamics
 
-provided by OSNs could be replicated by adopting their widely known design patterns and replicating closely the UX.
+provided by OSNs could be replicated by adopting their widely known design patterns and mimicing closely the UX.
 
 At the core of the platform there are the founding principles of the Open Web.
 
@@ -225,7 +227,7 @@ The personal area is user centric and provides a window into the activities of t
 
 The user can create and manage different roles for external editors to his private area. By default no other user is allowed to post a "story" in his personal area, but other users can be added as team members and can manage group works in different blogs.
 
-Learners are expected to create and remix what they learned (e.g. from online classes or MOOCs).
+Learners are expected to elaborate and remix what they learned (e.g. from online classes or MOOCs).
 
 
 The public area is modelled after the UX of Reddit and it is divided into diffent sections (e.g.: mathematics, IT, discrete phisics, etc...), each providing a wiki.
@@ -250,5 +252,34 @@ We want to provide with this model an ethically sound framework for user centric
 
 
 
+## References
+
+* Using online social networking for  Teaching and learning: Facebook use at the University of Cape Town, Tanja E Bosch.
+
+* The myths about e-learning in higher education, James Kariuki Njenga and Louis Cyril Henry Fourie
+
+* Group Formation in eLearning-enabled Social Networks, Steffen Brauer and Thomas C. Schmidt 
+
+* eLearning 2.0 and new literacies: are social laggin behind, Wei-Ying Lim, Hyo-Jeong So and Seng-Chee Tan
+
+* Using the Facebook group as a learning management system: An exploratory study, Qiyun Wang, Huay Lit Woo, Choon Lang Quek, Yuqin Yang and Mei Liu
+
+* Using Social Networking Technology to Enhance Learning in Higher Education: A Case Study Using Facebook, Peter Ractham and Daniel Firpo
+
+* Students’ and teachers’ use of Facebook, Khe Foon Hew
+
+* The future of e-learning: a shift to knowledge networking and social software, Mohamed Amine Chatti and Matthias Jarke
+
+* Using Facebook as course management software: a case study, Elizabeth M. LaRue
+
+* Electronic Social Media in Teaching: Usages, Benefits, and Barriers as Viewed by Sudanese Faculty Members, Ahmed Yousif Abdelraheem and Abdelrahman Mohammed Ahmed
+
+* The Use of Social Networking in Education: Challenges and Opportunities: Ashraf Jalal Yousef Zaidieh
+
+* Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites, M.D. Roblyer, Michelle McDaniel, Marsena Webb, James Herman and James Vince Witty e,4
+ 
+* Online social networks: Why do students use facebook? Christy M.K. Cheung, Pui-Yee Chiu and Matthew K.O. Lee
+
+* e-Learning: The student experience, Jennifer Gilbert, Susan Morton and Jennifer Rowley
 
 
diff --git a/_site/archive/index.html b/_site/archive/index.html
index 59df7ae..3120d29 100644
--- a/_site/archive/index.html
+++ b/_site/archive/index.html
@@ -35,7 +35,7 @@
   <h2 id="blog-posts">Blog Posts</h2>
 
 <ul>
-<li><p>24 Oct 2018 &raquo; <a href="/pescewanda/2018/10/24/eduhack_coventry/"> eLearning in the age of Social Networks, the EduHack Platform </a></p></li>
+<li><p>26 Oct 2018 &raquo; <a href="/pescewanda/2018/10/26/eduhack_coventry/"> eLearning in the age of Social Networks, the EduHack Platform </a></p></li>
 <li><p>27 Jul 2018 &raquo; <a href="/pescewanda/2018/07/27/dtldr/"> Un articolo per r/italyinformatica </a></p></li>
 <li><p>27 Mar 2018 &raquo; <a href="/pescewanda/2018/03/27/addio-reddit/"> Addio Reddit </a></p></li>
 <li><p>02 Oct 2017 &raquo; <a href="/pescewanda/2017/10/02/minidoxguide/"> Minidox, a guide for the Europeans and the Scrooges </a></p></li>
diff --git a/_site/atom.xml b/_site/atom.xml
index a8468a0..de5746b 100644
--- a/_site/atom.xml
+++ b/_site/atom.xml
@@ -4,7 +4,7 @@
  <title>Caught in the Net</title>
  <link href="francescomecca.eu/atom.xml" rel="self"/>
  <link href="francescomecca.eu/"/>
- <updated>2018-10-25T12:23:31+02:00</updated>
+ <updated>2018-10-27T11:24:24+02:00</updated>
  <id>francescomecca.eu</id>
  <author>
    <name>Francesco Mecca</name>
@@ -14,12 +14,12 @@
  
  <entry>
    <title>eLearning in the age of Social Networks, the EduHack Platform</title>
-   <link href="francescomecca.eu/pescewanda/2018/10/24/eduhack_coventry/"/>
-   <updated>2018-10-24T00:00:00+02:00</updated>
-   <id>francescomecca.eu/pescewanda/2018/10/24/eduhack_coventry</id>
-   <content type="html">&lt;p&gt;Tomorrow I am giving this &lt;a href=&quot;http://conf.owlteh.org/contributions/published/elearning-in-the-age-of-social-networks-the-eduhack-model/&quot;&gt;talk&lt;/a&gt; at the &lt;a href=&quot;https://www.conf.owlteh.org/&quot;&gt;OWLTEH Conference 2018&lt;/a&gt; at the Coventry University.&lt;/p&gt;
+   <link href="francescomecca.eu/pescewanda/2018/10/26/eduhack_coventry/"/>
+   <updated>2018-10-26T00:00:00+02:00</updated>
+   <id>francescomecca.eu/pescewanda/2018/10/26/eduhack_coventry</id>
+   <content type="html">&lt;p&gt;This is the revised transcript of my &lt;a href=&quot;http://conf.owlteh.org/contributions/published/elearning-in-the-age-of-social-networks-the-eduhack-model/&quot;&gt;talk&lt;/a&gt; at the &lt;a href=&quot;https://www.conf.owlteh.org/&quot;&gt;OWLTEH Conference 2018&lt;/a&gt; at the Coventry University.&lt;/p&gt;
 
-&lt;p&gt;This is what I am going to talk about.&lt;/p&gt;
+&lt;p&gt;&lt;img src=&quot;/wp-content/uploads/2018/coventry.jpg&quot; alt=&quot;Me, giving the talk&quot;&gt;&lt;/p&gt;
 
 &lt;h1 id=&quot;in-the-beginning-there-was-the-lms&quot;&gt;In the beginning there was the LMS&lt;/h1&gt;
 
@@ -41,7 +41,7 @@
 
 &lt;p&gt;Moreover, traditional LMS are highly gerarchic and foster an epistemology of &amp;quot;possession&amp;quot;: learners are defined by the content that they &amp;quot;possess&amp;quot;, the course they subscribed to, the material they downloaded. The educator is forced to be an authoritative source of knowledge that needs to direct the activity of the learners by having students pull the knowledge through an online portal. The flow is unidirectional and content centric.&lt;/p&gt;
 
-&lt;p&gt;In my experience instructors create delivery-centered pedagogies because LMS lacks the flexibility to be adapted to learners, especially when they are used by a variety of instructors (e.g.: all of the professors of a UNI). While this model better reflects the traditional classroom I would argue that modern users are not used to this kind of dynamics in modern online communities.&lt;/p&gt;
+&lt;p&gt;In my experience instructors produce delivery-centered pedagogies because LMS lacks the flexibility to be adapted to learners, especially when they are used by a variety of instructors (e.g.: all of the professors of a UNI). While this model better reflects the traditional classroom I would argue that modern users are not used to this kind of dynamics in modern online communities.&lt;/p&gt;
 
 &lt;p&gt;You can learn more about the friction in the usage of traditional LMS in the following papers:&lt;/p&gt;
 
@@ -116,9 +116,6 @@ The following is a list of the positive and negative results of such studies gro
 &lt;li&gt;&lt;p&gt;Users reached to older students and befriended them.&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Users reported that they felt less pressure online.&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Educators found that boldlier students asked more questions because of absense of face to face shyness.&lt;/p&gt;&lt;/li&gt;
-&lt;li&gt;&lt;p&gt;Students avoided to befriend educators and lecturers in order to hide their private lives.&lt;/p&gt;&lt;/li&gt;
-&lt;li&gt;&lt;p&gt;During  the research period, no student befriended the interviewed lecturers.&lt;/p&gt;&lt;/li&gt;
-&lt;li&gt;&lt;p&gt;Students did not accept friend requests from lecturers.&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Students help each other in answering questions&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Six people from prior classes idependently requested to join the group&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Constant and more accurate feedback for teachers&lt;/p&gt;&lt;/li&gt;
@@ -136,6 +133,9 @@ The following is a list of the positive and negative results of such studies gro
 &lt;li&gt;&lt;p&gt;Miscommunication: many prefer face to face interaction to express views. This maybe because they are used to it in traditional classrooms.&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Some people say that they don&amp;#39;t feel safe on FB (this is even more common when interviewing master students).&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Some students worry that their personal life could be discovered and misjudged by tutors.&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Students avoided to befriend educators and lecturers in order to hide their private lives.&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;During  the research period, no student befriended the interviewed lecturers.&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Students did not accept friend requests from lecturers.&lt;/p&gt;&lt;/li&gt;
 &lt;/ol&gt;
 
 &lt;h4 id=&quot;quantitative-participation&quot;&gt;Quantitative Participation&lt;/h4&gt;
@@ -176,7 +176,7 @@ The following is a list of the positive and negative results of such studies gro
 
 &lt;p&gt;The EduHack Knowledge Sharing Platform was born around the assumption that many of the advantages in terms of user engagement and group dynamics&lt;/p&gt;
 
-&lt;p&gt;provided by OSNs could be replicated by adopting their widely known design patterns and replicating closely the UX.&lt;/p&gt;
+&lt;p&gt;provided by OSNs could be replicated by adopting their widely known design patterns and mimicing closely the UX.&lt;/p&gt;
 
 &lt;p&gt;At the core of the platform there are the founding principles of the Open Web.&lt;/p&gt;
 
@@ -190,7 +190,7 @@ The following is a list of the positive and negative results of such studies gro
 
 &lt;p&gt;The user can create and manage different roles for external editors to his private area. By default no other user is allowed to post a &amp;quot;story&amp;quot; in his personal area, but other users can be added as team members and can manage group works in different blogs.&lt;/p&gt;
 
-&lt;p&gt;Learners are expected to create and remix what they learned (e.g. from online classes or MOOCs).&lt;/p&gt;
+&lt;p&gt;Learners are expected to elaborate and remix what they learned (e.g. from online classes or MOOCs).&lt;/p&gt;
 
 &lt;p&gt;The public area is modelled after the UX of Reddit and it is divided into diffent sections (e.g.: mathematics, IT, discrete phisics, etc...), each providing a wiki.&lt;/p&gt;
 
@@ -209,6 +209,25 @@ The following is a list of the positive and negative results of such studies gro
 &lt;p&gt;The UX is modeled after a widely used social network without sacrificing consolidated approaches from traditional LMS.&lt;/p&gt;
 
 &lt;p&gt;We want to provide with this model an ethically sound framework for user centric, knowledge-pull pedagogies.&lt;/p&gt;
+
+&lt;h2 id=&quot;references&quot;&gt;References&lt;/h2&gt;
+
+&lt;ul&gt;
+&lt;li&gt;&lt;p&gt;Using online social networking for  Teaching and learning: Facebook use at the University of Cape Town, Tanja E Bosch.&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;The myths about e-learning in higher education, James Kariuki Njenga and Louis Cyril Henry Fourie&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Group Formation in eLearning-enabled Social Networks, Steffen Brauer and Thomas C. Schmidt &lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;eLearning 2.0 and new literacies: are social laggin behind, Wei-Ying Lim, Hyo-Jeong So and Seng-Chee Tan&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Using the Facebook group as a learning management system: An exploratory study, Qiyun Wang, Huay Lit Woo, Choon Lang Quek, Yuqin Yang and Mei Liu&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Using Social Networking Technology to Enhance Learning in Higher Education: A Case Study Using Facebook, Peter Ractham and Daniel Firpo&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Students’ and teachers’ use of Facebook, Khe Foon Hew&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;The future of e-learning: a shift to knowledge networking and social software, Mohamed Amine Chatti and Matthias Jarke&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Using Facebook as course management software: a case study, Elizabeth M. LaRue&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Electronic Social Media in Teaching: Usages, Benefits, and Barriers as Viewed by Sudanese Faculty Members, Ahmed Yousif Abdelraheem and Abdelrahman Mohammed Ahmed&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;The Use of Social Networking in Education: Challenges and Opportunities: Ashraf Jalal Yousef Zaidieh&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites, M.D. Roblyer, Michelle McDaniel, Marsena Webb, James Herman and James Vince Witty e,4&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Online social networks: Why do students use facebook? Christy M.K. Cheung, Pui-Yee Chiu and Matthew K.O. Lee&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;e-Learning: The student experience, Jennifer Gilbert, Susan Morton and Jennifer Rowley&lt;/p&gt;&lt;/li&gt;
+&lt;/ul&gt;
 </content>
  </entry>
  
diff --git a/_site/feed.xml b/_site/feed.xml
index 44d0ef1..e97bfec 100644
--- a/_site/feed.xml
+++ b/_site/feed.xml
@@ -8,9 +8,9 @@
       
         <item>
           <title>eLearning in the age of Social Networks, the EduHack Platform</title>
-          <description>&lt;p&gt;Tomorrow I am giving this &lt;a href=&quot;http://conf.owlteh.org/contributions/published/elearning-in-the-age-of-social-networks-the-eduhack-model/&quot;&gt;talk&lt;/a&gt; at the &lt;a href=&quot;https://www.conf.owlteh.org/&quot;&gt;OWLTEH Conference 2018&lt;/a&gt; at the Coventry University.&lt;/p&gt;
+          <description>&lt;p&gt;This is the revised transcript of my &lt;a href=&quot;http://conf.owlteh.org/contributions/published/elearning-in-the-age-of-social-networks-the-eduhack-model/&quot;&gt;talk&lt;/a&gt; at the &lt;a href=&quot;https://www.conf.owlteh.org/&quot;&gt;OWLTEH Conference 2018&lt;/a&gt; at the Coventry University.&lt;/p&gt;
 
-&lt;p&gt;This is what I am going to talk about.&lt;/p&gt;
+&lt;p&gt;&lt;img src=&quot;/wp-content/uploads/2018/coventry.jpg&quot; alt=&quot;Me, giving the talk&quot;&gt;&lt;/p&gt;
 
 &lt;h1 id=&quot;in-the-beginning-there-was-the-lms&quot;&gt;In the beginning there was the LMS&lt;/h1&gt;
 
@@ -32,7 +32,7 @@
 
 &lt;p&gt;Moreover, traditional LMS are highly gerarchic and foster an epistemology of &amp;quot;possession&amp;quot;: learners are defined by the content that they &amp;quot;possess&amp;quot;, the course they subscribed to, the material they downloaded. The educator is forced to be an authoritative source of knowledge that needs to direct the activity of the learners by having students pull the knowledge through an online portal. The flow is unidirectional and content centric.&lt;/p&gt;
 
-&lt;p&gt;In my experience instructors create delivery-centered pedagogies because LMS lacks the flexibility to be adapted to learners, especially when they are used by a variety of instructors (e.g.: all of the professors of a UNI). While this model better reflects the traditional classroom I would argue that modern users are not used to this kind of dynamics in modern online communities.&lt;/p&gt;
+&lt;p&gt;In my experience instructors produce delivery-centered pedagogies because LMS lacks the flexibility to be adapted to learners, especially when they are used by a variety of instructors (e.g.: all of the professors of a UNI). While this model better reflects the traditional classroom I would argue that modern users are not used to this kind of dynamics in modern online communities.&lt;/p&gt;
 
 &lt;p&gt;You can learn more about the friction in the usage of traditional LMS in the following papers:&lt;/p&gt;
 
@@ -107,9 +107,6 @@ The following is a list of the positive and negative results of such studies gro
 &lt;li&gt;&lt;p&gt;Users reached to older students and befriended them.&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Users reported that they felt less pressure online.&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Educators found that boldlier students asked more questions because of absense of face to face shyness.&lt;/p&gt;&lt;/li&gt;
-&lt;li&gt;&lt;p&gt;Students avoided to befriend educators and lecturers in order to hide their private lives.&lt;/p&gt;&lt;/li&gt;
-&lt;li&gt;&lt;p&gt;During  the research period, no student befriended the interviewed lecturers.&lt;/p&gt;&lt;/li&gt;
-&lt;li&gt;&lt;p&gt;Students did not accept friend requests from lecturers.&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Students help each other in answering questions&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Six people from prior classes idependently requested to join the group&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Constant and more accurate feedback for teachers&lt;/p&gt;&lt;/li&gt;
@@ -127,6 +124,9 @@ The following is a list of the positive and negative results of such studies gro
 &lt;li&gt;&lt;p&gt;Miscommunication: many prefer face to face interaction to express views. This maybe because they are used to it in traditional classrooms.&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Some people say that they don&amp;#39;t feel safe on FB (this is even more common when interviewing master students).&lt;/p&gt;&lt;/li&gt;
 &lt;li&gt;&lt;p&gt;Some students worry that their personal life could be discovered and misjudged by tutors.&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Students avoided to befriend educators and lecturers in order to hide their private lives.&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;During  the research period, no student befriended the interviewed lecturers.&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Students did not accept friend requests from lecturers.&lt;/p&gt;&lt;/li&gt;
 &lt;/ol&gt;
 
 &lt;h4 id=&quot;quantitative-participation&quot;&gt;Quantitative Participation&lt;/h4&gt;
@@ -167,7 +167,7 @@ The following is a list of the positive and negative results of such studies gro
 
 &lt;p&gt;The EduHack Knowledge Sharing Platform was born around the assumption that many of the advantages in terms of user engagement and group dynamics&lt;/p&gt;
 
-&lt;p&gt;provided by OSNs could be replicated by adopting their widely known design patterns and replicating closely the UX.&lt;/p&gt;
+&lt;p&gt;provided by OSNs could be replicated by adopting their widely known design patterns and mimicing closely the UX.&lt;/p&gt;
 
 &lt;p&gt;At the core of the platform there are the founding principles of the Open Web.&lt;/p&gt;
 
@@ -181,7 +181,7 @@ The following is a list of the positive and negative results of such studies gro
 
 &lt;p&gt;The user can create and manage different roles for external editors to his private area. By default no other user is allowed to post a &amp;quot;story&amp;quot; in his personal area, but other users can be added as team members and can manage group works in different blogs.&lt;/p&gt;
 
-&lt;p&gt;Learners are expected to create and remix what they learned (e.g. from online classes or MOOCs).&lt;/p&gt;
+&lt;p&gt;Learners are expected to elaborate and remix what they learned (e.g. from online classes or MOOCs).&lt;/p&gt;
 
 &lt;p&gt;The public area is modelled after the UX of Reddit and it is divided into diffent sections (e.g.: mathematics, IT, discrete phisics, etc...), each providing a wiki.&lt;/p&gt;
 
@@ -200,10 +200,29 @@ The following is a list of the positive and negative results of such studies gro
 &lt;p&gt;The UX is modeled after a widely used social network without sacrificing consolidated approaches from traditional LMS.&lt;/p&gt;
 
 &lt;p&gt;We want to provide with this model an ethically sound framework for user centric, knowledge-pull pedagogies.&lt;/p&gt;
+
+&lt;h2 id=&quot;references&quot;&gt;References&lt;/h2&gt;
+
+&lt;ul&gt;
+&lt;li&gt;&lt;p&gt;Using online social networking for  Teaching and learning: Facebook use at the University of Cape Town, Tanja E Bosch.&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;The myths about e-learning in higher education, James Kariuki Njenga and Louis Cyril Henry Fourie&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Group Formation in eLearning-enabled Social Networks, Steffen Brauer and Thomas C. Schmidt &lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;eLearning 2.0 and new literacies: are social laggin behind, Wei-Ying Lim, Hyo-Jeong So and Seng-Chee Tan&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Using the Facebook group as a learning management system: An exploratory study, Qiyun Wang, Huay Lit Woo, Choon Lang Quek, Yuqin Yang and Mei Liu&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Using Social Networking Technology to Enhance Learning in Higher Education: A Case Study Using Facebook, Peter Ractham and Daniel Firpo&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Students’ and teachers’ use of Facebook, Khe Foon Hew&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;The future of e-learning: a shift to knowledge networking and social software, Mohamed Amine Chatti and Matthias Jarke&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Using Facebook as course management software: a case study, Elizabeth M. LaRue&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Electronic Social Media in Teaching: Usages, Benefits, and Barriers as Viewed by Sudanese Faculty Members, Ahmed Yousif Abdelraheem and Abdelrahman Mohammed Ahmed&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;The Use of Social Networking in Education: Challenges and Opportunities: Ashraf Jalal Yousef Zaidieh&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites, M.D. Roblyer, Michelle McDaniel, Marsena Webb, James Herman and James Vince Witty e,4&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;Online social networks: Why do students use facebook? Christy M.K. Cheung, Pui-Yee Chiu and Matthew K.O. Lee&lt;/p&gt;&lt;/li&gt;
+&lt;li&gt;&lt;p&gt;e-Learning: The student experience, Jennifer Gilbert, Susan Morton and Jennifer Rowley&lt;/p&gt;&lt;/li&gt;
+&lt;/ul&gt;
 </description>
-          <pubDate>2018-10-24T00:00:00+02:00</pubDate>
-          <link>francescomecca.eu/pescewanda/2018/10/24/eduhack_coventry/</link>
-          <guid isPermaLink="true">francescomecca.eu/pescewanda/2018/10/24/eduhack_coventry/</guid>
+          <pubDate>2018-10-26T00:00:00+02:00</pubDate>
+          <link>francescomecca.eu/pescewanda/2018/10/26/eduhack_coventry/</link>
+          <guid isPermaLink="true">francescomecca.eu/pescewanda/2018/10/26/eduhack_coventry/</guid>
         </item>
       
     
diff --git a/_site/index.html b/_site/index.html
index 7b6cd62..cb70041 100644
--- a/_site/index.html
+++ b/_site/index.html
@@ -34,16 +34,16 @@
   
   <div class="post">
     <h1 class="post-title">
-      <a href="/pescewanda/2018/10/24/eduhack_coventry/">
+      <a href="/pescewanda/2018/10/26/eduhack_coventry/">
         eLearning in the age of Social Networks, the EduHack Platform
       </a>
     </h1>
 
-    <span class="post-date">24 Oct 2018</span>
+    <span class="post-date">26 Oct 2018</span>
 
-    <p>Tomorrow I am giving this <a href="http://conf.owlteh.org/contributions/published/elearning-in-the-age-of-social-networks-the-eduhack-model/">talk</a> at the <a href="https://www.conf.owlteh.org/">OWLTEH Conference 2018</a> at the Coventry University.</p>
+    <p>This is the revised transcript of my <a href="http://conf.owlteh.org/contributions/published/elearning-in-the-age-of-social-networks-the-eduhack-model/">talk</a> at the <a href="https://www.conf.owlteh.org/">OWLTEH Conference 2018</a> at the Coventry University.</p>
 
-<p>This is what I am going to talk about.</p>
+<p><img src="/wp-content/uploads/2018/coventry.jpg" alt="Me, giving the talk"></p>
 
 <h1 id="in-the-beginning-there-was-the-lms">In the beginning there was the LMS</h1>
 
@@ -65,7 +65,7 @@
 
 <p>Moreover, traditional LMS are highly gerarchic and foster an epistemology of &quot;possession&quot;: learners are defined by the content that they &quot;possess&quot;, the course they subscribed to, the material they downloaded. The educator is forced to be an authoritative source of knowledge that needs to direct the activity of the learners by having students pull the knowledge through an online portal. The flow is unidirectional and content centric.</p>
 
-<p>In my experience instructors create delivery-centered pedagogies because LMS lacks the flexibility to be adapted to learners, especially when they are used by a variety of instructors (e.g.: all of the professors of a UNI). While this model better reflects the traditional classroom I would argue that modern users are not used to this kind of dynamics in modern online communities.</p>
+<p>In my experience instructors produce delivery-centered pedagogies because LMS lacks the flexibility to be adapted to learners, especially when they are used by a variety of instructors (e.g.: all of the professors of a UNI). While this model better reflects the traditional classroom I would argue that modern users are not used to this kind of dynamics in modern online communities.</p>
 
 <p>You can learn more about the friction in the usage of traditional LMS in the following papers:</p>
 
@@ -140,9 +140,6 @@ The following is a list of the positive and negative results of such studies gro
 <li><p>Users reached to older students and befriended them.</p></li>
 <li><p>Users reported that they felt less pressure online.</p></li>
 <li><p>Educators found that boldlier students asked more questions because of absense of face to face shyness.</p></li>
-<li><p>Students avoided to befriend educators and lecturers in order to hide their private lives.</p></li>
-<li><p>During  the research period, no student befriended the interviewed lecturers.</p></li>
-<li><p>Students did not accept friend requests from lecturers.</p></li>
 <li><p>Students help each other in answering questions</p></li>
 <li><p>Six people from prior classes idependently requested to join the group</p></li>
 <li><p>Constant and more accurate feedback for teachers</p></li>
@@ -160,6 +157,9 @@ The following is a list of the positive and negative results of such studies gro
 <li><p>Miscommunication: many prefer face to face interaction to express views. This maybe because they are used to it in traditional classrooms.</p></li>
 <li><p>Some people say that they don&#39;t feel safe on FB (this is even more common when interviewing master students).</p></li>
 <li><p>Some students worry that their personal life could be discovered and misjudged by tutors.</p></li>
+<li><p>Students avoided to befriend educators and lecturers in order to hide their private lives.</p></li>
+<li><p>During  the research period, no student befriended the interviewed lecturers.</p></li>
+<li><p>Students did not accept friend requests from lecturers.</p></li>
 </ol>
 
 <h4 id="quantitative-participation">Quantitative Participation</h4>
@@ -200,7 +200,7 @@ The following is a list of the positive and negative results of such studies gro
 
 <p>The EduHack Knowledge Sharing Platform was born around the assumption that many of the advantages in terms of user engagement and group dynamics</p>
 
-<p>provided by OSNs could be replicated by adopting their widely known design patterns and replicating closely the UX.</p>
+<p>provided by OSNs could be replicated by adopting their widely known design patterns and mimicing closely the UX.</p>
 
 <p>At the core of the platform there are the founding principles of the Open Web.</p>
 
@@ -214,7 +214,7 @@ The following is a list of the positive and negative results of such studies gro
 
 <p>The user can create and manage different roles for external editors to his private area. By default no other user is allowed to post a &quot;story&quot; in his personal area, but other users can be added as team members and can manage group works in different blogs.</p>
 
-<p>Learners are expected to create and remix what they learned (e.g. from online classes or MOOCs).</p>
+<p>Learners are expected to elaborate and remix what they learned (e.g. from online classes or MOOCs).</p>
 
 <p>The public area is modelled after the UX of Reddit and it is divided into diffent sections (e.g.: mathematics, IT, discrete phisics, etc...), each providing a wiki.</p>
 
@@ -234,6 +234,25 @@ The following is a list of the positive and negative results of such studies gro
 
 <p>We want to provide with this model an ethically sound framework for user centric, knowledge-pull pedagogies.</p>
 
+<h2 id="references">References</h2>
+
+<ul>
+<li><p>Using online social networking for  Teaching and learning: Facebook use at the University of Cape Town, Tanja E Bosch.</p></li>
+<li><p>The myths about e-learning in higher education, James Kariuki Njenga and Louis Cyril Henry Fourie</p></li>
+<li><p>Group Formation in eLearning-enabled Social Networks, Steffen Brauer and Thomas C. Schmidt </p></li>
+<li><p>eLearning 2.0 and new literacies: are social laggin behind, Wei-Ying Lim, Hyo-Jeong So and Seng-Chee Tan</p></li>
+<li><p>Using the Facebook group as a learning management system: An exploratory study, Qiyun Wang, Huay Lit Woo, Choon Lang Quek, Yuqin Yang and Mei Liu</p></li>
+<li><p>Using Social Networking Technology to Enhance Learning in Higher Education: A Case Study Using Facebook, Peter Ractham and Daniel Firpo</p></li>
+<li><p>Students’ and teachers’ use of Facebook, Khe Foon Hew</p></li>
+<li><p>The future of e-learning: a shift to knowledge networking and social software, Mohamed Amine Chatti and Matthias Jarke</p></li>
+<li><p>Using Facebook as course management software: a case study, Elizabeth M. LaRue</p></li>
+<li><p>Electronic Social Media in Teaching: Usages, Benefits, and Barriers as Viewed by Sudanese Faculty Members, Ahmed Yousif Abdelraheem and Abdelrahman Mohammed Ahmed</p></li>
+<li><p>The Use of Social Networking in Education: Challenges and Opportunities: Ashraf Jalal Yousef Zaidieh</p></li>
+<li><p>Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites, M.D. Roblyer, Michelle McDaniel, Marsena Webb, James Herman and James Vince Witty e,4</p></li>
+<li><p>Online social networks: Why do students use facebook? Christy M.K. Cheung, Pui-Yee Chiu and Matthew K.O. Lee</p></li>
+<li><p>e-Learning: The student experience, Jennifer Gilbert, Susan Morton and Jennifer Rowley</p></li>
+</ul>
+
   </div>
 </br>
 <hr>
diff --git a/_site/index.php/archives/100.html b/_site/index.php/archives/100.html
index f355f1c..6aa6a91 100644
--- a/_site/index.php/archives/100.html
+++ b/_site/index.php/archives/100.html
@@ -126,9 +126,9 @@
     <!---->
       <!--<li>-->
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-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/101.html b/_site/index.php/archives/101.html
index ffd4864..71e85a9 100644
--- a/_site/index.php/archives/101.html
+++ b/_site/index.php/archives/101.html
@@ -156,9 +156,9 @@
     <!---->
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-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/102.html b/_site/index.php/archives/102.html
index 211a068..9d26e1a 100644
--- a/_site/index.php/archives/102.html
+++ b/_site/index.php/archives/102.html
@@ -120,9 +120,9 @@
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-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/104.html b/_site/index.php/archives/104.html
index 3728efc..f756f72 100644
--- a/_site/index.php/archives/104.html
+++ b/_site/index.php/archives/104.html
@@ -110,9 +110,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/13.html b/_site/index.php/archives/13.html
index a6ba944..b0a1e7a 100644
--- a/_site/index.php/archives/13.html
+++ b/_site/index.php/archives/13.html
@@ -114,9 +114,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/16.html b/_site/index.php/archives/16.html
index 4d33b52..f4d36d0 100644
--- a/_site/index.php/archives/16.html
+++ b/_site/index.php/archives/16.html
@@ -79,9 +79,9 @@ David Gomez, un ex agente dell&#8217;FBI , ha detto che il velivolo di sorveglia
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/171.html b/_site/index.php/archives/171.html
index 45db360..5007511 100644
--- a/_site/index.php/archives/171.html
+++ b/_site/index.php/archives/171.html
@@ -52,9 +52,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/177.html b/_site/index.php/archives/177.html
index 8ac1b41..90e1be0 100644
--- a/_site/index.php/archives/177.html
+++ b/_site/index.php/archives/177.html
@@ -96,9 +96,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/19.html b/_site/index.php/archives/19.html
index d40cd1f..b8a5ff8 100644
--- a/_site/index.php/archives/19.html
+++ b/_site/index.php/archives/19.html
@@ -169,9 +169,9 @@ Command successful.</pre>
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/198.html b/_site/index.php/archives/198.html
index d6ba341..ad40f9f 100644
--- a/_site/index.php/archives/198.html
+++ b/_site/index.php/archives/198.html
@@ -72,9 +72,9 @@ perl-cleaner --all</pre>
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/207.html b/_site/index.php/archives/207.html
index bf036cf..11035a6 100644
--- a/_site/index.php/archives/207.html
+++ b/_site/index.php/archives/207.html
@@ -134,9 +134,9 @@ The original idea for the Buridan&#39;s donkey came from my mentor <a href="http
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
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+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/23.html b/_site/index.php/archives/23.html
index a44e160..d020e21 100644
--- a/_site/index.php/archives/23.html
+++ b/_site/index.php/archives/23.html
@@ -88,9 +88,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/27.html b/_site/index.php/archives/27.html
index f9013e9..6324ae5 100644
--- a/_site/index.php/archives/27.html
+++ b/_site/index.php/archives/27.html
@@ -111,9 +111,9 @@ Truecrypt permette di creare un volume crittografico che si presenta come un fil
     <!---->
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-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
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index 1310c59..7ef2475 100644
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@@ -670,9 +670,9 @@
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diff --git a/_site/index.php/archives/36.html b/_site/index.php/archives/36.html
index 771fd42..d2242dc 100644
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@@ -95,9 +95,9 @@
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diff --git a/_site/index.php/archives/37.html b/_site/index.php/archives/37.html
index 1dea315..8502ea9 100644
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+++ b/_site/index.php/archives/37.html
@@ -71,9 +71,9 @@
     <!---->
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+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
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diff --git a/_site/index.php/archives/44.html b/_site/index.php/archives/44.html
index ad6b33e..706acb7 100644
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+++ b/_site/index.php/archives/44.html
@@ -187,9 +187,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
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+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/index.php/archives/46.html b/_site/index.php/archives/46.html
index 4a3c3cf..d502954 100644
--- a/_site/index.php/archives/46.html
+++ b/_site/index.php/archives/46.html
@@ -108,9 +108,9 @@ Alcuni <a href="https://trac.torproject.org/projects/tor/wiki/doc/GoodBadISPs" t
     <!---->
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         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
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diff --git a/_site/index.php/archives/47.html b/_site/index.php/archives/47.html
index 731a3b9..28f7edb 100644
--- a/_site/index.php/archives/47.html
+++ b/_site/index.php/archives/47.html
@@ -62,9 +62,9 @@ L&#8217;opera si trova a Berlino.</p>
     <!---->
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-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
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@@ -116,9 +116,9 @@
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       <!--</li>-->
diff --git a/_site/index.php/archives/55.html b/_site/index.php/archives/55.html
index 71bf095..4438968 100644
--- a/_site/index.php/archives/55.html
+++ b/_site/index.php/archives/55.html
@@ -64,9 +64,9 @@ L&#8217;attacco avviene attraverso l&#8217;uso di codice Javascript e analizza l
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/57.html b/_site/index.php/archives/57.html
index 90ce47c..9883da4 100644
--- a/_site/index.php/archives/57.html
+++ b/_site/index.php/archives/57.html
@@ -152,9 +152,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/60.html b/_site/index.php/archives/60.html
index 21abba3..2a27653 100644
--- a/_site/index.php/archives/60.html
+++ b/_site/index.php/archives/60.html
@@ -74,9 +74,9 @@ Secondo alcuni amministartori del sito, tra cui OptimusCrime, Boneless vendette
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/66.html b/_site/index.php/archives/66.html
index 6f94364..ca85743 100644
--- a/_site/index.php/archives/66.html
+++ b/_site/index.php/archives/66.html
@@ -127,9 +127,9 @@ Estimates of the current size of the body of federal criminal law vary. It has b
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/67.html b/_site/index.php/archives/67.html
index 5baae8b..b6d58d7 100644
--- a/_site/index.php/archives/67.html
+++ b/_site/index.php/archives/67.html
@@ -92,9 +92,9 @@ In questo modo ed attraverso i cookie Facebook riesce a riunire la maggior parte
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/70.html b/_site/index.php/archives/70.html
index 67d3dac..8b2bb3f 100644
--- a/_site/index.php/archives/70.html
+++ b/_site/index.php/archives/70.html
@@ -141,9 +141,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/73.html b/_site/index.php/archives/73.html
index a49149a..72ceeca 100644
--- a/_site/index.php/archives/73.html
+++ b/_site/index.php/archives/73.html
@@ -64,9 +64,9 @@ Il payload è un tipo di shellcode, ovvero un piccolo pezzo di codice, che sfrut
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/78.html b/_site/index.php/archives/78.html
index d056b93..bf8289d 100644
--- a/_site/index.php/archives/78.html
+++ b/_site/index.php/archives/78.html
@@ -66,9 +66,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/82.html b/_site/index.php/archives/82.html
index 235611f..3b7ff58 100644
--- a/_site/index.php/archives/82.html
+++ b/_site/index.php/archives/82.html
@@ -116,9 +116,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/85.html b/_site/index.php/archives/85.html
index 9a14799..a48e0a9 100644
--- a/_site/index.php/archives/85.html
+++ b/_site/index.php/archives/85.html
@@ -103,9 +103,9 @@ I dati sono la risposta economica a: “Iscriviti, e&#8217; gratis e lo sarà se
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/87.html b/_site/index.php/archives/87.html
index 0fb9bac..d1b9967 100644
--- a/_site/index.php/archives/87.html
+++ b/_site/index.php/archives/87.html
@@ -93,9 +93,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/9.html b/_site/index.php/archives/9.html
index 42a36e6..25d4973 100644
--- a/_site/index.php/archives/9.html
+++ b/_site/index.php/archives/9.html
@@ -82,9 +82,9 @@ echo Complete.
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/90.html b/_site/index.php/archives/90.html
index 13ae5ec..b83b245 100644
--- a/_site/index.php/archives/90.html
+++ b/_site/index.php/archives/90.html
@@ -53,9 +53,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/index.php/archives/99.html b/_site/index.php/archives/99.html
index 223ba77..d572d4a 100644
--- a/_site/index.php/archives/99.html
+++ b/_site/index.php/archives/99.html
@@ -95,9 +95,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/04/02/blog-migrated/index.html b/_site/pescewanda/2016/04/02/blog-migrated/index.html
index 5930444..45d28fa 100644
--- a/_site/pescewanda/2016/04/02/blog-migrated/index.html
+++ b/_site/pescewanda/2016/04/02/blog-migrated/index.html
@@ -86,9 +86,9 @@ Finally I put a link to the archive, my github page and the atom feed on the sid
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/04/02/buridan_donkey/index.html b/_site/pescewanda/2016/04/02/buridan_donkey/index.html
index 4b5af4f..802562b 100644
--- a/_site/pescewanda/2016/04/02/buridan_donkey/index.html
+++ b/_site/pescewanda/2016/04/02/buridan_donkey/index.html
@@ -70,9 +70,9 @@ The bot can be added to your contact list by simply searching for <a href="http:
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/04/10/lifehacks/index.html b/_site/pescewanda/2016/04/10/lifehacks/index.html
index 6edf49b..9667f74 100644
--- a/_site/pescewanda/2016/04/10/lifehacks/index.html
+++ b/_site/pescewanda/2016/04/10/lifehacks/index.html
@@ -54,9 +54,9 @@ instantaneously.</p></li>
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/04/10/short-lesson-from-reddit/index.html b/_site/pescewanda/2016/04/10/short-lesson-from-reddit/index.html
index 0cf23a7..bd900e1 100644
--- a/_site/pescewanda/2016/04/10/short-lesson-from-reddit/index.html
+++ b/_site/pescewanda/2016/04/10/short-lesson-from-reddit/index.html
@@ -48,9 +48,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
@@ -104,7 +104,7 @@
                 <ul>
                 
                 <li class="relatedPost">
-                    <a href="/pescewanda/2018/10/24/eduhack_coventry/">eLearning in the age of Social Networks, the EduHack Platform
+                    <a href="/pescewanda/2018/10/26/eduhack_coventry/">eLearning in the age of Social Networks, the EduHack Platform
                     
                     </a>
                 </li>
diff --git a/_site/pescewanda/2016/04/17/kpd-player/index.html b/_site/pescewanda/2016/04/17/kpd-player/index.html
index f47541b..2b0b121 100644
--- a/_site/pescewanda/2016/04/17/kpd-player/index.html
+++ b/_site/pescewanda/2016/04/17/kpd-player/index.html
@@ -93,9 +93,9 @@ The source for our program is stored in my git <a href="http://francescomecca.eu
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/04/17/wright-nakamoto/index.html b/_site/pescewanda/2016/04/17/wright-nakamoto/index.html
index 1197274..74ac5ec 100644
--- a/_site/pescewanda/2016/04/17/wright-nakamoto/index.html
+++ b/_site/pescewanda/2016/04/17/wright-nakamoto/index.html
@@ -135,9 +135,9 @@ Ogni altra prova è discutibile e non necessaria.</p>
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/05/03/satoshisignature/index.html b/_site/pescewanda/2016/05/03/satoshisignature/index.html
index b30485a..3e05ea7 100644
--- a/_site/pescewanda/2016/05/03/satoshisignature/index.html
+++ b/_site/pescewanda/2016/05/03/satoshisignature/index.html
@@ -118,9 +118,9 @@ At the end, I ask, why would you choose anything else than the easiest and most
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/05/15/genetic-alg/index.html b/_site/pescewanda/2016/05/15/genetic-alg/index.html
index 936d894..3118284 100644
--- a/_site/pescewanda/2016/05/15/genetic-alg/index.html
+++ b/_site/pescewanda/2016/05/15/genetic-alg/index.html
@@ -122,9 +122,9 @@ Anyway for simple cases the GA yields good results, as an example for points (0
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/05/16/lifehacks2/index.html b/_site/pescewanda/2016/05/16/lifehacks2/index.html
index b7109ab..7daa8b0 100644
--- a/_site/pescewanda/2016/05/16/lifehacks2/index.html
+++ b/_site/pescewanda/2016/05/16/lifehacks2/index.html
@@ -50,9 +50,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/07/05/arduino_keyboard/index.html b/_site/pescewanda/2016/07/05/arduino_keyboard/index.html
index e1b52f9..52fc4d5 100644
--- a/_site/pescewanda/2016/07/05/arduino_keyboard/index.html
+++ b/_site/pescewanda/2016/07/05/arduino_keyboard/index.html
@@ -111,9 +111,9 @@ dfu-programmer atmega16u2 reset
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/07/06/IM-services/index.html b/_site/pescewanda/2016/07/06/IM-services/index.html
index 90ce9bb..0307049 100644
--- a/_site/pescewanda/2016/07/06/IM-services/index.html
+++ b/_site/pescewanda/2016/07/06/IM-services/index.html
@@ -138,9 +138,9 @@
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/07/07/pres-berk/index.html b/_site/pescewanda/2016/07/07/pres-berk/index.html
index 7c89f5c..6972896 100644
--- a/_site/pescewanda/2016/07/07/pres-berk/index.html
+++ b/_site/pescewanda/2016/07/07/pres-berk/index.html
@@ -300,9 +300,9 @@ What if, when the person walks into a mall, we record the time, the location, th
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/11/10/machine-learning-intro/index.html b/_site/pescewanda/2016/11/10/machine-learning-intro/index.html
index 0ac914c..5f286e2 100644
--- a/_site/pescewanda/2016/11/10/machine-learning-intro/index.html
+++ b/_site/pescewanda/2016/11/10/machine-learning-intro/index.html
@@ -256,9 +256,9 @@ Proviamo a visualizzarla in un&#39;immagine dove i box arancioni sono i nodi di
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/11/11/machine-learning-PARTE2/index.html b/_site/pescewanda/2016/11/11/machine-learning-PARTE2/index.html
index c7b3c15..94188e8 100644
--- a/_site/pescewanda/2016/11/11/machine-learning-PARTE2/index.html
+++ b/_site/pescewanda/2016/11/11/machine-learning-PARTE2/index.html
@@ -91,9 +91,9 @@ Pierre aking his soul came to the packs and drove up his father-in-law women.
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
           <!--</a>-->
         <!--</h3>-->
       <!--</li>-->
diff --git a/_site/pescewanda/2016/11/15/machine-learning-PARTE3/index.html b/_site/pescewanda/2016/11/15/machine-learning-PARTE3/index.html
index bbbd4b8..893f59f 100644
--- a/_site/pescewanda/2016/11/15/machine-learning-PARTE3/index.html
+++ b/_site/pescewanda/2016/11/15/machine-learning-PARTE3/index.html
@@ -86,9 +86,9 @@ Questi pattern corrispondono alle caratteristiche proprie di un oggetto (quali p
     <!---->
       <!--<li>-->
         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
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-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/pescewanda/2017/03/07/spazio-digitale-rant-facebook/index.html b/_site/pescewanda/2017/03/07/spazio-digitale-rant-facebook/index.html
index b0910aa..89d1e5a 100644
--- a/_site/pescewanda/2017/03/07/spazio-digitale-rant-facebook/index.html
+++ b/_site/pescewanda/2017/03/07/spazio-digitale-rant-facebook/index.html
@@ -86,9 +86,9 @@ Attraverso la dissipazione l&#39;opera, che fissata nel momento aveva acquisito
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+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
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+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/pescewanda/2017/03/20/spazio-digitale-rant-facebook__eng/index.html b/_site/pescewanda/2017/03/20/spazio-digitale-rant-facebook__eng/index.html
index e83df85..65bc1ab 100644
--- a/_site/pescewanda/2017/03/20/spazio-digitale-rant-facebook__eng/index.html
+++ b/_site/pescewanda/2017/03/20/spazio-digitale-rant-facebook__eng/index.html
@@ -95,9 +95,9 @@ I divided my time between irc and mailing lists. I felt the obligation to archiv
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-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/pescewanda/2017/05/07/latestage_handbrake/index.html b/_site/pescewanda/2017/05/07/latestage_handbrake/index.html
index 10958d3..cf852e2 100644
--- a/_site/pescewanda/2017/05/07/latestage_handbrake/index.html
+++ b/_site/pescewanda/2017/05/07/latestage_handbrake/index.html
@@ -46,9 +46,9 @@
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-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/pescewanda/2017/05/09/vaporwave/index.html b/_site/pescewanda/2017/05/09/vaporwave/index.html
index cab0b7f..eb57feb 100644
--- a/_site/pescewanda/2017/05/09/vaporwave/index.html
+++ b/_site/pescewanda/2017/05/09/vaporwave/index.html
@@ -90,9 +90,9 @@
     <!---->
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         <!--<h3>-->
-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/pescewanda/2017/10/02/minidoxguide/index.html b/_site/pescewanda/2017/10/02/minidoxguide/index.html
index 4f39900..2a42a26 100644
--- a/_site/pescewanda/2017/10/02/minidoxguide/index.html
+++ b/_site/pescewanda/2017/10/02/minidoxguide/index.html
@@ -218,9 +218,9 @@ GND [ ]     [x] GND
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-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
             <!--eLearning in the age of Social Networks, the EduHack Platform-->
-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/pescewanda/2018/03/27/addio-reddit/index.html b/_site/pescewanda/2018/03/27/addio-reddit/index.html
index b4532be..69e699a 100644
--- a/_site/pescewanda/2018/03/27/addio-reddit/index.html
+++ b/_site/pescewanda/2018/03/27/addio-reddit/index.html
@@ -72,9 +72,9 @@ Ho interessi di nicchia e Reddit mi permetteva di riunirmi con persone dall&#39;
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-          <!--<a href="/pescewanda/2018/10/24/eduhack_coventry/">-->
+          <!--<a href="/pescewanda/2018/10/26/eduhack_coventry/">-->
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-            <!--<small>24 Oct 2018</small>-->
+            <!--<small>26 Oct 2018</small>-->
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@@ -128,7 +128,7 @@ Ho interessi di nicchia e Reddit mi permetteva di riunirmi con persone dall&#39;
                 <ul>
                 
                 <li class="relatedPost">
-                    <a href="/pescewanda/2018/10/24/eduhack_coventry/">eLearning in the age of Social Networks, the EduHack Platform
+                    <a href="/pescewanda/2018/10/26/eduhack_coventry/">eLearning in the age of Social Networks, the EduHack Platform
                     
                     </a>
                 </li>
diff --git a/_site/pescewanda/2018/07/27/dtldr/index.html b/_site/pescewanda/2018/07/27/dtldr/index.html
index 9586244..3070552 100644
--- a/_site/pescewanda/2018/07/27/dtldr/index.html
+++ b/_site/pescewanda/2018/07/27/dtldr/index.html
@@ -234,9 +234,9 @@ Fra le varie motivazioni c&#39;è il fatto che questo rifletta più realisticame
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+            <!--<small>26 Oct 2018</small>-->
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diff --git a/_site/pescewanda/2018/10/24/eduhack_coventry/index.html b/_site/pescewanda/2018/10/26/eduhack_coventry/index.html
similarity index 88%
rename from _site/pescewanda/2018/10/24/eduhack_coventry/index.html
rename to _site/pescewanda/2018/10/26/eduhack_coventry/index.html
index 57f96b2..6a1f15e 100644
--- a/_site/pescewanda/2018/10/24/eduhack_coventry/index.html
+++ b/_site/pescewanda/2018/10/26/eduhack_coventry/index.html
@@ -32,10 +32,10 @@
       
       <div class="post">
   <h1 class="post-title">eLearning in the age of Social Networks, the EduHack Platform</h1>
-  <span class="post-date">24 Oct 2018</span>
-  <p>Tomorrow I am giving this <a href="http://conf.owlteh.org/contributions/published/elearning-in-the-age-of-social-networks-the-eduhack-model/">talk</a> at the <a href="https://www.conf.owlteh.org/">OWLTEH Conference 2018</a> at the Coventry University.</p>
+  <span class="post-date">26 Oct 2018</span>
+  <p>This is the revised transcript of my <a href="http://conf.owlteh.org/contributions/published/elearning-in-the-age-of-social-networks-the-eduhack-model/">talk</a> at the <a href="https://www.conf.owlteh.org/">OWLTEH Conference 2018</a> at the Coventry University.</p>
 
-<p>This is what I am going to talk about.</p>
+<p><img src="/wp-content/uploads/2018/coventry.jpg" alt="Me, giving the talk"></p>
 
 <h1 id="in-the-beginning-there-was-the-lms">In the beginning there was the LMS</h1>
 
@@ -57,7 +57,7 @@
 
 <p>Moreover, traditional LMS are highly gerarchic and foster an epistemology of &quot;possession&quot;: learners are defined by the content that they &quot;possess&quot;, the course they subscribed to, the material they downloaded. The educator is forced to be an authoritative source of knowledge that needs to direct the activity of the learners by having students pull the knowledge through an online portal. The flow is unidirectional and content centric.</p>
 
-<p>In my experience instructors create delivery-centered pedagogies because LMS lacks the flexibility to be adapted to learners, especially when they are used by a variety of instructors (e.g.: all of the professors of a UNI). While this model better reflects the traditional classroom I would argue that modern users are not used to this kind of dynamics in modern online communities.</p>
+<p>In my experience instructors produce delivery-centered pedagogies because LMS lacks the flexibility to be adapted to learners, especially when they are used by a variety of instructors (e.g.: all of the professors of a UNI). While this model better reflects the traditional classroom I would argue that modern users are not used to this kind of dynamics in modern online communities.</p>
 
 <p>You can learn more about the friction in the usage of traditional LMS in the following papers:</p>
 
@@ -132,9 +132,6 @@ The following is a list of the positive and negative results of such studies gro
 <li><p>Users reached to older students and befriended them.</p></li>
 <li><p>Users reported that they felt less pressure online.</p></li>
 <li><p>Educators found that boldlier students asked more questions because of absense of face to face shyness.</p></li>
-<li><p>Students avoided to befriend educators and lecturers in order to hide their private lives.</p></li>
-<li><p>During  the research period, no student befriended the interviewed lecturers.</p></li>
-<li><p>Students did not accept friend requests from lecturers.</p></li>
 <li><p>Students help each other in answering questions</p></li>
 <li><p>Six people from prior classes idependently requested to join the group</p></li>
 <li><p>Constant and more accurate feedback for teachers</p></li>
@@ -152,6 +149,9 @@ The following is a list of the positive and negative results of such studies gro
 <li><p>Miscommunication: many prefer face to face interaction to express views. This maybe because they are used to it in traditional classrooms.</p></li>
 <li><p>Some people say that they don&#39;t feel safe on FB (this is even more common when interviewing master students).</p></li>
 <li><p>Some students worry that their personal life could be discovered and misjudged by tutors.</p></li>
+<li><p>Students avoided to befriend educators and lecturers in order to hide their private lives.</p></li>
+<li><p>During  the research period, no student befriended the interviewed lecturers.</p></li>
+<li><p>Students did not accept friend requests from lecturers.</p></li>
 </ol>
 
 <h4 id="quantitative-participation">Quantitative Participation</h4>
@@ -192,7 +192,7 @@ The following is a list of the positive and negative results of such studies gro
 
 <p>The EduHack Knowledge Sharing Platform was born around the assumption that many of the advantages in terms of user engagement and group dynamics</p>
 
-<p>provided by OSNs could be replicated by adopting their widely known design patterns and replicating closely the UX.</p>
+<p>provided by OSNs could be replicated by adopting their widely known design patterns and mimicing closely the UX.</p>
 
 <p>At the core of the platform there are the founding principles of the Open Web.</p>
 
@@ -206,7 +206,7 @@ The following is a list of the positive and negative results of such studies gro
 
 <p>The user can create and manage different roles for external editors to his private area. By default no other user is allowed to post a &quot;story&quot; in his personal area, but other users can be added as team members and can manage group works in different blogs.</p>
 
-<p>Learners are expected to create and remix what they learned (e.g. from online classes or MOOCs).</p>
+<p>Learners are expected to elaborate and remix what they learned (e.g. from online classes or MOOCs).</p>
 
 <p>The public area is modelled after the UX of Reddit and it is divided into diffent sections (e.g.: mathematics, IT, discrete phisics, etc...), each providing a wiki.</p>
 
@@ -226,6 +226,25 @@ The following is a list of the positive and negative results of such studies gro
 
 <p>We want to provide with this model an ethically sound framework for user centric, knowledge-pull pedagogies.</p>
 
+<h2 id="references">References</h2>
+
+<ul>
+<li><p>Using online social networking for  Teaching and learning: Facebook use at the University of Cape Town, Tanja E Bosch.</p></li>
+<li><p>The myths about e-learning in higher education, James Kariuki Njenga and Louis Cyril Henry Fourie</p></li>
+<li><p>Group Formation in eLearning-enabled Social Networks, Steffen Brauer and Thomas C. Schmidt </p></li>
+<li><p>eLearning 2.0 and new literacies: are social laggin behind, Wei-Ying Lim, Hyo-Jeong So and Seng-Chee Tan</p></li>
+<li><p>Using the Facebook group as a learning management system: An exploratory study, Qiyun Wang, Huay Lit Woo, Choon Lang Quek, Yuqin Yang and Mei Liu</p></li>
+<li><p>Using Social Networking Technology to Enhance Learning in Higher Education: A Case Study Using Facebook, Peter Ractham and Daniel Firpo</p></li>
+<li><p>Students’ and teachers’ use of Facebook, Khe Foon Hew</p></li>
+<li><p>The future of e-learning: a shift to knowledge networking and social software, Mohamed Amine Chatti and Matthias Jarke</p></li>
+<li><p>Using Facebook as course management software: a case study, Elizabeth M. LaRue</p></li>
+<li><p>Electronic Social Media in Teaching: Usages, Benefits, and Barriers as Viewed by Sudanese Faculty Members, Ahmed Yousif Abdelraheem and Abdelrahman Mohammed Ahmed</p></li>
+<li><p>The Use of Social Networking in Education: Challenges and Opportunities: Ashraf Jalal Yousef Zaidieh</p></li>
+<li><p>Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites, M.D. Roblyer, Michelle McDaniel, Marsena Webb, James Herman and James Vince Witty e,4</p></li>
+<li><p>Online social networks: Why do students use facebook? Christy M.K. Cheung, Pui-Yee Chiu and Matthew K.O. Lee</p></li>
+<li><p>e-Learning: The student experience, Jennifer Gilbert, Susan Morton and Jennifer Rowley</p></li>
+</ul>
+
 </div>
 
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