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John Evans

The Importance of Teaching Through Relationships | Edutopia - 0 views

www.edutopia.org/...h-relationships-stacey-goodman

relationships teaching

shared by John Evans on 26 Feb 15 - No Cached
  • John Evans on 26 Feb 15
     
    "How do we teach through relationships? What does that even mean? That was my response when I began working at a school that holds teaching through relationships as a core value. Teaching through relationships posits that teachers who have knowledge about their students will be better able to teach them. It is a fundamental idea that most progressive educators have long embraced."
John Evans

10 Infographic Tools for Data Visualization in the Classroom | AvatarGeneration - 4 views

www.avatargeneration.com/...visualization-in-the-classroom

infographic tools data visualization classroom

shared by John Evans on 10 Nov 14 - No Cached
  • John Evans on 10 Nov 14
     
    "Information overload is a common complaint from young people, especially now that knowledge is easier to access and share over online networks. Being able to summarize, condense and visualize information meaningfully is an important skill for any student. Infographics have become a hugely popular tool for data visualization, and can now be created by both educators and students using online tools. If you're hoping to incorporate infographics into your lessons, or to encourage your students to learn to communicate information visually, we've come to the rescue! These ten web-based and iOS apps will help you integrate infographics into a host of different lessons."
John Evans

Nine Things Educators Need to Know About the Brain - 4 views

globaldigitalcitizen.org/things-educators-and-the-brain

things educators know brain

shared by John Evans on 10 Nov 15 - No Cached
  • John Evans on 10 Nov 15
     
    "And through understanding how students' brains actually work and using that knowledge to benefit classroom learning, we may be able to positively influence classroom education and prepare students to better face unknowable futures. Here are nine scientific insights that educators might want to keep in mind."
John Evans

50 thought-provoking quotes about libraries and librarians - 1 views

ebookfriendly.com/tes-about-libraries-librarians

quotes librarians library

shared by John Evans on 10 Oct 17 - No Cached
  • John Evans on 10 Oct 17
     
    "Libraries are essential in a process of giving citizens access to knowledge. In digital times they are needed more than ever before. Get your library card, and you'll be able to borrow a print or electronic book, use free internet, or attend a course improving your digital skills. See also: 12 most talked-about ebook bestsellers of fall 2017 11 exciting ways you can celebrate Read an Ebook Day 2017 Most importantly, however, libraries are the places where you can expect smart and clear answers to even most difficult questions. Neil Gaiman perfectly describes what's happening in digital times: "Google can bring you back 100,000 answers, a librarian can bring you back the right one." In times of the internet, everyone can visit a library without leaving home. It's just a matter of opening a library website, and you can not only borrow an ebook but also ask the librarian an online question."
John Evans

Embracing Sustainable Development Goals (with Free Resources) - Pathfinders - 1 views

blogs.sas.com/...ment-goals-with-free-resources

sustainable development goals resources

shared by John Evans on 24 May 19 - No Cached
  • John Evans on 24 May 19
     
    "Before students are able to directly tackle the challenges outlined in the 17 Global Goals, they need to build content and skill-related knowledge. Whether you are working to create a global focus in your curriculum or designing a specific PBL or IBL activity for your students, Curriculum Pathways provides both academic content and the skill-based resources you need. Think of the 17 Global Goals as scaffolding to help students find greater relevance and meaningful applications for their learning. Challenge students to examine scientific concepts, patterns of human injustice, or data analysis skills in a global context. Global goals provide the opportunity to extend the challenges and successes experienced in a local project to similar components found in global issues. Check out the free Curriculum Pathways resources that provide academic connections to Global Goals for science, math, English, Spanish, and social studies."
Dennis OConnor

Emerging Asynchronous Conversation Models : eLearning Technology - 0 views

elearningtech.blogspot.com/...asynchronous-conversation.html

emerging asynchronous conversation models elearning technology

shared by Dennis OConnor on 24 Jun 11 - No Cached
  • The standard model for asynchronous conversations is discussion forum software like vBulletin.  I've talked before about the significant value that can be obtained as part of Discussion Forums for Knowledge Sharing at Capital City Bank and how that translates in a Success Formula for Discussion Forums in Financial Services.  I also looked at Making Intranet Discussion Groups Effective.
  • However, I've struggled with the problem of destinations vs. social networks and the spread of conversation (see Forums vs. Social Networks). 
  • Talkwheel  is made to handle real-time group conversations and asynchronous ones.  It can act as an instant messaging service a bit like Yammer, HipChat for companies and other groups, but the layout is designed to make these discussions easier to see, archive, and work asynchronously.
  • ...5 more annotations...
  • Talkwheel’s design makes class conversations easier to follow, more interactive, and more effectively organized. It eliminates the problem of navigating multithreaded conversations, enables real-time group conversation, and makes referencing asynchronous conversations much easier. Talkwheel’s dashboard organization allows teachers to organize all their classes and projects in one centralized location, while Talkwheel's analytics helps teachers and administrators quantitatively monitor their students’ progress throughout the year.
  • Quora is a Q&A site nicely integrated with Facebook that has done a good job providing a means to ask questions and get answers.
  • Quora has been able to form quite an elite network of VCs, entrepreneurs, and other experts to answer questions.  They've also created topic pages such as: Learning Management System. 
  • Finally, Namesake, is a tool for real-time and asynchronous conversations.  It's a bit like Quora but more focused on conversation as compared to Q&A and it allows real-time conversation a bit like twitter.  You can see an example of a conversation around phones below.
  • All of these point to new types of conversation models that are emerging in tools.
  • Dennis OConnor on 24 Jun 11
     
    Threaded discussion is an old technology. It's inspiring to think of new ways we can talk together at a distance that allow integration of both synchronous and asynchronous technology. I often thing we'll look back on the course management systems we use today and think of them as something like a 300 baud modem. Eyes Front! What's over the horizon line?
John Evans

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

edutopia willrichardson article PLN network collaboration

shared by John Evans on 16 Dec 08 - Cached
  • Her response blew me away. "I ask my readers," she said. I doubt anyone in the room could have guessed that answer. But if you look at the Clustrmap on Laura's blog, Twenty Five Days to Make a Difference, you'll see that Laura's readers -- each represented by a little red dot -- come from all over the world. She has a network of connections, people from almost every continent and country, who share their own stories of service or volunteer to assist Laura in her work. She's sharing and learning and collaborating in ways that were unheard of just a few years ago.
  • Welcome to the Collaboration Age, where even the youngest among us are on the Web, tapping into what are without question some of the most transformative connecting technologies the world has ever seen.
  • The Collaboration Age is about learning with a decidedly different group of "others," people whom we may not know and may never meet, but who share our passions and interests and are willing to invest in exploring them together. It's about being able to form safe, effective networks and communities around those explorations, trust and be trusted in the process, and contribute to the conversations and co-creations that grow from them. It's about working together to create our own curricula, texts, and classrooms built around deep inquiry into the defining questions of the group. It's about solving problems together and sharing the knowledge we've gained with wide audiences.
  • ...4 more annotations...
  • Inherent in the collaborative process is a new way of thinking about teaching and learning. We must find our own teachers, and they must find us.
  • As connectors, we provide the chance for kids to get better at learning from one another. Examples of this kind of schooling are hard to find so far, but they do exist. Manitoba, Canada, teacher Clarence Fisher and Van Nuys, California, administrator Barbara Barreda do it through their thinwalls project, in which middle school students connect almost daily through blogs, wikis, Skype, instant messaging, and other tools to discuss literature and current events. In Webster, New York, students on the Stream Team, at Klem Road South Elementary School, investigate the health of local streams and then use digital tools to share data and exchange ideas about stewardship with kids from other schools in the Great Lakes area and in California. More than learning content, the emphasis of these projects is on using the Web's social-networking tools to teach global collaboration and communication, allowing students to create their own networks in the process.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
  • Likewise, we must make sure that others can locate and vet us. The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed. As Clay Shirky writes in Here Comes Everybody: The Power of Organizing Without Organizations, "knowingly sharing your work with others is the simplest way to take advantage of the new social tools." Educators can help students open these doors by deliberately involving outsiders in class work early on -- not just showcasing a finished product at the spring open house night.
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

Will Richardson: My Kids are Illiterate. Most Likely, Yours Are Too - 7 views

www.huffingtonpost.com/...re-illiterate-mo_b_750177.html

literacy richardson education technology 21stCenturySkills

shared by Phil Taylor on 14 Oct 10 - No Cached
  • they're not "designing and sharing information for global communities to meet a variety of purposes." Nor are they "building relationships with others to solve problems collaboratively and cross-culturally." And as far as "managing, analyzing and synthesizing multiple streams of information?"
  • National Council of Teachers of English feels a "literate person" should be able to do right now
  • If we don't talk about how learning is changing first, the schools we create will continue to be places of "tinkering on the edges" instead of truly changed spaces.
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  • the reality for my kids and yours is that they are going to be immersed in these spaces, potentially connecting and learning with two billion strangers, required to make sense of huge flows of information and creating and sharing their knowledge with the world. That is their reality; it wasn't ours.
John Evans

Pupils to study Twitter and blogs in primary shake-up | Education | The Guardian - 0 views

www.guardian.co.uk/...ary-schools-twitter-curriculum

twitter education curriculum UK schools shakeup news

shared by John Evans on 25 Mar 09 - Cached
  • The proposals would require:• Children to leave primary school familiar with blogging, podcasts, Wikipedia and Twitter as sources of information and forms of communication. They must gain "fluency" in handwriting and keyboard skills, and learn how to use a spellchecker alongside how to spell.
  • Children to be able to place historical events within a chronology. "By the end of the primary phase, children should have gained an overview which enables them to place the periods, events and changes they have studied within a chronological framework, and to understand some of the links between them
  • The six core areas are: understanding English, communication and languages, mathematical understanding, scientific and technological understanding, human, social and environmental understanding, understanding physical health and wellbeing, and understanding arts and design.
  • ...2 more annotations...
  • An understanding of physical development, health and wellbeing programme, which would address what Rose calls "deep societal concerns" about children's health, diet and physical activity, as well as their relationships with family and friends. They will be taught about peer pressure, how to deal with bullying and how to negotiate in their relationships.
  • The proposed curriculum, which would mark the biggest change to primary schooling in a decade, strips away hundreds of specifications about the scientific, geographical and historical knowledge pupils must accumulate before they are 11 to allow schools greater flexibility in what they teach.
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