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