Skip to main content

Home/ Literacy with ICT/ Group items matching "cleared" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Phil Taylor

The Myth Of Digital Citizenship And Why We Need To Teach It Anyway | EdReach - 3 views

edreach.us/...-citizenship-need-teach-anyway

myth digital citizenship citizenship teach rup aup

shared by Phil Taylor on 26 Apr 14 - No Cached
  • “I get that it’s new technology. But aren’t we talking about basically the same behavior? We’ve just shifted from an analog to a digital method, right?
  • if we teach clear and comprehensive expectations about behavior we have pretty much all our technology bases covered in regard to digital citizenship.
  • digital citizenship. It’s just citizenship. The rules don’t change just because you have a screen in front of you.
  • ...2 more annotations...
  • instead we teach responsible cell phone use consistent with our other behavior expectations.
  • The real way technology challenges us is the impact of misbehavior. The scope and reach is immediate and vast. An infraction that in the analog world would constitute a small gaff can become a full blown media incident in our digital age. What technology has done is taken the social consequences and amplified them beyond the capacity of many of our students to comprehend.  It’s taken what historically has been pretty low price tag infractions and inflated them at a rate many of us are unprepared to deal with. Consequences we engineer should teach.  The consequences brought about by the ramifications of misuse of technology often do not teach. They often do damage. We really have very little control of the coarse reaction the world drops on our children.
Nigel Coutts

Genius Hour - Why we scaffold - 3 views

thelearnersway.net/...genius-hour-why-we-scaffold

'genius hour' education learning

shared by Nigel Coutts on 18 Apr 15 - No Cached
  • Nigel Coutts on 18 Apr 15
     
    Genius Hour - The idea is simple, identify a block of time and give it over to the students as an opportunity for them to create a learning experience of their own. But while the idea is simple implementing such a plan can be challenging and there are aspects of such a project that require careful planning and a clear philosophical understanding before you begin.
Nigel Coutts

Curriculum - The messy field of education - 0 views

thelearnersway.net/...m-the-messy-field-of-education

education

shared by Nigel Coutts on 23 Aug 15 - No Cached
  • Nigel Coutts on 23 Aug 15
     
    A discussion of curriculum review and nationalisation reveals a messy field with no clear way of meeting the needs of all involved. What lessons might we learn from high-performing international systems and what are the dangers of borrowing ideas?
Keri-Lee Beasley

Slidedocs | Duarte - 0 views

www.duarte.com/slidedocs

presentations slidedocs Duarte Design visual_literacy technology professional_development education presentation slides

shared by Keri-Lee Beasley on 11 Jun 15 - No Cached
  • Keri-Lee Beasley on 11 Jun 15
     
    What are slidedocs, and how do you make them - great resource from Nancy Duarte. 
Phil Taylor

SLiC 28-3 Clearing the Fog About the Cloud - 3 views

clatoolbox.ca/...283brookskirkland.html

libraries canada CASL cloud computing pd

shared by Phil Taylor on 24 Sep 10 - No Cached
  • You might, for example, set up a book discussion blog, a wiki for collaborative research, or a Google doc for collaborative writing.
  • By contrast some web apps are perfect for the “one-class stand”
  • Web 2.0 can optimize collaboration
  • ...5 more annotations...
  • Web 2.0 can help students visualize difficult concepts
  • powerful ways to collect and share expertise and resources
  • Web 2.0 is made for storytelling and sharing experiences with a real audience
  • Web 2.0 offers many opportunities for differentiation
  • Web 2.0 levels the playing field and just makes things easier
John Evans

Make it clear! | Cayra - 0 views

cayra.net

brainstorming download freeware mindmapping software tool tools

shared by John Evans on 29 Aug 08 - Cached
  • John Evans on 29 Aug 08
     
    Cayra is a free desktop application that lets you represent tasks, ideas, concepts and other items in a graphic, well-structured way. Cayra is based on such visualization techniques, as Mind Mapping and Concept Mapping and allows you to conveniently work with big maps.
John Evans

The Strength of Weak Ties » On Common Ground - 3 views

strengthofweakties.org/?p=331

manifesto learner vision purpose djakes

shared by John Evans on 15 Feb 10 - Cached
  • What is in the window is a sign that makes clear the “design principles” of the school, written from the perspective of student expectations.  There are ten statements, printed on a transparent piece of plexiglas, which in itself sends a message. Here they are: I make choices that help me learn and do my best work. I am aware of the needs of others and do great things for them. I learn about myself and all that I can do by trying new things. I think of new ideas and share them with others. I think about people’s feelings and help take care of others. I learn from my mistakes and build on the things that I do well. I work with others to learn and complete a task.  I push myself to do my personal best and keep improving. I learn about and respect different people and include everyone. I care for and learn from nature. I take time by myself to think about what I have learned.
John Evans

Web Watch: How Do You Define Professional Development? - 2 views

blogs.edweek.org/...o_you_define_professional.html

professionallearning PD PL resources educators

shared by John Evans on 09 Dec 09 - Cached
  • NSDC's re-write of the definition thus goes considerably further, stipulating (among other things) that PD should: foster collective responsibility among educators for student performance; be team-based and facilitated by school-based leaders; take place several times per week in a "continuous cycle of improvement"; define clear teacher-learning goals based on data analysis; and inform ongoing improvements in student learning.
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

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.
John Evans

How Our Brains Make Memories | Science & Nature | Smithsonian Magazine - 7 views

www.smithsonianmag.com/...-Our-Brains-Make-Memories.html

science brain memory smithsonian.com

shared by John Evans on 16 May 10 - Cached
  • How Our Brains Make Memories Surprising new research about the act of remembering may help people with post-traumatic stress disorder
John Evans

The Best Way to Use the Last Five Minutes of Your Day - Peter Bregman - Harvard Business Review - 7 views

blogs.hbr.org/...est-way-to-use-the-last-f.html

learning reflection effectiveness work performance

shared by John Evans on 07 Jan 11 - No Cached
  • There's a simple reason for it: we rarely take the time to pause, breathe, and think about what's working and what's not. There's just too much to do and no time to reflect. I was once asked: if an organization could teach only one thing to its employees, what single thing would have the most impact? My answer was immediate and clear: teach people how to learn. How to look at their past behavior, figure out what worked, and repeat it while admitting honestly what didn't and change it.
Phil Taylor

Encyclopædia Britannica Image Quest - 13 views

quest.eb.com/index.htm

image britannica Images copyright

shared by Phil Taylor on 05 Oct 11 - No Cached
  • The best education images all in one place Access more than two million rights-cleared images
John Evans

charity: water - 1 views

www.charitywater.org/index.htm

charity water community serivce project

shared by John Evans on 13 Jul 09 - Cached
  • One billion people on the planet don’t have access to clean drinking water. That’s one in six of us. charity: water is a non-profit organization bringing clean and safe drinking water to people in developing nations. 100% of public donations directly fund water projects. Learn more or donate. SIGN UP FOR THE LATEST NEWS.
John Evans

Welcome to The Digital Open! | The Digital Open - 0 views

digitalopen.org

technology community youth under17 innovation

shared by John Evans on 22 Apr 09 - Cached

  • Welcome to The Digital Open!

    What can you make with technology that will change the world—or even just make life a little easier or more fun?

    The Digital Open is an online technology community and competition for youth around the world, age 17 and under. Watch the Boing Boing Video intro below to get started (non-Flash users view here)

« First ‹ Previous 141 - 160 of 172 Next ›
Showing 20▼ items per page