Drape's Takes

[On Thursday I was asked to write this, the first essay I've ever written for work. As online video becomes more prevalent in educational settings and elsewhere, leaders within our district have struggled to form related policy - particularly when it comes to copyright (you should know going in that our district has one of the strictest copyright policies I've ever seen). What follows was my attempt to explain the issues as I have come to know them, borrowing heavily from ideas shared by Stephen Downes and others when we discussed this issue as it related to blogging etiquette last May.

In the end, I'm not sure how well I have done here (particularly given that I only had an hour to throw this together) but would greatly appreciate any feedback you'd be willing to share with me.]

In-Class Use of YouTube Videos

In connection with the Engaged Classroom professional development opportunity, we would like to share “model” lessons of how technology can be used to teach the curriculum. One particularly powerful piece of technology that can be used for educational purposes is the use of online video for instruction. YouTube is currently the industry standard in user-generated video distribution. Therefore, we think it only reasonable to allow the use of educationally sound YouTube content under controlled circumstances within the classroom. In this brief paper, we will elaborate and show that such behavior is within the confines of current district policy.

YouTube’s Copyright Policy

According to YouTube’s terms of service¹, videos that are uploaded to the site are to be free of copyrighted materials. Expressly:

By clicking "Upload Video," you are representing that this video does not violate YouTube's Terms of Use and that you own all copyrights in this video or have authorization to upload it.

As YouTube regularly monitors the content on their site for copyright infringements, one can only assume that users have followed the rules in respecting copyright. For an ever-growing list of videos that have been removed from YouTube for alleged copyright violations, please visit http://youtomb.mit.edu/, a project conducted by researchers out of MIT.

Jordan School District Copyright Policy

Jordan School District has one of the most rigid policies on copyright in the entire state of Utah². Nonetheless, if a teacher follows a few simple guidelines, the use of YouTube videos for educational purposes within a closed, classroom setting, never violates the JSD policy on copyright.

The following policies on copyright relate directly to our current situation:

Policy number DE505, IV, D. Internet Resources

1. Assume all materials on the Internet are copyrighted unless otherwise stated and that existing copyright guidelines apply. When in doubt, obtain written permission from the copyright holder.

2. When using information from the Internet, follow the Fair Use guidelines and properly cite all Internet resources.

Policy number DE505, IV, I. Web Page Publishing, 1. Permissible:

a. When using material from other Web sites, permission should be obtained from the copyright holder, and all sources must be properly cited.

Guideline for teachers in online video use:

• Cite all Internet resources
• Assume all materials are copyrighted unless otherwise stated. In YouTube’s case, we have done that (see above).

Policy number DE505, IV, F, 3. Prohibited:

c. Using videos that have not been previewed for applicability and appropriateness by the school principal and/or the principal's designee (an administrator, secondary licensed media specialist, or licensed educator).

Policy number DE505, IV, F, 1. Ratings Guidelines:

e. Non-rated videos/DVDs must be reviewed for applicability to core curriculum, content, and appropriateness for student use. The school principal and/or the principal's designee (an administrator, secondary licensed media specialist, or licensed educator) must review the video/DVD and make a ratings recommendation. Based on the recommendation, the school principal gives final approval for use of a non-rated video/DVD in a school. A written verification of review and approval for each non-rated video/DVD must remain on file at the school location.

Guideline for teachers in online video use:

• Have your principal or their designee preview and approve all designated online content.

Recommendation:

• Create a district-standard form for such approvals.

Policy number DE505, VI. Definition of Fair Use

While authors are given certain specific rights, some limitations have been put on those rights. The courts use the following four criteria to determine Fair Use:

A. The purpose and character of the use, including whether the use is of a commercial nature or is for nonprofit educational purposes.

B. The nature of the copyrighted work.

C. The amount and substantiality (extent) of the portion used in relationship to the copyrighted work as a whole.

D. The effect of the use upon the potential market for or value of the copyrighted work.

Guideline for teachers in online video use:

• Online content can only be used for educational, non-commercial purposes.

Conclusion

As additional quality, educational content becomes increasingly available online, closer attention should be given in the creation of related policy. Furthermore, to infer that showing a video from Youtube in class is outside of current JSD copyright policy is simply not accurate as there are tens of thousands of educationally appropriate, non-copyrighted materials on YouTube. Additionally, there exist thousands of other materials licensed under Creative Commons licenses³ - which state that not only is it OK to show these videos but that others can share, remix, and reuse the materials, if they so desire.

References:

1. http://www.youtube.com/t/community_guidelines
2. http://www.jordandistrict.org/policymanual/p.php?id=199
3. http://creativecommons.org/

Special thanks to Kelly Dumont for lending a hand with this, as well.

Technorati Tags: copyright policy youtube

I finally watched Mike Wesch's presentation to the Library of Congress that he's entitled "An anthropological introduction to YouTube." An absolutely incredible presentation, this is the kind of keynote that could get a guy nominated to speak at TED.

One of the most staggering messages of the presentation is given in the first two minutes.

In 1948, ABC started broadcasting - and they became the third network to do so... so they were the third major network... Those three networks, if they had been broadcasting every day, for every hour of the day, for [the last] sixty years, it would be over 1.5 million hours of programming. Which is a lot, but YouTube produced more in the last six months. And they did it without producers, they did with just people like you and me, anybody that's ever uploaded anything to YouTube.

Amazing.

Another interesting topic addressed by Dr. Wesch was the idea that in creating YouTube videos, people are basically alone while potentially talking to millions. This kind of "interaction" can't be healthy.

Or can it?


Teachers, alone or otherwise, too often focus solely upon the teaching that they do. Nevertheless, I wonder if this kind of YouTube-video-creation practice wouldn’t help them to think more about the learning that may or may not be taking place in their classrooms. On YouTube, even though the person creating a video is likely alone in their production, speaking to a camera, they are often forced to think about what the viewer sees as a result of their production. They think about the viewing experience before and during production.

Teachers should be no different.

Successful teachers not only think about the teaching that occurs in their classrooms but the learning, as well. Questions encompassing that which the students hear, see, feel, and experience - during instruction - are consistently addressed.

I think that teachers need to think more about what their students are learning, in addition to what is being taught. Can creating YouTube videos actually encourage the practice?

Nyeah. Maybe, maybe not.

Image Source: Jennifer Jones

Technorati Tags: youtube teaching learning

Rickrolling is an Internet fad o' fun that, while recently gaining in popularity, is probably on it's way out. According to the source of all eighth-grade knowledge:

Rickrolling is a prank and Internet meme involving the music video for the 1987 Rick Astley song "Never Gonna Give You Up". The meme is a classic bait and switch: a person provides a link they claim is relevant to the topic at hand, but the link actually takes the user to the Astley video.

On a related note, you may also Flickroll your "friends" by sending them here (thanks for sharing, Sue) or see the Muppet's remake of the Rick Astley video below (certainly my personal favorite):


Now, here's the scenario:

"Hey Shareski, check out this link. This is a great article on why you shouldn't count the number of people following you on Twitter. From what I hear, that kind of behavior does nothing but kill kittens."

Shareski then clicks on the link(s) to enjoy Rick Astley in all of his 80's glory.

*Psych!*

Speaking of Twitter, the perfect Rickrolling environment... here's the scenario there:

"Good morning twits. A kid just threw up outside my classroom door. Yep, disgusting. Check it out here - http://tinyurl.com/2q9j9y"

*Twitter Psych!*

As educators, though, I can't help thinking that we're above all of this Rickrolling, prankster nonsense. Sure, it's all done in fun, but can't we be productive while we prank?

Enter Payrolling

Yep, you guessed it. I propose that as educators we prank our fellow teachers into viewing something useful during those times of jest. Here's the new scenario:

"Hey [enter teacher's name here], I found the perfect site for you and your [insert subject name here] class. This place has activities that will take the kids hours to complete. In fact, I think you'll probably be set until the end of the year. Can you believe they actually pay us to work here? Anyway, here's the link."

[Your teacher of choice] is then transported to the Pay Attention web site wherein they can learn a thing or three about what it takes to reach our students these days.

[Your teacher of choice] just got Payrolled!

*Psych with an ed-tech edge!*

"Sure," you're saying. "He's just marketing again. Why doesn't he juke teachers into visiting some other video?"

Good point, but I couldn't find any that would make the name work. It's all about branding here, folks. We need a name that will stick.

• Shiftrolling reminds me of a diesel truck.
  
• Visionrolling? Well, which one do we link to?
• Marcorolling definitely has potential but I'm not sure he'd appreciate the gesture.
  

So Payrolling it is, at least in my book.

Fun. Free. And the better way to prank. Payroll your teacher of choice today!

Technorati Tags: rickroll payroll education technology youtube twitter

I just watched this again thanks to Christopher Sessum's recent post. Michael Wesch is my hero.

Technorati Tags: video youtube information

Yesterday I discovered that Mitt Romney has been asking, "What do you believe is America's single greatest challenge?" I responded to Mitt's query with Pay Attention even though I think many of our nation's education problems stem from the weakening of the family unit.

In viewing my activities, Brian C. Smith took a quick look at Mitt's YouTube channel - also taking note of several parallels to many of today's classrooms. A classic example, to say the least:


Now what Brian may not have noticed was that Governor Romney has been moderating the video responses that his plea has attracted: another useful feature in any 21st Century school!

"What's that, Tommy Talks-A-Lot? I can't hear you today. I'm sorry, but it appears that what you've been saying has been blocked by my filter."

I can hear the teachers lining up for this feature already!

Image Source: BrianCSmith

Technorati Tags: mittromney education teachers technology filter youtube

I have to admit that I'm a little disappointed in you. A little over a week ago, I posted the results of the Media Ethics survey that I conducted (and compared) in connection with the ZDNet survey created by Ed Bott. While I realize that there were no extreme shockers in the results I displayed, not one person has commented on the post or found any interesting in the comparison I made. Only you can change that trend.

Being the gentle persuader that I sometimes am, I guess I'll re-ignite the conversation with a few observations of my own. If the results of our survey do, in fact, reflect reality - then:

1. Ed-techies are more ethical than the Techies.
   
   It's no surprise that the Ed-techies appeared, question for question, more ethical than the techies that took the ZDNet survey. Although my students might argue to the contrary, I've maintained all along that teachers are a pretty good bunch, generally friendly, and by and large more honest than the average Joe.
   
   
2. Ed-techies are nearly 2.5 times as likely (than your run-of-the-mill Techie) to NOT strip the DRM out of DRM-protected audio or video in order to make a back up copy.
   
   If you buy a DRM-protected track from an online music or video store like iTunes, is it proper to strip the DRM and make an unprotected backup copy?
   
   This is clearly because (1) most teachers don't even know what DRM is, or (2) even if they do know what DRM is, they don't have a clue about how to strip it out of the content. The only other explanation would have to that (3) teachers don't make back up copies of their data - and we all know that's surely not the case.
   
   
3. There's a 50% greater chance that a Techie will use BitTorrent to download their missed TV shows over an Ed-techie.
   
   If you miss an episode of your favorite TV program from a broadcast network, is it OK to download it from BitTorrent or a file-sharing network?
   
   Alright class: What's BitTorrent?
   
   Granted, 99% of the content that is transfered via BitTorrent is probably pirated material. Nevertheless, there are actually legitimate uses for not blocking the pesky little torrent packets that are flying through your district router. When I taught video productions, we used BitTorrent to transfer large video files from machine to machine (and and from room to room). Legitimately, I can envision students from the Flat Classroom Project using BitTorrent to share files with each other (country to country, for that matter). Furthermore, even though I have yet to hear likewise from other sources, one of our district network technicians swears that YouTube packets look exactly like BitTorrent packets - yes, even to the trained eye. Possible implications? (1) YouTube doesn't have high bandwidth costs because it distributes it's content via a torrent-like system and (2) when Johnny is watching Lonelygirl15's latest episode on YouTube, the district network watchdogs actually think he's downloading a pirated copy of Photoshop. Hmmmmm. Then again, we all know that never happens, either.

Technorati Tags: ethics youtube bittorrent flatclassroomproject2007 zdnet education technology

Yes, I know how to spell 'kinesthetic'. I was just testing you (and the other three people that have seen Pay Attention). As a result, I decided to finally update it to include the correct spelling. Yes, this is my Final Final Version.

As for progress and whether or not the video is effectuating actual change in educational policy and practice? You tell me.

• Has Pay Attention (or any other video for that matter) actually caused you to change the way you teach?
• Is it actually possible for a short video to have that kind of impact on a person or an institution?
• How can we measure the impact (and ultimately the effectiveness) of such a video?

These are all questions I am struggling with as I prepare to write a dissertation. To be completely transparent, I'm toying with the topic of viral video and its ability to effectuate change. I'm wondering if this kind of topic would even be feasible for the kind of research and writing required for a dissertation.

What do you think? Am I completely off my rocker? I'd love to hear your take.

Technorati Tags: payattention video youtube dissertation education technology

Quick: What do the NBA and propaganda for effective teaching have in common? That's right: Carly Commando. While flipping through channels the other night, I had to do a double-take when I heard Pay Attention on the TV.

Congrats, Carly. You've stirred more than educational minds with your music.

Technorati Tags: youtube payattention

[Full Disclosure: On November 8, citizens of Utah will vote on what is known as Referendum 1. This issue, while currently only limited to residents of Utah, has the potential to bring vouchers to states across the nation. In my opinion, the issue of vouchers is a simple one: Do we, as a nation, believe that a quality education should be given to every child or not? As I think that an education is one of those unalienable rights to which every citizen should benefit (regardless of race, religion, or socioeconomic status), I will be supporting public education in voting against Referendum 1.]

Honorable Governor Huntsman:

I appreciate the attention you have given in supporting education in recent legislative sessions. Your support (or at least your approval) has led to many great things, including additional funding for technology in public schools. I suppose these and similar past efforts are what puzzle me so much in relation to your current efforts involving the public funding of private schools.


In response to this video, I have several questions for you:

• How does funding private schools with public funds actually help the public school system? It seems to me that as private schools gain more students (and publicly funded revenue), they also gain political power. Do we really want that?
• What about church and state? In granting private schools increased political power, we would also be distributing much of that power to various churches upon which many private schools in Utah are founded. How is a vote for vouchers not a vote to mix church and state?
  
• Why has no one (evidently) explained to you that as students are removed from public schools then a proportional number of teachers are also removed? In consequence of this fact, supporting an initiative to promote private schooling does nothing to reduce class sizes in public schools.
• How does financially assisting proponents of private schools ensure that every child in Utah (regardless of race, religion, or socioeconomic status) receive a quality education?
• Given that the average cost to attend private schools in Utah is roughly $6,000 and the proposed voucher system will only reimburse $3,000 to private school students, how do you suggest that financially challenged students pay for the remaining funds (so that they too can benefit from a quality private education)? Surely you realize that there are students in Utah that don’t have an extra $3,000 just lying around.

I suppose my final question is of a more personal nature:

• What are your true motives for promoting the voucher system in Utah? In other words, are you really concerned with helping every student in Utah or are you more concerned with enhancing your political resume?

I appreciate your attention in addressing my questions, either online or off, and sincerely hope that in future discussions I can continue to refer to you as “honorable”.

Sincerely,

Darren Draper

Technorati Tags: education vouchers referendum1 utah youtube

I recently gave two presentations for a graduate class I am taking: Diffusion of Innovations. During the first presentation, I discussed creativity and my theory about how we are on the verge of a creative tipping point. Spurred by an increase in the use of Creative Commons licensing and other recent innovations, I think that YouTube's 65,000 uploads per day are just the beginning.

In the second presentation, I discussed the blog as an innovation that has been quickly diffused throughout our world.


Technorati Tags: blogosphere tippingpoint youtube

Interesting comment on YouTube Saturday. As I have heard others express similar feelings about teaching with technology, I suppose it is time to explain both the scope and purpose behind creating the "Pay Attention" video. Commented seaghan2007:

Presentations like this with their aspirational and panaceatic views of technology in education are infuriating! Any real teacher knows that learning happens in a variety of ways for different circumstances, eg Role-play around history with NO technology might be way way better than watching an exobyte of podcasts or video on the subject!! This unbalanced zealoutry is hurting those educators who are encouraging teachers to use ICT in classrooms - but in a 'real-world' warts-and-all environment.

Now here's my take as I would have expressed it if YouTube would have granted me more than 500 characters to reply.

To begin with, I am a real teacher and have taught/do teach in a 'real-world' environment. I began my teaching career in 1997. Since then, I have taught at the Middle and High School levels, in both traditional and "alternative" (at-risk) settings. Personally, I think every class could/should be labeled as "at-risk", but that is how many insisted upon categorizing my particular students. I have taught a wide range of subjects, including math, Spanish, ESL, video productions, and physical education. My students have gone on to become Olympic champions, drug dealers, movie stars, residents of the local penitentiary, successful business-persons and everything in between. Last June, I accepted a position as a "Technology Curriculum Specialist" and teachers became my students. With their needs, troubles, and fears in mind, I created "Pay Attention".

"Pay Attention" - What It Is

• "Pay Attention" is a motivational presentation designed to encourage teachers to better integrate technology into their teaching.

"Pay Attention" - Why I Created It

• I created "Pay Attention" because, in my experience, technology can help a teacher to provide rigorous instruction that is highly relevant to today's students.
• I also created it because I think it is foolish for teachers to not use technology in much of their teaching (notice I did not say all of their teaching - more on that in a moment). The majority of students today already know how to use mobile phones, mp3 players, podcasting, Internet resources, and other educational technologies - why not use it to our advantage? As a teacher, I can certify that students are bringing the technologies into our schools in large quantities (you would have to be blind to not notice the plethora of mobile phones and tiny, white ear-buds dangling from our students' ears). To me, it seems foolish to refuse to use these items, beloved by our students, to accomplish educational objectives.
  

"Pay Attention" - What It Is Not

• This video, like technology itself, is not a cure-all for many of the problems that currently plague education - in fact, I have never claimed technology to be the Panacea many hope it would be. Technology is great, when it works - but we would be dishonest in saying that technology doesn't also come with its own set of baggage.
  
• In my humble opinion, to refer to the "Pay Attention" video "unbalanced zealotry" is simply a case of not seeing the forest for the trees. All thinkers should realize that technology is not the only tool an effective teacher has. In fact, there are times when technology is not the tool of choice. Would it be more effective for physical education students to go out and run a lap or surf the Internet for pictures of people running laps? Clearly, as a teacher that has (hopefully) learned to think, you can see that different kinds of learning activities require different tools - and just because a certain tool isn't used in every situation doesn't deprive it of any value. Because let's face it: when the job calls for a hammer, nothing less than a hammer will usually do.
  

What are your thoughts? I certainly welcome your comments.