The Ultimate Guide to The Use of Blogs in Teaching

Read/Write Book - Ce que le blog apporte à la recherche 1 Jill Walker Rettberg, « Not Documenting, Doing », jill/txt, 06/06/03, co (...) 2 Jill Walker Rettberg, « I Won a Prize for Research Blogging!!!! », jill/txt, 06/03/06, (...) 1En 2006, la chercheuse de l’université de Bergen (Norvège) Jill Walker Rettberg témoignait de sa (déjà) longue expérience du blog académique, en réfutant l’idée répandue selon laquelle le blog est un moyen de documenter la recherche1. Même si son blog lui a valu un prix de la Fondation Metzerk au titre de la « dissémination de la science »2, il lui sert plutôt à mener sa recherche. 3 Chad Orzel, « Why Doesn’t Blogging Generate More Science? 2Pourtant, le physicien et blogueur Chad Orzel se demandait en octobre 2008 si l’explosion des blogs a vraiment contribué à produire plus de science3. 3La première de ces branches concerne la production de connaissances certifiées, lesquelles viennent parfois se matérialiser dans de nouveaux instruments destinés à la recherche.

Fair use Fair use is a limitation and exception to the exclusive right granted by copyright law to the author of a creative work. In United States copyright law, fair use is a doctrine that permits limited use of copyrighted material without acquiring permission from the rights holders. Examples of fair use include commentary, search engines, criticism, parody, news reporting, research, teaching, library archiving and scholarship. It provides for the legal, unlicensed citation or incorporation of copyrighted material in another author's work under a four-factor balancing test. Fair use is one of the traditional safety valves intended to balance the public's interest in open access with the property interests of copyright holders. Fair use under United States law[edit] The legal concept of "test copyright" was first ratified by the United Kingdom of Great Britain's Statute of Anne of 1709. Once these factors were codified as guidelines in 17 U.S.C. § 107, they were not rendered exclusive.

Three strikes and a blog: What to do with papers that are continually rejected Getting your work published can be a frustrating process. Massive delays in publication and continual rejection may be all too common experiences but James Hartley argues this is no reason to let your scholarly work remain unseen. Blogs offer a great way to continue the momentum of your research and to find new audiences for work that may not appeal to the strict remit of academic publishers. Image credit: Cliff (CC BY) In the game of baseball, as I understand it, if you make three attempts at hitting the ball and miss each time, you are out. My answer is a resounding NO. Listen to the technical advice and try again In this first story I wrote a paper, with my colleague Lucy Betts, on how the layout of a Likert-type scale could affect the scores obtained on it. Expand your horizons and reach out to wider fields In story 2, I wrote a paper presenting the findings from a survey on how 93 retired academics in the UK continued to write academic papers and contribute to research.

The TEACH Act The TEACH Act Intro | Section 110(2) | Checklist | TEACH Act Toolkit Introduction Copyright law provides educators with a separate set of rights in addition to fair use, to display (show) and perform (show or play) others' works in the classroom. These rights are in Section 110(1) of the Copyright Act and apply to any work, regardless of the medium. Until recently, however, when the classroom was remote, the law's generous terms for face-to-face teaching in Section 110(1) shrank dramatically in Section 110(2) -- some would say to the vanishing point! These severe limitations on what could be performed in distance education received lots of attention. The Copyright Office prepared its report and recommended significant changes. The TEACH Act expands the scope of educators' rights to perform and display works and to make the copies integral to such performances and displays for digital distance education, making the rights closer to those we have in face-to-face teaching. 1. Conditions: 1. a.

A quoi servent les blogs de recherche ? Marie-Anne Paveau est professeure en sciences du langage à l'université Paris 13. Elle tient aussi un blog intitulé "La pensée du discours" sur Hypothèse, plateforme de carnets de recherche en sciences humaines et sociales. Et elle s'y trouve bien seule. Non que la plateforme n'abrite d'autres carnets de chercheurs. Madame Paveau est donc partie à la recherche de ses collègues linguistes sur la toile. Cette première hypothèse se trouve confirmée par une autre découverte réalisée par Marie-Anne Paveau : trois revues de linguistiques en français seulement (sur 35 revues recensées sur les portails Cairn, Persée et Revues.org) ne sont publiées qu'au format électronique. Il est tentant alors de se laisser aller à une mention ironique de plus sur les enseignants "old school" dont les linguistes seraient les plus fiers représentants, sachant à peine envoyer un courriel et limitant leur usage d'Internet à la consultation des horaires de train; madame Paveau ne tombe pas dans ce piège. M.

the eCourse « Teaching Art Online tao: the way is an eCourse designed to teach artists how to create an eLearning environment for their students with digital download tutorials, eBooks and multimedia online classes. The journey begins by learning how to create a small (5-10 page), beautiful and effective PDF tutorial suitable to share a short technique. The course continues on the path to a rich student experience by showing you how to turn a series of tutorials into an eBook and then takes eLearning to another level by exploring ways to give your students a rich, multimedia learning experience. Build on your skills with each module. When it’s time to put it all together, choose the components that work best for your teaching needs. The eCourse comes with me as your patient guide. Teaching Art Online - the way to bring art classes to students around the world. Class begins February 4, 2013 and ends March 29, 2013. Module One: Creating A Digital Download {Art Tutorials} Module One is spread out over two weeks. Just Added!

The role of blogging in academia In a few days, I will participate to a panel discussion in Montréal, chaired by Marin Dacos, entitled “Minor forms of academic communication: revamping the relationship between science and society?“, at the World Social Science Forum. I do not have much expertise (compared with colleagues involved in the panel) even if I frequently observe the community of academic bloggers, and I regularly interact with some of them. For this panel discussion, Marin asked me to share my experience, as an academic blogger. So, let’s try to describe the Freakonometrics adventure… The origins: why and how the blog started? I will try to organize my post according to these three items (note that you can get directly to each of them if you want to skip some parts). How blogging started – from experience at Univerisité de Rennes to ‘Freakonometrics’ The first version of the blog started at Université de Rennes 1, following a request from the IT department. This blog is clearly an academic blog.

Online Art Teacher Company Name: The Art Institutes APPLY Job Title: Adjunct Art Teacher Job Code: 17846 Location: Draper, Utah 84020 Job Category: Education/Training Date Posted: 08-16-2012 SEND TO FRIEND Job Description: Job Summary The part time instructor facilitates meaningful learning of the course competencies in the curriculum and proactively supports all facets of the learning environment. Key Job Elements Will teach classes in foundation arts, color theory, fundamentals of design, observation drawings, drawing in perspective. Reports To: Dean of System-Wide Programs, Academic Department Director Directly Supervises: None Interacts With: Academic affairs department, other school/campus functional areas, curriculum task force and other committees, other faculty, and students Job Requirements Knowledge: Master’s degree in Art. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.