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John Evans

Cardboard costumes and a social media photo booth | The Tinkering Studio - 0 views

tinkering.exploratorium.edu/...s-and-social-media-photo-booth

cardboard costumes photo booth social media studio makered

shared by John Evans on 08 Aug 17 - No Cached
  • John Evans on 08 Aug 17
     
    "Another cardboard activity along the side of the Large scale & Small scale stop motion animations in the event of Infinite Versatility of Cardboard was Making Cardboard Costumes. This time, we set up our favorite "Tinkering photo frame" for people to capture their cardboard costumes, and to take this photo booth experience online, we also set up a hashtag #cardboardtinkering and used a social media wall "Walls.io" so that we could collect all the pictures with the hashtag and display them as a live-updating photo album on the large monitor during the event."
John Evans

A Principal's Reflections: Shifting from Passive to Active Learning - 3 views

esheninger.blogspot.ca/...assive-to-active-learning.html

active passive learning technology enhancements

shared by John Evans on 17 Apr 18 - No Cached
  • John Evans on 17 Apr 18
     
    ""Nothing could be more absurd than an experiment in which computers are placed in a classroom where nothing else is changed." - Seymour Papert When it comes to improving outcomes in the digital age, efficacy matters more than ever.  Billions of dollars are spent across the world on technology with the hopes that it will lead to better results.  Tom Murray and I shared this thought in Learning Transformed: Educational technology is not a silver bullet. Yet year after year, districts purchase large quantities of devices, deploy them on a large scale, and are left hoping the technology will have an impact. Quite often, they're left wondering why there was no change in student engagement or achievement after large financial investments in devices. Today's devices are powerful tools. At the cost of only a few hundred dollars, it's almost possible to get more technological capacity than was required to put people on the moon. Nevertheless, the devices in tomorrow's schools will be even more robust. With that in mind, it's important to understand that the technology our students are currently using in their classrooms is the worst technology they will ever use moving forward. As the technology continues to evolve, the conversation must remain focused on learning and pedagogy-not on devices. Unfortunately, technology is not a magic wand that will automatically empower learners to think critically, solve complex problems, or close achievement gaps.  These outcomes rely on taking a critical lens to pedagogical techniques to ensure that they evolve so that technology can begin to support and ultimately enhance instruction.  If the former (pedagogy) isn't solid, then all the technology in the world won't make a difference.  As William Horton states, "Unless you get the instructional design right, technology can only increase the speed and certainty of failure.""
John Evans

Most Schools Testing iPads, Rate Device Management As Biggest Hurdle | Cult of Mac - 1 views

www.cultofmac.com/...e-management-as-biggest-hurdle

schools testing ipads device management

shared by John Evans on 06 Apr 12 - No Cached
  • John Evans on 06 Apr 12
     
    "There are plenty of stories out there about schools that have already launched large-scale iPad programs or that are considering them for next year. Many U.S. school districts have yet to determine an iPad strategy, however, and are still moving forward cautiously."
John Evans

Let's Create using virtual pottery! | iPad Art Room - 0 views

www.ipadartroom.com/s-create-using-virtual-pottery

using pottery ipad art room

shared by John Evans on 13 Jun 14 - No Cached
  • John Evans on 13 Jun 14
     
    "Have you made digital vessels on your iPad? Yes, you can create clay vases on iPad! 'Let's Create Pottery HD' is a wonderful tool to support teaching and learning in your classroom. Firstly, let me assure you that using the iPad in a creative workflow in my classroom is not about 'getting rid of clay'. Art teachers know how valuable those 'hands-on making' experiences can be for our students as they grapple with this challenging medium and the multi-step process of building a large-scale object from the ground up. The Pottery app has immense value in the classroom for other reasons."
John Evans

Michael Fullan's 6 Secrets of Change for School Leaders - 8 views

www.fractuslearning.com/...crets-of-change-school-leaders

michael fullan secrets change school leaders

shared by John Evans on 24 May 15 - No Cached
oompfh liked it
  • John Evans on 24 May 15
     
    "Through his experiences as a leader who has brought about large-scale and substantial change in education reform, Michael has developed what he calls the six secrets of change. A series of insightful, actionable, and concisely communicable lessons, each of the six areas can really make the difference on how you as a leader initiate and deliver successful change. "
John Evans

#Being13: Teens and social media - CNN.com - 3 views

www.cnn.com/...ng-13-teens-social-media-study

teens social media social media cnn

shared by John Evans on 09 Oct 15 - No Cached
  • John Evans on 09 Oct 15
     
    "(CNN)"I would rather not eat for a week than get my phone taken away. It's really bad," said Gia, a13-year-old. "I literally feel like I'm going to die." "When I get my phone taken away, I feel kind of naked," said Kyla, another 13-year-old. "I do feel kind of empty without my phone." Both participated in "#Being13: Inside the Secret World of Teens," a first-of-its-kind CNN study on social media and teens. More than 200 eighth graders from across the country allowed their social media feeds to be studied by child development experts who partnered with CNN. This is the first large scale study to analyze what kids actually say to each other on social media and why it matters so deeply to them."
John Evans

Sendy: The (much) cheaper Mailchimp alternative - Daily Genius - 0 views

dailygenius.com/sendy-mailchimp-alternative

much cheaper alternative newsletter email service

shared by John Evans on 18 Mar 15 - No Cached
  • John Evans on 18 Mar 15
     
    "Whether you've got a blog, business, or just a large group of people you need to contact, you've probably looked into sending online newsletters. There are a ton of options out there. Most are similarly priced and offer a competitive suite of features. They're reliable, effective, and help you actually reach the people you want. But there's one big problem. They're all expensive. If you grow your subscriber list beyond about 2,500 people, you're going to start paying about $20-$30 per month to start. Once that list hits a couple thousand more people, you're going to be doubling that monthly cost. The sliding (up) scale terrifies me and made me hunt around for a better option. I didn't find one until just a few months ago. And I think Sendy might just be the future of newsletters."
John Evans

My 5 key notes for a successful 1:1 roll out. | Lewis Hall - 2 views

ihall.me/s-for-a-successful-11-roll-out

1:1 rollout key points lewishall

shared by John Evans on 14 Jul 14 - No Cached
  • John Evans on 14 Jul 14
     
    "I am in the process of collating all my notes together to put onto this blog as well as a Multi-Touch book for iBooks. Whilst that that is a working process take a read of my top 5 key notes for a successful 1:1 roll out. I've done  a number different roll outs now both small and large scale, primary and secondary and each time I have been taking notes on the implementations, reflecting on how I would do things differently if I were to do it again. Below are my key notes (no Apple pun intended there) on what I believe makes a successful roll out."
John Evans

5 Education technology trends worth implementing - Daily Genius - 0 views

dailygenius.com/education-technology-trends

education technology trends daily genius

shared by John Evans on 17 Nov 14 - No Cached
  • John Evans on 17 Nov 14
     
    "Figuring out what the future of education is going to look like is downright impossible. Startups have a very difficult time cracking into the education world because many schools either don't have the money or the time to devote to integrating the best edtech tools into the classroom. So what kind of future are we all in store for? While we may not know the future of online learning, we do know that innovation is a constant. Education is a bit resistant to change when it comes to technology and large-scale adoption of innovative products. However, there are some key trends that you should know about as a student or teacher looking to be ahead of the curve."
John Evans

Fake news game confers psychological resistance against online misinformation | Palgrave Communications - 2 views

www.nature.com/...s41599-019-0279-9

Fake News game research misinformation resistance

shared by John Evans on 08 Sep 19 - No Cached
  • John Evans on 08 Sep 19
     
    "The spread of online misinformation poses serious challenges to societies worldwide. In a novel attempt to address this issue, we designed a psychological intervention in the form of an online browser game. In the game, players take on the role of a fake news producer and learn to master six documented techniques commonly used in the production of misinformation: polarisation, invoking emotions, spreading conspiracy theories, trolling people online, deflecting blame, and impersonating fake accounts. The game draws on an inoculation metaphor, where preemptively exposing, warning, and familiarising people with the strategies used in the production of fake news helps confer cognitive immunity when exposed to real misinformation. We conducted a large-scale evaluation of the game with N = 15,000 participants in a pre-post gameplay design. We provide initial evidence that people's ability to spot and resist misinformation improves after gameplay, irrespective of education, age, political ideology, and cognitive style."
John Evans

3D Printed House - World's 35 Greatest 3D Printed Structures | All3DP - 2 views

all3dp.com/...dings-3d-printing-construction

3DPrinted structures

shared by John Evans on 24 Jun 17 - No Cached
  • John Evans on 24 Jun 17
     
    "3D printing has been used to build houses, cabins, offices, bridges, pavilions, large-scale structures, and much more. Even though they only existed for a handful of years, there are a vast number of completed projects, ongoing construction jobs, and unique concepts that are driving the industry today. Before we get started with the greatest 3D printed houses and structures in the world, take a glance at the top five advantages that 3D printing can offer the construction industry."
John Evans

Coding for Schools - The Ultimate Guide for Teachers and Administrators - 8 views

codakid.com/-guide-teachers-administrators

ultimate guide coding teachers administrators computational thinking

shared by John Evans on 02 Mar 17 - No Cached
  • John Evans on 02 Mar 17
     
    "Computer programming, otherwise known as coding, is currently offered in a small fraction of US K-12 schools. There has been a push to change this recently, as evidenced by several White House initiatives, the heavily publicized Hour of Code program, and recent large scale adoptions of hands on STEM programs such as Project Lead the Way. Serious challenges remain. Many schools find themselves ill-equipped to set up coding for schools programs, citing reasons such as insufficient human capital, out-of-date equipment, and high speed internet issues. Setting up effective coding programs at schools can be challenging, and there as many issues to consider including curriculum selection, staffing, professional development, and funding. One fundamental issue dogs nearly every program implementation. Trained engineers with coding backgrounds are needed to provide the level of rigor needed to support high quality computer programming courses. It is hard enough to find skilled engineers to handle private sector demand, and even more challenging to find those with in teaching. In this guide, we provide teachers and administrators with guidance on how to set up effective K-12 computer programming courses, whether they be comprehensive STEM curriculum implementations, daytime classes or after school clubs."
dfic11

45 ft shipping container for sale - 0 views

www.dfichk.com/...45ft-container

45 ft shipping container for sale

shared by dfic11 on 26 May 22 - No Cached
  • dfic11 on 26 May 22
     
    DFIC has a mature production line for 45 ft containers. We can produce large scale of 45 foot shipping container of this size per day. Container 45 feet is mainly used for loading and sea transportation of large goods. At present, our main customers are South Korea, the United States and Canada in relatively stable demand.
Sheri Oberman

worried about PISA? - 4 views

www.heppell.net/pisa

assessment PISA critism large-scale testing standardized international

shared by Sheri Oberman on 02 May 12 - No Cached
  • Sheri Oberman on 02 May 12
     
    Media hype over PISA results influence educational decision makers to try and achieve better test scores, so it is worth considering the fatal flaws in the PISA.
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.
Phil Taylor

Educators Must Accept Tech Methods, Higher Ed Leaders Say - 2 views

www.centerdigitaled.com/...-Must-Accept-Tech-Methods.html

shared by Phil Taylor on 08 Jun 17 - No Cached
  • Less discussed is how to mix online tools with in-person college classrooms. And some technology proponents say faculty need to do this effectively on a large scale to prepare students for life beyond college - and to make sure college stays relevant to a generation that has spent most of their lives on digital devices.
  • "I don't know if we can continue to pretend that we operate in analog environments and still prepare students for the digital world."
dfic11

refrigerated shipping container dimensions - 0 views

www.dfichk.com/...reefer-container

refrigerated shipping container dimensions

shared by dfic11 on 26 May 22 - No Cached
  • dfic11 on 26 May 22
     
    Reefer containers necessitate a higher level of manufacturing technique for refrigerated container manufacturers, and only five factories in the world are capable of producing large scale RF containers, with the majority of them based in China. DFIC owns two reefer factories that produce high-quality reefer shipping containers through long-term automation technology investment and development.
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