It’s Spring in the northern hemisphere. Some of us have five or six, others nine weeks left in the academic year. It’s a great time to try out something new or to reflect on what we tried this year. What are you doing this academic season? Listen to this episode of Teachers Teaching Teachers, then let us know what you are doing this spring.
You will <fill in the blank>
Paul Allison and Rachel Smith report on how Evoke is going, perhaps with a student or two.
Susan Ettenheim and Chris Sloan talk about how their collaborations in digital photography classes are going.
Matt Montagne and a student discuss Goggle Apps and the plans, at the time, for Earth Day, which was a success again this year.
What does working in a school-based social network like http://youthvoices.net have to do with getting ready for college? Chris Sloan had a great idea. “Why don’t we invite former students who used Youth Voices and who are now in college to Skype in with their thoughts about what college is like these days … and if Youth Voices maybe does or doesn’t fit with what they are doing now?”
Two of Chris’s former students joined us on this episode of Teachers Teaching Teachers. Here’s Chris’s more detailed introduction to this week’s podcast:
It’s that time of year again when the seniors I teach are in that bittersweet time; they’re happy to be moving on but sad to leave some things behind. They’re distracted by plans for the future but also trying to live up to their many commitments. As their teacher I often wonder whether the things we do in my classes has value, if I’ve prepared them enough for “life after high school.” So I thought it might be an interesting idea to catch up with some of our former students to see how their first year is wrapping up. Was college all they dreamed it would be? Is it better than they imagined? not quite as good? Did the kind of work they did on Youth Voices, the digital compositions and the collaborative writing, prepare them for the kinds of things they’ve been asked to do this year in college? Judging by the 2010 Horizon Report, I think we’re on the right track, but there’s only one way to find out.
Here are a couple of Youth Voices alumni who join us on this podcast: Last year Katie appeared a couple of times on TTT, first as part of a discussion about the seniors’ plans for college, TTT 134, Four Young Bloggers Apply to College where she said things like: “I don’t think that as an 18-year old in college, it’s a life or death situation about whether you’ll be successful or not. The college application process is a stressful thing, but you have to keep it in perspective.” Katie also appeared on TTT 130, which was an extension of the Youth Voices discussion, “YES WE CAN: my experience in Grant Park on election day.”
Recently the group of teachers whose students are using Youth Voices have been paying more attention to both the gamers in our classrooms and to the educational leaders who are suggesting that we consider bringing gaming into the curriculum. We are looking for ideas, answer to our questions and inspiration from students like Jake and critical friends like Suzie Boss, both of whom join us on this episode of Teachers Teaching Teachers.
Jake is a senior in Chris Sloan's New Media class at Judge Memorial High School in Salt Lake City, Utah.
The invitation that we sent for this episode remains an open one. We would love to hear how you and your students are bringing the world of gaming into your teaching and learning!
If you’re a student who plays games or a game designer or a teacher who resents that he doesn’t have more time to play games... If you use games in your classroom or would like to... If you want to learn more about gaming in education—like we do.... then please join us for more talk about what we’re learning about gaming! Join us at http://EdTechTalk.com/live at 9:00pm Eastern / 6:00pm Pacific USA Wednesdays / 01:00 UTC Thursdays World Times. We’re looking for more students and teachers to join us in this quest to include games in our classrooms.
Also, we would like to take a moment to say how important it has been for us to learn about the work of others at conferences this year. This episode of Teachers Teaching Teachers, which was produced and edited by Chris Sloan, and much of the innovative curriculum work that we are doing in our classrooms this spring probably would not have happened without the important work of Christina Cantrill, Paul Oh, and Elyse Eidman-Aadahl and others at the National Writing Project.
They introduced us to the work of Barry Joseph and Rafi Santo from Global Kids at the Digital Is conference, a one-day conference supported by the John D. and Catherine T. MacArthur Foundation's Digital Media and Learning Initiative in November 2009. And they've been nurturing our connections ever since.
Also, we owe thanks to Chris Lehmann and the teachers and students of the Science Leadership Academy for bringing us together with Suzie Boss and Jane Krauss at Educon 2.2 in January 2010. Suzie's suggestion that we take a look at Evoke helped up us find a rich gaming path to follow this spring! It's worth remembering that a lot of exciting teaching and learning can come from following up on those business cards that we exchange at conferences.
Other related Teachers Teaching Teachers episodes:
Our friend and colleague, Chris Sloan, from the Wasatch Range Writing Project in Utah invited Renee Hobbs and Troy Hicks to join us on this week’s Teachers Teaching Teachers. (By the way, if you would like to plan and produce (and later edit) a TTT webcast like Chris did for this episode, please email Paul Allison or Susan Ettenheim.)
Here’s how Chris Sloan describes his thinking for the live webcast:
The authors of “Code of Practices for Fair Use in Media Education” might just as well be describing me, when they write, “Most ‘copyright education’ that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing.” While the Code of Best Practices in Fair Use for Media Literacy Education was published more than a year ago, I still have questions about how it applies to my own teaching and to my students’ digital compositions. And I don’t think I’m alone either. So I thought having a chat with Renee Hobbs and Troy Hicks, two people who’ve thought a lot about this, might help me (and other teachers like me) think through the copyright doctrine of fair use.
At the end of the section, “What is transformative use?” Troy writes: “If we as educators can invite our students to think critically about their use of copyrighted materials in the process of creating their own digital compositions, and help them understand what it means to build on the work of another in a transformative way, then we can open up thought-provoking discussions about how we compose in the 21st century.” Can you say more about that Troy? How does that look in your own teaching?
Now some teachers might not think that this document pertains to them because we might not all understand the title and/or the concept of “Fair Use,” but one of the things I notice pretty quickly about the document (on page 2) is that media literacy is often embedded in other subject areas. Additionally the description of Media Literacy Education seems to describe what students do in Youth Voices a lot of the time, and what more students will be doing the more they create digital compositions.
ML is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms
ML responds to the demands of cultural participation in the 21st century
ML like all literacy includes both receptive and productive dimensions
media can influence beliefs, attitudes, values, behaviors and the democratic process
The Guide addresses… “the transformative use of copyrighted materials in media literacy educations that can flourish only with a robust understanding of fair use…. The Supreme Court has pointed out that fair use keeps copyright from violating the First Amendment…. Fair use helps ensure that people have access to the information they need to fully participate as citizens. The fair use doctrine allows users to make use of copyrighted works without permission or payment when the benefit to society outweighs the cost to the copyright holder.”“for any particular field lawyers and judges consider expectations and practice in assessing what is ‘fair’ within that field. So in essence we’re talking specifically about fair use in an educational setting, about how fair use applies to student digital compositions published on the Internet – Youth Voices.The Fair use Doctrine (section 107) of the Copyright Act of 1976 states that the use of copyrighted material “for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research” is not infringement.In weighing the balance at the heart of fair use analysis, judges refer to four types of considerations mentioned in the law.
the purpose of the use
the nature of the copyrighted work
the amount and substantiality of the portion used in relation to the original work
and the effect of the use on the market for the original
In recent years, legal scholars have found that courts return again and again to two questions in deciding if a particular use of a copyrighted work is a fair use
did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?
was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
Applying the doctrine of fair use requires a reasoning process, not a list of hard-and-fast rules. It requires users to consider the context and situation of each use of copyrighted work. So we want you to join us. We’ll present a couple of cases from our work on Youth Voices.
Click Read more to see a transcript of a chat that was happening during the webcast.
On this week’s Teachers Teaching Teachers, we had some follow-up’s, and some room for new voices. Paul Allison invited several of his students from the East-West School of International Studies in Flushing, NY onto the show to explain more about gaming. These students were listening and in the chat room on TTT#181 the week before when we talked about gaming in schools with other teachers, researchers, and consultants. The student had asked for a student-centered follow up. Listen to find out where gaming is in their lives.
And stay tuned every Wednesday evening this Spring as Paul and Susan Ettenheim and other students learn about bringing gaming into their curriculum this coming semester. If you know of a gamer, please invite him or her to join us as well! We’d love to include other students via Skype!
I haven’t scrapped that platform yet, but I decided to try to use Twitter for self-directed learning first. It is so much more nimble of a platform, I figured it would allow for a more fluid discussion and more immediate feedback and clarification.I saw that you have a youthvoices account on twitter and I just started following it. My kids are almost ready to start tweeting out their questions and connecting to other kids as part of this “KidSourcing” project. My kids are 6th graders, but I have invited any classes in the ballpark to connect with my kids. We are connecting to kids in Tanzania (http://epicchangeblog.org/2009/10/21/the-twitterkids-of-tanzania/) and I am working out the involvement with schools in Peru, Brazil, China and a couple here in the old U.S. of A. I don’t know how neatly our project meshes with what you are trying to accomplish with Youth Voices, but I figured I would reach out and gauge your interest in connecting.Here is the basic outline for the project: The idea is to have kids search for answers from the crowd of kids with no help from the adults (aside from monitoring and guiding offline).
The idea is to seek answers to “why” questions as opposed to “What” questions. For example, a question that a kid can simply Google like “when did the civil war start?” is a bad one, but a question like “WHY did the civil war start?” is a good one. Questions that start discussions, lead to independent research and sharing links fit the bill. The idea would be to keep it loose and low impact- not a heavily dependent collaboration. I will probably tell my kids to post a new question each week and I will probably give them an arbitrary number of questions from other kids to help answer.
For the first month we will work in depth on the project, then I hope to make it part of the routine when they come to the lab, meaning they login and check twitter for 5-10 minutes before we launch into whatever other projects we are doing at the time. video and self-directed learning via youtube.I haven’t scrapped that platform yet, but I decided to try to use Twitter for self-directed learning first. It is so much more nimble of a platform, I figured it would allow for a more fluid discussion and more immediate feedback and clarification.I saw that you have a Youth Voices account on twitter and I just started following it. My kids are almost ready to start tweeting out their questions and connecting to other kids as part of this “KidSourcing” project. My kids are 6th graders, but I have invited any classes in the ballpark to connect with my kids. We are connecting to kids in Tanzania (http://epicchangeblog.org/2009/10/21/the-twitterkids-of-tanzania/) and I am working out the involvement with schools in Peru, Brazil, China and a couple here in the old U.S. of A. I don’t know how neatly our project meshes with what you are trying to accomplish with youthvoices, but I figured I would reach out and gauge your interest in connecting.
Click Read more to see a transcript of a chat that was happening during the webcast.
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