Skip to main content

Home/ Literacy with ICT/ Group items tagged web-based

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
John Evans

From Instruction to Construction: Rethinking the Classroom Model with Globaloria -- THE... - 8 views

thejournal.com/...oom-Model-with-Globaloria.aspx

globaloria game games design pedagogy game-based learning

shared by John Evans on 21 May 10 - Cached
  • John Evans on 21 May 10
     
    Schools in two states are piloting a game development program that weaves Web 2.0 skills, such as blogging, advanced social networking, and wiki contribution and use, with the full range of 21st-century skills, including collaboration, problem solving, decision making, and digital citizenship.
John Evans

PrimaryWall - Web based sticky notes for schools - 0 views

primarywall.com

collaboration web2.0 primarywall wallwisher

shared by John Evans on 01 Apr 11 - No Cached
  • Steve Ransom on 01 Apr 11
     
    Seems much more responsive and sortable!!) than WallWisher... can't embed links or other media, though.
  • John Evans on 27 Apr 11
     
    Another alternative to Wall wisher for the primary grades ... Primary Wall http://bit.ly/gTS9D7
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.
buyusaco2036

Buy Old Gmail Accounts - BuyUSACo - 0 views

buyusaco.com/...buy-old-gmail-accounts

Old Gmail buy verified accounts education technology

shared by buyusaco2036 on 27 Apr 25 - No Cached
  • buy5starshop4165 on 27 Apr 25
     
    Gmail is a web-based email service that provides storage space for sending and receiving emails. It has a user-friendly interface and many other features such as powerful filters, spam protection, spell checker, etc. The best thing about Gmail accounts is that they are free to use. You can create an account in seconds with your existing email address or create a new one through Gmail signup page. However, if you are looking for old Gmail accounts then this article will help you find them easily along with their price ranges from different sellers on the web
  • buyusaco2036 on 21 May 25
     
    Yes, we can provide USA, Canada and UK Gmail Accounts. We have a huge collection of Gmail accounts from different countries. You can check our website to find the best collection of Gmail accounts
Phil Taylor

Our Internet Safety Obsession Is Bad for Children | GeekDad | Wired.com - 3 views

www.wired.com/...safety-obsession

internet safety cyber-savvy

shared by Phil Taylor on 21 Feb 12 - No Cached
  • Our obsession with online safety for children is excessive. It is driven by group-think and fear, generated by media and interested parties who often ignore any rigorous evidence-based approach to the issues, or even bother to explore a simple risk analysis.
  • says that the internet is simply a mirror of our society that due to its hyperconnectivity is amplified. This means our concerns about online bullying, online sexual predators and our children stumbling across inappropriate content on the world wide web are simply heightened concerns that have always existed in the world – real and virtual.
  • As bullying is more visible we are hearing more stories and reports about it in the media.
  • ...4 more annotations...
  • The vast majority of sex crimes against kids involve someone that kid trusts, and it’s overwhelmingly family members.”
  • We need to change the language to address the fact we are introducing children to online environments through a len of fear. We need: A Digital Media Literacy Day
  • A Parent-Child Internet Day
  • We need, as parents, to help our children develop the values and the resilience and the capacity to engage with the online world unassisted.
John Evans

Tickly Pictures JellyCam - 1 views

ticklypictures.com/#/projects/0

stopmotion animation video production create web based Mac PC

shared by John Evans on 07 May 15 - No Cached
  • John Evans on 07 May 15
     
    "A bit of software for Windows and Mac computers. Create stop-motion movies from webcam snap shots. Add an mp3 soundtrack. Export as a .flv video for upload to YouTube. Watch the terrible video I made to see how it works."
John Evans

The Clever Sheep: 25 Great Ways to Spark Creativity - 1 views

thecleversheep.blogspot.com/...-ways-to-spark-creativity.html

creativity images sites resources humor education generators EY MY

shared by John Evans on 10 Feb 09 - Cached
  • Nice list! I've seen some clever teachers use Big Huge Labs to have kids design movie posters based on books they've read for class. The kids loved it.
  • The web hosts a wide variety of content generators that can be used to creatively update blog posts; to teach information literacy; and to just plain have fun.
    • John Evans
      John Evans on 12 Feb 09
       
      Neat idea for my SS Class!
John Evans

Education Week: Teacher Training Goes in Virtual Directions - 0 views

www.edweek.org/...26virtual.h28.html

teacher directions online professionallearning

shared by John Evans on 25 Mar 09 - Cached
  • So imagine a teacher who finishes grading some papers, puts the children to bed, and at 9:30 p.m. logs on to an online module to learn new practices for differentiating instruction for his or her English-language-learner students. That scene is swiftly becoming a reality, as more and more teachers tune out the distractions, turn on their PCs, and log on to Web-based training programs at times that suit their own schedules.
Ingunn Kjøl Wiig

100 top sites for the year ahead: our latest selection finds that location-based servic... - 0 views

www.guardian.co.uk/...internet-websites

web2.0 reference liste top100 tools

shared by Ingunn Kjøl Wiig on 15 Jan 09 - Cached
  • Ingunn Kjøl Wiig on 15 Jan 09
     
    Many of the sites listed here were not available when we did our last list; although longevity is a mark of pride online, it is difficult for companies set up in the 1990s to reinvent themselves quickly enough to take advantage of new technologies. Although of course rapid change brings casualties too: it's possible that with all the economic turbulence going on that some of the sites here won't be around in a year from now, or that their now free services will have become paid-for. That doesn't diminish their usefulness, though; it just underlines their determination to survive.
John Evans

globeandmail.com: Patriot Act haunts Google service - 0 views

www.theglobeandmail.com/...home

globeandmail google privacy

shared by John Evans on 27 May 08 - Cached
  • The U.S. Patriot Act, passed in the weeks after the September, 2001, terrorist attacks in the United States, gives authorities the means to secretly view personal data held by U.S. organizations. It is at odds with Canada's privacy laws, which require organizations to protect private information and inform individuals when their data has been shared. At Lakehead, the deal with Google sparked a backlash. "The [university] did this on the cheap. By getting this free from Google, they gave away our rights," said Tom Puk, past president of Lakehead's faculty association, which filed a grievance against Lakehead administration that's still in arbitration. Professors say the Google deal broke terms of their collective agreement that guarantees members the right to private communications. Mr. Puk says teachers want an in-house system that doesn't let third parties see their e-mails. Some other organizations are banning Google's innovative tools outright to avoid the prospect of U.S. spooks combing through their data. Security experts say many firms are only just starting to realize the risks they assume by embracing Web-based collaborative tools hosted by a U.S. company, a problem even more acute in Canada where federal privacy rules are at odds with U.S. security measures.
John Evans

txtDrop.com - Completely Free Text Messaging - 0 views

www.txtdrop.com

sms text messaging mobile cellphone txtdrop txtdrop.com tools

shared by John Evans on 26 Feb 09 - Cached
  • Our goal has always been to make web based text messaging free and as simple as possible and we're sticking by that in 2008. Which is why we let you do everything in one easy step, on one simple webpage. TxtDrop enables users in the United States and Canada to send text messages with instant delivery.
« First ‹ Previous 141 - 160 of 180 Next ›
Showing 20▼ items per page