Reflection #8 Sarah Sumsion

Today in class we continued to work on our digital story. We searched for copyright accessible images and audio.

This assignment continues to be overwhelming to me. Seems there is no end in sight. Our class had SO many questions today and we all seemed to have different answers regarding copyright rules and grading. Some were saying it didn't matter the copyright issues. Some said we can only have 30% copyrighted materials (although the rubric says nothing about that). Some said we post the URLs at the end of the video, while others said we need to post the "authors" names at the end of the video in the credits. HELP!

Now what...we keep chugging along. I was grateful for a tip from a professional video producer who suggested flickr as a resource for images.  I found all the copyright info next to each image. That was so handy. However, the "attribution" requirements were unclear. Creative commons would say we need to recognize the contributor in the way they specify--but where do we find that? I hope we will be graded with our experience (or lack thereof) in video making considered. We are not professionals, nor are we highly experienced.

Reflection #7 Sarah Sumsion

Today we researched about copyright laws and how copying images, music and videos off the internet is considered stealing.

It's important for students and teachers to appreciate copyright restrictions. If people's creations (photos, art, story, music, etc) weren't copyrighted that person could have their ideas duplicated, borrowed, stolen, etc. and potentially could profit off of it without acknowledging the original creator. We have a moral and legal obligation to not steal from a grocery store, retail store, someone's private property, etc. Why wouldn't we extend these same obligations and laws to resources we find on the web?

For me, this was the big hole in the lesson today... "now what?"  I felt a lot of class time was spent on the history of copyright laws and how far we've come, however I wish we could have spent more time on the application of our understandings. Where do we find copyright info for all the different images, videos and music we may want to use? Are there lots of websites out there for us to draw from without running into copyright issues? Does our digital story need to be so very carefully put together so the copyrighted pictures are clearly labeled? The "now what" portion of our day really left me wanting more.  Truly - now what? I know some of these questions were answered in class, but I don't know how to get to your "Doc Waters" site. I know how to get to our class site and to the Doc Waters blog, but you referred to a Sandie "Doc" Waters site with lots of references.  How do we get there?

Reflection #6 Sarah Sumsion

Today in Instructional Media we learned about digital stories. We learned what defines them and how to create them using different tools, design aspects, mood, etc.

I can see digital stories being very beneficial in a classroom. Although the amount of time they seem to take right now can be overwhelming, perhaps we would get faster at making them with experience. Digital stories can enhance any unit such as social studies, science, math, art, literacy, etc.

After having them carefully explained and described I realized how much we already see digital stories everyday (YouTube, biographies on TV, clips about how to do something, advertisements, educational media, etc.) I felt very emotionally jerked around in class. I am so sensitive about cruelties to other human beings that I was fighting back more serious emotions and reactions to the holocaust images we saw. I was moved as well by the Gettysburg address clip. I don't like feeling emotional in class that way - but I guess the point was made. Music and photography are 2 of my "passions" - so putting them together with technology is exciting to me. The draw back will most certainly be if there are limited technological resources (computers, projectors, etc.) in the school I teach in. How else would you possibly utilize this without having everyone hovering around a laptop screen?

Week #5 Reflection - Sarah Sumsion

Key Assignment- Vidcast

Vidcast Title: “Why Revolution?”

by Sarah Sumsion and Sara Gustafson

EDEL 3250-02

Our vidcast introduces the following standard and objective:
Standard 2 (5th grade): Students will understand the chronology and significance of key events leading to self-government.


Objective 1: Describe how the movement toward revolution culminated in a Declaration of Independence.

The topic of revolution is important for students to understand as they study and learn about the US Government. This introduction to revolution vidcast helps students appreciate the emotions and feelings behind why a group of people in any part of the world revolt. Students will also see scenes from different revolutions, strikes and protests, sensing the desperation and anger in the people’s faces. The end of the video shares the images and emotions of a people enjoying freedom and liberty.

Our vidcast meets the NETS standards in several ways.  Specifically, standard 1/indicator 3, as it facilitates inspired student learning by engaging students in real world issues.  Revolution is occurring all around us, and many are because of the same reasons colonists fought for their freedom in the American Revolution.  Additionally it follows the standard 3/indicator c which states: Models digital age learning and work by communicating relevant ideas to students using a variety of media tools.

This vidcast specifically meets INTASC Standard 2C (Planning curriculum and designing instruction to enhance student learning: Design and articulate instruction aligned with Utah Core curriculum standards.) Our vidcast follows the Utah core curriculum standard 2 objective 1 (as discussed above). By designing curriculum using the vidcast we are able to establish some building blocks for further instruction regarding revolution. Our vidcast also covers INTASC Standard 1E (Creating and maintaining a positive classroom environment that promotes student learning: Use instructional time effectively to enhance student learning.) We could have easily just lectured to the students about why people revolt and told them how people may feel, but pictures are worth a thousand words. Introducing revolution using a vidcast will better evoke emotion and feelings about the topic.

A potential drawback to using this vidcast series is that it may frighten potential students who have lived in a country that went through a revolution. Some images and/or feelings may hit too close to home. However, we were very selective and careful about the images we used that they wouldn’t be too graphic or violent.

The intro to revolution vidcast will prepare students for a following activity of graphing connected thoughts, similarities, and differences related to the concept of revolution.  This activity will help students feel connected and engaged with the upcoming Unit of government and the American Revolution.  History will become relevant and important to students who have had the opportunity to think about the topic in a way that is personal and current.