"The Khan Academy is an organization on a mission. We're a not-for-profit with the goal of changing education for the better by providing a free world-class education to anyone anywhere.
All of the site's resources are available to anyone. It doesn't matter if you are a student, teacher, home-schooler, principal, adult returning to the classroom after 20 years, or a friendly alien just trying to get a leg up in earthly biology. The Khan Academy's materials and resources are available to you completely free of charge."
Fig.1 Francis Bacon, Triptych - August 1972, 1972, oil on canvas, 72 x 61 x 22 in. (183 x 155 x 64 cm), (Tate Modern, London).
"Welcome to BFI InView. Here you will find over 2,000 non-fiction film and television titles from the 20th century to the early 21st. InView is easily searchable, comprehensively catalogued and clearly organised under six main Themes, each with an introductory essay by an academic historian."
(British Film Institute, 2009)
"Today the BFI announces the completion of Phase One of a ground breaking project to give academics, teachers, students and researchers free online access to hundreds of hours of film and television. Available through the BFI National Archive these clips tell the complex social, economic and political history of Britain in the 20th century.
Funded by JISC as part of its digitisation programme, 'BFI InView: Moving Images in the Public Sphere' comprises more than 600 hours of full-length films and television programmes, alongside over 8,000 pages of related documents that have been digitised and made exclusively available to colleges and universities via a dedicated website. Accessible through federated access management, meaning users can view the materials with a single sign-on, the BFI InView site is easily searchable with materials catalogued and organised under six main categories: education, health, the environment, immigration, race and equality, industry and economy, law and order"
(BFI National Archive, 29 May 2009)
"At the risk of oversimplifying, one may contend that there are two major, but interrelated, approaches to participatory communication (Servaes, 1999). The first approach centers on the dialogic pedagogy of the noted Brazilian educator, Paulo Freire. The second approach, often broadly labeled as the participatory community media approach, or the alternative communication approach, centers on the ideas of access, participation, self-determination, and self-management, sharpened during the UNESCO New World Information Order debates of the 1970s. While both participatory approaches share several commonalties, their arenas of communicative application have been somewhat distinct. For instance, the Freirean theory of dialogic communication is based more on interpersonal and group dialogue in a community setting, and hence, has found more application in the practice of community development, literacy education, participation, and transformation. The participatory community media approach focused on issues of public and community access to appropriate media, participation of people in message design and media production, and self-management of communication enterprises. Its applications are thus more in community radio and television, street theater and folk media, participatory video, and community informatics, Internet, and telecenters."
(Arvind Singhal, Lynn M. Harter, Ketan Chitnis, Devendra Sharma 2007, p.212 - 227)
Arvind Singhal, Lynn M. Harter, et al. (2007). 'Participatory photography as theory, method and praxis: analyzing an entertainment-education project in India.' Critical Arts 21(1): 212 - 227.