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John Evans

Tips for Managing the Stress of Social Distancing as a Family - MindShift - 1 views

www.kqed.org/...-social-distancing-as-a-family

social distancing family stress

shared by John Evans on 22 Mar 20 - No Cached
  • John Evans on 22 Mar 20
     
    "Any parent balancing work, homeschool and the uncertainty of the COVID-19 pandemic is bound to have their limits tested by sheltering in place with kids who haven't seen their friends or participated in sports. Lisa Damour, a clinical psychologist and author of Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls, knows well about the stress families face in ordinary times. In these extraordinary times, she has the following advice for families to help get through the crisis:"
Reynold Redekopp

Distance Learning: A Gently Curated Collection of Resources for Teachers | Cult of Peda... - 3 views

www.cultofpedagogy.com/distance-learning

distance learning pedagogy Online learning education technology Resources tools

shared by Reynold Redekopp on 02 Apr 20 - No Cached
  • Reynold Redekopp on 02 Apr 20
     
    A well curated post of different tools for online teaching and learning during the COVID19 isolation.
edutantra

B.sc - Stepping towards a Scientific Approach - 0 views

edutantraschoolofdistanceeducation.blogspot.com/...wards-scientific-approach.html

B.Sc Distance Education Colleges In Delhi Learning Course

shared by edutantra on 07 Nov 20 - No Cached
  • edutantra on 07 Nov 20
     
    The modern ever-changing world is advancing at a fast rate and covering a lot of fields be it science, healthcare, fashion & designing, technology, communication, transportation, etc. Coming specifically to the scientific field the ever-changing experiments and innovations led a notch to the modern world. As many students start working in various fields if they feel of completing their graduation with a scientific approach then they must apply for the B.Sc distance learning education program.
edutantra

The uniqueness of our education system and it's diverse courses - 0 views

edutantraschoolofdistanceeducation.blogspot.com/...s-of-our-education-system.html

Distance MBA institute

shared by edutantra on 27 Nov 20 - No Cached
  • edutantra on 27 Nov 20
     
    The Distance MBA institute provides an excellent course curriculum to complete the course and thereby get the degree which could be further used in the future to gain more success. The MBA course provides excellent carrier growth in terms of position and salary. The MBA is a master's degree course that could be completed after the undergraduate degree in various streams.
John Evans

WolframAlpha: The Answer To All Your Questions | iPad.AppStorm - 4 views

ipad.appstorm.net/...e-answer-to-all-your-questions

wolframalpha answer questions ipad

shared by John Evans on 01 Dec 12 - No Cached
  • John Evans on 01 Dec 12
     
    "Since being released in 2009, Wolfram Alpha has become very popular over the years. Based on the computational platform Mathematica, written by British scientist Stephen Wolfram in 1988, WolframAlpha is capable of interpreting and answering basic questions such as, "How old was FDR in 1942?" and "What is the distance between the north pole and the south pole?""
John Evans

Reading a Ruler on iPads | Class Tech Tips - 1 views

classtechtips.com/...reading-a-ruler-on-ipads

reading ruler ipads measurement math app

shared by John Evans on 06 May 13 - No Cached
  • John Evans on 06 May 13
     
    "There are so many virtual iPad tools that I love using with my students (base ten blocks, sticky notes, geoboard, atlas, glossary, dry erase board…). One free app that can substitute a ruler is Ruler for iPad and iPhone. Have students place an item on their iPad screen or measure distance between two points they tap on the plane."
John Evans

Never Too Young To Code | School Library Journal - 3 views

www.slj.com/...never-too-young-to-code

coding elementary computer science computer science

shared by John Evans on 04 Sep 16 - No Cached
  • John Evans on 04 Sep 16
     
    "Coding brings young children rich opportunities for language development and the "notion of learning from mistakes," says Chip Donohue, the dean of distance learning and continuing education at the Erikson Institute in Chicago, a graduate school in child development. "We actually don't do enough of that with young kids." The sequencing and patterns involved in programming reinforce skills that have always been taught in the early years, but now also create "habits of mind that are essential for the 21st century," adds Donohue, also senior fellow at the Fred Rogers Center, which provides resources and information on media use with young children. When children code together, they are also learning from each other. "In the process of learning to code, people learn many other things. They are not just learning to code, they are coding to learn," Mitchel Resnick, professor at the Massachusetts Institute of Technology (MIT) Media Lab, wrote in an EdSurge article. "In addition to learning mathematical and computational ideas (such as variables and conditionals), they are also learning strategies for solving problems, designing projects, and communicating ideas." Resnick adds that these skills are useful to everyone "regardless of age, background, interests, or occupation.""
John Evans

How to Track Steps & Mileage with iPhone to Make the Health App Useful - 0 views

osxdaily.com/...rack-fitness-health-app-iphone

how to track steps mileage iphone health app

shared by John Evans on 09 Oct 14 - No Cached
  • John Evans on 09 Oct 14
     
    "The Health app, loaded onto all iPhones with iOS 8 and sitting prominently on the home screen, is clearly ambitious, but at the moment the majority of it's intended abilities remain inactive or useless (at least without additional third party sensors, which don't seem to exist yet). But for those with a new iPhone, the Health app can be useful right now, because it has the ability to track your steps like a pedometer, as well as flights of stairs climbed, and your walking / running distance. "
John Evans

Using mobile phones to improve educational outcomes: An analysis of evidence from Asia - 3 views

www.irrodl.org/...794

cellphonesforlearning article learning

shared by John Evans on 22 Jul 10 - Cached
  • John Evans on 22 Jul 10
     
    The International Review of Research in Open and Distance Learning, Vol 11, No 1 (2010), ISSN: 1492-3831
John Evans

Pew Internet: When Technology Fails - 0 views

www.pewinternet.org/...report_display.asp

pew technology report

shared by John Evans on 06 Dec 08 - Cached
  • John Evans on 06 Dec 08
     
    Half (48%) of tech users need help from others in getting new devices and services to work, and many experience tech outages when there is a glitch with their home internet connection, computer, or cell phone. Coping with these failures is a hassle for many tech users and helps to distance them from technology use.
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 7 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
  • 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.
  • 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.
  • 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?
  • 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.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • 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.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • 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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