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John Evans

How To Write and Publish Your First iBook Using iBooks Author - 0 views

www.makeuseof.com/...irst-ibook-using-ibooks-author

how to write publish ibook ibooks author

shared by John Evans on 01 Apr 15 - No Cached
  • John Evans on 01 Apr 15
     
    "As the self-publishing industry grows larger, Apple's iBooks Author (free) exists as a unique tool for publishing e-books than can reach a large audience of iPad, iPhone and Mac users. The iBooks format is also useful for showcasing and distributing content independent of the iBooks Store. Apple first released iBooks Author back in 2012, and it was and still is largely geared to the textbook and education community. iBooks has introduced many ways to present and display content, with an audience of over 800 million iPad users across the world. It's been reported that since mid-September 2014, over one million customers visit the iBooks store every week, which makes for a huge potential market for authors and publishers."
John Evans

MLA Citation Templates: Easy Infographic for Students - EasyBib Blog - 3 views

www.easybib.com/...citation-templates-infographic

mla citation templates infographic students

shared by John Evans on 27 Jan 18 - No Cached
  • John Evans on 27 Jan 18
     
    "We understand that it can be difficult (and sometimes confusing!) for students to piece together their MLA citations. That's why we created an MLA format citation template for you to share, distribute, and/or post for your students. This infographic helps your students properly cite books, websites, online videos, online journal articles, and digital images in MLA format. While there are other variations for these citations, this template reflects the most common way to cite these source types. Whether you decide to use this in conjunction with a research project, place it on display in your classroom as a visual reference, or print it out so students can store it in their binders or notebooks is up to you. The possibilities are endless. We want your students to be responsible researchers, who acknowledge the work of original authors, which in turn prevents plagiarism. Hopefully, this template makes it easier for your students to achieve this goal. "
John Evans

Free Technology for Teachers: 21 Real World Math Lessons for High School Students - 2 views

www.freetech4teachers.com/...rld-math-lessons-for-high.html

technology teachers real world math lessons high school

shared by John Evans on 18 May 17 - No Cached
  • John Evans on 18 May 17
     
    "Getting to teach economics lessons is one of my favorite things about being a social studies teacher. In economics lessons high school students start to see how many of the math concepts, logic concepts, and political theory they've learned can apply to them in the "real world" after high school. Econ Ed Link is a great resource for lesson plans, videos, and interactive activities for teaching economics concepts. They recently published an updated list of their Math In the Real World lesson plan library. Math In the Real World lesson plans include activities to teach students how to analyze business profit and loss, how the stock market works, and how distribution of income can influence government policies. The Math In the Real World lesson plans also include activities that have a more personal appeal to students. Those lesson plans include building credit, building a savings, and the dangers of payday loan schemes. The payday loan lesson plan is one that has previously been featured here on Free Technology for Teachers."
John Evans

Groundbreaking empirical research shows where innovation really comes from - Vox - 3 views

www.vox.com/...ovation-inequality-race-gender

research innovation

shared by John Evans on 05 Dec 17 - No Cached
  • John Evans on 05 Dec 17
     
    "Nothing matters more for economics and human living standards than innovation. It's innovation that has allowed us to cure diseases and extend life spans. It's innovation that has drastically increased the pace of transportation and communication, and ultimately it's innovation that has let most people do high-wage work rather than subsistence agriculture. What the researchers found is fascinating. They discovered that both an actual ability to invent things and early life exposure to a culture of innovation and opportunity are crucial to driving inventions. Ability itself is, of course, unevenly distributed. But in the United States, so is opportunity - with huge numbers of highly skilled children from unfavorable backgrounds seemingly locked out of pathways to careers as inventors."
John Evans

2024 EDUCAUSE AI Landscape Study | EDUCAUSE - 0 views

www.educause.edu/...introduction-and-key-findings

AI resources landscape study EDUCAUSE

shared by John Evans on 13 Mar 24 - No Cached
  • John Evans on 13 Mar 24
     
    "Moving from reaction to action, higher education stakeholders are currently exploring the opportunities afforded by AI for teaching, learning, and work while maintaining a sense of caution for the vast array of risks AI-powered technologies pose. To aid in these efforts, we present this inaugural EDUCAUSE AI Landscape Study, in which we summarize the higher education community's current sentiments and experiences related to strategic planning and readiness, policies and procedures, workforce, and the future of AI in higher education. This survey was distributed from November 27 to December 8, 2023, and focuses on the impacts AI has had on higher education since the mainstreaming of generative AI tools."
  • nancy1aws on 15 Mar 24
     
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Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 8 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

Best Practice Fair Use literacy CC copyright guide guidelines

shared by Clint Hamada on 07 Apr 10 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
  • This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • This code of best practices does not tell you the limits of fair use rights.
  • ...51 more annotations...
  • Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
  • Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
  • Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain.
  • four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect (the so-called "four factors").
  • this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • However, there have been no important court decisions—in fact, very few decisions of any kind—that actually interpret and apply the doctrine in an educational context.
  • But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
  • specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • Fair use is in wide and vigorous use today in many professional communities. For example, historians regularly quote both other historians’ writings and textual sources; filmmakers and visual artists use, reinterpret, and critique copyright material; while scholars illustrate cultural commentary with textual, visual, and musical examples.
  • Fair use is healthy and vigorous in daily broadcast television news, where references to popular films, classic TV programs, archival images, and popular songs are constant and routinely unlicensed.
  • many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
  • Experts (often non-lawyers) give conference workshops for K–12 teachers, technology coordinators, and library or media specialists where these guidelines and similar sets of purported rules are presented with rigid, official-looking tables and charts.
  • this is an area in which educators themselves should be leaders rather than followers. Often, they can assert their own rights under fair use to make these decisions on their own, without approval.
  • ducators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies.
  • When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • In all cases, a digital copy is the same as a hard copy in terms of fair use
  • When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
  • Otherwise, of course, where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media.
  • The principles are all subject to a "rule of proportionality." Educators’ and students’ fair use rights extend to the portions of copyrighted works that they need to accomplish their educational goals
  • Educators use television news, advertising, movies, still images, newspaper and magazine articles, Web sites, video games, and other copyrighted material to build critical-thinking and communication skills.
  • nder fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
  • Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context
  • Wherever possible, educators should provide attribution for quoted material, and of course they should use only what is necessary for the educational goal or purpose.
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
  • fair use applies to commercial materials as well as those produced outside the marketplace model.
  • curriculum developers should be especially careful to choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made.
  • Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
  • Students strengthen media literacy skills by creating messages and using such symbolic forms as language, images, sound, music, and digital media to express and share meaning. In learning to use video editing software and in creating remix videos, students learn how juxtaposition reshapes meaning. Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • how their use of a copyrighted work repurposes or transforms the original
  • cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity.
  • Students should be encouraged to make their own careful assessments of fair use and should be reminded that attribution, in itself, does not convert an infringing use into a fair one.
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • . In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • educators should explore with students the distinction between material that should be licensed, material that is in the public domain or otherwise openly available, and copyrighted material that is subject to fair use.
  • ethical obligation to provide proper attribution also should be examined
  • Most "copyright education" that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond.
  • Many school policies are based on so-called negotiated fair use guidelines, as discussed above. In their implementation of those guidelines, systems tend to confuse a limited "safe harbor" zone of absolute security with the entire range of possibility that fair use makes available.
  • Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example.
  • Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.
Phil Taylor

Enthusiasm for iBooks Author marred by licensing, format issues - 1 views

arstechnica.com/...by-licensing-format-issues.ars

enthusiasm licensing apple ebooks

shared by Phil Taylor on 21 Jan 12 - No Cached
  • "If Apple really wanted to make a difference in education they'd champion distribution, not limit it."
Phil Taylor

Teaching in the New (Abundant) Economy of Information | MindShift - 3 views

blogs.kqed.org/...bundant-economy-of-information

information teaching change

shared by Phil Taylor on 07 Mar 14 - No Cached
  • In the past 10 years, perhaps nothing has changed more than the relationship between teachers and the information being distributed in their classrooms.
  • information scarce environment, the main form of instruction was a lecture
  • new economy of information has freed teachers from their role as “font of knowledge” and allowed them to become chief analyzer, validity coach, research assistant, master differentiator, and creator of a shared learning experience.
John Evans

Tech Tools for Teachers | Integrating Technology in the Primary Classroom - 11 views

primarytech.globalteacher.org.au/tech-tools-for-teachers

technology tools newsletter techtools primary secondary teachers

shared by John Evans on 20 Nov 10 - Cached
  • Tech Tools for Teachers WEEKLY EMAIL NEWSLETTER I am currently collaborating with a fellow teacher, Simon Collier on a free weekly e-mail that we will distribute throughout the year. Each week the email features a useful online tool or website for teachers to use in their classroom. The purpose of this email is to publicise and promote the use of ICT tools and web links to teachers who are not regularly sourcing the available information on the net.  This in turn, hopefully increasing the use of the wonderful education tools available online. The email is suitable for both primary and secondary teachers and we provide practical examples of how the tool or website could be integrated into the classroom curriculum.
Phil Taylor

Getting over the barriers to wiki adoption - 1 views

arstechnica.com/...-barriers-to-wiki-adoption.ars

barriers wiki change collaboration

shared by Phil Taylor on 02 Feb 10 - Cached
  • It won't be accurate—One of the most common and oft-repeated misconceptions of any collaborative authoring process in general, and wikis in particular, is that if a large group of people are contributing, then the influence of subject matter experts will be diluted and the resulting content will be full of inaccuracies. As noted previously, even an open, collaborative system will only attract a statistically small number of contributors. Those contributors tend to be the subject matter experts and people who have a vested interest in the subject matter. And when inaccuracies do occur, they are corrected a lot quicker than in traditional media. The net result of collaborative authoring is not only the perceived knowledge of designated experts, but also the informed contribution of others who are passionate about a subject and can bring a fresh perspective.
  • But, face-to-face meetings are not always practical, especially for a distributed team. In such instances, a collaborative workspace of any kind can be a real benefit
  • Phil Taylor on 02 Feb 10
     
    ""It's about communication, not the tool." A sentiment I strongly agree with, but the new age of communication also needs tools that allow collaborative communication"
John Evans

Literacy Center Education Network - 4 views

www.literacycenter.net

literacy education reading interactive elementary english spanish EY

shared by John Evans on 08 Mar 10 - Cached
  • International School of Central Switzerland on 08 Mar 10
     
    The Literacy Center Education Network isnon-profit organization with a mission to deliver free, professionally-designed, education material to preschool-age children. Utilizing the power of the Internet, we distribute education material directly to children in their homes, libraries, and schools.
John Evans

The Perfect Storm for Classroom Technology Could Arrive in 2012 « The Xplanation - 5 views

blog.xplana.com/...echnology-could-arrive-in-2012

technology classroom perfect storm

shared by John Evans on 15 May 11 - No Cached
  • The Perfect Storm for Classroom Technology With Google, Apple, and Amazon all lining up in the to own a piece of the tablet market, it’s beginning to look like the perfect storm for classroom technology could hit in 2012. Tablets alone should be in the possession of at least 20% of incoming college freshmen, and a big majority will own smartphones. This adds up to a big shift in learning from a centripetal, aggregation model towards one that is centrifugal and distributed. That means evolving pedagogy, new tools, and new requirements for content consumption.
Dennis OConnor

The Wrath Against Khan: Why Some Educators Are Questioning Khan Academy - 0 views

www.hackeducation.com/...s-are-questioning-khan-academy

Khan Academy pedagogy elearning flipped classroom

shared by Dennis OConnor on 28 Mar 12 - No Cached
  • While "technology will replace teachers" seems like a silly argument to make, one need only look at the state of most school budgets and know that something's got to give. And lately, that something looks like teachers' jobs, particularly to those on the receiving end of pink slips. Granted, we haven't implemented a robot army of teachers to replace those expensive human salaries yet (South Korea is working on the robot teacher technology. I'll keep you posted.). But we are laying off teachers in mass numbers. Teachers know their jobs are on the line, something that's incredibly demoralizing for a profession already struggles mightily to retain qualified people.
  • it's hard not to see that wealth as having political not just economic impact. Indeed, the same week that Bill Gates spoke to the Council of Chief State School Officers about ending pay increases for graduate degrees in teaching, Secretary of Education Arne Duncan issued almost the very same statement. What does all of this have to do with Sal Khan? Well, nothing... and everything.
  • One of education historian Diane Ravitch's oft-uttered complaints is that we now have a bunch of billionaires like Gates dictating education policy and education reform, without ever having been classroom teachers themselves (or without having attended public school). But the skepticism about Khan Academy isn't just a matter of wealth or credentials of Khan or his backers. It's a matter of pedagogy.
  • ...2 more annotations...
  • No doubt, Khan has done something incredible by creating thousands of videos, distributing them online for free, and now designing an analytics dashboard for people to monitor and guide students' movements through the Khan Academy material. And no doubt, lots of people say they've learned a lot by watching the videos. The ability pause, rewind, and replay is often cited as the difference between "getting" the subject matter through classroom instruction and "getting it" via Khan Academy's lecture-demonstrations.
  • Although there's a tech component here that makes this appear innovative, that's really a matter of form, not content, that's new. There's actually very little in the videos that distinguishes Khan from "traditional" teaching. A teacher talks. Students listen. And that's "learning." Repeat over and over again (Pause, rewind, replay in this case). And that's "drilling."
fixsattamatka143

Five Pattern Of Satta Matka Which Is Played By Gamblers - 0 views

fixsattamatka.blogspot.com/...n-of-satta-matka-which-is.html

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shared by fixsattamatka143 on 27 Sep 20 - No Cached
  • fixsattamatka143 on 27 Sep 20
     
    These Are The Mostly Five Pattern Of Satta Matka Which Is Played By Gamblers . The Money Distribution Rules Are The Seperately For Each Other Game.It Is Totally Depends On You What You Want To Play And In Which Your Intrest According To Money Distibution Rules.
pendro

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