copyright movie

Castro, D. (2010). Better enforcement of online copyright would help, not harm, consumers.
US: Information Technology and Innovation Foundation. Retrieved February 11, 2011
from http://www.itif.org/publications/better-enforcement-online-copyright-would-help-
not-harm-consumers

This article discusses a legislation that was introduced in
Congress a few months ago (the Combating Online Infringement and Counterfeits Act) which will take a more aggressive stand against online piracy which is a large problem that
continues to grow. Online piracy is a growing problem because it is
hurting lots of American consumers and also costing many of them their
jobs. In this article the author states that critics argue that this bill
will hurt people free speech and encourage censorship in foreign countries.


DuBoff, L. D. (2007). Copyright or fair use. US: TechTrends: Linking
Research and Practice to
Improve Learning. Retrieved February 12, 2011 from
http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=20t
gTJNhe4xJZ1Pxzh49Ug__.ericsrv003?
newSearch=true&eric_sortField=&searchtype=keyword&pageSize=10&ERICExtSearch
_SearchValue_0=annotated+bibliographies+on+copyright+and+fair+use&eric_disp
layStartCount=1&_pageLabel=ERICSearchResult&ERICExtSearch_SearchType_0=kw

This article discusses that the rules governing patents, trade secrets
copyrights and the likes of intellectual property are each quite distinct.The author discusses patent and trade secrets are applied to new and innovative functional works. The article refers to pictorial, textual, and sculptural works and works that may not be functional at all as copyrights. Most people that are involved with functional attributes may encounter problems obtaining a copyright.


Pricer, W. F. (2009). At issue: academic integrity, an annotated
bibliography. Livonia, MI:
Community College Enterprise. Retrieved on February 12, 2011 from
http://www.citeulike.org/user/jobadge/article/5967872


In this article which discusses academic integrity being the heart in any
educational setting. The author addresses the importance of plagiarism and
copyright and explores some of the copyright and fair use issues. Some the
issues that are sometimes misunderstood are what copyright really means,
the restrictions it establishes, and the consequences of violating
copyright laws, what does fair use mean, and how far does it go. It
discusses that the faculty and students perceptions of plagiarism has
always had them at odds with each other.


Hobs, R. Jasz, P & Aufderheide, P. (2007). The Cost of copyright confusion
for media literacy.
US: Online Submission. Retrieved February 12, 2011 from
http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=20t
gTJNhe4xJZ1Pxzh49Ug__.ericsrv003?
newSearch=true&eric_sortField=&searchtype=keyword&pageSize=10&ERICExtSearch
_SearchValue_0=annotated+bibliographies+on+copyright+and+fair+use&eric_disp
layStartCount=1&_pageLabel=ERICSearchResult&ERICExtSearch_SearchType_0=kw


The purpose of this research report is to address K-12 media literacy
educators,, higher education and after school programs on how to make use
of copyright materials in their teaching. This form of copyright materia
that may be used for teaching may be video, print, visual, film and
online. This author researches the media literacy educator’s knowledge,
attitudes and experiences regarding copyright and fair use.


Sparkler, A & Poliniak, S. (2010). Untangling the licensing web and the
copyright questions.

US: Teaching Music. Retrieved February 10, 2011 from
http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=20t
gTJNhe4xJZ1Pxzh49Ug__.ericsrv003?
newSearch=true&eric_sortField=&searchtype=keyword&pageSize=10&ERICExtSearch
_SearchValue_0=annotated+bibliographies+on+copyright+and+fair+use&eric_disp
layStartCount=1&_pageLabel=ERICSearchResult&ERICExtSearch_SearchType_0=kw


This article states that copyright law is a daunting subject for lawyers,
then it is understood why music educators would feel uneasy when it comes
to dealing with copyright law. The author states that obtaining permission
to use copyrighted material can be a simple process. This article does
just that it walks music educators through the steps of the process of
obtaining permission for a piece of music. It demonstrates to the music
educator the steps if the music would be use in a choral group and
distributed on a music sheet.


Starkey, L. Corbett, S. Bondy, A & Davidson, S. (2010). Intellectual
property: What do teachers
and students know? US: International Journal of Technology and Design
Education. Retrieved February 10, 2011 from
http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=20t
gTJNhe4xJZ1Pxzh49Ug__.ericsrv003?
newSearch=true&eric_sortField=&searchtype=keyword&pageSize=10&ERICExtSearch
SearchValue_0=annotated+bibliographies+on+copyright+and+fair+use&eric_disp
layStartCount=1&_pageLabel=ERICSearchResult&ERICExtSearch_SearchType_0=kw


This article states that as our society changes from an industrial to a
knowledge era of increasing importance and value that is placed on intellectual property rights. The authordiscusses the need for technology teachers to have content knowledge of intellectual property if they are going to incorporate it into their learning. It also discusses that students should be urged to consider how to respect others’ intellectual
property rights.

http://www.youtube.com/watch?v=la93YjCW3q0

Module 6 Copyright Video

http://www.youtube.com/watch?v=la93YjCW3q0

Static Learning versus Dynamic Learning

Moller states that the middle of the continuum involves technologies or learning approaching such as wikis, blogs, discussion boards, and chats and this allows learners to interact with the content knowledge. The dynamic end of the interactivity continuum includes tools such as virtual simulations and gaming multi-user environments, and mind tools. I feel like I am in the middle of the continuum based what I have learned this course because of the use of wikis, blogs, discussion boards, and chats. I am moving toward the dynamic end of the continuum and will reach the end after becoming more familiar with of the other dynamic tools such as games and simulation, virtual simulations and multi-user environment.




Moller, L (2008). Static and dynamic technologies. Laureate Education, Inc

Week 8 Engaging Learners-Graphic Organizer

Dr. Stark states that asynchronous communication is when a message reception and the transmission takes place at different times. Some of these communication tools are email, discussion board, blog, and wiki.


Skype and instant messaging are two forms of communication that popular today as stated by Siemens (2008).

Lomas, Burke, & Page. (2008), states that skype, twitter, facebook, google docs, flickr, and a phone are new social tools for collaboration in an online environment.

Content can be delivered through tools such as blogs, podcast, and wikis as stated by Siemens (2008).

Textbooks and lectures are ways of to deliver the content in an online learning environment as stated by Anderson (2008).

Twitter, skype, facebook, blogs and wikis are some technological tools that students use away from an educational setting but can be used in an online learning environment as a means of communication, content and for collaboration. The technological tools that are displayed on the graphic organizer are beneficial and have advantages that provide skillful ways of communicating, collaborating, delivering content, getting feedback, peer to peer interaction, peer to instructor interaction, and provided unlimited interaction.

References:
Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Dr. Stark, S. (2010), eHow. Asynchronous communication tools. Retrieved from
http://www.ehow.com/list_6802726_asynchronous-communication-tools.html

Lomas, C., Burke, M. & Page, C. (2008). Educause learning initiative. Collaboration tools. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3020.pdf

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Week 8 Engaging Learners-Graphic Organizer

Skype
Email
Instant Messaging-----------Communication
Blog
Wiki
Discussion Board



Skype
Flickr
Google Docs
Twitter--------------------Collaboration
Blog
Facebook

Video and Podcast
Blogs and Wikis
Electronic Articles-----------Content
Textbook and Ebook
Course Lecture
Websites


Dr. Stark states that asynchronous communication is when a message reception and the transmission takes place at different times. Some of these communication tools are email, discussion board, blog, and wiki.

Skype and instant messaging are two forms of communication that popular today as stated by Siemens (2008).

Lomas, Burke, & Page. (2008), states that skype, twitter, facebook, google docs, flickr, and a phone are new social tools for collaboration in an online environment.

Content can be delivered through tools such as blogs, podcast, and wikis as stated by Siemens (2008).

Textbooks and lectures are ways of to deliver the content in an online learning environment as stated by Anderson (2008).

Twitter, skype, facebook, blogs and wikis are some technological tools that students use away from an educational setting but can be used in an online learning environment as a means of communication, content and for collaboration. The technological tools that are displayed on the graphic organizer are beneficial and have advantages that provide skillful ways of communicating, collaborating, delivering content, getting feedback, peer to peer interaction, peer to instructor interaction, and provides unlimited interaction.

References:
Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.
Dr. Stark, S. (2010), eHow. Asynchronous communication tools. Retrieved from
http://www.ehow.com/list_6802726_asynchronous-communication-tools.html
Lomas, C., Burke, M. & Page, C. (2008). Educause learning initiative. Collaboration tools. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3020.pdf
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Module 3- Assessing Collaborative Efforts

How should participation in a collaborative learning community be assessed? How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?

In a collaborative learning community it is really the instructor’s responsibility to assess students work. The course should be designed stating the objectives as well as the use of rubrics used as guidelines for students work. The rubric should state what is expected in each assignment and the outcome. George Siemens makes the suggestion that peer assessing and the instructor assessing students based on what they contribute to the assignment should be used for assessment of collaborative learning (Siemens, 2008). According to Palloff and Pratt, assessment in a collaborative learning community should be in the form of papers, artifacts, and projects that are based on the course objectives and goals (Palloff & Pratt, 2005).  According to Rovai, the members of the learning community should be graded on quantity, quality, and timeliness of their contributions to the group project or paper (Rovai, 2002). Those students that have varying levels of skills and knowledge would benefit from a group project because that way they will get the opportunity to help each other by sharing their ideas.

If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?

According to Palloff and Pratt, the instructor should let students know in advance their involvement in the collaborative activity and of their plans to guide it. This will give the students a sense of confidence and the ability to move forward with their involvement in the community (Palloff & Pratt, 2005). In a distance learning environment, if a student does not want to network or collaborate, the other members of the group should attempt to talk to that student. If they still fail to get involve, then the group leader should contact the instructor let them handle the problem which involves them not getting a grade or them getting a zero. All students should feel comfortable enough to be able to talk to the instructor about a problem within a group but usually it is a good idea to have a leader in  the group.

Palloff, R. & Pratt, K. (2005).Collaborating online. Learning together in community. (first edition) San Francisco, CA: John Wiley & Sons, Inc.

Rovai, A. (2002). International review of research in open and distance learning. Building sense of community at a distance. Retrieved from http://www.google.com/url?sa=t&source=web&cd=1&sqi=2&ved=0CBMQFjAA&url=http%3A%2F%2Fwww.irrodl.org%2Findex.php%2Firrodl%2Farticle%2Fdownload%2F79%2F153&rct=j&q=building%20a%20sense%20of%20community%20at%20a%20distance&ei=GlcqTZ-ZHcaqlAft8YGLAg&usg=AFQjCNHkqe-yAzS7Aoud78UHjDozUry2kQ

Siemens, G. (2008). Assessment of collaborative learning. (video). Laureate Education, Inc.