EDM613 - WK 2 Comm2 - Megan Bassett

Megan, it's funny how quickly I can forget about what I try to convince my students of at the beginning of the school year. The idea of learning from our mistakes is what I try to have my students embrace. This of course does not help them on the first test. But for those students that are willing to put forth the effort and especially the ones that are in higher level mathematics courses, learning from their mistakes allows them to move passed the learning of steps. They can finally begin to think through their problem solving skills and take meaningful steps towards the correct answer. I'm reminded of the fact that we learn much better from being burned by the fire than from not.



Original - Wow, I’m actually a little in awe at this textbook. The first two chapters remind me of my favorite quote, and a quote I try very hard to live by each day.
"The remarkable thing is that we have a choice everyday regarding the attitude
we will embrace for that day. We cannot change the past... We cannot change
the fact that people will act in a certain way... We cannot change the
inevitable. The only thing we can do is play on the string we have and that is
our attitude. I am convinced that life is 10% what happens to me and 90% how I
...react to it. And so with you..."
I had a big move in front of me a few years back, where I had to leave everything behind and start anew. I could either be depressed by the unknown and the vast options of my future, or I could be excited or inspired by it. I chose the latter, and I’m so thankful that I chose that path because it led me to some really great things in my life.
In the third chapter, the author talks about giving everyone an A, and embracing mistakes as a learning tool instead of a negative part of the students music. I teach my students in Art a similar way, and using this quote often to enforce my ideas; “Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.” In art, mistakes can bring you to some of the most fascinating parts of your piece. Developing those mistakes can sometimes bring an ordinary piece of art into the extraordinary. Most students make mistakes, recognize it, become very negative and sometimes give up hope and consider themselves a failure. I try my very hardest to turn their mistakes into something they can work with and develop from. The hardest part is teaching them to like something they had not planned on creating. They tend to have ideas in their head of what they want to create, and when they cannot reach this goal, they get very disappointed. The art for me, is trying to get them to see the amazing qualities of what they made, not what they were supposed to make.


As far as contribution, I think we would do everyone in our lives a huge favor if we look at everyday as a gift, and every moment we are with others as a gift to ourselves and them. Going through your work week looking forward to Friday is no way to live life. Using this idea to look at how you are contributing to others everyday would make your life so much more fulfilled.


As I was reading this, my boyfriend asked me what I was reading. I said a textbook, which brought the question what it was about. I narrowed it down to a self help type textbook, and that it was actually very interesting and quite a good read. (I’ll admit, I teared up for parts of it, connecting to the stories by the author and others….call me a girl.) I’m going to go live by these 4 chapters, and return to read the rest after making my mom mother’s day dinner.
Posted by Meghan Bassett

EDM613 - WK 2 Comm1 - Patricia Atkinson

Your excitement for this book is exactly what I think the authors are looking for. Changing the perspectives of people goes a long way in creating a universe of possibilities. We seem to have the same type students. They don't mind disrespecting adults, but we can't see that as something in the world of measurement. Like you I need to realize that my students are coming from situations that I cannot understand. All I can do is see all the possibilities the universe has for the students.


Having the students see their education as something without a stopping point is definitely something outside their world of measurement. This could be a wonderful place to start their transformation into the universe of possibilities.

Original - The Art of Possibility

First of all, I want to say that this book is absolutely amazing and the first text book that I have ever read in my life that is an actual page turner. I love all the stories and student words, as well as how it reverts back and forth between the authors. It is so down to earth and inspirational. This morning, I bought 3 copies on Amazon—one for me, and one for my mom and dad. Their philosophies are so profound and echo my own very closely. I love the concept of contribution in life, “giving the A”, and just reaching beyond the constructs and conventions of society. I would like to make some chapter specific reflections:

Chapter 1

“It’s All Invented”

I thought the discussion about perception, and how humans have specific mind maps to understand the world around them that are developed over their whole lives was very interesting. I have noticed in my teaching that students have very different mind maps, priorities, and preconceptions than when I was in high school 7 years ago. We all, but especially them, in their little bubbles, do not step back and think about how our minds work. It is so true that there are frameworks in all of our minds that are influenced by categorizing, story-line organization, and a network of assumptions.

It is inspiring to think about leaving all that behind and looking at life with a fresh perspective. It reminds me that we as teachers never know what’s going on with a kid beyond our class, and we need to give them the benefit of the doubt and the most positive reaction we can muster even when they act up. You never know, and maybe never will know, what a difference that choice made in that person’s life.

Chapter 2

“Stepping Into A Universe of Possibility”

I liked the discussion here about the world of measurement vs. the universe of possibility; how people live in the world of measurement and there are hierarchies of what is safe, how to survive in a world of limited resources. I never had thought about how scarcity-thinking and survival-thinking are different from the actual condition; how pressure from invented realities or fear of what could happen causes unnecessary anxiety. This phenomena reminds me of a part in the young adult novel The Giver by Lois Lowry (1993). The setting is a future “perfect” society in which everything is cut and dry, literal, and void of all emotion. There, young children are beaten if they were to say, “I’m starving”, because it is a lie, an exaggeration of the hunger feeling. In our society, so many things are also taken out of context. They get so far gone that the construct becomes the assumed reality. I feel that has happened with the process of standardized testing (which we are in the midst of right now), and how learning, and in turn funding for the school, is catered to performance on this test. Isn’t the convention of taking a final assessment being a good measure of learning completely blown out of proportion here? Do we really have the best intentions for our children in mind? And it is being transferred because now, with a month of school left, kids think they are “done” and can totally slack (and let go with their manners) because testing is over. How much better would it be if we were teaching them that learning has no culminating end, that there are profound concepts to be learned that can’t be answered in multiple choice format, and that everything in life cannot be re-done and re-done until you pass?

As stressed in the reading, the important thing is to reflect on HOW thoughts and actions ARE a reflection off the conventions of a measurement world. If I could somehow transfer just that simple concept to my students, I think they would grow a lot in all facets of their life.

Chapter 3 and 4 “Giving” and “Contributing”

What a beautiful story about the starfish woman to start chapter 4. I had heard it before, but often thought of it and similar stories (like you read in FW emails) on my worst days of teaching. When I want to give up because some ignorant students called me a bleep bleep bleep or smashed someone else’s artwork or threw a chair or clogged my sink or hid a dirty paintbrush, I try to remember the subtle positive changes I MUST have made somewhere along the road. The smiles, the hearsay of students mentioning artists we have learned about in other classes, the Facebook requests after graduation, the thanks, the personal growth that is shown in their artwork over time in my class. This is what makes it worthwhile to get through the struggles. And as a veteran teacher once told me, “high school students are like daffodils…they may not bloom the first year, in fact they might just stay in the dirt. But you still water ‘em and give it your best. Then, many years down the road, they will bloom and it will be from something you planted or helped with—even if you never are around to see it.”
I thought the concept of “Giving An A” was beautiful, especially when explained through those amazing student responses. The Michelangelo “revealing the statue” analogy also made sense. I kind of already do that in my grading philosophy, although I don’t discuss it as an instigation of creativity as he does. I can understand that this theory would be great in music class, because there is so much risk-taking involved in being expressive. I laughed out loud at what they do when they make a mistake—putting their hands in the air and saying “how fascinating!” I do that in my own way too. Its more in the line of: student spills something or breaks something or messes something up, and then gives me that scared look of apprehension, like I’m about to go off. Even though I want to, I always remember how my mom reacted to me when I had accidents…and how sad I feelwhen I see the opposite in a store or on a movie (like a mom slapping or cussing at a kid for making a simple mistake). Making these small choices to look beyond the initial negative reaction is what makes us richer individuals and better leaders. I will try to “re-define” my audience as Roz did to her group of graduate students. They are all great artists, eager and ready to participate and create (maybe I should make that my screen saver J ) I AM a gift to others and so are they!

EDM613 - WK 2 Reading - Measurement and Survival

Hearing the TED talk and reading these first four chapters was quite eye opening. The hardest idea for me to hear was that of the "universe of possibility". Being a mathematics teacher makes measuring the world around me the natural thing to do. I am constantly concerned with understanding the world around me, so measuring things, people and resources is my daily habit. The challenging thing for me in this aspect is to realize that infinity can be more than a concept and can speak to the revolving nature that giving produces. I give to you and you give to me, and on and on and on. We are both taken care of and do not need to fight against each other for survival.


Another difficulty in changing my mindset to one of infinite possibilities is that my students are usually in survival mode. The thought I had while reading this chapter was that it must be easier for those who do not have to worry about their basic needs to move into such a thought process. But once again I fall into the world that has limitations.

EDM613 - WK 1 Wimba Session

The thought of me working towards a doctorate was never something that I pictured in my life. I am a jack of all trades, master of none. This being my nature, I usually get to a certain level of mastery and move on to the next project. Having the set up that EMDT does, has given me the serious possibility of actually mastering a subject. Knowing that I will have a presentation ready to bring to an institution that showcases what I am excited about moving forward in the field of education has made developing this project much deeper and not so wide. Seeing how everything has come together from month one is quite amazing and I can not believe how close we are. I look forward to formatting everything and putting the final touches on the website.

EDM613 - WK 1 Comm2 - Ann Cannizzaro

I agree with the idea that fair use is an area that is being tested. Like little children test their authority figures, so do those who want to see what exactly is fair use. That was something that stood out to me about the video on fair use. The filmmakers where so excited about that best practices book that I was confused. Since watching our other videos, the confusion has left me. Fair use is a dangerous and often limiting idea because of so many untested waters.
My students blatantly plagiarize and feel nothing about it. Their lawlessness is quite unnerving, luckily I do not teach social studies or English.

Original - Fair Use...Can you use it or not?
Getting acquainted with Fair Use is not an easy task. I'm sorry to say that the Obama Poster Event was not on my radar at all. Shepard Fairey is somewhat of an activist in using his art work to make political statements regarding fair use. I am most thankful for the awareness this reading/viewing has brought to me. The topic of fair use is so timely in our "easy access" environment. Yet, it is a rare topic of investigation or discussion in the day to day life of a regular "Joe" on the street.
Artists have always been important figures of inspiration, vision, and change. Often they take risks that go beyond what others would consider safe, and the result is a new way of thinking, doing, and understanding. I think Shepard Fairey falls into this category. Of course there is the question about attributing the original photograph to Manny Garcia. However, one side of the story says the original "owner" was AP, until Manny Garcia stepped forward and dropped his name into the "picture".

There is still much for me to learn and understand about Fair Use. I am very glad to learn of the standards documents created by The Center for Social Media. These documents will be my starting point for gaining further knowledge and experience with Fair use issues. I would also recommend another resource for educators and parents. Please consider going to view materials at www.commonsensemedia.org. This site has a wealth of information about Media, Netiquette, and a teaching unit about Copyright for high school students.
Educate yourself and others!

Creative Commons....Creativity for All
Larry Lessig ends his TED talk with the idea that we are living in an age of prohibitions in terms of digital technologies. He makes an alarming point that we are "living life against the law". If we are not, then our kids ARE!
"They are living life against the law and they know they live it against the law."
Hmmm...I couldn't get that statement out of my head and after a while, it dawned on me...the statement is true. Here's the example that looked me in the eye later after I'd watched the TED talk:
"Dear Mom, Please don't get mad at me. I just got a Facebook. I know I should have asked you first but I'm getting older and can make some decisions by myself." This arrived in my email...from my 13 year old daughter! YES! And it hit me then. Our kids are living life illegally and they know it. It is illegal for any kid to have a Facebook page if they are under 18yrs old. But everyone, it seems, has one. The kids know the rules but they look them in the "Face" and reject them. It is just as Lessig describes. What are we to do? Do we have or support a democracy that can do better? I Wish! [I just did some research and found that what I said above is not true and was an assumption. Facebook asks that no one under 13 years of age sign up. I'm learning to do the research to back up my statements. Thanks for bearing with me.]

Okay, back to creativity. I love the idea of creative commons and it does go the distance to maintain open dialogue between the big business of digital technologies and the content creators, our kids. However, we need to demand a robust conversation that is balanced and heard. We need to be the democracy that can make it happen.
Posted by Ann Cannizzaro

EDM613 - WK 1 Comm1 - Bruce Kramer

Another thought I had about the length of time for copyright is that why should the family of a person that created something benefit after that person is dead? They are not the creators, so what rights do they have? We spoke to the same issue of greed vs giving. There does need to be a balance and I can see the creative commons being a great start. The war analogy is quite appropriate due to the fact that many battles have been fought over who truly does have the right to these "lands".

Original - Creative Commons Experiment


I am intrigued by the creative commons movement and how one might compare it to the American Revolution and the similarities that can be found within. In Larry Lessig’s TED talk, he mentioned that there is no revolt but rather a movement to extremes in the response to copyright concepts. As in the early days of the American Revolution the extremes were being defined by the loyalists and the patriots but if it were not for the defining document of the Declaration of Independence and the leadership of Washington and other founding fathers the potential of our revolution looking more like the French’s was a possibility much like the lawlessness that we are incubating in our youth with the lack of common sense being applied to the constraints of current copyright practices. The thought I have about the Creative Commons approach is whether it is capable to bringing about the necessary balancing effect to the copyright battleground as the Declaration of Independence and the Constitution did to the American Experiment.


How much does the Creative Commons approach depend upon the character of the people involved to relinquish the greed that feeds the current extension of the copyright termination to be extended further and further into the future? Will the involved see the needs of the culture taking precedence over the financial gain they could continue to have if they hold firm to reaping from the current copyright laws. Does the 11 possible choices of Creative Commons structuring allow for an effective strategy to balance the personal gain and preserving the culture for healthy growth in both areas? This is yet to be determined but is worth a try since it is obvious the current status quo is destructive.
Posted by Bruce W Kramer

EDM613 - WK 1 Reading - Keep it fair

It seems to me that the biggest part about all the copyright laws and creative commons is that people need to keep things fair, just like in love and war. If something was created by a person, they have a right to use it for profit if they want to. They also have the right to give it away for free. This leads to the idea of users of created material keeping it fair. Users need to give credit where credit is due and if that includes monetary compensation then so be it.
One of the hardest parts for me to hear was that fair use is not applicable until possibly too late. As an educator, I thought I had more freedom than I do, even though I give credit to where I have gotten materials. It saddens me to think that because someone does not want to make a fair price for the use of their materials, some of the greatest videos of history are no longer available for my students. Once again, keep it fair. Sharing your productions sometimes also might mean, giving up some of your rights for the betterment of the whole. Granted you have the right to deny the use of, but what does that say about you as a person?
One of the most frustrating stances my school district has taken is that no child should fail. In this effort, copyright infringement has become the norm. The students are either copying and pasting from the internet for their research projects, or just copying each others in different paragraph orders. If the students could receive a failing grade for the production of such uneducated material as this then the students that are growing up in a world without boundaries are going to live as though none ever existed.