Creative Commons offers a more permission URL, however this does not contain any useful machine readably information for double licensing of works. Hence we suggest to integrate a semantic copyright ontology into RDFa.
Creative Commons offers a more permission URL, however this does not contain any useful machine readably information for double licensing of works. Hence we suggest to integrate a semantic copyright ontology into RDFa.
Creative Commons Webinar for the Center for Adult Learning in LouisianaJane Park
I gave this talk on Creative Commons, copyright basics, and CC in education to the Center for Adult Learning in Louisiana. This slide set has been updated to reflect current language on the redesigned creativecommons.org and has been remixed from my previous slides with other CC staff slides, including Policy Coordinator Timothy Vollmer's slides and former CC Counsel Lila Bailey's slides.
This is a lesson I created for an assignment in my EdTech program. It can be used in middle school & high school technology classes to introduce the basics of copyrights, and guidelines for reducing infringement on copyrighted material.
Registries 2 0 Interoperability and StandardizationSafe Creative
Registered Commons, Creative Commons and Safe Creative address the challenger for copyright interoperability and the potential from our users point of view. OSCRI seems to be the right answer.
Creative Commons Webinar for the Center for Adult Learning in LouisianaJane Park
I gave this talk on Creative Commons, copyright basics, and CC in education to the Center for Adult Learning in Louisiana. This slide set has been updated to reflect current language on the redesigned creativecommons.org and has been remixed from my previous slides with other CC staff slides, including Policy Coordinator Timothy Vollmer's slides and former CC Counsel Lila Bailey's slides.
This is a lesson I created for an assignment in my EdTech program. It can be used in middle school & high school technology classes to introduce the basics of copyrights, and guidelines for reducing infringement on copyrighted material.
Registries 2 0 Interoperability and StandardizationSafe Creative
Registered Commons, Creative Commons and Safe Creative address the challenger for copyright interoperability and the potential from our users point of view. OSCRI seems to be the right answer.
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
Tsakonas-Robbio·Open Bibliographic Data E-LisLIS EPI Meeting
1st Workshop of Transfer Information for Innovation · 3rd November 2011 · Valencia. Robbio, Antonella De; Tsakonas, Giannis. "Open Bibliographic Data and E-Lis: marrying good intentions"
Workshop session run by Stuart Nicol and Stephanie (Charlie) Farley at the University of Edinburgh, May 4th 2016.
Learn how to create teaching and research presentations that can be shared openly on the web without infringing copyright.
In this session participants were invited to develop short visual presentations using openly licensed content. Participants were guided through the process of finding, reusing, and sharing open content, learning about Creative Commons licenses along the way.
Clare Lanigan - DRI Training Day UCC: Understanding Copyrightdri_ireland
Presentation given by Clare Lanigan, Education and Outreach Manager, Digital Repository of Ireland, on October 12th, 2016 in the Digital Humanities Active Learning Space, University College Cork, as part of a day-long DRI Training session on 'Preparing Digital Collections'. This seminar introduced attendees to the basics of copyright law as it relates to collecting and publishing digital heritage material. It also explored the types of licences that can be employed for publishing material on DRI and other repositories, and the restrictions on publishing certain kinds of material. It follows the format of an earlier presentation on the same subject from April 2016, with modification to include the announcement of a new Copyright Bill in August 2016.
Linksvayer, M. (2009, July 28). Panel on Open Source, The Commons as a collective intelligence meta-innovation. Retrieved Retrieved May 7, 2010, from http://slidesha.re/9ZXtHl.
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
Similar to Lesson 3: digital content, information evaluation and licensing (20)
Tema 4. Planificación (riesgos, calidad) y gestión de cambiosOriol Borrás Gené
Apuntes del tema 4 de la asignatura "Gestión y dirección de proyectos" del Grado de Diseño y desarrollo de Videojuegos (Ferraz) de la Universidad Rey Juan Carlos.
Objetivos:
* Profundizar en la aplicación de Diagramas de Gantt en la gestión de proyectos.
* Conocer los principios de la gestión de la calidad en un proyecto.
* Ofrecer una visión general de la gestión de riesgos de un proyecto.
* Revisión básica de las fases de ejecución y monitoreo
* Gestión del cambio
Apuntes del tema 4 de la asignatura "Gestión y dirección de proyectos" del Grado de Diseño y desarrollo de Videojuegos (Ferraz) de la Universidad Rey Juan Carlos.
Objetivos:
* Profundizar en la aplicación de Diagramas de Gantt en la gestión de proyectos.
* Conocer los principios de la gestión de la calidad en un proyecto.
* Ofrecer una visión general de la gestión de riesgos de un proyecto.
* Revisar los aspectos principales de la gestión del cambio en un proyecto durante los procesos de ejecución y monitoreo.
Apuntes del tema 2 de la asignatura "Gestión y dirección de proyectos" del Grado de Diseño y desarrollo de Videojuegos (Ferraz) de la Universidad Rey Juan Carlos.
Objetivos:
* Entender la gestión del cronograma de actividades del proyecto.
* Definir y secuenciar las actividades de un proyecto
* Estimar los recursos de las actividades
* Desarrollar un cronograma mediante distintas técnicas: PERT, CPM y PERT-CPM
Vídeos de refuerzo:
https://youtu.be/UrW6zTWjr9g
https://youtu.be/VW1MiY6d9Z0
Tema 1: Fundamentos de la gestión de proyectos (2020/21)Oriol Borrás Gené
Apuntes del tema 1 de la asignatura "Gestión y dirección de proyectos" del Grado de Diseño y desarrollo de Videojuegos (Quintana) de la Universidad Rey Juan Carlos.
Objetivos:
* Comprender los conceptos básicos de la gestión y dirección de proyectos
* Conocer la guía PMBOK, su estructura y cómo trabajar con ella.
* Profundizar en la fases de inicio y planificación del PMBOK
* Introducir la gestión de equipos
* Entender el papel del director del proyecto
Apuntes del tema 4 de la asignatura "Gestión y dirección de proyectos" del Grado de Diseño y desarrollo de Videojuegos (Ferraz) de la Universidad Rey Juan Carlos.
Objetivos:
* Profundizar en la aplicación de Diagramas de Gantt en la gestión de proyectos.
* Conocer los principios de la gestión de la calidad en un proyecto.
* Ofrecer una visión general de la gestión de riesgos de un proyecto.
Apuntes del tema 2 de la asignatura "Gestión y dirección de proyectos" del Grado de Diseño y desarrollo de Videojuegos (Ferraz) de la Universidad Rey Juan Carlos.
Objetivos:
* Entender la gestión del cronograma de actividades del proyecto.
* Definir y secuenciar las actividades de un proyecto
* Estimar los recursos de las actividades
* Desarrollar un cronograma mediante distintas técnicas: PERT, CPM y PERT-CPM
Vídeos de refuerzo:
https://youtu.be/UrW6zTWjr9g
https://youtu.be/VW1MiY6d9Z0
Apuntes del tema 2 de la asignatura "Gestión y dirección de proyectos" del Grado de Diseño y desarrollo de Videojuegos (Ferraz) de la Universidad Rey Juan Carlos.
Objetivos:
* Planificar los costes de un proyecto
* Estimar los costes de un proyecto
* Conocer las principales herramientas de estimación de costes
* Determinar el presupuesto de un proyecto
* Conocer el PERT/Cost
Tema 1: Fundamentos de la gestión de proyectos (2019/20)Oriol Borrás Gené
Apuntes del tema 1 de la asignatura "Gestión y dirección de proyectos" del Grado de Diseño y desarrollo de Videojuegos (Ferraz) de la Universidad Rey Juan Carlos.
Objetivos:
* Comprender los conceptos básicos de la gestión y dirección de proyectos
* Conocer la guía PMBOK, su estructura y cómo trabajar con ella.
* Profundizar en la fases de inicio y planificación del PMBOK
* Introducir la gestión de equipos
* Entender el papel del director del proyecto
Presentación de la Lección 9.2 del profeosr Oriol Borrás Gené de la asignatura "Principios Jurídicos Básicos, Deontología Profesional e Igualdad" 2018/19 de la Universidad Rey Juan Carlos del Grado de Diseño y Desarrollo de Videojuegos: https://www.urjc.es/estudios/grado/632-diseno-y-desarrollo-de-videojuegos
Presentación de la Lección 9.1 del profeosr Oriol Borrás Gené de la asignatura "Principios Jurídicos Básicos, Deontología Profesional e Igualdad" 2018/19 de la Universidad Rey Juan Carlos del Grado de Diseño y Desarrollo de Videojuegos: https://www.urjc.es/estudios/grado/632-diseno-y-desarrollo-de-videojuegos
Taller "Exprimiendo Internet" 4ESO-empresa ETSII URJCOriol Borrás Gené
Presentación del taller "Exprimiendo Internet" de la Escuela Técnica Superior de Ingeniería Informática (ETSII) de la Universidad Rey Juan Carlos de Madrid dentro de las Jornadas del programa de la Comunidad de Madrid 4ESO-Empresa.
Impartido por el profesor Oriol Borrás Gené
Presentación de la Lección 8.4 del profeosr Oriol Borrás Gené de la asignatura "Principios Jurídicos Básicos, Deontología Profesional e Igualdad" 2018/19 de la Universidad Rey Juan Carlos del Grado de Diseño y Desarrollo de Videojuegos: https://www.urjc.es/estudios/grado/632-diseno-y-desarrollo-de-videojuegos
Se propone también un modelo de negocio basado en un canvas
Presentación de la Lección 8.3 del profeosr Oriol Borrás Gené de la asignatura "Principios Jurídicos Básicos, Deontología Profesional e Igualdad" 2018/19 de la Universidad Rey Juan Carlos del Grado de Diseño y Desarrollo de Videojuegos: https://www.urjc.es/estudios/grado/632-diseno-y-desarrollo-de-videojuegos
Presentación de la Lección 8.2 de la asignatura "Principios Jurídicos Básicos, Deontología Profesional e Igualdad" 2018/19 de la Universidad Rey Juan Carlos del Grado de Diseño y Desarrollo de Videojuegos: https://www.urjc.es/estudios/grado/632-diseno-y-desarrollo-de-videojuegos
Presentación de la Lección 8.1 de la asignatura "Principios Jurídicos Básicos, Deontología Profesional e Igualdad" 2018/19 de la Universidad Rey Juan Carlos del Grado de Diseño y Desarrollo de Videojuegos: https://www.urjc.es/estudios/grado/632-diseno-y-desarrollo-de-videojuegos
Presentación de la Lección 7.2 de la asignatura "Principios Jurídicos Básicos, Deontología Profesional e Igualdad" 2018/19 de la Universidad Rey Juan Carlos del Grado de Diseño y Desarrollo de Videojuegos: https://www.urjc.es/estudios/grado/632-diseno-y-desarrollo-de-videojuegos
Presentación de la Lección 7.1 de la asignatura "Principios Jurídicos Básicos, Deontología Profesional e Igualdad" 2018/19 de la Universidad Rey Juan Carlos del Grado de Diseño y Desarrollo de Videojuegos: https://www.urjc.es/estudios/grado/632-diseno-y-desarrollo-de-videojuegos
Apuntes de la asignatura adaptados por Oriol Borrás Gené
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
11. 11
ICT in Education
SOFTWARE LICENSES
FREE /
EVALUATIO
N
CLOSED /
OPEN
FREEWARE
SHAREWARE
CLOSE LICENSE
OPEN LICENSE
GNU General Public License (GPL),
GNU Reduced General Public License (LGPL)
Affero General Public License (AGPL)
…
12. 12
ICT in Education
CREATIVE COMMONS “Non-profit organization”
Four modules of conditions:
• Attribution (BY): allows copying, reproduction, distribution, modification
and commercial use of the work as long as the original author is
recognized.
• Share equal (SA): allows modifications on the work but under the same or
similar license.
• Non-commercial (NC): requires that the work is not used for commercial
purposes
• Non-derivative (ND): does not allow modification of the work in any way.
13. 13
ICT in Education
https://creativecommons.org/choose/
CREATIVE COMMONS “Non-profit organization”
Six Creative Commons licenses:
• Reconognition (CC BY).
• Reconognition – Without Derivative Work (CC BY-ND).
• Reconognition - Without Derivative Work - No comertial
(CC BY-ND-NC).
• Reconognition - No comertial (CC BY-NC).
• Reconognition - No comertial – Share Equally (CC BY-NC-
SA).
• Reconognition – Share Equally (CC BY-SA).
14. 14
ICT in Education
CREATIVE COMMONS
Platforms where we can choose CC:
• YouTube
• Flickr
• Blogs (Wordpress, etc.)
• Slideshare
• …
https://www.slideshare.net/orioltic/lesson-2-cloud-data-storage-and-retrieval/orioltic/lesson-2-cloud-
data-storage-and-retrieval
Examples
http://orioltic.tumblr.com/licencia
http://oa.upm.es/47460/1/Insignias%20digitales%20como%20acreditacion%20de%20competenc
ias%20en%20la%20Universidad.pdf
https://www.slideshare.net/oriolupm/tema-1-elementos-bsicos-de-pascal-ipg2murjc
15. CLASS EXERCISE
15
ICT in Education
Max 9 students per group
Creative Commons &
Digital content: Choose CC
Don`t send me but take notes of
everything for practical work
Document (PDF) with CC
Image with CC
Slides with CC
Video with CC
16. FREE IMAGES
16
ICT in Education
PUBLIC DOMAIN
CC
https://unsplash.com
https://unsplash.com
https://www.flickr.com/creativecommons/
https://ccsearch.creativecommons.org
Images from unsplash
Editor's Notes
Los derechos de autor son un conjunto de normas y principios que regulan los derechos de los autores, por el simple hecho de crear una obra, esté publicada o inédita. Esto significa que desde el momento en que un autor crea su obra (construye un texto, dispara una fotografía, etc.) posee una serie de derechos sobre la misma.
Estos derechos incluyen los denominados derechos morales y los derechos patrimoniales. Los primeros son a los que más referencia hace la legislación española e incluyen aspectos como el reconocimiento de la condición de autor de la obra o el reconocimiento del nombre del artista sobre sus interpretaciones o ejecuciones. También, tal y como aparece en la página del Ministerio de Cultura, el derecho de exigir el respeto a la integridad de la obra y a la no alteración de las mismas.
Por otro lado, los derechos patrimoniales son aquellos susceptibles de tener un valor económico y suelen estar asociados al concepto anglosajón de Copyright o derecho de copia.
en los últimos años han aparecido intentos por eliminar o reducir las barreras legales que limitan el flujo libre y la reutilización del conocimiento. Conceptos como Copyleft