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John Evans

The Canadian Paediatric Society has released surprising new screen time rules - 2 views

www.todaysparent.com/...es-canadian-paediatric-society

Canadian Paediatric Society screen time

shared by John Evans on 08 Jun 19 - No Cached
  • John Evans on 08 Jun 19
     
    " FAMILYPARENTING The Canadian Paediatric Society has released surprising new screen time rules Stop watching the clock, says CPS. But that doesn't mean parents shouldn't be heavily involved in their kid's media use BY CHRIS DEACON | JUN 6, 2019 PHOTO: ISTOCKPHOTO The Canadian Paediatric Society (CPS) released new guidelines today for digital media use and screen time for kids aged five to 19. Today's guidelines follow recommendations set out in 2017 that focused on kids aged zero to five. But while those guidelines targeted screen time limits for kids in that age group (no screens at all for infants and toddlers under two, and less than an hour a day for kids two to five), the guidelines for kids and teens focus more on how and when screens are used rather than how long. "We really wanted to highlight that content, context and kids' individual traits are as important as specific screen time limits," says Michelle Ponti, chair of the CPS Digital Health Task Force and lead author on the statement."
John Evans

Control Alt Achieve: AI Policies, Guidelines & Frameworks for Schools - 1 views

www.controlaltachieve.com/...guidelines-frameworks-for.html

Ai policies guidelines frameworks schools

shared by John Evans on 23 May 24 - No Cached
  • John Evans on 23 May 24
     
    "Although ChatGPT became readily accessible to the public back in November of 2022, we are still in the early days of exploring and understanding these new powerful AI tools and their implications for education. For most schools around the world that means developing policies and guidelines that clarify how AI can and should be used by their students and educators, as well as which uses are prohibited or limited in a school setting. If your school does not have AI guidelines yet, you are certainly not alone. Many districts are still digging into this task with committees and pilot groups and more. Thankfully there are many organizations and schools that have been blazing a trail in this area by developing and sharing their own AI policies, guidelines, and frameworks. I have been collecting links to these resources as I come across them and will share them below in this post. "
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.
Heather S

How to Create Social Media Guidelines for Your School | Edutopia - 5 views

www.edutopia.org/social-media-guidelines-school

#VicPLN guidelines social media social media in schools

shared by Heather S on 26 Jun 12 - No Cached
  • Heather S on 22 Apr 13
     
    How to Create Social Media Guidelines for Your School http://t.co/11t78TNg8g
John Evans

AP Stylebook Adds 42 New Guidelines for Social Media - 4 views

mashable.com/...ap-social-media-guidelines

ap stylebook socialmedia journalism media guidelines new

shared by John Evans on 03 Jun 10 - Cached
  • John Evans on 03 Jun 10
     
    "AP Stylebook Adds 42 New Guidelines for Social Media"
John Evans

socialmediaguidelines / FrontPage - 0 views

socialmediaguidelines.pbworks.com

guidelines web2.0 wiki aup socialmediaguidelines social media socialnetworking social

shared by John Evans on 18 Aug 09 - Cached
  • John Evans on 18 Aug 09
     
    This is a collaborative project to generate Social Media Guidelines for school districts. The goal of this guideline is to provide instructional employees, staff, students, administrators, parents and the school district community direction when using social media applications both inside and outside the classroom.
John Evans

Lisa Nielsen: The Innovative Educator: NYC blazes trails to prepare students for succes... - 1 views

theinnovativeeducator.blogspot.ca/...rails-to-prepare-students.html

lisa nielsen educator nyc students success social media social media guidelines

shared by John Evans on 31 Dec 13 - No Cached
  • John Evans on 31 Dec 13
     
    "While some school districts have banned the use of social media because of fears of inappropriate use and distracting students, in an unprecedented move, the New York City Department of Education (NYC DOE) has reached out to students, teachers, and parents as partners to create guidelines for the appropriate use of social media for personal and academic purposes"
John Evans

How Music Can Improve Memory | MindShift - 1 views

blogs.kqed.org/...how-music-can-improve-memory

music learning improvement memory

shared by John Evans on 22 Sep 14 - No Cached
  • John Evans on 22 Sep 14
     
    "The best way to remember facts might be to set them to music. Medical students, for example, have long used rhymes and songs to help them master vast quantities of information, and we've just gotten fresh evidence of how effective this strategy can be. A young British doctor, Tapas Mukherjee of Glenfield Hospital in Leicester, was distressed by a survey showing that 55 percent of nurses and doctors at Glenfield were not following hospital guidelines on the management of asthma; 38 percent were not even aware that the guidelines existed."
John Evans

Lisa Nielsen: The Innovative Educator: The Social Media Game Elementary School Students... - 0 views

theinnovativeeducator.blogspot.ca/...ia-game-elementary-school.html

lisa nielsen educator social media social media game elementary students

shared by John Evans on 19 Feb 15 - No Cached
  • John Evans on 19 Feb 15
     
    "I'm a student voice advocate. Fortunately, my employer supports this and as such, we have been incorporating the voice of students in the guidelines around social media (You can see the teen guidelines at schools.nyc.gov/socialmedia). Most recently I had the opportunity to speak with hundreds of elementary students about social media and which platforms they are using. Admittedly, I'm not much of a user of social media platforms for the under 13 set, so I knew I had a lot to learn. Interestingly, across the board, one platform rose to the top and I had never heard of it before."
John Evans

ISTE | Navigating the smartphone minefield: A guide for middle school leaders - 1 views

www.iste.org/...articleDetail

guide smartphone middle school school leaders ISTE

shared by John Evans on 13 Sep 18 - No Cached
  • John Evans on 13 Sep 18
     
    "Educators and parents have something in common when it comes to the kids in their care: They are both navigating the treacherous waters of media, devices and children. Parents worry their children overuse screens, yet, they also fear that without the devices, their kids may fall behind socially, academically or be unsafe. Educators are aware that parents like the quick access to their children, and they also know smartphones offer opportunities for learning. Yet the devices can also be distracting in school. Many parents look to school leaders for guidance. They want recommendations for purchasing phones, using apps, keeping children safe and establishing screen time guidelines. Yet, schools tend to shy away from doling out this kind of advice.   Schools should reconsider this aversion. After all, the average age for getting a cell phones is now 10, which makes middle school the ideal time to share advice and recommendations for parents. Creating student smartphone guidelines presents an opportunity for educators to partner with parents and children about the use of devices and digital mental health."
John Evans

Sesame Workshop wants to improve iPad apps for kids with free developer guidelines - 0 views

appleinsider.com/...with-free-developer-guidelines

sesame workshop ipad apps free developer guidelines

shared by John Evans on 25 Dec 12 - No Cached
  • John Evans on 25 Dec 12
     
    "Sesame Workshop's Best Practices Guide for Children's App Development is now available for download. In addition to insight from the organization's more than 40 years of children's media testing, the paper, highlighted on Monday by All Things D, includes more than 50 touchscreen studies conducted by Sesame Workshop."
John Evans

A Handy Chart Featuring YouTube Guidelines for Teachers ~ Educational Technology and Mo... - 2 views

www.educatorstechnology.com/...y-chart-featuring-youtube.html

shared by John Evans on 24 Feb 17 - No Cached
  • John Evans on 24 Feb 17
     
    "Here is a handy chart we have prepared for teachers using YouTube in their instruction and for anyone else interested in learning more about how to use YouTube effectively. The chart is based on guidelines featured in YouTube  Help and all we did is curating and organizing them in easily navigable categories. Clicking on any of the titles below will direct you to a page where you will access more details related to the corresponding feature."
John Evans

15 Essential Netiquette Guidelines to Share with Your Students ~ Educational Technology... - 7 views

www.educatorstechnology.com/...-netiquette-guidelines-to.html

essential netiquette guidelines students educational technology mobile learning

shared by John Evans on 11 Jun 14 - No Cached
  • John Evans on 11 Jun 14
     
    "Netiquette ( net + etiquette) is the code of proper conduct applied to virtual online spaces. This code is dictated by common sense rules ( manners ) and social conventions. Teaching students about netiquette is just as important as teaching them to use technology in their learning. Crafting a netiquette memo for your class and informing your students about the importance of these rules will definitely help you create an engaging, respectful, and meaningful learning environment where collaboration and diversity of opinions are celebrated."
Phil Taylor

Are children's screen time guidelines out of touch? | CTV News - 4 views

www.ctvnews.ca/...delines-out-of-touch-1.1817176

children screen time guidelines

shared by Phil Taylor on 16 May 14 - No Cached
  • makes no sense to continue to push, year after year, the two-hour screen-time limit in the face of overwhelming evidence that behaviour is not changing.
  • “(Screens) are here to stay so let’s think about the quality of what we’re consuming as well as the quantity,
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