Tag Archives: curriculum

Good Bye PIDP 3240

I am writing this on the eve of submitting this blog to my Instuctor Brian Cassell for grading.   This is my 8th blog posting since my Provincial Instructor Diploma Program (PDIP) 3240  “Media Enhanced Learning” course started at the beginning of March.  I set myself the goal of making one blog post per week along with the regular discussion forum postings and journal assignments that were part of the course curriculum.  I was also part of the Social Media component so blogging, Facebook and Twitter became part of my life.

As a “digital immigrant” coming into the digital age of the internet at the age of 48 and someone who’s “smart” phone is an old Blackberry (I just upgraded my old Playbook to a new Samsung Galaxy Note  8.0) this was fairly challenging.  Looking around I can see why the younger “digital natives” are glued to their wireless devices.  Pocket size cell phones can make videos and sound recordings, take photos and within minutes it goes out to a global audience.  Your 15 minutes of fame is just the right #hashtag, likes, hits or social media strategy away.

The most important thing that I learned in the social media component is that I had to develop a social media strategy in order to use the medium effectively.  I learned that people will follow people who provided good content, not just re-tweeting or sharing the latest cat meme.  Google does has its limits so I looked for sites like Scoop.it and Redditt where you can set up tag searches and find content posted by others with a similar interests.  Good content is curated content, ask any librarian.  With the vast amount of dubious content on the internet it is important to verify your sources before posting or reposting their content in order to maintain your own credibility.  This is something that has to be passed on to our students.

I used the keywords:

social media, technology,construction, apprenticeship,teaching and Canada 

as tags and set up the topic of Adult Education in general keying in on Apprenticeship Training in order to narrow my subject field further.  I am interested in teaching in this field upon graduation and I am also teaching some general interest welding and fabricating courses at the Vancouver Community Laboratory (CoLab).  In order to facilitate this I set up two RSS feeds from Google News.  This brings the content right to my blog and it is constantly being updated.  I also have accounts on Redditt and Scoop.it along with my Facebook and Twitter feeds in order to provide more sources for content for my blog.  I recently set up a Facebook page for the blog which I can use to regularly post content to and as I get into the habit, it will be easy to remember to sharing it with the VCC/SIE  Facebook page too.

I had a Twitter account that I never really used so I had to learn how it all worked.  I used to think it was place that people told the world what they had for breakfast.  I learned that #hashtags are useful for sorting through content and I will have to get into the habit of using them more often in my tweets,  which I will have to start providing on a regular, consistent basis.   At the same time realize that quality is better than quantity.

I found the Discussion Forums to be a useful place to share lots of interesting information with my classmates and learn a bit about their field of expertise and what their interests were.  The forum discussions are a fantastic learning resource with links to a vast amount of information on the discussion subjects.  I posted my contributions to the blog and I incorporated many of the Web 2.0 Tools and videos posted by my classmates into the resource section of my blog so they can be used for future reference.  Thanks to all my talented classmates for finding them for me.  I have also included some of the course materials I created for the PIDP 3100, 3210 and 3220 courses.  I look upon this blog as a research portal I can use as I complete the PID Program.

digital bloom pyramid author samantha penney cc

This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License. Author: Samantha Penney

So what are my overall feelings as the course comes to an end?  Hopefully I will get to meet some of my classmates face to face as I continue my studies.  Unfortunately I wasn’t able to access the ooVoo chats so I missed out on a crucial aspect of forming an online study community.  I don’t feel I made the same level of connection with my classmates as I have when I took classroom courses.  It is just part of being flesh and blood human beings we are part of nature and we need that personal connection.  A primevial part of me feels sorry for the people I see around me immersed in their digital devices.  How will they hear the predator that’s sneaking up to devour them?

Thanks Brian for facilitating the course and thanks to my classmates for providing such an immense amount of information on digital instruction and online learning.  I will continue to follow your blogs, your tweets and your Facebook posts.  I learned a lot about how technology is rapidly changing the delivery of education online from the brick and mortar institutions and how can this best serve our learners.  As an adult educators I realize that technology is just a tool I need to master in order to facilitate learning and understanding amongst my students.  This course is just a start.

Videos

These are some videos posted by my PIDP 3240 class

How to create QR Codes

TED 3d Printing

Paperless Assignments

Wordclass Online Tutoring

How not to Network

The Digestive System: Crash Course

Web Search Strategies

Holographic Telepresence

What is Active Learning?

Scatron Forms

Randy Pausch Last Lecture: Achieving Your Childhood Dreams

How to Use Technology in Education (21st century education)

Technology in the Classroom: Digital Media

Pecha Kucha: Get to the PowerPoint in 20 Slides

pecha-kucha in the classroom

Pronouncing Pecha Kucha

Pecha Kucha: Get to the PowerPoint in 20 Slides

Pecha Kucha Night Vancouver – Ernesto Gomez

Virtual Career Fair

Immune Attack Trailer

LinkedIn Tutorial 2014 – Introduction / What is LinkedIn?

Schoology Tutorial

Quick Overview of Blackboard

The Jing project- a free screen capture program.

Educational Uses of Second Life

Virtual Reality Classroom Trains Teachers

Get to know your smartboard

SMART Boards Why are they so easy to use?

SMART BOARD IN HIGHER EDUCATION

5 Ways to Use Powtoon in the Classroom

Powtoon! in the Classroom

Using Blogs as Instructional Strategies

Speed Grader – Instructure Canvas Feature Highlight

How to make a jeopardy game in powerpoint!

Using the iPad to Take Notes

One Laptop per Child

History Of Instructional Media

Life After Death by Powerpoint 2010

Duarte Design’s Five Rules for Presentations

Nancy Duarte talks at TEDx East

Make a Presentation Like Steve Jobs

Wikis in Plain English

SlideRocket Demo Video

Adam Bellow’s Educational Tech Commandments

DC Machine – Simtel Basic Electrical and Electronics

Leap Motion With Windows

Autodesk Reaches into New Worlds of 3D Design with Leap Motion

Learning A-Z Intro

Socrative in the Classroom

GETTING STARTED WITH ELLUMINATE LIVE!

Convert iPhone Voice Memo to MP3

Three Year Old Reading to Little Brother Using Sign Language

RSA Animate – Changing Education Paradigms

Learning Graphic Facilitation – 7 Elements by Bigger Picture

Twitter in Plain English

How To Add Some Flip Chart Magic To Your Presentation

TED – What we are Learning from Online Education

TED – Let’s use Video to Reinvent Education

TED – The thrilling potential of SixthSense technology

Using Student Mobiles as Voting Devices with Turning Technologies RepsonseWare

Android Wear: Information that moves with you

Elmo P10 Document Camera Tutorial

Get to know your smartboard – SMART tutorials for teachers

Dealing Fairly with Copyright-Protected Works of Others

What is Fair Dealing? A Copyright Lecture with Alan Kilpatrick

21st Century Education

TED – How YouTube thinks about copyright

YouTube Copyright Basics (Global)

Turnitin – Introductory Video

Locate copyright friendly images with Compfight.com for an Educatiional Media Project

Our Future with Bill C-11

Elizabeth May: Copyright Modernization Act (Bill C-11)

TED – A free digital library

Creative Commons & Copyright Info

Jay O’Callahan: The Power of Storytelling

Mastering the Chaos – Managing a Flipped Classroom

Salman Khan Describes Future Classrooms with Blended Learning

The Basics of Blended Learning

Blended Learning in Plain English

Blended Learning and Technology Integration

Seth Godin on Education Reform

TED – Your body language shapes who you are

How to use YouTube annotations

TED – Your brain on video games

Information Literacy: Not All Information is Created Equally!

E-learning: How to deliver an engaging Virtual Classroom presentation

Using Skype in the Classroom

Video Conferencing in the Classroom of the Future

What is Web 2.0? What is Social Media? What comes next??

TED – 3 rules to spark learning

TED – Deb Roy: The birth of a word

Top ten tips for using technology in the classroom

How is Technology Transforming Education? Sir Ken Robinson

TED – How social media can make history

The Brain: No Limits Mind Mapping and Information Management

Douglas Thomas on Video Game Learning: Interacting With Media

Cloud Computing for Education

TED – The Gaming of Educational Transformation

Digital World: Teachers Today

The Future of Digital Learning

A Vision of K-12 Students Today

Education Today and Tomorrow

Networked Student

CompTracker: Replace Paper!

The Internet & A Baby’s Brain

e-portfolios for starters

Moving Windmills: The William Kamkwamba story

The Gaming of Educational Transformation

Desire2Learn v10: Overview for Students

Mastering the Chaos – Managing a Flipped Classroom

 

PIDP 3240 Discussion on media and the teaching learning process

Postings I made in the Discussion on media and the teaching learning process forum for my PIDP 3240 class.

Re: Teaching to Learn, Learning to Teach – Tuesday, 22 April 2014, 2:03 PM

Digital Media: New Learners of the 21st Century is a PBS Frontline show that documents some innovative programs being used in the US to engage primary and secondary students using digital media. Here we see students using new media learn a variety of subjects including math, science and geography.

The program also illustrates how digital media projects can also put the student into the position of teacher to reenforce their learning by actually having them teach their classmates how to use the technology.

In one class students learn how to make video games, this promotes learning by having students incorporate the elements of what makes a good video game into their own game design.

It was mentioned in the program how are present day education system is modelled on a factory system of work and production. This is a model that is rapidly evolving and changing and schools will have to do the same in order to produce students that will be able to thrive in the new world that they will be growing up in.

Re: #Hashtags?!? – Thursday, 24 April 2014, 1:07 PM

One of the key points I have learned in this course is that there is a vast amount of content available to be learned on any subject you might want to teach. As an instructor I see one of the functions that I must perform is that of content curation, finding good sources of content that my students can use. This maybe material shared by my Facebook friends, people I follow on Twitter or material found using a search engine.

On Twitter I find if I search using a hashtag to define subject matter then I will only find tweets pertaining to that subject. This saves me a lot of time in that I don’t have to search through all my tweets to find the tweets on a subject I am interested in.

Hashtags, key words and other methods to make searching easier are greatly appreciated and I plan to use them more in my postings.

Re: The Virtual Classroom – Skype – Thursday, 17 April 2014, 10:17 AM

I have attended panel discussions where one of the panelists participated via Skype and was able to present their point of view and engage in the discussion just as effectively as the panelists who were physically present. They were able to field questions from the audience and give them their answers in return just like the other panelists.

Another area where Skype is being effectively used is in television newscasts. Distant commentators during a crisis can present their report and be interviewed without having to go to a television studio or having to arrange an expensive satellite feed, which depending on the crisis might be physically impossible.

Teleconferencing is another way that Skype can be used to facilitate discussion and interaction without the expense of travel.

This reminds me of the video phones that science fiction promised us during my childhood. The world is definitely shrinking and becoming more interconnected.

Why scholars don’t trust social media? – Thursday, 17 April 2014, 10:00 AM

Here is an article on a new study on the use of social media by university scholars.

“Greenhow surveyed 1,600 researchers and surprisingly found that only 15 percent use Twitter, 28 percent use YouTube and 39 percent use Facebook for professional purposes.”

I found this rather surprising especially as taking this course has exposed me to the amount of online tools and resources available for educators and scholars to use for disseminating their findings. I think in this day and age when many governments are suppressing scientific findings that they find inconvenient it is important for researchers to educate the public and publicize their findings. Also by using social media they can connect with the younger generations who are actively engaged in the world of social media and thus encourage them to take more of an interest in the sciences and scientific research.

Re: Opposite opinions on Bowen’s “Teaching naked” – Wednesday, 16 April 2014, 10:22 AM

Great find Kevin and thank you for posting this. I think back to my own days in school where the big innovation was the use of film. We would sit there in a darkened classroom, watching the flickering images on screen as the projector clattered away in the background, if we were lucky there was enough time for a short discussion. For most of us students this was almost like a free class or a spare. Schools, seeing the impact that television was having on society, thought that replicating this experience by using a medium that combined sound and images would have a big impact in the classroom. i don’t think it did.

Instructors can no longer look at themselves as content providers as there is so much content available online that students can discover for themselves. What instructors can do though is inspire students to search for this content, guide them to the best online sources of information, teach them how to question the validity of the information they find, and help them integrate this information into their learning.

I once took a Saturday seminar where it was all PowerPoint and we followed along with the printout we were given of the slide show. It was a fairly boring process. I use PowerPoint just to show pictures of things that I can’t really include in my lecture to dramatize the subject that I am speaking on. What do you consider an effective use of PowerPoint?

I do agree with Bowen that universities must change if they hope to remain competitive in today’s economy. They just can’t keep passing on their costs to students via tuition increases. Also they have to shift their focus from the arts and humanities to more technical fields of study. To address this issue here in BC the government has upgraded a number of former community colleges to degree granting universities that are competing with the major universities for new students. Here is an article that questions the high cost of investing in a university diploma.

Inspiring Curiosity – Wednesday, 16 April 2014, 10:43 AM

Here is a Ted talk by Ramsey Musallam a chemistry teacher on his philosophy of teaching. I like what he says about how our teaching should inspire curiosity amongst our students. The example of the curiosity of his four year old daughter is representative of all children. It almost seems that rather than building on that natural curiosity that all children have, the educational system seems to channel and choke it off as students learn the prescribed curriculum and complete the required tests in order to see if they learned the information that they were taught.

As instructors I believe that by urging our students to search through the boundless amount of information available on the internet on any given subject that we might want to teach them we can reawaken their natural curiosity and inspire them to become true life long learners.

We should encourage them to go off on tangents and share what they have learned with their classmates. Trail and error is the mother of invention in my opinion.

By inspiring students to use their curiosity we can help them come up with innovative solutions to the problems that we present them and help them become better problem solvers and trouble shooters.

Re: Social Media – Tuesday, 15 April 2014, 12:41 PM

Watching this video I enjoyed how the speaker looked at the historical context of social media. We tend to forget the vast social changes that media inspires. As the video shows up until now media has mirrored the top down organizational model of civilized society. As Joe Liebling wrote, “Freedom of the press is guaranteed only to those who own one.” (The New Yorker, May 14, 1960). Today anyone with a blog or a computer can become a citizen journalist and express their opinions or report on events. Anyone with a digital camera or cell phone can take pictures or video of what is happening around them and broadcast them to a global audience. As instructors I feel we should encourage our students to be creators of content rather than mere consumers of it as I feel we will be seeing a change in our social organizations in the future.

Here is an interesting paper on how Information and communication technologies (ICTs) are exposing corruption and leading to greater transparency. An example of this is the number of incidents of police brutality that are captured on camera and shared on the internet such as the tasering of Robert Dziekański at the Vancouver airport many years ago.

Re: Is the Internet Rotting our Brain? – Friday, 11 April 2014, 9:41 AM

I remember the same question being asked when I was a child in the dawn of the television age about television viewing. As educators we have to look at the profound effect that media has on society so that we can use it wisely.

Up until the invention of the printing press information was passed down orally. The few books that existed were reproduced by hand, usually by monks or other religiously educated people. This allowed the Church tremendous power over information and the interpretation of that information. The printing press allowed people to read and interpret the Bible for themselves and led to Martin Luther and the Reformation movement. The printing press also led to the Age of Reason and the challenge to the divine right of the crown and the rise of modern. democratic, nation states.

Television has also had a tremendous impact on how we interpret information. Television images became more important than the words or content that the accompanied those images. As I mentioned in an earlier post most radio listeners thought Richard Nixon won the 1960 presidential debate, whereas television viewers gave the victory and ultimately the presidency to Kennedy. This gave an immense amount of power to those that controlled and programmed the airwaves.

Now we have the internet that allows individuals much more power over the creation and distribution of content. Anyone with a digital camera can make a video or take a picture and upload it to the internet for the world to see. Anyone can write a blog, a twitter feed, or Facebook posting. We can believe in any concept no matter how outrageous and usually find corroboration online for our beliefs.

Just as the the evolution of media over the centuries caused upheaval and change so will the internet. We will need to encourage new skills and ways of thinking in order to deal with these changes. In closing I would like to put out there that it is not only the internet that is rotting our brain but all screen based activities. What do you think of the conclusion of the 2010 study “Television-and screen-based activity and mental well-being in adults” that concludes, “Sedentary behavior in leisure time is independently associated with poorer mental health scores in a representative population sample.”? Something we should be considering as we teach.

Hamer, M., Stamatakis, E., & Mishra, G. D. (2010). Television-and screen-based activity and mental well-being in adults. American journal of preventive medicine, 38(4), 375-380.

Re: Managing a Flipped Classroom – Monday, 31 March 2014, 12:21 PM

Here is an interesting article I found in Faculty Focus on what does the flipped classroom mean to an online class. I like the idea that the flipped classroom involves not using technology to separate in-class activities and out-of class activities but flipping the focus from the teacher to the student. This allows for greater student engagement and for them to take a more active role in their education.

For further information the authors have formed a consulting company Flip It Consulting with many more resources that you can access

Writing and Technology – Wednesday, 2 April 2014, 11:21 AM

As a member of the baby boomer generation I think of my generation as a transitional generation when it comes to media and technology. Our parent’s generation grew up on the printed word, books, newspapers and magazines, sometimes read while listening to the radio. Then along came television which combined audio sound with video images and had an incredible impact on how we viewed the world. An example of this was the 1960 televised debate between Richard Nixon and John F. Kennedy.

Computer technology rapidly developed over time. My school got its first computer when I was in Grade 11 and it took up a classroom and you inputted data by typing on punch cards. With the advent of the personal computer in the ’70s and 80’s and the rise of the internet in the ’90s digital technology began to dominate our society. This technology allowed us to view a maasive amount of content and to create and distribute our own content to a world wide audience. Yet many teachers today still ask students to write essays, the same process I used in school so many years ago.

In this article Heather Edick builds on Anna Silva’s use of technology to build up writing skills in her class. What I liked about this article was how they technology to get students to create content rather than just consume it. It reminds us of the importance of assessing and planning our teaching around where students are at rather than where we want them to be. Writing is a very important skill as it allows us to organize and communicate our thoughts and to express ourselves. The internet now allows students to share their thoughts with a world wide audience.

In our rush to embrace technology I hope that we don’t lose focus of the fact that we want students to be able to learn new ideas and to be able to understand and communicate them and that good writing skills are necessary in order to do this. I like the idea of using the technology that students are already using in order to get them to improve their writing skills.

Re: The Networked Student – Monday, 24 March 2014, 1:11 PM

 This seems to be the way that future learning is going.  The big advantage of the internet over earlier forms of media such as print, radio and television is that it allows its users to also be participants and create their own content.  Here is an article about a high school class in Hawaii that is using connected learning.

In fact there seems to be a growing body of resources that are appearing as connected and networked learning becomes more popular.  It was here that I found this report of the Connected Learning Research Network that uses case studies in their research into design principles for connected learning.

When we realize that high students spend 9 hours a week engaging in social networking as opposed to the 55% who spend less than an hour a week on reading and writing for school.  The challenge then becomes how can we get students to engage with the internet in order to enhance their learning.

Re: Information Literacy – Tuesday, 18 March 2014, 12:27 PM

The University of Idaho defines information literacy as: “Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.”

  In the past before the rise of the internet students would do most of their research using the libraries available in their communities to find sources of information.  The amount of information was manageable and students could be assured that they had fully researched their topic using the information available to them.  Also using library sources the students could be secure in the knowledge that the information that they were using was from credible sources.

 Today with the internet the amount of information available to students is unlimited.   In their 2010 report Project Information Literacy found that for 84% of the students the most difficult step was getting started.  Students lacked the ability to frame an inquiry that would narrow down the information into the most relevant and latest available material on the topic that they had defined and were researching.

 What teachers are finding is that even though students may be adept at using computer technology and have grown up with the internet they still need help in framing research topics and questions and evaluating the research sources that they uncover.  Teachers should assess their students abilities and address any deficiencies they find by teaching strategies and directing the students to resources they might use to enhanced their research skills.

 Head, A. J., & Eisenberg, M. B. (2010). Truth Be Told: How College Students Evaluate and Use Information in the Digital Age. Project Information Literacy Progress Report. Project Information Literacy.

Re: Social Learning Theory – Sunday, 16 March 2014, 4:06 PM

 I first heard about Albert Bandura when I was taking the PIDP 3100 course as I was drawn to his social-cognitive theory of learning.  This was due to the fact that when I was learning my steel fabricating trade there was limited opportunity for trade school and all my learning was done on the job watching and listening to the older, experienced journeymen I worked with.

 I was interested to learn that Bandura worked in construction on the Alaska Highway northern Canada for a season.  His biographers mention that he was profoundly affected by this experience.  I can see that social learning theory owes much to the way that apprentices learn on the job by modelling the behaviour of older workers that they find to be successful.  One of the greatest thrills that a journeyperson has is when an apprentice masters a new skill and is anxious to move on and learn more.

Reports and Statistics

A collection of reports and statistics relating to adult education, apprenticeship training and other related subjects.

 Louise Desjardins (2008).  A Glance at the Participation of Adult Workers in Formal, Job-related Training Activities or Education in 2008.  Statistics Canada

Council of Ministers of Education Canada (2012).  Adult
Learning and Education: Canada progress report for
the UNESCO Global Report on Adult Learning and Education
(GRALE) and the end of the United Nations Literacy
Decade.

Statistics Canada (2012).  Problem-solving Skills and Labour Market Outcomes – Results from the Latest Adult Literacy and Life Skills Survey .

McMullen, Kathryn Statscan (2008).  Recent trends in adult education and training in Canada.

Skof, Karl (2010).  Trends in the Trades: Registered Apprenticeship Registrations, Completions and Certification, 1991 to 2007.

Zarifis, George K.  (2008).  VET trainers in public and private training institutions.

Discussion on Copyright

Here are the postings I made in the PIDP 3240 Discussion on Copyright

Re: Adding images to your blog – Thursday, 24 April 2014, 12:58 PM

Here is what I have found on the subject of Youtube videos:

“Video-sharing sites like YouTube and Vimeo offer the option to post videos to your blog by embedding them. When you embed a video, it automatically creates a link back to the place where it was originally posted. Because the original creator or poster is automatically credited, you don’t have to worry about going through any extra steps to give credit.” http://www.gcflearnfree.org/blogbasics/6.4

When you are uploading a video to youtube you can choose to turn the embed code on or off. It is assumed that by leaving it on you allowing others to share it. Also lately the courts have ruled that embedding a video in a blog is not the same as copying it.

http://www.websitecreationworkshop.com/blog/articles/embedding-youtube-videos-not-copyright-violation/

Re: Who is the owner of that photograph?- Saturday, 26 April 2014, 9:38 PM

But you would be looked on as the producer of that video and also I would imagine the writer and director. The only way I can see your employer having any interest in the copyright on the video you produced is if you were doing it under their direction. This would put them in the position of the film studio who hold the copyright on the films they fund and produce.

Re: Who is the owner of that photograph? – Wednesday, 23 April 2014, 10:05 AM

Hi Kevin

Copyright works a little differently for video in that usually the producer or production company owns the copyright to the video produced not the camera operator. Another thing that I used to do when I was making a video is to use a standard release form that anyone appearing in my video would have to sign, giving me permission to use their image and voice in my film. Here is some more information on copyright for video producers.

http://www.abacuswebware.com/Video-Legal.aspx

http://www.videomaker.com/article/15953-9-copyright-laws-every-video-producer-should-know

Open Education Resources – Tuesday, 22 April 2014, 12:27 PM

As I started searching for copyright free educational material I came across the University of Michigan and their Open Michigan initiative:

“Open.Michigan initiative is based on the principle that public universities have a responsibility to share the knowledge and resources they create with the public they serve.”

This is an initiative that is in keeping with the view of the internet as a space to share and collaborate rather than an extension of the market economy. In researching further on their site I came across the Open Education Resources Commons which is an international consortia of libraries, educational institutions and other resource providers who provide an incredible amount of content for educators to use and share.

There is also a section on the site that allows you to contribute your own work using open author or you can share other material that you find on the internet. They also have a variety of groups based on a commonality of subjects being taught and the level that they are being taught at so that you can join in with people engaged in teaching similar subjects.

Re: Fair Dealings – Thursday, 17 April 2014, 11:47 AM

 Thanks for posting this resource Vara I will definitely take a look at it.

A Fair and Better Way Forward – Thursday, 17 April 2014, 11:41 AM

A Fair and Better Way Forward was written by the Canadian Copyright Institution in the fall of 2013 in an attempt to open a dialogue with the Association of Universities and Colleges of Canada, the Council of Ministers of Education Canada, and the Association of Canadian Community Colleges. Originally it was sent privately to the organizations involved but after they were actually rebuffed or ignored they decided to release it publicly. They want a return to the collective licensing agreement with educational institutions and a stricter limitation on the ability of educators to photocopy and distribute copyright protected material.

In an article in Quill and Quire CCI chair Jaqueline Hushion is interviewed and declares, ““There’s no measuring cup. Everybody has a different definition of fairness in proportional terms.” The report outlines different “fair dealing” scenarios that the Canadian Copyright Institute takes exception to.

It will be interesting to see if there is any compromise between copyright holders and educators. The recent Supreme Court decision has really expanded the scope of “fair dealing” and allows for the expanded use of copyright material.

Re: Locate copyright friendly images with Compfight.com – Tuesday, 15 April 2014, 11:48 AM

Great find Nicollette I like how you can find the licensing information so easily and it makes it so easy to download and organize your images.

Re: Adding images to your blog  – Tuesday, 15 April 2014, 11:36 AM

Thanks Vara very useful information.

Re: Copyright Issues in Online Courses – Friday, 11 April 2014, 8:50 AM

This is a problem that is going to become increasingly contentious in the future as MOOCs expand and gain ground in education. Most universities when they licence material for their courses do so for the students registered in and attending their classes and not for the students that access these courses through Massive Open Online Courses (MOOCs).

There are also other issues involving MOOCs. For example in a classroom setting the instructor “most often own the rights to the courses and materials they develop, modify, and teach unless a specific agreement with the institution indicates otherwise.” However because of the infrastructure and production investment that institutions put into setting up MOOCs, many institutions are putting in a claim on these rights.

Another factor in MOOCs are the platform providers. Institutions should carefully read the Terms of Service agreements that they sign because many platform providers want a proprietary claim on user generated content. Also terms of service agreements put the onus on the educator and institutions to licence the material that is put into the MOOC so they and not the platform provider are responsible for any copyright infringements. Because of the global reach of MOOCs it is harder to get copyright clearance for material used in these courses.

For more information on this issue I found this article which is licensed under a Creative Commons, Attribution, Non-Commercial, Non-derivative Licence.

Artist Legal Outreach – Wednesday, 2 April 2014, 11:39 AM

The Artist Legal Outreach is a website run by a group of volunteer lawyers and law students who offer legal advice for artists about copyright legislation so they can best share and protect their works. They offer clinics, workshops and a variety of online resources that you can use to develop best practices when it comes to attribution and protecting your own work on social media. They also offer information and advice about employment standards, employment status and a variety of standard agreements and contracts.

The Tyee is offering a master class this Saturday featuring Martha Rans from the ALO.

archive.org
by David Maidman – Monday, 31 March 2014, 12:04 PM

Archive.org is a valuable source of materials that usually carry an open source or creative commons licence. Archive.org was founded in 1996 by Brewster Kahle an early internet pioneer and entrepreneur as a non-profit digital library with the mission of “universal access to all knowledge”. (Wikipedia) At first the Internet Archive began to archive web pages which the public could access in 2001 through the “Wayback Machine” located on the website.

The website also archives video, audio and has now started the Open Library which aspires to be a web-accessible public library. The video and audio content can be downloaded and remixed. This is also a site where you can upload and archive any podcasts or other material you might create and use it to distribute your content. I have found this site very a useful source for audio and video files that one can reuse without fear of copyright violation. This is what an open internet is all about. For anyone looking for useful material I would highly recommend this site.

Here is Brewster Kahle’s December 2007 TED Talk describing his project.

Michael Geist  – Monday, 24 March 2014, 1:25 PM

Michael Geist is a Canadian academic, and the Canada Research Chair in Internet and E-Commerce Law at the University of Ottawa (Wikipedia). He is one of the foremost experts and commentators on the internet and copyright law in Canada. On July 12, 2012 the Supreme Court of Canada ruled on 5 cases affecting copyright laws in Canada which fundamentally expanded the use of fair dealing in using copyrighted material.

Michael Geist edited a book “The Copyright Pentalogy: How the Supreme Court of Canada Shook The Foundations of Canadian Copyright Law” published in 2013. As a great believer in the open internet and the creative commons Dr. Geist makes the book available in pdf format for anyone to download.

Re: Copyright Infringement – Monday, 24 March 2014, 1:36 PM

I was at at the 2008 Hot Docs Film Festival in Toronto where the director of the movie Brett Gaylor was present discussing his soon to be released movie (it won a prize at the 2009 festival). It was a really well done movie as it showed how large corporations such as Disney appropriated material to create a character ie. Mickey Mouse from Steamboat Willie then copyrighted their creation so no one else could do the same. Also my focusing on one remix artist, Girl Talk, he kept the story immediate and engaging. The film was released by Hot Docs on their Kinosmith collection.

Re: Copyright Infringement – Tuesday, 18 March 2014, 12:35 PM

Kimberly I agree with you that copyright infringement is a thing of the past. I watched the music industry’s attack on Napster and file sharing and contrasted that with how Apple dealt with the problem by putting songs on their iTune store and having people pay to download them. For an interesting take on this problem I recommend Brett Gaylor’s NFB film RIP! A remix Manifesto.

Re: Copyright Infringement – Sunday, 16 March 2014, 2:55 PM

Fair dealing in Canada is a defence that allows substantial use of copy-right protected works to be used, copied, transformed for a purpose enumerated in the Copyright Act of Canada.  In the U.S. the system is called fair use and is not as restrictive as the Canadian system.
For example in the U.S. libraries can send an electronic copy of a journal article directly to the computer of a person requesting it whereas in Canada they can only be delivered in paper format or a payment must be made to the rights holder for an electronic version.
In the U.S. educators  can show films and videos in the classroom without payment or permission this requires a payment to the rights holder in Canada.
In the U.S. teachers can make multiple copies of a work including complete sets for a class in Canada once again payment must be made to rights holders represented  by a collective.  In 2003 $26.9 million was paid out much by educational institutions.
These are just a few examples of the advantages that the U.S. “Fair Use” system has compared to Canada’s “Fair Dealing” system for educators.  A good book on Canadian copyright law is “In the Public Interest: The Future of Canadian Copyright Law” edited by Michael Geist.  In Chapter 15 Carys Craig writes about recent rulings regarding Fair Dealing.   A good comparison of Canada-U.S. Copyright law was prepared by the Association of Universities and Colleges of Canada in 2005.

Discussion on Instructional Media

These are my postings in the PIDP 3240 Discussion on Instructional Media

Re: Chalkboard. Is it still an option? – Thursday, 24 April 2014, 12:30 PM
Thanks for bring this up Philip. Sometimes in our rush to use the latest gadget we forget that the old ways sometimes work best. Here is a paper that describes how they went from using PowerPoint to using chalk-and-talk to teach the Signals and Systems at the Griffith School of Engineering. In their assessment of the study “many students identified the advantages of ‘chalk-and-talk’ lectures over PowerPoint-based lectures”.
One thing that I have learned from the PIDP program is to define my learning objectives for my students and then decide what is the best method to achieve the desired results. In the study of the engineering students it was found that:
“the desired objective is for students to gain a solid and deep understanding of the content. This paper aims to show that presenting to students in a way that highlights the step-by-step process in deriving equations or solving problems is central to achieving this.”
So as we look to all the new tools and technologies that we have available we still have to think of our students, what they have to learn and what is the best method for us to help them learn it.
So, S. (2012). Refined’chalk-and-talk’of lecture content: Teaching signals and systems at the Griffith school of engineering. In Profession of Engineering Education: Advancing Teaching, Research and Careers: 23rd Annual Conference of the Australasian Association for Engineering Education 2012, The (p. 1087). Engineers Australia.

Re: eTextbook – Wednesday, 23 April 2014, 10:58 AM
This is such a good point Warren. I was amazed at the cost of technical textbooks, as an example here is a welding textbook, Modern Welding Technology 6th Edition, available on Amazon for $170. Needless to say I didn’t find the price of the textbook for the 3240 course pricey at the VCC bookstore.
Another advantage I see for etextbooks in the trades is that technology is changing so rapidly, notice we are on the 6th edition of this particular book, that etextbooks would let us rapidly update material without having to print a whole new book.
Another thing we have to consider is the environmental impact of printing all those new books just because of a few new changes, all the trees being cut, energy expended, toxins from the inks and chemicals used in their production.
As someone who came late in life to digital technology I prefer a printed paper book. But my students have grown up using digital devices and are glued to their smart phones so they would have no problems using etextbooks.
For the trades it means we could incorporate video demonstrations into the text books to accommodate the visual learners amongst our students. Also in this age of a global network of content available on any subject matter isn’t the concept of a textbook, a single source of knowledge and expertise on the subject, obsolete?
As for quick referencing, tablet technology is rapidly evolving and I am sure there is probably an app for that.

Re: youtube is great  – Wednesday, 23 April 2014, 9:45 AM
As someone in the trades I find that youtube is an incredible resource because I can usually find a video that demonstrates any competency I want to teach my students. Also when I am designing my lesson plan I try to imagine how I can produce it as a series of podcast videos on youtube. This makes me structure my lessons into shorter, self contained units that build on one another.

Re: Using the Last Class effectively – Tuesday, 22 April 2014, 11:54 AM

 I like the idea of using the last class to engage with the students to assess if the course has met the performance objectives outlined at the beginning of the course.  Here is an exercise that ties the last class to the first class:

” As an example, in our courses it is common practice on the first day to ask students to write out their own expectations and objectives for the course on index cards. The cards are then mixed up, and each student is asked to read one card (not his or her own) either to the entire class (if there are fewer than 40 students) or to each other in groups of five. This activity provides the opportunity to compare their course objectives and expectations to our own, to note and reflect upon similarities and differences. The cards are gathered and saved for a review exercise during the last class.”

http://www.universityaffairs.ca/the-last-class.aspx

As I learn more about teaching in the PIDP program I am starting to learn the power of the performance objectives and how instruction has to be centred on achieving them.  Using the last class to assess whether we have met our objectives or not allows us to critique the courses we are teaching an

Future Tense – Thursday, 17 April 2014, 11:00 AM

 This is a partnership between Slate.com, the New America Foundation and Arizona State University that describes itself as “The citizen’s guide to the future”.  On Wednesday, April 30 they are organizing an event “Hacking the University: Will Tech Fix Higher Education?”  You can join the conversation online using #hackhighered and by following @FutureTenseNow.

Future Tense also has a blog hosted by Slate.com that has a variety of articles on the world wide use of technology.  They also publish in-depth articles.  Paula Krebs, a dean at a small regional university in Massachusetts, writes about the use of technology at smaller state universities and how technology can be used in liberal arts programs to enhance the job skills of graduates.  As she writes:

“We who educate the majority of college students in this country need to provide the skills with technology that allow students to see its place at the intersection of the culture and the economy.”

I like the idea that our use of technology in the classroom has to mirror its social and economic uses in order to be relevant both for our students and to prepare them for life after graduation.

I look forward to learn more information from Future Tense that I can incorporate into my instructional practice.

Re: Why Consider e-Appprentice? – Wednesday, 16 April 2014, 11:11 AM
Thanks for posting this Daniel. This seems to be the future of apprenticeship training. Here is a report by the Canadian Apprenticeship Forum on “The Impact of Technology On Apprenticeship Training in Canada”. Where I work at Vancouver Shipyards we are undergoing a $200 million expansion with lots of that invested in new technologies that workers will have to be trained to use. Younger workers will have to be more computer savvy as automation will play a bigger role in the shipbuilding industry.

Re: LinkedIn – Tuesday, 15 April 2014, 11:30 AM

 I have a LinkedIn account that I used when I was involved in alternative media production.  I was trying to set up a new account now that reflects my new career as an instructor but am finding it problematic.  Any suggestions?

Re: Schoology, the Facebook for Instructors. – Tuesday, 15 April 2014, 11:13 AM

 Thanks for sharing this information Nicolette it looks like something I might be able to use for the courses that I am developing.  I like the simple interface as you don’t have to learn a new system as it sticks to the format that I am already familiar with on Facebook.

Re: Video Games and Education – Tuesday, 15 April 2014, 11:34 AM

 I don’t know if this is pertinent to video games but the Operating Engineers Training Institute in Ontario is using simulators in order to train people how to become equipment operators.

http://www.oetio.com/Crane_simulator.aspx

Re: Why Blog? – Friday, 11 April 2014, 8:08 AM

 In reading about blogs one thing that is repeated over and over again is how blogs are the digital equivalent of a journal or a diary.  Over the course of history journals and diaries were used by people to not only record the events in their lives but more importantly they were used to record and express their feelings and emotions.  They acted as an important release, a place where people could blow of steam and let go of their feelings and frustrations.  It gives us a good insight into people’s thought processes.

By encouraging students to blog about what they are learning and how they feel about their learning it would give the instructors a good way of assessing student engagement and getting feedback on the course material and their instructional strategy.  If students are having problems in class but are too intimidated or too timid to ask for help in class it would allow them to let the instructor know how they are feeling so the instructor could offer help or further guidance.

I feel that instructors using blogs in their classes should encourage students to write about not only their thoughts but also their feelings.  This would provide the instructor with valuable feedback that they could use to further student learning.  Here is some more information regarding the use of blogs in classrooms.

Re: Is your podcast good enough? – Wednesday, 2 April 2014, 10:40 AM

 I have created a podcast before for the NFB (check episode 101) using Audacity a free, open source application that allows you to convert, import and edit various audio tracks.  It’s multi-track format allows you to mix your audio so you can put music into the background or sound effects or whatever your imagination can come up with.  I must warn people that there is a bit of a learning curve involved but you can create professional quality audio podcasts.

I am not sure if this will work on iPhones but you can use your phone to record and then import the audio file and edit it using Audacity.

OERu – Friday, 28 March 2014, 12:39 PM

Most of us have heard of MOOC (massive online open courses) that are offered on the internet using closed licensed material.  Recently however a newer service was launched at Thompson Rivers University.

OERu is an independent, not-for-profit network that offers free online university courses for students worldwide using open educational resources and is coordinated by the Open Education Resources Foundation headquartered in New Zealand.  Using open source software this is a free service although students have the option to pay a fee to have their work assessed for academic credit and have these credits recognized by the partner institutions.
OERu builds on the UNESCO 2012 Paris OER Declaration which encourages the release of teaching materials funded with public money under open licenses.

OERu is very involved in western Canada partnering with Athabasca University and Kwantlen Polytechnic University as well as Thompson Rivers University.

Re: Social Media for Learning – Friday, 28 March 2014, 12:14 PM

Last night while discussing the use of cell phones in class with two recent college graduates I mentioned how in Media Enhanced Learning we were trying to integrate digital technology in our classrooms and build on student’s use of cell phone technology. This led to the comment that this would only increase inequality in learning opportunities as many families have a hard enough time affording school supplies let alone iPads, smart phones and other digital devices.

This is an important discussion as there is a general consensus that inequality is increasing around the world and that it poses a threat to our future. 1 The question is what causes inequality and can we correct this through our educational system.

One school of thought is that inequality is caused when technological advance vaults ahead of educational change. This skills biased technological change (SBTC) pays a premium for workers with the required skills and since the rate of college educated workers has decreased from 3.8% from 1960 to 1980 to 2% from 1980 to 2005 this accounts for their increased wage premiums 2 Others argue that inequality is caused by government policies that favour the wealthy 3, 4

As technology becomes an increasingly important part of the educational system I wonder if it will lessen equality or increase it. In the ‘flipped classroom’ students will need to have access to digital media at home in order to compete in class. 41% of teachers stated that learning gaps between students were, according to their observations, being accentuated by disparities in access to digital tools. 5

As educators we should be aware of this possibility an design our courses so that our use of technology enhances our students learning but not disadvantage students and create an unequal playing field in our classrooms. The way I see doing this is assessing our students access to and plan our courses accordingly.

Re: Google Glasses – Wednesday, 19 March 2014, 9:00 PM

I guess I am dating myself that in my youth it was the transistor that was the technological rage and actually made the digital age possible. No more fragile, bulky, vacuum tubes producing immense amounts of heat that had to be disappated. Devices could be downsized where you could carry a battery powered radio around in one hand.

Television was entering every home and new form of mass media was remaking our society. Mind you computers were huge and there were relatively few of them in the world back then.

Derek Bok in “The Politics of Happiness” states that happiness in North America peaked in the 1950’s and that neither the rise in material goods and advances in technology have really made us any happier. One thing that disconcerts me about our modern technology such as cell phones and Google Glass is that is tends to disconnect us from our immediate environment. Studies have shown that for most people “happiness is greater in natural environments” (MacKerron, G., & Mourato, S. 2013 p.13). I don’t see that viewing a natural environment through digital technology would bring the same sense of happiness.

At the risk of sounding like a grouchy old technophobe I will end my post here but it makes me wonder what the purpose of learning is if it doesn’t increase our personal satisfaction and happiness.

MacKerron, G., & Mourato, S. (2013). Happiness is greater in natural environments. Global environmental change.

Facebook and Higher Education – Wednesday, 19 March 2014, 7:49 PM

Social networking sites have become a major part of young people’s lives. Many professors are angered when students will check their Facebook feeds while attending class while others are embracing the technology and incorporating it into their teaching. They posit that the interactive nature of Facebook allows students to collaborate and share information. While many studies have done on the effectiveness of using Facebook in education, the conclusions vary.

In his 2009 paper Neil Selwyn found that students use Facebook to:

1) recounting and reflecting on the university experience
(2) exchange of practical information
(3) exchange of academic information
(4) displays of supplication and/or disengagement
(5) ‘banter’ (i.e. exchanges of humour and nonsense) (Selwyn, N. 2009. p.161)

He found that students saw Facebook as being part of ‘their’ internet and resented its appropriation by the hierarchal university and suggested that his data showed that Facebook as a “backstage space” that augmented their university education.

One way that Facebook has found to be effective is when it uses Facebook pages to form online study groups. An example of this is the School of Instructor Education Facebook page allows students to share information that they have found on the internet. This allows students to access a portal that has much relevant information to their studies rather than tedious searches through a search engine.

Dr. Nisha Malhotra at the University of British Columbia uses Facebook groups to answer student questions, post relevant articles and engender online discussions. Dr Leah Donlan in her 2012 paper concludes that students are happy using Facebook for academic purposes when it is on their terms as they wish to keep their private and academic lives separate. This suggests to me that any teacher that wishes to use Facebook in their courses might want to have the students collaborate in designing and defining the Facebook group and how it is to be used.

The use of Facebook and other social media in a formal institutional environment is still in its infancy and much study still needs to be done to assess their effectiveness. Searching the anecdotal information available one finds many successes and failures, but we have to realize that Facebook is a vital part of student’s lives and it is where they spend much of their time. As Susan Erdman writes “Perhaps the bruising immediacy and startling intimacy of Facebook will indeed offer a way out of the ritualized arena often found in traditional learning environments.”

Donlan, L. (2012). Exploring the views of students on the use of Facebook in university teaching and learning. Journal of Further and Higher Education, (ahead-of-print), 1-17.

Erdmann, S. (2013). Facebook Goes to College; Recent Research on Educational Uses of Social Networks. Nordic Journal of Modern Language Methodology, 2(1).

Selwyn, Neil. “Faceworking: exploring students’ education‐related use of Facebook.” Learning, Media and Technology 34.2 (2009): 157-174.

Selwyn, N. (2012). Social media in higher education. The Europa World of Learning 2012.

Education, Technology & Business – Monday, 24 March 2014, 12:11 PM

Education, Technology & Business is a blog managed by Scott Moore an associate professor at the Ross School of Business at the University of Michigan since 1993.  I would like to share his posting on “Digital and multimedia alternatives to traditional written reports”.  This posting lists a number of tools that he uses for student reports as an alternative to the traditional written paper.

As we move into the future it will become ever more important to use new tools in our teaching in order to engage our students.

Journal Assignment #3

Second jobs, however go to those who have strong basic skills, know how to learn, are comfortable with risk, have persistence, and can adapt,  This is especially true in a period where jobs are changing rapidly”

(Bowen, J.A. 2012) Page 268

Most students go onto pursue a higher education in order to improve their career prospects.  The National Committee of Inquiry into Higher Education in the United Kingdom (Dearing, R. 1997) found that 29% of students surveyed went to university to help get a better job while 19% needed a particular qualification in order to pursue their chosen career.  As educators I think we have to ask ourselves, are the programs we are teaching creating students who have the requisite skills that will allow them to flourish in our rapidly changing world, or are we merely turning out students who have put in their time and done the required work and achieved enough credits in order to achieve a credential in order to enter their chosen career path?

This is especially true today, as technological advances not only having an incredible impact on what and how we teach, but on our economy and society as well. Globalization and automation have impacted jobs in the manufacturing sector so that in the U.S. they have declined from 30% of all jobs in the economy to less than 10% since the 1950’s. (1) By expanding our post secondary education system, we were able to train people in the needed skills for the jobs that the new “knowledge” economy demanded. This ameliorated the social and economic disruption to some extent.

However as machines are becoming more and more capable of analyzing metadata , drawing patterns and learning from it, and algorithms are becoming even more sophisticated many of the careers that students are studying for today, may be gone tomorrow.  A recent study commissioned by the Oxford Martin School found that 47% of current U.S. jobs could be automated within the next 20 years.  Even as students study half of what they learn in their first year of study will be outdated by their third year. (2) As Dr. Bowen illustrates in “Teaching Naked” colleges and universities will have to undergo a radical change if they wish to keep on attracting students, especially if they are no longer seen as a way to a rewarding career in the economy of the future.

As someone who has had to move and adapt and relearn over the course of my working life in order to stay employed, I appreciate the immense challenges that my students will be facing in the future.  I worry that I might be teaching them skills and giving them information that will become irrelevant over the course of their careers.  An example of this happened in my own vocational training where we spent most of our time practicing gas and stick welding in class and no time using wire welding machines, only to see them widely used in industry less than five years later.

I am also fearful of the world described in Frey and Osborne’s report where jobs will be divided between a small group of highly skilled, well compensated workers on one end of the spectrum and poorly paid, unskilled jobs on the other and virtually nothing in the middle.  This is vastly different from the world I grew up in and as history has shown us, such societies are highly unstable. (3) In the past, schools have been able to educate workers so they could adapt and thrive in a changing economy, but as machines become smarter and are able to take on increasingly skilled work requiring more cognitive skills this might not be possible in the future.

As educators striving to meet the challenges of the future, we have to be very clear about we are offering our students, “…the degree is a unit of packaging, not the product.  The real product is learning” (Bowen, J.A. 2012) Page 259.  We must promote student centred learning that concentrates on having them master basic skills, teach them how to learn, encourage them to become life long learners, encourage them to persist and take risks, and stress the importance of adaptation and the dangers of complacency.  I can see a real revolution happening in our education system as we move away from a system that is centred on a solitary pursuit of content to a system that emphasizes collaboration and innovative thinking amongst our students.

We can’t predict what will happen in the next 20 years, only that all social systems, including education, will be very different from what they are today.   Just as the technology available in the schools today is so very different than 20 years ago.  The internet has replaced the school library.  But when one looks at the challenges facing students in today’s economy compared to those faced 20 years ago, one sees the immense importance of good educators and adaptive systems that actually promote learning and the creation of knowledge.  The one thing that hasn’t changed over the last 2,000 years is the ability of good educators to inspire their students to boldly go forward into the future and thrive.

1) http://www.economist.com/news/briefing/21594264-previous-technological-innovation-has-always-delivered-more-long-run-employment-not-less

2) http://www.britannica.com/blogs/2008/12/forecast-6-professional-knowledge-increasingly-obsolete/

3) http://america.aljazeera.com/opinions/2014/1/davos-inequalityeconomicsinstability.html

Bowen, J. A. (2012). Teaching naked: How moving technology out of your college classroom will improve student learning. John Wiley & Sons.

Dearing, R. (1997). Higher education in the learning society.

Frey, C. B., & Osborne, M. A. (2013). The future of employment: how susceptible are jobs to computerisation?. Retrieved September, 7, 2013.

Janmaat, J. G., & Green, A. (2013). Skills inequality, adult learning and social cohesion in the United Kingdom. British Journal of Educational Studies, 61(1), 7-24.