• Dave Foord
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    • RT @greenfieldscc: after one loan player for our twos tomorrow @landrcl can anyone help? 5 days ago
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Finding images without breaking copyright

For me, one of the best benefits of the Internet over the last few years has been the abundance and quailty of images out there, and how easy it is to use them educationally.

Most of these images can be found on image sharing sites such as Flickr, or Picasa and some of them are released under creative commons – which means the person uploading the images has given certain permissions for these to be used.

So a very useful skill for an educator to learn is the ability to search for images that are released under creative commons licence – and luckily for us various tools have appeared to help us.


Xpert

The first place that I go to find images to use in my educational materials is Xpert – http://www.nottingham.ac.uk/xpert/attribution/ a recently developed tool from the very clever people at the University of Nottingham (of Xerte fame).


The beauty of Xpert is that it attaches the relevant reference information and licence to the image as part of the image. This is very clever – as it shows where the image has come from, that it doesn’t break copyright law, it shows learners how to reference an image (and sets a good example to them) and because all this information has become part of the image it cannot be accidentally be seperated from the image.


Compfight

If I don’t find what I want then I go to Compfight – http://compfight.com/ which searches Flickr and displays the results as a series of small images (thumbnails) if you click on an image it takes you to the relavent image page on Flickr. This doesn’t attach the reference to the image the way that Xpert does, but it searches in a different way so will find different images. I then need to reference the image seperately.


Creative Commons Search

And then the third place that I go if I haven’t found what I want is the creative-commons search tool http://search.creativecommons.org/ which searches a variety of sources and returns images, videos and other forms of information from different sites.


All of these sites are very good, a lot will come down to personal preference as to which to use, but the main thing is that we can hopefully start to see the back of  low quality, low resolution images that have been taken illegally from the Web, and replace these with high quality, striking, stimulating images correctly referenced to show the learners the importance of referencing sources of information.

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Using a digital camera with a 3 year old (and older learners)

A lot of people in education are using the various forms of cheap, easy to use cameras – with the arguement that the fact that they are so easy to use (just press big red button to record/stop) is one less barrier to technology. But I personally haven’t got on with them, their inability to zoom, the low quality of the output, the poor sound etc I think outweighs their ease of use, and I am of the opinion that buying a standard compact camera that does photographs and video is a viable option. Some will argue that as these don’t have the built in USB connector you have to mess around with cables – but the simple solution to that is to permanently attach the cable to the camera, using a cable tie and adhesive cable tie mount.

We have purchased one such camera (£40) for our kids (aged 5,3,and 1) and the oldest 2 have worked out how to turn the camera on, how to take photos, how to zoom, how to view what they have done, and how to switch the camera off – so if a 3 year old can manage these things, then I think even the most technophobic adults could manage this.

Last night I was helping my 5 year old son with his homework, and they were doing 2D and 3D shapes. I had been asked to go around the home with him seeing how many shapes he could find, name and then draw. We tried this at first but he wasn’t very excited by this, so I suggested that he went round with the camera and photographed different shapes. This was much more exciting – he knows where the camera is kept, so fetched it himself, set it up, and took the photos without any input from me. I then uploaded them into PowerPoint, resized and printed to stick into his book (where he could then name and draw). Below is the output of this exercise.

Using a camera with a 5 year old

Using a camera with a 5 year old

There are so many examples in education of how we can quickly use cameras for an exercise, and with most learners in FE and HE owning phones with cameras built in, we don’t even need to provide them with the cameras.