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Authors listed alphabetically: free web books, online - 0 views

ebooks.adelaide.edu.au/...authors.html classics ebooks educatio reading
shared by Ted Sakshaug on 20 Jul 09 - Cached
  • Ted Sakshaug on 20 Jul 09
     
    copyright free 'classic' books
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Ginipic Search Engine for Images - 0 views

www.ginipic.com ad4dcss digital_images search_engine media_literacy
shared by Anne Bubnic on 12 May 09 - Cached
  • Anne Bubnic on 12 May 09
     
    Searches other search engines for pictures (Flickr, Photobucket, Google, Yahoo etc). Windows-only but the Mac version is under development. Some images have copyright info on them, but not all. Can see a lot of different images at once.
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Welcome to Flickr - Photo Sharing - 0 views

www.flickr.com/ 4teachers clip clipart all_teachers
shared by Kathy Benson on 19 May 09 - Cached
  • Ted Sakshaug on 19 May 09
     
    photo and video sharing
  • Kathy Benson on 29 Jun 12
     
    I can't tell if these images are copyrighted or not if they are "Public".
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What the F**K is Social Media: One Year Later - 0 views

www.slideshare.net/...is-social-media-one-year-later socialnetworking media social media presentation all_teachers
shared by Ben W on 06 Aug 09 - Cached
  • Ben W on 06 Aug 09
     
    Irreverent look at what social media is and why you should be using it. Original audience is for business, but it isn't irrelevant for education. Originally was listed as copyrighted, but Alec Couros (@courosa) contacted the author and it was changed to CC-BY-NC. Good example using social media...
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Legal Experts on How Murdoch's Threats May Impact "Fair Use" Doctrine | BNET Media Blog... - 2 views

industry.bnet.com/...s-may-impact-fair-use-doctrine education law edu_news
shared by Vicki Davis on 17 Nov 09 - Cached
  • Media industry titan Rupert Murdoch’s explicit threats this week to block Google from searching his content sites, and to sue the BBC for its use of content he says is “stolen” from his sites got me to wondering whether the head of News Corp. has, in fact, any basis in the law for launching these calculated attacks at this time and in this manner.
  • Murdoch perhaps does have at least a narrow legal perch to stand on.
  • he is not trying to grow his audience any longer, he says.
  • ...9 more annotations...
  • is for nonprofit educational purposes;
  • the effect of the use upon the potential market for or value of the copyrighted work.
  • he says he is re-tuning his business model around monetizing his content.
  • four factors in determining whether the reproduction of any copyrighted work qualifies as Fair Use
  • he’s trying to shrink his audience back to the people who will pay for his content
  • Therefore Google’s caching of his content would make it free even as he’s trying to charge for it
    • Vicki Davis
      Vicki Davis on 17 Nov 09
       
      So basically, Google is taking something he wants to charge for and making it free. But my question is, if he wants to charge for it, shouldn't it be bedhind some sort of firewall or is it Google's job to see which sites it is allowed to index? Aren't there certain protocols that make the Net what it is? Certain standards? Isn't one of those the open indexing or crawling of unprotected sites? I'm not sure but hoping someone will respond.
  • Google allows Murdoch, or any publisher, to “opt out” of allowing its pages to be indexed?
  • know how to use the Robots Exclusion Protocol
  • he wants a closer relationship with Google.
  • Vicki Davis on 17 Nov 09
     
    Excellent overview of Rupert Murdoch's taking on of Google and that they should not index his sites, even though he can easily opt out of indexing, that they are somehow demonetizing his work by searching since he wants to "reduce his audience to those who will pay" not "increase his audience." This is a fascinating read and case study for those following Fair Use.
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Graphic Artists Guild Changes Mind: Withdraws SOPA Support | Techdirt - 2 views

www.techdirt.com/...d-withdraws-sopa-support.shtml Education SOPA copyright
shared by Vicki Davis on 28 Dec 11 - No Cached
  • Vicki Davis on 28 Dec 11
     
    Graphic artists guild pulls support for SOPA. Now, I am wondering, where do educational organizations, ISTE for example, stand on SOPA? Has anyone bothered to ask?
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Online Modules - 18 views

www.loc.gov/...selfdirected primary_sources copyright professional_development
shared by Sue Ann Miller on 08 Aug 12 - No Cached
  • Sue Ann Miller on 08 Aug 12
     
    On your own for professional development? Earn a certificate of completion by taking the Library'of Congress's self-paced interactive modules. Each multimedia-rich program delivers approximately one hour of staff development.
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This is Not a Paper - 8 views

faculty.ed.uiuc.edu/...paper.1.html paper early Internet writing revising arpanet authorship history edu_trends technology professionaldevelopment
shared by Brendan Murphy on 05 Jun 10 - Cached
  • November 1995
  • survey of journal editors in education, little enthusiasm for the idea of creating electronic versions
  • changing ideas about what constitutes a publication
  • ...7 more annotations...
  • Questions immediately arise: When was this project published? When was it finished? Who deserves credit as author? Who were the reviewers and who were the audience?
  • In our view, it is not that electronic publication is a panacea or an obviously superior form of scholarly communication across the board; it is that these technologies are already upon us, they are for better or worse in increasing use, and they confront us with issues and choices we need to reflect upon.
  • On the other hand, when certain publications are only available digitally, lacking technological resources or skills will exclude certain audiences
  • Electronic publishing has provided an opportunity
  • Is it useful to have access to tens of thousands of documents, with no reliable way of culling the few dozen that one could actually have time to read?
  • As a result, current conventional notions of copyright would need to be profoundly rethought.
  • This fourth model undoes the very idea of a journal as a unidirectional avenue for dissemination of textual information
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Free - 10 views

www.opsound.org/free free opensource copyright copyleft gift economy all_teachers bestpractices administrator
shared by Ruth Howard on 28 Sep 09 - Cached
  • Ruth Howard on 28 Sep 09
     
    Explore Opsound for open source sounds/music really beaut discoveries here but this link is for exploring the history of open source ideas etc...
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Digital Storytelling: A Tutorial in 10 Easy Steps - 23 views

www.techsoup.org/...page10096.cfm storytelling digital tutorial digitalstory
shared by Dean Mantz on 05 Nov 10 - No Cached
  • Step 1: Decide on the Story You Want to Tell
  • Step 2: Gather Your Materials
  • Step 3: Begin Writing Your Script
  • ...9 more annotations...
  • Step 4: Prep Your Equipment
  • The Interview Route
  • Step 5: Create a Storyboard
  • Step 6: Digitize Your Media
  • Step 7: Record a Voice-Over
  • Step 8: Add Music
  • Consider Copyright
  • Step 9: Edit Your Story
  • Step 10: Share Your Story
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Drape's Takes: The Educator's Guide to the Creative Commons - 15 views

drapestakes.blogspot.com/...guide-to-creative-commons.html Creative_commons Creative Commons education copyright cc DarrenDraper
shared by Dean Mantz on 01 Dec 10 - Cached
  • Dean Mantz on 01 Dec 10
     
    A nice collection of videos to help explain Creative Commons to educators and students.
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Plagiarism - 16 views

21cif.com/...plagiarism plagiarism ELA writing information copyright technology all_teachers curriculum language
shared by Ted Sakshaug on 19 Nov 10 - Cached
  • Ted Sakshaug on 19 Nov 10
     
    21st century Information Fluency. What is plagerism
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World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson
shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
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Doing Digital Scholarship: Presentation at Digital Humanities 2008 « Digital ... - 0 views

digitalscholarship.wordpress.com/...ion-at-digital-humanities-2008 digital_scholarship humanities research tools web 2.0
shared by Eloise Pasteur on 14 Aug 08 - Cached
  • My session, which explored the meaning and significance of “digital humanities,” also featured rich, engaging presentations by Edward Vanhoutte on the history of humanities computing and John Walsh on comparing alchemy and digital humanities.
  • I wondered: What is digital scholarship, anyway?  What does it take to produce digital scholarship? What kind of digital resources and tools are available to support it? To what extent do these resources and tools enable us to do research more productively and creatively? What new questions do these tools and resources enable us to ask? What’s challenging about producing digital scholarship? What happens when scholars share research openly through blogs, institutional repositories, & other means?
  • I decided to investigate these questions by remixing my 2002 dissertation as a work of digital scholarship.  Now I’ll acknowledge that my study is not exactly scientific—there is a rather subjective sample of one.  However, I figured, somewhat pragmatically, that the best way for me to understand what digital scholars face was to do the work myself. 
  • ...6 more annotations...
  • The ACLS Commission on Cyberinfrastructure’s report points to five manifestations of digital scholarship: collection building, tools to support collection building, tools to support analysis, using tools and collections to produce “new intellectual products,” and authoring tools. 
  • Tara McPherson, the editor of Vectors, offered her own “Typology of Digital Humanities”: •    The Computing Humanities: focused on building tools, infrastructure, standards and collections, e.g. The Blake Archive •    The Blogging Humanities: networked, peer-to-peer, e.g. crooked timber •    The Multimodal Humanities: “bring together databases, scholarly tools, networked writing, and peer-to-peer commentary while also leveraging the potential of the visual and aural media that so dominate contemporary life,” e.g. Vectors
  • My initial diagram of digital scholarship pictured single-headed arrows linking different approaches to digital scholarship; my revised diagram looks more like spaghetti, with arrows going all over the place.  Theories inform collection building; the process of blogging helps to shape an argument; how a scholar wants to communicate an idea influences what tools are selected and how they are used.
  • I looked at 5 categories: archival resources as well as primary and secondary books and journals.   I found that with the exception of archival materials, over 90% of the materials I cited in my bibliography are in a digital format.  However, only about 83% of primary resources and 37% of the secondary materials are available as full text.  If you want to do use text analysis tools on 19th century American novels or 20th century articles from major humanities journals, you’re in luck, but the other stuff is trickier because of copyright constraints.
  • I found that there were some scanning errors with Google Books, but not as many as I expected. I wished that Google Books provided full text rather than PDF files of its public domain content, as do Open Content Alliance and Making of America (and EAF, if you just download the HTML).  I had to convert Google’s PDF files to Adobe Tagged Text XML and got disappointing results.  The OCR quality for Open Content Alliance was better, but words were not joined across line breaks, reducing accuracy.  With multi-volume works, neither Open Content Alliance nor Google Books provided very good metadata.
  • To make it easier for researchers to discover relevant tools, I teamed up with 5 other librarians to launch the Digital Research Tools, or DiRT, wiki at the end of May.
  • Eloise Pasteur on 14 Aug 08
     
    Review of digital humanities scholarship tools
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K-12 Virtual Library- www.k12vibrary.org © Copyright 2008 -Vic Jaras - 0 views

www.k12vlibrary.org online resources
shared by Angela Maiers on 15 Oct 08 - Cached
  • Angela Maiers on 15 Oct 08
     
    Great online resources
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