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Caroline Bucky-Beaver

Code of Best Practices in Fair Use for Media Literacy Education - 1 views

wwwdev.ncte.org/...fairusemedialiteracy

medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship

shared by Caroline Bucky-Beaver on 12 Nov 08 - 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. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
  • guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
  • ...30 more annotations...
  • Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
  • 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.
  • Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
  • Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
  • 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? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
  • Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
  • Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
  • Code of Best Practices in Fair Use for Media Literacy 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. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. 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.
  • These principles apply to all forms of media.
  • The principles apply in institutional settings and to non-school-based programs. 
  • The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired. 
  • 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. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
  • The principles are all subject to a “rule of proportionality.” 
  • fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
  • PRINCIPLES
  • ONE:  Employing Copyrighted Material in Media Literacy Lessons
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • THREE:  Sharing Media Literacy Curriculum Materials
  • In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
  • FOUR:  Student Use of Copyrighted Materials in Their Own Academic and Creative Work
  • Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
  • FIVE:  Developing Audiences for Student Work
  • If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
  • Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
  • Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), 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.
  • The ethical obligation to provide proper attribution also should be examined.
  • 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
  • MYTH:  Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth:  Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. 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. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
  • Caroline Bucky-Beaver on 12 Nov 08
     
    Great article outlining copyright, fair use and explaning the 5 principles of fair use in education.
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Ed Webb

Many Complaints of Faculty Bias Stem From Students' Poor Communicating, Study Finds - F... - 4 views

chronicle.com/...135464

argument students criticism education

shared by Ed Webb on 30 Oct 12 - No Cached
  • some perceptions of classroom bias would decline, and students would benefit more from exposure to opposing viewpoints, if colleges did more to teach argumentation and debate skills. Teaching undergraduates such skills "can help them deal with ideological questions in the classroom and elsewhere in a civil way, and in a way that can discriminate between when professors are expressing a bias and when they are expressing a perspective that they may, or may not, actually be advocating,"
  • The study's findings, however, were criticized as ideologically biased themselves by Peter W. Wood, president of the National Association of Scholars, a group that has frequently accused colleges of liberal or leftist indoctrination. The article summarizing the study, Mr. Wood said on Friday, "seems to me to have a flavor of 'blaming the victim,'" and appears "intended to marginalize the complaints of students who have encountered bias in the classroom."
  • Students need to learn how to argue as a workplace skill. If they understood this as a key workplace strategy that will affect their ability to advance they may be more willing to pay attention. They are there-- regardless of what we may believe-- to get jobs at the end. Discussion and dealing with disputes or differences is key to professional advancement
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  • It's one thing to be closed to students' arguments or to insist on conformity with a prof's views.  It is another altogether when students do not know how to argue their own points, especially points that are not political.  At some point, isn't it the case that the prof does know even a little bit more about their subjects than their students?
  • Several studies (post 1998) seem to indicate that the capacity to understand and engage in logical argumentation has diminished (at least in the 'Western' world). These studies seem to have encouraged the state education boards (committees) of several states to entertain making a "critical thinking" or "Introductory logic" course part of the required core.
  • I have found Susan Wolcott's teaching materials, which are informed by research by K.S. Kitchener and P. M. King, to be the most helpful in addressing student accusations of bias.  I had long been puzzled by why my colleagues in philosophy are so often accused of bias when, in my own observation of their teaching, they take care to keep their own views of a philosophical topic hidden from students.  Indeed, they spend a great deal of time playing devil's advocate and championing the philosophical position that is getting the least airtime in class discussion, readily switching sides if another perspective begins to be neglected.  Wolcott's developmental analysis, which explains how students arrive at college as "confused fact finders" and often get stuck in learning critical thinking skills at the "biased jumper" stage, helps me to understand how students attribute bias to professors when the students lack skills to maneuver around arguments.  The most helpful part of Wolcott's analysis is her suggestion that, if one gives students an assignment that is more than one level above their current abilities in critical thinking, they will completely ignore the assignment task.  This failing is particularly visible when students are asked to compare strengths/weaknesses in two arguments but instead write essays in which they juxtrapose two arguments and ignore the task of forging comparisons.  In Wolcott's workbooks (available by request on her website), she describes assignments that are specifically designed to help students build a scaffolding for critical thinking so that, over four years, they can actually leave the "biased jumper" stage and move on to more advanced levels of critical thinking.  One need not be a slavish adherent to the developmental theory behind Wolcott's work to find her practical suggestions extremely helpful in the classroom.   Her chart on stages of critical thinking is the first link below; her website is the second link.   http://www.wolcottlynch.com/Do... http://www.wolcottlynch.com/Ed...
  • The classroom and campus are not divorced from the polarized language in the greater society wherein people are entrenched in their own views and arguments become heated, hateful, and accusatory.  The focus of this study on political bias is not helpful under the circumstances.  The greater argument is that students need to be taught how to argue effectively, with facts, logic and reasoning not just in the classroom but beyond.
  • What happened to the 'Sage on the Stage' as the 'provacatuer-in-chief'?  Some of my best classroom experiences came from faculty that prompted critical thinking and discussion by speaking from all sides of an issue.  They were sufficiently informed to deflate weak arguments from students with probing questions.  They also defended an issue from every side with factual information.  In the best instances, I truly did not know the personal position of a faculty member.  It was more important to them to fully and fairly cover an issue than it was to espouse a personal preference.  That spoke volumes to me about the love of learning, critical examination of strongly held personal beliefs, and assertive but fair-minded discourse.  Do those faculty still exist?
  • The study suggests that those faculty do exist and in fact are numerous, but that students' ever-diminishing skills in critical thinking and argumentation lead them to misunderstand the questioning, challenging Socratic dialogue and "devil's advocate" work of the professor as simple bias. 
  • When I was teaching controversial subjects the advice from the Administration was, "Teach the debate."  Its pretty hard to "teach the debate" without actually having some of those debates.  When students "checked out" during those debates I always wondered if they were the ones who were going to report on their teaching evaluations that, "the professor was biased."  Of course when the student intellectually "checks out," i.e., remains quiet, only says what they think I want to hear, etc., they are not doing A work in the class.  This reinforces their view that "the professor is biased."
Vicki Davis

With Tougher Standardized Tests, a Reminder to Breathe - NYTimes.com - 1 views

www.nytimes.com/...sts-a-reminder-to-breathe.html

education news edreform tumblr edu_news

shared by Vicki Davis on 15 Apr 13 - No Cached
  • Vicki Davis on 15 Apr 13
     
    Testing students over material that is NOT in the curriculum is not fair. I think that states should have a way to mark things not covered and just take the hits across the board for not having it in their curriculum instead of causing children to suffer through feeling ignorant. Common Core may be great, however, if it isn't in the curriculum it is unfair and shouldn't be done. What can we do? Do we cause children to stress out unfairly because adults can't get their act together or it takes time to change the curriculum? I don't know the answers, but the thought of a child looking at a test and knowing that some things didn't happen in the classroom and the impact of "feeling dumb" that will happen just turns my stomach, literally.  From the NEw York Times. " And they are likely to cover at least some material that has yet to make its way into the curriculum. The new tests, given to third through eighth graders, are intended to align with Common Core standards, a set of unified academic guidelines adopted by almost every state and goaded by grant money offered by the Obama administration. They set more rigorous classroom goals for American students, with a focus on critical thinking skills, abstract reasoning in math and reading comprehension."
Vicki Davis

Classroom Planning Materials - Resources - SML - 8 views

www.sharemylesson.com/...om-Planning-Materials-50000221

education news backtoschool

shared by Vicki Davis on 04 Jul 12 - No Cached
  • Vicki Davis on 04 Jul 12
     
    Materials for planning your first day and classroom procedures are available for download as you plan your fist day of school. This should be something all teachers can use.
Vicki Davis

Call for Artwork :: Mission 10,000 Rockets - 3 views

www.artsonia.com/...detail.asp

science art contest edu_news

shared by Vicki Davis on 12 Oct 09 - Cached
  • Every invention starts from a simple drawing on a paper. To celebrate the DigitalGlobe™ satellite launch that will capture high-resolution pictures for Bing™ Maps, we want to borrow kids' imaginations to create the rocket of tomorrow.
  • Of the first 10,000 drawings submitted, every school that submits at least 20 drawings will be entered into a drawing to win a $5,000 donation from Bing™ and a portion of the book proceeds.
  • Vicki Davis on 12 Oct 09
     
    ! Of the first 10,000 drawings submitted, every school that submits at least 20 drawings will be entered into a drawing to win a $5,000 donation from Bing™ and a portion of the book proceeds. We understand this is quite a tight deadline. To help you out, we are going to provide you with some educational materials. The first 500 teachers to fill out an information request form on Artsonia will get a poster for the classroom, along with a satellite and rocket fact sheet and some fun rocket trading cards. You may also download pdf printable versions of the educational materials. In addition, students can watch the Delta II rocket launch video on www.10000rockets.com. Then, in early November, Bing™ will have a panel of scientists talking about rockets and you can use that for further inspiration in the classroom. As the students are learning about rockets, we want to get 10,000 of them to draw the rocket of tomorrow. Drawings can be uploaded on Artsonia from 10/8/09-11/25/09. We will do a few things with the drawings: * The first 10,000 drawings will be published in your Artsonia school gallery and showcased on a dedicated gallery website, www.10000rockets.com. * Schools who submit at least 20 drawings will be entered into a drawing to win* one of eight $5,000 donations. * Each drawing will be judged by a panel of Microsoft employees in conjunction with scientists. The judges will select one from each grade group (K-5, 6-8, 9-12) that inspires them and turn these student drawings into 3-D models to honor their invention. * The first 10,000 qualified drawings will be placed into a commemorative book and sold on 10000rockets.com. Proceeds from the book will be donated to 8 of the schools who have students featured in the book, chosen at random.
cory plough

Fair use and transformativeness: It may shake your world - NeverEndingSearch - Blog on ... - 0 views

www.schoollibraryjournal.com/...1420024142.html

copyright fairuse transformativeness

shared by cory plough on 01 Apr 08 - Cached
  • I learned on Friday night that the critical test for fairness in terms of educational use of media is transformative use. When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context. 
  • Here's what I think I learned on Friday about fair use:
  • According to Jaszi, Copyright law is friendlier to good teaching than many teachers now realize. Fair use is like a muscle that needs to be exercised.  People can't exercise it in a climate of fear and uncertainty.
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  • Permission is not necessary to satisfy fair use.
  • Fair use is a doctrine within copyright law that allows use of copyrighted material for educational purposes without permission from the the owners or creators. It is designed to balance rights of users with the rights of owners by encouraging widespread and flexible use of cultural products for the purposes of education and the advancement of knowledge.
  • My new understanding: I learned on Friday night that the critical test for fairness in terms of educational use of media is transformative use. When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context.  Examples of transformativeness might include: using campaign video in a lesson exploring media strategies or rhetoric, using music videos to explore such themes as urban violence, using commercial advertisements to explore messages relating to body image or the various different ways beer makers sell beer, remixing a popular song to create a new artistic expression.
  • Long ago, I learned that educational use of media had to pass four tests to be appropriate and fair according to U.S. Code Title 17 107: the purpose and character of the use, including whether the use is commercial or nonprofit the nature of the use the amount of the use the effect of the use on the potential market for the copyrighted work.
  • --A Conversation about Media Literacy, Copyright and Fair Use--stirred up more cognitive disonance than I've experienced in years
  • the discussion was one of several to be held around the country designed to clear up widespread confusion and to: develop a shared understanding of how copyright and fair use applies to the creative media work that our students create and our own use of copyrighted materials as educators, practitioners, advocates and curriculum developers.
  • national code of practice
  • Jaszi points to Bill Graham Archives vs.Dorling Kindersley (2006) as a clear example of how courts liberally interpret fair use even with a commercial publisher.
  • The publisher added value in its use of the posters. And such use was transformative.
  • Here's what I think I learned on Friday about fair use: The Multimedia Fair Use Guidelines describe minimum rules for fair use, but were never intended as specific rules or designed to exhaust the universe of educational practice.  They were meant as a dynamic, rather than static doctrine, supposed to expand with time, technology, changes in practice.  Arbitrary rules regarding proportion or time periods of use (for instance, 30-second or 45-day rules) have no legal status.  The fact that permission has been sought but not granted is irrelevant.  Permission is not necessary to satisfy fair use. Fair use is fair use without regard to program or platform. What is fair, because it is transformative, is fair regardless of place of use. If a student has repurposed and added value to copyrighted material, she should be able to use it beyond the classroom (on YouTube, for instance) as well as within it.  Not every student use of media is fair, but many uses are. One use not likely to be fair, is the use of a music soundtrack merely as an aesthetic addition to a student video project. Students need to somehow recreate to add value.  Is the music used simply a nice aesthetic addition or does the new use give the piece different meaning? Are students adding value, engaging the music, reflecting, somehow commenting on.the music? Not everything that is rationalized as educationally beneficial is necessarily fair use.  For instance, photocopying a text book because it is not affordable is still not fair use.
  • Copyright law is friendlier to good teaching than many teachers now realize. Fair use is like a muscle that needs to be exercised.  People can't exercise it in a climate of fear and uncertainty
Julie Altmark

Free Technology for Teachers: The Classroom Blogging Process - 5 views

www.freetech4teachers.com/...lassroom-blogging-process.html

classroom blogging technology

shared by Julie Altmark on 10 Mar 10 - No Cached
  • Julie Altmark on 10 Mar 10
     
     K12 Online Conference Sarah Sutter presented a great story of her classroom blogging experience. In the presentation Sarah covers everything from her first steps toward getting students blogging two years ago through today. If you're looking for ideas about using blogs in education, Sarah's presentation is well worth eighteen minutes of your time. You can find supporting materials for Sarah Sutter's K12 Online Conference presentation here.
Julie Shy

Bridging World History - 1 views

www.learner.org/...worldhistory

history social_studies_elementary social_studies_high_school social_studies_middle_school

shared by Julie Shy on 04 Jun 12 - No Cached
  • Julie Shy on 04 Jun 12
     
    PROFESSIONAL DEVELOPMENT AND CLASSROOM MATERIALS TO SUPPORT THE STUDY OF WORLD HISTORY Bridging World History is organized into 26 thematic units along a chronological thread. Materials include videos, an audio glossary and a thematically-organized interactive. There are so many more ways to study history than looking at simply military, nation-state analysis. This site  addresses other tools historians use to investigate world history, such as the frameworks of geography and chronology. A geographical area can be used to explore commonalities across political borders to discover the effect of trade, disease, and migration. Included in this unit are readings, resources, maps, audio clips, a video to watch, as well as a transcript of the video. Pertinent questions and activities are also provided. There are so many more ways to study history than looking at simply military, nation-state analysis. This site  addresses other tools historians use to investigate world history, such as the frameworks of geography and chronology. A geographical area can be used to explore commonalities across political borders to discover the effect of trade, disease, and migration. Included in this unit are readings, resources, maps, audio clips, a video to watch, as well as a transcript of the video. Pertinent questions and activities are also provided.
Maggie Verster

Squizzing through OER Commons for free maths textbooks - 0 views

wiki.oercommons.org/...Main_Page

oer school2.0

shared by Maggie Verster on 04 Mar 09 - Cached
  • Maggie Verster on 04 Mar 09
     
    Open Education Resources (OER) are teaching and learning materials freely available online for everyone to use, whether you are an instructor, student, or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.
yc c

Thousands of Free Lesson Plans and Educational Resources for Teachers | Verizon Thinkfi... - 11 views

www.thinkfinity.org

education K-12 usa resource history interactive game lesson_plans

shared by yc c on 04 Mar 10 - Cached
  • yc c on 04 Mar 10
     
    USA resource Thinkfinity.org makes it easy for educators to enhance their classroom instruction with lesson plans, interactive activities and other online resources. Thinkfinity.org also provides a wealth of educational and literacy resources for students, parents and after-school programs. All of Thinkfinity.org's 55,000 standards-based K-12 lesson plans, student materials, interactive tools and reference materials are reviewed by the nation's leading education organizations to ensure that content is accurate, up-to-date, unbiased and appropriate for students.
Patti Porto

Invent To Learn: Making, Tinkering, and Engineering in the Classroom: Sylvia Libow Mart... - 12 views

www.amazon.com/...ref=as_li_ss_tl

Maker stem pbl

shared by Patti Porto on 28 May 13 - No Cached
  • Patti Porto on 28 May 13
     
    "Join the maker movement! There's a technological and creative revolution underway. Amazing new tools, materials and skills turn us all into makers. Using technology to make, repair or customize the things we need brings engineering, design and computer science to the masses. Fortunately for educators, this maker movement overlaps with the natural inclinations of children and the power of learning by doing. The active learner is at the center of the learning process, amplifying the best traditions of progressive education. This book helps educators bring the exciting opportunities of the maker movement to every classroom."
Vicki Davis

Teachers' Domain: Home - 0 views

www.teachersdomain.org

education all_teachers technology edu_news professionaldevelopment middleschool elementary

shared by Vicki Davis on 20 Aug 08 - Cached
  • Dean Mantz on 20 Aug 08
     
    Mulitmedia resources for educators at all levels. There are ways to conduct International projects too.
  • Kelly Faulkner on 22 Apr 11
     
    digital media for the classroom
  • Vicki Davis on 27 Jun 11
     
    Some lovely video resources. For US educators, they have the resources aligned with US standards. You can register on the site and organize the resources into your own folders (like for your classes.)  "Teachers' Domain is a free digital media service for educational use from public broadcasting and its partners. You'll find thousands of media resources, support materials, and tools for classroom lessons, individualized learning programs, and teacher professional learning communities."
Dennis OConnor

The Wrath Against Khan: Why Some Educators Are Questioning Khan Academy - 6 views

www.hackeducation.com/...s-are-questioning-khan-academy

Khan Academy pedagogy elearning flipped classroom

shared by Dennis OConnor on 28 Mar 12 - No Cached
  • While "technology will replace teachers" seems like a silly argument to make, one need only look at the state of most school budgets and know that something's got to give. And lately, that something looks like teachers' jobs, particularly to those on the receiving end of pink slips. Granted, we haven't implemented a robot army of teachers to replace those expensive human salaries yet (South Korea is working on the robot teacher technology. I'll keep you posted.). But we are laying off teachers in mass numbers. Teachers know their jobs are on the line, something that's incredibly demoralizing for a profession already struggles mightily to retain qualified people.
  • it's hard not to see that wealth as having political not just economic impact. Indeed, the same week that Bill Gates spoke to the Council of Chief State School Officers about ending pay increases for graduate degrees in teaching, Secretary of Education Arne Duncan issued almost the very same statement. What does all of this have to do with Sal Khan? Well, nothing... and everything.
  • One of education historian Diane Ravitch's oft-uttered complaints is that we now have a bunch of billionaires like Gates dictating education policy and education reform, without ever having been classroom teachers themselves (or without having attended public school). But the skepticism about Khan Academy isn't just a matter of wealth or credentials of Khan or his backers. It's a matter of pedagogy.
  • ...2 more annotations...
  • No doubt, Khan has done something incredible by creating thousands of videos, distributing them online for free, and now designing an analytics dashboard for people to monitor and guide students' movements through the Khan Academy material. And no doubt, lots of people say they've learned a lot by watching the videos. The ability pause, rewind, and replay is often cited as the difference between "getting" the subject matter through classroom instruction and "getting it" via Khan Academy's lecture-demonstrations.
  • Although there's a tech component here that makes this appear innovative, that's really a matter of form, not content, that's new. There's actually very little in the videos that distinguishes Khan from "traditional" teaching. A teacher talks. Students listen. And that's "learning." Repeat over and over again (Pause, rewind, replay in this case). And that's "drilling."
Brendan Murphy

How to fix our schools: A manifesto by Joel Klein, Michelle Rhee and other education le... - 16 views

www.washingtonpost.com/...AR2010100705078.html

shared by Brendan Murphy on 08 Oct 10 - No Cached
  • has left our school districts impotent and, worse, has robbed millions of children of a real future
    • Michael Walker
      Michael Walker on 08 Oct 10
       
      Why are district's impotent? If administrators do their job and a) mentor young teachers and b) remove them if they are ineffective the system can work!
    • t jaffe-notier
      t jaffe-notier on 11 Oct 10
       
      Yes. In the districts where administrators work the system does work. Unfortunately these mega-district administrators think that their job consists only of firing bad teachers. The hardest work is giving the good teachers the resources they need to continue excellent work!
  • District leaders also need the authority to use financial incentives to attract and retain the best teachers.
    • Michael Walker
      Michael Walker on 08 Oct 10
       
      And yet, studies show that merit pay doesn't work!
    • t jaffe-notier
      t jaffe-notier on 11 Oct 10
       
      That's right. Socio-emotional learning, one of the most important kinds for the development of good citizens, defies standardized testing.
    • Brendan Murphy
      Brendan Murphy on 20 Oct 10
       
      How about we raise starting pay for teachers to $60,000 per year. Make teaching a profession more top notch students want to major in.
  • but let's stop pretending that everyone who goes into the classroom has the ability and temperament to lift our children to excellence.
    • t jaffe-notier
      t jaffe-notier on 11 Oct 10
       
      Wow. Straw man. Who's pretending? Let's stop flogging our administrators and stop slapping our policemen too...
  • ...5 more annotations...
  • We must equip educators with the best technology available to make instruction more effective and efficient. By better using technology to collect data on student learning and shape individualized instruction, we can help transform our classrooms and lessen the burden on teachers' time.
    • Michael Walker
      Michael Walker on 08 Oct 10
       
      Yes, the most effective way to use technology in the classroom is to gather data...NOT! What about providing the technology so the students can create meaning and learn?
    • t jaffe-notier
      t jaffe-notier on 11 Oct 10
       
      I've found that administrators aren't too interested in individualized instruction, even though they say so. What they want is higher scores on "common assessments" whether or not this benefits individual learners. Humanities teachers have always been frustrated by this, and now science teachers are frustrated too. They're not allowed to help students achieve excellence in areas that are exactly the right amount of challenge for each student. Instead, they're still forced to "cover everything" for each student, in spite of the fact that this does not benefit students who haven't mastered the material to a point of competence. Weird.
  • For the wealthiest among us, the crisis in public education may still seem like someone else's problem, because those families can afford to choose something better for their kids. But it's a problem for all of us -- until we fix our schools, we will never fix the nation's broader economic problems. Until we fix our schools, the gap between the haves and the have-nots will only grow wider and the United States will fall further behind the rest of the industrialized world in education, rendering the American dream a distant, elusive memory.
    • t jaffe-notier
      t jaffe-notier on 11 Oct 10
       
      How can we recruit excellent teachers to schools that need them the most when our best proposed solutions don't reward teachers for taking on a challenge?
  • taking advantage of online lessons and other programs
    • Brendan Murphy
      Brendan Murphy on 20 Oct 10
       
      This is code for let's pay online educators $12 an hour to teach and remove the cost of those expensive buildings.
  • replace or substantially restructure persistently low-performing schools that continuously fail our students.
    • Brendan Murphy
      Brendan Murphy on 20 Oct 10
       
      Can we start at the very top and fire the superintendents?
  • charter schools a truly viable option
    • Brendan Murphy
      Brendan Murphy on 20 Oct 10
       
      No they aren't a viable option, they are labratories.
  • Michael Walker on 08 Oct 10
     
    This article is ripe for Diigo commentary!
  • ...1 more comment...
  • Dean Mantz on 08 Oct 10
     
    New York Times "How we can fix our schools"
  • t jaffe-notier on 11 Oct 10
     
    This article is ripe for Diigo commentary!
  • Brendan Murphy on 20 Oct 10
     
    This article is ripe for Diigo commentary!
Dave Truss

SpeEdChange: When rethinking the school itself... - 17 views

speedchange.blogspot.com/...-rethinking-school-itself.html

deschooling 1-1school 1-1teacher alternativeschools change

shared by Dave Truss on 14 Mar 10 - Cached
  • He talked about wide hallways where students could gather. He talked about attendance policies which allowed students to sign into classes from elsewhere in the building if that made them more comfortable. He talked about multiple projection screens in every classroom to break "single focus learning." He talked about dropping text books for authentic materials and the acceptance of multiple - and student chosen - ways of demonstrating knowledge. He even talked about having big windows in classrooms both to the outside and the school corridors - "We're not hiding from the world or hiding the world from our students" he told us.
  • And then we listened to teachers and students, we wandered the building, and we saw. In newly built additions classroom doors were centered on one wall, projectors, aimed from the middle of the ceiling, pointed to two corners. Window walls opened outside, big windows allowed views to/from the halls. In most rooms the two projectors were in use, showing different things. In most rooms, students gathered in clusters, often passing tablet boards around.
  • All in all what I saw was a 1:1 initiative that had been shaped by a commitment to rethinking school, and centering the form of school on what students need now - collaboration, access to and effective use of global information, trust in students, belief in leveraging the world of today rather than avoiding it, and universal design.
  • ...1 more annotation...
  • This was no cost-be-damned private school experience. It was reasonable, it was logical, and it was technology chosen for education, not technology chosen for technology.
  • Dave Truss on 14 Mar 10
     
    What happens if you really begin to rethink what your school looks like? No, I'm not talking about rethink from a wildly radical viewpoint - like mine or say, Neil Postman's - but just if a dedicated set of educators stops "tinkering" with little changes and wonders what school might be like...
Vicki Davis

To America from a Teacher « lisamyers.org - 19 views

lisamyers.org/...to-america-from-a-teacher

news teaching inspiration

shared by Vicki Davis on 23 Dec 12 - No Cached
  • Vicki Davis on 23 Dec 12
     
    In this must-read post, Lisa Myers says so many things right. So many of us teachers have shocked that people have seen into the heart of who we are but why did some teachers have to die for people to see it? "No, for most of us, our all does not include a sacrificial death, but it does include a sacrificial life. It means working a full day at school then continuing that work at home well into the evening as we grade papers and prepare materials that will lead to authentic learning in the classroom. That's our surface work. At a deeper level, however, we also do the following:""
Julie Shy

Teacher Resources | Library of Congress - 24 views

www.loc.gov/teachers

common_core

shared by Julie Shy on 01 Nov 12 - No Cached
  • Julie Shy on 01 Nov 12
     
    The Common Core State Standards (CCSS) is here and teachers are trying to figure out how to best integrate it into their tried-and-true lessons. They're struggling to integrate technology to best augment CCSS. They are in desperate need of classroom materials that they can trust. Like a superhero, the U.S. Library of Congress has just swooped in and unveiled an enormous new (and free!) resource that's all about the Common Core.
Allyssa Andersen

TED-Ed | Lessons Worth Sharing - 5 views

education.ted.com

ted education learning

shared by Allyssa Andersen on 08 May 12 - No Cached
  • Allyssa Andersen on 08 May 12
     
    TED talks into animated lessons with materials and options to use as a flipped classroom.
Vicki Davis

How Tinkering Can Help You Learn - 1 views

lifehacker.com/-can-help-you-learn-1475629045

invent2learn makerspace education news tinker

shared by Vicki Davis on 04 Dec 13 - No Cached
  • Vicki Davis on 04 Dec 13
     
    Tinkering works. Read Sylvia Martinez and Gary Stager's book "Invent to Learn" which talks about tinkering and how to use Maker Spaces to promote it to learn more. Great points from Lifehacker: "Research in the science of learning shows that hands-on building projects help young people conceptualize ideas and understand issues in greater depth. In an experiment described in the International Journal of Engineering Education in 2009, for example, one group of eighth-graders was taught about water resources in the traditional way: classroom lectures, handouts and worksheets. Meanwhile, a group of their classmates explored the same subject by designing and constructing a water purification device. The students in the second group learned the material better: they knew more about the importance of clean drinking water and how it is produced, and they engaged in deeper and more complex thinking in response to open-ended questions on water resources and water quality... it involves a loose process of trying things out, seeing what happens, reflecting and evaluating, and trying again."
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