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successcds1

M.Com Admission 2020 - M Com Application form, Dates - 0 views

www.successcds.net/...n-test-master-of-commerce.html

#m com admission #master of commerece 2020

shared by successcds1 on 15 Jul 20 - No Cached
  • successcds1 on 15 Jul 20
     
    Latest Master of Commerce M.Com Admission 2020 Notification. Check out M Com Entrance Exam Eligibility, M.Com Application form and Dates.
successcds1

Engineering Entrance Exams 2020 Notification, Application Forms, Dates - 0 views

www.successcds.net/engineeringentranceexam

#engineering entrance exams #jee main

shared by successcds1 on 02 Jul 20 - No Cached
  • successcds1 on 02 Jul 20
     
    Looking for Engineering Entrance Exams 2020 notification and dates? Visit us for Engineering entrance exam notification, Application form,B.tech exam schedule 2020 - JEE Main, BITSAT, VITEEE"
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.
John Evans

Felt Board App | My Hullabaloo - 0 views

mattbgomez.com/felt-board-app

felt board app ipads

shared by John Evans on 12 Nov 12 - No Cached
  • John Evans on 12 Nov 12
     
    "One of my favorite way to use the iPad is to allow kids to create stories. Recently I found an app that is great for storytelling called Felt Board. The app is $1.99 currently and well worth it. Imagine a typical felt board with hundreds of pieces… just in digital form. "
John Evans

iPads in Primary Education: Independent Learning using iPods in Maths (iPodagogy) - 5 views

mrandrewsonline.blogspot.ca/...t-learning-using-ipods-in.html

ipads primary education independent learning using ipods maths

shared by John Evans on 18 Nov 12 - No Cached
  • John Evans on 18 Nov 12
     
    "Since the beginning of September we have been trying to maximise the use of 1:1 iPods in year 6 in all areas of curriculum. The potential of enhancing teaching and learning in mathematics through the use of this technology has been particularly interesting. We have been developing the creative use of a range of Apps to support progress, engage children and add relevance to maths teaching with positive outcomes (10 Practical ways to use Apps in Maths) We have also explored a wide range of maths specific Apps which have helped pupils mainly in the areas of number fact and tables recall. (Apps for Maths) Recently we have extended the use of the iPods to allow them to support independent learning, and play a central role in effective formative assessment."
John Evans

Matchmatics - Math Puzzles for Your iPad | iPad Apps for School - 7 views

ipadapps4school.com/...ics-math-puzzles-for-your-ipad

math puzzles ipad apps school Matchmatics i

shared by John Evans on 01 Mar 13 - No Cached
  • John Evans on 01 Mar 13
     
    "Matchmatics is an iPad app that presents mathematics puzzles in the form of matchsticks laid out on a canvas. The challenge of Matchmatics is to move one matchstick to make an incorrect equation correct. Points are awarded based on how quickly you can correct the equation. The puzzles get progressively more difficult as you work through the app. "
John Evans

8 Great iPad Apps for Creating Stop Motion Videos ~ Educational Technology and Mobile L... - 1 views

www.educatorstechnology.com/...ad-apps-for-creating-stop.html

ipad apps creating stop motion videos

shared by John Evans on 29 Mar 13 - No Cached
  • John Evans on 29 Mar 13
     
    "A couple of days ago Educational Technology and Mobile Learning published a post featuring two awesome web tools for teachers to create stop motion videos and following this article I received some requests to feature iPad apps for creating motion videos. I have curated the list below containing some of the best and most popular apps for this purpose. Check them out and if you have other suggestions , please share them with us in the comment form below. "
John Evans

TeachThoughtWhat It's Going To Take For Teachers To Give Up Their iPads - - 0 views

www.teachthought.com/...eachers-to-give-up-their-ipads

teachers ipads

shared by John Evans on 25 Mar 13 - No Cached
  • John Evans on 25 Mar 13
     
    "For a variety of reasons (which we'll get to shortly), the iPad is the pre-dominant technology form in K-12 environments. They dominate blog headlines, promote incredible user loyalty (you could say cultish, but you said it, not me), and make adults drool like teething infants. Walk by any Apple store and through their wide glass storefront you'll see otherwise rational human beings swoon and fawn, listening intently as Apple experts explain how a slideshow works, how to use iCloud, or how to sync their iPhone with their iPad. School districts buy them, teachers buy them, and parents even send their students to school with them on occasion. So it makes sense that this kind of popularity would carry over to the classroom. Educators have officially had their curiosity piqued. They want to know how to integrate it into activities, lessons, and curriculum in general, and judging by our traffic patterns here on TeachThought, they come bearing questions."
John Evans

Free Technology for Teachers: Study Jams - Elementary Math and Science With Music - 2 views

www.freetech4teachers.com/...ementary-math-and-science.html

technology study math science music

shared by John Evans on 20 May 13 - No Cached
  • John Evans on 20 May 13
     
    "Study Jams is a Scholastic website designed to help elementary school students learn and review math and science information through songs and videos. To use Study Jams students search for a topic in the math or science category. Each Study Jam offers a short tutorial on that topic in the form of a video, slideshow, or song. When there is a song available Study Jams provides a karaoke format for kids to sing along if they like."
John Evans

7 ways to teach digital literacy skills - iPads in Education - 0 views

ipadeducators.ning.com/...each-digital-literacy-skills-1

teach digital literacy literacy skills ipads education

shared by John Evans on 14 Jun 13 - No Cached
  • John Evans on 14 Jun 13
     
    "Fostering digital literacy skills is one of the most difficult tasks for educators. Evaluating and analyzing online resources for accuracy is something that many adults struggle with - we've all been bamboozled before, haven't we? But digital literacy is more than just determining if something is true or false - it's intelligently and responsibly navigating online, it's putting countless pieces together to form a puzzle, it's determining what's important and evaluating bias, etc - the list goes on. So, as an educator, how do we reinforce these crucial skills in our classrooms?"
John Evans

Top 9 Mindmapping and Brainstorming Apps for the iPad - 3 views

teacherswithapps.com/rainstorming-apps-for-the-ipad

mindmapping brainstorming apps ipad

shared by John Evans on 28 Dec 12 - No Cached
  • John Evans on 28 Dec 12
     
    "After posting about iPad apps that teachers can use to create diagrams and charts, we went back into our archive and browsed through the posts we have previously published before looking for apps to use to create mind maps and to brainstorm ideas. We found some but were too old to feature now so we tried to look for new ones and we were surprised to find some really interesting ones. We have compiled a list below that contains some of the best mindmapping and brainstorming apps you could ever find online. We based our selection on the evaluation criteria we shared with you before. The best educational mindmapping tools can help you do a wide range of activities in your class. You can ask students to use them to brainstorm a topic with each one contributing an idea, they keep building up on them till they finally get a finished map of the main ideas about that topic.These tools can help your students develop creative ways of learning and enhance their critical thinking skills. Have a look at the list below and if you have suggestions, share them with us in the comment form below."
John Evans

20 Tips for Creating a Professional Learning Network - 6 views

newsroom.opencolleges.edu.au/...-professional-learning-network

tips creating professional learning network PLN

shared by John Evans on 07 Jan 13 - No Cached
  • John Evans on 07 Jan 13
     
    "etworking is a prime form of 21st century learning. The world is much smaller thanks to technology. Learning is transforming into a globally collaborative enterprise. Take for example scientists; professional networks allow the scientific community to share discoveries much faster. Just this month, a tech news article showcased how Harvard scientists are considering that "sharing discoveries is more efficient and honorable than patenting them." This idea embodies the true spirit of a successful professional learning network: collaboration for its own sake. "
John Evans

10 iPad Apps to Enhance Critical Thinking Teachers should not Miss ~ Educational Techno... - 6 views

www.educatorstechnology.com/...-apps-to-enhance-critical.html

critical thinking ipad critical_thinking

shared by John Evans on 12 Apr 13 - No Cached
  • John Evans on 12 Apr 13
     
    "Today I have curated a new an updated list of some important iPad apps to teach and help students improve their critical thinking. Check out the list below and let us know what you think. If you have other additions or suggestions, please do share them with us in the comment form below. Enjoy"
John Evans

Digital Differentiation Tools for Teachers ~ Educational Technology and Mobile Learning - 10 views

www.educatorstechnology.com/...differentiation-tools-for.html

digital differentiation tools educational technology mobile learning

shared by John Evans on 02 Apr 13 - No Cached
  • John Evans on 02 Apr 13
     
    "Digital differentiation is a new concept I learned from our colleague Susan Oxnevad. She did a really wonderful job crafting and designing the tools for digital differentiation which I am sharing with you below in the form of interactive images created using Thinglink."
John Evans

50 Activities To Promote Digital Media Literacy In Students - 2 views

www.teachthought.com/...tal-media-literacy-in-students

digital literacy activities

shared by John Evans on 01 Feb 13 - No Cached
  • John Evans on 01 Feb 13
     
    "Literacy is changing-not at its core necessarily, but certainly at its edges as it expands to include new kinds of "reading." Digital media is quickly replacing traditional media forms as those most accessible to most 21st century learners. The impact of this change is extraordinarily broad, but for now we'll narrow it down to changes in how learners respond to the media they consume."
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