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Wade Ren

diigo? | Alex's reflecting pool - 0 views

etap687.edublogs.org/...diigo

diigo review technology

shared by Wade Ren on 08 Apr 08 - Cached
  • I believe there is something very powerful  in this tool. I am in the process evaluating it for instructional and professional development purposes. So far these are my thoughts: I think I can easily mark up online student work with this tool. I think online students can mark up each other’s online work with this tool. and discuss. One of the course activities is to use a rubric to evaluate an online course that the students will each be building as the main project for the course. The course review, I think, can be done using diigo. I think… not sure yet. Online students can easily create annotated bibliographies of web resource in directed learning activities AND share and discuss them with others in the class. This resource can grow and be available for the online course from term to term. In addition, for webenhanced courses, this is an awesome, easy, slick, cool way to incorporate some very cool online enhancements to a f2f course that completely bypasses all the extra unnecessary flotsam you get with a full on CMS/LMS. you get a lot of functional features bang for the “buck” in this tool. It is a slick tool with a lot of functionality to suport interaction/collaboration, etc. When i have my university administrator’s hat on i also see great potential as a tool to facilitate and enhance community and for professional development. I have an extended staff of 50-100 online instructional designers that i could use this tool with to aggregate links and info and resources and networking. We have over 3,000 online faculty that we could use this with to support them with info and resources and networking - differenciating between the needs of new online faculty and experienced online faculty… there is potential for discipline specific resources and info for online faculty… and it goes on.
Vicki Davis

Google Groups Announcements Page: Notice about Pages and Files - 6 views

groups-announcements.blogspot.com/...ice-about-pages-and-files.html

education google edu_news techintegrator

shared by Vicki Davis on 27 Sep 10 - No Cached
  • Starting in November 2010, Groups will no longer allow the creation or editing of files and pages; the content will only be available for viewing, and only existing files will be able to be downloaded.
  • Vicki Davis on 27 Sep 10
     
    Google groups will no longer allow uploading of files and the use of pages, but you can share your google sites to a group and your google docs folders.)
Qien Kuen

So many communities … so little time. What makes a community successful? | We... - 12 views

www.ncs-tech.org/?p=4771

communities

shared by Qien Kuen on 17 Jan 10 - Cached
Ruth Howard liked it
  • All that said, great networks don’t try to be all things to all people, they know their charter / target market / participant demographic and what matters to them. Leaders aren’t appointed, they emerge organically.
  • Reading through the list, the message is clear: communities are PEOPLE!
  • Our face to face meetings were terrific, but there seemed to be an opportunity to use technology to unite the group when we were back in our districts
  • ...1 more annotation...
  • What is the problem your community is trying to solve?
Martin Burrett

Easter Egg Designer - 7 views

static.novelgames.com/...game_e.36.swf

easter design colour colouring

shared by Martin Burrett on 09 Apr 12 - No Cached
  • Martin Burrett on 09 Apr 12
     
    A nice flash resource for decorating and printing virtual Easter Eggs. http://ictmagic.wikispaces.com/Easter
Vicki Davis

Dress the Christmas Tree on your Interactive Whiteboard - 10 views

www.tes.co.uk/...lts-The-Christmas-Tree-6146355

education Christmas iwb activity

shared by Vicki Davis on 13 Dec 11 - No Cached
  • Vicki Davis on 13 Dec 11
     
    Remember the old feltboards we used to use? Now, we have one for your Interactive whiteboard. Talk about the different words as you pull them into the tree. You could decorate the tree and have it on your board during your class party!
Vicki Davis

Color me crazy - 10 best online color tools - Download Squad - 0 views

www.downloadsquad.com/...azy-10-best-online-color-tools

education learning graphicdesign art_teacher edu_newapp

shared by Vicki Davis on 22 Dec 08 - Cached
  • Vicki Davis on 22 Dec 08
     
    If you're decorating or working with art projects - this is a great list.
Megan Black

Dumpr - Photo Fun - 1 views

www.dumpr.net

photos photography web2.0 tools flickr fun generator tool

shared by Megan Black on 03 Sep 08 - Cached
  • Marie Coppolaro on 28 Sep 08
     
    create cool photo effects
  • Marie Coppolaro on 28 Sep 08
     
    create neat photo effects such as photo to sketch, rubic cube, mosaic, celebrity etc.
  • Megan Black on 13 Jun 10
     
    Changes photos like Big Huge Labs but has Photo to Sketch, Jigsaw puzzle, Museumer, Rubik's Cube, Amazing Goo, Easter Egg Decorator, paparazzi and more. Loads of fun!
Maggie Verster

Encyclopedia of Educational Technology - 13 views

coe.sdsu.edu/EET

col encyclopedia technology edtech ICT in education school2.0 ict4champions reference

shared by Maggie Verster on 17 Nov 09 - Cached
  • Maggie Verster on 17 Nov 09
     
    The Encyclopedia of Educational Technology (EET) is a collection of short multimedia articles on a variety of topics related to the fields of instructional design and education and training. The primary audiences for the EET are students and novice to intermediate practitioners in these fields, who need a brief overview as a starting point to further research on specific topics. Authors are graduate students, professors, and others who contribute voluntarily. Articles are short and use multimedia to enrich learning rather than merely decorate the pages.
Martin Burrett

UKEdMag: Blaming the System by @ICTMagic - 1 views

ukedchat.com/...blaming-the-system-by-ictmagic

system red tape organisation

shared by Martin Burrett on 10 Oct 16 - No Cached
  • Martin Burrett on 10 Oct 16
     
    We are told 'Don't let the system get you down', and 'rail against the system' and endure the untold misery of 'We are updating your system.' Systems have a bad reputation for being bureaucratic, red-tape decorated jumping hoops. This is certainly true of many systems and no more so than in education. A system which isn't working well is clearly evident while those that are working as they should are often invisible or unnoticed, but vital to the smooth working of work, learning and life.
Martin Burrett

Mathematics with a Twist by @RTBCoaching - 1 views

ukedchat.com/...mathematics-twist

maths math Rubik's Cube

shared by Martin Burrett on 17 Jan 18 - No Cached
  • Martin Burrett on 17 Jan 18
     
    "I began my personal journey into the world of Cubing when I was attending Regis University in Denver, Colorado in 2009. My senior thesis project involved devising a cryptosystem using the Rubik's Cube to encode and decode messages. Although my involvement with the Rubik's Cube waned post-graduation, it was rekindled shortly after I became a secondary teacher of mathematics in 2014. I had several Rubik's Cubes in my possession from my college days and these decorated the shelves in my classroom. I recall these puzzles catching the eyes of many curious pupils. After months of traditional curriculum presentation, I determined that my students were in need of a novel lesson, one that would ignite a passion for problem-solving. This lesson would involve the colourful and alluring hexahedron puzzle on my desk: the Rubik's Cube."
Martin Burrett

Dodecahedron Template - 1 views

ukedchat.com/...ahedron-template-ukedresources

maths games

shared by Martin Burrett on 17 Dec 17 - No Cached
  • Martin Burrett on 17 Dec 17
     
    "Create a dodecahedron with pictures or text with this Powerpoint template. Use an a die to roll or as classroom display decoration."
Martin Burrett

Slip decorator - 5 views

www.artisancam.org.uk/...Sliptoolfinal.swf

art pottery

shared by Martin Burrett on 21 Jan 12 - No Cached
  • Martin Burrett on 21 Jan 12
     
    A fun art site where you can design a virtual plate and fire it in a virtual kiln. http://ictmagic.wikispaces.com/Art%2C+Craft+%26+Design
Vicki Davis

Philips hue - 1 views

www.meethue.com/en-US

news automation lighting decor

shared by Vicki Davis on 30 Jul 13 - No Cached
  • Vicki Davis on 30 Jul 13
     
    Phillip's hue is a lighting automation system. I was perusing ifttt.com and noticed some cool things like using hue to match instagram images (not sure why I'd want to do that.) I would, however, be interested in changing lighting in my room depending upon what we're doing. I do think color has a lot of impact as does smell and other environmental factors. What impact would it have -I don't know - but it is something that is now possible.
Vicki Davis

Twitter gets you fired in 140 characters or less - Technotica- msnbc.com - 0 views

www.msnbc.msn.com/29796962

education twitter learning digitalcitizenship digital_communication best practice netiquette case_studies

shared by Vicki Davis on 24 Mar 09 - No Cached
  • Clay Shirky speaks of a day in the not-too-distant future when human resources departments will have the wisdom to look beyond social networking faux pas — at least in some small part because by then, everyone will have made at least one.
  • Rep. Pete Hoekstra, R-Mich., tweeted this as-it-happens update regarding his group’s location and destination:"Moved into green zone by helicopter Iraqi flag now over palace. Headed to new US embassy Appears calmer less chaotic than previous here."
  • This social networking comedy of errors spread like dancing hamsters across Twitter. In the retelling, "theconnor" earned the nick, "Cisco Fatty." Before the work day ended, Web sleuths revealed "theconnor's" true identity. "Theconnor" was lampooned in a popular YouTube meme. And thanks to Google Cache, the deleted content of "theconnor’s" homepage resurfaced on CiscoFatty.com, a Web site erected to commemorate this cautionary tale.
  • Vicki Davis on 24 Mar 09
     
    Students need to understand that NOTHING, I repeat NOTHING Is private. Great case study about how 140 characters got someone fired before they were even hired.
Eloise Pasteur

Free Digital Texts Begin to Challenge Costly College Textbooks in California ~ Stephen'... - 0 views

www.downes.ca/...page.cgi

free-books online-learning textbooks

shared by Eloise Pasteur on 19 Aug 08 - Cached
  • Free Digital Texts Begin to Challenge Costly College Textbooks in California Expect to see more of this. Not only the writing and releasing of free textbooks. But also the attempts by publishers to lure their authors back into the commercial fold. They'll have to change their price points, though. As Tom Hoffman says, "he point is that there are lots of actors other than publishers who can pay a professor to write a text and release it under a free license, and $100,000 is not a lot of money to a state, country, large university or foundation."
Jeff Johnson

DigiTales - The Art of Telling Digital Stories - 0 views

www.digitales.us/...index.php

bernajean porter digital_storytelling digitales storytelling

shared by Jeff Johnson on 11 Jun 08 - Cached
  • If you don’t have a good or powerful story, script, and storyboard, then there will never be enough decorating that technology can do to cover it up. On the other hand, demonstrating exemplar craftsmanship with mixing the technical elements in artful ways to unfold your story creates compelling, insightful, original and memorable pieces of communication. The richness of a good story can be diluted when technical elements are not artfully developed, over used, distracting, or just plain annoying.
anonymous

adVancEducation: The Narrows and the Shallows - 3 views

advanceducation.blogspot.com/...narrows-and-shallows.html

professionaldevelopment bestpractices

shared by anonymous on 04 Aug 11 - No Cached
  • Most of us can relate to the befuddled lady in the "Age-Activated Attention Deficit Disorder" video http://tinyurl.com/6xcej6g.  With the constant distractions of modern life interrupting completion of any tasks begun, the lady depicted can't keep up with frequent alterations to her memory synapses which are potentially activating a few genes capable of creating protein for memory storage which might find their way into the gene pool in case reproduction was on her agenda (oh, NOW I remember where I was going in the car :-)
Jeff Johnson

Homeworkopoly | 2001 Bulletin Boards | Classroom Decor - 0 views

www.teachnet.com/...index.html

homeworkopoly education

shared by Jeff Johnson on 07 Aug 09 - Cached
  • Jeff Johnson on 07 Aug 09
     
    Homeworkopoly is a fun way to encourage children to do their homework! Here are some basic instructions, but feel free to use your own judgement and change things around to suit your class needs. We have tried to leave off negative things such as "Go to jail" in order to keep this experience as positive as possible.
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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