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Um ex-funcionário da Apple que teria vazado informações confidenciais da empresa para jornais está sendo processado. Trata-se de um engenheiro de software que teria repassado dados do headset Apple Vision Pro. Quais são as responsabilidades de um colaborador com informações privadas de uma companhia?
Se a pessoa for funcionária, ela vai responder pela CLT, já tem um número julgado nesse sentido. O funcionário que deixar vazar dados ou efetivamente, segredos da empresa, é despedido por justa causa.
Leandro Alvarenga
Ainda hoje, o consultor de privacidade e tecnologia e nosso colunista Leandro Alvarenga aproveitou para tirar dúvidas dos leitores. A dúvida em questão era a seguinte: Comprei ingressos para um show e surgiu uma viagem corporativa na semana. O que diz o código de defesa do consumidor nesses casos?
Primeira coisa, é importante lembrar que as regras de defesa do consumidor se aplicam também a shows, mas existem algumas peculiaridades. Nós vemos que, na compra fora do estabelecimento comercial de qualquer produto ou serviço, tem o direito de arrependimento de 7 dias. Isso vale para ingresso também.
Leandro Alvarenga
Mas neste caso, o consultor explicou que há um pequeno detalhe que precisa ser levado em conta.
A coluna Seu Direito Digital é exibida toda quinta-feira durante o Olhar Digital News. Acompanhe!
O post <strong>Seu Direito Digital: Apple processa ex-funcionário que vazou informações da empresa</strong> apareceu primeiro em Olhar Digital.
1. Joy Story
2. The present
3. Orca
4. La caja
6. One day
Aquí os dejo 6 cortos que pueden servir para fomentar la amistad en nuestras clases.
1. Oktapodi
3. Monsterbox
5. Lily
6. Embarked
Aquí os dejo 6 vídeos navideños para educar en valores:
1. Experimento
2. Abuela
3. Abuelo
5. Justino
6. Dos ositos
No último dia 9 de dezembro, uma situação inusitada ocorreu em um supermercado na Austrália, quando uma cliente decidiu tomar uma atitude inusitada após uma disputa por lugar na fila. O caso, compartilhado por Lani Hyde no TikTok, gerou polêmica e dividiu opiniões entre os usuários da plataforma.
Lani Hyde relata que estava aguardando na fila do caixa com seu filho no colo e dois itens para pagar. Devido ao choro do bebê, ela esperava que a cliente à frente cedesse o lugar, mas a situação não se desenrolou como esperado. Diante disso, ela decidiu “se vingar”.
Segundo a TikToker, a outra cliente a ignorou e continuou a empilhar suas compras no balcão, sem ceder espaço para a mãe com a criança pequena. “Ela meio que me olhou de cima a baixo e continuou empilhando suas coisas no balcão, e não me passar à frente dela por duas coisinhas”, justificou Hyde.
Para “se vingar”, Lani Hyde retirou discretamente três itens do carrinho da consumidora à sua frente, sendo bacon, ovos e manteiga, e os colocou em sua própria cesta. O vídeo em que ela descreve essa “atitude vingativa” já acumula mais de 800 mil visualizações.
No vídeo, Hyde questiona seus seguidores sobre a validade de sua atitude: “Estou errada? Porque meu marido ficou tipo ‘Meu Deus, você não pode fazer isso’. E eu disse ‘Eu fiz isso’. A maneira como ela estava olhando para mim era tão ruim, como se Hudson [o bebê] fosse o maior germe do mundo”.
Nos comentários, a opinião dos internautas se dividiu. Enquanto alguns criticaram a atitude da cliente, apontando a importância do respeito na fila, outros a enxergaram com bom humor. “É estranho que as pessoas tenham dificuldade para entender o conceito de como funciona uma fila… Ninguém é obrigado”, criticou um seguidor. “Todo mundo está tão bravo, mas eu pessoalmente acho isso muito engraçado, são só ovos e bacon”, amenizou outra pessoa.
Até o momento, não há informações sobre manifestações por parte da cliente envolvida no incidente ou do supermercado em questão. O caso, entretanto, continua repercutindo nas redes sociais, evidenciando a diversidade de opiniões em torno de questões cotidianas.
@thehydefive My husbands still like you didnt but im all for it she coulda let me go first and stop the whinging in her ear lol!! #shopping #lol #dailyvlog #dayinmylife #haha #karma ♬ original sound – Lani-thehydefive
Com informações de Revista Pequenas Empresas Grandes Negócios
The post Mãe ‘se vinga’ após outra cliente não ceder lugar na fila de mercado appeared first on CONTI outra.
First, let’s establish the value of the flipped classroom in case you have never used this blended learning model. The flipped classroom was designed to invert the traditional approach to instruction and practice/application. Instead of spending precious class time transferring information live for the whole group in the form of a lecture or mini-lesson, which presents myriad barriers (e.g., auditory processing, attention deficit, lack of background knowledge or vocabulary, absences), teachers record video instruction and assign those videos for homework.
The benefit of assigning video instruction for homework is that students can control the time, place, and pace of the learning experience when they watch the video at home. They can pause, rewind, or rewatch a video. They may also be able to add closed captions and adjust the speed of a video to increase their understanding and acquisition of this new information.
Then, class time is dedicated to practice and application, which has traditionally been assigned as homework for students to complete independently. Moving practice and application into the classroom provides students with peer and teacher support as they attempt to apply new information. Teachers are freed from the front of the room and work directly with individual students and small groups, supporting their individual progress and providing additional support, scaffolds, models, or reteaching.
Teachers who want to use this model are most challenged and frustrated by students who do not watch the video for homework and come to class unprepared. If several students in the class still need to watch the video for homework, teachers may be tempted to scrap their lesson and dedicate class time to reteaching the content that was covered in the video.
I caution teachers not to do this. It’s akin to a parent asking their child to clean their room before company comes over, but when the child doesn’t do it, the parent cleans the room for them. By doing so, the parent inadvertently sends the message that the child doesn’t need to take responsibility for their chores because the parent will always step in and do it for them. In the same way, when teachers reteach video content in class because some students come unprepared, it conveys the message that watching the video and coming prepared is optional because the teacher will provide repeat instruction during class. Not only does this discourage students from watching the video, but it penalizes those students who completed the assignment and forces them to sit through another explanation instead of working with their peers and teachers to practice and apply their new learning.
So, what can a teacher do to combat unpreparedness when using the flipped classroom? First, I want to encourage every teacher using a blended learning model to clearly explain WHY they are using this model to students and their families . What is the value and purpose of flipped instruction? How will this benefit students, making it easier for them to acquire new information? How will class time be used more effectively to ensure all students are making progress toward understanding complex concepts and applying key skills?
Without a clear understanding of the value and benefits, students may not truly understand why they are being asked to watch videos at home, and parents may push back. Always communicate the WHY behind new instructional practices to get buy-in and increase students’ likelihood of completing the assigned work.
Now, let’s explore some strategies you can experiment with to address the issue of students coming to class unprepared.
#1 Pair Videos with an Engagement Strategy
It’s essential that students mentally engage with the information presented in a video. We do not want them to slip into a passive, consumptive role. We want them to think about the concepts, processes, phenomena, issues, or skills presented in the video. Teachers should pair videos with an engagement strategy to encourage students to think more deeply about the information being presented.
The engagement strategy can ask students to identify the key points, make connections between concepts, ask questions, make predictions, infer meaning, compare and contrast, and/or classify. The goal is for them to contextualize this new information and begin to make sense of it before they return to class. Below are engagement strategies teachers can pair with videos.
The engagement strategy becomes the students’ documentation of learning and their “entrance ticket” into the actual lesson. They only get to proceed to practice and application if they have evidence they completed this engagement activity. Instead, I encourage teachers to have a designated area in the room for students who need to watch the video and complete the activity before joining the rest of the class.
#2 Use a Quick Quiz to Assess Completion and Comprehension of the Video Instruction
If teachers are worried about whether students watched or understood the flipped instruction, they can begin class with a quick formative assessment strategy, like an entrance ticket or quiz.
Teachers should use a Google Form in quiz mode or build a quick check for understanding in their learning management system (LMS). Using a digital platform to assess student learning makes it possible to quickly identify what students know or understand and surface that data quickly.
That way, the teacher can identify which students are ready to enter the practice and application section of the lesson and which students are not prepared either because they did not watch the video or did not understand the content presented in the video.
Students who did poorly on the assessment because they did not watch the video must spend time completing that assignment. Meanwhile, those students who watched the video but struggled to perform well on the assessment can be pulled into small group differentiated instruction with the teacher while the rest of the class moves onto practice and application with the support of their peers.
#3 Provide Alternative Forms of Media for Students to Choose From
Some students may find it challenging to acquire information in the form of a video. Learner variability reminds us that students learn differently, and one mode of representation is unlikely to work for all students.
Giving students a meaningful choice provides them with agency and allows them to choose a preferred pathway to acquire new information. Some students may enjoy reading and engaging with a text, while others may opt for a podcast or recording on a topic. When possible, providing a “would you rather” option, like inviting students to read an article or watch a video, will likely result in more students completing the assignment because they enjoy a higher degree of autonomy over their experience.
Below is a template I designed to encourage the teachers I work with to build a metacognitive practice around flipped instruction. The assignment begins with a goal-setting activity and then provides students with meaningful choices about what type of media they engage with to learn about a topic and which strategy they want to use to engage with that information. It also requires that they complete a self-assessment to get them thinking about how they performed on this assignment. The metacognitive pieces of goal setting and self-assessment help students think more deeply about the impact of this work on their progress toward academic goals and their overall development as a learner.
If teachers continue to find that a significant number of students do not watch videos for homework, there may be barriers preventing students from completing this work in their home environment. Students may not have a quiet space to concentrate or responsibilities (e.g., watching a younger sibling) that make it challenging to complete the video lesson. Unreliable internet and a functioning device can present potential barriers.
If the issue of unpreparedness continues, teachers can incorporate flipped instruction into the classroom using various blended learning models, such as whole group rotation, station rotation, and the playlist or individual rotation. Using video instruction in the classroom has the following benefits.
The primary objective of flipping instruction in the classroom is to empower students by giving them autonomy over their learning experience. This approach also allows the teacher to reallocate their time and energy away from traditional whole-group instruction, which, due to time constraints, limits the use of high-impact instructional strategies. Instead, teachers can focus on more personalized and effective teaching methods that cater to individual student needs and promote deeper understanding.
The flipped classroom model promises to shift the transfer of information online and use class time to promote active, student-centered learning. However, I know challenges arise when students come to class unprepared.
In this blog, we’ve explored strategies you can use to address this issue effectively. From formative assessments to online discussions and creative representations of information, these strategies empower educators to foster a deeper understanding of the content presented in videos and encourage students to take responsibility for their learning.
Yet, I also recognize that despite our best efforts, some students may continue to come to class unprepared. It’s important to remember that the flipped classroom model can adapt and evolve. Teachers can explore blended learning models, such as whole group rotation, station rotation, or playlist models, to offer students more control over the pace of their learning journey. These approaches not only accommodate diverse learning preferences but also free teachers from their traditional role of “expert” stuck transferring information at the front of the room. Instead, leaning on video and other forms of media strategically can free them to use their precious class time to provide tailored support to small groups and individuals.
Ultimately, remaining flexible and responsive to your students’ needs is the key. Whether through innovative engagement strategies or adaptable instructional models, the goal remains: We must strive to empower students to become active, self-directed learners who can thrive in the flipped classroom and beyond.
Want to learn more about the flipped classroom and how to design effective instructional videos? Check out my mini-course!
The post Troubleshooting the Flipped Classroom: Dealing with Unprepared Students appeared first on Dr. Catlin Tucker.
En estas webs, podemos descargar vídeos sin derechos de autor para nuestros proyectos. Espero que os sirva alguna.
1. Videvo
2. Videezy
3. Coverr
4. Pexels
5. Vimeo
6. Pixabay
7. Life of vids
8. Vidsplay
1. Mysimpleshow
2. Moovly
3. Animaker
4. Animatron
5. Rawshorts
6. Vyond
7. Powtoon
8. Biteable
8. VideoScribe
El canal educativo "Recursos Aula" comparte este vídeo para desmentir algunos mitos existentes sobre la dislexia. ¡Gracias!
En esta ocasión os dejo 9 recursos TIC para crear vídeos interactivos con preguntas, encuestas, enlaces, etc:
1. Edpuzzle
2. PlayPosit
3. Hapyak
4. Vialogues
5. LearningApps
6. Multipop
7. Wirewax
8. Educaplay
9. H5P
1. Extraordinario de Maldita Nerea
3. La vida es bonita de Rosana
4. Qué bonito es querer de Manuel Carrasco
6. Se buscan valientes de El Langui
Haced clic el título de cada vídeo para verlo:
1. Erizo
Vazamento de dados, golpe com empresas de entrega por aplicativo e golpistas se passando por atendentes de banco por telefone. O advogado Leandro Alvarenga explicou o que fazer e como se proteger em situações como essas.
Um leitor escreveu para o Olhar Digital falando que viu um caso bem grave no Twitter. Segundo o relato, um cliente fez um pedido de produtos em um aplicativo e as mercadorias vieram normalmente. Minutos depois, ele recebeu uma ligação da empresa em questão dizendo que o pedido foi duplicado e que uma nova entrega seria feita. No telefonema, sabiam o nome, o endereço e o pedido feito. Percebendo que era golpe, ele negou e depois confirmou com a empresa que era fraude. Mas como os dados dele vazaram? A empresa de entrega por aplicativo tem responsabilidade?
Leandro Alvarenga explicou que a empresa resposnsável pelo aplicativo é resposável e devem assumir a responsabilidade.
“Os aplicativos, não importa quais sejam, eles têm a responsabilidade de segurança na prestação de serviços. É uma responsabilidade prevista na lei geral de proteção de dados e também prevista no código de defesa do consumidor.”
Leandro Alvarenga
O colunista do Olhar Digital também falou sobre o novo “golpe da mão fantasma”, quando as vítimas clicam em links ou em aplicativos fajutos, e criminosos conseguem invadir os celulares delas e efetuar transações. Inclusive, um desses apps estava na Play Store, do Google. Quem cai em um golpe desses tem a quem recorrer?
Confira a coluna completa no Olhar Digital News e não deixe de mandar a sua dúvida!
O post Seu Direito Digital: meus dados vazaram, e agora? apareceu primeiro em Olhar Digital.
Noticias em eLiteracias 
