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John Evans

Why You Should be Reading Books Every Day, According to Science | Inc.com - 3 views

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    "According to the Pew Research Center, more than a quarter--26 percent--of American adults have not read even part of a book within the past year. It's a shame considering that researchers have found reading is beneficial in many ways."
John Evans

Computational Thinking in Science | American Scientist - 2 views

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    "Computational thinking is generally defined as the mental skills that facilitate the design of automated processes. Although this term traces back to the beginnings of computer science in the 1950s, it became popular after 2006 when educators undertook the task of helping all children become productive users of computation as part of STEM education. If we can learn what constitutes computational thinking as a mental skill, we may be able to draw more young people to science and accelerate our own abilities to advance science. The interest from educators is forcing us to be precise in determining just what computational thinking is."
John Evans

5 robots that are about to revolutionize the workforce - and put jobs at risk - 0 views

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    "When it comes to productivity, humans don't come close to robots. Machines don't need sleep, won't slack off or ask for a raise and generally don't need vacation days so they can sunbathe in Bali. According to a study from Oxford University and the Oxford Martin School, 47% of jobs in the United States are "at risk" of becoming "automated in the next 20 years." PwC has similar findings, estimating that 38% of U.S. jobs are at risk of being replaced by robots and artificial intelligence in the next 15 years. And while two-thirds of Americans believe robots will take over most of the workforce in the next 50 years, they're also in denial: 80% say their job will "probably" or "definitely" be around in five decades. Here are five robots that are coming to take some jobs from unsuspecting humans: "
John Evans

Can a New Approach to Information Literacy Reduce Digital Polarization? | EdSurge News - 3 views

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    "The internet doesn't come with an instruction manual, but it should-to give users the skills to separate truth from falsehood so they can distinguish between propaganda and the indisputable and confirmable. And colleges should be the place leading students through this reference book. That's the argument of Michael Caulfield, director of blended and networked learning at Washington State University Vancouver, and it isn't just some "hot take" designed to be provocative. He actually wrote the manual. And he has already convinced more than a dozen colleges to adopt it (and more than 100 college libraries to prominently link to it). Recently, he's started research in an effort to prove that it works (and can help preserve American democracy). Plenty of people are talking about the importance of information literacy these days, and many educational institutions see it as part of their mission. And yet it's more complicated than it seems. Earlier this month researcher danah boyd gave a provocative keynote speech at SXSW EDU arguing that media-literacy efforts at colleges are "backfiring," turning out graduates that are good at questioning everything, and selectively believing what their gut tells them is true."
John Evans

150+ Educational Shows on Netflix - Homeschool Hideout - 1 views

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    "In the last few years, Netflix has completely transformed the way many Americans watch movies.  Long gone are the days of driving to the video store, browsing through the aisles of endless new releases. Now,  you can do it all, right from the comfort of your home. From romance to dramas, there's something for everyone. Lucky for us, the streaming site is jam-packed with educational shows on Netflix."
John Evans

Makers Movement Changes the Educational Landscape | Maker Cities | US News - 1 views

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    "n Texas, a 13-year-old boy built a robot that could rescue victims of natural disasters. In Georgia, a 15-year-old girl developed a device that alerts parents who have have left their child in the car. And in California, a 13-year-old boy created a Braille printer that would be almost six times cheaper than the currently available model. Young people aren't just the future. They're the present, innovating and creatively solving problems in a range of fields. Students across the country, from every background, have the ability to build new products that could change lives around the world. That's what educators at the forefront of the "Maker movement" believe. Leaders of this initiative are changing the American educational landscape by engaging kids in discovery-based learning from a young age, encouraging them to learn not just by watching, but by doing - to not only consume, but also create. Photos: National Maker Faire Takes Washington EXPAND GALLERY Maker spaces - studios and labs designed for students to pursue projects of their choosing - are popping up around the country in schools, universities and informal learning environments such as community centers and libraries. In these labs, students are challenged to develop solutions to real-world problems, from designing and prototyping to refining and marketing."
John Evans

When Being a Teacher is Like Being the Beatles in 1962 - Devin's Portfolio - 2 views

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    "I was listening to Chris Molanphy's excellent Hit Parade podcast this week, which is based on his equally great Hit Parade column for Slate Magazine. In this episode, he details the circumstances that lead the Beatles to hold the still-unbeaten record of having the top 5 spots on the Billboard charts all at once. More remarkably, it's not that this feat was achieved through their own talent - it was almost entirely a snafu caused by the lack of interest in the Beatles by major labels. Indeed, much of the feedback they had received from labels and the American music industry was tepid at best and negative at worst. Dick Rowe at Decca Records cemented his place in history by declining to sign the Beatles, saying "Guitar groups are on the way out." He wasn't wrong - the data he had showed that there wasn't likely to be much of a return in signing the Beatles. Instead, Decca signed Brian Poole and the Tremeloes, who would cost them less money. And so, you're probably wondering how in the world this connects to education. When I look at this moment in history, I see a lot of talented people making choices which are informed by data. As teachers, we too need to look at data. It's how we understand our students better, and when used properly, can be influential in shaping our practice to make our teaching more effective. Certainly data is used as a summative tool, but it is most useful as a formative tool for students and teachers alike. How does the use of data in regards to the Beatles relate to teachers?"
John Evans

10 Things Happy People Do on Sunday Evening - Hack Spirit - 4 views

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    "Most people don't look forward to Sunday nights. According to research, a huge 76% of American workers say they get the Sunday-night blues. Even if you love your job and usually look forward to getting back into the swing of things, it's easy to feel a little bit dread about the stresses waiting for you on Monday morning. Yet, there are certain things happy people do at the end of the week to combat those Sunday-night blues. Here are 10:"
John Evans

Ashton Cofer: A young inventor's plan to recycle Styrofoam | TED Talk | TED.com - 2 views

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    "From packing peanuts to disposable coffee cups, each year the US alone produces some two billion pounds of Styrofoam - none of which can be recycled. Frustrated by this waste of resources and landfill space, Ashton Cofer and his science fair teammates developed a heating treatment to break down used Styrofoam into something useful. Check out their original design, which won both the FIRST LEGO League Global Innovation Award and the Scientific American Innovator Award from Google Science Fair."
Keri-Lee Beasley

What's Going On in This Graph? - The New York Times - 2 views

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    Great monthly feature from the NY Times & American Statistical Association - What's going on in this graph? A new graph posted each month, together with visible thinking strategies, and the possibility of joining for an online (moderated) discussion to talk about predictions.
John Evans

Social Media Has Not Destroyed a Generation   - Scientific American - 4 views

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    "IN BRIEF Anxiety about the effects of social media on young people has risen to such an extreme that giving children smartphones is sometimes equated to handing them a gram of cocaine. The reality is much less alarming. A close look at social media use shows that most young texters and Instagrammers are fine. Heavy use can lead to problems, but many early studies and news headlines have overstated dangers and omitted context. Researchers are now examining these diverging viewpoints, looking for nuance and developing better methods for measuring whether social media and related technologies have any meaningful impact on mental health."
John Evans

Digital and Online Knowledge Quiz | Pew Research Center - 3 views

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    "Test your knowledge on digital topics and terms by taking our 10-question quiz. Then see how your answers compare with results of a nationally representative poll of 4,272 randomly selected U.S. adults, conducted June 3 to June 17, 2019, using Pew Research Center's American Trends Panel."
John Evans

Dintersmith: Trust Teachers-They're the Experts | Edutopia - 1 views

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    "The best-selling author of What School Could Be shares his thoughts on what needs to come next in American education."
glenold02

Whatsapp : (+971553688641)Buy PMP certificate in USA, Buy PMP certificate in CHINA - Bu... - 0 views

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    How to Buy PMP certificates Exam in USA | PMP Certificate Exam Guidance, Apply for PMP Certification | PMP Certificate: The Project Management Professional (PMP)® is the most important industry-recognized certification for project managers. Obtain PMP certificates Without Exam USA | project management certification online You can find PMPs leading projects in nearly every country and, unlike other certifications that focus on a particular geography or domain, the PMP® is truly global. As a PMP, you can work in virtually any industry, with any methodology, and in any location. PMI exams |project management certification programs|pmp certification Boston The PMP can also provide a significant advantage when it comes to salary and earning potential. Among survey respondents to PMI's Earning Power Salary Survey, those with a PMP certification garner a higher salary (20% higher on average) than those without a PMP certification.*PMP Certificate Employers benefit as well. When more than one-third of their project managers are PMP-certified, organizations complete more of their projects on time, on budget and meeting original goals. (Pulse of the Profession® study, PMI, 2015.) People also ask, Can I take the PMP exam without training? What are the requirements to take the PMP exam? Can anyone get a PMP certification? Do you need a PMP certification? How much does it cost to take the PMP exam? Is the PMP exam difficult? What score do you need to pass the PMP exam? How can I check my PMP eligibility? pmp certification online, pmp certification cost, pmp exam rules. buy pmp certification without exam, pass pmp without exam, pmp without experience international project management certification, ppm certification, How do I get PMP certified? What is the ppm course? international project management certification, Buy real PMP certificates Without Exams Europe, Purchase real PMP certificates Without Exams middle east Get PMP certificates Without Exams America, Buy real PMP c
John Evans

Study: Behavior in kindergarten linked to adult success - CNN.com - 1 views

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    "Every parent intuitively knows it's a good thing to teach their child how to share and play well with others and how to deal with emotions like anger and sadness, but do most of us have any sense of just how important these so-called social and emotional skills can be to our child's long-term success? Why doing it 'like a girl' is great 01:46 How to teach girls to be confident #LikeAGirl The new study, a comprehensive 20-year examination of 800 children from kindergarten through their mid-20s published Thursday in the American Journal of Public Health, found a link between a child's social skills in kindergarten and how well they were doing in early adulthood."
John Evans

We don't need more STEM majors. We need more STEM majors with liberal arts training. - ... - 1 views

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    "In business and at every level of government, we hear how important it is to graduate more students majoring in science, technology, engineering and math, as our nation's competitiveness depends on it. The Obama administration has set a goal of increasing STEM graduates by one million by 2022, and the "desperate need" for more STEM students makes regular headlines. The emphasis on bolstering STEM participation comes in tandem with bleak news about the liberal arts - bad job prospects, programs being cut, too many humanities majors. As a chemist, I agree that remaining competitive in the sciences is a critical issue. But as an instructor, I also think that if American STEM grads are going lead the world in innovation, then their science education cannot be divorced from the liberal arts."
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.
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Buy SSN Number - 0 views

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Phil Taylor

Being a Digital Native Isn't Enough | Guest Blog, Scientific American Blog Network - 1 views

  • As teachers, it is important that we realize that we appreciate the convenience of the Internet because we see it through a different lens than our students.
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