If I had 10 more hours to work on my student sample, it would be longer. Although, I was pleasantly surprised how little I had to tweak my rubric compared to other people in our class. After I made the video, I realized just how much information who could include on a project about rape. Even though I covered everything my students needed to put, I still felt like I had barely even grazed the surface of my topic.
I'm a little upset by the time constraints that we, as practicum students, had to finish this project because now we will never know how long it could actually take our students. I finished mine in about 20 hours. What does that equate to for students? How long everyday do I want them to work on this? How long will they actually work on it? I had a week to do it and I waited until the last minutes.
I feel confident saying that I am more technologically savvy (at least in iMovie) than 90% of the freshman I would be instructing, this year at least. In that respect, I don't expect my students to have everything come together and flow quite as well as I think my own project did. I have worked with iMovie before, so I know it will take them to longer to make a video. We would need to spend at least one whole class going over the multiple options that are used in iMovie. I would expect their movies to be more creative than mine.
I had so much fun. The best part for me was being to work with everyone in class. Staying up all night with a couple of them. Holing up in Mallett lobby and the MacLab. Haha. It was more motivation for me personally because I wasn't alone and didn't really have time to freak out about it.
Friday, March 20, 2009
Sunday, March 15, 2009
My contributions to the WebQuest wikis
1) I deleted a webquest from the list at the bottom because it wasn't an actually webquest. It doesn't make sense to place it in the appropriate spot because no ne would want to waste their time reading a webquest that isn't really a webquest.
2) On the other hand, if you were specifically looking for a bad webquest in order to see the difference between the good and bad, that would be a good spot to put a lousy "webquest."
3) I made a new category for a webquest audience. I remember thinking that the ideas on that page were really nifty and that it would be helpful to have more. Unfortunately, I'm pretty sure that I did it wrong.
2) On the other hand, if you were specifically looking for a bad webquest in order to see the difference between the good and bad, that would be a good spot to put a lousy "webquest."
3) I made a new category for a webquest audience. I remember thinking that the ideas on that page were really nifty and that it would be helpful to have more. Unfortunately, I'm pretty sure that I did it wrong.
Tuesday, March 10, 2009
How to help someone use a computer
Things you have to tell yourself: "You are the voice of authority. Your words can wound."
When I know a lot about something, and I'm trying to show another person how to do it, I tend to be very short sometimes when they do things I think don't make sense. In this way, I need to have more patience and be more understanding when teaching.
Important Rule: "Never do something for someone that they are capable of doing for themselves."
When teaching others how to do something, it's always best, I feel, to let them go through the actually process, not unlike driving to an unknown destination for the first time, when you drive yourself, you're more likely to remember how to get there.
When teaching about technology in the classroom, remember that all teachers started as students, and something that comes naturally to you, doesn't necessarily come naturally to others.
"How to help someone use a computer." UCLA Department of Information Studies. 10 Mar. 2009.
When I know a lot about something, and I'm trying to show another person how to do it, I tend to be very short sometimes when they do things I think don't make sense. In this way, I need to have more patience and be more understanding when teaching.
Important Rule: "Never do something for someone that they are capable of doing for themselves."
When teaching others how to do something, it's always best, I feel, to let them go through the actually process, not unlike driving to an unknown destination for the first time, when you drive yourself, you're more likely to remember how to get there.
When teaching about technology in the classroom, remember that all teachers started as students, and something that comes naturally to you, doesn't necessarily come naturally to others.
"How to help someone use a computer." UCLA Department of Information Studies. 10 Mar. 2009
Copyright and Fair Use LR
Number twenty of the quiz was the most surprising to me. If a school creates their own cd using all fair use material, I don't see why they wouldn't be able to copy and distribute/sell it. The quiz says that it would be allowed if there was no anticipation of "wider distribution." That makes me wondering what the criterion would be for the word 'wider'. Maybe 10, 20 or 100 people? I think that laws and rules like this would and could be more easily followed by educators, or just anyone, if they were more common sense and with fewer variations. It's sad that we can't all just share our video, audio and graphics with anyone who wanted them, no matter if you're an educator or not. Bottom line, is that if you make your own product legally, you should be able to sell it if you want. I just don't understand how it could be any other way than that.
Copyright and Fair Us SR
I don’t understand how it’s okay to install a copy of a program to a server, and then distribute that program so every student can access it from their workstations, but then only allow one student at a time to access it. I don’t think it’s possible to monitor that properly.
I thought it was really interesting that the 11th Amendment says state school may be exempt from copyright prosecutions, and that’s really cool.
Educators and students can take material from the web as long as they don’t repost it on the web. I don’t get why it’s okay for you to take it off the web, but not post it back on the web.
It doesn’t make sense to me to allow persons to use copywritten material without permission ever, even if it’s based from a password-protected web site.
I don’t like how some of these laws and rules are common sense and others are not. I think that educators being able to use “legitimately acquired”
Educators can tape tv shows; this is fair use. Educators have some seriously nifty privileges.
Educators can rip material; that being said, a lot of material nowadays has blocking technology. Is that legal?
The Disney movie wasn’t fair use for the child care kids, but could have easily been converted if you asked the kids about the movie, like the animals in it, than it would be educational. *Loop Hole*
I thought it was really interesting that the 11th Amendment says state school may be exempt from copyright prosecutions, and that’s really cool.
Educators and students can take material from the web as long as they don’t repost it on the web. I don’t get why it’s okay for you to take it off the web, but not post it back on the web.
It doesn’t make sense to me to allow persons to use copywritten material without permission ever, even if it’s based from a password-protected web site.
I don’t like how some of these laws and rules are common sense and others are not. I think that educators being able to use “legitimately acquired”
Educators can tape tv shows; this is fair use. Educators have some seriously nifty privileges.
Educators can rip material; that being said, a lot of material nowadays has blocking technology. Is that legal?
The Disney movie wasn’t fair use for the child care kids, but could have easily been converted if you asked the kids about the movie, like the animals in it, than it would be educational. *Loop Hole*
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