Skip to main content

Home/ Literacy with ICT/ Group items tagged purpose

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
1More

Makerspace | Creating a space for young makers and educators - 4 views

makerspace.com makerspace education design makerspaces maker creativity science library
shared by John Evans on 12 Apr 14 - No Cached
  • John Evans on 12 Apr 14
     
    "o describe them simply, makerspaces are community centers with tools. Makerspaces combine manufacturing equipment, community, and education for the purposes of enabling community members to design, prototype and create manufactured works that wouldn't be possible to create with the resources available to individuals working alone. These spaces can take the form of loosely-organized individuals sharing space and tools, for-profit companies, non-profit corporations, organizations affiliated with or hosted within schools, universities or libraries, and more. All are united in the purpose of providing access to equipment, community, and education, and all are unique in exactly how they are arranged to fit the purposes of the community they serve. Makerspaces represent the democratization of design, engineering, fabrication and education. They are a fairly new phenomenon, but are beginning to produce projects with significant national impacts."
54More

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.
1More

Does your mission and vision drive your actions - The Learner's Way - 0 views

thelearnersway.net/...-and-vision-drive-your-actions education purpose vision mission
shared by Nigel Coutts on 16 Nov 20 - No Cached
  • Nigel Coutts on 16 Nov 20
     
    Explore the website of any school, and you will undoubtedly find a page dedicated to their Mission and Vision. Here you will find carefully crafted statements of purpose couched in the vocabulary of educational excellence and reflecting the pinnacle of human possibility. A blend of educational philosophy and marketing speak designed to promote student achievement and enrolments. The question is, to what degree does the lived experience of the typical student align with the stated purposes? Does the product do what it says on the tin?
1More

$10 iPad App Setup | My Hullabaloo - 0 views

mattbgomez.com/10-ipad-app-setup ipad app setup mattgomez
shared by John Evans on 24 Dec 12 - No Cached
  • John Evans on 24 Dec 12
     
    "One question I seem to get a lot about the iPad is what apps do I recommend that are free. I am hearing from a lot of teachers that they have no way to add paid apps and thus are stuck trying to find free apps. My experience is that many free apps stink. They have many adds, require in app purchases to be useful, or are just junk. I tend to stay away from most free apps. So what are you to do if the district controls adding paid apps? My suggestion is to build relationships with the decision makers. Don't just ask for a bunch of apps, instead provide documentation and purpose for a few apps you would like to have. I know this process takes time and effort but if you can show the purpose and learning you have a much better chance. If you need lesson ideas I suggest checking out my Pinterest page, and three of my favorite Pinterest pages: iPadsammy, TechChef4u, and Sue Gorman. Look for apps and lesson ideas there and modify them to fit your standards and kids. If I was starting from scratch this is the $10 iPad app setup I would push for in my kindergarten classroom. (I will be posting a $20 setup later)"
1More

Blooms, SAMR & the 3 C's - iSupport - 5 views

isupport.com.au/...blooms-samr-the-3-cs-2 blooms SAMR 3Cs apps
shared by John Evans on 20 Apr 14 - No Cached
  • John Evans on 20 Apr 14
     
    "As I prepared for an upcoming presentation at a local University I unloaded my test iPad of all its applications and created a new iPad, complete only with apps which I use at school every week. This iPad would become my "essentials" iPad, strategically and efficiently full of apps I wholly recommend to every educator I meet. I went through the apps and I developed a list, indicating the apps purpose. I found that these purposes consistently fell into 3 categories: Consumption, Creation and Collaboration."
3More

YouTube - Networked Student - 0 views

ca.youtube.com/watch networked student cck08 connectivism wdrexler video
shared by John Evans on 02 Feb 09 - Cached
  • he Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher. I hope that teachers will use it to help their colleagues, parents, and students understand networked learning in the 21st century.Anyone is free to use this video for educational purposes. You may download, translate, or use as part of another presentation. Please share.
  • The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher. I hope that teachers will use it to help their colleagues, parents, and students understand networked learning in the 21st century.Anyone is free to use this video for educational purposes. You may download, translate, or use as part of another presentation. Please share.
  • John Evans on 02 Feb 09
     
    The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher. I hope that teachers will use it to help their colleagues, parents, and students understand networked learning in the 21st century. Anyone is free to use this video for educational purposes. You may download, translate, or use as part of another presentation. Please share.
1More

AHS Learning Ecology: Purpose Audience Tools - 4 views

sites.google.com/...ahslearningecology technology learning tools ecology
shared by John Evans on 05 Apr 10 - Cached
  • This site is organized by what you want to create (purpose), who you are creating for (audience), and how you are going to create it (tools). We highly recommend that you visit the pages in that order - purpose, audience and then tools, particularly the first time you visit here. Keep in mind that creativity doesn't always fit in nice, neat categories, so if you don't find what you're looking for in a particular category, browse through some others and see if you find what you need.
1More

interactive-notebooks - home - 0 views

interactive-notebooks.wikispaces.com interactivenotebooks interactive teaching learning ict literacy organization education notebook
shared by International School of Central Switzerland on 27 Jun 09 - Cached
  • International School of Central Switzerland on 30 Aug 09
     
    The purpose of the interactive notebook is to enable students to be creative, independent thinkers and writers. Interactive notebooks are used for class notes as well as for other activities where the student will be asked to express his/her own ideas and process the information presented in class. Requirements vary from teacher to teacher and is set up according to the directions of the teacher. Some go left/right, others go right/left, and still others go sequential. It really does not matter, so keep that in mind when looking at the suggestions. The purpose of this page to give teachers a starting point for setting up their own notebooks with their classes. The links presented on this page were shared by teachers on T-Net, A to Z, and Pro-Teacher , and of course, TCI, the originators of the Interactive Student Notebook, as examples of good interactive notebooks and guidelines. Credit belongs to the creators of the individual sites. I have tried to divide the sites by subject categories, but many are inter-changable.
1More

Free Technology for Teachers: Headliner - A Slick Online Video Editor - 4 views

www.freetech4teachers.com/...slick-online-video-editor.html online video video editor Headliner FreeTech4Teachers
shared by John Evans on 28 Jul 18 - No Cached
  • John Evans on 28 Jul 18
     
    " Headliner is a free online video editor that was designed for the purpose of making videos for use on social media, but the editor could be used for making videos for any purpose. To get started using Headliner you do need to create a free account on the site. Once you've created an account you can begin making videos from scratch or by following one of the simple templates in Headliner. Using the blank template is probably the best way to get to know the features built into the Headliner editor."
1More

How to Record Phone Calls with a Mac - 1 views

osxdaily.com/...how-record-phone-calls-mac record phone calls MAC
shared by John Evans on 20 Aug 18 - No Cached
  • John Evans on 20 Aug 18
     
    "Want to record a phone call from a Mac? Maybe you're interviewing someone for a podcast and want to record both sides of the conversation? Maybe you want to record a phone call for quality and training purposes? Whatever the purpose, there are several different ways to record a phone call from a Mac, but we're going to go with perhaps the easiest method that is decidedly low tech but highly reliable. "
1More

Teacher's Guide to 3D Printing Classes and Curriculum | All3DP - 4 views

all3dp.com/...ing-classes-courses-curriculum 3dprinting guide teachers curriculum
shared by John Evans on 09 Sep 17 - No Cached
  • John Evans on 09 Sep 17
     
    "The most vital group within the 3D printing education equation that gets frequently overlooked are the teachers. The people that are directly tasked with preparing students for the modern workplace. There are fantastic educational pioneers out on the frontline, excited by 3D printing themselves, and transmitting this passion into their classrooms. Moreover, increasing numbers of schools are buying into 3D technology for the classroom and the potential for facilitating learning activities across the newly developed 3D printing classes and curriculum. But for teachers, there has to be a purpose behind the potential. Where do they go to find that purpose, particularly if they are not familiar with the 3D printing ecosystem themselves?"
1More

Class Tech Integrate : Picture Surfing for Students and Teachers - 4 views

classtechintegrate.blogspot.ca/...-surfing-for-students-and.html class tech picture surfing students teachers
shared by John Evans on 13 Oct 16 - No Cached
  • John Evans on 13 Oct 16
     
    "Part of the purpose for student usage of technology in the classroom is to allow students to become creators not just consumers. A large part of this creative process for our learners is the resources that they find to put into their product. In this case we are talking about visual resources, or images. Many students and teachers go directly to Google and search images. They then copy and paste away. As many of us know, this can rise several issues. Two of them being: Inappropriate images appearing within the search. The use of pictures without permission of the rightful owner. These issues (and several others) have created the need of safe searching creative commons photos for educational use. Luckily there are several websites that students can go to for that very purpose!"
1More

The 6 BEST Search Engines for Academic Research - 6 views

www.teachercast.net/...arch-engines-academic-research search engines engines academic research
shared by John Evans on 02 Jun 17 - No Cached
  • John Evans on 02 Jun 17
     
    "You just cannot ignore the fact that when you think about searching online for your assignments and projects, the first name that comes to your mind is Google. However, when it comes to academic research, Google search engine does not serve the purpose as it does in most cases. Its search results are not perfect some times. This doesn't mean that it is the end of the world for students trying to collect academic data online. Apart from Google, there are a number of search engines that are especially designed for the purpose of academic research. They can help you get your hands on relevant information without going through irrelevant or low-quality pages. Given below is a list of some of the best academic search engines that will help you get the research material you want quickly and easily, and without compromising on quality."
1More

50+ Essential Songs for the History Classroom - ActiveHistory - 5 views

www.activehistory.co.uk/...top_songs.php music history classroom SS
shared by John Evans on 28 May 17 - No Cached
  • John Evans on 28 May 17
     
    "I am a big fan of music in the history classroom and I have created a number of Spotify Playlists for this purpose. Often this is merely to help create a calm and purposeful working atmosphere, when a bit of Chopin or Debussy sets the tone perfectly. Occasionally it's even possible to have calming instrumental music directly related to the topic in question: for example, Elgar's Cello Concerto in E Minor, which was inspired by the composer watching British troop ships heading off to France in 1914. However, some songs are better used to stoke up some energy during lessons, whilst the very best of all are historical sources in themselves, combining musical feeling with powerful lyrical content. What follows is a list of songs I regularly use in class, organised in broadly chronological order in terms of the topics they relate to, with a brief explanation of how you could make use of them with your own students. What follows is a list of 25 principal songs, but with links to others on similar themes or by similar artists, bringing the total up to over 50. If you have any other suggestions, please contact me (@russeltarr / @activehistory on Twitter) and I'd be delighted to add them to the list (as long as it isn't "We didn't start the fire" by Billy Joel. Which I admit is superb, but we all know this one, surely?)."
1More

Dear Parent: About THAT kid… « Miss Night's Marbles - 1 views

missnightmutters.com/...ear-parent-about-that-kid.html parent kid teacher confidentiality
shared by John Evans on 01 Aug 17 - No Cached
  • John Evans on 01 Aug 17
     
    "Dear Parent: I know. You're worried. Every day, your child comes home with a story about THAT kid. The one who is always hitting shoving pinching scratching maybe even biting other children. The one who always has to hold my hand in the hallway. The one who has a special spot at the carpet, and sometimes sits on a chair rather than the floor. The one who had to leave the block centre because blocks are not for throwing. The one who climbed over the playground fence right exactly as I was telling her to stop. The one who poured his neighbour's milk onto the floor in a fit of anger. On purpose. While I was watching.  And then, when I asked him to clean it up, emptied the ENTIRE paper towel dispenser. On purpose. While I was watching. The one who dropped the REAL ACTUAL F-word in gym class. You're worried that THAT child is detracting from your child's learning experience. You're worried that he takes up too much of my time and energy, and that your child won't get his fair share. You're worried that she is really going to hurt someone some day. You're worried that "someone" might be your child. You're worried that your child is going to start using aggression to get what she wants. You're worried your child is going to fall behind academically because I might not notice that he is struggling to hold a pencil. I know. Your child, this year, in this classroom, at this age, is not THAT child. Your child is not perfect, but she generally follows rules. He is able to share toys peaceably. She does not throw furniture. He raises his hand to speak. She works when it is time to work, and  plays when it is time to play. He can be trusted to go straight to the bathroom and straight back again with no shenanigans. She thinks that the S-word is "stupid" and the C-word is "crap." I know."
1More

Use the Winter Break to Renew Your Spirits and Sense of Purpose | Edutopia - 2 views

www.edutopia.org/...s-sense-of-purpose-todd-finley teacher wellness recharge spirits sense purpose edutopia
shared by John Evans on 11 Dec 16 - No Cached
  • John Evans on 11 Dec 16
     
    "Look in the mirror. How exhausted are you? Stress is not something to ignore. It makes bright days feel foggy and contributes to negative health behaviors, obesity, and hypertension. So let's do something about that over winter break."
1More

The Pointlessness of Unplugging : The New Yorker - 0 views

www.newyorker.com/...intlessness-of-unplugging.html unlougging pointless purpose
shared by John Evans on 21 Mar 14 - No Cached
  • John Evans on 21 Mar 14
     
    Pointless or purposeful???
1 - 20 of 316 Next › Last »
Showing 20▼ items per page