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John Evans

Twitter is the best education PD, Period! And it's free! - South Euclid, OH, United Sta... - 4 views

edge.ascd.org/...127586.html

ascd edge professional networking community twitter

shared by John Evans on 07 Nov 12 - No Cached
  • John Evans on 07 Nov 12
     
    "Since I was wake at 5 AM on a Saturday (don't ask), I figured it was a good time to update my Personal Learning Network on Twitter. For years, I've been saying Twitter is the best free professional development tool available; I even teach an online course at two colleges on the subject."
John Evans

12 Sites That Will Teach You Coding for Free - 3 views

www.entrepreneur.com/...250323

coding programming code FREE sites

shared by John Evans on 05 Jul 16 - No Cached
  • John Evans on 05 Jul 16
     
    "here was a time when knowing how to program was for the geekiest of geeks. That's not exactly the case today. As most entrepreneurs, freelancers and marketers will tell you, learning how to program can help you succeed. Over the past year, I've been learning to code. It's helped me to become a much better entrepreneur -- I can dive in when my team needs to fix a few bugs on the site.  You don't even need to shell out a ton of money or put yourself in debt to learn how to code, either. These 12 places offer coding courses for free:"
John Evans

iPads in the Elementary General Music Classroom - Part 1 | MusTech.Net: A Symphony of M... - 2 views

mustech.net/...general-music-classroom-part-1

ipads general music classroom part1

shared by John Evans on 15 Jul 14 - No Cached
  • John Evans on 15 Jul 14
     
    "During the month of June, I took a hiatus from blogging so that I could do some fun things and perform professional development. The fun things were: Watching my daughter graduate PreK. Watching her win the "Symphony" award. :) Taking both my girls to great places like the beaches and zoos.   The professional development opportunities included: Finishing my free resource iBook titled Help! I am an Elementary Music Teacher with One or more iPads! This book is the second in my Help! Series. These free resource iBooks are books for elementary music educators to use to assist them with integrating technology into their classrooms or teaching situations as well as access to numerous lesson plans. My first book was Help! I am an Elementary Music Teacher with a SMART Board! This new book compliments two courses that I am teaching in the next few weeks."
Dennis OConnor

Information-Fluency-Newsletter - 0 views

myemail.constantcontact.com/mation-Fluency-Newsletter.html

information fluency information literacy information fluency assessment

shared by Dennis OConnor on 30 Aug 11 - No Cached
  • Dennis OConnor on 30 Aug 11
     
    The most recent issue of the 21cif Information Fluency newsletter. Feel free to join! Low volume news letter dedicated to searching, evaluating and ethical use of digital information. Includes an invitation for free access to our new 3 hour self paced training course and online assessment: Information Fluency Investigator 3.1.
John Evans

Boclips for Teachers: A new source for classroom video - @joycevalenza NeverEndingSearch - 4 views

blogs.slj.com/...new-source-for-classroom-video

joycevalenza source classroom video

shared by John Evans on 12 Apr 19 - No Cached
  • John Evans on 12 Apr 19
     
    "I recently discovered Boclips for Teachers, a portal hosting more than 2 million short-form educational videos from more than 100 of the educational video producers you already know and love. Familiar sites like TED-Ed, LearnZillion, Associated Press, PBS, Crash Course, Reuters, Bozeman Science and Smithsonian have offered permission for the site to curate their excellent content in a distraction-free, ad-free environment. Content is selected by teachers for teachers. Boclips for Teachers spans age/grade levels and disciplines. Content includes instructional video, animations, mini-documentaries, historical footage, breaking news and virtual reality. Teachers may use the platform to share, edit, and store videos or they might easily copy BoClips links to share on their own websites and learning management systems. Unfortunately, the search does not yet allow users to filter for subject, age level, curriculum standards, etc"
John Evans

The Value of Tinkering - Scientific American Blog Network - 1 views

blogs.scientificamerican.com/...the-value-of-tinkering

value tinkering Scientific American makered

shared by John Evans on 24 Feb 19 - No Cached
  • John Evans on 24 Feb 19
     
    "As an elementary school science teacher, I find this not easy to admit, but some of my students' most rewarding and meaningful classes over the years have happened when I have taken a back seat and let my students "tinker." Whether they want to dam up a stream during a water study, build nests with mud and sticks while investigating local bird populations, or, after completing a set of Lego models, independently design and build spinning Lego tops from which energetic battles ensue, students love having time to explore and investigate independently. This fall, for example, I let a third-grade class have a "free choice period." I gave them a list of things that they could do, such as making crystals, handling pet rocks or having a dance party. Instead, they came up with their own idea: they wanted to make boats. So, I gathered materials and allowed them to use handsaws and hot glue guns (which they'd already been taught how to use safely). Of course, many teachers allow and encourage students to engage in creative play: we know that young children need the chance to explore, daydream, imagine, play and build without an outcome or even a product in mind-a place free from failure, because failure is not even part of the equation. But this often takes place outside the classroom."
John Evans

Educational Technology Guy: The Big Guide to STEM - free guide with resources from educ... - 2 views

educationaltechnologyguy.blogspot.ca/...e-to-stem-free-guide-with.html

educational technology stem resources educators ebook

shared by John Evans on 08 Feb 18 - No Cached
  • John Evans on 08 Feb 18
     
    ""The Big Guide to STEM" is a free e-book containing resources and STEM ideas from educators on integrating STEM/STEAM into the classroom. It also contains a collection of top 10 STEM lists: * Top 10 STEM apps * Top 10 STEM tech products * Top 10 STEM blogs and online communities * Top 10 STEM websites * Top 10 STEM events * Top 10 STEM Software Solutions * Top 10 Resources for STEM Funding * Top 10 STEM Resources for Girls This is a great resource for any teacher at all, but especially those working with STEM courses or projects."
Dennis OConnor

The 6 Best Free Online Meeting Tools to Collaborate With Your Team - 8 views

www.makeuseof.com/...meeting-tools-collaborate-team

collaboration meeting

shared by Dennis OConnor on 06 Jan 11 - No Cached
  • The 6 Best Free Online Meeting Tools to Collaborate With Your Team
  • This round-up is a collection of incredible free online meeting tools that don’t skimp on features even when they are browser-based. Instead, they offer pretty fully featured suites for collaboration even to users with free accounts, but of course, most have additional paid offerings as well. Let’s take a look at the best free collaboration tools so far.
Phil Taylor

Intel® Teach Elements-Online Professional Development Courses - 0 views

www.intel.com/...teach-elements.html

professional development intel pd education mobile learning blended learning

shared by Phil Taylor on 20 Sep 12 - No Cached
  • Intel Teach Elements are free, just-in-time professional development courses that you can experience now, anytime, anywhere. This series of compelling courses provides deeper exploration of 21st century learning concepts.
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 8 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

Best Practice Fair Use literacy CC copyright guide guidelines

shared by Clint Hamada on 07 Apr 10 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
  • This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • This code of best practices does not tell you the limits of fair use rights.
  • ...51 more annotations...
  • Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
  • Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
  • Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain.
  • four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect (the so-called "four factors").
  • this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • However, there have been no important court decisions—in fact, very few decisions of any kind—that actually interpret and apply the doctrine in an educational context.
  • But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
  • specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • Fair use is in wide and vigorous use today in many professional communities. For example, historians regularly quote both other historians’ writings and textual sources; filmmakers and visual artists use, reinterpret, and critique copyright material; while scholars illustrate cultural commentary with textual, visual, and musical examples.
  • Fair use is healthy and vigorous in daily broadcast television news, where references to popular films, classic TV programs, archival images, and popular songs are constant and routinely unlicensed.
  • many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
  • Experts (often non-lawyers) give conference workshops for K–12 teachers, technology coordinators, and library or media specialists where these guidelines and similar sets of purported rules are presented with rigid, official-looking tables and charts.
  • this is an area in which educators themselves should be leaders rather than followers. Often, they can assert their own rights under fair use to make these decisions on their own, without approval.
  • ducators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies.
  • When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • In all cases, a digital copy is the same as a hard copy in terms of fair use
  • When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
  • Otherwise, of course, where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media.
  • The principles are all subject to a "rule of proportionality." Educators’ and students’ fair use rights extend to the portions of copyrighted works that they need to accomplish their educational goals
  • Educators use television news, advertising, movies, still images, newspaper and magazine articles, Web sites, video games, and other copyrighted material to build critical-thinking and communication skills.
  • nder fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
  • Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context
  • Wherever possible, educators should provide attribution for quoted material, and of course they should use only what is necessary for the educational goal or purpose.
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
  • fair use applies to commercial materials as well as those produced outside the marketplace model.
  • curriculum developers should be especially careful to choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made.
  • Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
  • Students strengthen media literacy skills by creating messages and using such symbolic forms as language, images, sound, music, and digital media to express and share meaning. In learning to use video editing software and in creating remix videos, students learn how juxtaposition reshapes meaning. Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • how their use of a copyrighted work repurposes or transforms the original
  • cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity.
  • Students should be encouraged to make their own careful assessments of fair use and should be reminded that attribution, in itself, does not convert an infringing use into a fair one.
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • . In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • educators should explore with students the distinction between material that should be licensed, material that is in the public domain or otherwise openly available, and copyrighted material that is subject to fair use.
  • ethical obligation to provide proper attribution also should be examined
  • Most "copyright education" that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond.
  • Many school policies are based on so-called negotiated fair use guidelines, as discussed above. In their implementation of those guidelines, systems tend to confuse a limited "safe harbor" zone of absolute security with the entire range of possibility that fair use makes available.
  • Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example.
  • Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.
John Evans

5 Ways to Enhance Student Learning Using Free Rice | Edudemic - 2 views

www.edudemic.com/udent-learning-using-free-rice

student learning free rice gamification

shared by John Evans on 08 Jul 15 - No Cached
  • John Evans on 08 Jul 15
     
    "I have a confession to make: I'm addicted to online quizzing games regardless of the topic or content. I get enthralled trying to outwit my Facebook friends and move up the leaderboards, spending more hours than I'll admit here trying to do so. I'm not the only one either. Millions of people share this same addiction, which got me to wondering: is there a way that teachers could tap into the quizzing craze, ideally using questions related to course content, to teach material and greater life lessons all at once?"
John Evans

12 Sites That Will Teach You Coding for Free - 5 views

www.entrepreneur.com/...250323

sites teach coding

shared by John Evans on 13 Sep 15 - No Cached
  • John Evans on 13 Sep 15
     
    "There was a time when knowing how to program was for the geekiest of geeks. That's not exactly the case today. As most entrepreneurs, freelancers and marketers will tell you, learning how to program can help you succeed. Over the past year, I've been learning to code. It's helped me to become a much better entrepreneur -- I can dive in when my team needs to fix a few bugs on the site.  You don't even need to shell out a ton of money or put yourself in debt to learn how to code, either. These 12 places offer coding courses for free:"
John Evans

5 Free Apps to Tell Creative Stories on Instagram - 1 views

www.makeuseof.com/...-creative-stories-on-instagram

free apps stories instagram

shared by John Evans on 16 Jun 15 - No Cached
  • John Evans on 16 Jun 15
     
    "Instagram is more than just an app for photo filters, it's a community to share stories. And sometimes, the app's built-in features aren't good enough to tell the story you want to. But there are some innovative third-party apps that let you get creative with Instagram. Third-party apps for Instagram are nothing new. In fact, some Instagram clients are better than the official app. Of course, you will still have to use the official app to upload your images, but these third-party apps let you do some cool edits to them before uploading. From adding captions to a Flipbook-like collection of photos, this is how you can tell a better story on the world's most popular social photo community."
John Evans

15 free games that will help you learn how to code - Business Insider - 1 views

www.businessinsider.com/p-you-learn-how-to-code-2017-4

Coding games free

shared by John Evans on 12 Jun 17 - No Cached
  • John Evans on 12 Jun 17
     
    Online learning has come a long way in the last few years.Flickr/Laurie Sullivan When I started learning to code, the options were limited-lots of books (not even e-books), some very basic online tutorials, and a whole lot of experimentation. Online learning has come a long way in the last few years. There are interactive courses, tons of online tutorials, and one of my personal favorite ways to practice coding: games. While a game alone probably isn't going to teach you everything you need to know about coding, it can be a really incredible way to practice the skills you're learning. It makes practice fun. And if you're anything like me, you might suddenly realize you've spent the last four hours reinforcing your coding skills without even realizing it. I've tried out some of the most entertaining and useful games for learning to code. Check out my favorites below. View As: One Page Slides
John Evans

Guide to Free, Quality Higher Education | MindShift - 2 views

blogs.kqed.org/...-free-quality-higher-education

free quality higher education

shared by John Evans on 16 May 12 - No Cached
  • As the current generation of college graduates wrangles with an unprecedented amount of debt, a sea change is underway in higher education. More and more elite universities are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.
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