background preloader


Copyright protects written, theatrical, musical and artistic works as well as film, book layouts, sound recordings, and broadcasts. Copyright is an automatic right, which means you don't have to apply for it. About copyright Here you'll find information on the benefits of copyright protection and what an owner's exclusive economic rights are. Copyright applies to... Copyright applies to all sorts of written and recorded materials from software and the internet to drawings and photography. Ownership of copyright works Ownership of copyright works may depend on the circumstances under which the work was created as this section explains. Other people's copyright works You will normally need permission to use someone else's copyright work but in certain very specific situations you may not. Copyright works are protected across most mediums - so if they're protected in one, they're probably protected in others. Fast Facts Copyright doesn't protect ideas. Take the Copyright quiz!

Related:  digital skills

Jisc digital capability codesign challenge blog It’s been a hectic, interesting and sometimes information-overloaded couple of months on the Digital Capabilities frameworks project. Lou McGill and I have reviewed over 60 existing frameworks for describing the digital capabilities of staff, from professional frameworks which might only touch on digital practice, to frameworks from the IT industry, digital media, and business innovation. We’ve looked at a host of publications and web sites. And I’ve carried out interviews with dozens of people who are doing work in this area, whether they are based in professional bodies or in universities and colleges, or in industry and the professions outside of education.

UNESCO Global MIL Assessment Framework UNESCO Global MIL Assessment Framework The UNESCO Global Media and Information Literacy (MIL) Assessment Framework provides a conceptual and theoretical framework for MIL, and introduces the rationale and methodology for conducting an assessment of country readiness and existing competencies on MIL at the national level. It also includes practical steps for adaptation of its recommendations at national level. An increasing flow of information and media content created and shared using new information and communication technologies (ICTs) and the growing role of media and information providers in society offer new possibilities for social, economic and political development. Reimagining learning for a post-digital world (part 1) – Solutions not problems Over the last few years I have made the case for a substantive and meaningful debate about redefining pedagogy and reimagining teaching and learning firstly for a digital age and more recently for what many are calling the post-digital world. The logical impossibility of Status Quo: Six disconnects that demand a digital pedagogy (or at least a good debate about it) ‘I am going to blow the whole thing to kingdom come’: In praise of discontinuity within a digital pedagogy Shit or get off the pot: Why are we still talking about the seismic impacts technology will have on higher education? But why do we need to debate or design a new pedagogical approach for our modern institutions?

still-image-digitisation-home Diagram 1. Digitisation is the process of creating a digital surrogate of an analogue object. Copyright Jisc Digital Media. Digitisation is the process of converting analogue, tangible objects into a digital form. With digital images, the most commonly used means of digitisation is by using scanners or cameras. High quality digital capture requires a combination of good technical skills, preparation and appropriate equipment. Self-assessment: Understanding digital practices Digital literacy skills empower you to work effectively and safely online whether you’re at work, studying or at home. They can also help you when it comes to applying for jobs. This questionnaire is one of four that will help you to learn the skills you need to succeed in a digital age. This questionnaire is made up of seven questions related to how familiar and confident you are with online digital tools (websites or software that enable you to perform online tasks or activities) and digital environments. After each question, you will be provided with some suggestions for Being digital activities that you might find useful. We suggest that you bookmark any that are relevant and return to them once you’ve completed the quiz.

Five reasons why you should 'do digital' Even as digital technology becomes ever more pervasive in learning and teaching, 'I don't do digital' is still a comment we hear from teachers and staff in further education. Yet, this attitude completely overlooks all of the excellent things that can be achieved by using new technologies and systems. Here's five reasons why people should embrace digital in the classroom. New platforms for reaching learners As an educator, the learner should be at the heart of what you do.

Flipping the Institution: Higher Education on the Post Digital Age The 2015 Academic Practice and Technology conference at the University of Greenwich focused on ‘Flipping the Institution: Higher Education on the Post Digital Age’. There was a huge range of sessions to choose from, so this is just a flavour of what I took away from the day. What is the post-digital age – and are we there yet? The ‘post-digital’ theme ran through the conference and there were interesting discussions across sessions – and on Twitter – as to what we mean by ‘post-digital’. The notion of a ‘post-digital age’ seems to be based on the assumption that digital tools are now ubiquitous and taken for granted.

Don't mind the gap Earlier this year the House of Lords digital skills committee published a report calling for the teaching of digital skills in schools to be treated as a third core subject, on a par with lessons in numeracy and literacy. The committee also called for urgent action to support teachers who are not sufficiently well equipped to teach the new computing curriculum, insisting that no child should leave school without basic digital literacy. This got me thinking. While of course I agree with the committee’s overarching goal of ensuring that UK PLC will be able to count on a workforce that is digitally literate enough to compete successfully on the world stage, I am not sure whether teachers will ever feel confident that they are sufficiently digitally literate to teach the subject. Let me explain. My own organisation, Kaltura, recently published the results of our second annual State of Video in Education report, a global survey undertaken by more than 1,200 respondents involved in education.

untitled Students can often take the easy way when generating a presentation, creating lists of bullet points from a source text, without thinking about the effectiveness (or not) of such approaches or how close they may be to plagiarism of the source. As educators who are seeking to develop students transferable skills we need to facilitate the acquisition of more imaginative approaches to oral presentations by students. “Reconstructing” the source information to create something more visual may itself facilitate learning. One in ten adults have no IT experience One in ten adults have no experience of using computers, according to a report published by the OECD last month. The report, “Adults, Computers and Problem Solving – What’s the Problem”, reveals some key patterns concerning levels of ICT competence across the OECD and their consequences. While one third of adults across OECD nations participating in the 2012 PIAAC Survey of Adult Skills are at the highest levels of proficiency in using ICT, the survey also reveals that a significant proportion of adults have limited ICT skills or indeed no experience of using computers at all. On average across all countries surveyed around one in five adults had very limited ICT skills with one in 10 having no experience of using computers at all. Variations between countries

Why teachers need professional learning communities **The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**