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AALF - Anytime Anywhere Learning - 54 views

beta.aalf.org/...view education learning
shared by Jeffrey Riley on 07 Jun 10 - Cached
  • That beginning meant we had to give everyone access to technology - kids and teachers alike.
  • For too long we have ensured that the power of the engine - technology - was kept down to a level at which it would not do any harm - to curriculum
  • Curriculum must be built around core values: love of learning, lifelong learning, learning how to learn, working collaboratively.
  • ...2 more annotations...
  • There's not a lot of relevance in much of our curriculum today, and certainly too little purpose.
  • here's not a lot of relevance in much of our curriculum today, and certainly too little purpose
  • Jeffrey Riley on 07 Jun 10
     
    Bruce Dixon
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EFF Wins New Legal Protections for Video Artists, Cell Phone Jailbreakers, and Unlocker... - 7 views

www.eff.org/...26 legal copyright fairuse ripping remixing video
shared by Aaron Hansen on 11 Aug 10 - Cached
  • The new rule holds that amateur creators do not violate the DMCA when they use short excerpts from DVDs in order to create new, noncommercial works for purposes of criticism or comment if they believe that circumvention is necessary to fulfill that purpose.
  • "Noncommercial videos are a powerful art form online, and many use short clips from popular movies. Finally the creative people that make those videos won't have to worry that they are breaking the law in the process, even though their works are clearly fair uses. That benefits everyone — from the artists themselves to those of us who enjoy watching the amazing works they create," added McSherry.
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Yes You May! - 15 views

fairuse.stanford.edu/...index.html copyright fair use
shared by LaToya Morris on 30 Sep 10 - Cached
  • LaToya Morris on 30 Sep 10
     
    This source was designed to help educators seek the proper permissions necessary to use copyrighted work for academic purposes. It was found on the Stanford University website where there is a wealth of copyright and fair use research information
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Fair Use is a Privilege - 29 views

cms.bsu.edu/...FourFactorsFairUse.aspx fair use education
shared by LaToya Morris on 30 Sep 10 - No Cached
  • LaToya Morris on 30 Sep 10
     
    This source includes the four factors of fair use which according to Ball State University includes: the purpose and character of the use, the nature of the copytighted work, the amount and substantially used and the effect of the use upon the potential market for or value of the copyrighted work.
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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?
  • ...21 more annotations...
  • 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
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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?
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BioPix - nature photos/images - 2 views

www.biopix.com images photos biology Free Use
shared by Debra Garcia on 29 Jul 09 - Cached
  • Debra Garcia on 29 Jul 09
     
    Nature photos available for free use for educational purposes without permission. See details on the "Buy Photos" tab, last paragraph.
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Data.gov - 2 views

www.data.gov data government statistics database research socialstudies datasets data.gov
shared by Marge Runkle on 31 Jul 09 - Cached
  • Marge Runkle on 31 Jul 09
     
    The purpose of Data.gov is to increase public access to high value, machine readable datasets generated by the executive branch of the federal government.
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NMC Discussion - Digital Ethnography - 1 views

ksudigg.wetpaint.com/...NMC+Discussion web2.0 education wesch teaching wiki knowledge technology social media knowledgable netvibes ethnography digital classroom rss news resources review tools
shared by paul lowe on 25 Apr 09 - Cached
  • paul lowe on 25 Apr 09
     
    mike wesc purpose driven research project on anonymity kansas uni ethnography/social anthropology on web 2.0 trends
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HOME - the movie - 0 views

www.youtube.com/watch video Videos for:rtrevorwoods for:dharter
shared by Justin Medved on 15 Jun 09 - Cached
  • Justin Medved on 15 Jun 09
     
    We are living in exceptional times. Scientists tell us that we have 10 years to change the way we live, avert the depletion of natural resources and the catastrophic evolution of the Earth's climate. The stakes are high for us and our children. Everyone should take part in the effort, and HOME has been conceived to take a message of mobilization out to every human being. For this purpose, HOME needs to be free. A patron, the PPR Group, made this possible. EuropaCorp, the distributor, also pledged not to make any profit because Home is a non-profit film. HOME has been made for you : share it! And act for the planet.
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Foreign Language & ESOL Technology Integration: Welcome to the Foreign Language & ESOL ... - 76 views

flesolcobbcentral.typepad.com/tech INF506 resources onlineeducation elearning web2.0 technology ESL TESOL EML426 blogs webtools tools onlineresources flexiblelearning blendedlearning fbl fli
shared by trisha_poole on 13 Jan 11 - Cached
  • trisha_poole on 13 Jan 11
     
    The purpose of this blog is to assist world language and ESOL teachers with integrating technology into their classrooms.
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Using Wenger's Communities of Practice to Explore a New Teacher Cohort - Journal of Tea... - 14 views

jte.sagepub.com/...62.abstract CPD induction communities_of_practice portfolio qualitative blogging PhD
shared by Florence Dujardin on 28 Jan 11 - No Cached
  • Florence Dujardin on 28 Jan 11
     
    This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger's (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative routes, start their careers in some of the most challenging teaching assignments. Key theoretical insights resulting from the analysis include (a) the importance of interactivity of the Wenger elements, (b) the centrality of the community component, and (c) the implications of what legitimate peripheral participation looks like for a solely novice community of practice. Implications of these theoretical considerations are discussed and then linked to possibilities for practice and research to supplement current, traditional induction and mentoring practices.
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Net Pedagogy Portal - Glossary - - 54 views

www.thewebworks.bc.ca/...glossary.html pedagogy Web2.0 glossary education elearning reference resources Internet teaching
shared by trisha_poole on 03 Mar 11 - Cached
  • trisha_poole on 03 Mar 11
     
    The Net Pedagogy Portal is a resource whose purpose is to increase understanding, knowledge, and awareness of the changing landscape of teaching and learning online.
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Book In An Hour: A Classroom Strategy « Not All Who Wonder Are Lost - 8 views

allwhowonder.wordpress.com/...n-an-hour-a-classroom-strategy resources classroom strategy
shared by Brian Peoples on 06 Aug 11 - Cached
  • « Thoughts on Collaboration and Developing Higher Level Questioning Skills Twittering with a Purpose: A Starter (or Restarter) Guide » Book In An Hour: A Classroom Strategy April 30, 2009 by Ellsbeth This past winter I had the opportunity to attend a workshop with Organization of American Historians distinguished lecturer, Dr. Lendol Calder.   This is the first place where I came across the strategy called Book In An Hour.  Since then I’ve tried to find additional internet resources on this strategy, but they appear to be few and far between.  I know other people would find it useful, so I decided to write up the strategy and post it here on the blog.  If you know of additional resources or ways to adapt this strategy, I would enjoy hearing from you. What: The Book In An Hour strategy is a jigsaw activity for chapter books.  While the strategy can take more than an hour depending on the reading and presentation method you choose. Why: While many teachers view this activity as a time saver, I view it as a way to expose students to more literary and historical materials than I might have been able to do otherwise.  There are many books that I would love my students to read, but I know that being able to do so is not always my reality.  This st
  • y gives me an avenue to expose them to additional literature and other important historical works without taking much time away from the other aspects of my courses.  It also provides opportunities for differentiation.  This strategy can be adapted to introduce a book that students will be reading in-depth.  Instead of j
  • ng to divide students up into groups or jigsaw with individual students.  If you are using groups, I recommend making them heterogeneous or creating them in a way that subtly facilitates differentiation.  I also encourage you to give each student in the grou
  • Brian Peoples on 06 Aug 11
     
    suggested on #sschat
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Simon Haughton's Amazing History Site - 215 views

history.parkfieldict.co.uk
shared by C CC on 08 Oct 11 - No Cached
  • C CC on 08 Oct 11
     
    It's incredible what one person can achieve for educational purposes.
1More

Many Eyes - Data Visualization - 131 views

www-958.ibm.com/...manyeyes visualization data tools graphics statistics presentation IBM Many Eyes online
shared by Jim Tiffin Jr on 10 Oct 11 - No Cached
  • Jim Tiffin Jr on 10 Oct 11
     
    Create atypical visualizations of different types of data for a variety of purposes. Beyond just bar charts and pie charts, this platform will allow you to analyze existing data sets, or upload your own to see what story the data may be trying to tell you. An experiment brought to you by IBM Research and the IBM Cognos software group.
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States Seen Lagging on Innovation, Technology - Digital Education - 23 views

blogs.edweek.org/...t-states-laggards-on-inno.html technology education
shared by Brian Mull on 16 Nov 09 - Cached
msovoice liked it
  • Brian Mull on 16 Nov 09
     
    "A report released yesterday gave most states Cs and Ds when it comes to educational innovation and technology, according to this story by my colleague Michele McNeil. States are not reinventing education in ways that are necessary to tackle challenges of raising achievement and preparing students for the rigors of the workplace, the report concludes. "The key to improving results will be to help schools not only to avoid mistakes, but to position themselves better to adopt imaginative solutions," states the overview of the report, "Leaders and Laggards". "In brief, for reform to take hold our states and schools must practice purposeful innovation.""
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A Perfect Storm in Undergraduate Education, Part 2 - Advice - The Chronicle of Higher E... - 56 views

chronicle.com/...126969
shared by Abir Qasem on 09 Apr 11 - No Cached
  • Increasingly, students are buying an "experience" instead of earning an education, and, in the competition to attract customers, that's what's colleges are selling.
  • The common experience is that getting admitted is the most exhausting part. After that, the struggle mainly is financial. But at the major universities, most professors are too busy to care about individual students, and it is easy to become lost amid a sea of equally disenchanted undergraduates looking for some kind of purpose—and not finding it.
  • Academically Adrift ends on a depressing note: "A renewed commitment to improving undergraduate education is unlikely to occur without changes to the organizational cultures of colleges and universities." Institutions are inherently conservative; they do not change easily. Many leaps of faith are necessary, and the people involved—teachers, students, parents, administrators, lawmakers, and others—have so many fundamental disagreements about the purposes of higher education that it is hard to know where to begin the conversation. It's far easier to make cuts to an inherently broken system than to begin building something new.
  • ...8 more annotations...
  • The student as consumer
  • Changing forms of literac
  • Declining academic engagement.
  • Alienation from professors
  • Expanding social and extracurricular commitments.
  • The escalating cost of education.
  • Students feeling disillusioned, bored, apathetic, scared, and trapped
  • Anxiety about future employment.
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The Kids Open Dictionary Builder - 2 views

dictionary.k12opened.org/index.php copyright creativecommons kfasimpaur dictionary kids iste
shared by Chris Betcher on 27 Jun 11 - No Cached
  • Chris Betcher on 27 Jun 11
     
    The purpose of this project is to create a free, open simple dictionary for students to use. This dictionary will ultimately be published in a variety of formats and for multiple platforms. To add to this project, find a word you'd like to write a definition for or click "Instant Karma" for a random word. Please consult the style guidelines for editorial information.
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Privacy Policy - Google Privacy Center - 4 views

www.google.com/...privacy-policy.html Center privacy policy google
shared by Sheri Edwards on 05 Jul 11 - No Cached
  • Sheri Edwards on 05 Jul 11
     
    Information sharing Google only shares personal information with other companies or individuals outside of Google in the following limited circumstances: We have your consent. We require opt-in consent for the sharing of any sensitive personal information. We provide such information to our subsidiaries, affiliated companies or other trusted businesses or persons for the purpose of processing personal information on our behalf. We require that these parties agree to process such information based on our instructions and in compliance with this Privacy Policy and any other appropriate confidentiality and security measures. We have a good faith belief that access, use, preservation or disclosure of such information is reasonably necessary to (a) satisfy any applicable law, regulation, legal process or enforceable governmental request, (b) enforce applicable Terms of Service, including investigation of potential violations thereof, (c) detect, prevent, or otherwise address fraud, security or technical issues, or (d) protect against harm to the rights, property or safety of Google, its users or the public as required or permitted by law. If Google becomes involved in a merger, acquisition, or any form of sale of some or all of its assets, we will ensure the confidentiality of any personal information involved in such transactions and provide notice before personal information is transferred and becomes subject to a different privacy policy.
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