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Nik Peachey

Nik's QuickShout: 6 Useful Resources for Exploiting the News in the English Language Classroom - 0 views

quickshout.blogspot.co.uk/...urces-for-exploiting-news.html

via:packrati.us elt tesol

shared by Nik Peachey on 23 Aug 17 - No Cached
  • Nik Peachey on 23 Aug 17
     
    6 Useful Resources for Exploiting the News in the English Language Classroom https://t.co/npCLEcLtjJ #elt #tesol… https://t.co/r1wXnVbBte
John Evans

NeedHelpNow.ca - 1 views

needhelpnow.ca/en

help sexting exploitation RCMP digital literacy

shared by John Evans on 31 Oct 14 - No Cached
  • John Evans on 31 Oct 14
     
    "If you (or a friend, peer or sibling) have been involved in a self/peer exploitation incident (otherwise known as "sexting"), we are here to help. This site provides you with guidance on steps you can take to get through this."
Nik Peachey

Exploiting Infographics - Share and get a free copy - 5 views

payhip.com/Sypm

infographic elt k12 edtech tesol

shared by Nik Peachey on 12 Jan 18 - No Cached
  • Nik Peachey on 12 Jan 18
     
    The book contains a wide range of suggested activities for both the creation and exploitation of infographics in the classroom. It also helps teachers with tips and advice on how to plan and create infographics and suggestions for which tools to use to produce different types of infographic.
John Evans

Hide Settings on the iPad to Lock Users Out | The iTeach Hub - 2 views

www.theiteachhub.com/-on-the-ipad-to-lock-users-out

settings ipad lock users iteach

shared by John Evans on 11 Feb 14 - No Cached
  • John Evans on 11 Feb 14
     
    "Each time a new iOS version is released, users prepare for problems associated with bugs, but also look for novel ways to exploit the new functionality to their advantage. At The iTeach Hub we have developed a practical means to effectively prevent users from manipulating Settings in iOS7. It is essentially a means to lock Settings and we want to share it with you. This relatively simple process is outlined below. Technically, it is not a Settings lock, but our trials with this approach involving students have proven to be very effective at keeping them out of Settings."
John Evans

Mr P's ICT blog - iPads in the Classroom: Inspiring writing through the new Pixel Press App - 0 views

mrparkinsonict.blogspot.ca/...writing-through-new-pixel.html

ict blog ipads classroom writing pixel press app

shared by John Evans on 07 May 14 - No Cached
  • John Evans on 07 May 14
     
    "Prince of Persia - £335 million at the box office. Lara Croft: Tomb Raider - £150 million at the box office. Resident Evil - £200 million at the box office What do all these movies have in common? They are all video games that were developed into films. With other popular video games currently being made into films, such as, Angry Birds, Temple Run and Assassin's Creed, it seems Hollywood is exploiting the popularity and the storytelling potential of video games. Why not do it in the classroom?"
John Evans

Kahoot! is gamifying the classroom (Wired UK) - 2 views

www.wired.co.uk/...ming-education-platform-norway

classroom wired KAHOOT

shared by John Evans on 24 Jun 15 - No Cached
  • John Evans on 24 Jun 15
     
    ""The minute you're born, you learn by playing together," says Åsmund Furuseth, VP for business development of Kahoot!, a game-based learning platform with one exclamation mark and 13 million monthly users. Furuseth and his colleagues at Kahoot! want students, parents and teachers to keep that process going into school and beyond. His company enables anyone to create their own game-based educational content, and helps to found new types of classrooms in which to best exploit it. Furuseth tells WIRED.co.uk he wants to "create an emotional connection between the learners so that they learn much better together -- this is what we believe is the future of how you learn"."
John Evans

(5) ways to keep the data on your iPad more secure | iPad Insight - 2 views

ipadinsight.com/...-data-on-your-ipad-more-secure

data security ipad insight

shared by John Evans on 09 Aug 15 - No Cached
  • John Evans on 09 Aug 15
     
    "Security-it's on our minds more than ever before.  It seems like there isn't a week that goes by where we don't hear about some new exploit that allows someone to hack your most personal information.  With our mobile devices containing more of this  information with each new iteration, we need to stand up, take notice and do something about it.  Through our own due diligence we can monitor some of this information.  But what about our devices?  What can we do to keep our iPads, and our data more secure?"
Nik Peachey

Books - Digital Video by Nik Peachey - 3 views

itunes.apple.com/...id1025275485

video books elt efl esl edtech tefl tesol tesl ebook cpd

shared by Nik Peachey on 11 Aug 15 - No Cached
  • Nik Peachey on 11 Aug 15
     
    This is the cheapest multimedia teacher development book on the market. The book focuses on practical ways teachers can explore and exploit the potential of the vast web-based video resources that now exist on the internet. In addition to this the book offers guidance on how to encourage students to use video as a creative tool that can support their language learning.
John Evans

Nik's Learning Technology Blog: 3 Tools for Exploiting the Wifi During Presentations - 1 views

nikpeachey.blogspot.com/...or-exploiting-wifi-during.html

learning technology presentation wifi tools education

shared by John Evans on 12 May 10 - Cached
  • John Evans on 12 May 10
     
    Looks a t the use of: * Today's Meet * Urtak- Polling/Survey tool * Sync.in - Collaborative Notetaking tool
John Evans

A New Kind of Social Anxiety in the Classroom - The Atlantic - 3 views

www.theatlantic.com/...384458

social anxiety classroom atlantic mobile

shared by John Evans on 16 Jan 15 - No Cached
  • John Evans on 16 Jan 15
     
    "Stress about a meeting that is still a week away, handwringing before talking to the cashier in the grocery line, worrying about seeing an acquaintance on the street-for people with social anxiety disorder, even the simplest task can prove challenging. The symptoms of social anxiety often set in around adolescence, when people place a new emphasis on social interactions and their place in their peer groups. But some academics fear that greater access to technology could exacerbate social anxiety among teens, particularly as smartphones, tablets, and computers become omnipresent in and out of the classroom. And even though teachers are increasingly exploiting the devices as learning tools, they also play an integral role in stemming the tide of social anxiety."
Nik Peachey

Tools for Learners | Scoop.it - 3 views

www.scoop.it/tools-for-learners

education learning mlearing web2.0 ICT literacy technology elt tefl tools edtech efl teaching school2.0 resources

shared by Nik Peachey on 23 Nov 11 - No Cached
  • John Evans on 23 Nov 11
     
    ""A collection of web based tools to help learners exploit the web" RSS"
  • Nik Peachey on 26 May 13
     
    A collection of 400 + online tools for learners.
  • Nik Peachey on 26 May 13
     
    A collection of 400 + online tools for learners.
Phil Taylor

Why Has Technology Failed To Substantially Improve Student Achievement? -- THE Journal - 2 views

thejournal.com/...pedagogy-not-technology.aspx

technology student achievement

shared by Phil Taylor on 11 Mar 15 - No Cached
  • if K-12 wants discontinuous, substantive improvement in student achievement, then it needs to change its pedagogical practices to better exploit the affordances of the computer
  • Phil Taylor on 11 Mar 15
     
    "Business realized that simply putting an existing paper-and-pencil process on a computer would produce modest or incremental gains,"
John Evans

Teach five-year-olds to beware of advertising, says government inquiry | Society | The Guardian - 2 views

www.guardian.co.uk/...dvertising-exploitation-report

medialiteracy media literacy internet

shared by John Evans on 16 Dec 09 - Cached
  • Children as young as five should be given lessons in how to deal with the onslaught of adverts hurled at them, a government inquiry has found.
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.
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