The document discusses open educational resources (OER) and open licensing. It explains the 4R permissions for OER - reuse, revise, remix, and redistribute. It distinguishes between open, digital, and free resources. Open licenses like Creative Commons are described, including differences between licenses that allow commercial use and those that do not. Examples are provided of what is and is not allowed under different open licenses when creating or sharing OER.
Content Repurposing - The Ultimate Influence StrategyEllen Britt
Getting your content spread out over the web fast and efficiently is the key to building influence and authority in your niche. Put these practical, powerful tips from five well-known internet marketing experts to work on your content starting right now! Get the entire article, with a complete list of useful links and resources at http://bit.ly/GetLeverage
The document summarizes the first week of an online course on using technology in education. It includes:
1. An introduction to the course which discusses transforming teachers' roles and maintaining academic integrity.
2. Video lectures covering moving from physical to online classrooms, learning features like dialogues and activities, and using course journals.
3. The author's participation including an initial discussion post and reading assigned resources.
The document discusses licensing for e-content in MOOCs. It provides guidelines for content creators on copyright and avoiding plagiarism when using licensed materials for SWAYAM courses. Creative Commons licensing is introduced as the most developed alternative licensing approach that allows creators to openly declare the level of sharing allowed for their digital works through user-friendly licenses. The 6 main CC licenses (Attribution, Attribution-ShareAlike, Attribution-NonCommercial, Attribution-NoDerivatives, Attribution-NonCommercial-ShareAlike, Attribution-NonCommercial-NoDerivatives) are briefly explained.
The document discusses what a blog is and why teachers should have classroom blogs. It defines a blog as a website where posts are displayed in reverse chronological order and can include various media types. Classroom blogs allow teachers to regularly communicate with parents, share classroom updates and activities, and provide an interactive learning tool for students beyond traditional worksheets. The document then provides instructions on how to set up a blog using Blogger, including how to create posts, customize the layout and design, and add interactive elements like gadgets.
The document discusses blogs, including what they are, how the author started blogging and how their blog evolved, platforms for blogging, advantages of different platforms, components of blogs like categories and tags, best practices for blog posts, and ways to get students involved with blogs.
The document discusses open educational resources (OER) and open licensing. It explains the 4R permissions for OER - reuse, revise, remix, and redistribute. It distinguishes between open, digital, and free resources. Open licenses like Creative Commons are described, including differences between licenses that allow commercial use and those that do not. Examples are provided of what is and is not allowed under different open licenses when creating or sharing OER.
Content Repurposing - The Ultimate Influence StrategyEllen Britt
Getting your content spread out over the web fast and efficiently is the key to building influence and authority in your niche. Put these practical, powerful tips from five well-known internet marketing experts to work on your content starting right now! Get the entire article, with a complete list of useful links and resources at http://bit.ly/GetLeverage
The document summarizes the first week of an online course on using technology in education. It includes:
1. An introduction to the course which discusses transforming teachers' roles and maintaining academic integrity.
2. Video lectures covering moving from physical to online classrooms, learning features like dialogues and activities, and using course journals.
3. The author's participation including an initial discussion post and reading assigned resources.
The document discusses licensing for e-content in MOOCs. It provides guidelines for content creators on copyright and avoiding plagiarism when using licensed materials for SWAYAM courses. Creative Commons licensing is introduced as the most developed alternative licensing approach that allows creators to openly declare the level of sharing allowed for their digital works through user-friendly licenses. The 6 main CC licenses (Attribution, Attribution-ShareAlike, Attribution-NonCommercial, Attribution-NoDerivatives, Attribution-NonCommercial-ShareAlike, Attribution-NonCommercial-NoDerivatives) are briefly explained.
The document discusses what a blog is and why teachers should have classroom blogs. It defines a blog as a website where posts are displayed in reverse chronological order and can include various media types. Classroom blogs allow teachers to regularly communicate with parents, share classroom updates and activities, and provide an interactive learning tool for students beyond traditional worksheets. The document then provides instructions on how to set up a blog using Blogger, including how to create posts, customize the layout and design, and add interactive elements like gadgets.
The document discusses blogs, including what they are, how the author started blogging and how their blog evolved, platforms for blogging, advantages of different platforms, components of blogs like categories and tags, best practices for blog posts, and ways to get students involved with blogs.
How to triple your content marketing resultsBryan Fleming
Some good tips on how to triple your content marketing results for social media. Watch this presentation and you will be sure to find some real gems in it for writing content to Facebook, Twitter, Google+, linked in and more.
A blog is a publicly accessible personal journal on the web where an individual called a blogger can post text, images, videos, audio files, presentations and links. Blogs can contain these various media types and look like the example blog which has a title, embedded presentation, text, images and links. Blogging is easy and free as there are platforms like Blogger, WordPress and IndiaTimes blogs that allow anyone to create and customize their own blog.
Blogging and video blogging (vlogging) can promote arts by allowing artists to share their work, interests, and ideas through an online diary or blog. Blogs make it easy to include photos, videos, and links to share what an artist is creating, experiencing, and discussing. Blogs also enable discussion and collaboration between artists through features that allow commenting and sharing content across multiple blogs. Both individual blogs and collaborative blogging can help artists connect with others and promote their art forms.
The document provides guidance on adding different types of content to an eTwinning Twinspace, including images, videos, files, and pages. It explains how to upload these materials to the Twinspace and integrate them into pages, forums, and journal posts. Images, videos, and files can be added to standalone albums or folders, and there are file size and format restrictions. Pages allow telling the project story through text and embedded materials, and various editing and visibility options are available to authors and student contributors. Clear arrangements among all members are advised to maintain an organized Twinspace structure.
This document provides an introduction to using Blogger for student writing. It discusses what Blogger is, the advantages of using it for students, and how teachers and students can use it. Specific uses include having students write essays, reading logs, study guides, or reflective blogs as practice. The document also outlines how to set up a blog, write posts, add images, videos, hyperlinks, and provides sources for the information.
This document provides an overview and agenda for a WordPress workshop being held on February 22nd-23rd 2013. It introduces WordPress and blogging, discusses what social media is, and walks through how to create a WordPress account and dashboard. It then covers how to add and edit posts and pages, insert links, upload media, choose a theme, organize menus, add widgets, use tags and categories, comment on posts, and consider other tools. It emphasizes listening in conversations and pursuing relationships. Tips are provided on growing a WordPress community and measuring success through engagement rather than just numbers. Questions from participants are welcomed.
Web2.0 Getting started (Lip Smacking Good: Your Library's blog and Web2.0 tools)robin fay
Brief introduction to Web2.0, mashups, RSS, youtube, flickr del.icio.us, and how those tools can be incorporated into a library's website or blog. Also includes brief overview of mashups, widgets, and RSS feeds by robin fay, georgiawebgurl@gmail.com.
This document discusses using blogs in the classroom and provides recommendations for different blogging platforms. It recommends that teachers can use blogs as a class website (#1), have a class blog for students (#2), or set up individual student blogs (#3). It also provides tips on setting up blogs through Blogger or alternative platforms like Edublogs or Wordpress. Students would use assigned usernames to post and teachers would have administrator access on all blogs. Overall, the document explores how blogs can promote literacy and engagement for students.
Question 4- How did you use media technologies in the construction and resear...etaylorchs
The document discusses how the author used various media technologies at different stages of their project.
In the planning stage, the author used WordPress blogs to organize their work into categories and chronological order. They were able to edit post dates to properly sequence different design stages. WordPress also allowed showcasing work through images, videos, and hyperlinks.
YouTube was another key resource. The author used it to research trailer genres, post work-in-progress videos with comments, and find tutorial videos. Google Images also aided visual research.
The main challenges were occasional slowdowns on WordPress and audio sync issues when uploading animated videos to YouTube. References from online sources like Mediachs supplemented the research process
This document provides instructions for adding different types of content to a Web Content Display portlet, including text, images, files, hyperlinks, and YouTube videos. It outlines the steps to take the Ed. Portal to create a new page, add a Web Content Display, and then insert various types of content. The goals are to learn how to utilize this tool to share materials with students and provide multiple formats of content on a single page. Practice and patience are advised as the skills develop over time.
This document provides ideas for repurposing existing content into new formats. It begins with an example of turning a written blog post into an audio file. Next, it suggests taking ideas from content and finding new ways to present them, such as adding checklists, worksheets, or focusing on specific ideas. The document then lists various formats to repurpose content, including top tips, checklists, FAQs, podcasts, PowerPoint presentations, videos, webinars, video scripts, and special reports. It concludes that repurposing content allows you to benefit further from ideas you've already generated.
The document discusses the various media technologies used by the author in constructing, researching, planning, and evaluating their project. They used Issue to publish long documents, Prezi for unique presentations supported by media, Powtoon for creative video presentations though it was difficult to use, Slideshare and Scribd for publishing documents, SurveyMonkey and Word for surveys, Photoshop and Logaster for logo design, Facebook for advertising, Final Cut Pro for video editing, and Youtube as a research source and for publishing presentations and products. While some technologies like Dropbox and SurveyMonkey had limitations, overall the author found the technologies helpful for presenting their work in a professional manner.
See Kyle Blog: Using Your School's Mascot (Or Other Furry Friend) to Introduc...Matthew Clobridge
The document discusses setting up a blog for a school using their mascot, Kyle the Crocodile, to introduce blogging to students, teachers, and parents. It outlines choosing WordPress as the blogging platform over Blogger due to more flexibility and control. Setting up the WordPress blog cost $44.94 for the first year which includes hosting and a domain name. The blog is used for instruction across different grade levels and subjects. It has provided positive exposure for the school while also creating issues around maintaining and moderating the blog's content and comments.
This document summarizes a team's experience creating and maintaining a blog for a library studies course. It describes the various tasks involved, including setting up the blog, designing it, adding co-authors, and writing multiple posts. Challenges included the technical aspects of blog setup and some usability issues. Overall, benefits included familiarization with blogging, exposure to an online environment, teamwork experience, and enhanced writing and feedback skills.
The document discusses blogs, including what they are, how they can be used, and how to create and post on blogs. It provides instructions for creating a blog on blogger.com, posting content, and embedding things like pictures, videos, and PowerPoint slides. It also mentions changing blog settings and layout.
Moving beyond traditional esl classroom instructionFatma Ghailan
1) The document discusses integrating social media like WhatsApp into ESL classroom instruction to move beyond traditional methods. It provides steps for creating social media groups and channels for collaboration between teachers and students.
2) Examples of activities that can be done on social media include students creating video blogs (vlogs) reviewing books, collaborating on essays, and giving peer feedback on writing assignments.
3) The document demonstrates how to create a YouTube channel and customize it for students to post their vlogs. It also provides guidance for writing video scripts and recording following Bloom's taxonomy of learning objectives.
This document provides guidance on uploading and downloading educational resources from various file sharing sites. It discusses factors to consider such as resource format, licensing, and handling third-party content. Step-by-step instructions are given for uploading/downloading images, documents, lecture slides, and videos to sites like Flickr, Scribd, SlideShare, and YouTube. Creative Commons licensing is also explained as an alternative to traditional copyrights.
This document provides an introduction to open educational resources (OER) and Creative Commons licensing. It explains that OER are educational materials that can be freely used and modified. While copyright applies automatically, authors must apply an open license like Creative Commons to allow others to openly use their works. The document recommends the CC BY license as it allows others maximum freedom while requiring attribution. It outlines the different CC licenses and their permissions around commercial use, modifications, and sharing derivatives. The licenses are free, easy to understand, machine-readable, and standardized to promote open sharing of educational content.
Using the CC BY license, Workshop for 2013 OPEN Kick-offJane Park
Summary of session from OPEN Kickoff Conference for DOL TAACCCT Round 2 Grantees: This session will dive into detail about the CC BY licensing requirement and what it takes to apply the license to grantee materials. CC will go over the CC license chooser tool, examples of good license implementation, and content-sharing platforms where you can upload resources under the CC BY license. If enough time and interest, CC will also go over best practices for giving attribution to the creators of CC licensed works, especially as part of a larger resource, such as a textbook or course.
More info: http://open4us.org/events/
The document discusses choosing the appropriate license for open educational resources. It recommends the Creative Commons Attribution-ShareAlike (BY-SA) license when no commercial revenue is expected, as this allows copying and modifications as long as derivatives are also shared under the same license. For content expected to be published commercially, it suggests the Creative Commons Attribution-ShareAlike NonCommercial (BY-SA-NC) license to allow non-commercial sharing and modifications. It also provides considerations for including reversion clauses if commercial potential decreases over time.
This document discusses open educational resources (OER) and Creative Commons (CC) licensing. It explains that OER allow for access, sharing, adaptation, and derivation, and the more permissions granted, the more open the resource. CC licenses work with copyright to grant certain permissions for uses of a work without requiring permission. The CC BY license is recommended as it allows the most freedoms while still requiring attribution, and is compatible with all other CC licenses. Different CC licenses are suited for different purposes depending on whether derivatives or commercial use is allowed.
An introduction to creative commons by lookanglookang
The document discusses the use of Creative Commons licenses for educational resources. It notes that many educators currently create materials with "all rights reserved" copyright, but there needs to be a better system that allows building on others' work with permission. The session highlights how the speaker used open source physics works from Dr. Ashley Tan and shared his own resources under Creative Commons attribution licenses on his blog. Creative Commons licenses provide a middle ground between "all rights reserved" and public domain by giving creators options to grant certain permissions in advance for others' non-commercial use and sharing of content.
How to triple your content marketing resultsBryan Fleming
Some good tips on how to triple your content marketing results for social media. Watch this presentation and you will be sure to find some real gems in it for writing content to Facebook, Twitter, Google+, linked in and more.
A blog is a publicly accessible personal journal on the web where an individual called a blogger can post text, images, videos, audio files, presentations and links. Blogs can contain these various media types and look like the example blog which has a title, embedded presentation, text, images and links. Blogging is easy and free as there are platforms like Blogger, WordPress and IndiaTimes blogs that allow anyone to create and customize their own blog.
Blogging and video blogging (vlogging) can promote arts by allowing artists to share their work, interests, and ideas through an online diary or blog. Blogs make it easy to include photos, videos, and links to share what an artist is creating, experiencing, and discussing. Blogs also enable discussion and collaboration between artists through features that allow commenting and sharing content across multiple blogs. Both individual blogs and collaborative blogging can help artists connect with others and promote their art forms.
The document provides guidance on adding different types of content to an eTwinning Twinspace, including images, videos, files, and pages. It explains how to upload these materials to the Twinspace and integrate them into pages, forums, and journal posts. Images, videos, and files can be added to standalone albums or folders, and there are file size and format restrictions. Pages allow telling the project story through text and embedded materials, and various editing and visibility options are available to authors and student contributors. Clear arrangements among all members are advised to maintain an organized Twinspace structure.
This document provides an introduction to using Blogger for student writing. It discusses what Blogger is, the advantages of using it for students, and how teachers and students can use it. Specific uses include having students write essays, reading logs, study guides, or reflective blogs as practice. The document also outlines how to set up a blog, write posts, add images, videos, hyperlinks, and provides sources for the information.
This document provides an overview and agenda for a WordPress workshop being held on February 22nd-23rd 2013. It introduces WordPress and blogging, discusses what social media is, and walks through how to create a WordPress account and dashboard. It then covers how to add and edit posts and pages, insert links, upload media, choose a theme, organize menus, add widgets, use tags and categories, comment on posts, and consider other tools. It emphasizes listening in conversations and pursuing relationships. Tips are provided on growing a WordPress community and measuring success through engagement rather than just numbers. Questions from participants are welcomed.
Web2.0 Getting started (Lip Smacking Good: Your Library's blog and Web2.0 tools)robin fay
Brief introduction to Web2.0, mashups, RSS, youtube, flickr del.icio.us, and how those tools can be incorporated into a library's website or blog. Also includes brief overview of mashups, widgets, and RSS feeds by robin fay, georgiawebgurl@gmail.com.
This document discusses using blogs in the classroom and provides recommendations for different blogging platforms. It recommends that teachers can use blogs as a class website (#1), have a class blog for students (#2), or set up individual student blogs (#3). It also provides tips on setting up blogs through Blogger or alternative platforms like Edublogs or Wordpress. Students would use assigned usernames to post and teachers would have administrator access on all blogs. Overall, the document explores how blogs can promote literacy and engagement for students.
Question 4- How did you use media technologies in the construction and resear...etaylorchs
The document discusses how the author used various media technologies at different stages of their project.
In the planning stage, the author used WordPress blogs to organize their work into categories and chronological order. They were able to edit post dates to properly sequence different design stages. WordPress also allowed showcasing work through images, videos, and hyperlinks.
YouTube was another key resource. The author used it to research trailer genres, post work-in-progress videos with comments, and find tutorial videos. Google Images also aided visual research.
The main challenges were occasional slowdowns on WordPress and audio sync issues when uploading animated videos to YouTube. References from online sources like Mediachs supplemented the research process
This document provides instructions for adding different types of content to a Web Content Display portlet, including text, images, files, hyperlinks, and YouTube videos. It outlines the steps to take the Ed. Portal to create a new page, add a Web Content Display, and then insert various types of content. The goals are to learn how to utilize this tool to share materials with students and provide multiple formats of content on a single page. Practice and patience are advised as the skills develop over time.
This document provides ideas for repurposing existing content into new formats. It begins with an example of turning a written blog post into an audio file. Next, it suggests taking ideas from content and finding new ways to present them, such as adding checklists, worksheets, or focusing on specific ideas. The document then lists various formats to repurpose content, including top tips, checklists, FAQs, podcasts, PowerPoint presentations, videos, webinars, video scripts, and special reports. It concludes that repurposing content allows you to benefit further from ideas you've already generated.
The document discusses the various media technologies used by the author in constructing, researching, planning, and evaluating their project. They used Issue to publish long documents, Prezi for unique presentations supported by media, Powtoon for creative video presentations though it was difficult to use, Slideshare and Scribd for publishing documents, SurveyMonkey and Word for surveys, Photoshop and Logaster for logo design, Facebook for advertising, Final Cut Pro for video editing, and Youtube as a research source and for publishing presentations and products. While some technologies like Dropbox and SurveyMonkey had limitations, overall the author found the technologies helpful for presenting their work in a professional manner.
See Kyle Blog: Using Your School's Mascot (Or Other Furry Friend) to Introduc...Matthew Clobridge
The document discusses setting up a blog for a school using their mascot, Kyle the Crocodile, to introduce blogging to students, teachers, and parents. It outlines choosing WordPress as the blogging platform over Blogger due to more flexibility and control. Setting up the WordPress blog cost $44.94 for the first year which includes hosting and a domain name. The blog is used for instruction across different grade levels and subjects. It has provided positive exposure for the school while also creating issues around maintaining and moderating the blog's content and comments.
This document summarizes a team's experience creating and maintaining a blog for a library studies course. It describes the various tasks involved, including setting up the blog, designing it, adding co-authors, and writing multiple posts. Challenges included the technical aspects of blog setup and some usability issues. Overall, benefits included familiarization with blogging, exposure to an online environment, teamwork experience, and enhanced writing and feedback skills.
The document discusses blogs, including what they are, how they can be used, and how to create and post on blogs. It provides instructions for creating a blog on blogger.com, posting content, and embedding things like pictures, videos, and PowerPoint slides. It also mentions changing blog settings and layout.
Moving beyond traditional esl classroom instructionFatma Ghailan
1) The document discusses integrating social media like WhatsApp into ESL classroom instruction to move beyond traditional methods. It provides steps for creating social media groups and channels for collaboration between teachers and students.
2) Examples of activities that can be done on social media include students creating video blogs (vlogs) reviewing books, collaborating on essays, and giving peer feedback on writing assignments.
3) The document demonstrates how to create a YouTube channel and customize it for students to post their vlogs. It also provides guidance for writing video scripts and recording following Bloom's taxonomy of learning objectives.
This document provides guidance on uploading and downloading educational resources from various file sharing sites. It discusses factors to consider such as resource format, licensing, and handling third-party content. Step-by-step instructions are given for uploading/downloading images, documents, lecture slides, and videos to sites like Flickr, Scribd, SlideShare, and YouTube. Creative Commons licensing is also explained as an alternative to traditional copyrights.
This document provides an introduction to open educational resources (OER) and Creative Commons licensing. It explains that OER are educational materials that can be freely used and modified. While copyright applies automatically, authors must apply an open license like Creative Commons to allow others to openly use their works. The document recommends the CC BY license as it allows others maximum freedom while requiring attribution. It outlines the different CC licenses and their permissions around commercial use, modifications, and sharing derivatives. The licenses are free, easy to understand, machine-readable, and standardized to promote open sharing of educational content.
Using the CC BY license, Workshop for 2013 OPEN Kick-offJane Park
Summary of session from OPEN Kickoff Conference for DOL TAACCCT Round 2 Grantees: This session will dive into detail about the CC BY licensing requirement and what it takes to apply the license to grantee materials. CC will go over the CC license chooser tool, examples of good license implementation, and content-sharing platforms where you can upload resources under the CC BY license. If enough time and interest, CC will also go over best practices for giving attribution to the creators of CC licensed works, especially as part of a larger resource, such as a textbook or course.
More info: http://open4us.org/events/
The document discusses choosing the appropriate license for open educational resources. It recommends the Creative Commons Attribution-ShareAlike (BY-SA) license when no commercial revenue is expected, as this allows copying and modifications as long as derivatives are also shared under the same license. For content expected to be published commercially, it suggests the Creative Commons Attribution-ShareAlike NonCommercial (BY-SA-NC) license to allow non-commercial sharing and modifications. It also provides considerations for including reversion clauses if commercial potential decreases over time.
This document discusses open educational resources (OER) and Creative Commons (CC) licensing. It explains that OER allow for access, sharing, adaptation, and derivation, and the more permissions granted, the more open the resource. CC licenses work with copyright to grant certain permissions for uses of a work without requiring permission. The CC BY license is recommended as it allows the most freedoms while still requiring attribution, and is compatible with all other CC licenses. Different CC licenses are suited for different purposes depending on whether derivatives or commercial use is allowed.
An introduction to creative commons by lookanglookang
The document discusses the use of Creative Commons licenses for educational resources. It notes that many educators currently create materials with "all rights reserved" copyright, but there needs to be a better system that allows building on others' work with permission. The session highlights how the speaker used open source physics works from Dr. Ashley Tan and shared his own resources under Creative Commons attribution licenses on his blog. Creative Commons licenses provide a middle ground between "all rights reserved" and public domain by giving creators options to grant certain permissions in advance for others' non-commercial use and sharing of content.
Materials to accompany the hands-on session "Open-Licensed Content: The Missing Piece." See http://www.k12opened.com/wiki/index.php/Necc2009A for more information.
This 2 page handout explains the four steps for creating, using, and licensing open content.
This document was provided as a handout at ICTD2012 at this workshop: http://ictd2012.org/opensessions/306.
This handout is licensed under a Creative Commons Attribution 3.0 license http://creativecommons.org/licenses/by/3.0/.
CC Cert: Unit 4. Using CC Licenses and CC Licensed Works Beck Pitt
This document discusses how to properly attribute and license content that has been adapted from other openly licensed works. It explains that when using or adapting open content, the title, author, source and license of the original work should always be provided. It also discusses what types of uses constitute collections, derivatives or remixes of open works, and how these adapted works should be attributed and licensed in compliance with the licenses of the original sources.
Library Resources, Free Resources and Open ResourcesSarah Morehouse
This document provides information about finding and using open educational resources. It discusses how open resources like open textbooks, open access journals, and Creative Commons licensed materials can help lower costs for students while allowing for customization and sharing of content. Specific topics covered include open textbooks and their modular or wiki-based models, finding open access journals, and how open licensing fits into the context of Open SUNY's goals of increasing access and affordability of higher education.
This document discusses how to incorporate rich media into wikis using various Web 2.0 tools, including YouTube videos, Flickr photos, Voki avatars, SlideShare presentations, and Google Maps. It emphasizes the importance of using Creative Commons licensed content to avoid copyright issues. Instructions are provided for embedding content from these sources into wikis through copying and pasting embed codes.
The document provides an overview of ethics in using research to build and present knowledge in the classroom. It discusses topics like fair use, public domain works, and creative commons resources that can be used for student projects. The presentation encourages modeling good practices when using copyrighted materials and citing sources properly. It aims to help students add their own voice while respecting ownership and attribution of ideas and content.
This document provides guidance for a workshop on exploring and using Open Educational Resources (OER). The workshop aims to introduce OER through a practical task where participants will work in teams to create teaching/learning sessions incorporating existing OER. The session includes an introductory period, time for participants to work on their tasks, and for teams to present their findings. The task involves selecting an engineering topic and developing an outline for a teaching session or assessment that reuses available OER. The document provides information on finding, assessing, and complying with licensing of OER materials.
Open licensing of instructional materials such as textbooks, videos, and other related resources makes possible free sharing and remixing which reduces cost barriers for students. Creative Commons provides the legal infrastructure for easily sharing creative works including instructional materials but how do the different creative commons licenses indicate a resource can be re-used. Join us for an interactive session of playbook license scenarios where you can test your knowledge of the allowed OER re-use based on license type.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for our October webinar:
When: Oct 12, 10amPST/1pmEST
Featured Speakers:
Quill West, OER Program Manager, Pierce College District
Cable Green, Director of Open Education, Creative Commons
How to Openly Share Your Faculty Created Materials Using Creative CommonsSarah Romeo
This presentation introduces Creative Commons licensing. It discusses how CC licensing allows creators to share their work while still maintaining copyright. The six main CC licenses are explained which vary based on whether others can share, adapt, or use the work commercially. Examples are provided of applying CC licenses to materials like handouts, presentations, videos, and teaching content shared in an open repository. The goal is to encourage open sharing of faculty created works under consistent legal terms.
The document provides instructions for a lesson on creating a website using Adobe Dreamweaver. The lesson aims to teach students how to use Dreamweaver's features to build and design a website. It outlines objectives like learning how to add images, links, and content to webpages. Students will demonstrate their learning by designing their own website using Dreamweaver that includes tables, links, and images based on the taught skills. The document also provides definitions and differences between key web terms like websites, webpages, images, and links to aid student understanding.
The document discusses using blogs and vlogs in the classroom. It defines blogs and vlogs, provides examples of blogging platforms and how to integrate multimedia like images from Discovery Education into blog posts. The document also covers using RSS feeds to manage blogs, creating vlogs with tools like iMovie, and publishing vlogs to sites like Discovery Education MediaShare or YouTube.
This document provides instructions for adding hyperlinks to writing. It explains that hyperlinks add interactivity and allow readers to access additional information. When including hyperlinks, descriptive text should be used to link to resources rather than generic text like "click here". Students are assigned a task to write a 200-230 word blog post on a researched topic and include at least two external hyperlinks from references along with an internal hyperlink to their blog post.
140417 creative commons - esa presentationccAustralia
The document discusses open educational resources (OER) and Creative Commons licensing. It notes that current copyright schemes for schools are expensive and restrictive. OER aim to make resources freely available to use, modify, and share. Most OER use Creative Commons licenses which allow creators to select how their work can be used. The document provides examples of attributing and modifying works with CC licenses and gives suggestions for how to find OER through sites like OER Commons, YouTube, Wikimedia Commons and more.
Similar to Understanding Copyright and Remixing by Example (20)
This document discusses David Lippman's journey with open educational resources (OER) and open textbooks. It notes that high textbook costs negatively impact many students' academic success, preventing some from taking or completing courses. Lippman's experience developing and adopting open precalculus and calculus textbooks at Pierce College found them to be of high quality while saving students hundreds of dollars compared to commercial textbooks. The open textbooks also allowed for customization, localization, and iterative improvement through collaboration. The document encourages other faculty to consider adopting or contributing to OER to help address access inequity issues for students.
This document discusses open educational resources (OER) and their benefits. It notes that OER include educational materials like textbooks, assignments, courses, videos, and activities that are freely shared under open licenses. OER can help reduce costs for students, who sometimes spend $1200 or more per year on textbooks, or choose not to take courses due to textbook expenses. OER also give faculty more control over customizing course materials. The document provides examples of colleges that have successfully implemented OER programs to improve access and lower costs for students.
This document summarizes the case for open educational resources (OER) as an alternative to traditional textbooks. It outlines how OER can reduce costs for students, promote sharing of knowledge, and give faculty more control over course materials. Several studies are cited showing comparable student success rates when using OER instead of commercial textbooks. The document encourages faculty to contribute to and adopt existing open textbooks and resources to increase access and lower costs for students.
This document discusses automating the import of content into Canvas by using course cartridges and the Common Cartridge format. It describes the components and structure of course cartridges, including modules, assignments, quizzes and wiki pages. It provides two approaches for performing search and replace on all wiki pages within a cartridge. It also discusses how to import content as wiki pages or quizzes by modifying the cartridge files. Sample code and links to tools that generate QTI quiz files from other formats are included.
Automation using Scripting and the Canvas APIDavid Lippman
A talk from the Washington Canvas User Group 2014 meeting, about using PHP to automate tasks using the Canvas LMS API. Sample code is available at https://github.com/drlippman/canvas-scripts
Open Course Library presentation, AMATYC 2013David Lippman
The Open Course Library Project aims to create open-source digital course materials for 81 heavily enrolled community college courses in Washington State. It is funded by the Gates Foundation and State Legislature. Faculty submit course proposals and are selected to develop materials through a standardized process, resulting in open textbooks and ancillary resources posted with a Creative Commons license. This document provides examples of open courses developed through the project, including Beginning and Intermediate Algebra, Math in Society, Precalculus, Calculus, and Business Calculus. It describes the open resources created and available for each course.
The document discusses open educational resources (OER) and the MyOpenMath platform. It begins with defining what open means in education and the different types of free resources. It then demonstrates the MyOpenMath platform, showing how it can be used to customize open textbooks and automatically generate homework assignments. The presentation emphasizes the benefits of OER for reducing costs and improving access and quality of education. It concludes by discussing options for piloting OER courses with support from Lumen Learning.
This document provides information about open educational resources (OER) that are being developed for various math courses as part of the Kaleidoscope Math Project. It summarizes existing OER materials and plans for developing additional OER content, including open textbooks, videos, homework assignments, and other course materials for courses ranging from arithmetic to calculus and statistics. The goal is to eliminate textbook costs as a barrier to student success and to encourage collaborative improvement of OER materials.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. www.lumenlearning.com
Overview of Copyright and Fair Use
• Any work where broader rights are not explicitly
granted is copyrighted
• Fair Use allows limited exceptions to copyright. Fair
use is a bit vague, but generally the materials
• Should be restricted access (password protected)
• Should be used for a limited time (not be a regular,
integral part of the course)
• Should not be available for purchase
2. www.lumenlearning.com
An instructor posts their own lecture notes on a
public wiki or blog.
This is OK: The instructor is the copyright holder. A
copyright holder can do anything they want with
their work.
3. www.lumenlearning.com
An instructor posts a PDF of a journal article on a
public blog.
This is not OK: The instructor is providing public
access to a copyrighted work.
Citing some passages as part of a critique or review
would be fine
4. www.lumenlearning.com
An instructor posts a PDF of a journal article in the
LMS for their student.
If done for one term, this likely would fall under Fair
Use.
If made a regular, integral part of the course, this
probably is not under Fair Use, and a coursepack
would be more appropriate.
5. www.lumenlearning.com
An instructor posts a link to an article on the
Forbes.com website
Linking to a work provided online by the copyright
holder is always OK.
The downside is that if Forbes removes the article or
changes the URL, you lose access.
6. www.lumenlearning.com
An instructor posts a PDF of a textbook section or
chapter in the LMS.
This is not OK: The copyrighted material is readily
available for purchase, and by posting it online,
you’re affecting the market for that product. This is
not allowed, even under Fair Use.
This is piracy.
7. www.lumenlearning.com
An instructor posts in the LMS a link to a PDF of a
textbook section or chapter that was found in a
Google search.
This is still not OK: Just because someone else
facilitated the piracy does not make it legal. This is
the same reason that it’s illegal to download music
and movies that someone posted online.
8. www.lumenlearning.com
An instructor posts a PDF of Creative Commons
licensed textbook.
This is OK: By adding a Creative Commons license,
the copyright holder has explicitly allowed you to
redistribute the work.
9. www.lumenlearning.com
An instructor finds a great website that a teacher at
another school put up with their lecture notes. The
website says the materials are free for educational
use. He wants to put a copy of the materials in the
LMS.
This is gray zone, but probably not OK: Saying that
the materials are free for educational use does not
necessarily allow redistributing. Some folks would
not allow it, especially if their website includes
advertisements. It would be best to contact the
author (and suggest they use a CC license).
12. www.lumenlearning.com
This is fine. You are revising and redistributing each
chapter, as allowed.
An instructor wants to include in their course:
1) a chapter from a CC Attribution-ShareAlike (BY-
SA) licensed book and
2) a few sections of a chapter from a CC Attribution-
ShareAlike-NonCommercial (BY-SA-NC) licensed
book.
13. www.lumenlearning.com
An instructor wants to use a chapter from a CC
Attribution-ShareAlike-NonCommercial (BY-SA-NC)
licensed book in their course, but wants to add into
it an image from Wikipedia that is CC Attribution-
ShareAlike (BY-SA) licensed and an image they
found on Flickr that is CC Attribution (BY) licensed.
This is remixing. Using the Flickr image is fine with
attribution, since the BY license allows remixing with
any other license.
Using the Wikipedia image is not ok, since both the
SA licenses require any remix to keep the same
license.
14. www.lumenlearning.com
An instructor decides to make some edits to a
chapter from a CC Attribution (BY) licensed book.
She adds some additional original content, and
revises some of the language.
This is revising, and is fully allowed. Because of the
permissions of the BY license, she course make her
revised work available under almost any license:
fully restricted, CC-BY, CC-BY-SA, CC-BY-NC, CC-BY-SA-
NC, etc.
15. www.lumenlearning.com
An instructor decides to make some edits to a
chapter from a CC Attribution-ShareAlike-
NonCommercial (BY-SA-NC) licensed book. She
adds some additional original content, and revises
some of the language.
This is revising, and is fully allowed. Because the
original work had a ShareAlike license, she would be
required to keep the same license on her revised
version.
16. www.lumenlearning.com
An instructor decides to make a Creative Commons
licensed book more engaging by embedding
YouTube videos directly into the text materials.
This is revising of the book, and is fully allowed.
YouTube’s terms of use allow embedding of their
content into other pages.
The downside is that the video may disappear from
YouTube at some point. Unless the video is CC
licensed, we can’t make a backup copy and host it
ourselves in the LMS.
17. www.lumenlearning.com
An instructor finds a great website that a teacher at
another school put up with their lecture notes. The
website says the materials are free for educational
use. He wants to mix portions of those lecture
notes with his Creative Commons Attribution (BY)
licensed textbook.
That materials on that website are copyrighted, and
can not be remixed into a CC licensed work without
express permission.