Thursday, September 13, 2018

Copyright, Fair Use, Public Domain, & Creative Commons

Image source: Wikimedia Commons (this image is in the public domain)
Review this Worksheet to help you better understand the lecture.

These RWLDs for your upcoming copyright lecture introduce you to the fundamental principles of U.S. copyright law, fair use, public domain, and creative commons. Your understanding of these concepts is key to making legal and ethical decisions about how to incorporate media into educational projects (and guiding your own students to do so in the future).

List of Terms and Concepts You Should Know:
  1. Copyright (what is it and when is it obtained by a creator?)
  2. The Copyright Act of 1976
  3. Copyright Ownership (Copyright Term Extension Act)
  4. Public Domain
  5. Fair Use (when it can be used?); what is Portion Limitations
  6. Creative Commons (how do you obtain a CC license?)
  7. The TEACH Act of 2002
  8. Shepard Fairy and the legal controversy with his iconic image of President Obama
  9. Jammie Thomas-Rasset's case who illegally downloading 24 songs. Read the follow up to the story of Capitol v. Thomas on Wikipedia.
  10. Iowa AEA Online: (get the username and password from your instructor for iCLIPART For Schools)
  11. What is flickr and how do you find Creative Commons images in there? 
  12. What is Usage Rights in Google search for images and exactly how can you find resources that are "labeled for reuse"?

You may find many of the answers here:

(This PDF handout is from Iowa AEA Online. Save this document for lecture, for future reference, and to use with students in your own classroom).
............and here:
2) Explore the interactive web site Taking the Mystery Out of Copyright (from the Library of Congress), especially the section Files on Record which provides an interactive timeline of copyright milestones (look for the scroll bars along the left and right sides).


Copyright history and rational in 6 minutes!

What is Creative Commons?

This 5 minute video explains why Creative Commons was created:

Creative Commons licenses make it easy for people to share their works which are otherwise protected by copyright law. This provides terrific opportunities for teachers and students! It's what you might say is a happy middle ground between All Rights Reserved and the public domain.

Other Resources (FYI)

- Copyright Basics: pages 1—6 of Copyright Basics (PDF) from the US Copyright Office (

- Bookmark and explore these UNI sites related to copyright: UNI Copyright Policies and Rod Library Guide to Copyright and FAQs about copyright at UNI.
- And last but not least, take a look at the Key Moments in Social Media Law from 1984 on!

Thursday, September 6, 2018

Systematic Instructional Design & Universal Design for Learning

This set of Readings, Watchings, Listenings, and Doings (RWLDs) is designed to prepare you for the lecture on "Systematic Instructional Design and Universal Design for Learning." It is meant to help you plan an interdisciplinary thematic unit of instruction.

Systematic Instructional Design

Identifying Your Destination
The Teaching/Learning situation is not limited to identifying a "coooool" activity and then connecting forms of instruction and assessment to it. To effectively design and develop learning activities, it is necessary to identify the desired outcome first.  This provides direction for your instructional activities.

When you are classroom teachers, your job will be to provide a supportive learning environment (your classrooom) where your students can learn.  They can learn a whole rainbow of ideas and skills, but your job is to provide opportunities for them to learn ideas and skills that are appropriate to your grade level. These are called Outcomes.

Your desired outcomes for your classroom activities are determined by the Iowa Core Curriculum (or other relevant standards that you will find on the Assignment page.)  

  • The Iowa Core is divided into Subject Areas (e.g., science, mathematics) and Grade Levels. 
  • Each of these areas is organized by subject-specific Standards
  • You, the teacher, need to identify Outcomes/Skills that you will expect your students to achieve towards a selected Standard. 
  • You will use Observable Verbs to identify what you expect your students to do to demonstrate their mastery.
    Click on the link to the Iowa Core Curriculum just to get familiar with it.  Then return to this page and use the example below to help explore the Iowa Core.

    EXAMPLE: Imagine examining the Science, Math and Literacy requirements for 5th grade. You find standards that say that 5th graders should be able to Explain how plants are affected by water (Science), Represent the data with graphs (Math) and Create a report on their findings (Literacy). This would lead you to use Plant Life as your theme.

    You have identified what your students will be learning and now you must design and create a set of lesson activities that will help your students master this skill.  

    • Column 1 - Your subject area and name. 
    • Column 2 - The Iowa Core standards you will be addressing.
    • Column 3 - The Outcomes(Skills) you have written to identify what you expect your students to be able to do. 
    • Column 4 - Describes the activities that connect to the thematic unit.

    Designing Your Instruction

    It's just common sense to begin with the end in mind when you are designing instruction. Begin by defining what you want your students to learn and plan your instruction to that result. This is called Backward Design. 

    If you don't know where you are going, 
    how will you know how to get there?

    Here is a video that uses the metaphor of planning a trip to describe Backward Design.

    Makes a lot of sense, doesn't it?  If you don't know where you will be going, you won't be able to figure out how to get there.

    Backward Design is the basis for an instructional design system called Understanding by Design. 

    The Understanding by Design framework has 3 parts:

    1. Identify Desired Results
      1. What will students know?
      2. What will students be able to do?
    2. Determine Acceptable Evidence
      1. What performance will meaning-making and transfer
    3. Create the Learning Plans
      1. Learning Plan (instruction)
      2. Learning Activities (experiences)
    Bernajean Porter does a good job of explaining the aspects of Understanding by Design. The most significant point that she makes is that starting with the "End in Mind" is just common sense.

    Understanding by Design
    is a framework which provides direction for unit lesson planning. It begins by identifying the Desired Outcomes and Results and then makes a plan to achieve that outcome.

    Achieving your desired results is not always an easy task. Your students all have different skill levels and learning preferences.  It is important that we present new information and engage our students in learning using a variety of approaches.  This strategy is called Universal Design for Learning

    Universal Design for Learning

    Effective Instructional Design can only be successful if you consider the learning needs of your learners. Your learners do not all have the same preferences for ways to learn so you need to consider various ways that new ideas and skills are introduced and how your learners can engage in mastering this content.

    Universal Design for Learning (UDL) is a combination of pedagogy and techniques that acknowledge the different levels of needs. UDL uses brain-based research to identify the need for addressing multiple methods of representation, expression, and engagement of learners with information and knowledge. It involves instructional goals, methods, materials, and assessments. 

    The Center for Applied Special Technology (CAST) is a leading organization in the field of UDL. 

    Here is a 5-minute introductory video on UDL.  

    Please note that this video has been enhanced using EDpuzzle. It includes explanatory voice-overs, multiple-choice quiz questions, an open-ended question and a link to a website. This EDpuzzle enhancement has been included to demonstrate how you might enhance a video as part of the Interactive Learning Tool that you will create for your final project.

    This is NOT your final quiz for this module. You will still have to complete the module quiz as you have been doing all semester. 

    An essential part of UDL is to use Multiple Means of Representation. This means that if you learn things better by reading than watching information, you may not have learned much from the video you just watched.  You might do better if you visited this website and read about UDL.  The National Center on Universal Design for Learning has a wealth of information about UDL as well.

    Consider how we use Multiple Means of Representation in Ed Tech and Design.

    You should consider creating instruction that integrates a variety of methods of instruction including written text, speaking, listening, watching, and creating (to name a few.)  This will be discussed further in the lecture on Monday.

    Putting It All Together with TPACK

    We have already introduced TPACK, but Instructional Design is a good place to consider how we can most effectively integrate TechnologyPedagogy (teaching skills), and Content Knowledge (TPACK). 

    Teaching and Learning through technology is much more than just using PowerPoint and Twitter. The Venn diagram below shows how each of these areas can combine and impact the others.  Certain forms of Technology can be used to support specific teaching strategies (Pedagogy). That is the TPK intersection. Ultimately the TPACK educator is interested in teaching in the "sweet spot" in the middle where all three areas are fully integrated.
      Reproduced by permission of the publisher, © 2012 by
    Read more about the TPACK model (Technological Pedagogical Content Knowledge) which we consider a framework that identifies the knowledge teachers need to teach effectively with technology. 

    You can also watch this video which provides a brief introduction to TPACK in 2 minutes. 


    Prepare for Your Thematic Unit

    Find the Thematic Unit Description project requirements in eLearning under Labs (Class Projects). Familiarize yourself with the expectations and resources provided for your first big project in the course.

    Enjoy your designing.

    Make it something meaningful 
    to both you and your students.

    Thursday, August 30, 2018

    Thinking Skills

    Thinking comes in many forms.

    Sometimes it just requires remembering where you put your keys or the capital of Iowa.  Other times thinking is more complex as we decide how to apply the new skills we just learned or analyzing the differences between two approaches to solving a problem. Sometimes thinking requires us to evaluate different opportunities so that we can create something that is uniquely original.

    An educator's responsibility is to build these skills in our learners. We need to develop thinking skills that range all the way from remembering a simple fact to creating a complex project. As educators, we need to be aware of these different levels of thinking and mindfully create learning opportunities for our students that will develop thinking at all levels.

    The basic level of thinking is called Lower-Order Thinking (LOTS).  This is the level where you memorize fact and poems and equations. You are rewarded by remembering them when needed. Remembering things is useless unless you understand what these things mean. Knowing what things mean is important, but it takes another level of responsibility to actually apply your knowledge to the real world.

    The more complex level of thinking is called Higher-Order Thinking (HOTS).  This is the level where you really have to be engaged.  You use what you know to analyze original situations. You evaluate them for good and bad.  You even take on the responsibility to use your background and knowledge to create new and original projects and ideas.

    Knowing about these levels of thinking will enable you to create learning experiences this semester that will challenge your students. Basic facts (like the names of planets) are useful, but being able to list those facts is not enough to be valuable in real life.  You will need to provide your students with challenges where they can apply these basic facts in a new and creative way.

    Bloom's Taxonomy
    Yes, we know that you have probably learned about Bloom's Taxonomy in other classes but please don't "turn off."  Your mastery of the teaching and learning at these levels is what will enhance the meaning of your students' learning.

    These levels of thinking are captured in Bloom's Taxonomy. Developed in 1954 to identify different types of questions, this taxonomy has evolved into a model which classifies the various levels of thinking that we have been discussing.

    As we progress through Ed Tech and Design, you will be asked to write statements that define what you want your learners to be able to do to prove that they have learned throughout your thematic unit.  These statements (Objectives) will use observable verbs to define the behavior you want your students to exhibit. The key to success is for you to use the appropriate observable verbs so that your learners will know what to do.  Here is a list of observable verbs that you will be able to use during this week and next week as you learn about instructional design.  This will all be discussed in more detail in this week's lecture.

    Examples of Activities that Promote Higher-Order Thinking
    This title isn't completely true.  Some of the activities encourage Higher-Order Thinking Skills, but some of them are actually Lower-Order Thinking Skills (LOTS).  Use a copy of Bloom's Taxonomy to identify which are HOTS and which are LOTS.

    Higher-Level Thinking in the Classroom - Middle School
    Teachers from Georgetown School District demonstrate how they promote higher-order thinking in the classroom. This even includes a principal's perspective on the process.

    Where Good Ideas Come From by Steven Johnson
    Nurturing Higher-Order thinking is the basis for developing and rewarding creativity. Steven Johnson, one of our most innovative, popular thinkers takes on-in exhilarating style-one of our key questions: Where do good ideas come from? Johnson provides the story of how we generate the ideas that push our careers, our lives, our education, our society, and our culture forward.

    So HOW do we integrate Higher-Order Thinking Skills into our Learning and Teaching?  Here are a few ideas by Sir Ken Robinson.

    Collaboration in the 21st Century: Sir Ken Robinson
    Sir Robinson explores how education can prepare students for the collaboration they will use in their future lives. This is an inspiring video that explains how collaboration supports innovation.

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    Tuesday, August 21, 2018

    Connecting with the World: Giving Our Students a Voice.

    Last year we were very lucky to have Shannon Miller as a guest speaker for the Ed Tech and Design course.
    Shannon is UNI graduate! She is a former teacher librarian and technology integration specialist at Van Meter Community School District. She is now an international speaker that encourages young people and educators to have a voice while learning, creating, collaborating, and connecting with others globally. She speaks and consults around the country on education, librarianship, technology, social media, and making a difference in education and the lives of others. She is a Future Ready Librarians and Project Connect Spokesperson at Follett Corporation.; Buncee's Teacher Librarian Advisor and Cantata Learning's Teacher Librarian Advocate. She is also the author of the award-winning The Library Voice blog.

    You may follow her on Twitter at

    Before watching the lecture:

    Open and analyze the International Society for Technology in Education (ISTE) standards for teachers and students. ISTE standards provide a framework for learning, teaching and leading that is amplified by technology.
    • ISTE Standards for Students emphasize the skills and qualities we want for students, enabling them to engage and thrive in a connected, digital world. 
    • ISTE standards for Educators define the new skills and pedagogical insights educators need to teach, work and learn in the digital age. 
    Bookmark these standards, we will be coming back to them throughout the course.
    While watching the lecture (see Lecture folder in an eLearning) :
    • Try to make a list of the skills and tools mentioned by Shannon. 
    • Do you know many skills and tools to give you and your future students a voice? 
    • What your high, middle, and elementary school teachers did to give you a voice and to connect you to the world outside of your classroom? 
    • What can you do to make your future students' learning more meaningful and engaging? 
    • Do you see an echo of ISTE standards in Shannon's teaching
    collage from Shannon Miller guest speaking
    Shannon Miller guest speaker

    Thursday, August 9, 2018


    Welcome to Educational Technology and Design course!
    RWLDs (Reading, Watching, Listening, and Doings) in this site will be your weekly assignments to complete PRIOR to watching the recorded lecture. 

    We will be releasing a new set of RWLD weekly each Thursday morning (refer to the course schedule, and eLearning for the details). 

    We will explain everything, and answer all your questions on Wednesdays (for face-to-face sections). Online students, please ask your questions, in the designated area in your eLearning course. 

    For now, please bookmark this page, visit our social media (links on a sidebar) and stay tuned for more :-)