Uploaded by jasoncgillett on Sep 6, 2011. Parking lot fills at FUll Sail University, Building 5.

Thanks Jason for capturing a rare quiet moment at Full Sail’s Building 5 parking lot. The following is a video-slideshow of my 2011 photos FullSail related:

Click here for my Full Sail flickr collection going back to 2008. Enjoy.

I need some help. My CBR Project, Phase I, will be underway quickly; it involves my students composing music and putting it to a silent film. However, I know that most silent films are black and white and they are fairly old. However, I don’t know if there are copyright laws that would pertain to that genre of film. Is there a public domain cut-off for this type of film? If I need to get permission for something I would like to use, if it meets certain criteria, then I need to get it ASAP. Please point me in the right direction. Thanks, MM

So copyright law says, basically, that you need to ask permission to use any copyrighted material and any media created in the past 70 to 100 years, unless otherwise specifically licensed, is copyrighted. For your project what this means that you need to either use movies that were published in or before 1911 or look for movies that were licensed differently or track down the copyright holder(s) of the movies that you want to use and get permission.

There is a tiny education Fair Use loophole. But the test as to whether something can be used under this loophole is:

Can you still teach the same unit/lesson if the specific piece of media were removed or replaced.

I’m guessing that the answer is “yes,” you can replace the silent film with any other silent film and still do the lesson. Therefore the educational Fair Use loophole does NOT apply. You are not really teaching about that film directly, but using it to teach something. Also, even if you could not replace the media, you would not be able to use the whole film because the law states that you can only use a “small portion” of the whole work.

So, a better solution would be for you to go to http://www.ourmedia.org/ or http://creativecommons.org/ to find media that can be used for your projects. These website were specifically created to enable creatives and educators to legally use media and train the next generation of creatives. Hope that this helps. jbb

Resources:

• Chaplin Image by tonynetone, http://www.flickr.com/photos/tonynetone/5185166037/, retrieved on May 8, 2011
• filmstrip clipart by microsoft, http://office.microsoft.com/en-us/images/results.aspx?qu=movie%20camera#ai:MM900162967|mt:3|, retrieved on May 8, 2011

Mountain Time-Lapse from Michael Cardwell on Vimeo.

Fullsail media wizard, Mike Cardwell reports, I recently took a trip to North Carolina and we had a great view in the front yard of our cabin so I decided to try a time-lapse.

I shot it on the Canon 7D with 30 second exposures at 45 second intervals. I ended up with 367 shots and the camera was out there for 5 hours. I wanted to get more, but the battery on my camera died. I guess I will have to get the AC adaptor if I’m going to do anything longer than this.

I appreciate your frustration and confusion at the requested changes. One thing that is “consistent” in academic programs and Action Research in particular, is that they tend to evolve. It can be a frustrating thing, but the overall thrust is to make the program the best it can possibly be, and thus the changes that happen along the way are part of that. In this way AR is very much like the technology we use, what worked 12 months ago might not work so well 12 months later.

So the core of what we are looking for hasn’t change but some of the sign posts might have. We’ve been working very closely with together as a team and these are the things that we are looking for:

1. The Lit Review check list: If you go to Dr. Bedard’s example website (see: http://web.me.com/suebedard/AR/Literature_Review.html), you’ll see the check-list. This is very important info.
2. Does it make sense: Just getting a fresh pair of eyes to read the document has proven to be very important. So we’re looking for missing words, missing sentences, things that might have made sense in your head but don’t quite work in print.
3. APA: In-line references and the resource list
4. Synthesis of Resources: The biggest enemy to a good lit review is when one doesn’t fully understand or synthesize the resources and tries to write a lit review. What results is more like an annotated bib where the lit review writer bounces from author name to quote, author name to quote, author name to quote, etc. What we’re looking for is for the author to have a grasp of the lit., so that the writer can act like a talk show host, bring in two or three sources, ask them questions about their work, where their work overlaps, where they disagree with each other and where there are gaps. The talk-show host (lit review writer) never shares his/her opinion, but lets the guests (sources) do all the talking. When they’ve shared their piece, the host brings on a few more guests until the spectrum of the subject has been covered. The host guides the conversation and blends all of the voices, whether they agree or disagree with each other and never shares his opinion or makes his voice louder than theirs. Of course, being a good host, he began the session with a brief intro, no opinion, just the main question at hand. Then when all the guests have spoken, he concludes with a brief summary, again, no opinion on the part of the host. That’s what we’re looking for

Please take advantage of Dr. Bedard’s website, http://web.me.com/suebedard/AR/Literature_Review.html.

Lit Reviews are too complicated to keep it all in your head and being one of the more “academic” things that we do, there’s always a need for re-editing. It’s just the nature of the process.

We want you to be successful and for your work to stand up to the scrutiny of any program in the nation. So we’re going to look at student work that is intended to represent a year’s worth of work with a fine-tooth comb. It’s a lot of work for all of us, but in the end it makes for much better results and speaks to those who under-estimate the value of online education. Hang in there, remember Rule #6, roll with the changes and you’ll be so happy with your work in the end. It’s not that your work is not good enough, we just want it to sing with all the passion that you’ve already invested in it. Hope that this helps. jbb

Joe Bustillos | Course Director
Media Asset Creation – EMDTMS | Full Sail University

“It’s no secret that we’re all gadget geeks at Full Sail University so when EMDTMS Course Director Joe Bustillos brought in this jewel, the iPad 3g, which doesn’t even launch at stores until 5 pm today, he drew a crowd of onlookers. Bustillos pre-ordered his iPad to use as a media center for his music and movies at home, and all of us are really grateful he let us join in on the unveiling. Now you can join in, too, for a sneak peek of Apple’s newest product!

P.S. Bustillos is always up on the latest and greatest technology, and he helps others keep up with him at his blog.”

Media center? Well, maybe, but more likely trying to keep up with my students’ blogs, email and my own blog… At least that’s the theory.

Source:
video & text: Gadget Geek Joe Bustillos Unveils His Prereleased iPad 3G!, fso blogs. http://www.fsoblogs.com/community/2010/4/30/gadget-geek-joe-bustillos-unveils-his-prereleased-ipad-3g.html retrieved on 5/2/2010

The segment featured a shorter version of the video and a little Q&A between Winfrey, Gabriel, Bergh and the students, and ended with Oprah announcing that Target Stores had been enlisted to help upgrade Ocoee’s library. Below is the original video and beneath that several stills of the 1,285 that I shot during the video shoot.

Hard to imagine that an idea shared last Fall in a downtown Orlando restaurant has resulted in an inspirational video that’ll be a life-long memory for the 1,700 students who participated and now has become part of the national conversation on the importance of reading.

image by joe bustillos

image by joe bustillos

image by joe bustillos

image by joe bustillos

image by joe bustillos

image by joe bustillos

sources:
all images by Joe Bustillos.

Here’s a bonus outtake of Dr. Siegel wanting to join in as we were setting up the interview:

Post-Mortem: Educatium only lasted another two episodes which you can find here:

Sources:

Nick Briscoe’s YouTube Videos

"May I axe you a question?" Astro's Got an Axe! by tohoscope

Bob is still looking for his A

Grades in middle school are controversial, especially now that students earn credits to be promoted to the next grade level. Ask a teacher at my school to “give an ‘A’” and their response is likely to be one of confusion, disbelief, laughter, or even anger. Administrators will tell you that grades should be used to measure student success and communicate progress. Unfortunately, many teachers use grades to communicate a very bad message and focus on “principle.” “Its the principle of the matter,” exclaims a colleague. “If you give an ‘A’ to a student who does nothing in your class, what kind of message are you sending the kid who works their butt off?”

So it goes back to measure and comparison (see chapter 2). Giving an A is not about allowing students a free ride and telling hard working students that it is all for nothing. Rather, it is eliminating the “anticipation of failure” and allowing the class to focus on what is more important; learning. It’s all about placing everyone on a level playing field (pardon the competitive sports analogy) and saying, “you already have the grade, what’s next?” It’s likely that the response will involve a feeling of relief and willingness to explore.

Ashley’s always reaching for an ‘A.’

However, I think the next step of giving an ‘A’ is just as important as giving the ‘A’ itself. Teachers who feel that giving an ‘A’ would eliminate student accountability will like this step the most. Requiring that students predict how they have earned the A before they have actually received it, helps them develop goals and builds intrinsic motivation. It also helps them see the possibility of being successful, something many have given up on.

Interested in seeing how I felt about this in October, click here. – Noel Nehrig

And my erudite response:

Grades are a bit like religion. There may have been a point at some time but it’s gotten lost in all of the noise and people are very scared to consider what to do if grades/religion had never existed. In the classroom, has the point of all the effort gotten lost to pursuing a grade? I mean, just like religion, isn’t all of this effort suppose to amount to something intrinsic, some good that goes beyond measure?

Grades are institution solution to communicating student progress and/or position in the A-to-F continuum within the classroom. There the measure, not the point. But i’ve seen instructors at all level quibble looking to seal up any possible loophole that a student might use to game the grading system. At best a grade is an approximation that may or may not be related to student progress fulfilling course requirements. In the end, it’s what we carry in our heads and hearts that matters more than this imperfect approximation. Funny how only those who excel and those who feel besmirched care so much about grades. What’s up with that?

Sources:
Wk 1 Reading- “A” is for Ax Murderer by Noel Nehrig. http://web.me.com/noelnehrig/The_Blog_Prince_for_EMDTMS_MAC/2010_MAC_OCD_Wk1/Entries/2010/2/6_Wk_1_Reading-_%E2%80%9CA%E2%80%9D_is_for_Ax_Murderer.html retrieved on 2/9/2010

Astro’s Got an Axe! by tohoscope. http://www.flickr.com/photos/tohoscope/182444838/ retrieved on 2/9/2010

Stone mason by sk8geek. http://www.flickr.com/photos/sk8geek/3917647300/ retrieved on 2/9/2010

Pretty Princess Picking Her Nose by Pink Sherbet Photography. http://www.flickr.com/photos/pinksherbet/3295969599/ retrieved on 2/9/2010

Dr. Ludgate, emdt program director wrote: “Ocoee Middle School is the state technology demonstration school for Florida- showcased every year at FETC. A few months ago the EMDT crew met with Sharyn Gabriel (principal) and a few staff to discuss a Flash Mob idea. They were so inspired by the Flash mob scene from the Oprah and Black Eyed Peas show- they wanted to try the same concept – educationally inspired. They hired a professional singer to write and sing lyrics related to reading and literacy to encourage kids to prepare and read for the FCAT test. “The amazing Full Sail Online Production team made this all happen- they even let the Ocoee Middle School production class shadow them and gave them mini-lessons throughout the shooting process.”

I was there taking still photos during the video shoot & the energy was amazing. If you look really carefully at 3:00 in the video I’m the little black dot on the extreme left of the screen by the trees taking pictures. What an amazing day.

Also, now the response videos are beginning to pop up (song pops up 1:40 in..) and I love that they “freeze” when the video stops because of buffering!):

Full Sail student coping with the end of program requirements… thanks Mary

Image courtesy Getty Images

Do I give my students all A’s? …no.

Why? …because I don’t want my best students to feel like all their hard work is for nothing. I feel strongly that some of my students would take advantage of an automatic A and slack off.

But within the rubrics I design for each lesson, it is very easy to get an A if they complete the assignment. I try to make them aware of this, but perhaps I should try harder. Perhaps I should regard them all as my best students.

However, I am often frustrated that many of my students feel like they deserve an A, they tell me so, even when their work is average at best and they copy answers from other people. I worry that their parents and teachers who have caused them to feel like they deserve an A are being set up for massive disappointments once they hit the real world. The real world doesn’t care, does it?

Regardless.

I should give everyone in my life an A. My father, my daughter, my friends, strangers, everyone… see what happens when I make a point of not accidently taking the wind out of their sails…. -

Aneesa A

My response:

So, what does an “A” mean? An indication of the mastery of the material, a reward for doing all of the assignments (regardless of whether one really understood the assignments), a made up system that designates one’s position within the educational/classroom culture… The Zander’s “ploy” is to get buy-in from the students first, the students write down what they’re going to do to deserve the “A,” then the teacher goes from being the judge to being the coach helping the student realize their goal. Also, at some point we all need to recognize that the value of working hard in the classroom isn’t for a grade but for the education/learning that is supposed to be the point of being in the classroom. All those years that I took Spanish and got a grade (mostly C’s) is meaningless given that I still can’t have a reasonable conversation in the language. Focusing on a grade when the intended goal is clearing missed is fatally flawed. And given all of my years as a student (and educator) I’d have to say that that is the rule and not the exception. Those who have the heart of an educator knows that grades are, at the moment, a necessary evil, but the meaning and worth can’t be represented by a grade.

Sources:
* Week 1 readings: To give an A or not to give an A by Aneesa Adams. http://thoughtthatwas.blogspot.com/2010/01/to-give-a-or-not-to-give-a.html retrieved on 1/16/2010
* Image courtesy of Getty Images.

Moodle is not a verb, or is it?

I’ve been hearing about Moodle at ed/tech conferences for longer than I can remember. In the early years it seemed to be an “under the radar” project bringing together the open source tech community and educators. More recently, with district administrators making decisions to roll-out Moodle, the concept seems to have shifted from a roll-your-own thing to something imposed upon teachers with little training, assistance or attempts to generate buy-in. In either case the platform has appeared to be largely text-driven and visually challenging. Wikipedia has an excellent overview of Moodle at http://en.wikipedia.org/wiki/Moodle.

The following video is intended to help those unfamiliar with Moodle’s module-mentality (and also for big fans of Legos!):

This next video is a good overview of the Moodle interface that includes a few commons tasks teachers might do:

For those curious for more in-depth training I located a course available through Lynda.com at
http://www.lynda.com/home/DisplayCourseN.aspx?lpk2=47547

Other tutorials are available at: http://moodle-tutorials.blogspot.com/search/label/Moodle%20Video%20Tutorials and
http://docs.moodle.org/en/Teacher_documentation.

One of the most important thing to remember about learning platforms, whether we have a say in their roll-out or not, is that it’s an opportunity to enlarge your reach with your students and that it’s your input that changes these things from being just tools to becoming learning opportunities.

Please review these videos and info and come to our Wimba session ready to talk about Moodle.

Sources:

* moodle logo. http://docs.moodle.org/en/License retrieved on 12/13/2009

* youtube video/image: Moodle explained with LEGO short version posted by moodlefan. http://www.youtube.com/watch?v=_XPZl6LLvik retrieved on 12/13/2009

* Youtube video: What’s Moodle? posted by jenericjarvis. http://www.youtube.com/watch?v=4jY9KcHwIWI&feature=related retrieved on 12/13/2009

What is it that you most love in life,
and how do you express it in your
day to day routine?

Thinking about the aunts and uncles who’ll be at this year’s Christmas gathering, and realizing that the list is getting shorter. My dear sister-in-law, Connie, passed last Spring. And a life-long friend whom I haven’t had the best communication with, has had incredible health difficulties since taking a fall a few months ago. For my part, I’ve been so busy, with an almost around-the-clock sense of urgency tending to my job. Because of the freedom I’ve been given I feel the need to work all the harder to deliver the best possible learning experience for my students. That’s a blessing, but I still need to pause a moment and consider bringing the bigger vision into the daily routine.

I shouldn’t let a day go by without picking up my guitar. I shouldn’t let a day go by when I don’t write in this blog. I shouldn’t let a day go by when I don’t call up a friend just to say, “hi.” I’ve done these important things too infrequently this past year and that needs to change. After my uncle Joe passed, whenever I found myself relaxing for a moment, especially if the moment included a good IPA, I raised my glass in his honor. I didn’t do this because I thought that he might be haunting me or aware of my gesture, but because I wanted to honor the memory of his work ethic, what he contributed to in the life of his six daughters and dozens of grandchildren and just the man’s man who he was.

So, there needs to be more room for the meditation that I find in my guitar. Thus, last night when I should have been trying to get some sleep because I had an early morning video shoot (I was doing the behind the scene stills), I found myself listening to some Sarah McLachlan and then strumming along, then looking up the lyrics and chords for the song on the Internet, then learning the song and playing until my finger, that have long lost their callouses, forced me to quit. I’ve long felt a strong emotional connection to McLachlan, but when I listened to the lyric last night, something in the careful twist of words really connected it to the journey I’ve been on. I decided that this would be a good place to start getting back to the things/people I love in my life.

“Fallen“
Heaven bend to take my hand
And lead me through the fire
Be the long awaited answer
To a long and painful fight
Truth be told I tried my best
But somewhere long the way
I got caught up in all there was to offer
But the cost was so much more than I could bear

Though I’ve tried I’ve fallen
I have sunk so low
I messed up
Better I should know
So don’t come round here and
Tell me I told you so

We all begin with good intent
Love was raw and young
We believed that we could change ourselves
The past can be undone
But we carry on our back, the burden
Time always reveals
In the lonely light of morning
In the wound that would not heal
It’s the bitter taste of losing everything
that I’ve held so dear…

I’ve fallen
I have sunk so low
I messed up
Better I should know
So don’t come round here and
Tell me I told you so

Heaven bend to take my hand
I’ve nowhere left to turn
I’m lost to those I thought were friends
To everyone I know
Oh they turn their heads embarrassed
Pretend that they don’t see
But it’s one missed step you’ll slip before you know it
And there doesn’t seem a way to be redeemed

Though I’ve tried I’ve fallen
I have sunk so low
I messed up
Better I should know
So don’t come round here and
Tell me I told you so
I messed up
Better I should know
So don’t come round here and
Tell me I told you so

Sources:
* “Fallen” by Sarah McLachlan from her Afterglow CD

* youtube video: Sarah McLachlan Fallen Live – Macworld 2003 Keynote posted by cryotekk. http://www.youtube.com/watch?v=eEKqFw9x_IM retrieved 12/11/2009

p.s., I used to catch hell for my affinity and attraction to artist’s like McLachlan. This person would tease me, saying that I needed to quit listening to the “lesbians” because the music was making me too moody. I’m glad that I didn’t stop listening. The music didn’t make me moody, it spoke to the shitty situation and my frustration with it. Making this song a part of my emotional vocabulary is a far better way to move past those trouble times than to pretend that they didn’t happen or wall off whole sections of ones life. There, I said it.

Digication Revisited

In between large-scale enterprise level learning management systems imposed upon educators and roll-your-own systems like moodle are many smaller online options such as Digication (http://digication.com/). I heard about Digication from an interview of one of the founders, Jeffrey Yan, on Leo Laporte’s “Inside the Net“ podcast. Digication’s founders recognized the need for something more than just another place to post content, something that would cater to educators’ special needs that aren’t being addressed by overly-generalized web-portals, and at the same time be as simple to manage as an email account. Following is a Behind-the-Scenes tour of Digication and the “Inside the Net” interview of Digication founder, Jeffrey Yan (NOTE: the interview is a bit long…). Please review these items before our wimba session.

Inside the Net 35: Digication (http://www.twit.tv/itn35)

Click here to play episode in separate window: Inside the Net 35: Digication

One of the things that attracted me to Digication was that it had all of the features of a full CMS but didn’t require that I code it myself or try to get the assistance/permission from my district IT. Only limitation for the free account was that there couldn’t be more than 1,000 users at my school. I’ve written about my experiences with Digication a few times on my blog:
* Digication Gets My Vote
* Classroom Website on Digication

* Utudu & You: You should be well into creating your Udutu course/unit. Make sure that you make your way through the Udutu tutorials at http://udutu.com/tutorials.html. Please come to our Wimba session ready to share your progress, frustrations and victories. Remember, you want to have your Udutu course set-up quickly enough so that your fellow students have time to visit and comment on your Udutu course (during week 4). The following examples of Udutu units are offered as an inspiration and encouragement (the first one was created by the President of Udutu!). Enjoy:

All About Web 2.0 and Udutu Genesis by Roger Mundell

Introduction to 20th Century Art by Liz Perry

Introduction to Technology Accessibility by Emily Wray

Sources:

* featured image: Study by hermes. http://www.flickr.com/photos/hermes-/421203877/ retrieved on 12/9/2009

* audio podcast: Inside the Net 35: Digication by Leo Laporte and Megan Morrone with Guest: Jeffrey Yan of Digication. http://www.twit.tv/itn35 retrieved on 12/7/2009

* videos: LMO Moments: Behind the Scenes Tour: Digication by Joe Bustillos – emdt/FSO. http://www.viddler.com/explore/joebeebee/videos/22/ retrieved on 12/7/2009

* Udutu units: All About Web 2.0 and Udutu Genesis by Roger Mundell. http://publish.myudutu.com/published/launch/1612/Course15573/Launch.html?redirect=true retrieved on 12/7/2009

* Udutu units: Introduction to 20th Century Art by Liz Perry. http://publish.myudutu.com/published/launch/12441/Course21598/Launch.html?redirect=true retrieved on 12/7/2009

* Udutu units: Introduction to Technology Accessibility by Emily Wray. http://lms.myudutu.com/LMSGadget/courses/lms/12244/Course21696/881/v2009_8_24_18_23_39/course/Course21696.html?redirect=true retrieved on 12/7/2009

The Role of Technology in Education

As you work through this course’s reading assignments and create your Udutu project you might notice that you might be the only one among your peers working at such a high level of expectation as far as the integration and useage of technology in the day-to-day functioning of a classroom. Why is that? The normal excuse on the part of educators tends to be the lack of time and on the part of administration the lack of funds. And even when technology is brought into the classroom the purchasing process tends to be such a top-down “what do we need now” event, lacking any long-term vision or implementation plan that it’s no suprise that thirty-years after the arrival of the first small computers into the classroom, we’re still having this discussion.

One of the voices of dissent is astronomer Clifford Stoll, who feels that the last thing we need is to have students equate staring at a picture of the Louvre on a computer screen with anything remotely similar to experiencing the real thing. When Dr. Stoll wrote Silicon Snake Oil (1996) the Internet was in just in its commercial infancy, NetDay had 20,000 volunteers wiring local schools to the Internet and there was great buzz about improving education by improving access to the Information SuperHighway. At the time his concern was whether this investment in infrastructure could be better spent on teachers instead of tools. Over a dozen years later, with institutions flying to “online learning” as a way to cheaply expand programs without having to invest in more facilities or faculty, the question still remains whether sound pedagogy is even entering into these decisions.

The following videos look at the role of technology in education, but not in such a “either/or” point of view. The first video harkens from the dawn of the small computer era when Seymore Papert developed something called Logo to teach programming to children:

This next video is one man’s crazy idea to enable third world children to completely skip industrialization and move from agrarian culture to the information age. Another alumni from the MIT Media Lab, Nicholas Negroponte talks about the deployment of the OLPC (One Laptop per Child) program:

In this last video the protagonist looked outside his office window, to a wall that separated his nice surroundings from a slum and thought, I wonder what would happen if… Thus began Sugata Mitra‘s “Hole in the Wall/Digital Divide“ studies:

Please review these videos and come to our Wimba session ready to talk about the Role of Technology in Education.

Sources:

* The Internet? Bah! Hype alert: Why cyberspace isn’t, and will never be, nirvana, by Clifford Stoll | NEWSWEEK (From the magazine issue dated Feb 27, 1995). http://www.newsweek.com/id/106554 retrieved on 12/7/2009

* Youtube video: Seymour Papert 1983 posted by cynthiaso. http://www.youtube.com/watch?v=bOf4EMN6-XA retrieved on 12/7/2009

* TED video: Negroponte takes OLPC to Colombia. http://www.ted.com/talks/nicholas_negroponte_takes_olpc_to_colombia.html retrieved on 12/7/2009

* TED video: Sugata Mitra shows how kids teach themselves. http://www.ted.com/index.php/talks/sugata_mitra_shows_how_kids_teach_themselves.html retrieved on 12/7/2009

:: Description
You will read the Art of Possibility chapters 10 -12 and post one entry (or more) into your blog.

:: Rationale

pacbell by joe bustillos

Sometimes the road we take in the Universe of Possibility leads us in unexpected directions and to unimagined destinations. I took a summer job with Pacific Bell in California. That the company was called Pacific Bell might tell you how long ago that was. I met an energetic manager who shared with me that the secret to avoiding job boredom was to never stay in one job position for too long. He estimated that 18-months was usually more than enough time to get to know all one needs to know and then move on. He was an unusual entrepreneurial sprirt in a company that was much more well known for it’s “lifers” not making any waves and just putting in the time needed to get to retirement. I wasn’t as entrepreneurial as the manager but I knew, much to my family’s frustration, that there was something more for me to do. After finishing a second bachelor’s degree and nearing the end of my teacher credential program, Pacific Bell decided that it was time to let some people go. Normally that would have been a horrible thing, but for me the timing was perfect and I started my career as a public school teacher a few months after letting go of my 15-year “summer job” with the phone company.
Ah, but the story continues from there. Truth be told, being a teacher was somewhat akin to being a phone company drone in that the highest form of praise tended to be that one always showed up for work on time and never did anything that made work for others. Yeah, I somehow ended up in another world of “lifers.” Of course, I didn’t know any better so I kept doing things like teaching my students video journalism to help with their literacy and brought computers from home into my classroom. I guess I became a bit more entrepreneurial because I’d get involved in creating some new tech/ed/media program on campus, we’d have great success and then after a couple of years the funding would go away and I’d find myself working for another school/district, bringing tech/media to the natives. While getting a master’s degree and time spent working on a doctorate I continued the “create a tech program/find success/lose funding/change jobs” cycle three times. Alas, the doctorate program ran aground (twice), but I was lucky enough to work with Dr. Ludgate and somehow found a home on the opposite end of the country working for Full Sail. I am not the poster child for the Art of Possibility. But I am kind of stubborn as far as expecting a lot from myself because I’ve already been given so much. And if I can influence someone to not settle for the status quo, to push the technology, to enable their students, well then, that’s a damn good day.

The following video features someone who found amazing success, in many ways, through equally amazing failures. Having witnessed three of his incredible keynote speeches, this is not one of his better speeches. But the message is all the more real given the speech’s lack of polish. Enjoy.

:: Resources

The Practices
This books is less of a “study” book, where you try to analyze every sentence and paragraph and more a book that you want to move through and try to focus on the over-arching concepts presented. At the end of each chapter are some questions that form the “practices” part of the book. Use the questions to prompt your book notes that you will post in your blog. Feel free to answer the following study questions, or comment on the practices at the end of each chapter, or write about whatever moves you most (that’s directly related to the reading). Your choice.

Chapter 10. Being the Board: It’s not them. It’s not the circumstances. It’s me. It’s my choices. Now what do I do?

Chapter 11. Creating Frameworks for Possibility: How do I take this flash of insight and make it into daily thing? And how do I share this with others?

Chapter 12. Telling the WE Story: I told you it wasn’t about you. Have you been able to tap into the power of combining your expertise and passions with someone equally gifted? Have you had the pleasure of lifting a teammate, student, stranger up enabling them to realize their dreams and exceed anything that you could have imagined?

Coda: Now what do we do?

Sources:
Image: Pop!Tech 2008 – Benjamin Zander by Pop!Tech, http://www.flickr.com/photos/poptech2006/2968249798/ retrieved on 11/12/2009
image: pacbell01.jpg by Joe Bustillos, http://joebustillos.com/wp-content/uploads/2009/11/pacbell01.jpg retrieved on 11/12/2009
image: jbb & zander by Joe Bustillos, http://web.me.com/edm613/media/jbbnbzander.jpg retrieved on 11/12/2009
YouTube: Steve Jobs Stanford Commencement Speech 2005 posted by peestandingup, http://www.youtube.com/watch?v=D1R-jKKp3NA, retrieved on 11/12/2009.

High Speed Aerodynamics by o b s k u r a

One of the books that I use for my course is the inspirational The Art of Possibility and in one of the opening chapters the authors, Ben & Roz Zander, propose getting rid of grades. This usually invokes strong pros and cons reactions from my students. For example…

“The author of the book, “The Art of Possibility” made a statement that “not just in this case, but in most cases, grades say little about the work done.” This statement could not be more true. The first thing I thought about when reading this chapter is the meetings that I have sat in with administrators that have implied students should earn nothing less than a 50% and that is if they even fail. Today, we are educators, which work in a data driven education system where the author’s statement of this book could not be more applicable. Grades today do not reflect the work or worth of a student for the simple fact that, like Southern California, there are so many other places that are driven by political, or administrative, holds to influence their “data” and/or “funding.” by Melissa C.

Two of Melissa’s classmates responded:

“I feel the exact same way!!! My school wanted us to also not give students anything less than a 50% a couple of years ago and last year the 50% was raised to 60%. When we were told this many of us were livid! I felt like what was the point of grading work if we were just going to GIVE grades. Where is the “Truth in Grading”? Our system depends on data for funding and political purposes. Since our high school graduation rate was so low I believe this was a strategies used to improve it. I don’t understand how passing the children when they clearly have not mastered the material. Giving students a passing grade is being done on all levels and it is so frustrating when students come into my classroom and you are thinking they are on level and find out they are very far behind.” by Nicole

The second classmate said…

“I recently shared this chapter with some of my colleagues at school and you should’ve heard the gasps of horror when I proposed that grades mean a lot less than we think. Of course, they all seem to agree that the way schools are “graded” according to NCLB is unfair. Talk about a double standard. In all actuality, grades can be a good way to provide feedback to students as long as what we are really assessing is mastery. Then again, there are a lot of better ways than grades to do that. I feel lucky that my administrator feels the same way I do (he has also read this book). Unfortunately, we have a steep hill to climb to get everyone on the same page.” by Noel

Being the class professor I had to add my two-cents:

So, part of the problem is that grades are meant to be a way to communicate progress, but rather than track the progress of the learner, they tend to be a crude measure kind of like the height requirement before a little kid could get on a rollercoaster, “rider must be this tall to ride this ride.” It doesn’t tell us anything except for that one data point. So in many ways it fails in it’s primary task. Worse than that is that this crude measure becomes the goal, when what the student is capable might be far beyond “the goal.”

Now your concern is a bit different because administrators are trying to keep students from digging themselves into a hole that they cannot get out of, because if they fail to turn in the first of three assignments, for example, they cannot make up the points needed to pass if they get a zero out of one-hundred the first time out. Now the grade is being used as an accounting tool that needs to be tweaked, which should be a sure sign that something’s amiss. There are some fundamental issues being lost in the need to show a number, forgetting that there might be dozens of reasons for the student not turning in an assignment, beginning with a basic cultural conflict between the needs of the school and the pressures at home and that the student probably can’t read. This is where data is the enemy because it provides excuses and allows decision-makers to hide from the truth that this section of the community/school wall is completely broken and needs more than meetings and studies to repair it.

Sources:
image: High Speed Aerodynamics by o b s k u r a, http://www.flickr.com/photos/mixedmedia/2650461196/ retrieved on 10/31/2009

Week 3 – Giving an A by Melissa Clark (with comments by Nicole and Noel), http://constantclarke.blogspot.com/2009/10/week-3-giving-a.html retrieved on 10/31/2009

image: Cover of “The Art of Possibility” from Google Books, http://books.google.com/books?id=qLz0SmPL-qgC&printsec=frontcover#v=onepage&q=&f=false retrieved on 10/31/2009

The video prompted the following video response by one of my students (and my response to his video):

My video response:

Sources:
* Eyes on the Fair Use of the Prize directed and produced by Jacob Caggiano/Center for Social Media, http://www.youtube.com/watch?v=0r0pM1hJGU8 retrieved on 10/22/2009

* Save the Prize by Seann Goodman/OnOttButton, article at http://seanngoodman.wordpress.com/2009/10/16/save-the-prize/, video at http://www.youtube.com/watch?v=y8fvmpRtDb0 retrieved on 10/22/2009.

* Save the Prize – Cha-Ching Version by Joe Bustillos, http://www.viddler.com/explore/joebeebee/videos/17/ retrieved on 10/22/2009.