The report's main findings are:
students prefer a range of possible learning methods, rather than one or two prescribed options, and flexibility is very important to them
proactive engagement with students and co-ordinated efforts by higher education institutions can markedly improve standards and accountability
there are varying levels of ICT competence among lecturers and staff, and this can have an impact on students' learning experiences
students commonly requested more ICT skills training, particularly around using and referencing online resources.
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HEFCE : News : 2010 : 28 October 2010 : Understanding student perspectives of online le... - 1 views
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Teacher Professional Development Sourcebook: Staff Development That Sticks - 0 views
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A gifted education specialist explains how to energize professional development while minding your budget.
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Effective professional development walks that fine line between satisfying the teachers and satisfying building-level, district-level, state-level, or national-level expectations of what teachers need to be learning. If we focus solely on what teachers request, some important topics could be overlooked. But if we focus solely on fulfilling bureaucratic expectations, the teachers can become a less-than-receptive audience.
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My district has implemented a few strategies in recent years that have proven to be very effective. Perhaps some of these ideas could work in your location as well. • Give teachers a role in planning
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Education Week: Research Shows Evolving Picture of E-Education - 0 views
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Online classes may be a relatively young instructional practice for K-12 schools, but experts already generally agree on one point: Research shows that virtual schooling can be as good as, or better than, classes taught in person in brick-and-mortar schools.
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Studies of state-run virtual schools show, for instance, that the courses tend to draw students at the extremes of the academic spectrum—advanced, highly motivated students looking for academic acceleration, and students who are struggling in regular classrooms
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Not surprisingly, the students with the best academic records in online classes tend to be in that high-ability group, according to experts in the field. But some new research also finds that online courses are beginning to score more successes with the lowest achievers—possibly because many are high school students who see the online courses as a last chance to earn enough credits to graduate.
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Ferdig says the large numbers of academic go-getters taking online classes could account for some of the rosy findings in the first wave of studies of online coursetaking, since highly motivated students are likely to fare well in any academic environment. But later studies controlled more carefully for students’ academic differences at the starting gate and continued to find learning gains.
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“It isn’t something that’s only for bright kids or only for kids who are well below grade level, because it may not work for many of them, either,” says Saul Rockman, the president and chief executive officer of Rockman et al., a San Francisco research group.
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Rockman says his research suggests that succeeding in an online course is “more a matter of learning style.” Is the student an independent learner, for instance? Does he or she struggle with reading and writing?
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Building in student-support mechanisms helps keep less academically motivated students from failing or dropping out of online classes, according to researchers.
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This sounds like the key aspect for success. Teachers who are already building this into their classes either by responding to emails, online chats or setting up an atmosphere that encourages chatting within the context of their course, often late at night amongst students only, are seeing this success. Ex. Darren Kuropatwa's SH Math class blogs
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“Whether that’s 24-hour technical support, tutorial support, parental vigilance, or face-to-face site coordinators or mentors,” Cavanaugh says. Mentors and site coordinators seem to be especially linked to marked improvements in student results in large high schools, she adds.
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“The mentor plays an important role in making sure Johnny or Susie logs in to the course on a regular basis and provides a point of contact for the instructor,” says Jamey Fitzpatrick, the president and chief executive officer of Michigan Virtual University, which currently enrolls 15,000 students, mostly in middle and high school
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Some of the early studies emerging from the database helped dispel some concerns about potential detrimental effects of online coursetaking on students’ social development, according to Ferdig. Very few online students, those studies showed, took electronic classes full time. Rather, they combined virtual schooling with traditional courses. The studies also showed that students communicated regularly online with teachers and classmates.
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Cavanaugh, of the University of Florida, says there is also a “general consensus”—if not air-tight research findings—that the more interactive the courses can be, the higher their success rates.
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Ongoing studies are also beginning to look at whether so-called “hybrid” or “blended” courses—classes in which only 30 to 70 percent of the instruction takes place online and the rest is in person—are any more successful than all-electronic versions
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“In general,” Russell says, “I don’t think this body of research [on online education] is totally developed at this stage.”
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C4LPT Learning Network - 0 views
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Social media has become very popular with individuals in their personal lives, but is now moving into the workplace and offers new opportunities for both working and learning. This new phase of learning is known as Social Learning. A Guide to Social Learning provides a practical guide to getting engaged with social media, and understanding their use for formal and informal learning. The contents list appears in the Page Navigation area (on the left). Expand and contract the sections as required.
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A Guide to Social Learning is a social resource. If you are a learning professional, you are invited to contribute to this resource by sharing your own experiences and ideas, and/or to help create supporting materials. To contribute to this resource, you need to be a member of the C4LPT Social Learning Network. Request an account by emailing admin@c4lpt.net. Note: You don't need an account just to read the resource!
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WordTalk - Home - 0 views
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A free text-to-speech plugin for Microsoft Word For people with reading and writing difficulties, having text reinforced by hearing it read aloud can be very useful.
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The Educational Technology Site: ICT in Education: --> A Preview of 2DIY - 0 views
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I like the idea that children could use this to devise activities which, rather than testing or extending their skills by doing the activity itself, does so by requiring them to design the activity themselves
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For example, when creating a quiz they may have to think about issues like the path taken by the user, how to frame the question, show the scoring will work, and what sounds (if any) to use for the feedback.
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News & Views A Preview of 2DIY By Terry Freedman Created on Wed, 14 Jan 2009, 09:33 Email this article Printer friendly page Email the author Listen to this article if ("">"") { document.write (""); document.write (""); document.write (""); } I've just received a link to download the latest program from 2Simple. Called 2DIY (for non-Brits, DIY = do-it-yourself, a shorthand term for home making things like bookshelves for the home), it enables users to create their own games and exercises.I've had a quick exploration, and it is looking very good. Read on for a quick thumbnail sketch, and why I think you should look into it.Back in the 1990s I used to love looking at shareware games developed for the educational sector. Some of the games were quite fun, but the problem for me was either that the game wasn't really educational at all, or that it didn't quite do what I'd have liked. Unfortunately, I never had the time to develop my games programming skills in order to rectify the situation.I think 2DIY would have been a step in the right direction.I think the best way of describing the program -- bearing in mind I've had it installed for less than an hour -- is that it's the programming equivalent of a painting or desktop publishing program. What you have is a suite of specialised tools, and you can use them to build yourt own games and activities.You can see from the screenshot that the range is quite extensive. The manual is easy to use, and there are videos and examples available.It has the ability to let you import pictures or select from a range of ones provided. Indeed, there is quite a lot of control over what your completed game or activity will look like.What's more interesting to me, however, is what boxes it ticks if you put it into the hands of youngsters -- and I use the term "youngsters" rather than "children" for reasons which will become apparent
Netbook Survey: Very preliminary results - 0 views
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www.universityaffairs.ca - 0 views
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However, while students and the administration may be embracing the practical upsides of the switch to gmail – great value, savings and reliability – faculty at Lakehead haven’t come under Google’s spell. In late 2006, the Lakehead faculty union filed a grievance with the university, now under arbitration, asserting that the e-mail system fails to protect their privacy and academic freedom. At the heart of the complaint is Google’s status as a U.S. company. Because Google is subject to American law, Lakehead will not be able to protect the contents of faculty’s e-mail from the U.S. government, which under the U.S. Patriot Act can compel Google to hand over data without even allowing the company to inform Lakehead that the transaction took place. Noting that Lakehead was the first school in North America that asked faculty, as well as students, to use an outsourced e-mail service, the Canadian Association of University Teachers has taken up the case. “If a faculty member knows that any e-mail they write, by virtue of it being handled by Google, could be subject to access and seizure by U.S. security agencies, they might be much less willing to share views with their colleagues” said CAUT Executive Director James Turk. “As we’ve seen all too often, very innocent things can attract the interest of American security officials.”
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Wired 14.11: Very Short Stories - 0 views
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We'll be brief: Hemingway once wrote a story in just six words ("For sale: baby shoes, never worn.") and is said to have called it his best work. So we asked sci-fi, fantasy, and horror writers from the realms of books, TV, movies, and games to take a shot themselves.
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The Media Equation - A Savior in the Form of an Apple Tablet - NYTimes.com - 3 views
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YouTube - Little Kids...Big Potential - 13 views
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shared by John Evans on 20 Mar 10
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Maps of War ::: Visual History of War, Religion, and Government - 15 views
www.mapsofwar.com/index.html
maps history visualization politics war geography SS socialstudies MY SY
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shared by Clint Hamada on 07 Apr 10
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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
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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.
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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
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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.
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Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
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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.
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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").
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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
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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.
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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.
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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.
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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
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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?
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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.
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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.
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many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
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Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
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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
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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.
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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.
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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.
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Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
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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
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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
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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.
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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.
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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.
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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.
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. 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.
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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.
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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.
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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
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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.
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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.
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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.
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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
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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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iRead - I Record Educational Audio Digitally - 6 views
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iRead is a group of teachers in Escondido Union School District dedicated to the idea that digital audio can be a powerful learning tool for all students. iRead will give you a chance to create meaningful, curriculum-centered audio projects with your students. Teachers are using digital audio tools (iPods, mics, Garageband, iTunes, Keynote, etc. and various accessories) to improve reading processes. Teachers meet on a monthly basis to exchange ideas and strategies. We started in 2006-07 by collecting data about fluency rates - this has been very promising.