From an engineering standpoint, what’s wrong with this picture?
"There are many ways in which a corporation or individual can alter video: by adding or subtracting content; through the composition of several images into one; by depiction of events with audio or video that are created artificially; and through animations. Modern digital video producers have added another component to their well-stocked bag of tricks — the creation of video that appears amateur, but is really a well-thought-out commercial endeavor aimed at convincing consumers they are viewing a production of their peers.
While the Radio Television Digital News Association’s (RTDNA) Code of Ethics clearly states, “Professional electronic journalists should not manipulate images or sounds in any way that is misleading,” the Advertising Self-Regulatory Council (ASRC) doesn’t have a similar guideline. Should it? Should online advertisers be held to the same ethical standards as electronic journalists or can today’s production companies consider the sky the limit under the guise that advertising is an artistic endeavor?"
"Over the last three years of studying story design I have had the chance to interview some of the best non-fiction storytellers working today, and study narrative in great depth. To celebrate all four issues of Inside the Story Magazine going online, I’ve put together a collection of 50 practical things I’ve learned about the craft of non-fiction storytelling."
"Storytelling is powerful. It entertains us. It teaches us. It moves us. I believe everyone should study story–especially if you work in marketing, social media, or the nonprofit world.
The following TED Talks are packed with great quotes, insights, and a deep look into the world of storytelling."
"The greatest hits of story structure, all in one place, arranged chronologically and side-by-side for your comparative viewing pleasure!"
"There’s no magic formula that works for every project every time. You can always find examples of successful projects that don’t fit a given formula or find ways successful projects do fit a particular structure if you want to. Also, most of the people who name and formulated these concepts are not primarily writers per se and in most cases their structures are based on post-facto analysis of successful work rather than being used to generate the original work itself. But, even (or especially) if you’re trying to satirize a form or break a mold, you should know what the mold is."
"Teaching, they argue, is a cultural activity, and understanding this is essential. Stigler and Hiebert arrived at this conclusion that teaching is a cultural activity after collecting and analyzing videotaped eighth-grade mathematics lessons from three countries (the United States, Germany, and Japan) as part of the Third International Mathematics and Science Study (TIMMS). The authors were struck by “how much teaching varied across cultures and how little it varied within cultures” (p. 11). There are, they argue, distinctly American, German, and Japanese ways of teaching."
"You are browsing Facebook on a Sunday evening. Someone has shared a baffling piece of math homework that was sent home with their child. Accompanying commentary bemoans the current state and future trajectory of mathematics teaching and learning, and lays blame for this at the feet of the Common Core State Standards.
You are baffled by the worksheet too. You are about to click the Share button.
But here are five reasons that’s a bad idea."
In our latest research study, we developed a framework to understand how a group of teacher education students viewed their developing identities within social networking sites as they began the life transition to becoming educators. We found that educator identity consists of a constellation of interconnected acceptable identity fragments (AIF)*. These acceptable identity fragments are intentional, authentic, transitional, necessarily incomplete, and socially-constructed and socially-responsive.
"#Scistuchat (cy-stew-chat) is a monthly Twitter Chat with scientists and high school students. Students and Scientists discuss general science topics once a month. Topics might include: genetically modified food, cloning, stell cell research and others, space exploration funding, evolution....
The discussion takes place on the 2nd Thursday of the month Sept-May. "
The authors describe each learning technique in detail and discuss the conditions under which each technique is most successful. They also describe the students (age, ability level, etc.) for whom each technique is most useful, the materials needed to utilize each technique, and the specific skills each technique promotes. To allow readers to easily identify which methods are the most effective, the authors rate the techniques as having high, medium, or low utility for improving student learning.
"Look at the behavior of teenagers, supposedly the ones among us who care least about privacy. Microsoft researcher danah boyd has investigated how they use social media; it turns out that teens are both very public and very private, often at the same time. In a behavior called whitewalling, users post to Facebook—sometimes in great detail — but then quickly delete everything, creating a blank timeline. That’s a new form of privacy for the social media age: a mass release of information that eventually disappears. Boyd also describes “social steganography,” in which teens use things like slang, inside jokes, and song lyrics to hide private messages in plain sight; one audience understands the meaning of a post while others (adults or more distant friends) scroll right by."
Effective principals create conditions that ensure the school is focused first and foremost on effective teaching and learning."
"It’s one thing to say that the Internet has dangers on it; it’s a very different thing to say that the Internet increases dangers, David Finkelhor said early in his talk. The problem is, that second view has become the dominant narrative in the public discussion about young people online. The “risk-promotion narrative,” he also calls it, doesn’t say that “when kids go online bad things can happen because they can happen anywhere,” like in a city – which of course is true. What the narrative says instead, and incorrectly, is that “intrinsic features of the Internet increase risk and augment vulnerability.”
On the contrary: “The remarkable and jarring thing” about the risk-promotion narrative’s development, Finkelhor said, is that, in the very period the Net has become pervasive – the past 15 years – “we’ve been observing a dramatically contradictory, positive pattern to the social problem indicators"