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hazeljames00

ICT for Teachers - 142 views

Hi Glen, it's great to see such an engaging and hands-on approach to integrating ICT in education! Since you're exploring digital tools, you might be interested in Spotify Lite APK - a lightweight ...

John Evans

10 Dos and Don'ts For Group Work & Student Grouping - 0 views

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    "Educators have learned much about the benefits of using projects for learning, and collaboration is easily recognized as an important skill for students to build. There are very few arguments against having students work together in class and on assignments. However, the challenge facing many educators is not in wanting their students to work together, but in figuring out how to group students together in the most effective ways. We do not want to create groups that hinder the progress of any of our students! This simple guide can help you the next time you are creating groups for an assignment or task in your classroom!"
Clint Hamada

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

  • 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

Learning About Young Makers | User Generated Education - 1 views

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    I am a huge proponent of using hands-on, interactive learning activities to explore ill-defined problems as a way of teaching for all age groups. Given the spontaneity and uncertainty of these types of active learning environments, I believe educators should observe, reflect on, and analyze how learners interact with the materials, the content, the educator, and the other learners. This practice is in line with the teacher as ethnographer. In my role as a teacher as ethnographer, I made some initial observations during my first two weeks of teaching maker education for elementary age students. With half the kids under 7, I learned a bunch about young makers. Young makers are more capable than what people typically believe. Young makers need to be given more time, resources, strategies to learn how to solve more ambiguous and ill-defined problems (i.e., ones that don't have THE correct answer). Too many don't know how to approach such problems. If a project doesn't "work" during the first trial, they way too often say "I can't do this." They have a low tolerance for frustration; for not getting the answer quickly. Young makers often celebrate loudly and with extreme joy when making something work. Young makers like to work together but lack skills or desire to peer tutor one another. Young makers usually like to stand while working. Young makers are more capable than what people (adults) typically believe. During our maker education summer camp, the young makers made LED projects, circuit crafts, and simple robotics. Looking at the instructions for similar activities, the recommended ages were usually 8 and above. Yet, my group of 14 kids contained half under that age. The kids of all ages struggled a bit - as is common with making type activities but all were successful to some degree with all of the activities.
John Evans

7 must-read books on work and productivity, from Dan Pink | - 1 views

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    "In 1962, Princeton psychologist Sam Glucksberg performed an experiment based on the classic candle problem test. He presented two groups with the same task, but with different rewards: One would receive monetary rewards based on speed, while the other was told only to complete the task as quickly as possible. The results were counterintuitive. The latter group performed the task on average three and a half times faster than the first. Why? As career analyst Dan Pink (Watch: The puzzle of motivation) has learned, traditional motivators like money can be far less effective than intrinsic motivators like autonomy, mastery and purpose. Indeed, productivity itself is a mystery we still struggle to unravel. Below, find seven must-reads (and a playlist) that look closely at how work works, provided by Pink for his TED Talk."
John Evans

The 13 best tools for collaborative working - Daily Genius - 4 views

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    "If you work in education, then the chances are you work with a number of people yet you're never in the same room. It might be because your fellow educators are in classrooms and otherwise engaged; you might work with a large, disparate group of people, spread across the city, the country or across timezones, or you might be trying to coral together a bunch of parents, students or community workers. It could be anything - how am I supposed to know? But what is known is that there's a whole bunch of tools which help you organise, talk to, share with and otherwise connect with people in ways which would have been utterly impossible even 2 or 3 years ago. So have a look at some of the better ones."
John Evans

A Media Specialist's Guide to the Internet: 30 iPad Tips and Tricks - 3 views

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    "APP GROUPS Create app groups that consolidate up to 20 apps into one convenient group. (Works just like a folder) Tap and hold an app. Once you see the icons start jiggling, move the app on top of another app. Name your group whatever you would like and place up to 20 apps within it. BOOKMARK FAVORITE WEBSITES TO THE HOME PAGEWhile on the Internet, (using Safari) load up your favorite websites. Tap on the box with an arrow in it, alongside the URL Bar. Select "Add to Home Screen" and give each site a short name so it doesn't abbreviate itself. CAPS LOCK Double tap the shift key for caps lock. Tap once to turn it off. CHANGE NOTES FONT The default in notes looks like comic sans, which I detest. Go to Notes in Settings and choose from three fonts. CREATE A TOUGHER PASSWORD"
John Evans

Literature Circles: A Student-Centered Approach to Literacy - Ferndale, MI, United Stat... - 4 views

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    "When we use literature circles, small groups of student gather for an in-depth discussion of a literary work. To ensure that students have a clear sense of direction and remain focused, each group member is given a specific task. For example, one student may be the designated artist; s/he is responsible for using some form of art to explore a main idea, a theme, or significant scene from the text. Another group member, the wordsmith, might be responsible for documenting important, unusual, or difficult words from the reading. Regardless of each student's role, each group must collaborate as they read, discuss and critically engage with texts."
John Evans

Book Creator + student designed curriculum = iTunes U - Book Creator app | Blog - 0 views

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    "I think Book Creator is now one of my favourite creation apps!  Several of my Health Without Borders project groups are using Book Creator to develop their final product to teach elementary kids health concepts. They were pretty excited to get to use the new drawing option, as many found it difficult to find free for re-use images in Creative Commons or Wikimedia Commons  that were appropriate for their topic and target age group. They found the app very easy to work with and really had no questions for me at all.  They loved that they could AirDrop the book between group members so different people could contribute easily.  The voiceover option is also simple to use and works well with just the microphone on the iPad.  I was so impressed with their final product!"
Nik Peachey

Nik's Learning Technology Blog: Online Teacher Development Works Best - 15 Reasons Why - 0 views

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    I've started this article with quite a bold statement, but it's a conclusion that I have been coming too over the course of quite a few years now. I should really put this into context though, as most of the teacher training I do deals with pedagogical training for the use of technology and is most often delivered during intensive face to face sessions, usually with groups of teachers working in a computer lab.
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    "I've started this article with quite a bold statement, but it's a conclusion that I have been coming too over the course of quite a few years now. I should really put this into context though, as most of the teacher training I do deals with pedagogical training for the use of technology and is most often delivered during intensive face to face sessions, usually with groups of teachers working in a computer lab" Online Teacher Development Works Best - 15 Reasons Why https://t.co/oVSYIbOwAE #elt #efl #esl #edtech #cpd #mooc
John Evans

Where Edtech Can Help: 10 Most Powerful Uses of Technology for Learning - InformED : - 2 views

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    "Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy
John Evans

The Flipped Classroom Model: A Full Picture | User Generated Education - 2 views

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    "Due to Khan Academy's popularity, the idea of the flipped classroom has gained press and credibility within education circles. Briefly, the Flipped Classroom as described by Jonathan Martin is: Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. Classrooms become laboratories or studios, and yet content delivery is preserved. Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. Classrooms become laboratories or studios, and yet content delivery is preserved (http://www.connectedprincipals.com/archives/3367)."
John Evans

Helping Students See Hamlet and Harry Potter in a New Light With Computational Thinking... - 1 views

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    "Like many kids of my generation growing up in India, I was an avid reader of Enid Blyton's novels. Many of her books were written as a series ("The Famous Five," "The Secret Seven" and "Five Find-Outers") and I recall wondering if the lives of characters overlapped in any way. Did a character from one series ever run into one from another, for example? I recall wondering the same thing in later years about P.G. Wodehouse's Blandings Castle and Jeeves series. Today, in a world where communities real and imagined are digitally connected via platforms like Facebook, Instagram and Tumblr, we can reframe that question in terms of those common nodes (or friends) in those characters' social networks. As it turns out, network theory as an analytic technique, or what I'd call computational literary analysis, is not just a bona fide research endeavor. It's also a great example of how computational thinking (CT) is truly a cross-disciplinary skill that can be weaved to enrich learning in any subject (not just math and science, as is sometimes the assumption). In an earlier article on computational thinking, I offered teasers of how CT could be integrated into language arts and social studies, in addition to math and science. Here's a detailed treatment of one of those examples, drawn from the work of Franco Moretti's group on "Computational Criticism," which is part of the broader Digital Humanities initiative at Stanford. (See this New York Times profile for more on the work of this group)."
John Evans

Apps in Education: Collaborative Whiteboard Apps for the Classroom - 6 views

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    "Interactive and collaborative - Whiteboards are a great way for teachers to explain concepts to their students. With the ability of some iPad apps to record, you ensure that students who did not develop understanding of the concept the first time have the opportunity to watch and listen again and again. Working in small groups or brainstorming as a class, collaborative whiteboards are a great way to share ideas. Work in the same room, on the same network or even from different parts of the country. No matter what you are working on these interactive whiteboards are a great way to document or record your thinking process. "
John Evans

How to Integrate Growth Mindset Messages Into Every Part of Math Class | MindShift | KQ... - 1 views

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    "Catherine Good has experienced stereotype threat herself, although she didn't know it at the time. She started her academic career in pure math, expecting to get a Ph.D. But somewhere along the way she started to feel like it just wasn't for her, even though she was doing well in all her classes. Thinking that she'd just chosen the wrong application for her love of math, Good switched to math education, where she first encountered the idea of stereotype threat from a guest psychology speaker. "As he talked about students feeling that they don't really belong, I had an epiphany," Good said. She realized the discomfort she'd felt studying mathematics had nothing to do with her ability or qualifications and everything to do with a vague sense that she didn't belong in a field dominated by men. Stereotype threat is a term coined by psychologists Joshua Aronson and Claude Steele. They found that pervasive cultural stereotypes that marginalize groups, like "girls aren't good at math," create a threatening environment and affects academic achievement. Good was so fascinated by how powerful psychological forces can be on learning, including her own, that she switched fields again to study social psychology, and she ended up working closely with Carol Dweck for several years when Dweck's growth mindset work was in its early stages and not yet well-known among educators. Good now works at a psychology professor at Baruch College. Originally, Dweck and Good hypothesized that believing intelligence is flexible - what we now call a growth mindset - could protect students from stereotype threat, an inherently fixed idea."
Nigel Coutts

Learning vs Work in a Culture of Thinking - The Learner's Way - 2 views

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    Earlier this year a group of teachers I work with explored the 'Eight Cultural Forces' identified by Ron Ritchhart of Harvard's Project Zero. In doing so we decided to focus on our use of the term learning instead of the word work. Our goal was to bring our language choices into the spotlight and explore how a more deliberate focus on learning might alter the culture of our classrooms. Two terms later this focus persists and it is worth reflecting on the effect that this has had.
John Evans

Daily Shoot: Miss Dunsiger's Class - Day 187 | - 0 views

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    Today was Dr. Davey's first Maker Day, and an amazing one at that! Here's a look at our day. All of the Grade 1-Grade 7 students participated in today's Maker Day. Students attended two of seven different sessions based on their interests: Minecraft/Coding, Collaborative Art, Beautiful Junk, Positive Graffiti, Making Music, Lego/Blocks, and Egg Drop. Staff members paired up together to facilitate the learning at each of the sessions, and the students directed most of the learning based on their interests. I (Aviva) worked with an amazing Grade 4 student that led the Minecraft/Coding session, and even worked with small groups of students on coding the Arduino. It was really quite incredible! After two sessions, students reflected on the day and on their learning, and then extended the "Maker Learning" back in the classroom. Today was all about the Learning Skills, problem solving, creativity and critical thinking. As you can hear in our video reflection, there were also links to our classroom learning including Science (Structures) and Math (shapes, figures, and non-standard measurement). There was also a lot of Arts learning today (with creating music and creating works of art including the elements of design). What an amazing day!"
John Evans

SHORTCUT-O-MATIC: A Simple Exercise That Will Improve Your Life Immediately - 0 views

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    "About a year ago I wrote an article about a simple exercise I created to help teams solve problems without discussion. It was called "Lightning Decision Jam" and it became a surprisingly huge hit! Since I wrote that article, people from companies all around the world have been contacting me and telling me how much it's changed how they work for the better. Lighting Decision Jam (or LDJ) was perfect for groups of any almost any size from 4 to 120. It just works! There was one glaring problem with it, though… it doesn't really work for an individual. That's right, identifying and solving your own problems in a systematic way just hasn't been possible… UNTIL TODAY!*"
John Evans

Team Building Activities That Support Maker Education, STEM, and STEAM | User Generated... - 4 views

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    "Working as a productive and sensitive member of a team is looked upon by STEM-based companies as being a requirement to being an effective and contributing employee: As technology takes over more of the fact-based, rules-based, left-brain skills-knowledge-worker skills-employees who excel at human relationships are emerging as the new "it" men and women. More and more major employers are recognizing that they need workers who are good at team building, collaboration, and cultural sensitivity, according to global forecasting firm Oxford Economics. Other research shows that the most effective teams are not those whose members boast the highest IQs, but rather those whose members are most sensitive to the thoughts and feelings of others. (http://fortune.com/2015/03/05/perfect-workplace/) In academia, the majority of research in STEM fields is conducted through collaborations and working groups, where a diversity of ideas need to be proposed and analyzed to determine the best strategy(ies) for solving a problem. In the technology sector, product development is done as a team, with specific roles for each individual but its success is predicated on each member of the team providing a different skill set / perspective. Thus, students who are interested in both academia and industry will benefit from learning how to successfully work in a diverse team. (https://teaching.berkeley.edu/diversity-can-benefit-teamwork-stem#sthash.mHRBJQtV.dpuf) What follows are some team building activities that use collaboration to explore and solve STEM-related challenges. Note that most of them require minimal supplies - costs."
John Evans

7 Ways Students Use Diigo To Do Research and Collaborative Project Work ~ Educational T... - 4 views

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    "Diigo is an excellent social bookmarking tool that enable you to save, annotate, and share bookmarks. The power of Diigo lies in the distinctive features that it offers to teachers and educators. There is a special account for K-12 and higher-ed educators that empower registered teachers with a variety of tools and features. One of the best things you can do with the Educator account is creating a Diigo group for your class. You can do this without the need for students emails. You can also set the privacy settings of your group so that only you and your students can access and see what you share there. You can also alternate moderators for class students can take turns in class moderation. Besides using your Diigo class to share with your students websites and content you find on the web, students can also use it for collaboration on research projects, group bookmarks and annotation."
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