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John Evans

Thinkature - About Thinkature - 0 views

thinkature.com/about

collaboration web2.0 tools notetaking education visualization thinkature projects

shared by John Evans on 22 Mar 09 - Cached
  • Thinkature brings the richness of in-person, visual communication to the web by placing instant messaging inside a visual workspace. Use it as a collaboration environment, a meeting room, a personal web-based whiteboard, or something entirely new.
John Evans

YouTube - TEDxBlue - Jaimie P. Cloud - 10/18/09 - 3 views

www.youtube.com/watch

youtube tedxblue sustainability

shared by John Evans on 15 Apr 10 - Cached
  • Jaimie is the founder and president of the Cloud Institute for Sustainability Educationin New York City. The Cloud Institute monitors the evolving thinking and skills of the mostimportant champions of sustainability and transforms them into educational materials and apedagogical system that inspire young people to think about the world, their relationship to it,and their ability to influence it in an entirely new way. Cloud is one of the pioneers of Educationfor Sustainability (EfS) in the U.S. and has produced a set of EfS Standards and PerformanceIndicators that schools are using to innovate their own curricula to educate for sustainability.
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
  • 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

Please Stop Thinking About Tomorrow : Stager-to-Go - 1 views

stager.tv/blog

stager thinking tomorrow learning

shared by Phil Taylor on 05 Jan 11 - No Cached
  • Suggestions for school improvement: smaller classes a curriculum related to real life better teacher education teachers make room in the curriculum for the folk-tales of children’s ancestors parents encouraged to visit the school more intimate contact with people outside of school and cooperating with the entire neighborhood
John Evans

TextFlows: Reading Re-Invented - 0 views

www.textflows.com

reading flows presentation

shared by John Evans on 18 Apr 09 - Cached
  • TextFlows offer an entirely new way to interact with the written word. We use motion and light to present text as an animated flow on a simple, uncluttered screen. Reading becomes easier, more effective, and fun; writing receives an added dimension of artistic expression. Browse through some Flows, find one you like and play it full screen to get a sense of what we're all about! Then find out more:
John Evans

Children's math education resources for teachers | DreamBox Learning online math educat... - 0 views

www.dreambox.com/teachers

DreamboxLearning math resources K-2

shared by John Evans on 16 Apr 09 - Cached
  • Overview Teacher Program Details Effectiveness studies What educators say Parent education resources Instructional philosophy Curriculum See-a-Lesson now Get a FREE DreamBox Learning subscription for your classroom Through June 30, 2009, get a free classroom subscription Any qualified teacher can sign up! (Read program details.) Already have an account? Go to teacher login DreamBox Learning provides more than 350 math lessons and completely individualized learning in an engaging and effective game experience that kids really like! But teachers appreciate the ability to track student's academic progress through the in-depth math curriculum. Through June 30, 2009, we are offering a free classroom subscription for any qualified teacher in the U.S. and Canada! So you can try the next generation of online learning for yourself. Then you can set up your entire classroom, computer lab, or after-school program to play and learn with DreamBox. (Read program details.) Just 4 easy steps to starting your subscription You can apply for a free DreamBox classroom subscription by following these easy steps. Create your teacher account Make sure your computers meet the requirements Play some sample DreamBox lessons Apply for your free classroom subscription Why should you use DreamBox in your classroom? DreamBox Learning K-2 Math is a solid curriculum, taught in a way that enhances learning fun.
  • DreamBox Learning provides more than 350 math lessons and completely individualized learning in an engaging and effective game experience that kids really like!
  • DreamBox Learning K-2 Math is a solid curriculum, taught in a way that enhances learning fun.
John Evans

Shai Agassi's bold plan for electric cars | Video on TED.com - 0 views

www.ted.com/...i_agassi_on_electric_cars.html

ted economics SY MY innovation future

shared by John Evans on 14 Apr 09 - Cached
  • Forget about the hybrid auto -- Shai Agassi says it's electric cars or bust if we want to impact emissions. His company, Better Place, has a radical plan to take entire countries oil-free by 2020.
John Evans

TSTC Takes One Small Step for Virtual Worlds, One Giant Leap for Virtual World Education - 0 views

www.prweb.com/...prweb2419874.htm

tstc secondlife

shared by John Evans on 24 May 09 - Cached
  • One graduation, not affected by swine flu, occurred at 7 p.m. on Wednesday, May 6, 2009 at Texas State Technical College's virtual college (vTSTC) in Second Life. On this day, Julie Shannan, became the first known student to graduate from a certificate program taken entirely in a virtual environment.
Phil Taylor

On Ed Tech, We're Asking the Wrong Question | The Committed Sardine - 7 views

www.fluency21.com/blogpost.cfm

ed tech tech technology questioning

shared by Phil Taylor on 19 Oct 11 - No Cached
  • In the end, that’s all technology is, too—a resource. In the hands of talented and well-trained teachers, it can facilitate high-quality teaching and learning; when used by average teachers, it most likely will lead to average results. And in either case, it’s not entirely clear whether test scores would rise, anyway—for reasons I’ll discuss later.
  • There is plenty of anecdotal evidence to suggest that, when used wisely, technology is a powerful resource that can help boost achievement.
  • I would argue that’s the point: You can’t separate the technology from the rest of the learning process, because they are inextricably bound.
  • ...2 more annotations...
  • But technology doesn’t exist in a vacuum. For technology to have an impact on student achievement, schools also need sound teaching, strong leadership, fidelity of use, and a supportive culture, among other things.
  • Among schools with one-to-one computing programs, 70 percent reported their students’ achievement scores on high-stakes tests were on the rise. But this figure was 85 percent for schools that employed certain strategies for success, including the use of electronic formative assessments on a regular basis, frequent collaboration of teachers in professional learning communities, and—most importantly—strong principal and school district leadership.
tech vedic

How to Clone a Hard Drive? - 0 views

techvedic.livejournal.com/42638.html

best way to clone a hard drive windows 7 bootable entire disk free freeware software new vista xp drives laptop linux my cloning copy another image how ubuntu what is

shared by tech vedic on 17 Jul 13 - No Cached
  • tech vedic on 17 Jul 13
     
    In case your hard drive is damaged or corrupted then it is better to have functional copy of the drive where you can store your stuff immediately. Cloning a drive is a good option for handling such situations. Have a look on this tutorial.
Shine Classifieds

Right Ways to Find Experienced Movers & Packers in Hyderabad - 0 views

www.shineclassifieds.com/ackers-in-Hyderabad-46894.html

shared by Shine Classifieds on 23 Jun 13 - No Cached
  • Shine Classifieds on 23 Jun 13
     
    You will find many relocation services providing companies in Hyderabad that can show their interest in providing full comprehensive packing and moving solutions to all your shifting needs. They will help you during entire operation of shifting and tun the situation into easygoing and smooth affair because they are backed by appropriate tools and a dedicated team of highly experienced and professionally trained staff members including packers, movers, drivers, dispatchers and supervisors.
milesmorales

Homeschooling Tips That Will Really Help You Out - 0 views

Kids in public schools face many hurdles today, the bulk of which we never had to deal with when we were young. The best way to help your kids avoid these pitfalls is to homeschool them, and the he...

started by milesmorales on 19 Aug 14 no follow-up yet
Phil Taylor

The GDELT Project - 3 views

www.gdeltproject.org

big data database gdelt

shared by Phil Taylor on 17 Nov 15 - No Cached
  • GDELT Project monitors the world's broadcast, print, and web news from nearly every corner of every country in over 100 languages and identifies the people, locations, organizations, counts, themes, sources, emotions, counts, quotes and events driving our global society every second of every day, creating a free open platform for computing on the entire world.
John Evans

Hundreds of thousands of people are now reading entire novels on Instagram - 6 views

ebookfriendly.com/...amp

Instagram novels reading

shared by John Evans on 26 Dec 19 - No Cached
  • John Evans on 26 Dec 19
     
    "Instagram may be the your new book reader, thanks to a new breed of storytelling adapted to an Instagram format."
dfic11

open side storage container - 0 views

www.dfichk.com/...open-side-container

open side storage container

shared by dfic11 on 26 May 22 - No Cached
  • dfic11 on 26 May 22
     
    DFIC manufactures high-quality open-sided containers. Open side shipping container is a kind of ship carrying containers which have been modified to incorporate two sets of double doors into the long side of the container. This opens up the entire length of the container, giving full and unrestricted access.
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