Sunday, June 26, 2011

The End of Things

Is it really over

So here I am at the end of the EMDT course and I am feeling quite empty. After a challenging twelve months I'm beginning to go over my course notes and rediscover some of the amazing resources that we gained. Also updating my portfolio site with all the video links is giving me a way of revisiting the course.
I'm beginning to look on-line for jobs opportunities and it seems strange to now be looking at jobs that have a masters degree as a base qualification. It looks like I may need to be thinking about moving out the area to utilize what I have gained.

The quest goes on!

Saturday, May 28, 2011

Wk 4 Publishing/Leadership Project



The two conferences I have chosen to apply for are the Florida Educational Technology Conference, which occurs in February, and the Georgia Educational Technology Conference in November. Having reviewed their lists of previous presenters and the range and focus of the topics presented there it seems that these would be good matches for my action research project's theme of introducing electronic reader technology into an elementary  literacy program. 

I have also been looking at the possibility of presenting my research at one of the regular events run by the North Sound Reading Council here in Northern Washington State. I have attended several of their presentations and this could also be a good forum to share the findings and garner support for further study in the area of electronic reading technologies in a more local setting.


Wk4 Comment #2 To Heather Anderson



Kate and Me upside down by Heather Anderson


Heather Anderson’s original post

I've got to say that this chapter really inspired me. I can't help but feel like jumping out of my chair and running for the door to go do something amazing. But three parts in particular stuck out for me in this chapter.

The first part that really stuck out for me was this quote, "It is to have the courage and persistence to distinguish the downward spiral from the radiant realm of possibility in the face of any challenge." Creating possibilities or visions isn't about starting a thought or movement, it is about going through with it no matter what. This reminded me of a moment in our Game Strategies and Motivation class when the creators of the military game (I am sorry I cannot remember the name of it) could not fully support the release of their game because obstacles landed in their way. The publishers decided that they did not want to release it because it was to controversial, but instead of continuing on with their vision, the creators felt like they could do nothing but back down eventually. Controversy is around everything we do, so we have to be willing to stand up for our vision regardless of what might fall into our path. Once we successfully adopt the courage and persistence needed to create a possibility, then more possibilities will become apparent to us.

The second part that stuck out to me was this quote, "A goal is invented as a game to play," and "Playing is relevant, not winning." Is this why I like goals so much? Because they are like little mini games in my life that I must hit the mark or learn from my mistakes? I set new goals everyday from the little chores that need to be done to how I am going to interact with one of my students each day, to what needs to be done in my life long term. Successfully accomplishing a goal is the most rewarding feeling to me, I love to make a to-do list and cross off items one-by-one. I am never in a race to finish and I am never competing against someone else, it is all self-fulfillment. The part about playing and not necessarily winning is something I learned early on, but I don't always follow it. I learned to enjoy playing soccer from an early age, I was always on the loosing team, but that never got to me like it did most girls. I had fun no matter what; I looked at my successes and the experiences instead of the amount of goals we scored. This also relates to my view of grades. If I "play" along in the class, do the work and actively engage myself, then I will conveniently "win" with an A.

The final part that stuck out for me was this quote, "I am here today to cross the swamp, not to fight all of the alligators." It is important to see the vision of what you are doing without choosing to add obstacles and challenges for yourself. Here in Idaho, we teachers are facing rough times, cut backs here there and everywhere! Everyday I hear about a new change to our salary or days we will be working etc. But instead of "fighting the alligators" and focusing on those negatives, I remind myself that I am here to teach the students and to "cross the swamp."

What a wonderful and inspiring book, I can't wait to share it with some people I know!!

Comment to Heather Anderson’s post
I too am feeling very inspired by this book. I have started reading it again and will probably do so multiple times just to make sure I get everything out of it. It’s funny how many of the standout quotes for you were the same for me. “Playing is relevant, not winning” and "I am here today to cross the swamp, not to fight all of the alligators."
This book really calls us to a fundamental shift in the way we view our relationships both personal and corporate and the way we face each day. So many times I have been caught up in those procedural details of delivering the prescribed curriculum when, in truth, it should have been all about the students and not about me. Thanks for your post and I hope that Idaho makes it easier for you to focus on your students and less on the worries of the position. 
PS I love that upside down photo of you with a student. Sometimes we have to turn things on their head to get a better view of the world. Classic!

Wk4 Comment #1 to Ann Cannizzaro



The We in action

Original post from Ann Cannizzaro

This week’s reading from The Art of Possibility, by Benjamin and Rosamund Zander puts the reader on an inward journey.  The reader is gently pushed to consider the truth, of how events, actions, and relationships out in “the world”, are perceived and connected to one’s self.  We are meant to reconsider our own perspective and look further inward at how our thoughts color our own attitudes and actions.
Taking on the “being the board” stance will definitely take some practice and getting used to.  It means taking a greater responsibility over a wider area of influence.  Rather than looking out for #1, and towing the line, it emphasizes the need to go one step further to exact some change, an action or event, some greater participation.  It means making a commitment which one can often shrink away from doing.  Time and energy are factors that can limit one’s ability or inclination to participate in change.
The words of Barbara Waugh, of Hewlett Packard Laboratories, “start slow…and work small”, speak volumes to me.  My approach to change is just that…..think on a grand scale, and take baby steps toward the goal.  Sweeping change is too overwhelming and frightening for people.  I’d much rather build successive steps that maintain the foundation, while rising bit by bit, upwards to the possibilities that change can bring.
As I read these final chapters, I remembered the quote by Marianne Williamson before it appeared in the text.  It was reassuring to see that my mind is already in the realm of possibility.  The line that speaks most strongly to me is this: “Our deepest fear is that we are powerful beyond measure…”.  Somehow, I feel that I have held myself back, for fear of not being good enough to realize my potential.  This book has pushed me to work my way through those feelings of insecurity and continue, steadfast, on the journey. 

Response to Ann Cannizzaro
That line by Marianne Williamson struck home to me as well. I tend to be a wallflower and, even if others say how good I am at things, I live in constant fear that some one will tell me I’m garbage. (How fascinating I say now!) I took that being the board thing on this week and it has made quite a difference. Taking blame out of any misfortune is quite difficult but so relieving. It actually gives you power to walk away from things without the need for justification of an opinion. I too think that the biggest thing that comes from this book is the shift away from self to a more We focused vision of the world that, in many respects, contradicts the way we have been and are continuing to be raised by this world. Now if we all could do this the world might look quite different.

Wk4 Reading - The Art of Possibilty - Chapters 9-Coda



Peter in a world of possibilities


What a ride this book has been! As I was reading the coda I realized that I had begun a definite shift in my thinking about how I view myself in this world and in relation to others. I must admit to a deep desire to send a copy of this book to my ex-wife in Australia but fear that she may not read it. Chapter 12 really brought it home to me about the WE and the revenge monster. I have so hated my ex for 13 years since we split (she got the house and basically everything) and discovered through one of my stepchildren that she has breast cancer and will be on aggressive chemotherapy for another year. He showed me video and photos of a woman I wouldn’t have even recognized and my revenge monster took a major beating. I wish the last words I had ever spoken to her 12 years ago were ones that I could be satisfied with as decent last words but, even though I have forgotten what they were, I’m sure they would not have been too flattering. Time to start being the board, being where I am at the time and not blaming anyone else for my foibles no matter how justified I have felt myself to be. So where was this book in 1998 and would it have made a difference? I’d like to think so. It has certainly helped me understand a new way to be a leader, a new way to frame a future with a vision of possibilities and a way to view my mistakes. How fascinating!

Saturday, May 21, 2011

Wk3 Free Blog - Publish/Presentation #2 Consideration of the "where"


 Could it be that bad?


I tend to think of my AR project as a starting place for a more in-depth study and something I’d like to develop over time. It’s a good start but now I want to get on with cycle 3. I suppose the bird has to learn how to fly at some point so I had better be ready so here goes.  (It’s strange though. I’ve played in front of 5,000 people before and not cracked a sweat but the thought of this has got me having nightmares!)
For my first choice, the presentation route, the two conferences I tended to lean towards were;

The Alabama Educational Technology Conference
I chose this conference because, having looked at last years list of speakers, they had a few speakers who had presented on similar topics. I didn’t see very much there on applications for a presenter so I sent them an email to find out more for the 2012 session as the 2011 one is on in mid June.

The Georgia Technology Conference
Similar to the one above applications to present are due in September for the November conference. I’m not sure that I can stretch out my presentation to an hour though! One thing I do like is that presenters are encouraged to produce audience materials/handouts electronically which they then put on line on their own wiki for use during the conference. Very cool!

I also decided to have a look at my options carefully, starting with my back-up plan of publishing. One thing I noticed about pretty much all these publications is that they do not want you to have your work being considered for any other journal and that’s going to make it difficult to get your work out there in a timely fashion. So much for the machine gun approach to getting your work published. The two journals that, if I went this route later on, seemed to match my ARP well were;

Journal of Educational Technology and Society
Initially I chose this journal as its aims were focused on helping teachers understand the use of technology to benefit classroom instruction. This matched well with my AR project of using iPads in an elementary literacy program. The author guidelines were quite comprehensive and prescriptive and the length of 4000-7000 words made me wonder if it was possible with my project.

Journal of Educational Computing Research (Baywood Publishing)
This journal had no comment on the size of the article, only the abstract that made it more inviting. Their description of who-they-are referred to their desire to print articles about trends in technology/computers in education, which seems to fit with my AR project as well.



Friday, May 20, 2011

Wk3 Comment#2 to Janene Neal


 Just be in that place
Original Comment by Janene Neal
I like to create a connection between my life and with whatever literature that I am currently reading. For instance, when I read Gone with the Wind, I was of course, Scarlett O'Hara, and with any of the True Blood series...just call me Sookie Stackhouse.
With this week's readings, I am not June from Chapter 6, but...I do like how Zander and Zander create this feel good connection with the reader. Here is what I gathered from each chapter.
Chapter 5- Leading From Any Chair
Letting my students shine and allowing them to show others what they know. I don't always have to be standing in front of the room teaching, I can have my students help each other.
Chapter 6 Rule
Rule number 6 is a great way to look at life in general. Of course everything that we do is important, but I think it is in our nature to “reach for the stars” and “do the best job". With all of the chaos and craziness in our life, why can’t we just slow down and take a deep breath? That we all should slow down every once in awhile and stop and smell the roses.
Chapter 7 The Way
If we can accept the way things are, then the life that surrounds us will be easier to accomplish.
Chapter 8 Giving Way
If we participate with our surrounds, we will be much happier with our surroundings. No one likes to be around a grouch. So having everyone participate will create happiness among everyone.
So basically accept the things that we have, keep a positive outlook on life, participate with our surroundings, and share the spotlight. Wow...that sounds like the lectures I got from dad every time I got in trouble.

Comment to Janene Neal

I too tend to get swallowed up by the books that I read, especially the ones that seem to talk to me on a personal level. I begin role-playing the situations the characters go through in my head and try to work out how I would have reacted in their situations. This book is no different. As a child I would be a big grump and pout about every situation I was in even though my parents tried to engage me constantly. At birthday parties I would hoard my sweets until everyone else was done and would then begin to eat them in front of the other kids just to annoy them. Looking back I wish I hadn’t been such a child. If I’d have had the good sense to understand the concepts of rule #6 and share my world with my contemporaries, who knows where I would be today. I like your last paragraph. It’s so perfect in its simplicity but that seems to be the truth of the book. It’s fairly straight forward, we just have to practice it.

Wk3 Comment #1 to Ann Cannizarro


 Two students lead a class discussion



Original Post from Ann Cannizzaro

Reading again from the Art of Possibility by Benjamin and Rosamund Zander, chapters 5-8, we are encouraged to “lead from any chair”.  Each of us wears a variety of leadership hats within the time of a day, week, month, year, even a lifetime.  As parents, we lead our children; we are role models for how to behave within and outside of the family structure.  As teachers, we model for our students how to embrace the learning process and to achieve it’s intended goals.  As community members we work to integrate with and invite others to come together for the greater good.  Active participation is the key.  Participation is only a first step.  Being active is vital to effective leadership.

Mr. Zander describes how he began to give “the floor” over to his musicians, to better listen to and understand what they might add to the process of playing and performing music.  He presented them with permission to access the leadership position.  I find myself in this situation in the classroom too.  I try to recognize the best moments to maneuver students into position such that when they “take the floor”, their classmates are waiting to hear what they have to say, and respond with the expectation of leadership from the student.  This is a means of promoting positive self-esteem and confidence for students.

Successful attempts at leadership in the classroom, whether reading a sentence correctly, or explaining a definition, helps students realize their potential for leadership.  With ample opportunities to shine, they may increase participation in activities in other classrooms, or out in their community.  As teachers, we help to determine “who is present” when we have the expectation and allow the opportunity that all students can and will “take the floor” from time to time.

Comment to Ann

When I read your take on this week’s reading I am reminded that participation is at the heart of the Zanders’ practice of turning around the situations we find ourselves in day by day. I have been trying this week to let the students have more say and it’s hard to do (especially when you’re the substitute) and I admire Ben Zander for the courage he has exhibited in trying something so risky with his orchestra. It could have totally backfired and he could have lost his status as a conductor but sometimes that’s the courage we need to tap into to make major and dramatic changes in our classrooms. To become more collaborative with those we have deemed subordinate to us for so long a change of perspective is needed. We give lip service so often to the idea of raising the student up to be responsible for their own learning but so often apply the caveat of “as long as it’s my way”. Thanks for the last paragraph that reminds me also that allowing leadership can be achieved through such small things and not just grand gestures.

Wednesday, May 18, 2011

Wk3 Reading - The Art of Possibility (chapters 5-8)

The sign that now resides above my desk.

The more I read the book the Art of Possibility by Rosamund and Ben Zander (2000) the more I love it. It’s been a comforting read as well as quite entertaining. Thank goodness for a book that makes me want to read it to see what the next chapter is going to reveal.
For me the major highlight from these four chapters (5-8) was the Rule number 6 focus in chapter 6. Even though I have a tendency to joke around to alleviate tense situations it’s usually a cover-up for the stress I’m bringing into the situation. I tend to think very much using my calculating self even though I think I am using my central self. It would be nice, some time, to actually have the presence of mind that Roz Zander portrays in this book to break things down and find a different, more positive collaborative way to get through a problem. I have now created a little sign of my own for every time I feel myself taking things too seriously.
Another thing I took away from these chapters was the idea of leading from any chair. It really came across as an empowerment piece and I was wondering how often as a teacher I squish students like the overbearing conductor just to get through the day. On Sundays I play guitar at church and afterwards I mentor a few teenagers in their playing. It’s funny how I can be the sort of person Ben Zander talks about, not being judgmental or desirous of credit as the boys get better in their playing, but supportive of them personally as they see themselves through their playing. Maybe I relax more with music than with core subjects.

Sunday, May 15, 2011

Wk2 Free Blog - Publishing / Presentation - #1a Some Devine Intervention


Okay. So I’ve decided to go the presentation route rather than the paper. (Chances are I’ll probably end up doing both eventually.) But where do I start? I haven’t really done much of any workshop type presentations before.
Being a God fearing, church going kind of a guy this question was all that was in my head as I sat in the pews this morning (not really a good thing) when all of a sudden the lights came streaming through the window onto the pulpit. The light! So I’ve grown up with several fine (and not so fine) examples of the art of presentation in front of me and I never realized it.
Okay then; time to get critical. Firstly the pastor spends quite a bit of time studying his content from different books (he does a lit review every week?!) to put together a coherent and consistent message. He usually puts in some anecdotes about personal experiences to make the message more real and connected to everyday life. He always starts with a great opening statement. Hey, so does Steve Jobs. After all that he prepares a PowerPoint presentation (not too much word content and some good visuals – I wonder if he got permission to use that picture?) to accompany his message and ties it up with a great conclusion.
Hmm, this sounds familiar. I think it’s time to open up the Presentation Zen book again and recap what we have learned. It’s funny when you come to the realization that everything you need you have actually learned in this course already. It just went by so fast we should probably spend the next year revisiting each course topic again just to make sure it stuck somewhere inside.
Okay then, let’s get this show on the road!

Wk2 Comment #2 to Karl Peterson



Perspective. Football star or teacher

Karl Peterson’s original comment

The Art of Possibility (or should it be the Art of Perspective?)

I have noticed on a reoccurring basis, throughout these last 10 ½ months that I have been in the EMDT program, a reoccurring theme. That theme has been the importance of looking at things from a different perspective. After reading the first four chapters of “The Art of Possibility: Transforming Professional and Personal Life” by R. Zander & B. Zander (2000), that is the major theme that I walked away from the reading with. In fact I am a hard time looking at this book in any other light than that. That isn’t a bad thing, this I am certain of. As I have gone through course after course, and run into countless challenges, I have always had something occur that has forced me to take a step back and reevaluate the situation from a different perspective. Every single time this has happened, I have managed to find a way to work through or around the issue as a result. The four chapters of this book have only served to open my eyes to new ways or ideas on how to do this more frequently in my everyday life. I really like the ideas of “give an A” and “game of ‘contribution’”. I think these are fantastic ideas. My hope is that if I am able to implement some of these ideas into my life, I can reduce much of the stress that exists in my life and to try to view more things in life, thusly opening up more possibilities as a result.


My Comment
I agree totally. As I read through the chapters it gave me a sense of freedom to try to see things differently starting from the positive rather than the negative. During the reading I heard a little voice in the back of my head saying “innocent until proven guilty” over and over. I have to think back to the number of times I have had children in my class and have made a judgment on them before giving them a chance to prove themselves. I’m not sure about the “give them an A” thing but certainly starting in my mind by recognizing that each one of them has the ability to surprise and encourage that side of them rather than harping on the negatives. The game of contribution is definitely a big piece of creating a collaborative classroom and it’s a shame that our culture is really set on the “me” rather than the “we”.

Wk2 Comment #1 to Debra Atherton


 Potential and his little sister (two blocks of marble)

Original post by Debra Atherton. I had to leave the font as it makes up part of the feel of the piece.



As I begin writing, the dominating truth is Ben Zander’s playing of Chopin.  I started the video in a welter of not just tension and anxiety but resentment: “WhateverwhateverIjust don’tfreakinghave TIME forthis.”  There’s something about his playing that transcends any musical experience I’ve ever had before—as if Plato’s actuality of beauty had manifested itself through my ears into my brain.


That’s not good right now.  Several times during the reading of these chapters, I teared up—my physical response to truth—but I squelched the tears.  I don’t have to look at my thoughts to see the characteristics of the measurement mentality in my “operant powers”—tell me, when one quotes Shakespeare, is one required to cite?  Or doesn’t one rather leave hanging the assumption that, of course, one’s conversational partners will recognize the allusion?—one of my favorites being pretention.  Oh, there’s a maelstrom of well measured melancholy burbling under my surface, as I sit at the end of a challenging year, which is at the end of a grievously difficult decade.  And this blog would give me an opportunity to do another productive round of bleeding ink, symbolically speaking, or I can turn to a rather more intellectual analysis of my classroom and my students.

I don’t have time right now to bleed.  The kiddies it is.

I had an epiphany in Dr. Dan’s class that changed the way I look at the emergent adults in my classroom.  I can’t even remember why now (of course, I can’t remember if I ate lunch today), but I recognized that what these young people really wanted out of their education was not to get out of it, but to know that what they were doing was meaningful.  And that what they’re doing in school, well, they usually feel that that isn’t.  We were at this time wrapping up Pygmalion, and instead of giving them the usual literary analysis essay topic, I asked them to think about a problem they or a friend had that might have a solution in a lesson they learned from that play.

I’ve been teaching seniors for twenty years, and I don’t think I’ve ever seen them so engaged in my life.

So when Mr. Zander writes that “adolescents are looking for an arena in which to make an authentic contribution to the family and to the community,” and “how few meaningful roles are available for young people to fill” (p. 40), I saw an explanation for the present vacuous obsession with prom.  When we fail to give them anything productive to do, how can we be surprised when all that’s left to care about is “Me!  Me!  Me!!!”

On the other hand, “Me!  Me!  Me!!!” is a rut almost all of my students have been in for a long time.  And I don’t know where this “senioritis” garbage came from, but they are utterly unashamed of wallowing in it.  If I gave my students a guaranteed A, I have no doubt I’d never see a majority of them lift a finger again, except to text under their desks.

My students, you see, aren’t there because, like Mr. Zander’s students, they desire deeply to improve their performance, but because the state and their parents force them to be.  Does this mean they’re getting nothing of value in my classroom?  Oh no, no, no—you should see them, this week, shining eyes reflecting the black-and-white glow of Olivier’s Hamlet.  And I am really sure that’d be happening, grade or no.  But the other wonderful things they’re doing—the visual poem, the fascinating discussions?  They wouldn’t have those experiences if I didn’t reward them with points.

My grades aren’t competitive.  Plenty of points to go around—an unlimited supply.  Of course, I’m fond of saying “I don’t give points—you earn them.”  And I hope they earn them doing valuable work that teaches them not only how to express themselves effectively but who they are and what they are capable of.   I see them satisfied when they achieve something in a way that certainly transcends the reward/punishment system of points.  But without that carrot, I don’t see them giving themselves the opportunity to achieve the satisfaction.

At least, not this year.  As I reflect, though, on opening for my students a “Universe of Possibility,” I see that I have myself modeled that concept continually this year. I’m not only one of the “Old Farts” but had a well deserved reputation for being, while devoutly enthusiastic, hmm, let’s just say a bit of a stickler.  This year I have continually tried one new thing after another, flagrantly experimenting and making mistakes and trying something else.  I’ve boldly gone where no one (not at my school, anyway) has gone before. When I showed our principal the tweets we did in class watching Hamlet, he looked at me and grinned, “Who’da thought you’d be the one doing this, huh?”  I’ve demonstrated categorically that one is never too … too anything to learn new stuff, no, not even if one's first pet was a dinosaur.

Wow! I had to read this several times before writing my comment. Your writing actually reminds me somewhat of the text we have been reading and straight away Dame Judy Dench’s voice became my in-mind narrator. Was that English you teach?
It sounds as though you have had so many experiences and, even though you think you are an “old fart”, I’m pleased to see you have embraced a positive stand throughout this course. (Maybe it’s time for your book of experiences. If you ever publish it I’ll be the first to buy it (online as an e-book of course).)
I have to admit also to tears as I read (and watched) Mr. Zander. If only the students I’d taught over the years were so engaged and open. Maybe they were and I was the one getting in the way on my journey to fulfill the principal’s, parent’s and the state’s expectations of me. I took the Michelangelo statement to heart and tried to view each of the students that came my way this week as that piece of potential with endless possibilities. I even shared the Art of Possibility with a colleague who went and bought it. I have to admit though it was a tough road. Being a substitute this year makes it hard to connect personally with the students but I managed a day with the mantra of “you are potential and we need to scrape away the things that are stopping you from getting there” buzzing through my brain.
I too find it hard to see the instant “A” thing working but it sounds as though you give them plenty of options to gain in non-stressful settings. I have to admit that I still hear the voice of a previous principal saying “don’t teach anything that isn’t graded or part of the curriculum.” Strangely enough, every student out there lives two thirds of their life not on the curriculum. It’s funny how us teachers seem to live the opposite of that.
So thanks for your epistle; it gives this old fart in training some hope to see, if I get my own class next year, that I can make a difference by opening up my students to a world of possibilities.

Wednesday, May 11, 2011

Wk2 Reading-The Art Of Possibility by Zander and Zander

Tied to the measurement world

The Art of Possibility by Rosamund Stone Zander and Benjamin Zander (2000) is a great book to read! I think that having us watch the TED video of Benjamin Zander first was a great idea because it puts much of the book in perspective and gives the book a voice (I couldn’t get that joyful British voice out of my head as I read it). It really is a book of stories on changing perspectives and finding the joy of living in everything. It also asks us to look at a broader world of opportunities, not for what we can gain personally, but what we can gain by giving ourselves to those in our field of influence.
As a teacher the Michelangelo analogy was very strong for me. Do I see my students as infinite potential or am I just there to deliver the curriculum and compare them to other students? It’s a hard thing to rejoice in an individual’s abilities when the parents too are asking how are they doing compared to the rest of the class or the state. This measurement world is very strong and is continually being used as justification and blame on those who do not measure up and those who are charged with the job of raising people up to those invented standards. I have to admit that I myself have been focusing on measurements throughout this course and get stressed at each activity, wondering if I have done what is required to satisfy the course requirements rather than being a contribution to those around me in my academic community, both inside and outside the course.
One thing I can say is that I am quite energized by this book and I hope I can find a way to let myself give up my measurement driven way of thinking to something more uplifting. I’m enjoying this book so much that I am recommending my wife read it to give her tools to help with managing people at her work.

Saturday, May 7, 2011

Wk1 Free Post - AR Publishing/Leadership #1

About time I learned how to fly

Wk1 Free Blog post – AR Publishing and Leadership
Okay then, so I have to make a choice as to whether I want to present my action research as a paper or as a stand-up presentation. I have no idea! Paper sounds good but so does delivering it live to an audience. At least when you deliver it live you have a chance for a direct two-way dialogue to occur and you can explain or revise up until the point of delivery. You can also put your personality into the delivery gaining energy from the audience. I wonder how many of the great orators of our time would fall flat if their message was delivered on paper rather than directly to a live audience. To balance this out, I suppose there is also some protection in a written document for those who aren’t so good at a personal delivery as well.
A couple of weeks ago I contacted Dr. Larson of KSU, who is one of the leading authorities in the area of electronic books and their use in literacy programs (which is the thrust of my action research project), with some questions about things I had seen in my research and, to my surprise, she wrote back and asked to see my research paper so we can discuss it further.
I guess it looks as though the question of how I’m going to do this week 4 presentation is leaning more towards the literary than the live. I’m interested to see how this works out and where we can go to publish. I’m a bit nervous but very excited too.
Catch you soon
Peter

Friday, May 6, 2011

Wk1 Comment #2 to Josh Tolar



Time to pay the piper
Comment on Josh Tolar’s week 1 reading blog entry

Thanks for your blog Josh. It sums up really well how emotional this issue can get. I too was shocked after I watched the video on the freedom movement and how this video cannot be seen now due to copyright expirations. Doesn’t this footage belong to every American to be viewed and reviewed? I find it hard when people claim ownership of footage taken of others living through hard times and, in the case of the Martin Luther King footage, speeches given to the American people that now are locked away in a can only to be revealed for the right price. So is our heritage owned or should it be set free?
I’d like to know how you personally feel as a song writer/video creator when it comes to your own creations and how you see copyright affecting the use of these. (Especially when they are so well done!)
I’m also thankful for this course’s focus on copyright and have really picked up a lot through the videos and seeing different people’s perspective on what is fair use or even their total disregard for any copyright rules! Maybe this is just a picture of the way the future is going to look from a creative standpoint.
That amazed me you got permission from PBS. I suppose you don’t know until you ask. Your example gives me a little more courage to ask if ever I need to use something like that. I suppose the worst that could happen is that they say no.

Original Blog Posting by Josh Tolar
I was really blown away by the video on Martin Luther King and Fair Use.   The fact that the documentary, “Eyes on the Prize”, is unavailable to so many people because of the expired copyright licenses just seems so unreal.  Since I started at Full Sail I have been getting into documentary film making and learning more about Fair Use from this weeks reading helps me put things into perspective.  Before starting the development on my action research there was a film I wanted to use in my project, but I didn’t have the permission.  It was a documentary about Buddhism that aired on PBS and had Richard Gere as the narrator.  I was immediately intimated by the mere thought of using the documentary in any way so I decided to forget about it.  I finally contacted PBS about using the documentary and 2 months later they said I could use it as long as I was using it to teach Buddhism.  Of course I had already developed my own media and the response came too late, but I did become aware of Fair Use during this time.

I’m amazed at all the videos I have seen so far on copyright and how important it is in our lives today.  For so many years I have written music from the inspiration of many commercial artists and I have never used samples from anyone, like in the documentary “Good Copy/Bad Copy”, but its amazing how other cultures around the world are using those samples.  I have used samples before, but they have always been recordings of ambient sounds like traffic or construction sites and those samples were then imported into a sequencer for manipulation.

Apart from the documentaries on Fair use and Copyright, the Ted Talk with Larry Lessig was nothing short of brilliant.  Taking away from his talk, I am reminded about my professional environment and the restrictions on using Creative Commons.  It is important to start embracing this type of licensed material, but there is a belief in my professional environment that the owner of a certain license might decide to change the license at any given time and ultimately restricting the use of media that is already being used.  I’m not sure if this is possible and I understand the concern, but if individuals are intimated by Creative Commons, it only limits our creative abilities.  In developing content for my action research, I used a lot of creative commons material and doing so dramatically increased my ability to produce a rich educational product.

My knowledge of copyright was limited before viewing the videos this week.  I found the content to be exhilarating and sometimes emotional, especially the video about Fair Use with the documentary on Martin Luther King.  We live in a network of social media and intertwined within that media are the creative minds willing to express their very being.  The opportunity to create something to teach people and to enrich their lives is truly a wonderful experience and being able to tap into the massive amounts of media that already exists only increases our ability to create and flourish in the vast social network.