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Lennie Symes

Download Free AVG Rescue Bootup CD: Repair Infected Computers - 12 views

www.quickonlinetips.com/...load-free-avg-rescue-bootup-cd

virus usbboot rescue free

shared by Lennie Symes on 30 Mar 10 - Cached
  • Lennie Symes on 30 Mar 10
     
    "AVG Rescue CD is basically a portable version of AVG Anti-Virus supplied through Linux distribution which can be used as a bootable CD or bootable USB flash drive suitable for recovering MS Windows and Linux operating systems (FAT32 and NTFS file systems) from virus and spyware attack. AVG Rescue CD administration toolset also includes a Windows Registry editor, a TestDisk utility for recovering deleted files and lost partitions, a file browser for navigating folders, and a Ping tool for basic network diagnostics. How does AVG rescue CD work? Simply download to any CD or USB stick and insert into damaged computer like a recovery disk. Upon booting, the free AVG software will automatically mount all hard drives of the computer and scan them for viruses and malware, while automatically restoring a safe network connection. Download AVG Rescue Free now onto any CD or DVD or USB flash drive. They promise free support and service for paid license holders of any AVG product."
Jac Londe

Google Terms of Service - 30 views

www.google.com/TOS

Google TOS Docs license copyright copyrights

shared by Jac Londe on 04 Jul 11 - Cached
  • 11.1 You retain copyright and any other rights you already hold in Content which you submit, post or display on or through, the Services. By submitting, posting or displaying the content you give Google a perpetual, irrevocable, worldwide, royalty-free, and non-exclusive license to reproduce, adapt, modify, translate, publish, publicly perform, publicly display and distribute any Content which you submit, post or display on or through, the Services. This license is for the sole purpose of enabling Google to display, distribute and promote the Services
  • 11.2 You agree that this license includes a right for Google to make such Content available to other companies, organizations or individuals with whom Google has relationships for the provision of syndicated services, and to use such Content in connection with the provision of those services. 11.3 You understand that Google, in performing the required technical steps to provide the Services to our users, may (a) transmit or distribute your Content over various public networks and in various media; and (b) make such changes to your Content as are necessary to conform and adapt that Content to the technical requirements of connecting networks, devices, services or media. You agree that this license shall permit Google to take these actions.
Elena Gamova

Adaptive Learning Systems - 18 views

www.atp.nist.gov/als.htm

adaptive learning systems

shared by Elena Gamova on 15 Sep 13 - Cached
  • Educational software and systems are not easily usable for many learners and educators, and for that matter present obstacles for educational institutions.
  • The necessary business models and key transactions that enable the missions of knowledge-driven institutions are not yet adapted to computers and distributed systems. Equally problematic: educational networks do not yet offer sufficiently high reliability to become a viable alternative to many educational media, such as desktop systems or traditional classroom techniques.
  • In the current environment, end users will have to wait some time yet until many technological advances such as virtual reality and distributed simulation become preferred tools among trainers and educators.
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  • The program emphasizes comprehensive infrastructure solutions that are both flexible and scalable with respect to all fundamental aspects of information network-based instruction. Four key research areas are:
Roland Gesthuizen

Step 1: give every kid a laptop. Step 2: learning begins? - 16 views

arstechnica.com/...2

shared by Roland Gesthuizen on 12 Feb 12 - No Cached
  • The state program works with teachers to change their lesson plans appropriately; the goal is to get students to think critically and engage with all subjects through creative work. "Since our beginnings, we've always looked at notions of creation," Mao said. "It's not about consumption of content, it's about the creation of knowledge."
  • making a laptop program effective is only 10 or 20 percent about the hardware itself, with the rest being about making sure the teachers know how to use them and how to lead students to proper learning goals
  • Bolting old lesson plans to new computers will do little, but future programs with strong teacher buy-in and excellent institutional support have the potential to do much more.
  • Roland Gesthuizen on 12 Feb 12
     
    Countries considering "one-to-one" laptop programs might also compare the OLPC experiences to a different program in Maine. At present, this northeastern state distributes a MacBook to every middle school student and to about half of high school students, for a total of over 70,000 laptops.
Chai Reddy

Dr. Larry Dossey: Is Technology Making Children More Empathic? - 25 views

www.huffingtonpost.com/...logy-making-chil_b_537205.html

technology students communication collaboration

shared by Chai Reddy on 15 Apr 10 - Cached
  • The shift into the distributed ICT [Information and Communications Technology] revolution, however, and the proliferation of social networks and collaborative forms of engagement on the Internet are creating deep fissures in the orthodox approach to education. The result is that a growing number of educators are beginning to revise curricula by introducing distributed and collaborative learning models into the classroom.
  • that media use among kids is so pervasive that it is time to stop arguing over whether it is good or bad and accept it as part of children's environment
  • Many observers such as Rifkin believe there are positives in the desire of kids to be electronically connected all the time. Concealed in this behavior, they say, is a need for acceptance and to be liked and loved, which is a healthy desire that has always been a part of the maturational process.
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  • more focused attention in classrooms
Randolph Hollingsworth

The Code of Best Practices in Fair Use for Media Literacy Education - 60 views

www.centerforsocialmedia.org/...r-use-media-literacy-education

copyright fair use media educational technology

shared by Randolph Hollingsworth on 25 Oct 10 - Cached
  • when they occur within a restricted-access network, do enjoy certain copyright advantages
  • 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
  • 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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  • If the answers to these two questions are "yes," a court is likely to find a use fair
  • whether the use will cause excessive economic harm to the copyright owner
  • the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
  • In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • educators should provide reasonable protection against third-party access and downloads
  • 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
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
  • but 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
  • material that is incorporated under fair use should be properly attributed wherever possible
  • attribution, in itself, does not convert an infringing use into a fair one.
  • 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.
  • When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
  • there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
  • Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
  • Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
  • if work is going to be shared widely, it is good to be able to rely on transformativeness
  • courts have found that asking permission and then being rejected has actually enhanced fair use claims.
  • 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
  • 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.
  • Randolph Hollingsworth on 08 Jun 12
     
    Good place to look for guidelines about use of media
Andy Whiteway

Building an Internet Culture - 0 views

polaris.gseis.ucla.edu/...internet-culture.html

shared by Andy Whiteway on 24 Mar 09 - Cached
  • ten conclusions that might guide a country's development of a culturally appropriate Internet policy
  • Do not spend vast sums of money to buy machinery that you are going to set down on top of existing dysfunctional institutions. The Internet, for example, will not fix your schools. Perhaps the Internet can be part of a much larger and more complicated plan for fixing your schools, but simply installing an Internet connection will almost surely be a waste of money.
  • Learning how to use the Internet is primarily a matter of institutional arrangements, not technical skills
  • ...5 more annotations...
  • Build Internet civil society. Find those people in every sector of society that want to use the Internet for positive social purposes, introduce them to one another, and connect them to their counterparts in other countries around the world. Numerous organizations in other countries can help with this.
  • Machinery does not reform society, repair institutions, build social networks, or produce a democratic culture. People must do those things, and the Internet is simply one tool among many. Find talented people and give them the tools they need. When they do great things, contribute to your society's Internet culture by publicizing their ideas.
  • For children, practical experience in organizing complicated social events, for example theater productions, is more important than computer skills. The Internet can be a powerful tool for education if it is integrated into a coherent pedagogy. But someone who has experience with the social skills of organizing will immediately comprehend the purpose of the Internet, and will readily acquire the technical skills when the time comes
  • Conduct extensive, structured analysis of the technical and cultural environment. Include the people whose work will actually be affected. A shared analytical process will help envision how the technology will fit into the whole way of life around it, and the technology will have a greater chance of actually being used.
  • Don't distribute the technology randomly. Electronic mail is useless unless the people you want to communicate with are also online, and people will not read their e-mail unless they want to. Therefore, you should focus your effort on particular communities, starting with the communities that have a strong sense of identity, a good record of sharing information, and a collective motivation to get online.
    • Andy Whiteway
      Andy Whiteway on 24 Mar 09
       
      This community could so easily be the students - but how often do schools seem to be obsessed with givgin staff lots of access to technology and email but block/restrict students' use of it?
Michael Ritter

Online Literacy Is a Lesser Kind - ChronicleReview.com - 0 views

chronicle.com/...04b01001.htm

shared by Michael Ritter on 03 Feb 09 - Cached
  • National School Boards Association measures social networking at nine hours per week, much of it spent on homework help
    • Bill Genereux
      Bill Genereux on 03 Feb 09
       
      This is the first year I have ever had students contact me via Facebook for help with assignments.
  • I continue to believe in the linear, author-driven narrative for educational purposes. I just don't believe the Web is optimal for delivering this experience. Instead, let's praise old narrative forms like books and sitting around a flickering campfire
  • Educators must keep a portion of the undergraduate experience disconnected, unplugged, and logged off.
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    • Michael Ritter
      Michael Ritter on 05 Feb 09
       
      And just how do pencils and blackboards form intellegence? I find the the whole "sitting around a flickering campfire" nonsense. Article seems to be written by one who wants to ignore the cultural changes taking place in how information is created and distributed. The linear, author-driven narrative is nothing more than an attempt to keep authortarian control over information and the learning process. Much of science cannot be approached in a linear fashion but has to recognize a web of relationships and interactions.
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