Whose image is it?

burroughsI love poster images and inspirational quotes. Sometimes they just make my day or encourage me to keep going. Images create emotional responses and so are a powerful addition to our communications. But whose images do we use?

I favorited an inspirational image this morning on Twitter, and it led me on a journey:

  • Image Search
  • Copyright and Creative Commons
  • Citations
  • So

Image Search

Twitter is a wonderful place to share, and of course we Tweet, reTweet and Favorite to share back to our Personal Learning Network [PLN]. But what if I want to use that image in a post? Do I have permission? First, as I usually do, I asked my peep if she had created the image. She didn’t know the source, which is common in Twitterverse because we like to share a good thing. But I really did like the image and wanted to know if I could use it.  Fortunately, Google provides an image search:

googleimageIn the Google Search page, chose “images” to open the image search. I downloaded the image and dragged it into the search bar.

 

 

firstmoungsearch Here you see the results, including a name “eric moung,” which is a first clue. I clicked on the first unannoted image hoping it would take me to the original image, but that site did not know the source.

So I clicked on the second unannotated image which brought me to a post on aDigitalBoom which provided the information about the original image. The original image is a copyrighted avatar created by Soul Division Studies for the singer Eric Moung, who is credited as the “Voice of Soul Division.”

But what about the annotated image? Had the message creator received permission and created a Creative Commons image I could use? For this I went back to my original search results and clicked “All Sizes” to find all the images like the one for which I had searched.

allsizesmoung

 

There were many. So I started a “time” search —

 

I searched by year and then my month in 2014 until I found the first instance, May 1,2014-Jun 1, 2014 (see second menu in image).

timesearchmoung

 

 

 

 

 

I found the image on Facebook where Global Peace and Unity had shared Fractal Enlightenment‘s photo, dated April 28,  in which the post credited the artist Eric Moung. I also found a pin image on Pinterest uploaded about the same time by clicking on one of the searched images leading to weheartit.  None of those links shared who created to annotated image.

Copyright and Creative Commons

So does the annotated image represent Copyright Fair Use ?  That’s not for me to say, but without permission, I will honor the artist’s copyright.

According to Copyright Basics, a publication of the United States Copyright Office:

Copyright protection subsists from the time the work is cre­
ated in fixed form. The copyright in the work of authorship
immediately becomes the property of the author who cre­
ated the work. Only the author or those deriving their rights
through the author can rightfully claim copyright.

I have many images online with a Creative Commons license, but many that are personal are copyrighted, and some are licensed as re-useable, but not re-mixable or adaptable. That’s the beauty of a Creative Commons license: choose what fits, and honor those licenses. According to the Creative Commons mission:

Creative Commons is a nonprofit organization that enables the sharing and use of creativity and knowledge through free legal tools.

Be sure to learn about the Open Policy Network  and how it works. Begin to choose and use Creative Commons licenses. And educate your students and families about copyright and creative commons.

 Citations

I teach sixth through eighth grades, and although my students don’t often carry the expectation through to their personal online presence, at school, my students know to credit the source, and to use only Creative Commons or Public Domain images. If students find an image or chart/diagram whose license they are unsure of or is copyrighted, we visit WikiMedia Commons or Search.CreativeCommons using keywords to find alternative images. And we still cite these sources. This year we began using EasyBib or Citation Machine as a citation maker for our work. There are others. Previously, we simply linked to the URL; that is a starting point — but we are learning to be more precise and professional.

Resources:

Edudemic’s Guides

Edutopia Posts

Copyright Resources [Electronic Frontier Foundation]

Kathy Schrock’s RIP: Respect Intellectual Property List

Get CC Saavy [P2PU]

ReadWriteThink: Students as Creators/Exploring Copyright

Copyright / Copyleft Wikispaces

So

Whether images or content, cite your sources. Use image search to discover the original artist and their permissions. Find an alternative image that allows reuse.

My husband says this will be the most boring, unread post I’ll write because no one pays attention. Perhaps he’s right, but I’ve discovered my next year’s homework assignments. I don’t usually assign homework — my student’s have lives and chores and sports to worry about. However, sharing citizenship responsibilities about the use of content and images is something worth sharing with families. And students will learn more by teaching them to someone else.

I’d like to thank @bethhill2829 Bethany Hill for leading me on this journey today. I’ve found resources and lessons to share with my PLN and students as I refine my fair use of intellectual property.

What are your favorite resources on copyright, copyleft, and Creative Commons, and how do you teach these to students and their families? And remember to ask: Whose image is it?


Burroughs Quote Source:

“Nothing_exists_until_or_unless_it_is_observed.” Columbia World of Quotations. Columbia University Press, 1996. 07 Jun. 2014. <Dictionary.comhttp://quotes.dictionary.com/Nothing_exists_until_or_unless_it_is_observed>.

Image created with Visual Poetry and posted on Instagram using original photography.

Other images: Screenshots of search.

 

#teachtheweb #clmooc Explore the Make Intro

Screen shot 2013-04-29 at 8.41.41 PM

 

I believe we must #teachtheweb. I didn’t even make it to the Explore information today, but clicked directly to the community forum leading me to create two makes, both remixes from @chadsansing but highly influenced by @clhendricksbc .

See what we’ve done in the links below — do you see we are reflecting as much on understanding each other’s ideas as much as introducing ourselves? This is what “making” is all about. I think it’s quite an important “standard.”

A Little About Sheri based on A Little About Chad and A Little About Christina

Christina Quote based on Laura Quote  [ Laura Hilliger ] from Chad.

Somehow I managed to discover a Digital_Is treat: a  “zine” thimble by Chad, remixed by @dogtrax   Check it out!

 

 

#teachtheweb Connected Learning

knots.034

Open. Connect. Learn.

In #teachtheweb Explore Course, my first make is to explain “What is connected learning?” Thanks to FuzzyFox’s work which I remixed.

I thought and wondered what in a few words could connected learning mean? What image [left] would inspire a definition?

What did I miss? What would you add?

Connected Learning

 

United

In spots, like knots holding together, stronger.

In threads, spread in warp and weft

In design, combined from one and many

Separate and Together

For a time,

United.

 

Learning together

Back and forth

Try and fail

Struggle and share

Share and improve

Reflect and enjoy

United

In spots, like knots holding together, stronger.

In design

combined from one and many

Separate and Together

For a time,

United.

#clmooc #f5f Future

make_dot

Thanks to #clmooc facilitators and participants for an amazing adventure that will likely keep rolling.

connect2learn4

One future idea I have is to create a space that will

be a hub for connected learners to find and share projects. Here’s my draft: Connect2Learn.

Anyone care to curate and collaborate with this project to carry on our learning?

 

This is a draft post; I’ll be updating to finish this Popcorn.

 

 

An immense THANK YOU ! to #clmooc participants and facilitators for this grand adventure!

Writing Today #clmooc in the future

Connected Learning Notes

Writing. It’s thinking. It’s planning. It’s research. It’s design. It’s everything about being a digital learner, and more for connected learners. If you aren’t sure what that means, visit the National Writing Project’s Digital Is community,  DML’s Connected Learning site, the Connected Learning blog, the Connected Learning Mooc, follow the Twitter hashtag #clmooc.

The many members of this community “made” many projects and wrote about them all over a six week period.  See many of the “makes” in the posts at Connected Learning Mooc and in the Make Bank. However, the goal or the project is the application of these ideas, projects, “makes,” and the thinking/writing/design processes they embody in the classrooms and programs coming up in the next school year.

What does that look like? Here’s a group of teachers collaborating to figure it out, a Google Document shared by Stephanie West-Puckett. Or how about Scott Glass’s Mozilla Thimble make, “remix-of-create-your-own-comic-a-starter-make.” Notice the “Remix” button in the top right? If you click that, remix your own. Here’s mine (Make Comp Plan), a plan to share with students on developing ideas for writing compositions, or to plan for something specific using code, images, and captions.

Who are these people? Mostly strangers with an itch to stick together the fabric of education so it works again, for students and teachers. That is what connected learning is: connected learners of all ages and places connecting their ideas, projects, resources, and reflections to learn, share, and collaborate together to improve education. And we are thinking, planning, revising, designing, reflecting, sharing, collaborating, remixing, and on and on.

Why not join us at the Connected Learning Mooc? We’ll share all the plans we’re making for applying our ideas to the classroom and to our communities.

Cross posted at: Wordsmith Agora

Credo I believe… #clmooc #teachtheweb

 

sunseedssqsm2

What do you believe?

That’s the question / make this week for our #clmooc. I was honored to participate in the Hangout on Monday with an amazing group of educators. The Make With Me hangout discussed credos, featuring +TERRY ELLIOTT +Chris Lawrence +Chad Sansing +Bart Miller +Sheri Edwards and +Kevin Hodgson, check out the archive video and chat. I was nervous, and Terry did a great job facilitating, with help from others monitoring the chat. When you listen, you will here how we are all working in the #clmooc at our own pace, that we could be activists for our school to make changes, that what we do is a work in progress. For your credo, we talked about going with your gut, personalize it, and think about your students. Lots of great info.

How do you start writing a credo? I’ve always tried to connect my beliefs about education and learners to the vision of where I work. Here’s a page on how I connect our school’s mission statement to my own pedagogy. It seemed important to me to reflect on how what I do connects to our mission — how I make our mission happen. I read that before I started writing and after I read all the terrific examples provided by our facilitators for this week.

But then I asked myself, what is most important to me? At the top if this page is a motto I follow. So what does that mean? After talking to Terry (tweets) I created this video:

But guess what? It’s only remixable in Popcorn! I wanted it to be simple and clean, but represent what I know from my experience to be so important when working with middle school kids.

This is supposed to be connected learning! However, the credo is YOURS, so create away!

Is a splashly one like — I think it was Chris — dynamic.-  more your style? Or a coded thimble like Chad‘s? or a flowchart / diagram like Bart’s?  Will you join with others to create a manifesto?

Remember, go with your heart, try to consider the three elements of connected learning: equity, full participation, and social connectedness or social embeddedness.

I went back to the drawing board and listed what I believed in again. It depends on the context that you frame it. Here are ideas in a reflection from #etmooc. And– here’s my popcorn video taken from parts of my list, rearranged according to the three elements. It flows better with “I believe…”  I wish the music would play through, though, and not stop at the pauses. And it’s still not right. It’s still too much, don’t you think?

 

But think about it: I’m doing all the things we want, we need, kids to do: think, plan, try, test, share, revise, review, think, plan, organize, share, try, test, review, revise, repeat. Add, delete, substitute, elaborate, illustrate, explain. Get the message clear. And that takes time, and with connections and feedback, it improves.

How will you create a concise credo to reflect connected learning?

clmooc Summary of Report

A lot to think about, but then there’s this:

what_else_7cs_slant.001

dewey_edu_living_sre

Just start with this and write…

credopopcornslides.001

PS

I found an amazing pianist on SoundCloud: GracieGoose and her composition for a Main Theme: Short Film  I used in the Popcord Credo, but you’ll want to here it without interruptions.

Intro #clmooc w #openspokes Transformation Reformation #teachtheweb

clmooc Summary of Report

Summer (northern hemisphere) Thinking: What Could I Learn?

Have you thought of building your PLN (Personal Learning Network)?

Have you wondered how you could change your teaching to be more in tune with how kids want to learn today?

How about joining the clmooc: Connected Learning Mooc? Even if you just lurk and try one or two things, the rest of us will benefit from what you do, and you will learn from the many participators. It’s a win-win game plan!

What is Connected Learning? You can read a wonderful report about it here, which is the source of my notes for  the image at left. For more information, go to this Learni.st site by . Be sure to watch the John Seely Brown and the intro video for an overview.

 What will I learn?

Video-Design

At the beginning of the year, we often ask students to introduce themselves in various ways. Here’s my Animoto introduction: Bits & Pieces: Sheri  Imagine students choosing images and creating a 30 second video using the pictures on their phone, or take them in class, or find the ones that fit in a creative commons search? Use a computer or smartphone. Think of the skills of choosing concise, relevant images, arranging them to  tell a story, adding text and music? If students use creative commons, they learn to site sources, and how to do a search for material legally available for use. What a great way to start the year, or end  the year with a summary/impression/learning video of how students have changed. Think of the way students could create a video to demonstrate a concept or to document the points of an argument?

In my intro, I chose an easy-listening instrumental and a watercolor splash background so the images could flow. I started out with the places important to me, followed by things from my professional and personal life — books I read, my Art House Sketchbook, student work, my classroom. I switched to my neighborhoods: etmooc, twitter friends, classroom images, collaboration with Denise Krebs, my family and our nature walks. I splattered my teaching philosophy throughout. I ended with more of our favorite places and my family.

It’s three minutes, and with a classroom account, you could do that. But even in 30 seconds with the free account, students can choose one or two images to focus on and support with a few other images and text.

If you haven’t tried Animoto, do try it.  Join the  clmooc: Connected Learning Mooc and share your story with us. Even if that’s all you do, you will have connected with many more people, and learned a tool for use with your students when that type of expression works.

Code !

Want to try some coding?  Chad Sansing created this Mozilla Thimble project to introduce coding while sharing 10 most current books. I chose to share “reading” of blogs, news, and videos to share, because that’s what I’ve been “reading.” Take a look here: My 10-Reads Memoir.

First, I created the image. I took screenshots of 10 of my most current readings. I created a slide in Keynote and dragged the screenshots in. Then I saved the slide as an image, uploading it to Flickr. In Flickr, I added links by choosing the “more” under the picture and choosing “add a note” into which I pasted the URL of each of my “reads”  and placed each in the upper left corner of each picture: Current 10 Reads.

Next, I copied the URL of the Flickr photo, and began to edit the Chad’s thimble project.

When coding, I made a few changes and added in directions to anyone using my work to create their own. When you work in Thimble, the left side is code, and the right side is the preview. The code side contains directions in black within <> to tell you exactly what is needed to be changed to make it yours.

I added some links by copying Chad’s link code and placing it where I needed it.  Always remember that when coding, each code type must be enclosed with in its own brackets. so a paragraph starts with <p> and ends with </p>. Just read the code in the template and start making changes — you can’t break it; just open the link again. See what happens as you add your own code. After you’ve tried a few things, open a fresh page and start your own project. Use the help tips (see directions in the template).

I read the page first and noted what each section created in the preview, remembering to look for the enclosing brackets to know the begin/end of each segment. Knowing that really helps me figure out the code.

I was working in Chrome browser, and when I clicked Publish, it didn’t give me a link. So I copied all the code, then created a Mozilla Webmaker account so I could publish my work under my “makes.” I chose “create” and pasted the code into the template. Then I published the work.

Yes, it’ a learning curve. But it’s a puzzle, a puzzle that you can try and try and fix, then AHA! And isn’t that learning? Build some brain cells: code!

I believe that all kids should learn coding — learn by creating their own. So I plan to create my own Thimbles by remixing those of others, including Chad’s!  Please try.

 

Online Identities

srewhbg

Avatar: What is your online identity? What will you choose? I chose to be transparent — My avatars are part of the online communities to which I belong, but they always refer to a profile with my real name and usually a picture. I try to create avatars that are a vulnerable me because no one is perfect, and I like my students to know that.

Try out a few of the these from the #clmooc resource, then share why you chose them:

At left: I created this years ago — greying bad-hair day is typical! Glasses, and a “question” in my eyebrows, wondering What Else will we do? I created it with a free Mac avatar app that probably isn’t available anymore  (might be this one)– just Google it.

In the sidebar of this blog is a Voki  created for my class after I tried to get rid of my grey hair (blonde). I was wearing red glasses at the time and I was ready to join the “stars” in my classroom. That is my classroom in the background!  Voki is fun to use; you can get a classroom account. Students can add them to their own blogs to emphasis a point or ask a question of their readers.

Picasso head: You see again the bad-hair day and wondering eyebrows. I’ve got a pencil/brush and am writing/drawing — very fun representative.

srepicasso-109z2hu

 

 

 

 

 

 

 

 

 This is created with BeFunky.com  Just upload your photo and play with it.

Bad hair day — looking up wondering — a smile.

Motto:

Reflect curiosity and wonder…

Go boldly and scatter seeds of kindness…

 

So, how’s that?

Those are just a few of the options — and wouldn’t it be fun to say, “I created that!” And even better, wouldn’t it be fun to say, “My friends and I created that!” That’s what #clmooc is all about: making together. That’s why I joined. I want my classroom to be filled with making learning, connected learning, with my students and I learning together to create — create to enhance our learning goals.I would like art, writing, coding, creating to be an integral part of our time as learners in the classroom.

A few of us are helping each other out; connect with us here:  CLMOOC PLN Group

Welcome to #clmooc ! Who will you meet? What will you create together? How will you create to change your teaching and student learning next year because you are “makers?”

Thanks #clmooc! This is pure inspiration!


Credits:

Connected Learning Notes image: Notes from Connected Learning Research Report here