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.
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25 Best Education Apps for the iPad - Daily Genius - 4 views
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"One of the very best learning tools ever made in the history of mankind is sitting on a table, couch, bed, or in your hands right now. If you think your iPad is just a toy, you're only half-right at best since that is perhaps one of the best computers available right now. That's right; it's a computer just like your desktop or laptop, as well as your mobile phone. You get screen size and portability all in one, and that is exactly what you need in a learning tool. With its convenience and power all in one package, you should make the most of it as a learning tool right now and download some apps that will help you expand your understanding of the world and become a more complete human being, as well as help others do the same. Here are 25 of the best educational apps for the iPad available right now"
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Five Common Myths about the Brain - Scientific American - 3 views
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"ome widely held ideas about the way children learn can lead educators and parents to adopt faulty teaching principles Jan 1, 2015 Credit: Kiyoshi Takahase segundo MYTH HUMANS USE ONLY 10 PERCENT OF THEIR BRAIN FACT The 10 percent myth (sometimes elevated to 20) is mere urban legend, one perpetrated by the plot of the 2011 movie Limitless, which pivoted around a wonder drug that endowed the protagonist with prodigious memory and analytical powers. In the classroom, teachers may entreat students to try harder, but doing so will not light up "unused" neural circuits; academic achievement does not improve by simply turning up a neural volume switch. MYTH "LEFT BRAIN" and "RIGHT BRAIN" PEOPLE DIFFER FACT The contention that we have a rational left brain and an intuitive, artistic right side is fable: humans use both hemispheres of the brain for all cognitive functions. The left brain/right brain notion originated from the realization that many (though not all) people process language more in the left hemisphere and spatial abilities and emotional expression more in the right. Psychologists have used the idea to explain distinctions between different personality types. In education, programs emerged that advocated less reliance on rational "left brain" activities. Brain-imaging studies show no evidence of the right hemisphere as a locus of creativity. And the brain recruits both left and right sides for both reading and math. MYTH YOU MUST SPEAK ONE LANGUAGE BEFORE LEARNING ANOTHER FACT Children who learn English at the same time as they learn French do not confuse one language with the other and so develop more slowly. This idea of interfering languages suggests that different areas of the brain compete for resources. In reality, young children who learn two languages, even at the same time, gain better generalized knowledge of language structure as a whole. MYTH BRAINS OF MALES AND FEMALES DIFFER IN WAYS THAT DICTATE LEARNING ABILITIES FACT Diffe
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creatingaPLN » home - 0 views
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joevans · My Wikis · My Mail · My Account · Help · Sign Out · wikispaces *This page can only be edited by organizers of this wiki.homeProtected * pagesubmenu o print o what links here? o rename o delete o redirect o unlock o view source * discussion * history * notify me Protected Welcome to our resource wiki for: Personal Learning Networks: The Power of the Human Network Judith Epcke (@jepcke) and Scott Meech (@smeech) Locations of visitors to this page Bold Italic Underline Color and Style Ordered List Unordered List Horizontal Rule Insert Link Remove Link Insert Images and Files Embed Widget Insert Table Insert Special Character Insert Code Cancel none Optional: a note about this edit for the page history log Optional: tags for this page, separated by commas Cancel Note that the content you create on http://creatingapln.wikispaces.com is licensed under the Creative Commons Attribution Share-Alike 3.0 License. Please only submit content that you write yourself or that is in the public domain. Learn more about our open content policy. Insert a File Double click an image or file to insert it into the page. Show: please wait... Page: Jump: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Double clicking a file: inserts the file links to the file Upload New File notUploading Insert External Image by URL Enter an external image address, click "Load", then double click the image to insert it into the page. * Wikispaces Wikispaces * Video Video * Audio Audio * Calendar Calendar * Spreadsheet Spreadsheet * Document Document * Polls Polls * RSS Feed RSS Feed * Chat and IM Chat and IM * Slideshow Slideshow * Map Map * Bookmark Bookmark * Other HTML Other HTML Choose the category of application you would like to embed from the list on the left. Choose the kind of content you would like
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shared by John Evans on 16 May 17
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Ss Learn & Ask Questions About The Universal Declaration Of Human Rights #Inquiry @JoAn... - 0 views
ourglobalclassroom.com/...man-rights-inquiry-joannjacobs
universal declaration human rights inquiry classroom
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"Today in our Inquiry we are going to look deeply at the affect some of these celebrations have on people. We would like to listen are learn about the Declaration of Human Rights. Many people in different countries and especially Australia have different beliefs about culture. Where immigrants should be allowed in to a country, whether cultures have the right to even celebrate their traditions. Lets take a look at what the Declaration of Human Rights tells us. "
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Reach for the APPS Brings iPads to Children With Autism - 3 views
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" Apple has long touted its device's assistive technology as a powerful tool for the educational development of physically and mentally disabled children. The iPad's touch screen makes it easier to manipulate than more traditional educational tools. For children with autism, "the iPad is not a toy, but a tool that works best when there is a 'team effort' between parents and therapists encouraging its proper use," said Marc Reisner, co-founder of Reach for the APPs. "Our goal is to provide schools with iPads so they can reach every child on the autistic spectrum." Reach for the APPs built their site with an initial donation from Managed Digital. Now, they're seeking out donations of money and/or iPads from both individuals and corporations to propel the program forward. According to reports from the Center for Disease Control and Prevention, 1-in-88 children have some form of autism, up 78 percent from just a decade ago. The demand for augmentative communications devices is growing. But the schools can't meet the demand, so the children are losing valuable time during critical developmental years. Lois Brady, a speech language pathologist and assistive technology specialist, said apps can help develop fine-motor skills, which will in turn make functions like writing and manipulating small objects easier for the students. "I have spent years working with the most challenging students that are considered profoundly disabled," she said. "And I have seen some small miracles when I introduce the iPad into our therapy, as the children have made huge gains in attention, focus, communication, language and literacy skills." Some experts also say that the iPad can lessen symptoms of autistic disorders, helping children deal with life's sensory overload. Brady will be contributing content to the Reach for the APPs website to inform therapists about the latest-and-greatest apps for children all over the autistim spectrum. Apps must be tailor
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shared by Clint Hamada on 07 Apr 10
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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
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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
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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.
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Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
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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.
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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").
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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
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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.
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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.
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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.
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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
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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?
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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.
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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.
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many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
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Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
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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
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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.
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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.
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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.
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Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
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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
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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
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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.
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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.
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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.
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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.
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. 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.
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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.
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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.
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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
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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.
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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.
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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.
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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
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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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shared by Nigel Coutts on 08 Apr 18
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More than knowing the right answer - The Learner's Way - 3 views
thelearnersway.net/...-than-knowing-the-right-answer
learner knowing answer education Learning teaching
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Being wise is about so much more than knowing the right answer. Indeed, it can be argued that knowing the right answer can be an obstacle to learning and understanding. As we move further into times where knowledge is ubiquitous and yet truth is increasingly hard to find, merely knowing the right answer can be an impediment.
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What Should I Buy For My New Makerspace? A Five Step Framework For Making the Right Pur... - 3 views
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"I recently was asked to give a webinar that would guide participants through selecting the right products for their makerspace, where I unveiled my "Worlds of Making 'MAKER' Framework." I was really excited about this opportunity, as it gave me the chance to address one of the questions I am most frequently asked. In my work with schools across the country, I have shied away from telling people what they should buy in their makerspace, although many want to know from me what they should buy. I strongly believe in following a process for how you and go about selecting the right products for your makerspace. My definition of what a makerspace is drives every decision I make for my makerspace, and that includes selecting the right products for my makerspace. Many people associate the Maker Movement with 'stuff' like 3D printers, but in my opinion, this isn't what pushes children outside of their comfort zone, it is that opportunity for open-ended exploration that is key. When creating a makerspace, many school districts just go out and buy things that other districts buy, really in essence, just replicating another school districts makerspace. But here's the reality: no two school makerspaces should be exactly alike because no two school communities are exactly alike."
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Get Started With Your New iPad - The Right Way [Setup Guide] | Cult of Mac - 5 views
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"Just got an iPad for the holidays? You lucky sod! You scored the crown jewel, the Big Tamale - the most marvelous gadget Apple has ever made. Yes, go ahead, pick up its slim aluminum frame and dive right in - Steve knew that's what you wanted to do, and he designed the iPad so you could do just that. We want to make sure you get everything right though, and we know there are a few key setup tricks along the way that new (and even some not-so-new) iPad users miss. So take a look at the short list of steps we've lined up here. They won't take long, and they'll make sure you get the best out of your iPad 2. Ready? Here we go."
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10 iPad competitors for school tech budgets | Education Dive - 2 views
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"There's no denying that the iPad is the dominant tablet in the lucrative education market right now. Technology, however, is an ever-evolving beast--a field where all it sometimes takes to dethrone the king is the right platform, device or combination thereof at the right time. Could other tablets soon cut into Apple's market share with help from outside marketplaces and learning platforms? Here are our picks for the top 10 tablets, marketplaces and platforms that threaten the iPad's dominance in the classroom:"
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38 Of The Best Educational Games For iPad - 1 views
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"School is a time in a students life where they are learning as much about how to be students and operate successfully in a school as they are about how to read, write, and think. But oftentimes, the demand for pure academic instruction and practice can fly in the face for a student's need-at any age-to play, build, interact, explore, and construct their own learning experience. Issues like these can make mobile technology like tablets a boon to learning, as they can allow individual access to the right app-and the right content, creative opportunity, game, or learning simulation-at the right time. It is the collision of the need for interaction, personalization, creativity, and constant feedback that can make video games powerful tools for learning-and the following 38 games, curated by Sam Gliksman-and excellent place to start. "
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Transmedia and Education: How Transmedia Is Changing the Way We Learn - The Digital Shift - 0 views
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"For one language arts class project, a middle school teacher in Shelburne, Virginia, Chad Sansing, asks his sixth graders to read Peter Cherches's 1986 poem "Lift Your Right Arm," and then translate it into computer code. The poem occurs in action sequences-for example, "Lift your right arm, she said./I lifted my right arm." Sansing and his class conceive a list of actions, sketch ideas of how to code them, using icons or letters, and then code the poem. In doing so, the students become producers of both a new language and way of seeing poetry. Sansing's students have also translated the poem's code into Scratch, to create animation, and into LEGO Mindstorms EV3, a robot-programming language. This innovative way of engaging students with poetry is just one example of how educators are increasingly integrating transmedia techniques in their teaching and assessments. What is the point of this activity? "To help kids see connections between grammar and code," says Sansing who shares his lessons on his "Classroots" blog."
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shared by John Evans on 18 Jul 14
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Educational Leadership:Making a Difference:Overcoming the Challenges of Poverty - 0 views
www.ascd.org/...the-Challenges-of-Poverty.aspx
EL ASCD making difference overcoming challenges poverty
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" Learn the secrets to great leadership practices, and get immediate and practical solutions that address your needs. More Permissions ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online. Policies and Requests Translations Rights Books in Translation Home Current Issue Archives Buy Contact Read Abstract Online June 2014 | Volume 71 Making a Difference Pages 16-21 Overcoming the Challenges of Poverty Julie Landsman Here are 15 things educators can do to make our schools and classrooms places where students thrive. Last year, when I was leading a staff development session with teachers at a high-poverty elementary school, a teacher described how one of her kindergarten students had drifted off to sleep at his seat-at 8:00 a.m. She had knelt down next to the child and began talking loudly in his ear, urging him to wake up. As if to ascertain that she'd done what was best for this boy, she turned to the rest of us and said, "We are a 'no excuses' school, right?" A fellow teacher who also lived in the part of Minneapolis where this school was located and knew the students well, asked, "Did you know Samuel has been homeless for a while now? Last night, there was a party at the place where he stays. He couldn't go to bed until four in the morning." I couldn't help but think that if the "no excuses" philosophy a school follows interferes with basic human compassion for high-needs kids, the staff needs to rethink how they are doing things. Maybe they could set up a couple of cots for homeless students in the office to give them an hour or two of sleep; this would yield more participation than shouting at children as they struggle to stay awake. This isn't the first time I've heard of adults viewing low-income children as "the problem" rather than trying to understand their lives. In a radio interview I heard, a teenage girl in New O
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The Difference Between Search And Inquiry - 12 views
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"Ed note: This post is part 2 of 2 in a mini-series on Google and student inquiry. Part 1 can be seen here. As we recently talked about, Google impacts thinking by putting a universe of information at the end of any internet connection. This is both true and unhelpful. It offers up the universe, but no one needs the universe-they need the right thing at the right time."
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shared by Nigel Coutts on 22 Oct 17
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Educational Disadvantage - Socio-economic Status & Education Pt 1 - The Learner's Way - 0 views
thelearnersway.net/...economic-status-education-pt-1
status education learner learning resources equity
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The role that education plays in issues of social equity and justice cannot be undervalued. It is acknowledged by the United Nations as a human right, 'Everyone has the right to education' (United Nations, 1948) and as outlined in the Melbourne Declaration on the Educational Goals for Young Australians 'As a nation Australia values the central role of education in building a democratic, equitable and just society- a society that is prosperous, cohesive and culturally diverse, and that values Australia's Indigenous cultures as a key part of the nation's history, present and future.' (Barr et al, 2008). Such lofty assertions of the importance of education as a right and national value should be sufficient to ensure that all Australians have access to an education of the highest standard with equitable outcomes for all, the reality is that this is not the case.
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Let them play! Kids need freedom from play restrictions to develop - 1 views
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"You may have heard of play. It's that thing children do - the diverse range of unstructured, spontaneous activities and behaviours. Children play in many ways, including by exploring movements, constructing with equipment, creating games, using imagination and chasing others around a playground. The UN Convention on the Rights of the Child recognises play as every child's basic right. But play is becoming extinct. Global studies, across generations, have confirmed outdoor children's play has been declining, across all age groups, for decades. Play is every child's basic right. from shutterstock.com Unstructured play improves learning and social and physical development. Providing a variety of play options, improved play access and fewer restrictions can encourage children to engage in physical activity with peers in line with their imaginations."
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A Simple Kindness Generator to Keep Digital Interactions Humane | EdSurge News - 1 views
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"If you enter the physical world and open a door-say, to walk into a store-you will intuitively hold the door open if someone is walking behind you and you see them or hear them. Even if you aren't intending to be kind, the weight of the door and the presence of a fellow human being will encourage you to do the right thing, the human thing. In the digital world, it's much more difficult to see and feel the doors we walk through, to see and hear the people walking behind us. As a result, it's also much more difficult to do the right thing, the human thing-to hold the door open for a person walking in right behind you."
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ChatGPT Isn't the Only Way to Use AI in Education | WIRED - 1 views
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"SOON AFTER ChatGPT broke the internet, it sparked an all-too-familiar question for new technologies: What can it do for education? Many feared it would worsen plagiarism and further damage an already decaying humanism in the academy, while others lauded its potential to spark creativity and handle mundane educational tasks. Of course, ChatGPT is just one of many advances in artificial intelligence that have the capacity to alter pedagogical practices. The allure of AI-powered tools to help individuals maximize their understanding of academic subjects (or more effectively prepare for exams) by offering them the right content, in the right way, at the right time for them has spurred new investments from governments and private philanthropies. "