CBR Final Project Video

Week 4 Publishing/Presentation Project

FETC, AETC,, And Ga ETC are the same conference in different states. I have attended FETC 3 times and each time walked away with a greater understanding of how technology has and will positively effect education. I believe my CBR project would be a great assets to any school. My desire is to share this project with as many schools as possible and see the results of introducing 21st Century skill through PLEs, Google Suite, Web 2.0 tools, and applications. I belive the results will be awesome.

Week 2 think-out-loud-PPP Link
Week 3Think out Loud PPP Link

Les's Presentation Link

Week 4 Response to Lori

Mr.LesBrown3 said...

Lori, Thanks for your comments on being the board and the necessity of faith. Your connection that God is some how involved really got me thinking. God may not intend for something to happen but God will use it for his good. If I could remember this instead of losing my temper or passion I would do much better. I can tell you like me enjoyed being the spark. I think your work is so valuable. Just your reflections here have been a spark to me. Thanks so much. 9. Lighting the Spark – The authors give the example of needing 50 cents to pay buy air to inflate a bicycle tire order to get to a museum. Today someone asked me at a gas station for 50 cents to get to Orange County. I gave him the $3 dollars I had. He said, “Sweet!” and thanked me. It was an interesting story of trying to find solutions and that can sometimes seem hard to do when faced with needing to negotiate. This week I began observing a severely disabled student in a classroom to find a solution to some undesirable behavior. I was concerned that the classroom aides may be unwilling to cooperate fully. The student demonstrated the behavior immediately which was useful and a few minutes later he tried again. This time he was unsuccessful in his attempt. The interesting part was that he communicated (though he is nonverbal) to the aide that she needed to mark on a tally sheet that he had made the attempt. When I mentioned after class, that I believed the tallying might inadvertently be reinforcing the behavior, the teacher immediately responded by moving the sheet from the student’s line of sight. By just being there I have changed the environment, the aides began discussing the behavior openly which led to the revelation about the tally sheet. It made me think about how every environment we enter is changed by our presence, hopefully for the better. 10. Being the Board- a somewhat difficult concept but not so much if you have faith. When you have faith, you have to believe that what happens in your life has meaning or leads you to where you may not have planned for yourself. I already know I am not in control of my life and trying to understand the world from my experience is an important part of realizing that. When difficulties arise then it is time to accept that you need to change. 11. Frameworks for Possibilities – this chapter speaks about stating visions. I had to write mission and belief statements this week for a model school counseling program. They included such things as: all students are worthy of love and respect and deserve to be cherished, and all students have the ability to achieve. I agree with the authors that a broad vision opens things up to possibilities and helps give us a direction. 12. Telling the We Story- I am always aware of the “we.” Groceries do not magically appear on shelves and roads are not paved by magic. We are intricately dependent despite the lone cowboy mentality that drives our country's identity. I almost laugh when I deal with people who believe they are independent. That is just not the truth. Understanding our interdependence is key to compromise and seeing the greater good. Posted by Lori Buder

Week 4 Response to Heather

Wk 4 Reading: The Sky is not the Limit!

Photo by Heather Hanes Again I found this week's reading to be so in tune with where I am in my life. Often times I find myself wondering what else I have to do to get my students attention and help them learn. Then I read the chapter about lighting the spark. I realize that I need to get them enrolled in their learning. I have to light that spark of interest...which in itself is not an easy task. The idea of "being the board" is one that is wonderful, but one that you have to make a conscious effort to do. It is so easy to put blame on others or even yourself. It isn't as easy to take a look at everything and assign no blame. I can relate this to my current administration. It seems as though she is always after me about something...I need to stop and look at what is causing this instead of feeling resentful about it. What has caused her to react to me this way? How can I get her enrolled into my vision? Again...easier said than done! Creating frameworks is something that I would like to focus more time on. I like the idea of not assigning punishments or consequences for everything. I like the idea of creating vision led goals and objectives. I this might be the link I need to help them with the high stakes testing. If I can create a vision that sparks the interest of the students, it doesn't have to be about "passing the test". There is a sense of power in telling a "WE" story. My ex-husband and I told "I/YOU" stories. We didn't mean to do it...but it had the same end results...a realization that we were no longer happy together, yet couldn't pinpoint the moment that this happened. Since then, I have made the effort with my current fiance to change the wording. I use "WE" stories. It's never "I want this" or "You did that". It's this is what isn't working and how can WE fix it together. I also found that there is less likely to be an argument of grand proportion of you say "WE", thus saying I am in this with you. This book has greatly opened up my eyes to a different way of thinking. It also came at a great time! We currently have a family member that has moved to Florida from New York and is living with us. She has recently become discouraged since she isn't finding a job as quickly as possible...I introduced her to the "Universe of Possibility" and various other teachings in the book. I have noticed a change in her mood and she now has 2 interviews next week! Posted by Heather Pirraglia-Hanes at Hi Heather Last time I get to respond to you. I appreciate your sharing your life with us. The framework section of the book was so challenging for me. The whole section on vision seems to be the opposite of what i have understood as vision. I am going to try and revisit my presuppositions of effective vision and vision casting. I am a part of administration and tend to blame administration.Being the board is killing me. I have to take back ownership and see how I can move our school forward.OK the first part of the book was cute the last portions are splinters in my brain, They hurt so good.

Week 4 Art of Possibilty Chp 9- 12 by Rosamund Stone Zander & Benjamin Zander

Photo By Nele's
Chapter 9 Lighting A Spark
I laughed so hard at the example of sitting behind someone at the tollbooth because they do not have the exact change. Thank God for Sunpass an automated pay system. I know this wasn’t the point; I haven’t reached perfection yet, oh well. Lighting a spark (enrollment) is what I believe teaching is all about trying to be a catalyst to student’s passions. It takes time to develop this skill but is worth it. This book keeps bringing me back to my passion and central calling in education.

Chapter 10 Being the Board
When blaming we give away our power to change the situation the authors say because” there is nothing I can do about your mistakes” (p.151). WOW, It’s official this book is challenging me. It is there fault. I know it is. Yet the author suggest I am the framework for everything that happens in my life. Doesn’t mean you’re at fault but you acknowledge your participation. Stop messing with my pity party we just bought chips and soda. 2 great reflections Questions are offered: How did I get on the board that I am and how have I become a context for that to occur? This reflection brings great clarity to choice made rather commission or omission. Not that we blame our selves but we see how we have given the power to change it away. Gaining control versus making a difference and the boss example was like they were at my school. I get a will approach our principal differently. Bing the board will take a lot of practice!!!!

Chapter 11 Creating Frameworks for Possibilities
I am going to purchase this book for our principal and see if I can do a series of mini sessions for our community of practice group.
I enjoyed the practice questions. I think they would make a power full reflections and action session. They are found on page 163:
1. Make a NEW distinction in the realm of possibility on that is a POWERFUL substitute.
2. Enter the territory and embody the distinction
3. Keep distinguishing what is on track and what is off tack.

The clarification on vision is great and challenging. I can’t pin point why. I will have to read this several times. I think I might still be I the world of measurements and judging the success of vision this way.


Chapter 12 Telling the We Story
Last, but very significant the we story, this chapter really invites everyone into the world of possibility. It starts with allowing everyone to see them selves as vital to the story and the possibilities. I know my post this time is a little long but I am enjoying this book. In November this will be my book of the month so I can begin to plan some PD Days around this books theme. Thanks Joe B!!!!!!!

Week 3 WIMBA

Week 3 Wimba Archive.

I listened to the August 16 Wimba session. Thanks for the clarification the abstract. I was really hoping the abstract didn’t have to be 120 words exactly. I am looking forward to the Publishing/Presentation segment of week 4. It’s exciting to hear what great things Full Sail graduates will be accomplishing. I am glad you “force us to do this”. Like the Bible says “ a city on the hill can’t be hid. In other words, share what we have learned at Full Sail by allowing educators to know what were the results of our CBR projects.

Week 3 Think Out-Loud PPP post: Educational Technology Conferences

Fetc

I have attended FETC 3 times and this is an awesome conference. I would love to present here because this conference is such a large part of why I love technology in education.

Alabama ETC is the same conference as FETC just a different state. I am pursuing potential clients for my 21st Century Course in Alabama, so would like to present in Alabama

I would also like to Apply to present at GaETC. Why not go for three states.

Week 3 Comment to Christine Hart

Photo by Nele's
Christine,
I agree that students could be allowed to lead instruction. Teacher, in my estimation, will have to shift their parading of instruction for this to occur. I agree that as teacher we often function out of the Calculating Self. Thanks for the connection on the calculating self and becoming negative. I think this is so true. The pressure to measure up and functioning out of the Calculating Self creates an atmosphere of negativity. I am going to see if there is a connection between the way we assess the students and this theory.

Christine Harts Week 3 Reading Post
As teachers we often see our selves leading students to a level of learning that they are not always willing to follow. I then wonder how some teachers do it when they appear to be the ones students love and talk about, and their classes are such fun. And they teach some of the more difficult subjects to get students motivate. Could it be that these teachers are practicing Rule #6 and tend to not think that because they are the teacher there is a sense of entitlement that students automatically understand and respond to? And when it doesn’t work, students are the problem. I see a definite way to transfer what is taken from the reading to the classroom. When dealing with these young students who don’t respond to the calculating self from a teacher the same as they would a peer. So teachers who appear to be less serious to their peers reach the students learning potential because they teach from the central self and not the calculating one.
Then from a personal stand point I think most adults present the calculating self, in a way that refers back to the previous chapter, because they are trying to measure up. And when they don’t measure up it can lead to negative thinking and speaking.
If not measuring up is persistent then they can begin the downward spiral talk about what is and is not possible.

Week 3 Comment to Christine Shikenjanski

The Art of Possibility- Chapters 5- 8
Tuesday, September 13, 2011

Photo by Nele's



Practice 5: Leading from any chair
This practice was a great reminder for me. As parents we often forget to let our kids lead. As mom, I am the director. I call the shots, but I also cook dinner, do laundry, pay bills, play counselor, supporter, protector, chauffer, and on and on. While reading this practice I was reminded that like any good director I should sit back and let me kids lead. My youngest son Alex who is 12 reminded me the other day that I have told him several times that he could cook dinner, but in his words “it never works out”. He is right on that. I would like to say it is because he has other things to do, but often it never works out because of me. I have either been to distracted or found it easier to do it myself. In either scenario from the tone of his voice he has been left clearly disappointed. I am so glad to have read about this practice. It was the reminder I absolutely needed. Alex and I are going to plan a night where he can “lead from any chair” and make dinner.

Practice 6: Rule Number 6: Don’t take yourself so goddamn seriously!
This practice made me really laugh! I think this is great for EVERYONE!
I know I definitelty take myself too seriously! This will be my new Mantra!

Practice 7: The Way Things Are:
With every chapter I read I fall more and more in love with this book. I am a strong believer in things happening for a reason and timing being everything. In general I would say I am a positive person. However, in the past several weeks my stress level has increased and I have found myself more and more frustrated with the way things are. Usually, I can find peace and acceptance with the way things are and am able to continue moving forward. However, recently I have found myself being more frustrated than usual and less patient. These feelings leave me feeling overwhelmed and disheartened. Neither of which I like feeling. While I was reading this chapter, I began to see these changes. I am so glad that I have read this. The reality of life is that things are the way they are at times and it is at those times that we have to take a deep breath and remember it’s the way things are today but not necessarily the way they will be tomorrow. Finding acceptance today gives you the power to accept tomorrow.

Practice 8: Giving Way to Passion:
As I was reading this chapter, I was aware that this is one area I must work on. I have no identifiable passion. Perhaps that is because I have yet to participate. I can think of things I enjoy and those things I would like to do, but I am the master at ignoring or discouraging myself from participating. For example, I like to sing. I don’t have the confidence. I have been told I have the ability, but when it comes to it I am afraid. As I was reading this chapter I stopped and asked myself, “What am I afraid of?” The answer was not being good enough or failing. As I made this realization it occurred to me, that I may or may not be good enough, but unless I participate I will never know. I liked the concept of BTFI. Beyond the Fuck It is where I need to go. I need to hold my head up high, and sing if that is what I want to do. This is a chapter I will definitely read again!

LesBrowniII@fullsail.edu
Christine,
I appreciate your honesty in this post. I should allow mt children to lead also. It is true Chapter 6 can be challenging. I laughed through this chapter as well. Do you take yourself to serious in all areas? I like the idea of accepting things the way they are. I never thought this would be empowering but it is. I find accepting the way things are clarifies possibilities and negates wasting time on pipe dreams of false change.

Week 3 Art of Possibilty Chp 5- 8 by Rosamund Stone Zander & Benjamin Zander

Chapter 5 Leading from any chair
Photo by Nele's

The author has a very profound perspective of leadership. The author says we should look for passion and commitment. The silent conductor the person who leads is one who recognizes the opportunity to lead from where they are. How can we have teachers arrive at this perspective of leadership from any chair? I believe exploring the 21st Century skill collaboration could easily help are students discover and model the silent conductor, wouldn’t this be nice?

Chapter 6 “Rule Number 6”.
I needed this chapter. I love to laugh and tend to do this quite often at work but more with the students that the teachers. As an administrator, I am going to practice taking myself less serious. I have a good relationship with the teachers but believe their perception of me is getter done. I want to enjoy the process more. I like the question, what would have to change for me to be fulfilled? (pg. 87) I know, me? No one else or anything has this power. I am rediscovering my Central Self and scaring the hell out of people around me.

Chapter 7 “The Way Things Are”
Own the reality your in, what I am doing that. No you’re in denial. I once learned a valuable lesson 2 + 2 = 4. I use this mathematical statement like the authors use the way things are. I use to live in the world of “should”, “should of”, and “could of,” what if”. The reality of 2+2=4 means, if you add all of the realities around you up the product is your reality. When you deal with what is real you can then begin to perceive the real options offered in the reality.

Chapter 8 “Giving Way to Passion”
BYTFI (pg.121) yes, I love this book. Sometimes we allow systems to systematically take passion from us. This is so tragic, the lost of passion. Passion is a driving force for creativity and living authentically. When passion is lost we are lost. Two suggestions appear on pg. 114. Discover where you are holding back and participate fully. I want to use these suggestions as it relates to technologies possible impact on learning. Let’s go big or stay home.

Wk2 Think Out-Loud PPP post: Say it out Loud

Publish or present, present definitely.

I have had the privilege of attending FETC 3 times. I usually return tired and exhilarated. I really believe my CBR project could have this affect as well. I have tremendous responses from the teachers, administrators, schools and educational business when presenting the project. I believe my project will help students and teachers. I would like to present. I am old school, no Memorex here. I would love to field questions as part of the presentation. I want to present at conferences like FETC.

Week 2 Comment to David Burch

David Burch
"Congratulations! As of today, you are designers! You are MY people…OK, that sounds a little weird, but it's true! From this day on, I will look at you differently. Every time I see you in the hallway, or on the soccer field or at the McDonald's around the corner, I will see you as one of US. By the end of this class, 45 minutes from now, you will be a different person, with new skills a new attitude and a new future. When you need me to help you, I will, because you are fellow designer. When you need to use the awesome equipment that we have in this lab, you can, because you're a designer. If I have a computer open, the seat is yours, because you're a designer, like me. We designers help each other. We're part of a team, a super-selective group, an exclusive, talented, secret-society of creative-minded individuals that cooperate to make the world a better place. No matter where you go in life or what kind of career or job you have in the future, you will be part of this group, because you are a designer. You will be better at everything you do, because you are a designer. You'll be better at your job than the person in the next cubicle. You will be a more desirable employee than the guy next to you waiting to interview for the same position. Any door will be open to you because you are a designer and I am honored to work with you. Alright, now I'd like to get to know you. When I call your name, tell me what else you're good at…"

That rather long diatribe is my opening salvo. This is how I greet my Introduction to Graphic Design students for the first time (more or less - I'm not one for reading my comments, so I may get creative and ad lib a bit, but if I were reading it, that is what it would sound like). I want my students to know right away that they have stepped into a new world and are full-fledged members of that new world. They instantly have all the privileges and access they need to do their job and that I am there as a guide, a cohort, a colleague. I tell them 2 other things before allowing them to leave that first class; "Please don't go back to your other classes and look at your fellow students with an arrogant "I can do something you can't do" attitude. Know it in your heart, but be generous with your knowledge or at least friendly with your comments. You will be able to do that illustrative book report better than they will, but the grade will show that, you don't have to." The other thing I share is equally important to teenagers. Knowing that they have the skills to be the best is one thing, but how will that help them? The next thing I say is that I am going to teach them how to take their new skills and make money. Now, compared to the first statements I made, this seems blatantly capitalistic, self-centered and shallow…and I agree. I think that's all there is to say about that. If offering the occasional self-serving capitalistic lesson is wrong…how interesting!

I wanted to share this bit of teaching, because I think it demonstrates the corn/husk or marble/statue mentality discussed in our reading. "I already know you are great (I can taste the buttery goodness now…), I just want to help clear away the chafe so we can see the essence. I am Giving an A to my students without them having to lift a finger, memorize a vocabulary word or prove anything other than they can show up, plant their butts in one of my chairs and honor me with their presence. I think that being positive for positive's sake is an awesome self-motivational tool. I can always choose NOT to be anything; glum, depressed, bored, tired, ill, successful, etc. No, I'm not eschewing modern medicine, I'm just saying a positive attitude goes a long way, and when used correctly can be almost as powerful as a pill or vitamin.

As long as I can get my students to label themselves "talented" or "skilled" or "part of the team", I have gone a long way toward encouraging their success. I fight less battles in the classroom and they fight less battles with the subject. As teachers, you and I must believe in success! We must assume that our students will shine. We must assume that they will teach US and make sure that it happens.

We don't need no stinkin' boxes. I can see the box, but I don't fit in it. My talents are so great that I can think around the box. I can use the box, but I won't be limited to the box, In fact, I wonder what's really in this box? If I wind it up until it pops, what surprise comes out of the box? Wouldn't it be great if we could get all of our students to think that way? Wait until they realize that it is merely themselves exploding out of the box. They will be emerging from the norm. They will be inquiring. They will ASSUME that they can fix the world, and just need to experiment with it until they discover the answers under the husk.
Mr.LesBrown3 said...
I like David, I like. Great attitude sounds like your doing a lot of what the book tries to convey. I like that you deal with the labels or boxes the students have accepted. I thinks having the students understand that if they don't except the boxes people try and put them in their dreams are always with in reach.

Week 2Wimba

What a great wimba on copyright. Thanks for the review and clarifications. It is good know that are materials as educators can be covered under copyright law as well. Fair Use cannot interfere with the owner making money I didn’t know this. Thanks for the clarification that Fair use in education means the material used must be essential to teaching. I couldn’t teach the material with out it. I would have like to ask about YouTube tutorial videos. They are great how are the covered in regards to copyright law. I have a link to post on my blog about great free pictures and graphics that the owners have already given permission to reuse, yes!!! Thanks, I’ll say it again feeling better but still cautious.Oh I forgot we could place links here. Here is the link to free reusable materials.
http://edudemic.com/2011/09/free-premium-stock-images/

Week 2 Comment to Heather Hanes

Wk 2 Reading: "The Art of Possiblity"

photo by Nele's



In the first chapter I can totally relate to people seeing two sides of situations. My fiancée is a complete pessimist (he says realist) and I am a hopeless optimist. He will see the negative in every situation…everyone is out to get everyone else. I, however, have this complete naïve trust of people and think people are genuinely good people who occasionally have poor judgment. I think this is one of the reasons we compliment each other so well.

I was intrigued by the idea that we produce reasons for our actions that are plausible in our own minds. When working with children (or even adults for that matter), I frequently ask “why did you do that?” and the answers don’t always make sense to me. I have been told on more than one occasion that I am a person that “has an answer for everything”. My dad tells me it makes me argumentative, but in my mind, I am just trying to express why it seems like a good idea to me. Now I can tell him that it is my own interpretation of what is going on around me.

The universe of measurement is not where I dwell. I have never been competitive, nor do I define success by “getting ahead” or “overcoming the odds”. I do know several people who live in this universe and what always strikes me is that they are NEVER happy. No matter how much they achieve or how much they have, they always want more…always have to be better than the guy next door/down the street/etc.

I was so inspired by the story of the teacher who gave everyone an A and then asked them to write about it. The one thing I hate most about my job is giving grades. In my mind I would rather meet with the parents and tell then the strengths and areas of improvement with their child. Unfortunately we are in a place in our society right now where we need to rank students and therefore rank teachers in order to gauge success. In essence we are saying that performance on an isolated task equates mastery. Even as it’s written you can sense the idiocracy in it…yet it persists.

This book really has me critically thinking about my life both personally and professionally (as the title suggests). I really want to be a contribution in my family and with my students and co-workers. I think that sometimes it is easy to get lost in the negativity and the competitiveness that is out there. It is only by taking this critical look at myself and my every day practices that I will be able to make that conscious effort to be a contributor, give that A, and see the good in the world.

I am totally recommending this book to everyone!

Mr.LesBrown3 said...
Heather, thanks for posting reflections on your life. I dwell in the universe of measurements and envy you. I wonder if there is anything to envy in the universe of measurement? I don't know about you but I'm glad we are reading this book it is perfect for transitioning out of EDMT.

Week 2 Art of Possibilty by Rosamund Stone Zander & Benjamin Zander

Photo be .Nele's

I was set to just answer the questions on the reading but just wanted to reflect on the chapters. The Art of Possibility by Rosamund Stone Zander and Benjamin Zander has caused me to deeply reflect and come to some startling conclusions about my Full Sail EDMT experiences.
Chapter 1 “ it’s all invented” really helps us understand that our perspectives are born out of assumptions frolicking with the limitations of what we see. I wanted to get a degree that would cause me to see beyond the limitations. I never thought that the limitations were anchored in my assumptions. I continued to get what I perceived because of the way I understood and manipulated it or it me. What happens when you are empowered to see beyond the false assumed constraints? Possibility emerges and says HELLO! You are now empowered to invent something new based on new perceptions not necessarily changing what you are observing. Hey, this sounds like my CBR project reflections.
Chapters 2. “Stepping into a universe of possibility”. I love this chapter. The authors build on the 1st chapter by calling us to see the endless possibilities presented when our perceptions are changed. The authors’ deal squarely with the world we live in based on measurements and the constant pressure this viewpoint places on us. In the world of measurements we never measure up or fit because the criteria continues to expand. In other words, measurements are often moving targets, sounds counter intuitive but true. When the world of measurements is exposed suddenly many things are seen as opportunities. Instead of trying to see how things measure up I look for potential. EDMT has shown me the potential and I am not discouraged unless I move into the world of measurements.
Chapter 3 “Giving an A”. Wow freeing idea. This concept allows me to enjoy the process of becoming. I mean enjoying every part of the process. I hate making mistakes but they are inevitable and a necessary part of learning. I always said I’m not concerned about the grade but learning the material, He LIES!!!! I have had some challenging months trying to complete the EDMT program and have had to live by learn Les just learn. The professors are wonderful. I found each professor probably practiced the give an A in theory even if they didn’t know it. What they aren’t out to fail me or make sure there is a bell curve, scandalous. How freeing it has been to give myself an A and say “just learn Les just learn”.
Chapter 4 “Being a contribution”. Here is my new approach to change in education. I just want to contributor to students learning and great teaching, period amen.

Week 1 Response to Alicia

In watching the videos on Copyright and Fair Use, I believe that I am even more confused than before. It's like being afraid of something that you can't see. You know it's there, somewhere. And, most of all, you have to walk very carefully.

I have to admit that concerns about copyright have been one of my biggest challenges throughout EMDT. When we all began the program, about 10 months ago, it was stressed to us that plagiarism unacceptable - something I am sure we all already knew. However, as we continued, we began to utilize material in our projects and performances. This materials was often found on the web. This is the material that I have shied away from. Even though a source is referenced, I was concerned about how the copyright laws could effect me. Several times I did not use something, like a piece of music or photo, because I was concerned about where it would fit into the context of the copyright laws.

In watching these videos, I can see how copyright could protect me as well as the original creator of the work. There are also many grey areas. Areas that copyright could be pushed too far. It was stated that ' a small bit' could be used in specific circumstances? That leads to the question, how small is a small piece. What if I use too much? What then? As you can probably tell, I am somewhat of a black/white person. I have to admit that I am uncomfortable with these broad definitions.

Mr.LesBrown3 said...
Alica, I started off scared as well. I do feel like the videos cleared up a lot of things for me. Fair use and how much is too much can't be spelled out.If the law would spell the amount out in specific terms that would be even harder to police. I like that Fair use is at least considered. I hope that the law is aiming for true pirates. Although a few well meaning people have already been busted and were claiming fair use. i hope in the arena of education we would be allowed a little latitude.

Week 1 Comment to Heather Hanes

Wk1 Reading: Copyright Laws
Photo Credit: Microsoft Clip Art Gallery
So this week we had three parts to read to begin to understand copyright laws. Let me just say, that it is still as clear as mud. When Professor Bustillos said that is was "an ocean of grey," that was certainly not an understatement. It seemed to me that many of the videos seemed to contradict each other a little bit. Several said that "Fair Use" was a great movement to help protect from censorship, however; there is no clear way to use it. Yes there are codes of practice, but these codes of practice aren't sanctioned or recognized by law (to my understanding). To me it seems like a way to say, "If all of us are doing the same thing, there are too many of us to try to sue." I've seen the same premise used with employees. "If we all do it, they can't fire us all." That doesn't mean that it is right...just that it is less likely to be enforced. Also with Fair Use you have so much that is subjective. The idea of a proportional amount, the work not infringing on the owner's ability to profit, and the idea of whether it is necessary. All of these are subjective. I may have taught a unit on the Civil War without the use of the movie "The Patriot" before the movie was created, but now that the movie is out I cannot imagine trying to teach the idea of families and communities torn apart by the choosing of sides. Technically, it is not Fair Use, as I have had the unit previously...but if you ask me, I will tell you it is.

I applaud the artists that contribute to Creative Commons. I think that the industries are looking at downloading and using material in the wrong light. I had to laugh when the lawyer for the film industries claimed to lose $6 billion a year on pirating. Look at how much they make already! Can you imagine how much they would make otherwise?? It is unbelievable to me as someone who makes way less than $40,000/year.

In the end (in my humble opinion), you have to take a look at what the consequences of the actions are. Industries are worried more about money than preserving history and that was never more clearly illustrated than in the "Eyes on the Prize" video. You have irreplaceable pieces of history that are lost forever because of money. In a few years when are younger generations are unable to appreciate the struggles of their ancestors will that be worth further lining the pockets of the already overly wealthy??
Posted by Heather Pirraglia-Hanes at Thursday, September 01, 2011

Mr.LesBrown3 said...

Heather,
Thanks for commenting on my blog. I agree that it is muddy waters, copyright that is.Fair use a legal defensible scary place to stand, agreed? Creative Commons we applaud you.
Thanks Heather

Week 1 WIMBA

Week 1 Wimba MAC

This wimba session put me at ease. There is a lot to be accomplished in 30 days. Professor Bustillos gave a great overview of the month. I like that we are using blogs to post assignments. Blogs are great for interaction with classmates. Commenting on two other classmates post will allow us to begin to experience the material and allow for reflections well. I now understand the objective of an abstract. In the abstract we will basically in 120 words or lest explain the process of our CBR project step by step. The abstract should be easy because we would have completed the CBR site and this will be our guide. I am glad that we are preparing to publish or present for a Journal or conference respectively. I hope we are able to share with our classmates or finished work as well. In the last year we have heard about so many great projects I can’t wait to hear about the results and the changes coming from the projects. Well I better go and start the other assignments.

Week 1 Readings: Creative Commons, Copyright, Fair Use. Help?

Week 1 Readings: Copyright, Creative Commons, and Fair Use.

Ok it’s official. I’m scared. I live in Florida and love to fish but the regulations can be quite tricky about which fish you are allowed to harvest from the ocean. If you are in the Gulf there is a specific regulation for a species and a totally different regulation for the same species if are in the Atlantic. The problem is there are areas where if you don’t check your coordinates you wouldn’t know if you are in the Atlantic or the Gulf.
I have learned so much from are “readings” and feel a little more settled. Copyright last forever, a lifetime plus 70 years for individuals and 100 years for a company. This in my estimation does not fit the modern culture of remix.
Fair use only applies for content used to: Teach, News reporting, Parody, and Critical Comments. Fair use is not a right but a defensible position. So help us God. In the consideration of fair use a court will judge on the nature of use, the amount of use, and commercial affect. This explanation helped me understand fair use. If these 3 criteria are the litmus test then I feel much better. I love Creative Commons.
I wish everyone producing anything would consider Creative Commons. Creative Commons allows the producer(s) to determine how the material may be reused. The creator may allow for derivatives, attribution, commercial use or not, and share alke. Since books, plays, film/movie are all covered by copyright it is important for educators to understand and respect the law. Copyright isn’t really scary now that I know the fundamentals. The law is in place to protect the rights of the producers but in today’s culture we need to revisit the spirit of the law. I agree with Larry Lessigs TED Talk that our evolving remix culture is calling for a remix of copyright. Modern and advancing technology demands a revisit and a redefining of the spirit of copyright.