Nate Thayer, the writer who touched off a debate this week about how freelancers are compensated, found himself embroiled in another controversy on Friday when he was accused of plagiarizing large parts of the piece that The Atlantic wanted him to re-work for free. In his defence, Thayer and his editor said links weren’t included in the original version due to an editing error, a mistake they later corrected. This failed to satisfy some of the writer’s critics, however, including the author of the piece that Thayer based some of his reporting on.
If nothing else, the incident helps reinforce just how blurry the line is between plagiarism and sloppy attribution — and also how the the web makes it easier to provide attribution via hyperlinks, but at the same time makes it harder to define what is plagiarism or content theft and what isn’t.
To Jeremy Duns, who first blew the whistle on what he said was Thayer’s plagiarism, the case seemed open and shut: chunks of the article about North Korea and basketball, including a number of quotes, appeared to have been lifted straight from a piece by San Diego Union-Tribune writer Mark Zeigler on the same topic in 2006. And there was virtually no attribution of any kind in the original version of Thayer’s story, which appeared at the NKNews.com site, apart from one oblique reference to the Union-Tribune — and no links.
Ness Crouch's insight: Literacy is a keystone of education. Teachers must constantly stay ahead of digital tools to all them to teach students. This list of resources is an excellent way to help stay in front!
The emerging technological developments across various scientificfields have brought about radical changes in the ways we perceive and define
what it means to be human in today‟s highlytechnologically oriented society.Advancements in robotics, AI research, molecular biology, genetic engineering,nanotechnology, medicine, etc., are mostly still in an experimental phase but itis likely that they will become a part of our daily experience
"...we could have students engage with artifacts, historic sites, landscapes, photographs, memorials, paintings, political cartoons, and actual people, as well as with more traditional documents. We could have them select a topic or theme to research as a class, and then create an online exhibition featuring these objects, places, documents, and more...."
The Intellectual Property Office (IPO) has published the government's intentions for 'modernising copyright' in a document, aptly called Modernising Copyright. It details many changes including some to the fundamental Education Exceptions to Copyright which are to be enacted through secondary legislation by October 2013.
Format shifting - moving data from one platform/device to another for personal or study purposes will be permitted.
Copyright Exceptions for education will be 'media neutral' - they will encompass all media - films, music, etc - not just text-based media.
Teachers will be permitted to use materials within the Exceptions for teaching to 'illustrate' their teaching.
The Exceptions will cover VLEs and institutionally managed authenticated services.
There are a number of new measures to assist archives and libraries perform their work of supporting learning and teaching in the digital age.
Further measures to support 'Disability' are also being introduced.
Minecraft, as it stands, has sold around twenty million copies across multiple platforms. It’s arguably one of the most successful games of all time, and a demonstration of the fact that videogames do not have to be sexually charged gore-fests in order to be accepted by gamers en masse. Summarily, it’s a game in which you are placed in a natural, procedurally-generated environment, and you must cut down trees, mine stone and ore, and generally manipulate your environment to build a home for yourself or go on a journey.
Its building mechanic is simple – break a block, and most of the time, you’ll get a block to place. Placing blocks becomes a LEGO-esque activity, and immediately the game’s appeal to the world’s youth is obvious. But it’s not just about allowing them to put things together however they like – Minecraft has the potential to teach children quite a considerable amount about interacting with others, and how to treat their environment.
In terms of interacting with other children, Minecraft sets down very clear rules – largely, that there are none, and just like in real life, these children must choose to work in teams, despite the fact that being aggressive or selfish may look like the immediately easier option. A house is built faster with four kids working together, and the game becomes a lot easier once night falls (when the monsters appear, furthering its appeal and relevance to an age bracket still scared of the dark) when those four are guarding each other, as well as themselves.
It’s also not a bad way to teach each child about how precious and finite the environment and its resources are. While Minecraft will extend to eight times the earth’s surface area (with each block seen as a metre cubed in real life), all resources are finite. Iron ore does not re-spawn, and neither does coal. Students have the choice of either going further and further out to get resources, or to create sustainable sources of energy and other blocks and items themselves.
In an effort to support my teachers in reflecting more deeply on their practice I've been using this teacher self-assessment toolÂ since September. It is based on our provinces Teacher Quality Stand...
Today’s students are not being equipped with the critical thinking and analysis skills they need to successfully navigate our media-saturated environment. Time spent consuming media, now up to nearly eight hours a day, continues to increase, but students often are poorly versed in analyzing and understanding different media messages and formats. They prefer to see the world of media messages as simple and straightforward, to be taken at face value, according to recent research in the field of media literacy. While students express confidence that media messages have clear primary meanings and sources that can be easily identified, media literacy demands nuanced thinking about message creators as well as their goals and values.
As policymakers grapple over how to deploy technology in classrooms, they should beware of producing generations of students drowning in digital devices without enough good ideas about what to do with them.
Since the emergence of the modern media literacy movement in the early 1990s, scholars and educators have struggled to define the field and establish standards for what it means to be media literate. A growing body of research, including my own work with colleagues published in the Journal of Media Literacy Education and Journalism and Mass Communication Educator, finds support for the idea that young people, while sometimes fluent in technologies used in and out of the classroom, often struggle to decipher media messages. But what exactly should students learn and what are the best methods for teaching media literacy? How can teachers know when they have been effective? How can teachers help students become motivated and engaged rather than disaffected and cynical?