Discuss how the myWorld social studies program is uniquely designed to help students build the a geographical, historical, social and technical knowledge and skills required of citizens living and working in our 21st century global community. Discuss how technology and social media are networking and shrinking the world of our students.
Discuss how the myWorld social studies program is uniquely designed to help students build the a geographical, historical, social and technical knowledge and skills required of citizens living and working in our 21st century global community. Discuss how technology and social media are networking and shrinking the world of our students.
Educational Priorities for the 21st CenturySam Gliksman
The current rate of technology advance, coupled with the rapid growth of the Internet, is revolutionizing society and the ways in which we communicate, connect and learn. In order to remain relevant, schools need to revise their educational objectives and prepare students with skills for a life of continual change and re-learning.
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
Digital Nativity: Education in the Generation of the Tech-SaavyChris Mogensen
"The newest generation of learners arriving at our shores have never been without technology in their lives…how does this simple fact change their perception of education? What does it mean for them, and us? Explore the paradigm of teaching to the Digital Native."
Presentation given at the Association of Adult Educators conference on October 23rd, 2015 at Nova Scotia Community College - Waterfront Campus in Dartmouth, Nova Scotia, Canada.
Bibliography available on request.
Technology to Personalize Learning for Gifted KidsBrian Housand
Brian Housand, Ph.D.
brianhousand.com
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave gifted kids to their own devices, technology can serve to depersonalize their experiences. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal and meaningful for today’s connected gifted students.
Mobile Media Learning Classroom Practices and IntegrationJohn G Martin, PhD
Presented at AERA 2013
Unit: SIG-Media, Culture, and Curriculum
In Session: New Media, New Contexts, and Learning
Scheduled Time: Sun Apr 28 2013, 2:15 to 3:45pm, Building/Room: Grand Hyatt / Curran
Presentation for Mid Pacific Institute, Feb., 2014. Please note that embedded videos will not play, but you can join our G+ (open) community: https://plus.google.com/u/0/communities/102951818296790118749
Educational Priorities for the 21st CenturySam Gliksman
The current rate of technology advance, coupled with the rapid growth of the Internet, is revolutionizing society and the ways in which we communicate, connect and learn. In order to remain relevant, schools need to revise their educational objectives and prepare students with skills for a life of continual change and re-learning.
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
Digital Nativity: Education in the Generation of the Tech-SaavyChris Mogensen
"The newest generation of learners arriving at our shores have never been without technology in their lives…how does this simple fact change their perception of education? What does it mean for them, and us? Explore the paradigm of teaching to the Digital Native."
Presentation given at the Association of Adult Educators conference on October 23rd, 2015 at Nova Scotia Community College - Waterfront Campus in Dartmouth, Nova Scotia, Canada.
Bibliography available on request.
Technology to Personalize Learning for Gifted KidsBrian Housand
Brian Housand, Ph.D.
brianhousand.com
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave gifted kids to their own devices, technology can serve to depersonalize their experiences. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal and meaningful for today’s connected gifted students.
Mobile Media Learning Classroom Practices and IntegrationJohn G Martin, PhD
Presented at AERA 2013
Unit: SIG-Media, Culture, and Curriculum
In Session: New Media, New Contexts, and Learning
Scheduled Time: Sun Apr 28 2013, 2:15 to 3:45pm, Building/Room: Grand Hyatt / Curran
Presentation for Mid Pacific Institute, Feb., 2014. Please note that embedded videos will not play, but you can join our G+ (open) community: https://plus.google.com/u/0/communities/102951818296790118749
Presented by Joan Beaudoin at the Annual Conference of the Visual Resources Association, April 18th - April 21st, 2012, in Albuquerque, New Mexico.
Session: Visual Literacy Case Studies
The term “visual literacy” was first coined in 1969 by Jack Debes of Kodak, co-founder of the International Visual Literacy Association. According to the Association of College and Research Libraries “Visual Literacy Competency Standards for Higher Education,” visual literacy “is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.”
The three case studies in this session will explore (1) implementing visual literacy standards and guidelines at Lewis & Clark College, (2) visual literacy among library and information science students at Wayne State University, and (3) curating and building a collection of image-based art history exam questions at Michigan State University.
MODERATOR: John Taormina, Duke University
PRESENTERS:
• Joan Beaudoin, Wayne State University
“A Case Study of Visual Literacy Among Library and Information Science Students.”
• Stephanie Beene, Lewis & Clark College
“Implementing Visual Literacy Standards and Guidelines at Lewis & Clark.”
• Alex Nichols, Michigan State University
“Curating Questions: Building a Collection of Image-Based Art History Exam Questions.”
Presentation prepared for internal training event for LIS 17.12.09, intended to define digital literacy and discuss how we can support academic staff to embed digital literacy in our courses.
Creating Digital Citizens Through Authentic Assessmentsdigedu
www.digedu.com
In the age of new standards and technologies, teachers are working to engage students in authentic learning experiences, often following the SAMR model as a guide. In this session, we will discuss the use of SAMR as a foundation for teaching digital citizenship through authentic performance tasks. Discover the importance of linking these concepts together, examples of these activities at varied grade levels, and the opportunities to incorporate CCSS items at the same time.
Turning digital natives into digital citizens for ESL teachersmadaboutelt
Our students are digital natives and, as such, are fully familiar with the tools they need to "live" online, but sometimes things go wrong because they need help with the rules they need to observe to become responsible and respectful digital citizens. Let's help them!
Information Literacy Instruction: Ideas for Teaching College Students Essenti...meganbheuer
What is information literacy? Why is it important for art students? How are Millennial students’ information seeking different? What does this all mean for how we teach our students?
Presentation at the Entrepreneurial Librarian Conference, October 17, 2014. Wake Forest University. entrelib.org Julie Leuzinger, University of North Texas
The Active Citizen in a Changing Information LandscapeSheila Webber
This presentation was given at a a round table at the IFLA Information Literacy Satellite conference held in Limerick, Ireland http://www.iflasatellitelimerick.com/ on 15 August 2014. Entitled "The Active Citizen in a Changing Information Landscape" it was authored by Sheila Webber (University of Sheffield, UK), Shahd Salha, and Bill Johnston (University of Strathclyde, UK). A few slides have been removed, as noted on teh presentation.
School of Health and Social Development, Deakin University
Presentation given at "Health Literacy Network: Crossing Disciplines, Bridging Gaps", November 26, 2013. The University of Sydney.
Tools to assist clinicians document health education and health literacy related information into the RPMS Electronic Health Record used at all Federal and most Tribal IHS programs.
This presentation by Flore-Anne Messy was made at the first session of the 2nd OECD-GFLEC Global Research Symposium to Advance Financial Literacy on 6 November 2014, which addressed cutting-edge policy issues and research ideas to advance the global financial literacy agenda. Find out more at http://www.oecd.org/daf/fin/financial-education/oecd-infe-gflecsymposiumfinancialliteracy.htm
Keynote on digital citizenship, that explores how to see it, plan for it, involve students in policy development, how to help student frame ethical issues related to living a digital lifestyle.
How to create stories that work, using tools that are simple and easy; then, how to convert these to new media in ways that honor the story. The goal is to create articulate, well-researched digital stories that put the story first.
Digitalstorytelling and education: an introductionBryan Alexander
This introduces educators to digital storytelling. The first third is class DS, including its history. The second looks into DS through new forms, such as social media and gaming. Part 3 outlines key features of DS for education.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
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
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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. Media Psychology PhD !
Fielding Graduate University
Innovation!
Media Critical Thinking !
Digital Storytelling!
New Media
Some bricks, mostly clicks
50. 10 dig lit action guidelines
1. Shift from text-centrism to
new media collage
2. Value writing more than ever!
3. Adopt art as 4th, next R
4. Follow DAOW of literacy
5. Attitude is the aptitude
54. 10 dig lit action guidelines
1. Shift from text-centrism to
new media collage
2. Value writing more than ever!
3. Adopt art as 4th, next R
4. Follow DAOW of literacy
5. Attitude is the aptitude
56. 10 dig lit action guidelines
1. Shift from text-centrism to
new media collage
2. Value writing more than ever!
3. Adopt art as next, 4th R
4. Follow DAOW of literacy
5. Attitude is the aptitude
64. Facebook Network Graph
Dave Cormier, 3/6/11... This is my Facebook network graph sorted by degree of
connection. Used force atlas on gephi with a 10000 gravity to get them to play with each
other.
65.
66. 10 dig lit action guidelines
1. Shift from text-centrism to
new media collage
2. Value writing more than ever!
3. Adopt art as next, 4th R
4. Follow DAOW of literacy
5. Attitude is the aptitude
68. 10 dig lit action guidelines
6. Practice personal and social
literacy
7. Develop literacy about
impacts of digital tools
8. Develop literacy about info
9. Fluency, not just literacy
10. Harness both report and
story...embrace story!
76. Mission statement?
“ Students will study the
personal, social and
environmental impacts of
every technology and
media application they use
in school.”
79. School superintendents rated
problem-solving as the top
capability they wanted to instill. !
!
Corporate executives rated
problem-solving as seventh,
problem identification first.
Idea from Dan Pink’s To Sell Is Human
blogs.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/
85. 10 dig lit action guidelines
6. Practice personal and social
literacy
7. Develop literacy about
digital tools
8. Develop literacy about info
9. Fluency, not just literacy
10. Harness both report and
story...embrace story!
113. Works cited, cont.
For a full listing of the images,
video, and other resources used in
this presentation, please download
this presentation from
jasonOhler.com.
114. Works cited, cont.
Diagrams, books cited
!
Bloom, Benjamin, and David Krathwohl. Taxonomy of Educational Objectives: The Classification of
Educational Goals. New York: Longmans, Green, 1956.
!
Breneman, Lucille, and Bren Breneman. Once Upon a Time - A Storytelling Handbook. Chicago: NelsonHall, 1983.
!
Brown, John Seely, Stephen Denning, Katalina Groh, and Laurence Prusak. Storytelling in
Organizations. Oxford: Heinemann, 2005.
!
Campbell, Joseph, and Krathwohl. The Hero with a Thousand Faces. Princeton: Princeton University
Press, 1973.
!
Denning, Stephen. The Springboard - How Storytelling Ignites Action in Knowledge-Era Organizations.
Oxford: Heinemann, 2001.
!
!
!
!
Dillingham, Brett. "Performance Literacy." The Reading Teacher. Sept. 2005: 72-75.
Egan, Kiernan, and . Teaching as Story Telling. Chicago: Chicago Press, 1989.
Freytag. Die Technik des Dramas (Technique of Drama). 1863.
Goodman, Steven. Teaching Youth Media. New York: Teacher's College Press, 2003.
115. Works cited, cont.
Diagrams, books cited, continued…
!
Kay, A. (1996). “Revealing the elephant: The use and misuse of computers in education.”Sequence,
31(4), 1-2.
!
Lambert, Joe. Digital Storytelling Cookbook and Traveling Companion. 3 ed. Berkeley: Digital Diner
Press, 2003.
!
!
!
!
!
!
!
!
!
!
McKee, John. Story- Substance, Structure, Style and the Principles of Screenwriting. New York:
HarperCollins, 1997.
McLuhan, M. (1964). Understanding media: The extensions of man. New York: McGraw-Hill.
MomaDay, N. Scott. House Made of Dawn. New York: HarperCollins, 1969.
Nueroff, Laura Joffe. If You Give a Mouse a Cookie: New York: Laura Geringer, 1985.
Porter, Bernajean. Digitales: The Art of Telling Digital Stories. Sedalia: Porter Publications, 2004.
Simmons, Annette. The Story Factor. Cambridge: Perseus Books, 1997.
Tarantino, Quentin. Pulp Fiction. 1994.
Telford, Kenneth. Aristotle Poetics, Translation and Analysis. Chicago: Regenery, 1970.
Theodosakis, Nikos. Director in the Classroom. San Diego: Tech4Learning Publishing, 2001.
Toelken, Barre. "The Icebergs of Folktale: Misconception, Misuse, Abuse." Who Says? Essays on Pivotal
Issues in Contemporary Storytelling. Ed. Carol Birch. Little Rock: August House, 1996. 35-63.
116. Resources cited
•Graphics, photos, from Clipart.com (thru an annual fee):
• Alarm clock: 21767547-alarmClock.jpg
• Angry lady: fear-anger-lady-19066489.jpg
• Art the artitst: peck048j.thb.jpg
• Baby with luminescent computer: 32354173babyComputer.jpg
• Ball and chain: BallAndChain-1835320.jpg
• Brainstorming: sy17981.thb.brainstorm.jpg
• Comedy-tragedy-masks: 21724700drama.thb.jpg
• Committee: 2359488committee.jpg
• Virtual Community: g0166537.thb-virtual-community.jpg
• Computer director: 20856935director.jpg
• Credo: crctr573.thb.oldman.jpg
• Crowd: 2541410.crowd.jpg
• Digital camera (part of media collage in bubble): 20076414digital.jpg
• Dragon on knight’s chest: 14697971dragon.jpg
• Fear cartoon: 14753071-fear.jpg
• GarageSale-Stuff: 1722608.garage.sale5.jpg
• Guy with idea light bulb: 3049773-idea.jpg
• Guy balancing computers: 20207046.thb-balance.jpg
• Hammerguy: Microsoft stock clip art
• Hearts arguing; 20436442-heartsArguing.jpg
• Kid in movie theater: 19016181theater.jpg
• Kid painting: kid-painting-20160430.gif
• Kid thinking 30899756kidThinking.thb.jpg
• Kid with A+ paper: 22316907evaluation.thb.jpg
117. Resources, cont.
•Graphics, photos, from Clipart.com (thru an annual fee):
• Kid with magnifying glass: 19121841evaluation2.jpg.
• Kids behind Edwina: 4144104.happy.children.jpg.
• Kim: 3242484.cyber-chick3.jpg; composite, all elments unknown.
• Knight: 19884228knight.jpg.
• Looking For: 21031472lookingFor.jpg.
• Man crawling: 00a.thm.man.crawling.gif.
• Man and son: 1840568.father.and.son.jpg.
• Man Hitting computer: 14727973.hitting.computer.jpg.
• Mind, Idea, lightbulb: 3049773-idea.jpg.
• Mr. Big: weath031.thb.mr.big.jpg.
• Mr. Big’s lawn chair: 1943880.lawn.chair.jpg.
• Ouch: Ouch-22029918.jpgstairs.jpg.
• Puppet stage: punchnjudy-22091633.gif.
• School bus: 21071624-schoolBus.jpg.
• Storyteller to child in bed, g0165059.thb.
• Sunglasses on kid: 21793429sunglasses.jpg.
• Sunglasses: 20677551sunglasses.jpg.
• Sunset (Arizona Magazine): 1116818.sunset.jpg.
• Teacher in purple jacket; file name unknown.
• Theater audience: 19016493theaterAudience.jpg.
• Willamina: wrkwm069.thb.preacher.woman-1.jpg.
• William on ledge of objectivity: 741289.mr.big.ledge.jpg.
• Woman storyteller: g0165059.thb.storytelling.jpg.
• Yin-yang-3074759.jpg.
118. Resources, cont.
Graphics, photos, from sources other than Clipart.com:
• 4Ts lady: source unknown.
• Brad Pitt photo: int001y.jpg; site unknown.
• Computer heads, man & woman: source unknown.
• Cow lips: http://212.43.196.62/pix/pix_tn/CowLips.jpg
• Crazy man: crazy.jpg; source unknown.
• Edwina Tech: basic-info-librarians.gif; origin unknown.
• Fourth R on easel - citation lost.
• Hannah, with permission from parents.
• Oil can man: source unknown.
• Picture of Don King/Howard Dean on stage before a crowd, from Chris Bischoff
(chris@clbischoff.com).
• Savoonga kids (with permission from parents), 1997.
• Sticking tongue out (baby)- source unknown.
• Then What? cover, by Jeri Smith, 2001.
• The screenshot of the web is hereby credited to MSN, and was captured as an “average
day” splash page on a rapidly changing website.
• Pictures of myself are owned by me.
• The picture of the baby holding the cell phone was licensed through Corbis images.
• A good deal of the images appear through paid or other agreements with infosavvy.com,
clipart.com, and the cartoonbank.com.
!
Digital stories:
* Brady, posted and shown with permission from his parents.
* How to Animate a Rolling Ball, shown and posted online via teacher Glen Bledsoe, who
obtained all parent permissions necessary to do so
* The Reluctant Leader, creator’s name withheld at her request but shown with her full
permission.
119. Resources, cont.
Graphics, photos, from other sources other than Clipart.com:
!
• Wearing computer: Proceedings of the IEEE, Vol. 86, No. 11, November,
1998 WearComp as a new framework for Intelligent Signal Processing Steve
Mann, 1998 (found at http://images.google.com/imgres?imgurl=http://
wearcam.org/wearcomp4small.jpg&imgrefurl=http://wearcam.org/hi/
&h=1024&w=700&sz=68&tbnid=vX8sgpcVWZtccM:&tbnh=150&tbnw=102&hl=en&s
tart=1&prev=/images%3Fq%3Dwearcomp%26svnum%3D10%26hl%3Den%26lr%3D
%26safe%3Doff%26sa%3DG).
• Brad Pitt photo… from fan website long ago. Trail to the photo is lost.
• Whack-a-mole pic from FlickR (http://www.flickr.com/photos/savetheclocktower/
3727886830/) Creative commons with the following stipulations: http://
search.creativecommons.org/
• Whack-a-Mole from Flickr: http://www.flickr.com/photos/joeshlabotnik/
2512961872/
A note about diagrams, books cited, images used, video clips used, etc.
!
Note: this is a master list from a number of presentations. Therefore, you may
not see all of the resources listed here in the presentation you watched. Also,
images are added and deleted regularly. I do my best to stay on top of this list,
but no doubt falter now and again.
!
120. Web sources cited
!•
Copyright source info from web
•
•
!
!
Harper, Georgia. "Fair Use Guidelines For Educational Multimedia." Multimedia Fair Use Guideline (CCUMU).
University of Texas General Counsel Office. 04 Apr. 2006 <http://www.utsystem.edu/ogc/intellectualproperty/
ccmcguid.htm#5>.
"Copyright Basics." Copyright Kids!. Copyright Kids. 04 Apr. 2006 <http://www.copyrightkids.org/
cbasicsframes.htm>.
"Using Modern Language Association (MLA) Format." OWL at Purdue University: Using Modern Language Association
(MLA) Format. Online Writing Lab (OWL), Purdue University. 03 Apr. 2006 <http://owl.english.purdue.edu/
handouts/research/r_mla.html>.
Other resources
•
•
•
Adams, Kenn. The Story Spine. One source for this is: <http://www.creativityzone.ca/ResourceZone_Subpages/
Games_Subpages/01.html>
Christenson, Michael. Adapt-a-Map, story map created of an advertisement for Media Literacy class, 2005.
Microsoft clipart.
Ventner clip, http://www.youtube.com/watch?v=QHIocNOHd7A
•
•
•
•
•
•
•
•
•
•
Storyboard template: <http://www.csupomona.edu/~wcweber/325/storybd.htm>
Second life snapshop adapted from: http://www.henryjenkins.org/henry%20in%20second%20life.jpg
Off track betting pic:
Subway pic: http://torontoist.com/attachments/toronto_jonathang/2007_4_30Onestop.jpg
Truck video screen: http://img.alibaba.com/photo/11004472/Truck_LED_Video_Screen.jpg
Rear view mirror: http://www.carbuyersnotebook.com/archives/GENTEXjpg
Emerald city: http://www.timelineuniverse.net/images/Emerald%20City.jpg!
Yellow brick road (modified and used in the emerald city “path to digital storytelling” slide), found on Dave Alpert’s blog site.!
Portfolio (modified and used in the emerald city “path to digital storytelling” slide), used with permission by lucas simões
Pew graphs about tEcosystem:
•
!
!
!
121. !
Web sources cited
Copyright source info from web
•
Lemonade stand - http://www.flickr.com/photos/stevendepolo/5939055612/ Creativecommons 2.0 - photographer: stevendepolo
•
Heroes logo - from Wikipedia (http://en.wikipedia.org/wiki/Heroes_%28TV_series%29); the following appears on the wikipedia logo website (http://en.wikipedia.org/wiki/File:Heroes_logo.png): Fair use rationale for use in Heroes (TV series)
I, Y|yukichigai, hitherto and forthwith posit that this image meets the fair use criteria for use within the article Heroes (TV series) for the following reasons:
1.
The logo in question serves to visually identify the logo for the NBC show Heroes in a manner that text cannot convey, and its use within the article improves it as a whole.
2.
Use of the image does not detract from the copyright holder's ability to profit from the work in question, or from any related material.
3.
The image is of low resolution and of inferior quality (less than SVCD quality) compared to the television broadcast form of the logo.
4.
Because the logo itself is copyrighted it is impossible to obtain any free alternative which accomplishes the same effect within the article.
LicensingThis is a logo of an organization, item, or event, and is protected by copyright. It is believed that the use of low-resolution images on the English-language Wikipedia, hosted on servers in the United States by the non-profit Wikimedia Foundation, of
logos for certain uses involving identification and critical commentary may qualify as fair use under United States copyright law. Any other uses of this image, on Wikipedia or elsewhere, may be copyright infringement. Certain commercial use of this image
may also be trademark infringement. See Wikipedia:Non-free content and Wikipedia:Logos.
Use of the logo here does not imply endorsement of the organization by Wikipedia or the Wikimedia Foundation, nor vice versa.
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To the uploader:
1.
This tag is only for use on images of logos.
2.
This tag is not sufficient on its own. Please add a detailed fair use rationale for each use, as well as the source of the work and copyright information.
3.
For an example fair use rationale for a logo, see here.
4.
Template:Non-free use rationale logo may be helpful for stating the rationale.
5.
Please do not use this template to tag non-free icons of computer software. Such items should be tagged with {{Non-free computer icon}} template.
Regarding uses other than in the original article:
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A detailed non-free use rationale is required for every article the logo is used in. Check the non-free use criteria and do not assume that existing rationales can be simply copied and pasted, as they may not necessarily apply.
To patrollers and administrators: If this image has an 'appropriate' rationale please append |image has rationale=yes as a parameter to the license template.
File history. Click on a date/time to view the file as it appeared at that time.
Date/Time / Thumbnail / Dimensions / User /Comment / current / 17:01, 4 December 2007
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JeffyP (talk | contribs)
Shrunk down the same logo by about a third. == Summary == Logo for the NBC television series Heroes. == Fair use rationale for use in Heroes (TV series)== I, yukichigai, hitherto and forthwith posit
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