WeCreate

Royal Society

"A chance for Wellington region school leaders and Boards of Trustees to discuss copyright solutions for more innovative sharing, and better reuse of educational resources in New Zealand schools."

So I went along because I am interested in ways we can share our resources and therefore be able to use resources shared by others.  I also wanted to know more about using resources "within the law" and also to try to find out how I can have my students do this also. 

A guy from the Ministry spoke first, but I didn't catch his name.  He talked briefly about the investment the Ministry has made in working with other agencies and creating policy, etc about the sharing and ownership of schools' resources.

Wayne MacIntosh
OER Foundation
"Sharing to learn" to "Learning to share"

WikiEducator - largest and most production resource sharing in the world of education
Share, Remix, Reuse - "Legitimate plagiarism?"

Shoulders of giants - education, by nature, steals from others, especially the past.
Embrace your repsonsibility to lead

Collaboration lowers cost of creating resources
OER and Creative Commons can overcome the forced cost of copyright materials, which are restricted by copyright for the purpose of gaining revenue.

Format, location and CC licence need to be decided before authoring begins, so that hands are not tied later, i.e. if you author a piece based on existing resources but you don't know where you got original ideas from, then you may not be able to share it. 

Profiles of schools on WikiEducator, shared resources on Moodle in shared repository.
= Should teachers in schools share on behalf of school, or as individuals??
Can do both, perhaps up to BOT to decide as owners of materials.

In NZ, our collective agreements are silent on intellectual property, unlike most other similar sort of contracts in developed world.
Though it is included in tertiary contracts.  Why is there a difference?

Ownership of resources created by teachers??
Legal ownership lies with BOT, in all cases unless otherwise agreed.  Info on TKI
What needs to happens so can teachers share their resources?  And so we can take our resources with us when we transfer to a different school?

Teachers might argue that resources made in their own time on their own laptops are their won property. This is incorrect.  If you create something for the purpose of the position you are currently employed in, that creation is the property of your BOT.
And this resource will carry the default licence "All rights reserved"

However, the copyright act, within which the above falls, was written for print based resources. What about our growing collections of digital and online resources?

Jane Hornibrook
Creative Commons NZ
jane.hornibrook@royalsociety.org.nz

Policy = NZ Government Open Access Licensing Framework = NZGOAL
School BOTs are included in the scope of NZGOAL and are invited to apply it.

Schools should make it policy to use default licence CC BY (Creative Commons Attribution = meaning others can use it if they attribute the owner correctly) then add other conditions.  It is too restrictive to start with closed copyright and then open.  Start open and then think of conditions.

Team apporach needed within institutions in order for policy to be applied, maintained and kept live.
Who knows the policy?  If it is being used properly?  Who is applying it?
Who is in charge? Who is igoring it?
Kiwi-can-do attitude has lead NZ to have the first govt to adopt an open policy.

WikiEducator has online courses on how to use WEd, inlcuding seminars.

Be aware of use of published resources within our own resources.

CC is not an alternative to C (copyright) it builds on it and works with it.
Licensing is proactive - you must apply a new set of rules and conditions.
Make sure you publish under NZ CC licences - as different regions.countries have different rules and responsibilities.

Philosophical differences
Freedoms given to group of users V. Freedom of the content

Currently all resources created in schools, according to NZ copyright act, default to "All rights reserved"

CC does not take away rights of owner/creator/C holder - it just gives permissions.
Licences are irrevocable.  Licences cannot be taken off once applied.  Specific licence permissions need to be carefully considered before licences are applied.

Originals will always be available under original licence.
CC doesn't restrict commercial value under copyright.


What do we do now???
BOT needs an IP policy that allows freedoms but keeps properties.

Albany Senior High School
on OER/WikiEd
= win/win for BOT and creative staff
Recognises staff, see policy here

Also asserts BOT has no legal right over student work.

A minor can apply a licence and release under copyright, however, this cannot be defended in a court in their own right.

Moodle 2.0 Training

Julian Ridden

http://training.moodle.com.au/20/

Demo Tour

Profile page has:

• Calendar so students can see all due dates

the little three bar grey symbol on top right of each gadget will "move this to the dock"... very cool

Survey tool
Collates feedback and creates graphs

Questions:

Can students be automatically enrolled in course, or do teachers have to enrol individual students??
Can I embed a google map?
Can I embed other web apps?

Things I don't like:

• page editors default to double spacing... very annoying
• "Moodle" has decided that I must have certain features, like page descritpions, but then it gives the option to not display the description... 
• When adding and removing content files, I have to save the whole page in order for that to take effect!
• When I'm in my course, why can't I click on the "bread crumb" to go back to my list of courses?
• When trying to add a gadget, the search box doesn't stay at the top and you can't modify your search without starting the search again
• Takes about 3 times as long to embed a YouTube vid.  
• I can't seem to format the layout of my text on a page.  It centers stuff when I think it looks dumb to be centered.
• I really really hate the double spacing!!!
• I would really like to be able to move my navigation blocks around, but no
• It is really not easy to see how to add stuff and edit it.  E.g. how do you add a page in the "Wiki" function????
• there seems to be strange places for things
• Wiki pages don't connect!!  Therefore, it's not a wiki
• And pages in wikis can't be deleted
• I don't like having to scroll back up to the top of the page to turn on editing.  The top menu stuff should freeze in place so it can be used further down without scrolling.
• All menus and set up pages seem overly confusing - too many boxes that aren't necessarily labeled logically
• It seems to be a kingdom of control, rather than allowing students to gain knowledge and understanding logically and in a modern context (We must put a time frame on quizzes so students don't go out to net to find answers) If it is formal assessment where it is not open book, is it good practice for them to be completing it online?  How can we maintain good assessment practices?  Surely formative assessment or general classroom learning can be flexible enough to allow open book use of net.
• This isn't built for efficient use of teacher preparation time.

I feel like I need to acknowledge some positives.

Some cool tools, like wikis (although these don't work), surveys could be really cool - esp. as data gathering, quizzes/

However, these seem like they would take ages to set up. 

Big Brother functionality seems good - seeing who is doing what, how long it is taking them, how many times they are adapting their answers...  However, how much of my time will be taken up with taking advantage of these tools?  Do I have time to read and check all this analysis???
Or- is it just "Big Brother" for the sake of it?

Undecided.

julian@moodle.com.au

Netsafe

Notes from Netsafe seminar at Wellington East and some of my thoughts...

Netsafe and Netsafe schools kit - part of the ministry, but not.

For young people, ICT is the norm.  They mainly use it for communication and sharing media.

Mobiles and consoles are net capable so most traditional net safety ideas no longer apply.  No longer family PC in shared space where net usage can be open and, if need be, monitored.

With 5 million (?) net connected gaming consoles in NZ, we need to rethink our net safety strategies.

Peer and self action is very important for cybersafety.

When something goes wrong, young people go to their peers, rather than going to adults.  Adults who will probably need an explanation of what Bebo/Facebook/YouTube etc is before they can even comprehend the problem or have a realistic solution.

Shotgun v. Facebook

Basically, if you were to allow your child to use a shotgun, you would give them rules and skills so they could deal with any situation that may arise.

Apparently (hopefully getting this story correct), a young person said something like, "My parents don't mind me using a shotgun, but they won't let me use the internet."  

Obviously, this seems absurd, but there is some reality there.

Last year I had the pleasure of attending the Media Studies conference and one of the speakers there, Julian McDougall, talked about this exact thing.
When planning a field trip to a farm (my example, not Julian's), there might be the slight possibility that students are charged by an angry bull. As teachers, we plan for this, we write it into our risk management documentation, and we take our cell phones and a first aid kit. But we still go on the trip.

Isn't it the same with the internet? There are risks, sure, but if we are aware of the risks and make sure our students and supervisors are aware of how to deal with the risks, we can still go on that field trip (i.e. use the web).

What we need is to create an educated environment around young people about being safe.

Safe from what?

Cybersafety used to be all about avoiding porn.  Let's face it, it was the big scary thing on the net, and still is.  There are other things just as big and scary, but what are they? 

I think we need something of a list of actual risks, so that we can plan for ways of dealing with them.  My fear is that we will end up restricting our net usage so much, that our freedoms might become overly protected unnecessarily. 

How do we model good ways of avoiding the risks?

First we need to know how to protect ourselves and help our students to protect themselves. Check this out - just a few ideas about how to control the tools you use. There will always be settings for privacy and access.

If our students are using web apps, we need to make sure they are setting appropriate privacy controls.

What else?

• good searching skills
• online profiles
• providing banks of good sites 
• guiding their net use in class
• creating communities online where students access content in "controlled" environments (I'm thinking of class/subject sites or Moodle environments)

But what else do we need to do?

Apparently NAG 5 has something to do with all of this, so I looked it up and you can too:

Each board of trustees is also required to:

(a) provide a safe physical and emotional environment for students;

(b) promote healthy food and nutrition for all students; and

(c) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

Schools are very good at setting up a cybersafety policy, but then they assume averything is covered and there will be no problems.  This needs to be more active and pro-active.

Cybersafety policies used to base risk definitions around traditional media (magazines, newspapers, TV, film, porn).  This needs to make a more definitive shift to the digital world where content is differnet and largely user created.  What happens now?

Schools are also very good at preventing students from getting in harms way, but not very good at providing students, and teachers, with the skills to get back out.

Oraganisational Risk Reduction

Usually, schools' risk management policies centred around keeping the school out of the media/news.  

Instead, we should be focused on protecting young people.  

Student centred.

Model safety.

Digital citizenship

Activity engaged in by young people on the net:

• research 
• communication
• games
• media consumption
• publishing content
• banking and trading

...all of these have benefits and challenges

NZC - all this links to the KCs

Digital literacy

Digital citizenship links NZC KCs and values to digital literacy and cybersafety skills.

Critical thinking skills

Challenges

Meaningful

Honesty and integrity

Rights - privacy, freedom of speech, etc

Participate

Contribute

Modelling - use the skills you wnat them to use

Not just for safety, but for ethical reasons too. (e.g. pirated music, films, etc)

Protecting studnets from copyright infringement just as important.

Netsafe's structure for safety

Learn - focused on students

Guide - for schools and parents

Protect - policy, infrastructure, support

Top 500 passwords

How to create a password

and make sure it is unique

and remember it

and not share it

MyLGP - community of teachers on NetSafe.  some really good stuff

The Scam Machine

Some EDtalks videos to watch

I haven't watched all of these, but they look good:)

Online dangers and responsibilities - not so virtual

Brett Lee

The key to supporting young people’s experiences of challenge in cyberspace

John Fenaughty is the Research Manager at Netsafe NZ

From e-safety to digital citizenship

Martin Cocker is the Executive Director of Netsafe NZ

Through the eyes of a child - the dark face of the Internet

Brett Lee

There's heaps more on the EDtalks site

Be safe

Web 2.0 Tools Sharing

Smart FM - not just language learning.  Can be for definition and concept learning.

Cmap - mindmapping tool

xtranormal  animating small scenes like this

issuu

StumbleUpon

Voki

ULearn 2010: Animate Senior Students

Creating supportive learning environments

Really cool

many uses

Create short animations on anything

xtranormal

ULearn 2010: Mimio

So, I was booked to go to the Processes for Learning breakout that is on right now.  But I got to the room and saw it was the same woman from yesterday's keynote and from the instructional design session.  I turned around and found a session on Mimio across the corridor so here I am.

Mimio

I really want one of these!


Magnetically connects to the board

ULearn 2010: What every instructional designer needs to know

Lane Clark

Human cognitive architecture (HCA)
Cognitive load theory (CLT)

She started with rules for us to use/not use the pens.  Don't colour with the pens.  Put the pens back in the case...

What happens in the brain in order for learning to occur?
If you forget it after several months, did you actually learn anything?  Yes
Apparently, if nothing has changed in your long term memory, then nothing has been learned.
How do you know?  We only teach our studnets for a set amount of time.  Is that amount of time within the realms of long term memory?
If I only needed to know my learned stuff for a short, specific term, then does it matter that it does not exist in my long term memory?  Didn't I still learn it?  Does she mean that I didn't learn anything for my life long learning bank?


John Hattie

Now we are listening to Lane and recording our notes on a template she has given us.  We must use different colours and we can't write in sentences.  We need to use pictures.

Working memory v. long term memory
How long is long term?  What is the span of working memory?


Working Memory:
All conscious processing occur in your working memory
3-4 items dealt with at once
30sec limit if not rehearsed
only applies to new, yet to be learned information

Long term memory:
Store schema (mental representations of information)
if working memory can draw on schema in long term memory, then limitations of working memory don't exist
Huge stores allow easy recognition of characteristics

What is learning?
Novel information processed in working memory... stored in long term memory in REM sleep (best time for review is just before sleep. Concept mapping, etc)
Problem solving places a huge burden on working memory
Learning is inhibited if working memory is overloaded

Cognitive Load Theory (CLT)
the ease with which information is process in working memory

Intrinsic cognitive load = intellectual complexity of material

• inherent intellectual complexity of material.  
• cannot be controlled.
• elements cannot be understood in isolation
• understanding information imposes heavy WM load = simultaneous 
• can artificially separate whole into simpler bits but could compromise integrity of material and learning

Extraneous Cognitive load = way information presented
instructional techniques require learners to use working resources on activities that do not contribute to schema development

• searching information
• writing when writing outcomes are irrelevant to the learning
• trying to record and listen and watch simultaneously

Known as ineffective cognitive load
Instructional designers have complete control over this.


Germane cognitive load = learner investment

• known as effective cognitive load
• when intrinsic adn extraneous cognitive load leave sufficient wm resources, learners may invest extra effort in schema construction
• motivation results in an increase in cognitive resources devoted to a task and therefore contributes to germane cognitive load

Implications:
Extraneous

• know the schema associated with the learning
• teachers need to unpack curriculum so that instruction can be strategically designed
• 
  

Intrinsic

• recognise level of complexity inherent in material
• collect baseline data
• Provide strategically designed immersion opportunities that focus on prerequisite schema development
• if learning must be broken down ensure learners see the big picture at the beginning and end

Germane

• ensure wm not overloaded capacity not overloaded due to Ext and Int
• only then will learner invest
• still no guarantee they will invest
• recognise the power of a learner's level of personal motivation
• learning must be relevant and purposeful tot he learner today - before you start the learning, it's too late at the end
• cater to MIs - this promotes success
• provide criteria for content, process, skills
• success = positive emotions = success = increases germane cognitive load
• success is the only option
• ensure there is no danger, stress or threat = limits learning = decreases success = decreases motivation = decreases germane load

Differentiate through tools, not activities
References I found:
http://www.simongrant.org/pubs/val/text.html 
Wikipedia - good overview