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John Evans

Half an Hour: The Future of Online Learning: Ten Years On - 0 views

halfanhour.blogspot.com/...-learning-ten-years-on_16.html

learning connectivism Downes technology education future trends e-learning

shared by John Evans on 22 Nov 08 - Cached
  • John Evans on 22 Nov 08
     
    eless technologies created an essentially mobile internet, with Wi-Max, a long-range broadband wireless internet standard, poise
John Evans

Beware of School "Reformers" - Alfie Kohn - 0 views

www.alfiekohn.org/...soe.htm

reformers education akohn

shared by John Evans on 17 Dec 08 - Cached
  • To be a school “reformer” is to support: * a heavy reliance on fill-in-the-bubble standardized tests to evaluate students and schools, generally in place of more authentic forms of assessment; * the imposition of prescriptive, top-down teaching standards and curriculum mandates; * a disproportionate emphasis on rote learning—memorizing facts and practicing skills—particularly for poor kids; * a behaviorist model of motivation in which rewards (notably money) and punishments are used on teachers and students to compel compliance or raise test scores; * a corporate sensibility and an economic rationale for schooling, the point being to prepare children to “compete” as future employees; and * charter schools, many of which are run by for-profit companies.
  • Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.
John Evans

Handbook of Research on Mobile Multimedia|free ebooks download - 0 views

www.ebook-x.com/arch-on-mobile-multimedia.html

ebook mobile multimedia

shared by John Evans on 15 Oct 08 - Cached
  • John Evans on 15 Oct 08
     
    Mobile multimedia is the set of standards and protocols for the exchange of multimedia information over wireless networks.
John Evans

Labyrinth - 0 views

labyrinth.thinkport.org/...index.php

labyrinth game algebra math maths MY SY mathematics online

shared by John Evans on 02 Feb 09 - Cached
  • John Evans on 02 Feb 09
     
    Lure of the Labyrinth is a digital game for middle-school pre-algebra students. It includes a wealth of intriguing math-based puzzles wrapped into an exciting narrative game in which students work to find their lost pet - and save the world from monsters! Linked to both national and state mathematics standards, the game gives students a chance to actually think like mathematicians.
John Evans

FM - 0 views

fm.ea-tel.eu

fm conference meeting web2.0

shared by John Evans on 04 Jan 09 - Cached
  • John Evans on 04 Jan 09
     
    he Flashmeeting Project includes an application based on the Adobe Flash 'plug in' and Flash Media Server. Running in a standard web browser window, it allows a dispersed group of people to meet from anywhere in the world with an internet connection. Typically a meeting is pre-booked by a registered user and a url, containing a unique password for the meeting, is returned by the server. The 'booker' passes this on to the people they wish to participate, who simply click on the link to enter into the meeting at the arranged time.
John Evans

Computer Capers - 0 views

www.buddyproject.org/...default.asp

capers technology projects

shared by John Evans on 07 Jan 09 - Cached
  • John Evans on 07 Jan 09
     
    Fun home/school activities that reinforce Indiana Academic Standards using computers to encourage students to draw, research, calculate and express!
John Evans

Edheads - Activate Your Mind! - 0 views

edheads.org

activities animation education interactive school science technology tutorial

shared by John Evans on 07 Aug 08 - Cached
  • John Evans on 07 Aug 08
     
    Edheads helps students learn through educational games and activities designed to meet state and national standards.
John Evans

Teaching History With Technology - 0 views

thwt.org

bestpractices handbook ideas teaching

shared by John Evans on 04 Aug 08 - Cached
  • John Evans on 04 Aug 08
     
    Best Ideas covers both standard applications like Word, PowerPoint and Inspiration as well as new and emerging Web 2.0 technologies like blogs, wikis, Voicethread, Skype and much more.
John Evans

International Reading Association Radio - 5 views

www.reading.org/...Radio.aspx

ira radio podcast digital

shared by John Evans on 15 Dec 09 - Cached
  • John Evans on 15 Dec 09
     
    Redefining Literacy for a New Age - Peter Johnston is a Professor at the University at Albany-SUNY. He researches the consequences of teaching and assessment practices for the literate lives of children and teachers. He chaired IRA and NCTE's Joint Task Force on Assessment Standards and is a member of IRA's RtI Commission. He was recently elected to IRA's Reading Hall of Fame.
John Evans

Labyrinth - 13 views

labyrinth.thinkport.org/...educators.php

math game algebra pre-algebra labyrinth mathematics middleschoolmath teaching

shared by John Evans on 10 Jan 10 - Cached
  • Lure of the Labyrinth is a digital game for middle-school pre-algebra students. It includes a wealth of intriguing math-based puzzles wrapped into an exciting narrative game in which students work to find their lost pet - and save the world from monsters! Linked to both national and state mathematics standards, the game gives students a chance to actually think like mathematicians.
  • Before Bringing Labyrinth Into Your ClassroomPlan for SuccessThink About TechnologyThink About Your RoleSet Up Your Teams and Class Lists
John Evans

SMART - Notebook lesson activities - 17 views

www.education.smarttech.com/...Notebook%2Bactivities

smart activities lesson notebook

shared by John Evans on 28 Nov 09 - Cached
  • John Evans on 28 Nov 09
     
    Take advantage of thousands of SMART Notebook lesson activities for your classroom. Select a country or region to begin browsing: Canada » Browsing curriculum standards » Subject and grade level » View all
International School of Central Switzerland

Pixelpost - 6 views

www.pixelpost.org

photoblog photography blog software php freeware

shared by International School of Central Switzerland on 08 Mar 10 - Cached
  • International School of Central Switzerland on 08 Mar 10
     
    Pixelpost is an open-source, standards-compliant, multi-lingual, fully extensible photoblog application for the web. Anyone who has web-space that meets the requirements can download and use Pixelpost for free!
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

K-5 iPad Apps for Remembering: Part One of Bloom's Revised Taxonomy | Edutopia - 5 views

www.edutopia.org/...y-blooms-taxomony-diane-darrow

taxonomy edutopia iPad bloom's bloom

shared by John Evans on 09 Aug 11 - No Cached
  • John Evans on 09 Aug 11
     
    "It is Benjamin Bloom's belief that the entry point to learning is the acquisition of knowledge. He postulates that a solid foundation of terms, facts, theories, and skills is the educational base that will allow the mind to evaluate information effectively and inspire innovation. Our schools' emphasis on and devotion to standards-based instruction and high-stakes testing reflects a desire for students to become proficient at memorizing terms, and facts as well as and mastering various sets of skills. "
John Evans

Reflections from the Scholastic iPad event - On EdTech and Smartboards: Are w... - 1 views

dovemerson.wordpress.com/...olastic-ipad-event-smartboards

iPad reflections scholastic event edtech smartboards

shared by John Evans on 19 Aug 11 - No Cached
  • John Evans on 19 Aug 11
     
    "Today I had the pleasure of attending an event in the Scholastic Administr@tor "Live Tech Series." The event focused on iPad implementation in schools and the Common Core set of academic standards. "
John Evans

Cubeecraft - Free Papercraft Toys - 0 views

www.cubeecraft.com

papercraft fun paper 3d design cubeecraft papertoys origami

shared by John Evans on 20 Apr 09 - Cached
  • John Evans on 20 Apr 09
     
    Cubeecraft (pronounced "kyoob-ee") papercraft toys are FREE to download. Each toy features interlocking tabs for construction - eliminating the need for tape, glue or other messy adhesives. To download click on the model you would like then save the template image. Each toy is designed to be printed on a standard piece of 8 1/2 X 11 A4 letter paper
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