Wk4 BP Entry 4 - EDM613 MAC - ETC!, Publishing/Leadership, and Thank You's...

For my final free choice blog post of Media Asset Creation (MAC), I have decided to write about the Education Technology Conference (ETC!), put on by the California Technology Assistance Project (CTAP) that I attended in Modesto, CA this past weekend. Every year I attend this conference and I seem to be inspired to try new things in my classroom that have to do with technology integration. In fact, it will always be a special conference to me because this is where I connected with the presenter, Paul Devoto, who was the one that introduced me to the EMDT program at Full Sail University. Paul has not only been a very inspiring educator, but he was also one of my critical friends for my Action Research Project.

Aside from the great sessions I attended on free Web 2.0 resources, CyberSafety education, Prezi, and iPad ideas for the classroom, I was able to get into contact with two people that were able to give me some great advice and connections for publishing my research project. Burt Lo and Brian Bridges were able to give me some great advice on how to get my research published into OnCue, one of the journals I am aiming at for possible publication. Not only were they both very helpful in getting me connected with who to contact, but both, specifically Burt Lo, was very excited in what I found with my research and was going to possibly contact someone at ISTE (International Society for Technology in Education) to look at my project for possible publication. I was super excited about this and was extremely grateful to Burt and Brian for offering their time into getting my project published. Not only did I get more information on my Publishing/Leadership project, but I was also led down a path that I was not expecting with the possibility of ISTE picking up my project. Talk about the art of possibility!

At any rate, by attending ETC! this year, I was able to get my Leadership/Publishing Project rolling by connecting with people who could assist me in this part of my Full Sail journey. So I would like to take this time to thank Paul Devoto, Burt Lo, Brian Bridges, and all the people that have been influential in not only my ARP, but through the whole EMDT program. All of my colleagues, mentors, and course directors have been very inspiring through all the courses, projects, team projects, peer-critiques, blog comments, and everything else that came along with the FSO experience. I have enjoyed collaborating with all of our classmates, but specifically Bryan Antos, Pamela Hickman, Brooke McKaig, and Orlando McLin,


whom I worked together with from month 1. We have had quite the journey together and I look forward to keeping in touch with all of you!

Entry 3 - Wk4 Comments to Pamela Hickman: Art of Possibility Ch. 9-12

Week 4-Blog Post 2-The Art of Posibilities Ch. 9-12

Pamela Hickman's Comments:
This weeks reading was very good. I would have to say the whole book was very good I liked how it talks about like possibilities from every angle imaginable. I really enjoyed chapter 10 talking about our life being a game board. It seems like my students over the past couple of years have this sense of "entitlement" there is no self responsibility anywhere. I have noticed students will say "that teacher gave me an F" instead of "I earned an F in math." This generation of kids are looking to blame someone every time something goes wrong in their life. I like how the booked refers to life a board and we are going to make choices and mistakes, but we have to learn from them. Sometimes we have to put our pride to the side and say "yes this is my fault how do I fix it?" I try to teach my students you are not entitled to anything the successes you get in life are earned, but so many students think that they are going to make millions of dollars have a perfect life without hard work. I hate to say this but that is not reality. People in general want to blame diffrent people for hardship and bad things, but the ugly truth is sometime we make mistakes and have to learn from them.

I lost my brother four years ago to this "game" called the choking game. I was so heartbroken over the lose of my brother. I just wanted to blame the kids that showed him how to "play." I wanted to blame the God, but I didn't want to blame him for doing it. I guess we never want to blame the people we love for bad things that hurt us. The ugly truth was my bother made the choice to play and the consequence was that he died at 19-years-old. I guess in that first year of losing my brother I just wanted life to stop and people to just piety my situation. I got alone with God and my Bible and realized life hasn't stopped people will not continue to piety my situation. I began to think OK this has happened know what can I do to make a difference. My family and I began to give speeches to youth groups in churches in the area about the dangers of the "Choking Game." My family and I didn't want this to happen to another family so we are trying to make a difference through educating parents and teens on the deadly game. My challenge to everyone is this when God allows bad things to happen to you use it to help others. God allows bad things to happen to good people because He knows that we can handle the bad thing and use it for His Glory.

Posted by Pamela at 3:10 PM

My Comments to Pamela:
Pamela,

What a heartfelt blog post! I think it is interesting that human nature is always ready and prepared to point the proverbial finger at anyone but themselves when they should be looking at in the mirror in the first place to evaluate what they could have done differently (which I do believe has some biblical application). I think today's student/individual spends so much effort on how to cast their problems onto someone else rather than "being the board" and looking at life from that perspective. I think as teachers, we shoulder a lot of the burden in attempting to persuade our students into believing that they can accomplish something great in their lives, but we also must realize that at some point the student must be the one that has to take that initiative and discover their own art of possibility. And as a educator, I am always trying to be a catalyst in each of my students' lives to be the one that generates that spark of possibility that encourages them to take that risk that leads them down their "road of passion" so-to-speak. But at some point, I must be content with the fact that I have done my best to reach each student and now it is up to them.

Anyways, I was really touched and inspired by what you shared about your brother. I know that with the strength of God, you and your family have seen the positives that came from this event in your lives. As hard as that is to understand at times, those are the instances that God uses to give us clarity and perspective about certain aspects of this thing called life that we would have never understood before. Thanks for sharing Pamela!

Entry 2 - Wk4 Comments to Saray Taylor-Roman: Art of Possibility Ch. 9-12

wk4 reading - Chapters 9 - 12

Saray's Comments:
I have truly enjoyed this book. It has open my eyes to the possibilities around me in my job, my marriage, and my life. In three years of teaching, I had caved into the downward spiral of the teacher's lounge. In three years, just around the time to be granted tenure, I had become whom I swore to never be as a teacher. I had lost my vision. I had forgotten why I went into teaching.


My calculating self blamed my students for their lack of enthusiasm and work ethic in my class, blamed my department for lack of cohesion, blamed the administrators for lack of communication, trust, and leadership, blamed the parents for lack of involvement, blamed my master's program for taking away too much of my personal time. I was taking myself way too seriously that instead of seeing everyone as a contribution, I saw them as obstacles. There was a clear distinction of the I and Them. There was no WE.

Then, came this book "The Art of Possibility" and the video that all of you watched was more a message for me than anyone else. When I watched it the first time on YouTube I cried as I realized no one was going to do change things for me, I had to take the initiative. I had to put on my shoes and start the walk...


Really, it was not until I accepted the way things are and that defined myself as the board that my perspective changed and I saw opportunities rather than obstacles.
I'm not saying that suddenly I'm living a fairy tale, but I was given the opportunity to dream,


to redraw my professional framework, to redesign the rules of my own invented game and, in the process, I've gained a refreshing vision and I'm starting to see the change: first in me, then in those around me.

Once, I had a clear vision of who I am as a teacher I was able to see the power of enrolling my students in my course. I have seen the power of enrolling the head of my department and the principal of our school to get an Apple Learning Lab with 30 mac books and a mobile cart for my classroom next year. It is now that I can, once again, be excited --like Zander's friend when she was six years old and about to play the cello in the competition- right before I get to teach each of my classes and my students have seen the change and they want to be a part of it. Like Ben put it "enrollment is the art and practice of generating a spark of possibility for others to share." (pg. 125)


Let's share that spark!
Posted by Saray Taylor-Roman at 9:04 PM

My Comments to Saray:
Saray! Awesome blog on the last 4 chapters of "The Art of Possibility! You had some great insight on the book, as did I and many others in this course, that we will take with us into the fields of education and corporate training.

I think the part that struck me the most was your observation on Zander's, being the board analogy. I like how you stated that it wasn't until you accepted the way things are is what began to define you and that is when perspective changed. I can completely relate to this because there are times in education when it is so easy to get jaded because of the way the system is designed that we can lose sight of why we became a teacher in the first place. But it is not until we change our perspective and realize that we can only control what is in front of us everyday that causes us to view things differently and approach our practice in a refreshing and more effective way. Anyways, I enjoyed reading your post and enjoy the endeavor of lighting a spark of possibility for others!

Wk4 BP Entry 1 - EDM613 MAC - Art of Possibility Ch. 9-12

There are the books that we read that are intriguing at times and sort of tails off into nothingness. There are the books that we read that start off great and seem to go nowhere chapter after chapter and we regret the fact that we cannot get those hours of our life back. And then there are the books we read that are thought-provoking and life challenging. "The Art of Possibility," to me, was one of those books. I was really impressed at the perspective and the direction that this book aimed to achieve through each chapter. Chapters 9 through 12 were no exception.

There were several things that caught my eye during this reading, but I think the two things that impacted me the most were the ongoing theme of the downward spiral and us "being the board." As I read about these two concepts I kept thinking about leadership and how I as a teacher can influence so many minds with each learning opportunity in my classroom. One thing that I connected with this "being the board" concept is how I present content to my students. I am a huge believer in the way that I present my material is how my students will receive it. For instance, if the lesson is something I am not that excited about, my students will receive the lesson the same way and not be motivated to learn what I want them to learn. "Being the board" sort of confirmed to me that I have control of the situation no matter what the scenario with my students. This especially holds true when I feel that no matter what occurs during the a common day of teaching, I can "declare that I am the framework for everything that happens." In other words, I am the leader of how each situation and each aspect of my day is approached and dealt with. The kicker with all of this is how easy it is to get caught and brought back to the downward spiral. I don't think that Zander ever wrote in this book that any of these concepts were going to be easy to put into practice. So I must be conscious of the fact that the downward spiral is close by and take me right back down into my old ways of pessimism and negativity.

My vision is to understand that my goal is to keep these concepts in the forefront of my mind. These new ways of thinking are just that: NEW! So I know that I won't be able to ascend as quickly as I want to, but rather, I probably will find myself on the downward spiral. But just like anything, I know that it has to get harder in order to become easier when a new way of thinking is out into practice.

The photos used in this blog are from Flickr, under the Attribution-NonCommercial-ShareAlike 2.0 Generic License.

Photos Attributed to:
"Stockmann spirals" - hugovk
"chess board" - niznoz

Wk 4 Publishing_Leadership Project

My initial plan is to propose my Action Research Project to be published into two educational technology journals. Since my project deals with the idea of using age-appropriate social networking in the classroom (Edmodo), I wanted to aim for two publications that might be interested in publishing the research that I discovered. My first choice of publication is through the nonprofit education organization, Computer-Using Educators, or CUE. This organization's goal is to advance student achievement through technology in all disciplines from early ages through college. CUE publishes a quarterly journal entitled OnCUE and I thought my research would benefit the audience and readers of this publication.

My second choice for possible publication is through a journal dedicated to informing and educating educators from the K-12 levels in improving and advancing the learning process through the use and integration of technology. This journal is entitled T.H.E Journal and is perfect for the possibility of publishing my Action Research Project findings and discoveries. In fact, T.H.E. Journal recently published a whole article on the use of social networking in the classroom and Edmodo was one of the featured sites. So hopefully the journal would take note of my research and possibly publish it in lieu of their recent articles on social networking in schools.

* Link to Publishing/Leadership Think Out Loud BP1

* Link to Publishing/Leadership Think Out Loud BP2


* Eilers_Gregg_PubLeadProject.docx

Publishing/Leadership Think Out Loud BP#2

After further thought and several moments of clarity, I have made the decision to present my Publishing and Leadership project in the form of a document to propose for publication. I feel that this would be the best way for my research to be highlighted and made public for others to not only read about my findings, but to hopefully encourage other educators to continue further research on social networking in the classroom. I think there are a plethora of journals out in the educational world that would consider publishing my action research for others to read about. Another reason that I chose the path of publication instead of a presentation is that the audience that would read my research would probably more likely go and attempt it in their own classroom. And for the sake of research, that is what I would most desire from what I discovered and worked for within my project. So there it is. I am finalizing my decision on publishing my ARP into a journal. Now the question is, what journal do I want to attempt to use? That is soon to be determined. Stay tuned...

The photo used in this blog is from Flickr, under the Attribution-NonCommercial-NoDerivs 2.0 Generic License.

Photo Attributed to:
"Writing" - jjpacres

Wk3 BP Entry 4 - EDM613 MAC - The Impossible is Always Possible

So for my free post of the week, I wanted to share and explore an amazing artist that I recently discovered. His name is Diego Stocco and he is one of the most creative musicians I have ever heard. His whole gig is to create music in the most innovative ways possible. He has composed music from a burning piano to creating a song out of a tree. Talk about someone that understands the idea behind "The Art of Possibility!" Whenever I watch one of Stocco's videos, I am always reminded that the impossible is always possible. As an educator, I need to be reminded of that from now and then, working in a field that is overwhelmed with budget cuts, increasing class sizes, district mandates, and cookie cutter curriculum.

Here are a few links for those of you curious to check out his work. If you haven't heard of Diego Stocco, prepare to be blown away.

Click on this to go to Diego Stocco's Web site.

A video of Diego Stocco creating music from a tree. (My personal favorite!)

Entry 3 - Wk3 Comments to Jacqueline Jones: The Art of Possibility Ch. 5-8

Wk3-Reading: The Art of Possibility, Chapters 5-8

Jacqueline’s Comments:
You know, if everyone saw themselves as a leader, individuals would take more responsibility for their own actions. And, they would appreciate what others have to offer to the team. I use to facilitate a leadership program in a company and we called it "niche" leadership. The concept promoted the idea that each person was a leader in their assigned roles and others depended on them. This concept is hindered when Rule Number 6 is violated.

I went through this period of time where I too myself too seriously. I am probably more challenged by my calculating self on a personal level. Now, if I can't laugh at work, it is probably not the right environment for me. The example in the book where the executive posted "Remember Rule Number 6" in the work area for all employees proves that sometimes the violation of that rule comes from the top. So, if we are temporarily trapped in an environment where Rule Number 6 is being violated, we have to lead from our chair and make a positive impact.

Chapter 7 was an eye opener because reality does have its place. In the opening dialogue, the Duck says, "The way things are stinks." Here is a photo by Terry Border, the Bent Objects Artist, that illustrates this point. Let's take for instance the how the economy has affected people. My Pastor shared a story about an executive who lost his job. He was unsuccessful in finding anything comparable to his previous position. He omitted things on his resume to get a job at Subway making sandwiches so he could feed his family. In that role, he lead from "his chair," which was noticed by the higher ups. Well, within six months he was promoted to manager and later to district manager. He was what the Zander's call "present" in the way things were but he did not accept it.

I love working in a creative environment. In fact, when I talk about my work as an instructional designer, people always respond with the word "passionate." I am also fortunate to work around others who are passionate about what they do. I have been on the other side of the fence and it is not a nice situation.

Artwork by Terry Border: http://bentobjects.blogspot.com

My comments to Jacqueline:

Jacqueline,
Great post! Totally got a kick out of your Voki introducing yourself. I think it is absolutely incredible that we have the possibility of being creative. It's a truly a shame that so many people waste the plethora of opportunities in a given day to release the inner creativity inside us all because they choose to look at their lives from a "calculated self" perspective. I think this is where much of what Zander speaks of anyhow. Through all the examples and stories that the book discusses I seem to always find myself thinking about the creative mind that we all have. Your story about the executive is really a great example of the "Leading from your Chair" chapter in the book. I think this is something that we can all be encouraged and influenced by no matter where we are at in life. Thanks for sharing Jacqueline!

Entry 2 - Wk3 Comments to Bryan Antos: Art of Possibility Ch.5-8

Wk 3 Art of Possibility Chapters 5-8
Bryan’s Comments:
I started out as a PA at my company and then switched over to the edit side, the Yin to production’s Yang. So I loved the first chapter which seemed to be a lot about putting yourself in someone else’s shoes or using your knowledge to help someone else. I was one of the first PAs to ever make that switch and in just my first year as an editor, I was cutting the Super Bowl. That happened because we have intense, pressure-filled deadlines and if I’m editing with production in mind, it makes the whole process easier for everyone. I know what they want and I know what things slow them down.

However, “remembering rule #6” would not be a very useful mantra where I work. A major problem (especially for people coming in from another company) is the amount of intense hostility and shortness at times. You can’t just remember to not take yourself so seriously, you have 60 seconds to know whether or not you have video coming up. You can’t be relaxed. You have to be short, curt, and effective. Facts only. The difference here is that after that incident is over (or more likely: the show is over) you talk with the people involved and tell them no hard feelings. A good producer will work to rebuild after an ugly incident. But most people understand that it’s very serious, and the information has to be transparent and related quickly. Joke after the show, not during.

Not everybody can perform under pressure like that, and it weeds people out. I think that pressure is a good thing most of the time. You are working on instinct and it’s amazing what you can get done in a short amount of time. Now, I’m not like this in every facet of my life, but I am at work, and I am proud of that.

I will say, I did like the story about the two business partners…

The parts about nothing really being good or bad was very intriguing to me. I would say I’m an environmentalist, but when you think about it, what does that really mean? It’s really out of human selfishness. The same with NOT being an environmentalist. When you think about it, millions of species have become extinct. It’s the way of the planet. Greenhouse effects have heated the planet before. It’s the way of the planet. Is it bad for the planet if water levels rise? Not really. It’s bad for humans who have settled near those waters. I’m not advocating one thing or another, I’m just pointing out what book tries to: that good an evil are a human invention.

If anyone reading this hasn’t done so, I highly suggest listening to Bach’s Suite No.2 in D Minor as Chapter 8 talks about. It really is a beautiful piece of music. I suggest listening to Mischa Maisky’s version!

My comments to Bryan:
Bryan,

Once again, you have impressed me with your blogging talents! I totally agree with your thoughts on how Rule Number 6 isn't a universal way of thought in many professions. Yours is definitely no exception! I think that people can take things too serious to an extent, but there is a fine line with that and being professional with the task at hand. Especially in a job like yours, along with the stresses that come along with mine in being an educator today. As much as I like to think I can apply this rule to my life, if I am being completely honest, I know that there are times where the seriousness factor must be in place 95% of the time. Can you imagine not taking myself seriously the majority of the day with 30 6th graders?

I also like your thoughts on not everyone being cut out for performing under pressure. I mean, you don't have to look any further than your boy Jim Kelly. Ok, ok, that was cheap shot. But you're exactly right in saying that performing under pressure is a good thing. If anything, making it this far in the EMDT program has proven that! Great stuff Bryan!

Wk3 BP Entry 1 - EDM613 MAC - Art of Possibility Ch. 5-8

Wow! As I read through chapters 5-8 in "The Art of Possibility," I couldn't help but think of two things: 1) teacher-talk in the staff room, and 2) the power of student- to-student learning. Allow me to explain.

The whole concept of the calculating self vs. the central self completely changed my thinking about how I view certain aspects of the teaching profession. I asked myself, "Self? Am I a person that tends to take things too seriously to where it effects how I interact and lead my students?" Fortunately, the answer from my "self" was a resounding "No!" But what my inner self was convicting me of was how I can somehow be effected by how others relate themselves to the calculating self analogy. In other words, I can at times get sucked in to a conversation at lunch with other teachers that revolves around the common complaints of standardized testing, state standards, decisions by administrators, micromanagement and a plethora of other topics that educators seem to find the time to rant about. I discovered that I will listen to these conversations and walk away wondering what good did that just do for any of our students, other creating a free therapy session for these teachers at my expense? My point is, and I think this is what Zander was getting at, was the fact that there will always be something to disagree with, something that doesn't go the way we want it to, or someone that doesn't do things the way I would do them. But the question is whether or not I choose to stay stuck in that rut or way of thinking, or do I choose this presence without resistance approach? Do I let the obstacles stand in my way, or do I allow myself to say that is the way it is and allow myself to be creative and open the pathway for possibility? Obviously my goal as a teacher is to do the latter, but I know I am guilty of allowing my calculating self shadow the central self and the possibility it can unleash.

Secondly, the whole idea of students teaching other students kept running through my head. After reading the story of the Cuban and American orchestras teaching each other how to play different and difficult pieces, I started thinking about how much power students have when teaching other students. I use this strategy in my own classroom to a certain degree, but this concept of the "silent conductor" really highlighted my thoughts on how I can enhance the learning by disappearing from the lead of the room, so-to-speak, and let the kids lead their own learning with each other. Automatically, my head began spinning with different ways to approach some of my lessons and how to implement a more centralized learning environment to where I enable or give students the freedom to learn from each other. By doing this, I think the dynamics of my classroom would completely change, and if nothing else, a great social experiment for my 6th graders who are mostly English Language Learners!

The photo used in this blog is from Flickr, under the Attribution-NonCommercial-NoDerivs 2.0 Generic License.

Photo attributed to:
"I Complain" - shtikl

Week 3 Wimba Session: Art of Possibility

Well, as I waded through my brainwaves of confusion for what I am going to be doing for my Publishing/Leadership Project for week 4 and Month 12, I feel I have a better grasp on what I will be presenting. You know those times when you think you have a clear idea and plan as to what you will be doing to execute something? Well, that's what I thought I had going for me until Wimba session 3 hit me. I was way off with my initial thoughts on my leadership project, but I think I've straightened myself out now. Thanks for clearing that up within this session Joe! It was much appreciated.

Now, "The Art of Possibility" discussion was very enlightening. I enjoyed watching the old "Right Now" video from Van Halen. I think I was in like 8th grade when that came out. I wanted to go and get my white-washed jeans, peg my pants, and go ride my old school Powell Peralta skateboard! At any rate, the message was clear with how the video portrayed the message of "choice." As I read "The Art of Possibility" I really was getting the message about how to fully understand that we are in control of creating the possibility for making change. We as educators have a choice whether or not to create a learning environment that is meaningful and conducive to our students. It is not going to just happen through pacing guides and administrative duties that are pushed down our throats from the leaders above us that are not in the classroom. Teachers need to realize that above all the state standards and bureaucracy that is attached to education these days that we still have the power to provide the education that our students deserve. So, the book really opened my eyes into how choice is still out there for educators to take power in.

My favorite chapter in the book so far was the 2nd chapter on how we measure ourselves from a worldly perspective, but rather viewing life as a universe of possibility that we have control of. "The Secret" was mentioned earlier in the Wimba session and I remember the huge uproar that this created, especially since Oprah endorsed it. I think what this book missed on was the fact that there is still action that needs to be taken, other than just positive thoughts or vibes, when true change is desired. More than likely, things are not going to happen if you just think it. Rather, we make it possible by creating an environment that makes students want to learn through change. This is how students, and teachers, become ok with the possibility of making mistakes and therefore taking more risks through this thing called life.

The photo used in this blog is from Flickr, under the Attribution-NonCommercial-NoDerivs 2.0 Generic License.

Photo Attribution:
"Old School Skateboard" AdolfGalland

Publishing/Leadership Think Out Loud BP#1

My initial thoughts for presenting my ARP for the week 4 Wimba session is two-fold. I really feel as if I should present with a Keynote since EMDTMS has revolved around designing media that is engaging and understandable for all audiences. So I am leaning towards presenting in this fashion for the week 4 session. On the other hand, I feel that I can probably give a better picture of how my ARP started, changed, tweaked, tracked, assessed, implemented, and concluded within a paper document that was published in an educational journal or something like that. I also think that this form of publishing might reach more people, depending on what type of journal or other publication I get my ARP published in. I think that my presentation in the paper form could also offer my staff at my school site a solid "proposal" in why my ARP is worth attempting in their own classroom to promote increased student engagement and motivation. My paper could always be transformed into a Keynote/ppt later on in order to create a more media-friendly presentation along with highlighting the most important elements of my research. Either way, I know I will be working like a dog to get this thing into "presentation" shape (hence the picture). Again, these are just my initial thoughts, but it is giving me a direction to go as I begin planning and preparing my Publishing/Leadership project for week 4 and on into Month 12.

Wk2 BP Entry 4 - EDM613 MAC - AR Site and the Future

Well, well, well. It looks as if I have put the finishing touches on my Action Research web site. As I proofread it for the 1000th time, I still find things that I could have done better, and yet I feel that on the whole, I have accomplished much through this journey of research. I know that what I have tried had a valid purpose behind it, and my objectives attempted to carry this purpose out to its fullest potential. I found a plethora of positives in my research in using the age-appropriate social network of Edmodo to carry out my AR project. And as social networking is the hot topic of the now, I cannot help but think what it will look like in 5, 10, or even 20 years from now. What sort of Web 5.0 tools will we have at our fingertips? Or will we even be using our fingertips to post a comment or share a resource then? I bring this point up because even though I feel I have made a solid contribution in developing a research project revolving around a technological trend today, what will I attempt to use in the future to motivate and promote engagement in my classroom? With all of the ups and downs in the field of education today, the future is something I need to keep one eye on and hope that it holds a refreshed spirit of the latest technology to assist the 21st century learner.

Entry 3 - Wk2 Comments to Tim Brehm: Required Reading

Wk2 reading – If only everyone thought like this!!!

Tim’s Wk2 BP:
To be honest I was really being bored to tears with this weeks reading, Art of Possibility, until! I came to a paragraph the just rang out to me. In this paragraph the topic of grades is discussed. I always had a problem with grades as a way of measuring mastery of skills, I just didn’t know why. Well the authors of this book gave me the answer I was looking for, letter grades just compare student against student, and say very little about the actual work completed by the student.

Every student is different and learns at a different rate and in different ways. Taking into account these differences, why should they all be measured on the same scale. How do we resolve this situation? I really don’t know, but it is definitely something that should be studied.

Reading the paragraphs in this book relating to grades had really opened my eyes to something that has been bothering me for a long time. Wouldn’t it be great to get a giant gathering of educators together and have a massive brain storming session and see what we could come up with? Makes me really wonder about the possibilities……

My comments to Tim:
Tim. I like your viewpoints on the reading this week. I think there were some dry parts of the first four chapters of "The Art of Possibility," but I think the highlight was the chapter on grades. I think that "Giving an A," if nothing else, gave me a refreshed perspective as to why I aspired to become a teacher in the first place. It's not like I went into college or my credential program with strong desire to know how to compare kids to other kids and then slap a letter grade to their report card every 3 months. No...I became an educator because I wanted to be a piece of a student’s education journey to assist them in discovering their strengths, weaknesses, and everything in between. This is the real reward about teaching and learning. But instead, our system still clings to the art of disability, as opposed to possibility.

p.s. Let me know when the next major collaboration session of educators happens. I am down for having a massive brainstorming session...could be scary...scary GOOD!

Entry 2 - Wk2 Comments to Diane Milton: Required Reading

Wk 2 Required Reading

Diane’s Wk2 BP:
I am truly enjoying our required reading from Art of Possibility. Wow, I have been so encouraged and inspired. I look forward to reading this book each day and have already shared some of the things I have read with my husband and friends. Who doesn’t want to transform their life and make an impact on others along this journey? There have been some gentle reminders for me, as well as “lightbulb” moments that are causing me to reflect on how I act and react in situations. One “lightbulb” moment for me came when looking at the second practice, “Stepping into the Universe of Possibility”. Within the world of measurement we all fail and fall short of our own expectations or the expectations placed upon us by others. We determine whether or not we are successful based on measurement tools defined for us. I felt such stress relief after reading, “In the universe of possibility, you set the context and let life unfold”. Enjoy the journey and don’t get caught up on the little things. Flat tires, bugs on the windshield, and critters in the road, are all a part of the journey…laugh and let the moment be perfect without the world measurement of how the moment was supposed to be.

My comments to Diane:
Hi Diane. I completely agree with you about the reading this week. There were several moments that caused me to reflect on several practices of my own, both professionally and personally. This is always refreshing for me when reading a book like this because it opens brand new perspectives that I never thought about before. Like you, I also was impacted by the concept of how we are sometimes confined by a world that is marked in measurement and how well we perform. My eyes were opened with the thought of how within the context of a universe of possibility, we are given the freedom to sort of let go of that control and allow life happen. Through this lens, life becomes a journey that creates experiences to where it is ok to make mistakes and become everyday risk-takers. That to me was the highlight of this reading. Great post Diane!

Wk2 BP Entry 1 - EDM613 MAC - Art of Possibility Ch. 1-4

As I read through the first four chapters of "The Art of Possibility," I couldn't help but think of two things. Both are serious thoughts, but one more serious since it has to do with my daily life. So let's start with my initial thought. When Zander begins to compare the measurements of the universe to the universe of possibility, I immediately thought of the show Lost. I am deeply saddened that this show is done with, but it took something that was already invented, and expanded the universe with it by allowing the viewer to decipher what was happening, or what was going to happen, as the series unfolded. It basically took the audience to a realm of possibility that gave the brain the freedom to discover and learn from the dynamics of each character. And I believe that was the main reason why Lost was such a success.

Now, my second thought of this compare and contrast of a measurement world to a universe of possibility hits a little closer to home. In Chapter 2, the author presents the measurement world as a setting a goal and then going out and achieving it, compared to the universe of possibility as the individual creating the contexts and letting life basically take the reigns. I couldn't help but think of how the state of education has wrapped itself up in this standards-based, must reach proficiency era, and it has basically cornered itself in this measurement world feel. As an educator, I unfortunately am caught in this web and try my best to reach the goals that I set for my students and myself. However, as I reflected on this way of thought, I realized that this world of measurement doesn't allow for much freedom when attempting to learn for the love of learning. In other words, I don't feel that I have the freedom to teach in a "universe of possibility" classroom because of all the pacing guides, rigorous standards, and scripted lessons that I "must" teach to in order for test scores to increase. Where has this universe of possibility within education disappeared to? And how am I as a teacher trying to reverse the effect and give my students the feeling that anything is possible when grades and performance are at the forefront? I would rather my students understand that taking risks and making mistakes are the priority. I would rather hear my students say to themselves, "How fascinating!" when they receive a D on a test or make an uncommon error. That is real life learning and having a vision in a world of possibility!

The photo used in this blog is from Flickr, under the Attribution-NonCommercial-NoDerivs 2.0 Generic License.

Photo attributed to:
"always make new mistakes" by elycefeliz

Week 2 Wimba Session: Copyright Issues

I listened to the Wimba archive for Week 2 regarding Copyright issues, Fair Use, and Creative Commons. As I listened to the interaction and the discussion, I couldn't help but think of how these copyright laws make things very difficult for us as educators to enhance our teaching with media that increase student engagement. However, I am extremely thankful for organizations like Creative Commons that are making an attempt to enable educators a way to integrate forms of copyrighted material into their teaching.

I also enjoyed listening to several of the questions brought up by my colleagues. The two that stand out was Cheryl's question regarding karaoke and Saray's question regarding the use of lyrics to teach Spanish. As I listened to the answers from Mr. Bustillos, the most important thing to consider is whether or not the lesson can be taught without the media used to teach the lesson. If it can, then the media must be removed according to Fair Use policy. As hard as that might be to swallow, I do understand that that is the right thing to do when it comes to what the law states and how it operates in the classroom. The other thing that I found fascinating was the fact brought up about the use of a DVD purchased for private use. I was shocked to hear that if one was watching a DVD in the private confines of one's home, and the volume is loud enough for outsiders to hear, there could be copyright violations! What? That blew me away. It made me want to go out and by sound tight windows immediately. Above anything, the Wimba session really caused me to realize and understand the seriousness of copyright and how to consider the legalities of how it effects my integration of specific forms of media in my lessons. Great Wimba session for Week 2. Thank you.

Wk1 BP Entry 4 - EDM 613 MAC - Lit. Review

As my 6 month journey with my Literature Review comes to an end, I would like to say some final words to my paper.

Dear Lit. Review,

Well, we have had quite the ride these last several months. We had our good times, and some bad times as well. We had our late nights and our early mornings. I kicked you to the curb a handful of times, and you made me sleep on the couch for not keeping you APA happy. There were the times when I tried to make you feel more appreciated by synthesizing and rewriting you, but you always claimed to need more 1.5 inch space and more support from other people (specifically your "peer-reviewed" friends). I remember one time in particular where you told me that I needed to rewrite your introductory paragraph because it was too wordy and wasn't representing you to the potential you deserved. I was really embarrassed about this, and so I spent a good amount of time reworking and developing a better foundation for the both of us. I really felt we hit it off on a positive note, just to find out that I was hurting the both of us from the start. I am proud of myself for correcting that in our relationship and giving you what you finally desired: a body of 1200 to 1700 words. So now the time has come to where we must go our own ways. I know we will keep in touch and maybe even run into each other at the local EBSCOhost. All in all Lit. Review, we had a great time together and I wish you well in your new world of research. Take care and good luck.

Sincerely,
Gregg Eilers
Your author and caregiver

Entry 3 - Wk1 Comments to Bryan Antos - Copyright

wk1 reading: copyright issues

Bryan Antos’ Post:
Every day I work, I create video for my company that is seen by millions of people. But that video is protected by copyright that my company owns. I cannot post my work on youtube or anywhere. And that's a personal problem as I want as many people as possible to see my work. At the very least, I want my friends to be able to see it.

Additionally, not every piece is saved by my company. The best thing I ever produced (and was copied by Nike and NBA Productions, poorly, except for getting Marvin Gaye's version of the National Anthem, which is awesome) is gone forever. That is sort of devastating to me.

I understand the point of copyright but there will always be pirating. The trick is to embrace the new techniques and create a legal version of that. 5 years ago I suggested making shows available for download and I got laughed at. Every single person laughed at the idea. And now it's one of the biggest priorities of the company.

You just have to wait for the younger generation to get in there and try and change these laws. Like I said in a comment, the musical genius of an album like Paul's Boutique cannot really happen nowadays. That needs to change.

But you really have to give the law some credit. Being able to use any copyrighted work for parody or education is great.

My Comments:
Bryan. Great post. I was feeling your frustrations as I read your blog post about the art that you create for your company, and yet, you don't have the freedom to share what you have actually created because of copyright. I also think it is funny that your thoughts on making programs available for download were basically rolled over and pushed under the proverbial rug. Why does it always seem to be that when a great idea is produced, there is always the majority of the "big wigs" that think a radical way of thought is out of the realm of possibility?

I am curious though. Have you ever asked any of the ones that laughed at your idea five years ago about how they feel now? I hope that you have more opportunity to create change within your workplace and have the freedom to remix the culture that we live in! Good luck Bryan.

p.s. I wouldn't have laughed.

Entry 2 - Wk1 Comments to Andrea Shikes - Copyright

Week 1-Copyright

Andrea Shikes' post:
Oh, the world of copyright. To be honest with you, it scares the crap out of me. As a teacher, I make my kids cite all the sources they use in research and creating presentations. As a student, I use things that are mine personally (pictures) to be sure that I am not violating copyright laws. It's easier for me to use my own images, than to try and use something from Creative Commons and use it wrong. If I need music, I'll create my own GarageBand loops or find something from freeplaymusic.com. I know I am not distributing my work for profit, but I still freak out to think I am possibly violating some law.
Good Copy, Bad Copy was interesting to watch. It's eye opening to see so many artists and producers out there sampling from each other. I am not sure if I think it's right or not. I can't imagine music without other music. So many times, you hear a song on the radio that sounds like another song, or has been redone by another artist. This is more exposure for the artists, but at what point does the song writer get credit for this. Some recording artists are mega millionaires, but what about the song writers, the behind the scenes people, producers, mixers and so forth. When do they get all the public recognition and mega millions?

My comments:
Andrea. I agree with you about your feelings and fears on the issue of copyright. However, as an educator, I always feel that if we don't attempt to push the envelope than there is no room for growth or change. For instance, Creative Commons is one of those envelope pushers that sort of stands up to some of the laws that don't make things easy for us as teachers to enhance and provide an opportunity for students to create/re-create something different for their own generation. I think the fear comes in when we don't fully understand how to go about copyright and Fair Use, and that is just an issue of learning the guidelines. I too can get a little intimidated with copyright stuff and possibly breaking a law or infringing copyright, but at the same time I don't want my fears to cause me to shy away from giving the best to my students. Great post Andrea!

Wk1 BP Entry 1 - EDM613 MAC - Copyright

Many thoughts ran through my head as I watched the plethora of videos regarding copyright laws, Fair Use, and Creative Commons. Albeit, most of my thoughts were those of confusion and how my brain was dissecting the confusion. However, after digesting all the information, I feel that I have a better understanding of how copyright works and how organizations like Creative Commons is attempting to bridge the gap in allowing the creative mind the freedom to create and/or re-create. As technology continues to advance and public domain forces copyright laws to change and modify its parameters, Creative Commons, Fair Use, and all the other attempts to assist the freedom of creation will continue to expand. I really felt that the TED video featuring Larry Lessig put all of this into a grand perspective for me. There were many great aspects of his presentation, but I think the thing that struck me was his comments on how the "RW" (read/write) culture turned into a "RO" (read only) culture in the 20th century. Obviously we are seeing a major paradigm shift in this way of thinking because of the rapid change in technology advancement and the speed of the Internet at the turn of the 21st century. At any rate, copyright laws, Fair Use, and Creative Commons have their place, but its what is done to work with/around them to keep challenging culture to create and re-create something new and different for future generations.


The three photos used in this blog are from Flickr, under the Attribution-NonCommercial-NoDerivs 2.0 Generic License.

Photos attributed to:
"Shattered Copyrights" - ViaMoi
"creative-commons-logo-black" - Vinay Prajapati
"BAVC Fair Use 049" - Cirne