Wk 2 Wimba: Review of Copyrights

Media Asset Creation - August 2011 - Review of Wimba Meeting in Week 2



-Missy

Comments on Classmates' Blog Post Wk 2 - "The Art of Possibility":

Cheryl McGovern
http://cherylmcgovern.blogspot.com/2011/08/week-2-reading.html
"This picture depicts this weeks reading exactly as I interpret it. Life is what we make of it. We choose the direction. There were many things in the reading that I enjoyed. I loved how the author described success and failure as a two sided coin, but if we choose contribution instead, it is a one sided coin and therefore a win-win situation for all. I also loved the wording well heeled and down at the heel. I had never heard that before. It must be the way that other countries describe the highs and lows of life. Something else that would do us all good to remember is to "engage people in your passion for life", and "don't speak to cynicism, but to passion" (Art of Possibility). I try to envision a world where there was no cynicism, only passion for life, and it is definitely a mind blower! The thought of giving all students an A the first day of class was awesome! Can you even begin to imagine the look on a bunch of kids faces the first day you handed out all A's? Talk about a jaw dropping experience! The thought of throwing your arms up in the air and exclaiming "how fascinating" when you make a mistake is also cute. All in all, I think that this weeks reading had the intended effect on me. It got me thinking, and at just the right time. School is beginning and this was a great reminder that life is all a story, and it is all in the way we choose to tell it! Have a great day!"



Cheryl,

Those were really great moments the book, I thought too. The idea of a world where no one spoke to cynicism would be a dream. It baffles my mind to know it could all be so simple with just a change of thought. I guess we can at least hope with others learning to contribute that love that it matters to one “starfish”. ;)

Missy

Comments on Classmates' Blog Post Wk 2 - "The Art of Possibility":

Barbara Rasero:
http://reflexiverasero.blogspot.com/2011/08/week-2-reading-art-of-possibility.html

"The ideas in this book are familiar to me and I have experienced many iterations of living the life of possibility - the EMDT program is the latest in a long line of out of the box decisions I’ve made. The really ‘big one’ was 15 yrs. ago, when I quit my job as a director in an ad agency and went to seminary. There, contrary to what some might believe, I learned more about out of the box thinking. In fact, out of the box is a way of seeing and living a spiritually based life. Zanders book is really about the human spirit and how to recognize, nurture, and materialize the gifts of this life and share them in the world. He shows that we deeply need love and acceptance and are dependent upon each other to realize our gifts.

Living by the rules and the scales of measurement is a necessary part of living in a family of community, but rules become constricting if we do not reinvent them as we grow. Rules help to channel and contain chaos, but the creative process is not that orderly! Ideas need free space to form and shared, and bodies need freedom to move erratically to learn the nuances and elegant moves of a musician, artist, or athlete. As teachers, we need to manage the tensions between chaos and order and understand not just the appropriate balance for a particular age group, but also to be sensitive to the human psyche of each child’s potential and limits. This is a tall order
Starting out with and A, I think, makes the process more fluid and child based. It assumes the wholeness of the student first and allows room for both potential and limits, rules and creativity, and connotes learning as an individual process rather than static corporately established goals. An A, assumes the norm, the acceptable as a given, and as a base form which to depart, allowing the space for vision.

To see ourselves as contributors to a larger good means that we acknowledge our own needs and the needs of others, and how these inter-relate, interact, and integrate. In the classroom, role-playing can lead to greater understanding of one’s gifts and ability to use them in service to others. Contribution is ability to respond to a need or gap. First and foremost, it’s a responsibility to understand and acknowledgment of our own needs for help and growth. Next, is the acknowledgement of our gifts, how and with whom to share them. I was told by a wise professor, that our gifts follow our needs; meaning, these two are inextricably linked and how we find and can offer our authentic selves in community."
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All images purchased form Dreamstime.com


Barbara,

Your thoughts on finding a way to create that balance for are students are very much what I got from that chapter too. I believe that tension can be very hindering to students’ creativity and limiting them from reaching their potential based on the anxiety of living up to expectations or measurements. That responsibility is one we need to be aware of as teachers and the starting of with an A is a perfect example of a positive approach.

I like that quote, “Our gifts follow our need,” a great way to summarize.

Missy

Wk2 Reading: " The Art of Possibility" Chpts 1-4

“I did the best I can, with what I had” – Thurgood Marshall (cited in this book)

In most courses in college it is rare if you ever read your textbook that is associated with a class more than you are required too, let alone ever pick it up again after the class is over. Yet, this book, “Art of Possibility” by Benjamin & Rosamund Zander, has been a refreshing change of the norm.
Beginning the first chapter it comes of as more of a self-help book but is more motivational and enlightening with its practices as you go on in a more biographical manner. The viewpoints from the two authors were an interesting perspective, as if you were just sitting in a room talking to an old married couple about life. They’re very Zen-like in their description of their philosophies, and I enjoyed the calm and playfulness of their tone.

In essence it seems to teach the reader how to utilize certain practices to look at the world with a fresh new outlook. To give people the benefit of the doubt, realizing how someone or the little things people do can contribute to yours and other’s lives positively. In a way nurturing the practice of having an open mind and showing other’s, particularly students, how to do the same. It presents a very optimistic way of thinking and interacting with your environment while trying to keep from letting the world, and it’s expectations of you, stress you out or keep you from what you know deep down you can achieve.
The paradigms have been great so far, from a Picasso conversation – that’s always classic- to student’s “future” letters. I particularly love the quote based on the consequences of an easy life:

“I’m so sorry for you, your life has been so easy. You can’t play great music unless your heart’s been broken” -Casper Cassado (B. Zander’s former teacher)

Personally I feel like that statement it impressively true. These chapters remind me of many of the lessons my own father has taught my siblings and me. Although we have been through a lot he, as his life has demonstrated, shows us that these things are tough but they have made us stronger than the average person, able to deal with things easier, and quicker to bounce back with even more positivity than before. We are not to be bitter of or to others and try our best to trust and love someone even if they have done us wrong. While that can be a challenge at times, it’s less draining than being negative and angry.

Transitioning these practices into teaching, as they describe with their own examples seems effective. I’m pleased this book has been a requirement for reading, I would’ve never picked it up otherwise, yet I plan to continue to pick up especially when the moments of disappointment tries to rear it’s ugly head and I’m in need of reflection.

Comment on Classmates' Wk 1: Copyright

Edwin Moy’s Blog post on Wk 1 – Copyrights:

Via Flckr


“The concept of copyright is confusing if you don't have all the information. From watching all the information provided I still think there is an enormous amount of information regarding copyrights that I can still learn. The biggest understanding I took away from the reading was how copyright laws are still changing and almost everyone is affected by it because of the Internet. With sharing sites like creative commons out there I feel hopeful that copyrights will not totally limit the creative process.

Hearing the copyrights have gone from 14 years to 100 years for companies worries me to what the future of creative media will be if new artists worry about being sued for using copyright content to create new works of art. The video A fair(y) use tale brought a smile to my face because it uses the law to push the boundaries of copyright laws to prove a point and teach viewers about how fair use can be used as a defense in copyright law cases.

Working for a company and not being an educator creating educational media is easier to use since my target audience has more knowledge about the world and I can use photos and images within the company to prove my points. For educators the difficult is how can I get my students to understand a point without violating a potential copyright at the same time. We all understand popular culture and students would love to have that as a reference point for learning, so the challenge is on the educator to be able to relate the information in a way that does not violate any copyrights but still gets the message across.”


My comment:

I have the same opinion; all this information can be quite overwhelming especially with the Internet bringing in so many elements. The videos did a great job of simplifying the information in an entertaining way. You made a great point on having to present to adults and students as well. We’re suppose to provide them with material to build on but it can be difficult when the resources are being constantly reduced while the adults already have a lot of that prior knowledge. Fortunately, the rights do acknowledge the significance in being able to use that material to at least teach. Hopefully, with sites like creative commons the balance of what we can and what we cannot use otherwise will even out.

Wk1 reading: Copyright issues

Via flickr



Copyright basics have always made enough sense to me to understand. Especially being an artist, I can see why when you create something, you want to protect it, and get recognition from it. But the legal jargon and the extent of it have always confused me until my readings/ videos for this week in MAC/FSO. All the complexities associated with it, for example fair use, baffled me when I noticed how others used other’s works. Mayer & Bettle adorably explained it as well as the producers behind Creative Commons (which can be found in the links below).

Inspiration comes from all over and sometimes ideas need to be tweaked, copied, and remixed to get creativity flowing or to learn the necessary techniques to eventually develop your own style. All art was influenced by another idea so I can see how copyright issues and personal censorship of one’s material can hinder creativity and the progression of our culture as a whole. The videos have shined a new light on how difficult it is for certain material to be continuously publicized to newer generations if the funds are not there; which was a sad result. That’s like your parents telling you to learn from their mistakes but never telling you what their mistakes were.

Creative Commons have made this whole issue, especially in the digital age, with fair use easier for artist/creators of all types. It’s brought back a willingness to contribute freely to each other. It is something I constantly use & highly grateful for when it comes to looking for inspiration and reference photos effortlessly.

If copyright laws are too strict on top of our art & music already being written off as insignificant and disposable in our educational system, our students’ creativity is doomed. If you have the time and need a better grasp of the copyright issues and fair use, I highly suggest these links as well.

Ttyl - Missy

Readings/Video Links:
http://web.me.com/edm613/m11/wk1-reading1.html
http://web.me.com/edm613/m11/wk1-reading2.html
http://web.me.com/edm613/m11/wk1-reading3.html
Courtesy of Prof. Bustillos

BP8-ETC Final Project

Here is an example of how we are using Glogster in a lesson...

Relevant and Innovative Learning Scenario - Planning

  

1.              Target Audience – 5^th -12^th grade students

2.              Materials –

·      List of possible items to go into activity bag (separated by age range)

·      Computers w/printer (internet connected)

·      Smart board/Elmo projector

·      Journals (may be done online)

·      Phone books

3.              Objectives – Students will:

·      Discuss the benefits of the service-learning project.

·      Design posters to advertise, promote, & present.

·      Formulate informative speeches, business letters, & formal emails.

·      Analyze their feelings, thoughts, and actions through journaling.

4.              Procedure –

·      Informal discussion on the purpose of service-learning and giving back to their community as well as providing additional ideas, suggestions, and comments on how it or parts of the project can be improved.

·      Review mini-lessons on; how to use reference materials, writing informal paragraphs, presenting a speech, and to speak over the phone when asking for information. (Permission slip sent out to appear in media outlets & volunteer offers).

·      Students develop a finalized list for activity bags and formulate methods to acquire items within small groups. 

·      Reference phone book and local newspapers to help identify businesses and potential donors.

·      Write letters to businesses & donors.

·      Make an amateur informative “PSA” about our efforts to distribute.

·      Design posters and flyers using Glogster.*

·      Email  & distribute media assignments to TV stations & other social media outlets.

·      Organize donated items by age appropriateness, work on filling bags.

·      Distribute bags with supervision from teachers & parent volunteers.

·      Students will use Glogster and their journals to create final presentations.

5.              Web 2.0 Tool – Glogster.com will assist our students on provide us with a template and platform to promote our project.  The site will also be used to present the students’ final reflection on the project as a whole.

6.              Social Participation/Social Learning – Using Facebook, Twitter, Glogster.com, etc. students, volunteers, teacher, and parents will communicate, collaborate and promote the project.

Beginning with the initial announcement: “Middle/H.S. students (or parent of one)!!! Need your help in a community service project! Cyber and/or hands-on, as little or much time as you can offer! If you’d like to be a part of this effort, Inbox me!!!

7.              Making Connections – Through informal discussion students will be presented with the question(s); “how do they feel when you are forced to stay inside all day on rainy days? Or in bed with a cold or broken limb for days at a time? Now imagine if you had to stay there for months at a time, sometimes confined to a bed, small room and lobby at the most. Even with all this technology…would you get bored with the same old stuff? Do you think it would help knowing that others cared?”

8.              Create/Produce – As a group the students will create activity bags to be distributed.  For the classroom students will use Glogster.com to create a final poster with quotes (or the whole doc) from their journals for a final reflection on how they feel and the significance of giving back.

9.              Reflection – Students will use journaling throughout the process for reflections from the initial idea to the final product.  The journal will discuss how they feel the project is beneficial, their thoughts on soliciting donations, and how they felt during and after distribution.  Their final entry will be the foundation to create a Glogster poster on their final thoughts to be presented to the whole class.

*the video demonstrates this step in the lesson. A after school student & his mother demonstrate here & below:

"Glogster is helping us promote our cause to a higher degree; 

Students use school plus their virtual world to give back to the real world"

PE5_Glogster

A Practical Experience 5

So far...Loving Glogster!  It was not as complicated as it looks, thank goodness. :)  Even with the basic package there is still a lot of features to choose from.  I am using the basic account and I really enjoyed the variety of possibilities.  AND I am quite proud of my little poster, although it may not be as creative as I have seen many of the students come up with, I'm still pleased with what I got so far.  That reminds me...if you are not ready to publish you can save and go back; another great option.  

Overall I believe this tool will be a valuable asset to my CBR project personally because it will allow the students to custom promote involvement in the beginning, promote for donations throughout the process, and display the results of their efforts in print and media.  They could also use Glogster to present their final journal reflection and thoughts on service learning as a whole in the class.

I know you have been waiting, so here it is... :)

  

If you'd like to interact with it, just click here.  I hope you like it and look into Glogging too!

Thanks for stopping by! 

Comment, share, or follow - always appreciated!