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Why is Good Instructional Design More Important than Ever in the Modern World? | ReadyT... - 2 views

blog.readytomanage.com/-than-ever-in-the-modern-world instructional design instructional design modern world
shared by John Evans on 03 Aug 15 - No Cached
  • John Evans on 03 Aug 15
     
    "Although instructional design as a discipline has been around for decades (and probably was at its height in the 1970's and 1980's as a profession, its application and use has diminished in the age of easy to use software and access to and use of Internet. This is partly because it is so easy to create a course of almost any type, add as many "bells and whistles" as you like and then widely distribute it to a given audience. But in paying less attention to instructional design than we should we have lost something important and it is therefore high time we recognized that it is more important than ever in the modern world. After all, instructional design is the approach which helps to keep the process of training, coaching or development of any kind (on or off line) to be well-targeted and on track to meet the needs of the individual(s) at which it is aimed. Good instructional design therefore needs to appreciate that we are open to learning but find the best ways and moments to intervene in which to package it or parcel it up so that it can be successfully delivered. Although the approach is relatively straightforward, there is a best-practice way to conduct effective instructional design and this is shown in the 10-step infographic shown below:"
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First Two Weeks With iPads - ThinkWriteThinkWrite - 0 views

ithinkwrite.com/first-two-weeks-with-ipads first weeks ipad classroom
shared by John Evans on 12 Aug 15 - No Cached
  • John Evans on 12 Aug 15
     
    "The first day that the students receive their iPads is very exciting. While distributing iPads to students it is good practice to let them have about 20 minutes of exploration time to check out apps and share with each other things they discover. A lot of the learning that happens in the classroom is based on sharing amongst the students. This exploration time should happen daily for the first few days so students can have time to acclimate to using the device."
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Teens who `sext' racy photos charged with porn (AP) - 0 views

tech.yahoo.com/...tec_teen_sexting texting sexting teens digitalcitizenship law MY SY behavior cellphones
shared by John Evans on 06 Feb 09 - Cached
  • John Evans on 06 Feb 09
     
    Teenagers' habit of distributing nude self-portraits electronically - often called "sexting" if it's done by cell phone - has parents and school administrators worried. Some prosecutors have begun charging teens who send and receive such images with child pornography and other serious felonies. But is that the best way to handle it?
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New Literacies Video - 0 views

www.newliteracies.gseis.ucla.edu/...index.html literacies literacy
shared by John Evans on 04 Aug 08 - Cached
  • John Evans on 04 Aug 08
     
    E-literate Video We appreciate your interest in the e-literate? video! After distributing more than 6000 videos to schools, libraries and colleges around the country, we are pleased to offer you a streamed version on this site.
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Teacher Professional Development and Teacher Resources by Annenberg Media - 0 views

www.learner.org/index.html education elearning professional_development resources teaching
shared by John Evans on 02 Jun 08 - Cached
  • John Evans on 02 Jun 08
     
    Advancing Excellent Teaching in American Schools Annenberg Media uses media and telecommunications to advance excellent teaching in American schools. This mandate is carried out chiefly by the funding and broad distribution of educational video programs with coordinated Web and print materials for the professional development of K-12 teachers. It is part of The Annenberg Foundation and advances the Foundation's goal of encouraging the development of more effective ways to share ideas and knowledge.
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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.
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Mac News: iPad: The iPad's Powerful Academic Potential - 5 views

www.macnewsworld.com/...-Academic-Potential-73244.html iPad mac news academic potential
shared by John Evans on 08 Sep 11 - No Cached
  • John Evans on 08 Sep 11
     
    "Certain schools are beginning programs in which students -- sometimes particularly young ones -- are given iPads for classwork. This has raised questions about whether something capable of games and entertainment will be an effective educational tool. A certain amount of goofing off is an inevitability for kids in classrooms. But iPads really do draw kids' attention. The only problem is distribution."
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Rethinking e-Learning by Clark N. Quinn : Learning Solutions Magazine - 4 views

www.learningsolutionsmag.com/...452 e-Learning learning solutions clark
shared by Dianne Rees on 31 Aug 11 - No Cached
  • Dianne Rees on 31 Aug 11
     
    The opportunity we now have is to use technology to move from an event-based learning model that we know to be ineffective, to a more distributed and contextualized environment that elegantly spans the continuum from formal learning to performance support. And this is not science fiction - we have the tools we need now. Even if we didn't, we should be preparing our thinking for this capability."
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Podsafe Audio - Podcast Music for the Revolution: home - 1 views

podsafeaudio.com/...index.php music audio songs podcast royalty free agreement
shared by John Evans on 18 May 09 - Cached
  • By submitting sound recordings or musical compositions or other audio and/or audio-visual content to us, you grant us, our affiliates, and our business partners a worldwide, royalty-free, nonexclusive license to: publicly perform, publicly display, broadcast, encode, edit, alter, modify, reproduce, transmit, manufacture, distribute and synchronize with visual images your material, in whole or in part, alone or in compilation with content provided by third parties, through any medium now known or hereafter devised for the purpose of demonstrating, promoting or distributing your material, to users seeking to download or otherwise acquire it and/or (ii) storing the work in a remote database accessible by users; Make your material accessible as audio and/or video streams; Use any trademarks, service marks or trade names incorporated into your material and use the likeness of any individual whose performance or image is contained in your material.
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Free Technology for Teachers: ArkGIS - Explore Maps of the Changing Arctic Landscape - 0 views

www.freetech4teachers.com/...e-maps-of-changing-arctic.html free technology teachers maps changing arctic landscape GIS
shared by John Evans on 25 Mar 14 - No Cached
  • John Evans on 25 Mar 14
     
    "ArkGIS is a customizable map developed by the World Wildlife Fund for the purpose of visualizing historical data about sea ice, marine life, and oil and gas exploration in the Arctic. To create custom visualizations of data layers on the ArkGIS map simply select a data category then select data layers to display. For example, I chose the "marine mammals" category then selected the "beluga whales" and "walrus" to view their distributions."
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The Things Teachers Save - 3 views

www.teachthought.com/...things-teachers-save things teachers
shared by Phil Taylor on 12 May 14 - No Cached
  • Phil Taylor on 12 May 14
     
    "Teachers, as humans, are a kind of mix between Google, pinterest, and YouTube-searching the world, saving what fits, and distributing it in compelling ways. "
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How to Email Multiple Attachments on iPhone and iPad - 2 views

www.gottabemobile.com/...attachments-on-iphone-and-ipad how to multiple attachments email iphone ipad
shared by John Evans on 18 May 14 - No Cached
  • John Evans on 18 May 14
     
    "Sending attachments via email is practically second nature for most computer users. Create a set of documents that need to be distributed to your colleagues an off they go as attachments. On desktops and laptops its easy to send multiple attachments. On Android and Windows Phone devices you can also easily attach multiple files to an email. On the iPhone and the iPad, not so much. In iOS, sending multiple attachments in an email is not something for the faint of heart. The word cumbersome gets new meaning when applied to this process. In fact, for those who like or need to quickly send multiple attachments on an iOS device the lack of an easy way to do this is enough to make you wonder where all the talk about iOS devices being used for business and the enterprise comes from."
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Download Ten Free Writing Ideas for the First Week of School - Education Rethink - 0 views

www.educationrethink.com/...en-free-writing-ideas-for.html download free writing ideas school creative commons
shared by John Evans on 24 Aug 14 - No Cached
  • John Evans on 24 Aug 14
     
    "Check out the visual writing idea for the first week of school. This set comes with both a curriculum and a set of visual ideas (as .png). Simply click on the icon above and it should download. Click on the .zip file (most likely in your Download folder of your computer) and everything should work. The resource is Creative Commons, meaning you can print, display or distribute it as you wish.  "
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Skaffl A New Free iPad Workflow App for Teachers ~ Educational Technology and Mobile Le... - 2 views

www.educatorstechnology.com/...ree-ipad-workflow-app-for.html free ipad workflow app teachers mobile learning
shared by John Evans on 24 Jul 14 - No Cached
  • John Evans on 24 Jul 14
     
    "Skaffl is a free iPad workflow  app created by Rita (a former instructional technology specialist at a 1:1 iPad district).  Skaffl allows teachers to plan, teach and grade using a collaborative iPad workflow solution. It also allows  teachers to seamlessly distribute and collect assignments from students. "
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How Technology Is Being Used In Music Classrooms - Edudemic - 1 views

www.edudemic.com/being-used-in-music-classrooms technology music classrooms
shared by John Evans on 10 Aug 14 - No Cached
  • John Evans on 10 Aug 14
     
    "Even though I'm not a music teacher (nor have I ever been, or will I be), I tend to find technology in music classrooms to be some of the most exciting ways that technology is being put to use in classrooms overall. While there's lots of time-saving-efficient-cool-useful stuff happening in all types of classrooms, there's something particularly awesome about making music and integrating some awesome digital technologies into the process. There are a million and one ways to use an iPad or other tablet in your music classroom, but it definitely doesn't stop there! The handy infographic below takes a look at how technology is revitalizing how musicians compose, record, perform, and distribute music - both in and out of the classroom."
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'Robot Garden' to Teach Basic Coding Concepts - 0 views

www.laboratoryequipment.com/...en-teach-basic-coding-concepts robot garden teach basic coding concepts
shared by John Evans on 16 Mar 15 - No Cached
  • John Evans on 16 Mar 15
     
    "Here's one way to get kids excited about programming: a "robot garden" with dozens of fast-changing LED lights and more than 100 origami robots that can crawl, swim and blossom like flowers. A team from MIT's Computer Science and Artificial Intelligence Lab (CSAIL) and the Department of Mechanical Engineering has developed a tablet-operated system that illustrates their cutting-edge research on distributed algorithms via robotic sheep, origami flowers that can open and change colors and robotic ducks that fold into shape by being heated in an oven."
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The Digital Education Revolution comes to an end. Where now? | isupport - 0 views

isupport.com.au/...tion-comes-to-an-end-where-now ICT integration iPad teaching BYOD
shared by Cally Black on 30 Jun 13 - No Cached
  • Cally Black on 30 Jun 13
     
    The final round of government funding is currently being distributed to schools all around Australia. So far over 967,000 computers have been bought, infrastructure built and (most) teachers up-skilled to benefit from the acquisition. But as the funds come to an end, many school principals are wondering if the process has been beneficial, and how can they continue to support and progress the Digital Education Revolution?
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48 iPad Apps That Support A Student-Centered Workflow - 3 views

www.teachthought.com/...apps-student-centered-workflow ipad apps support workflow
shared by John Evans on 25 Sep 14 - No Cached
  • John Evans on 25 Sep 14
     
    "If you use iPads in your classroom, you've likely been faced with the challenge of workflow-how work, data, and thinking are distributed, collected, and aggregated."
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