A report on “The Digital World of Young Children: Emergent Literacy”
In 2010 Pearson Foundation published a report entitled "The Digital World of Young Children: Impact on Emergent Literacy” which addresses the importance of studying the effect of digital media on young minds. Written by Jay Blanchard and Terry Moore from the Arizona State University College of Teacher Education and Leadership, this
report asks as many questions as it answers, will an increased access to digital media lead young children to self-direct their own learning process? What might be the effects of added digital stimuli on attention and comprehension?
On the webpage you can download the full report in pdf format.
Teaching with Interactive Video: A Faculty Orientation
This IP Videoconferencing Training Manual includes the format for OSU's past faculty training sessions on IP videoconferencing, going into the involvement of the class, and includes distance learning evaluation forms.
I. Introduction p. 1
- What is Distance Teaching Technology?
- Who Can Teach With This Technology?
- How Can Distance Teaching Help You As A Teacher?
- What Do Students Think of Video Conferencing?
- Where Does Distance Learning Take Place?
- How Do You Begin?
II. Instructional Strategies for p. 6
- Video Conferencing
- Setting Expectations
- Teaching Tips
- Keeping Everyone Tuned In
- Encouraging Dialogue
- Dealing With Technical Difficulties
III. Management Issues p. 10
- Scheduling The Class
- Building a Team
- Setting Up The Facilities
IV. Credits and Bibliography p. 12
V. Handouts and Forms p. 13
- TIP Sheet for Students Using
- Video Conference Technology
- Audiovisual Guidelines
- Usage Agreement
- Evaluation Forms
Effectiveness of video as an instructional medium in teaching rural children agricultural and environmental sciences
Author: Babalola Isiaka, Lagos State University, Nigeria
This study was conducted to determine the effectiveness of video in comparison with selected instructional media for teaching primary school pupils Agriculture and Environmental Sciences. It examined also the effect of gender and grade on the performance of the pupils taught with four instructional media. 240 pupils from 3 rural primary schools in Badagry Local government Area of Lagos State, Nigeria, were taught three topics drawn from Agriculture and Environmental sciences. The non-randomized quasi-pretest posttest experimental design was used in finding out which of the pupils in the four experimental groups – video, realia, charts and No instructional media performed best. The study revealed that the pupils taught with the video performed equally as well as those taught with real objects (Realia). While both groups performed significantly better than those taught with chart and without instructional medium. There was no significant difference in performance based on the gender. With regards to grade (Primary 5 and 6), only the group taught without instructional medium had a significant difference. The pupils in Primary 6 did better than those in Primary 5. The study concludes that video is as effective as the traditional teacher in teaching Primary school children Agriculture and Environmental issues. This confirms the assertion of many researchers of the potential of using video as an instructional medium in teaching varying subjects to adults, youths and children in the formal school system. The advantages far outweigh the disadvantages. The four methods that can be used by the teacher were recommended. An organisational structure in each state and video equipment needed for effective take off of the video programme in Primary schools in Nigeria were suggested.
(originally published in International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2007, Vol. 3, Issue 3, pp. 105-114.)
RESULT AND DISCUSSION
- Performance of the pupils in each treatment group in the achievement tests
- Establishing significance with LSD at 5% (3.125)
- Gender and class difference in pupils’ performance among the treatment groups
CONCLUSION AND RECOMMENDATIONS
Spanish court clears YouTube of copyright liability for uploaded videos
The main legal issues for UK Further and Higher education establishments tend to focus on data protection and legal hosting liability for content published on their site. This can include liability for content that breaches third party copyright. Based on recent case law, as long as establishments have a clear ‘take down’ policy for dealing with inappropriate or illegal content swiftly as soon as it is made aware of this, this appears defensible. The recent YouTube case in Spain demonstrates this.
Complementary material regarding a UK High Court case:
Five Keys to Getting Started with Interactive Online Training
A 1080 Group White Paper Prepared for Citrix Online. Roger Courville presenting on how to prepare interesting webinar. Document may be downloaded free after short registration.
OER IPR Support Project website
Information, advice and resources created by JISCLegal to help anyone creating OERs deal with the IPR and licensing issues associated with OER.
The homepage includes a video by Naomi Korn of the UK OER Support Project, setting out how to navigate the IPR issues around developing OERs.
A practical starter pack aims to help OER projects:
• Understand the thirty party rights associated with any content that you wish to make accessible and usable as OER and therefore help you to realise your rights clearance obligations
• Get to grips with Creative Commons Licences and select the most appropriate for your uses
• Develop a process for rights identification and clearance
• Adapt and use template rights clearance letters and model consent forms
• Understand where you might look to trace rights holders
• Develop a better understanding of the level of risk associated with content for which you might not be able to trace the rights holders or the rights holders are unknown
• Look for further information about IPR and licensing issues
Including a starter pack and diagnostic tools
Recording Lectures Podcast
Made by JISC Legal, this useful resource sets out some of the complicated IPR and other legal considerations around recording teaching sessions for online use. There is also a link to the accompanying paper. While this is based on UK law it is still useful in highlighting that recording and reusing a lecture is not a simple matter
Open for use? Steeve Wheeler on OERs and user-generated content
Steve Wheeler's keynote 'Open for Use?' at the 6th EDEN research workshop in Budapest (October 25th – 27th 2010) included food for thought regarding the implications of open educational resources / user generated content for copyright
Copyright and digital technologies
An interesting video that reflects the views of young people in the UK who, it appears, are blissfully unaware of (or willfully disregard) copyright law when it applies to new technology as it does not meet their needs.
Webcast Training Methodology
This Webcast Training Methodology has been prepared as part of the “How to Webcast – New Media Use in Efficient Learning Processes” project, co-financed by the Leonardo da Vinci - Lifelong Learning Programme.
This consortium implementing this project consists of:
• Management Observatory Foundation (FOZ)
• Adam Smith College (ASC)
• Czech Efficient Learning Node (CELN)
• Institute of Mobile Technologies for Education and Culture (IMOTEC)