Wk4 Publishing/Presentation Post

I have to admit, my schedule makes it very difficult to attend conferences.  I have only been teaching four years and I coach several sports and have 5 teenagers.  I don't really look for more ways to complicate that schedule.  I do however, ingest a steady diet of TED talks and other keynote talks that I can access online.  I think my the hook that always gets me is the passion of the presenter.  The presentation doesn't have to be slick and it doesn't even have to have a topic that allows me to leave the room (or the web page) and go and start doing the thing that was being proposed.  With a passionate presentation about what is possible, I take a sense of community of optimism with me that reassures me that if I work toward this thing, other will be too.  Eventually this thing will be a reality.

Wk2 PPP/TOL
Wk3 PPP/TOL
Presentation Slide Show

Publishing/Presentation Slideshow

Wk 4 Blog Response @ Daniela

After reading the last part of the Art of Possibility I think this is great book about being you. It starts by giving you ideas on how to be the best you can be. Including to it that you shouldn’t take yourself too seriously. Lastly leaving you with the thoughts that only you know what’s for you and that what works for other people may not be the best thing for you. While reading this book I thought about all the “kid” advice people give and how I always think….if you’re not coming over to help me do it the way you suggest and they way I do it works for me. Then I don’t care what the books say; I do what works for me! I think that this book really set the town of how you can be empowered to be the best you. You just have to be you!

Wk4 - Blog Response @ Mike

Week 4 - Art of Possibility blog (ch. 9-12)

When talking about “the board,” I am challenged to remind myself that in every situation I am in, I WILL have an influence; that influence will have far reaching effects on the results that I am trying to obtain. As a teacher, this plays a vital in the success of my students. Many times, students will harbor things inside due to something I have said or my personality or attitude. It is up to me to make sure that I am on guard of how I position myself on the board.

Framing possibility…how many times have we, as educators framed possibility? How many times have we taken advantage of every opportunity to capture the right moment at the right time and turn it into an opportunity for success? I think we have these chances everyday. However, I personally believe that these opportunities can be captured best when we rely on our instinct, not necessarily our training. Too many times, a situation arises and, in our head, we are “trained” to do something different, simply because it’s “by the books.” However, it is at that moment, we hold the key to something valuable in our hands and we must ask ourselves, which door will we open?

dhburch said...

I agree with your point about students harboring things, but I don't think this is a fixed issue. I think it is very easy to say something that is taken the wrong way or dismiss something that is more serious than it appears. I also think, though, that your ongoing relationship with your student will override any ill-feelings about assumed mis-treatment. If you consistently show that you care about them and that you are not perfect, they will grow to know that you don't dislike them or disrespect them and forgive anything they think slighted them.

Wk4 - Reading Post - AOP Chap 9-12

My Dad "experiencing" my truck.  "Used to drive one just like this…"

Bring people "onboard " is a talent.  There are many ways to do it.  Conspiratorial, leading by example, etc.  Being the framework or "the board" is an awesome way to encourage development.  You/I have to be malleable and improve-able.  We can't be all knowing and fixed.  When the learners sense that they are teaching you as much as they are learning (or at least feel something similar) they will participate in the US.

In early blogs I talked about the "trip" being the thing.  The destination merely a chapter.  Ben Zander's quote below talks about exactly that.

 "I have come to finally to the realization that relationships with my colleagues, players, students, and friends are always more important than the project in which we are engaged. and that indeed, the very success of the project depends on those relationships being full of grace."

He broadens the scope to relationships, but the message is the same.  One of the things my father told me when I was growing up, one that I use almost daily, is that every single experience in your life makes you better at the next experience.  It really doesn't matter what the individual experiences are.  As Steve Jobs mentioned in the commencement speech you shared, connecting the dots is done after the fact, but it's the connections that make us who we are and make us good at what we choose to do.

I think anyone worth their salt in the teaching profession has the We/Us concept ingrained into their personality.  There isn't a lot room in the education environment for Me/I.  One one hand you are dealing with limited authority and shared goals at every intersection.  The individual teacher doesn't get much of the credit for the scholarship or the diploma of the student with multiple teachers.  The coach gets credit for the wins, but not the plays or the scores.  The We/Us concept is essential to getting the buy-in needed to educate.  Self-motivated, perfect students are few and far between.  Sure we can get farther with those students and they probably learn more ultimately, but these students aren't the reality in public secondary schools.  Our job is to get as many of the masses as possible to an average functionary level.  Ironically the best way to do this is to expect greatness and expect it to be accomplished as We.

Wk3 Blog Response @ Mike

Wk 3 - Think Out Loud Post (#2)

Well......it is official, but not official. I have submitted to present at the Texas Bandmasters Association in San Antonio this summer. I have gotten a confirmation email stating that my application has been received, so now I am waiting for approval. After thinking about this more, I am beginning to really grasp the immensity of these possibilities. Truly, there are no limits. The only thing that limits me and what I am capable of is myself.

I submitted an application to present a session on Web 2.0 and the Bandroom. I know there are a lot of tools that are available for band directors to use. But I would like my focus, if I am asked to present, to be on how learning can continue outside the band room. What can band directors do or implement that will engage students when they are not marching on the football field, or in a parade, or in a jazz ensemble, or in a concert? How can I help music educators reach outside the box and find other ways to educate their students WITHOUT having them pick up their instruments. So the question is, can you still learn while on Facebook or playing Call of Duty or watching Harry Potter?

We might soon find out! Stay tuned!

Wk3 Blog Response @ Jonny

Wk3 - Think Out Loud PPP

I have decided that I would like to do a presentation.  I think it is something that will push me a little more than doing the writing. Also, I have been looking for an excuse to test out some of the new tools that I have   been learning in the EMDT program.

The original conference that I was going to submit my presentation proposal to was the Tri-State Education Technology Conference, but the deadline for submissions does not match up with our EMDT assignments very well. Because of this, I will now submit my proposal to the Pennsylvania Educational Technology Conference and Expo.  This conference will be held in February, and their deadline for proposals isn't until the middle of October. I have never been to this conference before, but it seems like a good fit for me. I have read through most of the information on their website, and it looks like an excellent place to present my topic.

Logo from http://www.peteandc.org/default.asp

Wk3 TOL - Publishing Project

Still working on my submission.  I mentioned that I will be submitting to and Ed Tech publication.  Right now I am working on anecdotes by pouring through my notes from student discussions.  I want to personalize the research as much as possible.  I am a little concerned about the rigor of the data I collected, at least compared to other submissions from the publication.  Since we did not concentrate on hardcore unique data, I want my submission to be loaded with messages that show the psychological "place" that today's students are in (again without getting too clinical).

Wk3 Reading - Building the perfect sandbox city...

During this reading, I was struck by the number of times that the theme being explored or the stories being  presented reminded me of things that I have discovered throughout my life.  I'll try to relate some of them in nut-shell fashion;

Rule #6, Lighten Up.  Taking yourself, your goals, your end-game a little less seriously is good advice. This is not to say that the end-game isn't important or doesn't require undying tenacity, rather it indicates that the trip is the thing.  My goals are just that.  Mine.  No one will ever be as invested in my goals as I am, but I have an opportunity to inspire, observe and revel in many beautiful things along the way.  I am a  biker.  I love to ride to new or familiar destinations with my friends.  The destinations can be awesome and  bragg-able, but the trip is the thing.  Getting there, the ride, the filler (the stuff in between) is the real destination.  Allowing things to surprise you, allowing the people and happenings around you to inspire or enlighten you will make you a better person.  When the deal is done, when the thing is built, when the degree is earned, when the dream car is in the garage, when the license is in your wallet, when the perfect sand city exists in your sandbox…what do you do?  You go right back out and do it again.  You build another thing, you make a new goal, you flatten the sand and you take another ride.

Making a move: the idea that a person can lead from anywhere or even better, allow, encourage and facilitate non-leaders to lead from their own perspectives.  Through teaching, we have this opportunity every day.  It doesn't take any preparation or set up.  It simply requires the teacher to pay attention.  As soon as you notice a student surprising you with an answer, meaning something that is off target but intriguing (like they are looking at the issue or problem from a different perspective), stop teaching and ask the student to teach you.  "I hadn't considered it that way, what do you mean?"  Listen with the rest of the class and ask for elaboration.  While you listen, ADJUST your lesson or your point.  Not to the extent that you aren't teaching the same topic (unless you have time to make it up), but enough to teach it - or learn it - from a different lens.  With your new perspective, ask the student with the different perspective to teach what they know or explain their idea.  Lead or guide the discussion based on the new ideas.  This is incredibly empowering for all of your students and leads to new possibilities.

Give up your  pride - reveal truth.  Allowing students to see that you aren't perfect and have all the answers seem easy, but when a teach is struggling to maintain management of a class, it is very hard to show weakness.  This was one of my personal struggles.  I wanted to remain aloof.  Coming in front the corporate world, I thought some teachers revealed too much about their personal lives (probably to kill time) and that this was less-than-professional.  Over the last few years, I've learned that revealing some personal difficulties makes the teacher less over-bearing and more relatable.  Students learn that navigating the issues in life requires help and advice or input from the people around you.  Just because you are in a position of authority doesn't mean you have all of the answers.  Letting your students in a little allows an intimacy that you will create buy-in you may need at some point down the line.

Downhill Challenge - ride with the ice.  Welcome the difficult situations.  They make life interesting.  The challenges are where we learn what works and what doesn't.  They are our practice.  Again, enjoy the ride.

Wk3 - Wimba Blog Post

Looks like this was a good night to miss the Wimba session (coaching) as it was actually an archive from last month.  First observation is that the Publishing Project still seems a bit vague to me.  I think I understand what we are trying to publish, as in the document itself, but I'm a little fuzzy on the scope or rigorousness of the article.  The short and sweet 120 word "story" of what happened during our research seems clear.

As for other discussions; I am one of those self-help haters.  I inherently feel that my own motivation and effort is what gets me where I want to go and into the situations that will make me a better me.  I have not read "The Secret" or any other motivational manuscripts designed to change the way I think.  I did read "Who Stole My Cheese" and some book about a Fish, because I was a manager and the whole company discussed it.  I think the Art of Possibility is done pretty well and points toward successes that could be emulated but aren't forced on the reader.  I agree with JBB about the title or subject "giving an A".  The overall message is pretty clear, but the idea of "giving" anyone anything is a little weird to me.  Semantics, I guess.  It is one thing to say that "you start with an A, try not to lose it" and another to say "I'm giving you this A", now don't worry about a thing…However, it is a little tricky to tell us, AFTER we write glowing reports in our blogs about how great an idea it is, then poopoo it in Wimba.  Sneaky, Prof.

Wk2 Thinking Out Loud - PPP - Publishing

At this point, I will plan to submit to Educational Technology Research and Development.  Their emphasis is, obviously, the technology used in education, both the improvement of and development of that technology.  I have a few ideas that have been developing during my research and by exposure to media related teaching tools through EMDTMS at Full Sail University.  I am not sure yet how I will address my research and include my other ideas, though.  To be honest, I'm not sure that it would be in my best interest to address my current long-term plan in print.  It deals with subscription based texts that are hyper-interactive, much like the app based magazines that are accessible on tablet computers.  I think I can marry the ideas about better preparing our high-school students for future careers and using interactive technology to do it.

http://www.aect.org/intranet/Publications/index.asp

Wk 2 Blog Response @ Chanda

The Art of Possibilities Chapters 1-4 Week 2

What is defined as reality and how do we view the world?  In the book, The Art of Possibility by Zander & Zander, it addresses the questions of how individuals perceive the world and its realities.  The book is broken into chapters defining different practices from the female point of view and the male perspective. 

In chapters 1-4, practices 1-4 are discussed.  These chapters also give a clear point of view on the question, how do we view the world.  Practice one explains how we perceive things are based on our own inventions.  My understanding of practice one is that we tend to create the world we want from our past, present experiences as well as our traditions, morals and values that have been passed down.  If these inventions or perceptions are bad than we see the world as something bad and need to be changed, on the other hand if our experiences are good, then we feel the world is in a great state and no changes or minor changes are necessary. Practice two breaks down the understanding that the world has several possibilities.  I see this practice as telling our self that if we invent the world then we create our own opportunities or possibilities.  This means that everyone has a fair chance at doing and creating whatever he or she want out of life in this world.  For example, if your perceptions or inventions are positive than you can gain great things because that’s your creation or belief but it your perceptions are negative than you decrease your chances of being as successful as you would like because your inventions are flawed by what needs to change rather than what I can accomplish.  Practice three discuss how we view our self determines how we view others.  It also discussed the point of giving yourself a grade A so that opportunities can increase for you.  I feel that this practice is saying, if we were not negatively critical of our self, then we would not judge others negatively.  Which means that everyone would have a fair chance at life in this world.  Practice four discussed how we should be a contributor.  I feel that those who contribute to the world have the label as an inventor.  Which means that their views and perspectives open the door for others. 

Once I got into this book and the chapters 1-4, I began to truly understand the concepts the authors were discussing.  I truly like the way they introduced their practice.  I love how it is also told from the female and male perspective.  I am going to use the quote from these chapters about grading yourself as an A in my class to help motivate my students to view the world as an invention and create the best opportunities for themselves and always see themselves as greatness and not be judgmental but positive contributors to others.  Great book choice for this class.

Wk2 Blog Response @ Heather

Wk 2 Reading: "The Art of Possiblity"

In the first chapter I can totally relate to people seeing two sides of situations.  My fiancée is a complete pessimist (he says realist) and I am a hopeless optimist.  He will see the negative in every situation…everyone is out to get everyone else.  I, however, have this complete naïve trust of people and think people are genuinely good people who occasionally have poor judgment.  I think this is one of the reasons we compliment each other so well. 

I was intrigued by the idea that we produce reasons for our actions that are plausible in our own minds.  When working with children (or even adults for that matter), I frequently ask “why did you do that?” and the answers don’t always make sense to me.  I have been told on more than one occasion that I am a person that “has an answer for everything”.  My dad tells me it makes me argumentative, but in my mind, I am just trying to express why it seems like a good idea to me.  Now I can tell him that it is my own interpretation of what is going on around me.

Heather:

I think they call manufacturing reasons, rationalizing, but when you call it interpretation, it gives me pause. Your version makes it sound like merely a case of putting things into context. Everyone comes from a different point-of-view, so it makes sense that we would each represent a different context.

I too struggle with perpetually unhappy people, at least I am interpreting them as unhappy. Its easy to say that they are content looking for something to complain about or looking for the negative, but what strikes me is that those people don't seem to be able to will happiness. In most cases, I think "positive" people can simply decide to be upbeat and happy no matter what's going on around them. In my case, it's because I feel like crap feeling like crap (not very poetic, but appropriate) and I decide to change. I will even go so far as to say that it works with minor illness too (or at least it helps you to avoid sick days).

BTW - My wife and I are very similar to you and your husband. We've been married 22 years and we are polar opposites. As long as she remembers who's in charge and has the final say, we'll continue to get along...

September 7, 2011 9:35 PM 

Wk2 Reading - Welcome to the Club!

http://www.art-photograph-gallery.com/image-files/pictures-of-corn3.jpg

"Congratulations!  As of today, you are designers!  You are MY people…OK, that sounds a little weird, but it's true!  From this day on, I will look at you differently.  Every time I see you in the hallway, or on the soccer field or at the McDonald's around the corner, I will see you as one of US.  By the end of this class, 45 minutes from now, you will be a different person, with new skills a new attitude and a new future.  When you need me to help you, I will, because you are fellow designer.  When you need to use the awesome equipment that we have in this lab, you can, because you're a designer.  If I have a computer open, the seat is yours, because you're a designer, like me.  We designers help each other.  We're part of a team, a super-selective group, an exclusive, talented, secret-society of creative-minded individuals that cooperate to make the world a better place.  No matter where you go in life or what kind of career or job you have in the future, you will be part of this group, because you are a designer.  You will be better at everything you do, because you are a designer.  You'll be better at your job than the person in the next cubicle.  You will be a more desirable employee than the guy next to you waiting to interview for the same position.  Any door will be open to you because you are a designer and I am honored to work with you.  Alright, now I'd like to get to know you.  When I call your name, tell me what else you're good at…"

That rather long diatribe is my opening salvo.  This is how I greet my Introduction to Graphic Design students for the first time (more or less - I'm not one for reading my comments, so I may get creative and ad lib a bit, but if I were reading it, that is what it would sound like).  I want my students to know right away that they have stepped into a new world and are full-fledged members of that new world.  They instantly have all the privileges and access they need to do their job and that I am there as a guide, a cohort, a colleague.  I tell them 2 other things before allowing them to leave that first class;  "Please don't go back to your other classes and look at your fellow students with an arrogant "I can do something you can't do" attitude.  Know it in your heart, but be generous with your knowledge or at least friendly with your comments.  You will be able to do that illustrative book report better than they will, but the grade will show that, you don't have to."  The other thing I share is equally important to teenagers.  Knowing that they have the skills to be the best is one thing, but how will that help them? The next thing I say is that I am going to teach them how to take their new skills and make money.  Now, compared to the first statements I made, this seems blatantly capitalistic, self-centered and shallow…and I agree.  I think that's all there is to say about that.  If offering the occasional self-serving capitalistic lesson is wrong…how interesting!

I wanted to share this bit of teaching, because I think it demonstrates the corn/husk or marble/statue mentality discussed in our reading.  "I already know you are great (I can taste the buttery goodness now…), I just want to help clear away the chafe so we can see the essence.  I am Giving an A to my students without them having to lift a finger, memorize a vocabulary word or prove anything other than they can show up, plant their butts in one of my chairs and honor me with their presence.  I think that being positive for positive's sake is an awesome self-motivational tool.  I can always choose NOT to be anything; glum, depressed, bored, tired, ill, successful, etc.  No, I'm not eschewing modern medicine, I'm just saying a positive attitude goes a long way, and when used correctly can be almost as powerful as a pill or vitamin.

As long as I can get my students to label themselves "talented" or "skilled" or "part of the team", I have gone a long way toward encouraging their success.  I fight less battles in the classroom and they fight less battles with the subject.  As teachers, you and I must believe in success!  We must assume that our students will shine.  We must assume that they will teach US and make sure that it happens.

We don't need no stinkin' boxes.  I can see the box, but I don't fit in it.  My talents are so great that I can think around the box.  I can use the box, but I won't be limited to the box,  In fact, I wonder what's really in this box?  If I wind it up until it pops, what surprise comes out of the box?  Wouldn't it be great if we could get all of our students to think that way?  Wait until they realize that it is merely themselves exploding out of the box.  They will be emerging from the norm.  They will be inquiring.  They will ASSUME that they can fix the world, and just need to experiment with it until they discover the answers under the husk.

Image Credit: http://www.art-photograph-gallery.com/image-files/pictures-of-corn3.jpg

WK1: Thinking Outloud - Nollywood, Technology and Power to the Peope

http://reason.com/assets/mc/jwalker/2010_12/nollywood.jpg

I was genuinely amazed to learn about Nigeria's feature film production volume.  I consider myself a global thinker and I'm aware of many cases where technology has put developing nations, or those not considered to be world powers in money or resources,  on the map or brought attention to the people in those countries.  The Nollywood situation is intriguing.  This is a direct transference of technology to real world issues.  Bootleg copies of videos have been produced for decades, but now that similar technology is being used to create original content, the efforts to create respect for local copyright (where there is none for non-local product) is interesting.  It's hard not to question the obvious.  If it is not right to steal our own content, why is it OK to steal the work of other humans?  The answer seems to be merely one of enforcement.  It's OK if I don't get caught and the police don't care about the other stuff.  This is not a new issue, but still sad for the future of a technologically leapfrogging society.

Wk1: BlogResponse - Jen Selix

This week I discovered that there is much more to copyright law than I’ve ever truly known or understood. This is a bit frightening and shocking to me, being as that I have been working as a technical writer and media asset creator in the public sector for over ten years. e

 

The biggest shock was discovering how little protection and legal support we have through Fair Use. I admit that I had a false sense of security in the past, from what I believed to be legally binding Fair Use principles. However, after watching, Eyes on the Fair Use of the prize, I discovered how little power we have. Not only are copyrights and rights of fair use convoluted and challenging to defend, we can lose the right to use media assets altogether if outlandish royalty fees are not met.

As a writer and consumer of media, it saddens me and makes me nervous for our cultural and societal history to know that money and bureaucracy have the power to constrain our right to knowledge.

I welcome your thoughts and comments.

- Jen 


David Burch

As you are using content professionally, I'd be interested to know how the institutions or supervisors that you work under have presented the issue of Fair Use to you.  What kind of restrictions are required by those paying you to create?  Are they protecting themselves and you or are they more interested in the messages that you are creating ("Damn the torpedoes…" and all that)?  This is such a quagmire.  Obviously, the artist /creator of any work deserves to be paid when their work is distributed, but in what is now a global society, is trying to control all distribution more profitable than the exposure of the work to billions of people?

Sunday, September 4, 2011 - 10:30 AM