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Phil Taylor

Blogging to Improve Student Learning: Tips and Tools for Getting Started - 8 views

www.facultyfocus.com/...-and-tools-for-getting-started

improve learning blogging teaching

shared by Phil Taylor on 07 Jun 10 - Cached
  • I instead encourage faculty to start by adding a blog to their class. A blog can be set up in minutes and is easy to learn and maintain. Plus, there are a variety of studies proving that blogging can improve educational outcomes. For instance:
  • students post their written work to a blog before handing it in. The students received comments from other students and even faculty at other institutions, which improved their work greatly.
Phil Taylor

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

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

literacy richardson education technology 21stCenturySkills

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

FREE -- Teaching Resources and Lesson Plans from the Federal Government - 9 views

free.ed.gov/index.cfm

humana mlearning curriculum Education resources science resource

shared by Dianne Rees on 19 Nov 10 - Cached
  • Dianne Rees on 19 Nov 10
     
    Multimedia and content on a variety of subjects
John Evans

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

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

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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!
Wendy Windust

21st Century Literacies: Tools for Reading the World - 0 views

www.noodletools.com/...literacies

21stcenturyskills literacy 21stCentury 21stcenturylearning literacies information_literacy education

shared by Wendy Windust on 18 Nov 08 - Cached
  • n Intelligence Reframed Howard Gardner contends that "literacies, skills, and disciplines ought to be pursued as tools that allow us to enhance our understanding of important questions, topics, and themes." Today's readers become literate by learning to read the words and symbols in today's world and its antecedents. They analyze, compare, evaluate and interpret multiple representations from a variety of disciplines and subjects, including texts, photographs, artwork, and data. They learn to choose and modify their own communication based on the rhetorical situation. Point of view is created by the reader, the audience and the medium.
Tom Stimson

drop.io - 0 views

drop.io

sharing tools collaboration

shared by Tom Stimson on 10 Sep 08 - Cached
  • John Evans on 10 Sep 08
     
    Simply set up a private space to drop any files by phone, email, web, widget or fax and then share them with whoever you want via a variety of outputs
  • Tom Stimson on 16 Jun 09
     
    Simple private real-time sharing and collaboration. Use drop.io to privately share your files and collaborate in real time by web, email, phone, mobile, and more. Create each drop in two clicks and share what you want, how you want, with whom you want. Check out the 'How To' video. Drop.io is another great site for parents to upload photos quickly for teachers to access. Like Troovi, the teacher would create the drop.io site, set a password, and send the link to parents. Parents simply upload their photos, video, and files to the site and the teacher can download them instantly.
Cara Whitehead

Vocabulary and Spelling City - 2 views

www.spellingcity.com

vocabulary spelling

shared by Cara Whitehead on 30 Sep 08 - Cached
  • Tom Stimson on 16 Jun 09
     
    Variety of activities that develop spelling ability
  • Cara Whitehead on 12 Jan 11
     
    Help make spelling time a fun time! SpellingCity.com can be an invaluable part of every child's spelling and vocabulary education with over 42,000 spelling words and customizable sentences.
Brian Metcalfe

Windows Live Movie Maker Teacher Guide - 7 views

www.microsoft.com/...windows_movie_maker.aspx

moviemaker windows guide resources technology

shared by Brian Metcalfe on 09 Feb 10 - Cached
  • Brian Metcalfe on 01 Feb 11
     
    This free Windows application will engage students in creating movies to showcase what they are learning in a variety of subjects.
John Evans

Interactive Terms - Special Needs Flashcards - 7 views

www.mangomon.com/...Terms-Special-Needs-Flashcards

flashcards interactive ESL special needs

shared by John Evans on 08 Apr 10 - Cached
  • MangoMon offers a variety of vocational and occupational vocabulary terms that are perfect for using in school or after school. The free flashcards are a great supplement for educational or home usage!
  • These flashcards work great with transitional students with special needs as well as in ESL students. The audio aspect of the words and colorful designs will help engage students in the lessons. Clickable arrow keys allow students to go back and forth if they want to review a term or if they missed one.
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications -- Center for Social Media at American University - 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

Visual Thinking « Vanderbilt University Center for Teaching - 7 views

blogs.vanderbilt.edu/cft

visual thinking teaching mindmap visualization

shared by John Evans on 30 Apr 10 - Cached
  • Our brains are wired to rapidly make sense of and remember visual input. Visualizations in the form of diagrams, charts, drawings, pictures, and a variety of other ways can help students understand complex information. A well-designed visual image can yield a much more powerful and memorable learning experience than a mere verbal or textual description.
John Evans

TechTrainingWheels - 3 views

techtrainingwheels.com

google tutorials technology TechTrainingWheels tutorial teachers

shared by John Evans on 30 Apr 10 - Cached
  • Welcome to Tech Training Wheels, the one-stop place to train you in a variety of technology needs. We offer clear and concise tutorial videos about many different applications. Our goal is to simplify technology using step-by-step videos and screencasts to guide users of all levels. From the most advanced user to the beginner, we have trainings for everyone.
Phil Taylor

6 Top Tech Trends on the Horizon for Higher Education - Wired Campus - The Chronicle of Higher Education - 1 views

chronicle.com/...29581

education tech technology trends 6

shared by Phil Taylor on 10 Feb 11 - No Cached
  • notes that mobile devices have been listed before, but it says that resistance by many schools continues to slow the full integration of mobile devices into higher education.
  • Learning analytics
  • Challenges to adoption include incorporating information coming from a variety of sources and in different formats and concerns about privacy and profiling.
  • ...1 more annotation...
  • Augmented reality, the layering of virtual information over actual locations, such as an interactive, mobile-based museum map, is another up-and-coming trend. It is two to three years away from adoption in education.
reviewsserviceit

Buy Google Reviews - 100% Legit, Permanent and Cheap.. - 0 views

reviewsserviceit.com/...buy-google-reviews

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shared by reviewsserviceit on 13 Aug 23 - No Cached
  • reviewsserviceit on 13 Aug 23
     
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reviewsserviceit

Remove Google Bad Reviews - (Updated 2023) - 0 views

reviewsserviceit.com/...remove-google-bad-reviews

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shared by reviewsserviceit on 16 Aug 23 - No Cached
  • reviewsserviceit on 16 Aug 23
     
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  • reviewsserviceit on 16 Aug 23
     
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