Week 4: Publishing/Leadership Presentation

For the publishing leadership project in week 4 of MAC I presented my project to four of my peers: David Hotler, Virginia Holm, Michael Hood, and Dennis Woodward. We facilitated this presentation using this Google Document and iChat. We met at 7:30PM on May 26th, 2011 and each shared the links to our presentations. After reviewing each presentation we met in an Audio iChat and shared for 5-7 minutes about our work. We each took notes about the others' project and then shared our comments in the Google Document.

• Link to my leadership presentation.
• Link to Thinkout Loud #1
• Link to Thinkout Loud #2

Here is the feedback from my fellow-educators:

David Hotler says: What an interesting topic. It is quiet clear from your research methods that this research was empirical based and you found real working results. I love to see that you came to concrete conclusions about immediate feedback, reduction of stress, and testing as a re-teaching tool. It was very interesting to hear you talk about testing styles available in Moodle and about testing engagement. I have always thought of tests as very flat and only do one thing; assess. You have shown that testing can be more than as assessment and can actually engage and re-teach students about the topic. You have also shown, quiet well, that student prefer the online testing to the traditional scan tron or paper test.

I would be interested to see a deeper study about test anxiety and online testing. I have taken several tests online and I am still stressed to/while I take them. What I do not know is if I am just less stressed out or have the same stress level. I would love to see a blind study over the course of a year of high school to actually prove this claim and further support your research. Obviously in the case of Action Research you have shown a positive result and have gotten students and hopefully teachers excited about using online testing for learning.



Virginia Holm says: Michael - I think this type of response system would be great in tests and quizzes, but would be difficult in projects and papers. I like the idea of the second attempt. Students seem to gain confidence when given another try. It also helps to promote their recall on the topic.

I wonder if you only had one question per page on traditional testing methods, if that would decrease anxiety to the extent that the online assessment did? Perhaps it’s not so much the test but the amount of information on the test that causes stress. Did you attempt an online assessment with multiple questions on each screen? How does the online assessment increase or decrease student confidence while the traditional keeps them neutral?

Your presentation was well designed and easy to follow. On the Immediate Feedback slide, I would consider changing the bolded font to another color - perhaps a light golden yellow for further emphasis. I couldn’t really tell it was bold - but then again I am practically blind. Overall I enjoyed your presentation. You kept the audience engaged with questions and were very clear and direct. I look forward to learning what your further evaluation brings to the topic.



Dennis Woodward says: Great job Michael. I, too, think that many of our teachers tend to get into drone mode and feel that the testing or assessment part of the unit is the finale and that information is either retained or lost afterward.

What you are doing with Moodle’s quiz module is amazing. Most teachers would not put the effort that you do into this type of assessment. You clearly are taking every opportunity available to make sure that your students are retaining the information (even at a partial point loss). The fact that your interactive assessments are done online, you have an advantage of getting immediate feedback from the students but also have the ability to give immediate feedback through this interactive quiz or test.

While the platform that you chose (Moodle) is not the trendy content management systems of today, you have proven that this CMS does have features that are superior to most. The results that you have proven through your action research provide valuable data that will hopefully persuade your administration to retire the Scantron type testing scenarios and adopt a system that promotes education through the entire process.



Michael Hood says: Michael, I liked the direction of your research. Scantron responses leave little room for student engagement. You read the test and then mark your answer. Online assessment is an improvement over this. I know I would rather take a test online over a Scantron test. I guess the real challenge is to leverage online assessment’s strength to truly improve student engagement. I know from personal experience that some online assessment actually encourages guessing I had a student that would work on an online math course that allowed the student to retry the problems over and over again until he got it right. Eventually he would guess the right answer and go on to the next problem. Granted, if the program detected a certain pattern of guessing it would re-teach those concepts. But in reality he had learned how to game the system and really wasn’t learning the math. So online assessment is a method that requires a certain amount of vigilance.

Scantron testing and to a certain degree online testing leaves little room for judging the degree of student engagement. There are no essays to grade and no teacher response to them. I feel a lot of teachers rely on Scantron to relieve them of the burden of reading through and grading every students test. Who can blame them? Teachers have an incredible amount of work to do and it seems like every year they just get more responsibilities added to their workload.

Wk 4: FREE POST

Since this is the last week, I thought it was time to have a little bit of fun share a YouTube video.  This video clearly demonstrates the Art of Possibility.  You can clearly see the spark of creativity, the flame of passion, and some really amazing robo dancing and dub-stepping.  The dub-stepping by the gentleman (at 1:16) is beyond amazing.  I am not sure if dub-stepping is actually a the correct term, but that is what we call it here.    Enjoy and kick the bass!

Wk4: Response #2 to Marty

Source: http://martydenson.blogspot.com/2011/05/wk4-reading-art-of-possibility-chp-9-12.html?showComment=1306548564631#c7996719269829056957


Marty.

I can see that your teaching style truly matches what we see in the text, "The Art of Possibility." Your blog post illustrates how your students make assumptions about what is possible and come to you with limits already set. After getting to know them you find their interests and look for a shared passion then help them fan that little spark inside into a flame. As you noted, once you do that your students become "eager" to get started and do things at levels that you didn't expect. That is really cool.

Great thoughts. It is evident that you are a great teacher. Glad I got to make your acquaintance in this program. Keep up the great work!

Wk4: Response #1 to Terrance

Source: http://thescopetm.blogspot.com/2011/05/week-4-art-of-possibility.html?showComment=1306547606057#c295611465818991557

Terrance,

I really liked your last paragraph where you discussed taking time for personal reflection and some analysis of the measure of your life. That is really powerful stuff. The best teachers, managers, and human beings are those that take time every now and then to reflect.

There is so much constant noise in our lives like cell phones, text messages, iPods that people never give themselves enough space to reflect and think. We live is a word full of distraction and noise. It seems sometimes that people are too distracted to even be present in their own life.

Really good thoughts! Keep living the life of possibility and I am sure that great things will follow!

Wk4: Think OutLoud Posts 1&2

Part #1 - Publishing Options

After the week #3 Wimba session , I was left to ponder about my publishing/leadership project for week 4.  What form would it take? A website, video, journal, conference?  What would it be?  I am off to discover my options and will report in part #2. 

Part #2 - Publishing Decisions

I have decided that a conference performance is the best way to communicate my research.  Just last week someone told me that books would be a 'blip' in human history, so I have decided to present at a Summer Institute for Educators and then apply to present at a TED/x conference.  After presenting to my FSO team (David, Ginny, David, and Mike) I am encouraged that this is a good topic and useful for educators. I plan to put together a powerpoint based on the advice in Ginny's action research project and create a compelling and entertaining performance to accompany it. Showmanship! 

Wk4 Reading: Art of Possibility Chapters 9 – 12

Chapter 9. The Spark


The author wrote: "Enrollment is the art and practice of generating spark of possibility for others to share." As teachers this is what we try to do on a daily basis.  Sometimes we look for latent talent that is buried deep inside a student and then connect that student what is already inside them.  This is the spark. This is the magic. Helping students see possibility and become invested or enrolled in what they are doing.  Sometimes it's hard for people to see beyond the reality that they have constructed, but we can choose to reject any reality and substitute our own (Just like on MythBusters).



Chapter 10.  - Being the Board

I have to be honest, after reading chapter 10, I really didn't understand what the author was trying to communicate.  The closest I can come to understanding the message is "accept things as they are and do not judge or blame."  It seemed like a really long road to get to that message. For teaching this concept, I prefer the Zen story of the two monks... It goes like this:

A senior monk and a junior monk were traveling together. At one point, they came to a river with a strong current. As the monks were preparing to cross the river, they saw a very young and beautiful woman also attempting to cross. The young woman asked if they could help her. 

The senior monk carried this woman on his shoulder, forded the river and let her down on the other bank. The junior monk was very upset, but said nothing. 

They both were walking and senior monk noticed that his junior was suddenly silent and inquired “Is something the matter, you seem very upset?”

The junior monk replied, “As monks, we are not permitted a woman, how could you then carry that woman on your shoulders?”

The senior monk replied, “I put the woman down long ago, why are you still carrying her?”

The senior monk was able to free his mind and see all the possibilities on "the board".

Chapter 11.- Frameworks


This chapter opens with Martin Luther's famous "I have a dream speech" to support the claim that dreaming can make a difference.  The author frames this speech as if it was prepared in advance and created to stir the human spirit.  This was not the cae.  Martin Luther departed from his speech after reading paragraph one of his written speech and decided to speak extemporaneously at the urging of Mahalia Jackson.  Mahalia was Dr. King's favorite gospel singer and in the middle of his speech she shouted: 'Tell them about the dream Martin! Tell them about the dream!" at which point history was made.

To me, this is the true framework of possibility.  Departing from the prepared remarks and talking passionately about your dream.  People will respond and resonate at a much deeper level as we saw in the case of Dr. King. As the author pointed out, "a personal vision can become the framework for a life of possbility."



Chapter 12.  - The We Story

Henry Truman said... "It is amazing what you can accomplish if you do not care who gets the credit." and this is how I tend to operate.  Our egos often get in the way of us helping or supporting others because we selfishly want credit, but does it really matter?  We are trained to be individual performers, rugged individualists who can pull ourselves up by our own bootstraps.  The reality is that we all need a helping hand and a friend to go on the journey with us. I see teachers as fellow sojourners on the educational path and we need to help and support our students to help them achieve all that is possible.


Coda: Now what do we do?

Accept things as they are, ignite sparks and develop frameworks for possibility.

Week 3: FREE POST - Warner Bros. Forced To Fight For Fair Use

Sorry, I just can't let the copyright issue die.  I was reading the New York Times today and this headline made me so happy. :)

Warner Bros. Forced To Fight For Fair Use

For a visual gag in an upcoming movie, Warner Bros. copied the tribal art tattoo from Mike Tyson's face

Tyson's  Tribal Tattoo (Linked from NYTIMES)

Copy of Tyson's Tattoo on Movie Actors Head in a Sequel Movie Called Hangover II (Link from NYTIMES)

Apparently, the tattoo artist that designed and inked Tyson is claiming copyright infringement.  Here is an excerpt from the New York Times Story which helps frame his claims:

“One of the things that the copyright law gives you as an artist is control over your work — and he lost control here,” said Michael A. Kahn, the lawyer who is representing Mr. Whitmill. The complaint includes a photograph of the tattoo being inked and a statement from Mr. Tyson agreeing that “all artwork, sketches and drawings related to my tattoo and any photographs of my tattoo are property” of Mr. Whitmill’s business. 

The artist is clearly claiming ownership of the design and has proof that it is his.  This is consistent with Copyright law since he has recorded it in multiple fixed/tanglible works, including Mike Tyson's head.

However, Warner Bros. has made three arguments: 1. You can't copyright a tattoo, 2. Not being able to use this would harm their company since they already spent money to make the film, and 3) the use of this tattoo is "fair use" under the parody exception of copyright law. Here is another excerpt from the New York Times.

Warner Brothers in its brief also invoked the “fair use” defense for “Hangover Part II,” namely the right to parody what has become a well-known tattoo since it first appeared on Mr. Tyson’s face in February 2003.“That’s the real question: the copyright act balances the copyright owners’ rights and not stifling the creativity of the owners — it would stifle creativity to not be able to make a parody,” Mr. Harkins said. 

Warner Bros. is about to help us all with new case law and answer some burning questions like:  Can you copyright a tattoo?  Can you copyright a tattoo placed on another human being?  Can you use a copyrighted tattoo and claim "fair use?"

My money says that Warner Bros. settles out of court so that there is no ruling in this case.  It is just nice to know that Warner Bros. does recognize the concept of "fair use" and "parody"  and I will remind them of that next time I use one of their works in accordance with "fair use" and they send me a DMCA takedown notice.

It is nice to know that big movie studios like Warner Bros. actually understand copyright law and have no intention of stifling creativity.