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Maggie Verster

The Association for Progressive Communications (APC) ICT policy handbook - Zu... - 2 views

zunia.org/index.php

ICT policy policy ebook ebooks

shared by Maggie Verster on 12 Dec 09 - Cached
  • Maggie Verster on 12 Dec 09
     
    "This handbook aims to take the mystery out of ICT policy and make it easier to understand. In particular, it aims to build the capacity of those who want to understand more about the issues surrounding policy on ICT development and regulation, to grasp the policy process, and to become more involved as informed participants.The main text of the handbook has been written by experts in the field so that readers get a basic understanding of the issues. It can then be used as a platform for further investigation. Each chapter seeks to give an objective account of existing issues, rather than presenting any specific point of view. Where issues are controversial, the different viewpoints involved have been explained so that the reader has a clear view of the issues in dispute. Examples are also given of recent events or debates, which readers can explore further if so inclined. Suggestions as to where readers can find out more about ICT policy can also be located in the bibliography and list of organisations active in the field which are in appendices. "
Dean Mantz

50 Brain Facts Every Educator Should Know | Associate Degree - Facts and Information - 30 views

www.associatesdegree.com/...cts-every-educator-should-know

Brain educator Memory facts Education research Should Know learning thinking understanding

shared by Dean Mantz on 05 Feb 10 - Cached
  • Dean Mantz on 05 Feb 10
     
    Facts about the human brain that will help with education.
Adrienne Michetti

AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning ob... - 1 views

www.ascilite.org.au/...boyle.html

education programming elearning pedagogy design learning

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • delineate a coherent framework for the authoring of re-purposable learning objects
  • significant changes in the creation of learning objects
  • nternational work directed at developing learning object standards
  • ...33 more annotations...
  • a learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training. IEEE
  • ork on metadata and learning object packaging
  • cohesion
  • ke any learning object and provide a 'wrapper' around this object
  • learning object is thus 'packaged' in a standard container format
  • learning objects must be developed with potential reuse, and especially repurposing in mind. The principal aim of this paper is to explore and delineate principles underlying authoring for reuse and repurposing.
  • taxonomy
  • This mapping suggests that each learning object should be based on one learning objective or clear learning goal.
  • The principle of cohesion, however, indicates that there should be a separate learning object for each type of loop. An immediate advantage is that the tutor can select the order in which these learning objects are combined. A tutor dealing with experienced student may wish to deal with these in sequence; another tutor with a different group of students may intersperse these learning objects with object dealing with other features of the language.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      This would, then, make them easier to edit and manipulate in the future. I can follow this article.
  • the principle of 'de-coupling', or more accurately minimised coupling.
  • unit (software module/learning object) should have minimal bindings to other units.
  • independently of the other (
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      Right - and the goal is complete independence so as to be able to manipulate and change later.
  • The learning object should, as far as possible, be free standing.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      YES! Can we please apply this to items as simple as Word documents and HTML? It would make things so much easier. This also reminds me of good pedagogical design principles BEFORE we had digital learning -- the same should be true for worksheets, handouts, textbooks, etc. It needs to be able to be changed.
  • adaptation
  • The challenge is to maintain this richness in a system composed of reusable components.
  • We must face the challenge of creating learning objects that are cohesive, decoupled and pedagogically rich. This design challenge is associated with the issue of 'repurposability' as we might expect rich learning objects to provide further options for adaptation by local tutors.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      Yes, yes, and yes. We need to think beyond our own immediate purposes.
  • n the Java language
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      quite honestly, I would have preferred a non-computer programming example. These principles apply to all technology design, not just programming. Something more accessible would have made this paper stronger.
  • The project involves intervention in syllabus development, the social organisation of learning and the introduction of new eLearning materials. The eLearning resources are being based on the authoring of rich, reusable learning objects. This development provides the focus for the present discussion.
  • The learning objects are being developed both to meet immediate pedagogical needs and to serve this larger goal. This produces extra pressure initially. However, it provides the potential to divide the eventual task among a number of contributing partners, exploiting considerable advantages of scale.
  • A key challenge for the project is to resolve the tensions in a creative and productive way.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      Basically, you have to take it all apart and put it back together again. This is fundamental to learning a new way to design anything, really.
  • A compound object consists of two or more independent learning objects that are linked to create the compound.
  • A further important feature is that each simple component object can be reused independently.
  • They thus provide a basis for pedagogical richness that fully exploits the opportunities offered by the technology.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      YES! use the tech to its best.
  • manage the bindings between one object and others
  • they should be able to reconfigure this to shape their own compound object.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      This is so crucial. Each educator must be able to restructure it, use to his/her advantage within context.
  • main types of binding: navigational bindings through URLs and non-URL based content bindings. This design pattern deals with the issue of URL based bindings.
  • we must have a design mechanism for managing these bindings.
  • learning object consists of a core and zero or more expansions. A default object is presented with the core with certain expansions added. These expansions aim to provide added pedagogical value to help in attaining the learning objective.
  • the relationship between learning objects and the syllabus, course or other higher organising structure in which they are delivered.
  • the syllabus navigation structure operates at a different layer of organisation for the learning object resources
  • . These syllabi objects operate at a different layer from that of main content objects
  • The key message is the need to establish distinct layers of organisation in eLearning
  • The central challenge is to design for reuse and repurposing.
  • Adrienne Michetti on 01 Feb 10
     
    painful reading with the example of Java - but the point remains that all learning objects should be managed and designed with the purpose of being able to use them in the future in ways that are dynamic and reusable. This means de-coupling them and ensuring they are made of distinct pedagogical units.
Julie Altmark

INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION - 10 views

www.iteaconnect.org/...tewebsites.htm

education technology itea

shared by Julie Altmark on 09 Mar 10 - Cached
  • Julie Altmark on 09 Mar 10
     
    list of teacher resource website 
Tero Toivanen

WNY Education Associates » When Kids Say No to Facebook - 7 views

www.angelastockman.com/...when-kids-say-no-to-facebook

Facebook education social media teachers kids

shared by Tero Toivanen on 15 May 10 - Cached
  • Tero Toivanen on 15 May 10
     
    Is Facebook good tool to use in schools? 
anonymous

CTEG: Critical Questions - 13 views

www.criticalteaching.org/...FAQ.html

critical thinking

shared by anonymous on 24 Dec 10 - No Cached
  • Critical thinking is a set of values and cognitive strategies employed to rationally evaluate information for its potential usefulness and accuracy. In this regard, critical thinking covers three fields; Personal values embracing logic, reasoning, objectivity and internal consistency of information Skills and cognitive approaches that allow the individual to search for and evaluate different information sources An appreciation of the relationship between the application of accurate information in decision making and the probability of a predictable outcome
  • In an age of diverse media, especially with regards to the internet, information sources present confusing options. Not all information is equal. Teaching people to understand the context and cues associated with good information gives them the ability to make better informed decisions that will have the best chance of leading to those outcomes they wish for.
  • This places critical thinking at odds with philosophies that elevate some bodies of knowledge to being dogmatic and beyond question.
Toby Fischer

WNY Education Associates » Goomoodleikiog: Transforming Teaching in Plain Eng... - 0 views

www.angelastockman.com/...ming-teaching-in-plain-english

moodle blog wiki web2.0

shared by Toby Fischer on 30 Mar 09 - Cached
  • Toby Fischer on 30 Mar 09
     
    Great common craft style video about web2.0 in education
Ruth Howard

Home Baking Association: Recipes and Baking Resources for Teachers, Parents and Kids - 0 views

www.homebaking.org

baking cooking food technology studies

shared by Ruth Howard on 06 Apr 09 - Cached
  • Ruth Howard on 06 Apr 09
     
    USA site lesson ideas here for baking w children
yc c

Symbol Signs - AIGA | the professional association for design - 0 views

www.aiga.org/...symbol-signs

free signes symbol vector

shared by yc c on 15 Jun 09 - Cached
  • yc c on 15 Jun 09
     
    The complete set of 50 passenger/pedestrian symbols developed by AIGA is now available on the web, free of charge. Signs are available in EPS and GIF formats.
Maggie Verster

Next Generation User Skills Working, Learning & Living Online in 2013 - 0 views

www.sqa.org.uk/...t_NextGenerationUserSkills.pdf

reports research 21st century skills school2.0 bookresearch1 digitalcitizenship

shared by Maggie Verster on 12 May 09 - No Cached
  • Maggie Verster on 12 May 09
     
    In order to ensure the relevance and influence the ongoing enhancement of user ICT provision and the associated awards, Digital 2010 (the regional digital skills partnership for Yorkshire & Humber) and the Scottish Qualifications Authority jointly commissioned Sero Consulting Ltd in spring 2008 to undertake research in ICT User skills. The focus was exclusively on the vision for ICT user skills in 2013 - referenced as 'Next Generation User Skills' - taking account of: * Skills that all employers will need, which they may not currently recognise - including web presence, information productivity, market research, infrastructure management * Skills that people (especially young people) will already have, but which may not be recognised or accredited * Generic occupational skills that people will need - such as remote working, online communication, information research, lifelong learning and, not least, management of their digital environment * Essential skills for living and learning in a digital age - including communication, accessing public services and underpinning personal econfidence
Ed Webb

Web-monitoring software gathers data on kid chats by AP: Yahoo! Tech - 0 views

tech.yahoo.com/...s_tec_internet_monitoring_kids

privacy datamining children online

shared by Ed Webb on 05 Sep 09 - Cached
  • Parents who install a leading brand of software to monitor their kids' online activities may be unwittingly allowing the company to read their children's chat messages — and sell the marketing data gathered.
  • Software sold under the Sentry and FamilySafe brands can read private chats conducted through Yahoo, MSN, AOL and other services, and send back data on what kids are saying about such things as movies, music or video games. The information is then offered to businesses seeking ways to tailor their marketing messages to kids.
  • a separate data-mining service called Pulse that taps into the data gathered by Sentry software to give businesses a glimpse of youth chatter online. While other services read publicly available teen chatter, Pulse also can read private chats. It gathers information from instant messages, blogs, social networking sites, forums and chat rooms.
  • ...1 more annotation...
  • Parents who don't want the company to share their child's information to businesses can check a box to opt out. But that option can be found only by visiting the company's Web site, accessible through a control panel that appears after the program has been installed. It was not in the agreement contained in the Sentry Total Home Protection program The Associated Press downloaded and installed Friday.
Vicki Davis

Kindle DX: Sleeper Agent for Amazon's Future | Green Business | Reuters - 0 views

www.reuters.com/...idUS5944884320090507

education technology

shared by Vicki Davis on 11 May 09 - Cached
  • Bezos was back onstage to announce a new incarnation of the Kindle just three months after unveiling the previous one
  • The paragraph above is partially incorrect. PDFs can be directly dropped into the Kindle via a USB cable. Other documents—Word files, image files, etc.—need to go through the conversion.
  • This great chart from a college-bookstore association shows where all the money goes and also implies that 55.9 percent of textbook costs could be saved if they were delivered digitally, bypassing college bookstores.
  • ...1 more annotation...
  • Students appear to be the only demographic that the DX is actually well-suited to serve.
  • Vicki Davis on 11 May 09
     
    New kindle DX - 3 months after the other - what is the difference: "the big differences are that the Kindle DX is 4 inches larger than the one you bought last month and comes installed with a PDF reader." $489 price tag Some of my students are reading on their itouch now.
Brendan Murphy

Education scholar Soo Hong finds education innovation in Logan Square, Mary Schmich say... - 1 views

www.chicagotribune.com/...0427-20110427,0,7354864.column

education scholar parent

shared by Brendan Murphy on 07 May 11 - No Cached
  • trained by the Logan Square Neighborhood Association to work in the schools
  • Parents. Everywhere.
  • families need support before student performance will improve. 
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.)
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • 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
  • The principles are all subject to a “rule of proportionality.” 
  • 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.
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