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John Evans

INTRODUCING "THE ILLUSTRATED ARDUINO" | 16 Hertz - Create Something - 4 views

www.16hertz.com/ducing-the-illustrated-arduino

introducing illustrated arduino guide PDF FREE

shared by John Evans on 07 Dec 15 - No Cached
  • John Evans on 07 Dec 15
     
    "16Hertz, an educational electronics company based in New York City announces the release of their illustrated, graphic-novel style guide, "The Illustrated Arduino". The guide is over 75 pages long, and contains hundreds of hand-drawn illustrations that take the readers through getting up-and-running with electronics prototyping and Arduino programming.   Written by career educators and makers, Aditya Kumarakrishnan and Adiel Fernandez, "The Illustrated Arduino" is a comprehensive guide created to be easily accessible to readers of all experience levels looking for a way to jump into the world of microcontrollers. When the duo dove into the Arduino community, they had a difficult time finding a comprehensive, clear guidebook for beginners. Having taught programming, physical computing and design to students of all ages from middle schools to universities, they sought out to create a guide that is easy-to-follow, great to look at all while still being rigorous. "We set out to create the most beautiful, user-friendly, pedagogically sound and rigorous guide book for the Arduino in the world", says Aditya. They've released the guide under a Creative Commons license, encouraging the larger community to share and use its content freel"
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

The Fundamentals of Adobe Illustrator - Envato Tuts+ Course - 0 views

design.tutsplus.com/...damentals-of-adobe-illustrator

fundamentals adobe illustrator tutorials course

shared by John Evans on 26 Apr 16 - No Cached
  • John Evans on 26 Apr 16
     
    "This course will give you a solid introduction to Adobe Illustrator and walk you through the fundamentals of it. At the end of the course you will be comfortable with how to use the program and hopefully inspired to learn more about it."
John Evans

Technology Integration Matrix - 1 views

fcit.usf.edu/index.html

curriculum edtech education integration resource techintegration technology

shared by John Evans on 17 Apr 08 - Cached
  • John Evans on 17 Apr 08
     
    What is the Technology Integration Matrix? The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
Dennis OConnor

YouTube - RSA Animate - Changing Education Paradigms - 0 views

www.youtube.com/watch

youtube paradigms education video

shared by Dennis OConnor on 27 Apr 11 - No Cached
  • This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.For more information on Sir Ken's work visit: http://www.sirkenrobinson.com
  • Dennis OConnor on 27 Apr 11
     
    This is an amazing illustration of Sir Kenneth Robinson's presentation on schooling in the 21st century.  It's fascinating to watch an illustrator create a visual map of Robinson's ideas as they are spoken.  The content of the presentation is enormously important to any educator struggling to change the system.  It's even more important to those who've been subdued and mislead by old ideas into thinking they can't learn or create.
John Evans

The Secret Power of the Children's Picture Book - WSJ - 2 views

www.wsj.com/...drens-picture-book-11547824940

children picture book WSJ

shared by John Evans on 26 Jul 19 - No Cached
  • John Evans on 26 Jul 19
     
    "Millions of people-perhaps you're one of them-have watched viral videos of a Scottish granny collapsing in laughter while she reads to a baby. Comfortable on a sofa with her grandson, Janice Clark keeps cracking up as she tries to read "The Wonky Donkey" and, in a second video recorded a few months later, "I Need a New Bum." Her raspy burr sounds great, and she's fun to watch, but the real genius of the scene is what's happening to the baby. Tucked beside her, he's totally enthralled by the book in her hands. In the second video especially, because he's older, you can see his eyes tracking the illustrations, widening in amazement each time that she turns the page. He's guileless, unaware of the camera. He has eyes only for the pictures in the book. What's happening to that baby is both obvious and a secret marvel. A grandmother is weeping with laughter as she reads a story, and her grandson is drinking it all in-that's obvious. The marvel is hidden inside the child's developing brain. There, the sound of her voice, the warmth of her nearness and, crucially, the sight of illustrations that stay still and allow him to gaze at will, all have the combined effect of engaging his deep cognitive networks. "
John Evans

50 Illustrated Desktop, iPad and iPhone Wallpapers - 4 views

speckyboy.com/...top-ipad-and-iphone-wallpapers

iPad iPhone illustrated desktop wallpapers

shared by John Evans on 01 Jul 11 - No Cached
  • John Evans on 01 Jul 11
     
    "Whatever your preference for wallpapers you are sure to want to change it from time to time. If you are looking for an artistic change of desktop scenery I have just the thing for you! The following desktops have been created for different platforms such as the iPad, iPod, iPhone, PC and Mac."
John Evans

How To Integrate iPads With The New Google Classroom - Edudemic - 1 views

www.edudemic.com/-with-the-new-google-classroom

how to ipads google classroom

shared by John Evans on 12 Aug 14 - No Cached
  • Education schools by the week of August 11th, schools that have also adopted iPads are interested in exploring the platform to determine if it will integrate into their existing deployment to provide a helpful and approachable workflow solution. While there are currently a number of workflow solutions and Learning Management Systems that work well with iPads, Google Classroom will likely become a top contender for iPad classrooms because of the integration with both the Google Drive and Google Docs iPad apps as well as any number of iPad creativity apps. While there is not an iPad app for Google Classroom, the web interface works seamlessly and allows students to turn in any assignment or file that is in their Google Drive account as illustrated by the video below.
  • John Evans on 12 Aug 14
     
    "With the recent announcement that Google Classroom will be available to all Google Apps for Education schools by the week of August 11th, schools that have also adopted iPads are interested in exploring the platform to determine if it will integrate into their existing deployment to provide a helpful and approachable workflow solution. While there are currently a number of workflow solutions and Learning Management Systems that work well with iPads, Google Classroom will likely become a top contender for iPad classrooms because of the integration with both the Google Drive and Google Docs iPad apps as well as any number of iPad creativity apps. While there is not an iPad app for Google Classroom, the web interface works seamlessly and allows students to turn in any assignment or file that is in their Google Drive account as illustrated by the video below."
imgpaper

https://imgpaper.com/ - 0 views

imgpaper.com

Wallpaper Illustration Murals Architectural Decorative Stock Images Home Décor and Graphics Design

shared by imgpaper on 16 Jun 22 - No Cached
  • imgpaper on 16 Jun 22
     
    Hello there, We are from ImgPaper Graphics Design provider company. Hope to have the opportunity to cooperate with you. We are professionals for all kinds of Graphics Design related service providers all over the world. Have our own Corporate office in Bangladesh and we provide excellent quality and best price service. We have more than 10 year's experience and have cooperated with many countries and companies. You can check portfolio website for expertizing: www.imgpaper.com Our Service: Photo Manipulation Background Remove Photo Masking Post Production image Clipping Path Service 3D Wallpaper Design Illustration Design Architectural Design Stock Images If you need more information, please contact us. Looking forward to your early reply! Please see the attached file below for Business Proposal. Have a Good Day! Regards, Md. Omor Faruk Sales & Marketing Team at ImgPaper E-mail: info@imgpaper.com Website: www.imgpaper.com WhatsApp: +8801309867064
John Evans

The Making of a Story in Kindergarten and Amplification Thoughts | Langwitche... - 0 views

langwitches.org/...ten-and-amplification-thoughts

kindergarten ipad digital storytime BookCreator app movie ELA

shared by John Evans on 23 Nov 12 - No Cached
  • John Evans on 23 Nov 12
     
    "Our Kindergarten teacher upgraded a traditionally created paper bound class booklet of the students illustrations and text of a Thanksgiving story to creating a TechnoTale. What is a techno-tale? A techno-tale is a digitally told story"
John Evans

Teaching a Distracted Generation to Focus | - 0 views

www.technapex.com/...distracted-generation-to-focus

teaching distracted generation focus

shared by John Evans on 09 Dec 12 - No Cached
  • John Evans on 09 Dec 12
     
    "In the course of researching this post, my phone vibrated seven times. I checked Facebook three times and my email twice. An article that should have taken me at most ten minutes to read took me double that. Needless to say, I illustrate perfectly some research recently done by Larry Rosen, an expert in the psychology of technology and a professor at California State University, Dominguez Hills."
John Evans

Mind the Gap - 0 views

www.uis.unesco.org/...mind-the-gap.aspx

girls women education gendergap

shared by John Evans on 27 Mar 13 - No Cached
  • John Evans on 27 Mar 13
     
    We have the pleasure to inform you of the launch of 'Mind the Gap - Gender and Education', a new on-line game illustrating the progress and pitfalls of girls' and women's education around the world. It was released to celebrate International Women's Day (8 March).
John Evans

How to Inspire Students to Design, Invent, and Make an Impact | MindShift - 5 views

blogs.kqed.org/...sign-invent-and-make-an-impact

how to inspire students invent design

shared by John Evans on 03 Apr 13 - No Cached
  • John Evans on 03 Apr 13
     
    "Spark your students' curiosity in engineering and technology by introducing them to the designers, inventors, and clever thinkers featured in PBS LearningMedia. Use their stories to illustrate various themes of study like the engineering design process and the impact of technology."
John Evans

The Story of The Brain- A Nice Short Video for Your Students ~ Educational Technology a... - 7 views

www.educatorstechnology.com/...rain-nice-short-video-for.html

video story brain history

shared by John Evans on 08 Jun 13 - No Cached
  • John Evans on 08 Jun 13
     
    "The story of the brain is a short video shedding light on how the human brain have been conceived of in different periods of time. I have watched this video twice and found it really interesting. Besides the pertinent content it has, the way it is animated together with illustrations included make it a perfect educational clip to share with your students."
John Evans

FREE App: The Aesop for Children - iGameMom - 0 views

igamemom.com/...ree-app-the-aesop-for-children

free app children aesop fables

shared by John Evans on 03 Jan 13 - No Cached
  • John Evans on 03 Jan 13
     
    "The Aesop for Children is an interactive book app from Library of Congress. It is adapted from the book "The Aesop for Children: with Pictures by Milo Winter," published by Rand, McNally & Co in 1919. The book app has over 140 classic fables, accompanied by beautiful illustrations and interactive animations. It is a free app on App Store."
John Evans

What Project-Based Learning Is - and What It Isn't | MindShift - 9 views

blogs.kqed.org/...ect-based-learning-is-and-isnt

PBL

shared by John Evans on 02 Jan 13 - No Cached
  • John Evans on 02 Jan 13
     
    "he term "project-based learning" gets tossed around a lot in discussions about how to connect students to what they're learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they're doing is actually called "project-oriented learning." And it's quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez."
John Evans

iPad in the Classroom - Can we make it simpler? | syded - 1 views

dedwards.me/...assroom-can-we-make-it-simpler

iPad classroom simple procedures

shared by John Evans on 12 Apr 13 - No Cached
  • John Evans on 12 Apr 13
     
    "With many educational institutions choosing to use tablets for learning, it can be quite intimidating for teachers when faced with so many applications. The diagram below serves to illustrate that less than 20 core apps can play a significant part in the learning process and hopefully temper any trepidation."
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