Wk 4-Wimba

Wow...

That is all I can say. Once again, I am amazed and inspired by the great work my fellow students have produced. The presentations during the Wimba were great. Not only were they well designed, but everyone did such a great job guiding us through it.

You guys rock and I am glad I have had the opportunity to go through this process with such a talented group.

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WK 4-Leadership/Publishing Project

I would like to present my project at the Texas Computer Education Association (TCEA) conference that takes place every February in Austin, Texas. Before I actually apply, I am going to recruit a couple of the teachers in my CBR cohort to present with me. Here is my presentation as it stands now. You can view the instructors notes by clicking action at the bottom of the window once the project launches.

My Publishing/Leadership Project

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Wk 4-Reading

To me, this is one of the most powerful quotes in the book The Art of Possibility. It is reminder about the importance of the moment and what is at stake. Indeed, it is the task of us all to produce and procure the betterment of others. We are truly one big WE.

Although this desire to work in consort with his fellow man for the greater good should be the responsibility of everyone, it is even more so for those of us who have chosen to teach. It is by definition the core of our chosen path. This quote reminds us that our relationships with our students are dynamic and sometimes unpredictable. Educators talk about 'the teachable moment.' That elusive moment when all is in line. Eureka! Epiphany. They get it. But, how do we know when we are upon this moment? Is there a sign? Any experienced teacher knows that sometimes it is apparent. It is obvious, but it is still hard to define. These moments are not what the quote is referring to however. The quote is reminding us of that moment that we aren't aware.

Occasionally I am amazed by a former student. He or she will come and talk to me about some moment or lesson or incident that transpired in my class. Often, to me, it was not a moment of great consequence. It was just another stop on the path, a click of the clock. As my former student talks about this moment I can see a spark. I can see passion. Usually, I feel bad that I do not remember the moment as fondly or vividly or at all. It actually makes me feel like I am not holding up my part of the contract

It always reminds me of the power that we have in the classroom. Like the quote says we truly do not know what sparks may ignite passion. It may be imperceptible. Because of this dynamic, as a teacher we need to be on and bring it everyday. We are always making impressions and shaping our students. We do not want to miss that ever important teachable moment.

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Wk 4-Scott Comment

Wk 4 Readings: My Focus on the Effort Ch. 9-12

There are so many concepts of my life I can apply Zanders philosophies to both personally and professionally. However, as I write this passage, at this very moment my thoughts are with the five at-risk youth I am trying to work with. I stress trying because as life ‘is what it is’ for me, I had to realize it is the same for them. I may not be able to change them, well influence their beliefs is a better and more appropriate phrase. I can only lead by example, show them I sincerely love and care for them and want the best that life can offer, feed them positivity and show them the possible outcome.

How I pay-forward is in my passion and unending desire to help, I tell those I meet how I feel about them, I am not afraid to show or express myself. Even when my kindness is misunderstood or turned away it hurts but as the Zanders stated Life just is and there are things we have to accept. We make the attempts and if lucky and pushed hard enough sometimes the results are right on. Truth and reality, however, lets me know it may not always be that way. I am only responsible for the effort not necessarily the outcome. Which is why Zanders speaks so against blaming oneself.

I can only hope for the future of these five young men. I know that I have touched them in more ways than they express, for I see the changes, the smiles, the report cards, and occasionally I get an actual “thank you Elaine for helping me.” What is hard to muster is that it is not from all five of them. That two or three of them are showing signs of regression and that is difficult. I asked the questions still, “Why aren’t they listening to me? Why can’t they seem that the pathway they are choosing will hold the possibility of assured struggles? What didn’t I do right?” So I follow Zander’s advice and can only focus on the part that I played, while continuing to be there and just simply do the best I can for or by them. I have no power over all the circumstances in their lives. My job wasn’t to fix them but to show them a better way and hope that in those learnings, the young men would gain a better light of themselves just enough to make a change. I have left the spark at times I see it turn into a fire that ignites the positive changes I mentioned. So I will hope that if the fire goes out that maybe the spark I left will ignite again but at a time that may be better suited for them.

I have met many great and inspiring people during my journey at Full Sail. I hope that at some point I will get back on track financially and obtain that career that will allow me to work with others who have the talent of loving, giving, and receiving. I look forward to my growth for I know that I will continue to use that growth to inspire others and to watch all the imaginings come true.

Posted by Elaine Scott

My response...

This post is very inspiring. The efforts you have put forth for these young people is something you should be proud of and the impact you have had on their lives is immeasurable. You are dead on with your last statement. The journey with Full Sail has been filled with many inspirational individuals and you are definitely one of them. Keep making a difference Elaine!

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WK 4-Shavor Comment

WK 4 Reading Ch. 9-12
"Enrollment is not about forcing, cajoling, tricking, bargaining, pressuring or guilt-tripping someone into doing something your way. Enrollment is the art and practice of generating a spark of possibility for others to share."

If anything could describe how I operate with team mates and clients on a daily basis it would be the above quote from the Zanders book. After reading the story about the children and the orchestra I found myself in tears. Part of me realized that A) for the last year I have been in the presence of teachers that have that passion required in spite of all that has opposed them. What a gift that has been. B) All that I do is for something, even though I may not ever see the results in individuals 5 years from now.

The one skill I have learned is identifying and voicing my mistakes. In voicing them I am staking my claim in humanity. Jumping on the high road of moral superiority always proves to be cumbersome and bumpy. I love this quote: Gracing your self with the responsibility for everything that happens in your life leaves your spirit whole, and leaves you free to choose again. And thank goodness that we all get to!


This book while I thought in the beginning had very little to offer me has made my top 10 must reads.

Posted by Tania Shavor

My Response...

I agree that there is a lot of power in that quote. Often we try to bend others for our own benefit as opposed to truly offering those around us a chance to better themselves. I try to be there for my students, but I know, if I'm being truly honest with myself, there have been times when my motivations were self-centered. I am going to use the second part of that quote as a guiding principle in my classes this year. Thanks for this reflection, Tania.

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Week 3-Rule Number 6

I must admit... Many of the principles discussed in The Art of Possibility are concepts I completely believe in and have used as guides during my life. In fact, at times while reading it I have wondered if there was a point to continuing (The irony does not escape me). While reading, I have had a lot of 'of course' and 'naturally' moments.

And then it happened... Epiphany!

I have two sons (Drayton 5 and Dalton 3) who I love with all my heart. Lately, my oldest son and I have started developing a bit of a contentious relationship. He seems to challenge me at every turn. Of course, I, having a tendency to be too authoritarian, haven't budged. In fact, I have often responded by increasing disciplinary action, rules, and restrictions. Often he has left me shaking my head wondering why he is so stubborn and uncooperative, wondering why he seems reluctant to submit and bend to my will.

Well, I am humbled to admit that chapters 6 and 7 hit me like a ton of bricks. When dealing with my son, I am letting my calculating self rule the day. Instead of accepting the fact that much of his behavior is simply a result of being 5 and being a product of his stubborn and often uncooperative father, I have been attributing it to flaws or deficiencies in him. Do not get me wrong. I understand he still needs guidance and, at times, a firm hand, but I need to understand that he is five and he, although he seemingly has inherited some of my traits, is his own unique perfect person. I have to be a more accepting guide as I help him figure out this path called life. I love him and I need to look at changing my approach to fatherhood as opposed to attempting to force change upon him.

By the way, it was also humbling that my arrogant 'I already know this so why should I read this' attitude that I expressed earlier was also put in it's place. Gee, was I possibly just rationalizing reasons not to do the work? And shockingly reading led to learning. Who could have guessed?

Here is a video that Drayton shared with me that reminds me of all of this. It's about 'The Way Things Are.' After all, we have to let a 5 year old be a 5 year old and a duck be a duck.



Maybe he's been trying to teach ME something.

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Week 3-Wimba

Abstracts, Week 4 Wimba, Publishing Project, Ahhhhhhhhhhhhh!

This weeks wimba left my head spinning. I love the book but I could hardly focus on that part. So much to do...

I do appreciate the clarification on all of these up and coming issues (did you say meany pants?). I need to come up with a better plan. I have let technical issues, the laws of inertia due to a week off, and personal habits become a bit of hindrance during this month. Re-focusing as I type...

It's both exciting and scary to be getting near the end. I am anxious to get my publishing project up to speed and I look forward to presenting to the class. I may even make a live Wimba appearance this week. I know... rare this time of year. I'm like the southern bigfoot.

Ohhhh, although I took in the archive I still want to participate in the 'pop show and tell.'

"Are You Ready for some Football?"

That is my show and tell. Looks like the NFL will have its house in order to start the season. I am ecstatic. I was worried about my Sundays. What was I going to do? Be productive... Spend time with family...

Nah, thanks to the new CBA.

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Week 3-Grover Comment

Publication versus Presentation

Well, I am leaning towards a presentation. I do not have time to write another paper worthy of publication.

With the advent of voice in powerpoint, I'm wondering why we need to type more words on a project? Also with the advent of YouTube or Viddler, couldn't we submit a link to our PowerPoint screen flow or actually "present" to our video camera and post it? Often my brain works faster than I can type, and believe me I can type pretty fast (80+ wpm when I get going). Also with typing my English/grammar cop comes out, and I tend to fix things as I type instead of waiting for a re-write. (I just fixed a missing comma in my compound sentence!)

So what am I going to present? Well, I wish that I was able to obtain some student work to show what they created in Creaza, but I was not thinking ahead and did not get copying of their user name and passwords. Also with Creaza, there was no publishing option.

Guess I'm left with my data.

Slide one: Problem...in my humble opinion, what is the state of language classroom?
Slide two: Brainstorm...solutions, what are some of the solutions that I see, or have researched.
Slide three: Implementation...what did my CBR project show? How did students react? Phase 1.
Slide four: Implementation...what did Phase 2 show?
Slide five: Future...where do we go from here? What is in the works for my classroom? Game? etc.

Posted by Jenney Grover



My comment...

Jenney,

The one thing to remember is no matter what you chose to do, it will be awesome. Why do say I say this????? Because everything that you do is awesome. So, don't fret it kid. Trust your instincts and trust your inclinations. You are always, in my opinion, spot on, and your work is always great quality that stands out compared to others. It has been a pleasure getting to know you through out this process, and you have pushed me to do better work. I've had to in order to keep up with you. Thanks.

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Week 3-Skocko Comment

Without thinking, I leapt to the stage and said to the young Cuban players through an interpreter, “Your job is to teach those rhythms to your stand partner.” And to the American players I said, “Just give yourselves over to the leaders sitting next to you.”
— from The Art of Possibility (p. 75)

It would be so easy for me to use that passage as an opening to speak to the power of peer mentoring, link to Mac Lab Mentors, and embed a video to hammer the point home:

.
And to be completely honest, that was my plan. I’ve finished the book and just want to get these posts out of the way. Yes, I enjoy writing and yes, I believe in the power of blogging and sharing ideas, and commenting on one another’s posts, But dang it! a part of me complains, This in Month 11 of our Masters program. Why are we blogging again? After all, we already did this in Month 4. And besides, as I’ve already said, blogging has been in my blood for a while now.

(Probably a good time to swallow a little Rule Number 6.)

Anyway, when I write, it takes forever. My Week 2 posts were extremely time-consuming. The more I care about a subject, the more deeply I’m invested, the longer it takes to write about it. Or at least that’s how it seems to happen. And I’m leaving for San Jose on Monday for a week at Adobe’s HQ and need to finish the Week 3 and 4 posts now. Best to stick with my plan and crank posts out like widgets on an assembly line.

So, with notes from the book in hand, I picked the no brainer topic: peer mentoring. I found the passage and began copying the key lines to introduce the topic and WHAM! The first time through I didn’t catch the implication of Ben’s first two words…

Without thinking…

And I was transported back to a recollection of that oh-so-fateful day…

Someday I’ll have to animate the process of creating content for the blog. It begins with at least a half-dozen false starts. Sentence after sentence falls onto the page, short-lived attempts to shape (or discover) the story I hope will capture your imagination and set the tone for the day. There’s almost always a chicken or egg scenario with the picture that accompanies the story. Today was different. I knew I’d be using Zack T’s Cinema 4D/Photoshop, perspective-defying WIP. Well, unless I switched at the last minute and used Alex S’s Bugatti. But Gravity (Kyle H) got the nod a few minutes ago.

That’s not only how the blog is written, it’s how the Mac Lab functions. Like it says in the excerpt from DYC right here, improvisation’s planned. I knew how this second semester was going to unfold when I stood before the class the day we returned to school back in January. I remember, quite distinctly, how I took a breath and began to speak, but the words weren’t anything I’d planned on saying. Sudden inspiration altered our direction that day. The blog was born the following week. We’ve had one constant though, from that first post right up to yesterday’s. We experiment. Every creative act involves a measure of uncertainty. We don’t move from A to B in a straight line. We learn though process. We ponder, reflect, imagine, adapt, improve, refine, present, and begin again. We actively seek out inspiration, always reaching higher.
— from Resourcefully Yours

I wouldn’t trade my meandering path of discovery for seven magical posts to complete this semi-onerous task, but am I wise in trusting impulse, intuition, or whatever is driving me away from my pre-planned escape route?

Acting without thinking seemed to have served Ben, the musicians, and his fellow conductor well in the excerpt from the reading. And I certainly can’t complain about the results of my rash behavior in January of 2009. But how does one learn to trust and act, to give oneself over to spontaneous improvisation?

Innocence, sometimes leaps to correct conclusions
when knowledge makes one resist with all one’s might.
— David Brin & Gregory Benford / Heart of the Comet

Pay attention to the whispers of your soul.
Trust them as you would a map, because that’s what they are.
— Andrew Heller

And because Dream Yet Complete has connected so clearly with The Art of Possibility:

Long ago, far and away, or always somewhere near
Conductor’s instrumental, sends notes to inner ear
Harmonic reconvergence, improvisation’s planned
To amend the broken page, pour melodies from band
Watering the wildest flowers, a second-handed chance
To trade in white-washed paddock walls, for suit and horse and lance

Posted by Mike Skocko



My comment...

Mike,

Thanks for sharing this video. It is always awesome to see what goes on in your classroom. The commentary from the students is great. You have really created an environment where they feel comfortable and they have ownership over the instruction. Through the collaborative process that you have fostered through your peer mentoring program, students are learning skills and gaining confidence that will transcend just your classroom and push them forward into all endeavors that they take on. You are definitely an inspiration and a model teacher that we should all strive to emulate. Thanks again.

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Week2-Wimba

The Wimba session cleared up most of my copyright questions and helped make the muddy issue of fair use, which I blogged about last week, more concrete. It still seems tough to put an exact definition that everyone sees the same, but I am sure I have a better understanding.

I was most interested in the discussion about the differences between copyright, trademark, and a patent. I was not not aware of the distinction between trademark and copyright and, although I watched the archive and couldn't vote, I also picked brands as an item that carries a copyright. It is interesting and it actually makes sense the way that different genres, for lack of a better term, of intellectual property are protected under different laws and regulations. Next time I hear someone say they are going to copyright an idea or a title, I am going to let them have it. Yes, I am obnoxious like that.

Also, I want that telecaster hanging in the background.

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Week 2-Comment 2

Week2-The Art of Possibility/ Chapters 1-4

Image courtesy of Zander and Zander

The Art of Possibility generates a great deal of thought after reading even the simplest paragraph. I am trying to find ways to implement what I am reading to make an impact in my teaching and in my classroom. I have come away with several nuggets to jumpstart my school year in the art room. The first light bulb came with the description of the teacher’s role described by the authors. The teacher role is to help students chip away at barriers that block their abilities and expressions.

I really love this idea of unlocking potential that is within each student, not developing it, but unlocking what is already there. To me, this means students have value and something special within that is waiting for someone to discover it.

The second gem from the book focuses on the student: A student that is the least engaged may be the most committed member of the group. I think this speaks volumes about the student-teacher relationship and how we really communicate in the classroom. For me, it illustrates how I shouldn’t make preconceived notions about the students in my room. The students that don’t seem too interested may be the very ones that are committed to learning the concepts presented in class. It shows me that I must find a way to actively engage and reach each student.

I have read various comments made by peers concerning the positive declarations found in the book. I must say I am one of those people that operate on faith, so concentrate on the positive means I spend less time worrying about things that are out of my hands. I believe in the university of the possibility and the unfettered imagination of what can be and I hope to bring this change to my students. We have so many negative things floating around us, why not embrace the positive?

Posted by Tracye Salter

My comment:

Tracye, I too am energised by the first few chapters of the reading. I am currently trying to come up with a way to incorporate the letter idea from chapter 3 into my classes. Obviously, at a public school I do not have the liberty to reinvent the grading system, but I think both can coexist. There are some other ideas and discussion points from the book that I can't wait to bring to my students. Well... Although energised I am not ready to cut my summer off just yet.

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Week 2 Comment 1

Blog Post on Reading (Week2)

graphicleftovers.com

From my reading of the Art of Possibility, the last two chapters really stuck with me and caused me to think as well. As an educator I like to think of myself as a contributor each time I step into my classroom with my group of students. In the reading the great example of the mother giving her daughters money to help them out in their situation is the way I try to pass my knowledge to my students when they come to a point on a project and they may struggle I know that I can come in and provide information to help them. The chapter on given the students an A gave me a project to start this semester for my class by letting them all see an A next to their names from day one and even attempt for them to write the past tense letter of why the deserved the A. I have some reservations on this theory because from day one students feel they should be given an A in my class just because it is an elective and they should not have to work hard to earn it. So giving it to some of them will make them lazy to a point so this will be intresting to those students who feel the are entitled to an A before they learn a thing.

Posted by Michael Chapple

My response:

I think there is a fine line between the system we have which often encourages kids to succeed for the wrong reason and the system which is described in the book. I think you are absolutely right. If I adopted this idea dull force, I think i would encounter the same issues that you are apprehensive about. Although some would be inspired and participate for the simple purity of expanding knowledge others would take advantage and attempt to drift by with their 'A" in their pocket.

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Week 2-Give Yourself an 'A"

I was struck by chapter 3 of The Art of Possibility. I have always believed that grades are an arbitrary measuring system that ultimately cheapen and sometimes pervert the desired outcome. I find the 'explain why you earned an A' activity interesting.

I often discuss this concept with my students. Of course, they look at me like I am insane. In fact, every I ask my classes to tell me why are grades important. I usually get back responses like: 'for allowance money,' 'to get into a good college,' 'to stay out of trouble at home,' or ' to be successful in life." This usually leads me to concede those points, but I then ask them to explain what making high grades really means. This is not answered as quickly. One year a Vietnamese student, which is interesting because of the author's experiences in her music class, explained that grades give you a way to compare yourself with others and they prove you are better or worse than some people. Most of the class didn't buy this assertion. I then asked them if the smartest kids always make the best grades. To this question the students, for the most part, agreed that grades were not an indicator of intelligence. It's always a fun discussion because it gets some of my slackers and 'reluctant students' talking more than they normally do. We eventually agree that grades may be a necessary evil, but there is more to true learning and scholarship than just an assigned letter.

Maybe I am being like the shoe guy he didn't see a market in a shoe less village, but as public school teacher I do not see a way around the standard grading system. It is too entrenched in the minds of the community; however, I am going to come up with a version of the letter assignment to use with my kids next year.

Ohhh, am I getting an A?

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Week1-Comment 2

Wk1_Reading response: Copyright, fair use and remix

In phase one, I found myslf really empathizing with movie creators because of the blatant piracy under Swedish law and Nigerian law. But gradually, I found myself empathizing with the remixers as creative folks themselves. The DJ Girl Talk convinced me he couldn't really do what he does without violating copyright law as it stands. And Mr. Lessig also persuaded me to rethink copyright in terms of print media.

As a lit teacher, I know a thing or two about print. I know I couldn't teach without print. I know I sometimes, okay, often redistribute a newspaper or magazine article in class to discuss the ideas or the words themselves without prior permission of the author or publisher. I might be protected with fair use as a legal defense, but I do what I do with full knowledge that I am somewhat living and working outside the law. As do many print artists. For example, my students know I like Twilight and the series. I like it even knowing it is a remake or adaptation of Romeo and Juliet, just as West Side Story is an adaptation of Romeo and Juliet (and Triolus and Cressida too). And guess what? Shakespeare didn't create that story either! He stole it from Brooke who stole it from, well, you get the picture. Stories, ideas, styles, words get recycled, emulated, copied and it's not necessarily a bad thing. Some people respond more to one version over another-- just ask my students. They have reasons for preferring any one of the star crossed lover stories. And my action-adventure fans actually find it interesting to find out that the basic story premise of most action films is the hero's journey archetype. Hero has problem, has to solve something or get something, has difficulty along the way and ultimately triumphs with a little help from friends. Boom. Archetype.

I saw a cool teacher website from a fancy prep school, I wish I had the link still so you could see it, but the students had to research a poet and complete a variety of tasks related to the poet's life and works, one of which was an emulation poem. The student studied the master and created a poem following the style of the original and showing the original side by side. Talk about remix!

I teach my students about allusion (the brief reference within a literary work to some other person, idea or literary work) and show them examples. Shakespeare alluded to mythology and the Bible. In his "I Have a Dream" speech on Aug28, 1963, Dr. King alluded to historical figures like Lincoln and his speech, current events and people and their speech such as George Wallace and his various segregationist ideas and words, nationalistic songs and African-American spiritual songs. These men are well-respected, clever, creative wordsmiths. But I want to point out that the very idea of allusion is one of remix. If they had alluded to copyrighted material, they may also be criminals under current copyright law.

How is it different if a musician does the same with a song, remixing snips from various artists to create a sound of their own? Is it okay for Kanye West to mention Gladys and the Pips in his lyrics but not include a snippet? Is it okay for Flocabulary to mention "say my name" in their song "A Love Like This" but nor use any part of the actual recordings of Destiny's Child? I agree with Mr. Lessig that we need some common sense in the law!

posted by Jen Geiger

my response.

I cannot agree with your last paragraph more. Common sense is the key. The way the law is currently laid out is way too subjective. Except in obvious egregious cases, I do not see with the current verbiage a clear way to settle copyright infringement/fair use issues. I agree with Mr. Lessing as well.

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Week 1-Wimba

Once again... The CBR rears it's ugly head. For the second class in a row a good portion of the content will be tying up loose ends and polishing the final look of our CBRs. I understand the project is a big part of the program, so I see the necessity; however, one can still hope for a different path... Right?

I do appreciate Roxanne's help, and I am glad we have been coached through the process. She did a good job of clarifying in Wimba some of the things she pointed out in the sight review email that she sent me. I also like Mr. Bustillo's definition of a literature review. I'm sure I just missed it earlier, but this is the first time I have heard or seen someone lay out the expectation so clearly. So, I would like to say thank you for that.

I am glad this course is structured and the Wimba session did a good job of going over both the weekly routine and the expectations for this course. For instance, I now know to watch the archive a little earlier in the week. In the future this will help me maximize the content that is offered during the course.

I am looking forward to the discussions and readings in the weeks to come, and to a much needed week off. Later.

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Week 1-Comment 1

Week1_Wimba

OH Wimba how I love thee! Thank goodness for archive!

My FAVORITE part was the literature discussion. Why?! Because I needed the most clarification on this (long long story), but this has been a HUGE frustration for me. So I'm SUPER thankful for this clarification FINALLY!

"lit rev is a survey [overview] of a lot of literature..."
"what did the world say about what I want to do?"

Broad spectrum - no list - not research paper
A dialogue that covers the spectrum of what you're researching.

Jen Geiger said during a conversation, "What would Diane Sawyer say about the literature?" which went along with the professor's analogy of a good talk show host!!! Where was this analogy eight months ago?! Super thankful for a fresh viewpoint to this process. Think the curtain is finally pulling away from the window. I can see daylight. Oh wait, those are street lights!

Professor Bustillo said, "hmm I had this question and I'm wondering what all these people said." So does that mean we can state the question in the introduction?

Second portion of very needed information: CBR!

I need to update the site and consistently throughout all pages. Update all pictures and videos. Basically fill in all pages that we have started thus far.

On the plan page I need to add how many participants were added. Update LR references page and the notes with the mind mapping.

Data data data...gotta put the data together and make a few statistics. Did you know that 86% of all statistics are made up on the spot!

Abstract: 120 words or less! Descriptive...Haiku -- initial questions, lit review, methodology, results, conclusion...don't defend, not why i did it, but how.

(insert record scratch here) WHAT?! We are going to apply to present or be published?! I'm wondering who the collective "we" is in the "we weren't getting as big of a payoff as we could get or should get given the amount of work that you guys have already done." Because the "we" if that includes me would mean that my payoff of a raise, job advancement, etc could be sufficient for me and therfore my choice to then go into retirement would be my choice if I chose not to get published. I'm really caught off guard by this even though a peer mentioned it in a conversation last night after class (I watched archive today). In month 1 (and 2) it was stressed that we could if we wanted to, but we wouldn't be forced to publish even though we'd be fully prepared to publish if we so chose. The analogy that has become forefront for this process is "It's all fluid"(always changing) in this Alice in Wonderland world.

I guess I now know what a fish feels like when I'm fishing. Oh this pretty lady is providing me with food, how nice is that?! "Swim little fishies over to my line." *gulp* Oh no! There's a hook! Swim away! Swim away! Nope, I'm snagged.





I was looking into getting published or presenting at some point in the future, but not necessarily with this project. The lit review is turning into a community written plan and not necessarily something that I would put my name on as a finished product. However, I am reworking it this week to see if I can salvage my voice.

As I'm listening to the archive, this song started running through my head.






The chorus keeps running through my head, "whatya want from me?" However, as I actually listened to the lyrics it fits this process pretty well.


written by: Pink, Max Martin, and Shellback and released on Adam Lambert's November 2009 album "For your Entertainment".

Posted by Jenney Grover

My reponse

Jenney,

Yes... There seems to be a surprise around every corner. I think your frustration is understandable and most of us can identify with it. We may not all admit it, but we understand.

I also think your comments about data are spot on. Numbers are often manipulated and unreliable. In particular, that which is done in the name of 'education research' definitely needs to be examined with a suspicious and discerning eye. I am not arguing that valid education research doesn't exist, but often I think liberties are taken with the data. For example, Gardner's MI theory is often quoted and taken as the gospel by professionals in education. Despite much criticism by reputable sources like Lynn Waterhouse (Child Psychologist) and John White (Emeritus Professor of Philosophy of Education at the Institute of Education University of London) to name a few, Gardner's theories are bandied about in secondary circles like they are facts and indisputable science. Even Gardner himself, according to Waterhouse, has lamented that his research lacks reliable data yet he has greatly altered the landscape of education. In my opinion, education isn't a science and in many cases it cannot be argued or have new theories and revelations proven as such. And in attempts to make it a science, data sometimes gets distorted.

I have included links to two articles below.

http://lynnwaterhouse.intrasun.tcnj.edu/Inadequate%20evidence%20for%20Multiple%20Intelligences,%20Mozart%20%20Effect,%20and%20Emotional%20Intelligence%20Theories.pdf

http://www.google.com/url?sa=t&source=web&cd=3&sqi=2&ved=0CCwQFjAC&url=http%3A%2F%2Fwww.spanglefish.com%2FMariesSite%2Fdocuments%2Freferences%2FWhite%252005%2520HowardGardner_171104.pdf&rct=j&q=white%20multiple%20intelligences&ei=ufcQTvaGFpCKsAKTyq2dCg&usg=AFQjCNHRzvGHKr6uOOgeNFf25UpXFpxbrg&sig2=3u25WU-OXGsbHKaDq2mzJg&cad=rja

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Week 1-The Thin Fair Use Line

I knew the definition of 'Fair Use" was a slippery one, but I did not realize just how slippery. I was not, I hate to admit, aware of the exact verbiage until part 2 of this weeks required material. And, I might add, I'm still not completely sure. It seems like it is a hard thing to completely pin down.

As an educator that creates media for both my students and my staff, I am most concerned about how fair use applies to education. According to Mr. Bustillos, a good barometer for whether or not an educator can use copyrighted material for instruction is to ask the question can the unit still be taught if the material in question is removed. This is reasonable and easy to apply in his example of background music; however, this criteria could easily come into question and become more complicated depending on the circumstances of usage. In situations where the material in question is less clear-cut it seems one could foster a cogent argument either way. Ultimately, one must still exercise caution because if questioned it could easily turn into a game of he said/she said with little objectivity.

The new definition for documentary film makers creates similar problems. To paraphrase the rule states fair use applies as long as the one borrowing the material contributes more to society than he/she detracts from the original creation. Once again, this is subject to opinion. It is not hard to imagine a situation where both sides could be reasonably argued. Again, it seems a difficult issue and there is not a concrete way, which I guess isn't much different from many of our laws, of viewing it.

According to the video 'Remix Culture: Fair Use is your Friend,' Fair Use brings balance between the original creator and the borrower, and I am sure it does. I am just not sure where the fulcrum point is or how the weight is stacked exactly. I guess as long as I am using the material for education, keeping the ratio of content reasonable, giving credit, not hindering the creator's chance for profit, and following the code of best practices I should be covered. I hope.

I do apologize for the lame Errol Morris allusion in my title. It's all I had.

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