Our next meeting of the Virtual Book Club, discussing Flattening Classrooms, Engaging Minds by Julie Lindsay and Vicki Davis, will be Monday, February 4th at 7:30pm EST (that’s Tuesday, February 5th at 3:30am GMT). For your time zone, click here. We will be discussing Chapters Five and Six.
Join the conversation! Use this link (https://sas.elluminate.com/m.jnlp?sid=2007066&password=M.065891D192F8072208BF5756999CE0) to log onto the live session or watch this space for a posting of the recording afterwards.
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I love the idea of having 4th and 5th grade students being used as “sounding boards” to evaluate older students’ projects! This type of activity will “open” the eyes of younger students and create a desire for them to participate in their own projects in the near future.
This is a clarification/elaboration of a comment I made during last night’s (Feb. 4th) conversation.
I said that I have generally had success getting permission when I have contacted the artist/photographer directly to get permission to use an image. While that is correct, I don’t do that very frequently and sometimes it takes a week or two, or never, to get a reply from the artist. So getting permission directly from the source isn’t necessarily a ‘quick fix’ to the copyright issue.
And a bit of “truth in advertising” – my primary focus when I use images is to be sure that I cite the source, an attribution and plagiarism focus, rather than to ensure that I have copyright clearance. And in most cases I think this is adequate for my educational use of images, but I’m sure it does cross the line in some cases too. I do avoid images where the website has been explicit about reproduction restrictions or copyright requirements but I probably have some of those floating around the web too. 🙁
In terms of my students, in addition to explicit instructions, I try to model my expectations for their use of images and sound by pointing how I handle images and sound on my own web pages – but I don’t do this all the time. 🙁
Personally, I think that it is the lack of explicit modeling on the part of college faculty and preK-12 teachers that contributes to some of the problems of copyright infringement and plagiarism. Even if we have webpages or school related blogs, typically the only thing that students see are finished products which may or may not indicate the source and/or copyright permission obtained for the use of images. 🙁 (And this shouldn’t just be blamed on the web. This lack of explicit attribution also occurs on handouts and other materials that are used in classrooms.)
One of the things that I find most important about Lindsay and Davis’ book is that as we, the readers, move through the book, we are engaging in many of the behaviors that we eventually want our students to learn to do. And while, I may have overlooked an explicit discussion of modeling in their book, the potential is very much there. A good example is the PLN. Showing our students our own PLN, talking about ideas that we get from our PLN that we turn into lessons, and talking about information overload, are ways to model the value of a PLN in their lives.
Observational learning happens all the time, can we make the most of it?