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John Evans

How to Roll Out Periscope For PD | EducationCloset - 2 views

educationcloset.com/...w-to-roll-out-periscope-for-pd

how to use periscope PD professional learning

shared by John Evans on 16 Mar 16 - No Cached
  • John Evans on 16 Mar 16
     
    "You may have heard the educational buzz about the free app Periscope. With this app, you can record a live broadcast and share it with followers or with the public. If you aren't familiar with the it, check out this Education Closet article from the fall: http://educationcloset.com/2015/09/15/up-periscope-reimagining-arts-integration-professional-development/ Many educators have jumped on the Periscope platform, broadcasting tips after school hours or live from their classrooms. While it is easy to sign up and follow broadcasts, it can be daunting to record a public broadcast yourself. After learning about Periscope, I thought this might be a useful tool for my school district to help teachers network and learn from one another. I ran the idea by my principal, and she was immediately supportive. To help with privacy concerns, we decided all of our broadcasts would be set to private. In order for anyone to see a private broadcast, though, our staff must be mutual followers of each other. Here's the plan we followed when rolling out a school-wide Periscope community."
David McGavock

A social-media guide for public broadcasters targets the skeptical and the am... - 0 views

www.niemanlab.org/...he-skeptical-and-the-ambitious

social-media guide journalism

shared by David McGavock on 24 Sep 11 - No Cached
  • common resource for social-media best practices.
  • no common resource for social-media best practices.
  • The Corporation for Public Broadcasting wants to fill that gap with a newly released social media handbook for stations,
  • ...4 more annotations...
  • CPB commissioned the marketing firm iStrategy Labs to write a guide that targets a broad audience: not just the stations who need guidance, but the stations who still need convincing of social media’s value.
  • “There remains some hesitancy in public media toward embracing social media,”
  • includes fill-in-the-blank templates for creating social media campaigns, with sections for goals, staffing, tactics, and measurement.
  • suggestions for a station’s “voice” on social media
  • David McGavock on 24 Sep 11
     
    A social-media guide for public broadcasters targets the skeptical and the ambitious Until now, hundreds of independent NPR and PBS affiliates have had no common resource for best practices in social media. By Andrew Phelps Even though NPR and PBS have social media policies (while other news organizations choose not to and still others debate their value), hundreds of independent public broadcasters have shared no common resource for social-media best practices. The Corporation for Public Broadcasting wants to fill that gap with a newly released social media handbook for stations, which is hosted at the National Center for Media Engagement website. CPB commissioned the marketing firm iStrategy Labs to write a guide that targets a broad audience: not just the stations who need guidance, but the stations who still need convincing of social media's value."
John Evans

Broadcast students' learning live using Spreaker DJ. | Smarter Learning - 0 views

smarterlearning.wordpress.com/...earning-live-using-spreaker-dj

broadcast students learning SpreakerDJ app

shared by John Evans on 24 Jun 13 - No Cached
  • John Evans on 24 Jun 13
     
    "Spreaker DJ app is available for iPad, iPhone or Android devices and also available at www.spreaker.com . Spreaker transforms your device into a full-featured radio station, allowing you to mix your voice with your music library and a range of sound effects. Broadcast your lessons live or have students broadcast their learning by running their own radio station during the lessons. Students can create podcasts that could be listen to after the lesson as a form of revision or to review their learning. Students and teachers can easily share their shows via twitter, Facebook or email. Another excellent feature is the ability to chat to the DJs during the show and could be used as an excellent way to increase the interaction between students all over the world."
John Evans

5 Fun Broadcasting Projects for Any Classroom - STEM JOBS - 1 views

edu.stemjobs.com/ing-projects-for-any-classroom

makered broadcasting classroom projects

shared by John Evans on 16 Aug 17 - No Cached
  • John Evans on 16 Aug 17
     
    "Incorporate broadcasting projects into your curriculum to help engage students while deepening their STEM knowledge and understanding. There is a lot more to the television and radio industries than students realize. By assigning broadcasting projects to students, teachers can begin to make connections between their STEM classes and an industry they are passionate about."
John Evans

#105theHive: Live Student Broadcasting Begins « Mrs. D's Flight Plan - 1 views

heatherdurnin.com/...ve-student-broadcasting-begins

student broadcasting 105theHive.org

shared by John Evans on 05 Mar 12 - No Cached
  • John Evans on 05 Mar 12
     
    "#105theHive: Live Student Broadcasting Begins"
John Evans

Broadcast Your iPhone or iPad's Screen Live on the Internet - 8 views

lifehacker.com/...ds-screen-live-on-the-internet

Lifehacker how-to google+

shared by John Evans on 29 Aug 12 - No Cached
  • John Evans on 29 Aug 12
     
    "Broadcast Your iPhone or iPad's Screen Live on the Internet"
John Evans

Getting Started With Periscope In The Classroom - - 2 views

www.teachthought.com/...ith-periscope-in-the-classroom

getting started periscope classroom

shared by John Evans on 23 Jan 16 - No Cached
  • John Evans on 23 Jan 16
     
    "One of the more exciting apps that has recently made it's way onto the social media scene is Periscope. Periscope is a live, interactive video streaming  app which allows users to broadcast media and footage while their followers engage in their content at the same time. When used in the classroom, students are able to connect with the world in real-time and interact with any of the content that is made available to them. One of the ways Periscope can be used to enhance a lesson or unit is with a teacher-directed Periscope. Inviting students to interact in this way now allows for personalizing what is needed from each individual at that very moment. When creating content with a screencast program, teachers must already anticipate the needs of their class. With Periscope, teachers can broadcast content live to their students with the ability to tailor the video on the spot in response to student questions and conversations. Flipping a lesson, re-teaching a strategy, or communicating classroom information all in real-time now gives the teacher the power to easily personalize instruction through the interactivity of this app. Students on the other hand, now have the power to pick the path of their own learning."
Phil Taylor

Livestream - Be There :: Broadcast LIVE streaming video - 2 views

www.livestream.com

streaming TV livestream broadcasting broadcast web2.0 livecast livestream.com

shared by Phil Taylor on 13 Mar 10 - Cached
  • Phil Taylor on 27 Apr 11
     
    Thanks for presentation last night Andy
John Evans

ThreadedTweets - 0 views

threadedtweets.com

twitter tools

shared by John Evans on 11 May 09 - Cached
  • ThreadedTweets turns every tweet into it's own real-time thread. It brings Friendfeed-like real-time replying to Twitter. ThreadedTweets is exploring Twitter conversation beyond the commonly used methods of direct messaging, and follower broadcasting!
  • John Evans on 11 May 09
     
    ThreadedTweets turns every tweet into it's own real-time thread. It brings Friendfeed-like real-time replying to Twitter. ThreadedTweets is exploring Twitter conversation beyond the commonly used methods of direct messaging, and follower broadcasting!
John Evans

Home - splash.abc.net.au - 3 views

splash.abc.net.au/home

resources abc learning education teaching

shared by John Evans on 24 Apr 13 - No Cached
  • John Evans on 24 Apr 13
     
    Learning resources from the Australian Broadcasting Corp.
John Evans

197 Educational YouTube Channels You Should Know About - Teachers With Apps - 1 views

teacherswithapps.com/cational-youtube-channels-know

youtube education

shared by John Evans on 19 Nov 13 - No Cached
  • John Evans on 19 Nov 13
     
    "If you don't have a YouTube channel as an education provider, there's a good chance you're behind the times. Nearly every major educational institution in the world now hosts its own collection of videos featuring news, lectures, tutorials, and open courseware. Just as many individuals have their own channel, curating their expertise in a series of broadcasted lessons."
John Evans

Preso.tv - @joycevalenza NeverEndingSearch - 3 views

blogs.slj.com/...preso-tv

joycevalenza preto.tv presentations share

shared by John Evans on 24 Apr 14 - No Cached
  • John Evans on 24 Apr 14
     
    "Preso.tv is a free, sweet, little tool that will allow you to easily present/broadcast your slideshows, pdfs, docs on desktop and mobile or projector screens at the same time. No registration required. Upload a presentation and get a short URL to share."
John Evans

Up Periscope? New Rules for the Latest Social Media Tool | Hooked On Innovation - 1 views

hookedoninnovation.com/...r-the-latest-social-media-tool

periscope social media rules

shared by John Evans on 04 Aug 15 - No Cached
  • John Evans on 04 Aug 15
     
    "I've always been a fan of sharing openly.  I sometimes tell people that my life is an open book that no one wants to read.  The nature of my job and my position is one that interacts regularly with social media as both a way of learning and a means of sharing. Recently, I've been captivated by the phenomena of Meerkat and Periscope.  As I've seen throughout my many years in Ed Tech, whenever a new tool hits the market there are usually a slew of early adopters running out to grab it, figure out what it does, then figure out how we can use it for education.  I'm usually one of those first-adopters, but I've purposefully taken a more measured approach to the world of mobile live video streaming and becoming a "Digital Broadcaster"."
John Evans

DialMyCalls.com - Group Calls, Voice Broadcasts, Group Announcements, Message Broadcasts - 0 views

www.dialmycalls.com

cellphones lists messages pd phone voice

shared by John Evans on 19 Oct 08 - Cached
  • John Evans on 19 Oct 08
     
    DialMyCalls lets everyone tap into the power of sending voice messages out to entire phone lists in seconds. No messing around with expensive equipment or calling servers - now you can send your own voice messages from 2 to 20,000 phone numbers all within a few minutes
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.
John Evans

Spotlight - 5 views

spotlightradio.net

spotlight podcast English language education

shared by John Evans on 19 May 10 - Cached
  • John Evans on 19 May 10
     
    What is Spotlight? Spotlight is a daily 15 minute radio program. It uses a special English method of broadcasting. This makes Spotlight easier for many people to understand, no matter where in the world they live. We use: * fewer words (a vocabulary of 1500 words) * slower speed (about 90 words per minute, or half the normal speaking speed) * shorter sentences * read more People use Spotlight to help with English. But Spotlight is a real radio program, not just a lesson.
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