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John Evans

The greatest deficiency in education is our obsession with showcasing deficits. - "Put ... - 1 views

lisawestman.com/...ssion-with-showcasing-deficits

education deficiency educators passion

shared by John Evans on 01 Sep 17 - No Cached
  • John Evans on 01 Sep 17
     
    "As I wrap up my first month of consulting, I have one overarching takeaway: in every building, in every district, in every city, in every state, there are administrators, teachers, and students who are so passionate about learning that you can feel the positive energy in the room. It's humbling. It's heartwarming. It's inspiring. Yet, what I also see are lots of educators and students who frequently second guess themselves, continuously ask for permission to do anything, or who render themselves silent in large groups and appear to have "given up." However, behind closed doors, these are the same educators and students who are overflowing with enthusiasm and have a wealth of knowledge. Naturally, I have been doing a lot of thinking about the strikingly similar behaviors both adult educators and student learners demonstrate in our current educational system. What causes passionate learners to become apathetic toward their passion? Why do students and adults alike ask for permission to learn? And, I keep coming back to one simple conclusion. THE DEFICIT MODEL OF EDUCATION HAS WORN US ALL DOWN"
John Evans

How to Take Risks In A System Not Built For It (What Teachers Can Learn From Elon Musk) - 0 views

medium.com/...rn-from-elon-musk-89303ea763c3

change teachers learning @ajjuliani @spencerideas LAUNCH

shared by John Evans on 06 Nov 17 - No Cached
  • John Evans on 06 Nov 17
     
    "While John Spencer and I were developing the LAUNCH Cycle, we came up with a few areas that were likely stumbling blocks in the creative (design-thinking inspired) process. One of the keys to the Launch Cycle is taking the time to Look, Listen, and Learn throughout the entire process (that is the L in the LAUNCH acronym). In talking with George Couros about the Launch Cycle we had a good conversation about when it was appropriate to share that learning. The quick answer: all the time. From start to finish you can be learning and sharing during the process. Whether it is students doing a Genius Hour Project, teachers creating their own PD, or school leaders implementing an initiative - the key is to be transparent with that learning process."
John Evans

How to... use ChatGPT to boost your writing - 0 views

oneusefulthing.substack.com/...w-to-use-chatgpt-to-boost-your

ChatGPT AI education educators teachers

shared by John Evans on 12 Jan 23 - No Cached
  • John Evans on 12 Jan 23
     
    "I think most people who are using ChatGPT to help with writing are doing it wrong. I don't just mean because they using it to cheat on school assignments (don't do that) or because they don't check the facts that ChatGPT gives (they might be made up), but because they have the wrong mental model for how to work with the system. I have mentioned that ChatGPT isn't Google, and it isn't Alexa, but it also isn't a human that you are giving instructions to. It is a machine you are programming with words."
John Evans

Education Week: Backers of '21st-Century Skills' Take Flak - 0 views

www.edweek.org/...23pushback_ep.h28.html

skills 21st-CenturySkills learning future policy

shared by John Evans on 05 Mar 09 - Cached
  • The phrase “21st-century skills” is everywhere in education policy discussions these days, from faculty lounges to the highest echelons of the U.S. education system.
  • Broadly speaking, it refers to a push for schools to teach ­­­critical-thinking, analytical, and technology skills, in addition to the “soft skills” of creativity, collaboration, and communication that some experts argue will be in high demand as the world increasingly shifts to a global, entrepreneurial, and service-based workplace.
  • But now a group of researchers, historians, and policymakers from across the political spectrum are raising a red flag about the agenda as embodied by the Tucson, Ariz.-based Partnership for 21st Century Skills, or P21, the leading advocacy group for 21st-century skills. Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
John Evans

YouTube - TEDxBlue - Jaimie P. Cloud - 10/18/09 - 3 views

www.youtube.com/watch

youtube tedxblue sustainability

shared by John Evans on 15 Apr 10 - Cached
  • Jaimie is the founder and president of the Cloud Institute for Sustainability Educationin New York City. The Cloud Institute monitors the evolving thinking and skills of the mostimportant champions of sustainability and transforms them into educational materials and apedagogical system that inspire young people to think about the world, their relationship to it,and their ability to influence it in an entirely new way. Cloud is one of the pioneers of Educationfor Sustainability (EfS) in the U.S. and has produced a set of EfS Standards and PerformanceIndicators that schools are using to innovate their own curricula to educate for sustainability.
John Evans

Why K-12 schools are failing by not teaching SEARCH | The Thinking Stick - 6 views

www.thethinkingstick.com/failing-by-not-teaching-search

search school learning skills

shared by John Evans on 20 Nov 12 - No Cached
  • John Evans on 20 Nov 12
     
    "As we were having a great discussion about the connectivism article and what it meant for universities and their classrooms, one faculty member spoke up with this: I just wish they could find information better. They can't tell the junk from the good stuff. ….and that's when I started appologizing for our K-12 system. I find it sad that university professors are not using technology in their classes. They are not trying new things like posing interesting questions and having students research those questions and come to class ready to have deep discussions about them because "they can't tell the junk from the good stuff". As soon as this statement was made, heads started nodding around the room and with my own recent rantings on this subject as well….I led them into that discussion."
John Evans

How Dissecting a Pencil Can Ignite Curiosity and Wonderment | MindShift | KQED News - 2 views

ww2.kqed.org/...gnite-curiosity-and-wonderment

pencil dissection design thinking makered

shared by John Evans on 01 Jul 15 - No Cached
  • John Evans on 01 Jul 15
     
    "Can the act of making or designing something help kids feel like they have agency over the objects and systems in their lives? That's the main question a group of researchers at Project Zero, a research group out of the Harvard Graduate School of Education, are tackling alongside classroom-based teachers in Oakland, California. In an evolving process, researchers are testing out activities they've designed to help students to look more closely, explain more deeply and take on opportunities to change things they see around them."
Phil Taylor

Home - mahara.org - 1 views

mahara.org

eportfolio opensource moodle education mahara.org blog

shared by Phil Taylor on 08 May 09 - Cached
  • Mahara is an open source e-portfolio system with a flexible display framework. Mahara, meaning 'think' or 'thought' in Te Reo Māori, is user centred environment with a permissions framework that enables different views of an e-portfolio to be easily managed. Mahara also features a weblog, resume builder and social networking system, connecting users and creating online learner communities.
John Evans

What Data Scientists Really Do, According to 35 Data Scientists - 4 views

hbr.org/...ccording-to-35-data-scientists

data scientist computational thinking

shared by John Evans on 17 Aug 18 - No Cached
  • John Evans on 17 Aug 18
     
    Modern data science emerged in tech, from optimizing Google search rankings and LinkedIn recommendations to influencing the headlines Buzzfeed editors run. But it's poised to transform all sectors, from retail, telecommunications, and agriculture to health, trucking, and the penal system. Yet the terms "data science" and "data scientist" aren't always easily understood, and are used to describe a wide range of data-related work. What, exactly, is it that data scientists do? As the host of the DataCamp podcast DataFramed, I have had the pleasure of speaking with over 30 data scientists across a wide array of industries and academic disciplines. Among other things, I've asked them about what their jobs entail.
John Evans

What is the Python programming language? Everything you need to know | InfoWorld - 0 views

www.infoworld.com/...what-is-python.html

python programming language coding Computational Thinking

shared by John Evans on 04 Jun 18 - No Cached
  • John Evans on 04 Jun 18
     
    "Dating from 1991, the Python programming language was considered a gap-filler, a way to write scripts that "automate the boring stuff" (as one popular book on learning Python put it) or to rapidly prototype applications that will be implemented in other languages. However, over the past few years, Python has emerged as a first-class citizen in modern software development, infrastructure management, and data analysis. It is no longer a back-room utility language, but a major force in web application creation and systems management, and a key driver of the explosion in big data analytics and machine intelligence."
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Buy Google Voice Accounts - Secure Numbers And Reliable For Sale - 0 views

buy5starshop.com/...buy-google-voice-accounts

Authentic Google Voice Buy aged bulk Accounts PVA

shared by buy5starshop4165 on 14 Apr 25 - No Cached
  • buy5starshop552 on 14 Apr 25
     
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Phil Taylor

Technology and Education Reform | K-12 Blueprint - 3 views

www.k12blueprint.com/...echnology-and-education-reform

technology education education reform

shared by Phil Taylor on 06 Mar 13 - No Cached
  • The idea of using personalized/customized education is a tremendous capacity we have. It takes thinking beyond the traditional school system. There is no ideal situation where one school works for every child. Technology can personalize education in a way we never could have done before
Phil Taylor

TechLearning: No more paper, no more books - 3 views

www.techlearning.com/...52360

techlearning books technology change pedagogy

shared by Phil Taylor on 03 Apr 12 - No Cached
  • effective infrastructure, delivery systems, and content are only half the story. The more exhilarating half of the story involves changing the classroom paradigm.
  • Try out this HOT (higher order thinking) challenge
  • f you like taking notes with a pen and paper, take a look at one of the LiveScribe smartpens.
John Evans

The Innovative Educator: A Friendly Guide to Deploying iPads at Your School - 0 views

theinnovativeeducator.blogspot.ca/...ide-to-deploying-ipads-at.html

ipad deployment

shared by John Evans on 25 Jun 12 - No Cached
  • John Evans on 25 Jun 12
     
    "There is also a lot to like about iOS. It's a lean, mean operating system. It's use of sandboxing keeps it relatively clutter free. iOS doesn't do a lot, but it's pretty good at what it does do. That said, deploying iPads at any kind of scale is just short of maddening. While the process of tapping around to install one app on one iPad isn't too bad, installing a dozen apps on hundreds iPads isn't a particularly appealing way to spend a month. If you are going to deploy iPads at scale, you need a strategy. You need a battle plan. In addition, you will also need to stay hydrated. I don't think I've discovered the silver bullet, but I'll share some of my experiences with you in order to, hopefully, shorten the learning curve."
John Evans

Schools plan curriculum overhaul - Parentcentral.ca - 6 views

www.parentcentral.ca/...hools-plan-curriculum-overhaul

schools Ontario curriculum change

shared by John Evans on 20 Dec 09 - Cached
  • A special advisory group is expected to propose a new blueprint by February, based on such input as a tough-talking missive from the Toronto District School Board that called the curriculum "a series of overly robust subject-based documents which are disconnected, overwhelming and full of content reflective of 20th century knowledge. "The curriculum does not engage students within their own realities, nor does it integrate the skills society hopes to see in a 21st-century learner," said the recent submission by a group of principals, teachers, superintendents and trustees.
  • Karen Grose, the board's system superintendent, said it no longer makes sense to try to cram piles of facts into young minds.
  • Our kids live in a world where they are immersed in content through things like Twitter and Google, so we don't want them memorizing facts they can access easily, but we want them to think about how to apply that knowledge, and how it affects how they live as citizens and workers," said Grose
  • ...1 more annotation...
  • "School shouldn't be just about `covering' content, but about giving students the time to practise what they've learned and gaining a deeper understanding," said Wynne.
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Buy Verified Cash App Account - BTC Enable With Documents - 0 views

buyusaco.com/...buy-verified-cash-app-account

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shared by buyusaco2036 on 21 Apr 25 - No Cached
  • buy5starshop588 on 21 Apr 25
     
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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.
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