Leadership Post 2 - Where Do I Want To Share My Project

            As I looked through the publication list of potential journals to submit my article to I became increasing overwhelm with the endless possibilities that I found. This list was full of great resources my problem was narrowing down now growing list of possible journals to consider for my submission. As I suspected most frown on you trying to submit your work to anyone else so I have to choose wisely. Which makes my decision a very difficult task.  The two journals I have narrowed my search down to are listed below.  I am focusing very heavily on these two because of the specific areas of benefits to my action research.

            My first choice so far is the Journal of Digital Learning in Teacher Education- this is on my list because this journal offers a lot of what my action research focuses on with the use of technology.  The emergent technologies offer opportunities for students to understand concepts in deeper, often different, and more meaningful ways. However, this growth in understanding will occur only if teachers learn to use these technologies effectively. The most effective uses of technology require a deep understanding of content and related pedagogical strategies, a framework referred to as technology, pedagogy, and content knowledge (TPACK).  The goal of this initiative is to ensure that future teachers are prepared to use technology effectively by building upon prior work, such as Preparing Tomorrow’s Teachers to Use Technology and the Partners in Learning program, and continuing to advance this effort by incorporating new and emergent technologies.

            My second choice for submission is the Contemporary Issues in Technology and Teacher Education (CITE Journal) - a peer-reviewed publication of the Society for Information Technology and Teacher Education (SITE).  It is an interactive electronic journal, that can incorporate articles video, sound, animated images, and ongoing dialog about issues that advance the field of education.

Although many types of articles may appear, the key is that the study, theory, case, review, research, or education model described in the articles of this journal are grounded in the literature. The Current Practice section values promising ideas, implementations, and preliminary findings from research studies that may not be complete.

            As I continue to look at these options I also have to consider which one will help me reach an audience for this type of research and I feel confident that both will appeal to a massive group of individuals in the educational world.

Kathy Thoreson Week 2 Reading- Art of Possibility

media[by]design

Thursday, July 12, 2012

Wk 1 Reading: The Art of Possibility - Constructed Reality?

The idea of "flight paths to the eternal", a quote from the book The Art of Possibility written by Rosamund Stone Zander and Benjamin Zander generated some reflection on self-actualization. See the TED talk here.


At the college I teach at, I am continually preoccupied with the concept of establishing pathways for these predominately first generation college students. If the idea of higher education was not a path that was established in your brain as a child, then it is difficult to imagine what and why college education is and how can it benefit one. I've found that instead of preaching the benefits of higher education, I need to "show" rather than "tell". This is agreeable with the ideas in the book where the authors discuss the idea of "generating active practices that shift" rather than forcing or arguing. . . 


I apply this to my own life when I encounter obstacles. I think about my past self, my present self and my future self. Where do I want to be and how can I begin to grow and establish paths and "shoot" out tentacles to attach to success? 


Let's deconstruct the notion of "we create our own reality". The book establishes an more in depth exploration into this popular catchphrase. The authors call it "It's all invented." They make analogies between how a frog sees the world and how that idea can metaphorically be applied to our perceptions of reality. The frog, according to the book, has extremely selective perceptions that it needs for basic survival. Humans, although more complex, also perceive those attributes that we are programmed to receive. Therefore, we are not seeing all of reality. If we could "reprogram" what we see to create new pathways for perceptions, then we could possibly create our paths. 


Let me give an example of this at work. I'm testing my own hypothesis of how we create experiences of survival. The other day I was driving in a large major city. I am unfamiliar with driving in the city and am somewhat overwhelmed. After residing here for about a month, I figured out (learned behavior) that there are major arteries of "paths" or highways/interstates. Not unlike the human circulatory system, the minor arteries (side roads) feed into larger vessels/routes. I was trying to get across the Columbia River, which is a large river. I needed to cross a bridge. I figured it would be really obvious, plus there was a sign that said I5 (the major artery bridge) turn right 3/4 mile. Wow, ok that's easy. I was discussing the idea of the nine dots with my son. Ironically, this puzzle is about perception. The directions are to: connect all nine dots using only four lines: Here's some examples of how some folks have attempted to solve this problem. 

And so on, try it yourself. I will not give you the answer because I know that you can look it up. Here's a hint: like I said before, it has to do with being open to possibilities and thinking "outside the box". 


While discussing this with my son, I completely missed the exit. How could this happen? I was astounded. There is not another exit for six miles. You would think I could see it as my vision is unencumbered by buildings - it's a river for goodness sakes! It's like the exit completely disappeared. There are three explanations for this: 


1. I was distracted with the discussion with my son, and 
2. My perception was askew. Let me give a more in depth explanation of this phenomenon. The exits are counter intuitive to a newbie like me. When you are expecting the exit to go right, it actually goes left and then 180 degrees merge. 

The final explanation: 

3. This is somewhat more nebulous and illusive. Perhaps we are unconsciously creating pathways, inventing realities. For someone who has no experience of the city, my mind perceives what I program it to receive (I know you are singing "Hotel California" at this point). Whoa! that's wild. And a little out there. . . .

1 comment:

Blogger TracyMJuly 13, 2012 9:47 AM

Kat I completely get what you are saying here with perception and possibilities. I have had this very thing happen to me when I lived in East Lansing. I was not sure of anything, but I what I found that worked great for me was making friends fast. It made my stay so much better and I didn't get lost quite as often as my first 2 or 3 months there. Really enjoyed your reflection here hadn't thought about living in East Lansing in about 20 or so years. It was good to bring back those memories.

Julia Hutchinson Week 2 Reading- Art of Possibility

• Julia Hutchinson's Week 2 Reading

Week 2 / Blog 1 – The Art of Possibility (Ch. 1-4)

I had no idea what to expect from this book, and was actually puzzled as to why this course was even assigned a textbook. Now that I’ve read the first four chapters, I am starting to understand the timing and relevance of this book. “The Art of Possibility” is my personal Oprah/Dr.Phil, causing me to take an objective, external look at Julia Hutchinson. Here’s a look at some of my “ah-ha” moments:

I can’t tell you how many times I’ve convinced myself that an opportunity was unattainable because of one reason or another. At one time, I had an idea to start a business. I didn’t. Why? Because I convinced myself I didn’t have the knowledge or the money to do it. When I got the money, I didn’t have the time. When I had the time, I didn’t have the….well, you get the idea. I kept pinning myself inside this box of limitations, rather than enlarging (or even removing) the box.

As a instructor, it is easy to position myself on the throne of rightful authority. What I say goes because I’m the teacher and you are the student. Why else would you enroll in my course? (And we wonder why students have attitudes.) Over the past few years, I have relinquished my total authority in exchange for a more democratic approach to student projects, even going as far as allowing students to set the criteria and choices for certain projects. What a difference it made! When I let go of the reigns, the truly creative students fly!

1 comments:

Blogger TracyMJuly 13, 2012 8:50 AM

Julia you said a mouthful..When I was younger I had so many ideas that I would tell myself I couldn't do because of this or because of that. I realized that the limitation I had placed on my self were because of my own reservations in my skills but once I removed those and broaden my scope the possibilities were endless for me. I wonder if these limitations we place on ourselves has anything to do what could have been relayed to us when we were younger. I am just thinking out loud...

Week 2 Reading - Art of Possibility

       

 When I first opened the book The Art of Possibility by Rosamund Stone Zander and Benjamin Zander, I didn’t know what to expect. I enjoy reading in fact its one of my hobbies however when it comes to course work I dread it for some reason.  However I am really enjoying reading these few chapters. What I got from my reading was a pure enlightenment on how I can approach my career differently.  Chapters 1 is centered on understanding that you break through barriers that has kept you in a box you may have created.  So the question I have to ask is “How can we think outside the box we live in?” 

·     Not doing the obvious

·     Moving in different directions from the crowd sometimes

·     Using every opportunity to learn something new that will help improve you

Chapter 2 deals with moving away from the small and looking at the world as an open place of opportunity for growth and prosperity.

1.  This can be accomplished by having an optimistic outlook on life

2.  Using an hourglass to see the meaning in life’s many avenues

Chapter 3 really focuses on being creative without worries.  Teachers and students are on equal playing fields and work together to produce greater possibilities with better results.  

·     I like to say you can achieve this by putting your best effort in everything you attempt

Chapter 4 centered a round making contributions that made differences in the lives of others and taking the focus off of self.

·     Perception is everything

·     Positive interactions to problems and circumstances

Leadership Post 1: To Publish or Present

       My initial thoughts when I read this portion of the assignment were, "is this to be or not to be... that is the question" and "Surely we are not expected to present/ publish a project in one months time RIGHT!" These questions raced across my mind so much that I had to turn off my computer for a little while, regroup and have a nice tall drink (water of course).  Once I was able to calm my nerves, I turned the computer back on re-read the assignment got a better understanding and was then able to actually reflect on what I need to do to complete it. 

     In moving to this next phase of my E.M.D.T. research with Full Sail University, I am now confronted with my next hurdle that require me to to reflect on publishing or presenting a leadership project.  As I carefully think about each options I know both can open doors for my scholastic career.  As an educator, I have had several opportunities to present  professional developments for my district, local conferences, I have facilitated trainings at a few colleges as well so I guess the best option for me would be travel the road less traveled- to publish.

     To publish an article will provide an active voice for ongoing efforts in the body of research that can be shared with others.  It is my opinion that publishing research will provide other academic scholars an opportunity to help make their learning environment better or even enhance their classroom settings positively.

Jena Wayt Week 1 Reading- Copyright Issues

Jena Wayt Week 1 Reading- Copyright Issues

WK 1 Reading - Copyright Issues

"If you can create it, then you have the right to protect it and legally claim it as your own." This is the legal definition of copyright. So, what does it mean? Well, any copyrightable materials are works such as audio, books, artwork, plays, movies and videos. Only the owner has the right to use and reuse his/her work without permission. I was surprised to learn that dance can also be copyrighted along with movies, film, and music. Are Michael Jackson's moves copyrighted? What about MC Hammer? I can think of a few others, but I'm sure you get my point. A copyright for a company lasts for 100 years and a lifetime plus 70 years for an individual owner. That is quite a long time. It seems that copyright is all about money and not about creativity. In Brazil, artists are more interested in becoming popular by allowing their music to be mixed and played at large parties and clubs. If the audience likes the music, the artist will be able to perform in a concert where he/she can make some big money. In the US, pirating and mixing music is a crime. What does that say about our country?

As an educator, we are not covered by the tag, "All images, clips, and audio captured are intended for educational use only." As stated in the videos I watched, if I can remove the copyrighted material and still teach the lesson, then that usage doesn't fall under the Fair Use umbrella. I would have to obtain permission from the original author or owner. With fair use, I can borrow a small amount of copyrighted work for teaching, news reporting, parody (comedy), and critical comment (Walter Cronkite type of stuff). Fair use is only a legal defensible position, not a right. I have to follow certain rules as with everything else. In short, how I use it and how much I use. It is very important to remember to always give credit to the original creator. Creative Commons (creativecommons.org) is a great place to look for this type of material. On this site, you can find all types of works that you are free to use as long as you site the source and give credit. Symbols of the creative commons license inform users how they are allowed to use the work. The owners are giving us permission to use their work in different creative ways instead of stifling our creativity. I really like the TED talk by Larry Lessig. What caught my attention the most was what he said about John Philip Sousa. What great foresight Sousa had about where our culture was headed, from a Read/Write society to a Read/Only society. This is so true in many areas. The kids of today are trying to tell us that they want to be allowed to have the right to be creative in any way they choose, but it is our job to teach them the correct and legal way in which to express their creativity. I feel confident that now I am able to do just that.

Blogger TracyMJune 29, 2012 12:08 PM

Jena we actually share some of the same ideas as it relates to copyright. I was not aware of the multiple layers to fair use nor the different avenues it covered. These videos have been very informative for me across this week. I am very appreciative of receiving creative commons. Until this class I honestly have never heard of being able to retrieve so much material that was free to use as long as you credit the owner that is a great idea. I only wish I had found this site much earlier.

Anthony Hunt Week 1 Reading- Copyright Issues

WK 1 Copyright Issues

Copyright laws have to be placed with some of the most frustrating laws to date. There is so much grey area with copyrighting that someone can clearly cross the line unknowingly. The 10 big myths discussed are perfect examples of commonly used statements I always hear. Most of the comments are from professionals who really have no idea that they’re breaking the law. I know I’ve heard my brother, the music producer, say a lot of those statements within the last 10 years. I have already contacted him and informed him to re-review his copyright teachings.

 What is the purpose of copyright law you ask? The purpose is to promote the progress of useful arts by protecting the rights of the inventors, which allows them to reap full benefits from their work. Types of work include art, videos, audio productions, and screen play productions. Items that are not protected include improves and dances not videotaped. After listening to this definition, I started to think about all of the musical artist who were hustled by corporations, loosing their copyrights to a masterpiece. One video stated that an individuals copyright last for a lifetime plus 70 years and a companies last for 100 years. That is beyond a long time for an artist to regain ownership of their works.

I was shocked to see how the rest of the worldviews piracy and laws set up to defend copyrighted works. I was even shocked to see that Nigeria set the bar as the worlds no. 1 producer of movies with the least amount of copyright infringements. This was an eye opener, especially since America sits at no. 3. I really like how musical artist around the world are working with each other for the common good of producing music. This brings me to Creative Common. This has to be the most effective way to ensure your work remains protected while giving others the opportunity to sample, modify, or build from without stealing. I have never heard of this company, but I will surely utilize materials protected under them for now on.

Each video allowed me to reminisce about my undergraduate business courses that discussed minor details of this law. Unfortunately, those courses barely touched all of the extensive information displayed. This lesson has really opened my eyes to what is actually considered copyright infringement and what’s acceptable. My perception of acceptable handling of copyrighted material has dramatically changed now. I think these videos would’ve been excellent during the start of EMDT. I know now that I have walked a thin line during my matriculation through this program. From here on, I plan to further gain an understanding of what is acceptable when dealing with copy written material. 

Blogger TracyMJune 29, 2012 9:49 AM

Wow Anthony, I never thought about the it from that prospective. I would also have to agree with you that learning about this at the beginning of the program would have been a tremendous eye opener for us, because we have definitely walked a mighty thin line with the use of images as well as music samples in some of our previous course work. Since you are a Music instructor, do you find it difficult to help your students to understand the importance of copyright infringement? This thought came to me as I reflecting on the TED video.

Week 1 Reading- Copyright Issues

Part 1-- What is copyright – copyright means if you can create it you have the right to protect it and legally claim it as your own. This was nice explained in the very first video I watched on copyright. What that means to me is simply anything that I create and wish to protect that includes my short stories I need to have copyrighted.  As the owner of the work I will have all rights to use and reuse it unless I give permission to others to use my work.  I also understand that material that are improvisational that are not filmed or recorded can’t be copyright.  From viewing the other videos on copyright I learned that individuals with copyright ownership has that for the lifetime plus 70 years and companies copyright lasts for 100 years which is an extremely long time.

Part 2--What is fair use- fair use is not a right it is a legal defensible position. It involves these three conditions whether something is fair use nature, the amount (which is unassigned percent) and commercial effect.  As an educator one must be very careful when dealing with fair use because although the amount is unassigned it is still a very small percent.  Teachers are still required to follow the same fair use rules as non-educators when it comes to materials. They have to give credit to the owner of the material and how much is use is just as important as well.

Part 3-- What is Creative Commons Solutions- creative commons is a place to find all kinds of material that is free to use as long as you give credit to the owner of the material.  Creative commons solution uses symbols to inform the borrower how they are allowed to use the material and the type of permission they are given for that particular work.