The Illinois Copyright Education and Consultation Program

The Illinois Copyright Education and Consultation Program

Hi everyone,

I attended the Illinois Copyright Education and Consultation seminar. I must admit I was very apprehensive about attending a seminar to teach me about copyright laws. I was pleased to find that the nature of the seminar was much different than I expected.

The presenters are a part of the above titled, “Illinois Copyright Education and Consultation Program” that is for the UIUC. All three U of I campuses have their own copyright consultants as each campus has different needs. The presenters were there to not to give a crash course in copyright laws, but to point us to individuals on the campus that can help us with our copyright queries!

The website is http://blogs.cites.illinois.edu//library-copyright/. Here they have a about page and several of categorized FAQs.

The goals of the program are outlined on the home page. You can also examine the goals of the project under the “about” tab.

Teaching resources link looks very interesting. I took some time to review this tab and it has a few powerpoint files and/or Prezzies to explain some of the FAQs about fair use and such.

After about 45 minutes of just letting us know that we can easily peruse their website and gain answers to regarding some basic copyright “do’s-and-don’ts”, it was pointed out that for further questions, we should look for Janice Pilch and Sara Shreeves as they are available for consultation and outreach.

Not bad at all! I didn’t even have to learn any penal code or section 147A or anything!

Janice and Sara are just over at the main library and their contacts are linked to the web page!

Enough rope to hang ourselves

Check out the Mox Box for a nice review of one of the Faculty Summer Institute sessions (the one with the best title).  Topic: : How online learning must change, and how we must do it.

Multimedia accessibility requirements

I had a great meeting with Heather Ault (hault2@illinois.edu) from OCE during one of the FSI-2011 Discovery labs. We discussed some of the best practices when incorporating multimedia into your online lessons

Multimedia requirements

(steps 1-5 are for images only)

1.     copyright permissions

2.     source of where the image came from

3.     if no copyright or origin/source can be obtained or determined then you will have to find alternatives

4.     write the ALT tags (the detailed description of the figure, graph, picture) in moodle between <>

5.     Descriptive title

6.     Transcript

7.     Audio file

Best practice – write the transcript as a script (avoids adding uhm, you knows to transcript - which would otherwise be "written" by a machine)

Compelling audio

• While recording stand up rather than sit down.
• Use gestures (even if they are not seen on the audio ;-)  ).
• Maybe make it an interview or dialogue - so that the spoken word will be less forced.

Assessing levels of online group project engagement

Hoyet Hemphill, Diane Hamilton-Hancock, Leaunda Hemphill (Western Illinois University)

How do we move into an environment where most of the messages we are used to receiving is missing?

Online communication - only 7% come from the spoken word.

What do you think when, a face to face setting,  ...

• we (instructors) move side to side...
• we fidget...
• we wave our arms...
• we touch or avoid touching...

Now we deal with people reading into e-mail messages things that are not really there.  Non-verbal meaning?

Twitter Feed from FSI 2011 Keynote by Cable Green

textbookrebel Textbook Rebellion

New open-source textbooks infographic http://bit.ly/kMKkJ1 Well done @jim_gray! #oer #edchat #edtech #fsi2011

rhadad Roxana Hadad

How Disruptive Innovation Can Deliver Quality and Affordability to Postsecondary Education: via @cgreen #fsi2011 http://bit.ly/lGsrDg

piaffeatx piaffeatx

Impressed with @cgreen Keynote for #fsi2011, even as a remote participant! Now the silence after the talk makes me wish I were on location.

sciencegoddess Joanne Manaster

RT @counternotions In education as in technology, openness and quality are orthogonal. Access to mediocrity is no panacea. #fsi2011

amckinn Anne McKinney

#fsi2011 Great keynote from @cgreen on making educational resources open to everyone. Lots of inspiration in the room @fsi!

Universal Design for Learning and Tech Tools

Blogging this as I am attending a workshop lead by Susan Manning and Kevin Johnson. 

Our definitions:
Communication that can be understood by anyone.
Accommodate learning styles
Accommodating special needs (blind, motor control)

Susan's:
Making learning accessible to any learner - so they have the ability to understand - based on what needs to be achieved.

Give examples in real life:
Getting at the same topic from different directions.

ADA / 508 access and assistive needs for disabilities (which are not geared towards learning) should be viewed on only a subset of UDL.


UDL benefits everyone!
Closed captioning decoder chips used by couples in bed, sports bars - #10 is deaf or hard of hearing).
Regular door (intended for disabled) next to a revolving door.

UDL framework
-For instruction
-Refers to curriculum
(Goals - Objectives, Methods - Pedagogy, Materials - Content, Assessments - Assessments)

3 Principles
Multiple means to
1. information
2. Expression
3. Engagement (what draws us into a learning task)

Could we put this together?

	Goals	Methods	Materials	Assessment
Information		Case studies Websites, videos	In text and graphic
Expression	Write the reasons or express the reasons?	Discussion in text and voice		Presentation (webconferencing)
Engagement			Social Media	Paper or project

(green = the class members came up with these).

Scenario = Alicia needs to give learners an end of chapter test.  What should be some considerations regarding UDL?

	Goals/what	Methods/why	Materials	Assessment
Information (instructor to student)	Read the chapters	Study Guide Text/video/audio	In text or graphic
Expression (student to instructor, sometimes student to student)				Demonstrate
Engagement (student to content and to student)		Summarize content and record audio version (5min)	Social Media

You can also plug in tools - but only use tools if it serves a purpose - do not use it because you think it is really cool.   What are the technical requirements?  How easy is it to use and how reliable?

Then we tried it ourselves (we did not have time to fill out every box).

How do we get students to use a biology website and how do we assess learning.

	Goals/What	Methods/How	Materials	Assessment
Information	Objective is for student to use NCBI	Demonstrate what they did – video or audio file	Access to web.
Expression	Student should be proof that they went to website	Do this as a group.  Enter blog entries.	Website access	Write a journal entry or do a blog
Engagement

Organize	Communicate	Deliver Content	Assess	Identify
Calendar Social Bookmarking	Discussion forums, Blogs, wiki, voip synchronous	Audio Video Screen cast	Online quizzing Rubrics Portfolio	Social media Avatars

Useful links:

http://cast.org/index.html

3 principles:

http://cast.org/udl/index.html

Lots of examples and tools:

http://www.udlcenter.org/implementation/examples

Additional ADA/508 concerns

• Accommodations (usually faculty works with units)
• Content Creations (faculty)
• Access to Content Considerations (
• Who's Responsible? (student has to disclose it - and work with the institute to make the plan)

When you write the rubric stay pretty general (what you want them to accomplish) - so if a student who chooses to do it in text gets the same rubric as a student who makes a video.   In the end you are giving the student more ownership.


Disability Resources and Educational Services at University of Illinois

Technology in Online Learning Faculty Retreat- Beyond PowerPoint

Thanks to all the members of the SIB Online Learning Team for a great retreat. It was a pleasure to be in the company of such fine educators.

And thank you to the faculty and students who showed up today as well. I sincerely hope that you found some bits of information that will be useful to you in the future.

Here is a link to the popplet created in class with information provided by you.

As to the article I referenced about students retaining the science information better by making videos, (Improving Science Education Using Video Skills) here it is at ScienceDaily.

And here is the link in the original journal. I will check with the library to see if we can obtain a copy of the article for future reference.

My presentation at the retreat was about going "Beyond PowerPoint" for presentations (online or in class) although it might be most remembered for the overabundance of LOLCats!

Oddly, just minutes after my presentation, on my twitter timeline came across a tweet about a video called "LOLCats!!! - Intervention Episode 1" Any resemblance to me is merely coincidental.

These resources are meant to provide ways to share and collaborate on presentations easily as they are web based (most can be embedded into a website). They also can provide a "wow" factor to some of your work and provide options to students who want to go beyond PowerPoint as well.

Below are linked alternate presentations based on my PowerPoint of "I Can Haz Science? LOLCats r science teecherz"

GoogleDocs: a great place to share for collaboration purposes, but the flexibility to create visually rich presentations is just not there.

SlideShare: Turn your presentation into a PDF and upload and share! Upgrades allow you to add audio and more. I have found some great educational information there just by viewing others' presentations!

Prezi: The darling of educators everywhere. A visually appealing "zooming" presentation creator. There is a small learning curve and the potential exists to "overdo" the zooming. Don't anticipate you will have the skills to create presentations like those on the sample page right away. Great if used in small doses, not for an entire lecture.

Dipity: One of several timeline creation resources. Images can be uploaded from your desktop, and videos can be linked, too. Be sure to check out the flipbook, list and map functions too. This would be a useful tool when discussing the history of any science related topic!

Cooliris: Full of "Wow!". Create a "wall" of images (from flickr, Facebook and more) or videos from a YouTube channel. Visually appealing. Would be great embedded in a website or uploaded to an iPad. As a presentation tool, I could see this being useful for those of you who are always jumping around their PowerPoints.

SlideRocket: This takes GoogleDocs up several levels as a way to collaborate on presentations. Intuitive interface and beautiful options help create stunning presentations. Analytics are provided to assist you in knowing which slides your viewers linger on longer or skip past. Upgrade includes polling capabilities and ability to add audio and more. It is worth it to watch the introductory video to see all it has to offer.

Once again, thanks to all and please contact any member of our team to help answer your questions about using technology in your face to face, online, or blended course.

Kindly,

Joanne (joannema@illinois.edu)