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John Evans

Deepfakes are coming. Is Big Tech ready? - 3 views

money.cnn.com/...index.html

deepfakes Digital Literacy tech CNN video fake news

shared by John Evans on 14 Aug 18 - No Cached
  • John Evans on 14 Aug 18
     
    "The word "deepfakes" refers to using deep learning, a type of machine learning, to add anyone's face and voice to video. It has been mostly found on the internet's dark corners, where some people have used it to insert ex-girlfriends and celebrities into pornography. But BuzzFeed provided a glimpse of a possible future in April when it created a video that supposedly showed Obama mocking Trump, but in reality, Obama's face was superimposed onto footage of Hollywood filmmaker Jordan Peele using deepfake technology. Deepfakes could pose a greater threat than the fake news and Photoshopped memes that littered the 2016 presidential election because they can be hard to spot and because people are -- for now -- inclined to believe that video is real. But it's not just about individual videos that will spread misinformation: it's also the possibility that videos like these will convince people that they simply can't trust anything they read, hear or see unless it supports the opinions they already hold. Experts say fake videos that will be all but impossible to identify as such are as little as 12 months away."
John Evans

An Interesting Converting Tool that Supports Over 200 Formats ~ Educational Technology ... - 4 views

www.educatorstechnology.com/...ting-converting-tool-that.html

cloud convert file conversion

shared by John Evans on 20 Aug 17 - No Cached
  • John Evans on 20 Aug 17
     
    "CloudConvert is an excellent converter to use for converting almost anything you want.  We have tried several converting utilities in the past and this one stands out from the crowd. It is fast (even with large files), simple, easy to use, and most important of all, it is integrated with Google Drive and other cloud services such as Dropbox. 'It is possible to use Google Drive or Dropbox both as input or output destination for your converted files. This makes it possible to start a large video conversion, leave the app and just wait until the file appears in your Google Drive / Dropbox.'"
Nigel Coutts

Taking risks outside our comfort zone - The Learner's Way - 0 views

thelearnersway.net/...risks-outside-our-comfort-zone

risks comfort zone education teaching learning

shared by Nigel Coutts on 06 Aug 17 - No Cached
  • Nigel Coutts on 06 Aug 17
     
    Possibly the most dangerous place to spend too much time is inside your comfort zone. Only when we take a risk and step away from the safety of the familiar and the ways we have always done things do we expose ourselves to new ideas and become open to the possibility of learning and discovery. The trouble is having the confidence to take that first step, to embrace discomfort and become open to the risks that come with trying something new.
John Evans

20 Entertaining Uses of ChatGPT You Never Knew Were Possible | by Mark Schaefer | Dec, ... - 0 views

markwschaefer.medium.com/new-were-possible-3bc2644d4507

ChatGPT AI education educators teachers

shared by John Evans on 12 Jan 23 - No Cached
  • John Evans on 12 Jan 23
     
    "Our RISE community has been on fire, exploring the breathtaking possibilities of ChatGPT. The uses of ChatGPT are simply endless and intoxicating It's still early days. Companies are trying to figure out the legal and ethical implications of a content world suddenly turned on its head by artificial intelligence. And yet … applying powerful AI to everyday tasks is awesome. So I challenged my RISE community friends … let's have some fun and come up with some non-obvious uses and share them with the world. Here we go."
John Evans

6 Steps to Make Math Personal-Tech Makes It Possible, Teachers Make It Happen | EdSurge... - 4 views

www.edsurge.com/...ssible-teachers-make-it-happen

steps math personal tech possible teachers

shared by John Evans on 15 Jun 16 - No Cached
  • John Evans on 15 Jun 16
     
    "Even after teaching for a decade, Pamela Baack found herself battling the calendar as she tried to keep her students on track. She's the first to admit it wasn't easy to change the way she had been teaching for a decade. "We were always on someone else's pace, not our kids' pace," says Baack, who teaches at the Bella Romero Academy of Applied Technology, a K-8 public school in Greeley, Colorado. Most lessons were taught to the entire class, requiring Baack to constantly search for opportunities to help the students who struggled. "It was hard to differentiate, because it was hard to find the time to go back," she says. Today, students in Baack's third-grade classroom work through addition, multiplication, and division activities at their own pace. Some progress through lessons quickly, while others get the opportunities they need to relearn and practice key concepts until they are ready to move forward. Importantly, Baack says, even the students who struggle the most are at grade level. "They're still doing what every else is doing, but at a different pace," she says. "They're exposed to grade-level standards and content and will be able to move up." "
John Evans

iPad Creative - iPad Creative Blog - One possible future for multi-touch tech... - 0 views

www.ipadcreative.com/...-technology-smudges-on-ev.html

ipad possible future technology glass

shared by John Evans on 07 Feb 12 - No Cached
  • John Evans on 07 Feb 12
     
    "We have to admit, this is extremely close to how we once imagined the near future to look. However, the future has a tendency to pick strange and exciting paths that few would have predicted. We think this Corning Incorporated version of the future is just too touch heavy. Not too surprising given Corning's core business."
John Evans

We're Using iPads in 2nd Grade!: The Good... The Hard... and The Possibilities - 0 views

terriebrown2ndgrade.blogspot.ca/...od-hard-and-possibilities.html

using ipads second grade possibilities EY

shared by John Evans on 03 Feb 14 - No Cached
  • John Evans on 03 Feb 14
     
    "Well its been just over a week since my classroom went to a 1:1 iPad classroom. We have had a lot of feelings during this week. We have been excited, confused, busy, amazing, engaged, loud and sometimes lost. But overall it has been a fantastic educational experience!"
John Evans

An Opportunity to Make a Difference | Clif's Notes - 0 views

clifmims.com/544

google project10-100

shared by John Evans on 25 Sep 08 - Cached
  • Google announced an admirable initiative called Project 10100 (pronounced "Project 10 to the 100th") yesterday. Everyone around the world is invited to submit ideas for changing the world by helping as many people as possible. Google has committed 10 million dollars to help make 5 ideas come to fruition (good word!).
  • John Evans on 25 Sep 08
     
    Google announced an admirable initiative called Project 10100 (pronounced "Project 10 to the 100th") yesterday. Everyone around the world is invited to submit ideas for changing the world by helping as many people as possible. Google has committed 10 million dollars to help make 5 ideas come to fruition (good word!).
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

3 Shifts To Create A Climate Of Possibility In Your Classroom - 0 views

www.teachthought.com/...-climate-possibility-classroom

climate possibility classroom SirKenRobinson

shared by John Evans on 23 Aug 14 - No Cached
  • John Evans on 23 Aug 14
     
    "In May of last year, Ken Robinson-he of "Is School Killing Creativity"/TED Talk legend status-gave a brief talk on the idea of contrast, specifically the difference between who we are and how we teach. His general message was that we, as human beings, are wired for certain tendencies. Three of those most immediate to education, Robinson explains, are our diversity, curiosity, and creativity, calling children "natural learners." He contrasted these hallmarks of being human with the tone in which public education in the United States currently operates-a tone that promotes conformity, compliance, and standardization."
David McGavock

13 More Tips to Help You Record Narration Like the Pros » The Rapid eLearning... - 0 views

www.articulate.com/...record-narration-like-the-pros

recording presentation iMovie Keynote audio video howto

shared by David McGavock on 30 Mar 12 - Cached
  • You don’t need to be a professional audio engineer to record narration.  However, you do want to pay attention to what you’re doing and do the best job possible.  Last week, we looked at some basic tips to record high-quality audio.  Those tips leaned more on the technology.  Today we’ll look at what you can do to get the best narration.  I also added some tips from last week’s comments section.
  • David McGavock on 30 Mar 12
     
    You don't need to be a professional audio engineer to record narration. However, you do want to pay attention to what you're doing and do the best job possible. Last week, we looked at some basic tips to record high-quality audio. Those tips leaned more on the technology. Today we'll look at what you can do to get the best narration. I also added some tips from last week's comments section.
John Evans

What's Possible with Green Screens in the Classroom | Cult of Pedagogy - 1 views

www.cultofpedagogy.com/greenscreens

green screen technology teaching learning

shared by John Evans on 28 Oct 21 - No Cached
  • John Evans on 28 Oct 21
     
    "Green screen technology (also known as chroma keying) offers so many engaging opportunities for students to learn.  It's pretty easy to do, it can be done on a very low budget, it works in lots of subject areas and grade levels, and it's even possible while teaching remotely. In my most recent podcast interview (listen or read the transcript above), I talked with teacher educator Justine Bruyère about the why and the how of green screen videos."
John Evans

20 Entertaining Uses of ChatGPT You Never Knew Were Possible - Schaefer Marketing Solut... - 0 views

businessesgrow.com/...uses-of-chatgpt

CHatGPT AI Artificial Intelligence entertaining uses

shared by John Evans on 19 Dec 22 - No Cached
  • John Evans on 19 Dec 22
     
    "Our RISE community has been on fire, exploring the breathtaking possibilities of ChatGPT. The uses of ChatGPT are simply endless and intoxicating It's still early days. Companies are trying to figure out the legal and ethical implications of a content world suddenly turned on its head by artificial intelligence. And yet … applying powerful AI to everyday tasks is awesome. So I challenged my RISE community friends … let's have some fun and come up with some non-obvious uses and share them with the world. Here we go."
John Evans

QR Codes, Coaches Eye & The 21st Century Skill Poster « Mr Robbo - The P.E Geek - 0 views

thepegeek.com/...-the-21st-century-skill-poster

qr codes codes coaches eye poster PE

shared by John Evans on 08 Oct 12 - No Cached
  • John Evans on 08 Oct 12
     
    As you would most likely be aware, I am a massive fan of QR Codes and there application within the classroom. Since discovering them in 2008 I have gone on to blog extensively about how I have used them in the classroom and ideas for possible future activities, with one of my all time favourite ideas being QR Coded posters. (If you are are still unsure what a QR Code is I suggest watching the video here)
John Evans

Stump The Teacher: Not Flipping for Flipped - 1 views

stumpteacher.blogspot.ca/...not-flipping-for-flipped.html

teacher flipping flipped classroom model

shared by John Evans on 04 Dec 12 - No Cached
  • John Evans on 04 Dec 12
     
    "Recently, I had the opportunity to attend a flipped classroom workshop. As many of you know, I have been fairly critical and skeptical of the flipped classroom model. I was engaged in a conversation with some folks on twitter about the model and was extended an invite to a workshop so I could see firsthand what it was all about. I wanted to attend this workshop to either prove myself right or to put my foot in my mouth and I was very much open to both possibilities. For those not familiar with the flipped model or flipped classroom, there are plenty of articles out there explaining it…just google it. "
John Evans

12 Powerful New Ideas For 21st Century Learning - 7 views

www.teachthought.com/...deas-for-21st-century-learning

21stcenturylearning learning ideas

shared by John Evans on 27 Mar 13 - No Cached
  • John Evans on 27 Mar 13
     
    "How we learn is changing in response to a changing environment, from fluid digital environments to constant access to information, incredible peer networks to learning simulations, 21st century learning is teeming with possible learning pathways. So it seemed appropriate to take a look at a handful of these new approaches-not so much formal learning approaches such as project-based learning or mobile learning, but rather some of the platforms and tools themselves. The immediate benefit is to take inventory in what's available now. But picture, we can kind of trace a line through these emerging approaches to get an idea of where learning is headed, and what we might expect in the next 3-5 years as the blistering pace of changes continue-and how the "crowd" will be a part of it all."
John Evans

Creation Tools for the iPad | The Spectronics Blog - 0 views

www.spectronicsinoz.com/...creation-tools-for-the-ipad-2

creation tools ipad

shared by John Evans on 14 Jun 13 - No Cached
  • John Evans on 14 Jun 13
     
    "I made this Webinar a few months ago…. Creation Tools for the iPad… and today I wanted to share some of the apps and ideas around Creating "stuff" on the iPad. With the camera, it's portability and some fabulous apps, it has never been easier for us to create our own resources on the iPad. And when I say "us", I don't just mean educators - teachers, therapists, parents and support staff, I also mean, our students as well. Anyone and everyone can harness the power and possibilities in the iPad to create some amazing things!"
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