This presentation discusses fair use guidelines for using copyrighted materials in teaching. It explains that fair use allows limited use of copyrighted works for purposes like commentary, criticism, or education without permission. The four factors judges consider are the purpose, nature of work, amount used, and effect on the market. Examples are provided of both fair and unfair uses of videos in classroom settings. The presentation concludes with citations of its sources on copyright and fair use.
I used this presentation to introduce Digital Citizenship to my classes at the beginning of 2010. I tried to get them to see we are a global community as well as a community in our own classroom. A good citizen follows laws while a good digital citizen follows the rules of the internet (netiquette) as well as the classroom. This presentation is an ongoing document that I continuously edit and add to until I feel I have everything I need to teach my students to be responsible citizens using their computers. However, I wanted to share it now to help those of you who are looking for a starting point to teach this subject as well.
Session Description: Join this session to explore what U.S. Copyright law has to say about video in schools. We’ll cover the major instances people use video in schools, including showing analog and digital videos in the classroom, libraries lending videos, and students/faculty using video clips for assignments. The session will end with a brainstorming session on how best to educate students and faculty on copyright.
I used this presentation to introduce Digital Citizenship to my classes at the beginning of 2010. I tried to get them to see we are a global community as well as a community in our own classroom. A good citizen follows laws while a good digital citizen follows the rules of the internet (netiquette) as well as the classroom. This presentation is an ongoing document that I continuously edit and add to until I feel I have everything I need to teach my students to be responsible citizens using their computers. However, I wanted to share it now to help those of you who are looking for a starting point to teach this subject as well.
Session Description: Join this session to explore what U.S. Copyright law has to say about video in schools. We’ll cover the major instances people use video in schools, including showing analog and digital videos in the classroom, libraries lending videos, and students/faculty using video clips for assignments. The session will end with a brainstorming session on how best to educate students and faculty on copyright.
One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...Lucinda Rush
Presentation at the Virginia Library Association Annual Conference, October 22, 2015
Lucinda Rush, Rachel Stott, Topher Lawton, Megan Smith
Digital learning objects are all the rage, but what does the YouTube generation think? We will discuss student perceptions of videos used for information literacy instruction and methods for incorporating short videos into assessable learning activities.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
3. Fair use is the “belief that the public is
entitled to freely use portions of copyrighted
materials for purposes of commentary and
criticism.”
“If it’s not a fair use, then you are infringing
upon the rights of the copyright owner and
may be liable for damages.”
4. The four factors that judges consider are:
the purpose and character of your use
the nature of the copyrighted work
the amount and substantiality of the portion
taken, and
the effect of the use upon the potential
market
5. Videos forViewing purposes:
Videotapes (purchased/rented)
DVDs (purchased/rented)
Laserdiscs
Video Streams from the Internet without a
password/subscription
Video Streams from the Internet with a
password/subscription
7. Is the content appropriate?
Is it being used instructionally?
Do you know how to cite it properly?
When you cannot get permission from the
copyright holder, you may follow this
guideline:
use 10% of the video or three minutes, which
ever is less
8. Did you acquire this video legally?
Are you and your students the only ones
viewing this material?
Do you plan on reposting this anywhere?
Are you eventually going to take it down or
end the showing?
Could this be a material that would normally
be purchased by your student?
Are you in a non-profit school?
9. Mrs. Stephens is showing her students a video
from brainpop.com on Martin Luther King Jr.
to educate them about his life. She uses her
schools current login/password combination
to access the video.
Fair use or not?
10. Mrs. Stephens acquired the video legally.
The video is for an educational purpose.
It is appropriate content for her students that
is related to the standards.
The market profited from the purchase of a
class/school subscription to brainpop.com.
Other thoughts?
11. Mr. Jenkins is showing his students in his
classroom the PBS kids show “Arthur” to
keep them quiet during dismissal. He takes
his time to check agendas and ask
comprehension questions as the student
leave the room.
Fair use or not?
12. Mr. Jenkins is using a public service, but is not
using it to educate.
Entertainment does not equal appropriate!
The teacher is not using the video to teach.
The students are not watching the video to
specifically address learning objectives.
The students are not critiquing or researching
with sole assistance of the video.
Additional thoughts?
13. Mrs.Watkins and her students record a section of
a purchased DVD and combine it with a clip of a
purchasedVHS onto their class computer. Next,
the students search for video clips from
youtube.com that also correlate to the other
clips. Once the students have finished editing
the new video, the students all sit down in class
to view their final production, but it will not
being going into their student portfolios.
Fair use or not?
14. Why is this example “close” to using videos to
educate fairly?
Because the students are not publishing this
newly “created” video in their portfolios, the
educational value is questionable.The
limitations of the copyright permissions from
the numerous sources becomes more
important than the students’ end product.
15. Brain Pop. (n.d.). Brain Pop. Retrieved February/March, 2012, from http://www.brainpop.com/
Public Broadcasting System Social Blog. (2012, January 17). Copyright for educators. In Copyright
for Educators (videos) [StreamingVideos]. Retrieved February/March, 2012, from PBS website:
http://www.pbssocal.org/blog/?p=3076
Stanford University. (2010). Chapter 9 Fair Use. In Stanford Copyright & Fair Use- Fair Use [Online
Library]. Retrieved February/March, 2012, from Stanford University Libraries and Academic
Information Resources, Justia, NOLO, LibraryLaw.com & Onecle
website:http://fairuse.stanford.edu/Copyright_and_Fair_Use_Overview/chapter9/index.html
Technology & Learning www.techlearning.com. (1976). Copyright and Fair Use Guidelines for
Teachers [fact sheet pdf]. Retrieved February/March, 2012, fromTechnology & Learning
website:http://www.techlearning.com/techlearning/pdf/events/techforum/tx05/TeacherCopyrigh
t_chart.pdf
YouTube [online video library]. (n.d.). Retrieved February/March, 2012, fromYouTube database.
Editor's Notes
Teachers need to make sure that all videos shown are for an educational purpose. Videos specifically mentioned in copyrighted works are videos, discs, or DVDs, that have been rented or purchased.
As long as you are using educational videos in a face to face environment for the video viewing to have your students critique, comment, peer review, or use for researching purposes, the use falls under the appropriate nature of copyrighted work. Videos are not for entertainment or rewards even when in a school environment.
Teachers and students can use digital media without permission in projects, but there are limitations to this rule.
