Remix: Blending Creative Works to Show Mastery of Classroom Content #mace2010

Published by in apple, creativity, digitalstorytelling, ethics, intellectualproperty on March 5th, 2010

These are my notes from Bob Lee’s session “Remix: Blending Creative Works to Show Mastery of Classroom Content” at the 2010 MACE (Mid-America Association for Computers in Education) Conference in Manhattan, Kansas. MY THOUGHTS AND FEEDBACK ARE IN ALL CAPS. All resoruces are on tinyurl.com/leeremix – bob [dot] lee [usd382 [dot] com

Bob Lee is the district technology director in Pratt, Kansas. Was a former band director for 10 years.

Got selected as an ADE recently, was a real thrill. There are 12 of us around the state of Kansas, about a thousand around the world.

Last year I attended the ADE Institute at Full Sail University, created this presentation using “The Challenge-Based Learning Framework”
- this idea of remix was part of our institute this summer
- our projects at ADE camp are usually content for the Apple Learning Interchange

Apple has introduced a new framework for classroom learning called “Challenge-Based Learning”

REALLY THIS IS A PROPRIETARY NAME THAT APPLE HAS COME UP WITH FOR PBL, WHICH HAS BEEN AROUND A LONG TIME

Our definition for remix: A framework / workflow that enables students to …. [TOO FAST, COULDN'T COPY THAT]

Big idea: personalize learning

Apple took all 150 of us at the institute, and brainstormed the ways to make learning personal
- mashups really intrigued the six people in my group
- there were 20 different groups

Our essential question: How can we, as teachers, promote an environmetn where students can freely safely remix content to personalize their learning?

A few guiding questions:
- what is personal learning?
- how and why do students create?
- what is appropriate, valid information?
- where would content come from?
- how do we educate students about “proper” remixing
- are kids doing remix already?
- aren’t term papers an example of a remix?
- what 21st centiury skills are tied to remixing
- how do we evaluate content
- how do we create opportunities….

big takeaway: it is not a collage: you must insert new meaning

guiding activities:
- full sail student interviews
- searched for remix examples
- researched and discussed remix
- researched creative commons

respecting copyright is a big deal and very important in this context

At Full Sail you can get a bachelor’s degree in 31 months (just over 2 years)

THIS MAKES ME THINK IT WOULD BE GREAT TO HAVE A REMIX ACADEMY THROUGH STORYCHASERS: A MULTI-DAY EVENT FOCUSING ON CREATIVE CONTENT SHARING

Guiding Resources
- examples of Remix Projects

mD-KS7NtBM

vch-Z9ccHTk

remixitade2010

Britney Spears – Oops (cover song)

http://twitter.com/eebsofresh
http://myspace.com/eebmusic
http://facebook.com/eebmusic

INTERESTING PUSHBACK HERE FROM A PARTICIPANT, QUESTIONING HOW THIS COULD POSSIBLY BE LEGAL UNDER COPYRIGHT
- I MENTIONED THE WORK OF TEMPLE UNIVERSITY’S MEDIA EDUCATION LAB ON “TRANSFORMATIVENESS” IN REMIXING AND COPYRIGHT

Kutiman-Thru-you – 07 – Just a Lady

A PARTICIPANT MENTIONED THE SITE www.teachingcopyright.org
- SOME PARTICIPANTS HERE ARE VOCALLY DISTURBED AT THE IDEA OF DOING THIS KIND OF REMIX AT SCHOOL, WHICH THEY PERCEIVE AS ILLEGAL

Solution: create a framework / workflow that enables students to remix content to construct relevant, personalized learning experiences

R = reflect
- pre-planning
- who is my audience, what is my purpose, what is my message, what did I take away from last time that can improve my project this time?

R = Research
- what sources are there
- how will I mreix
- what’s been done before
- what was the message
- how do I evaluate the quality of the message?

We had lots of copyright discussions
- Creative Commons has given us a great way to use other people’s works

THE CC RESTRICTION AGAINST DERIVATIVE WORKS IS KEY TO DISCUSS HERE. IN COV WORKSHOPS WE SHOULD HIGHLIGHT THIS MORE. OF COURSE IT’S A CRITICAL FIRST STEP TO JUST GET EDUCATORS AND STUDENTS AWARE OF CC

P = Personalize
- how do my explorations affect my message
- have my ideas been improved by others?
- how will my message be expressed in an original form using the creative works of others?
- have I assigned teh proper credit?
- am I creating a new, original work with a personalized message?

THAT LAST QUESTION IS CRITICAL / KEY IN TERMS OF TRANSFORMATIVENESS

I = Invent and Incorporate
- Create
- what tools am I using to create this?

X = Exhibit and Share
- Publich
- how will I make components of my creations available for others to incorporate in their work?
- How will content be tagged and shared so the individual image,sounds, photos, etc can be used by others?
- what if authors of content are worried about people changing their meaning
- what if I don’t want someone misrepresenting me or my work?
- can you remix a remix?

teachers get really nervous when students want to do this type of project
- teachers are not use to living in this world of media

we wanted this workflow to help teachers, as a framework
- we created a video

We are presenting this session at ISTE in Denver this summer
- we hope to have a lot of student work examples by then

Flo TV superbowl ad

The Who My Generation FloTV Super Bowl 44 Will.I.Am – Moments

Stand By Me by Playing for Change

Another educational example, remixed by ADE Marco Torres in 24 hours
- asked for other ADEs to record Kipling’s “If” poem
- got 89 different sound files
- this is an entirely new work, for an existing poemn

All resources for this session are on http://pratt.usd382.com/teachpages/blee/blog/?page_id=156

MY QUESTION: DO YOU HAVE A SITE IN YORU DISTRICT TO SHOWCASE THESE TYPES OF EXAMPLES?
- BOB SAID THEY ARE WORKING ON IT

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On this day..

5 Comments »
  • http://freetech4teachers.com Richard Byrne

    Wes,
    Thanks for sharing your notes on this session. I did a PD session on the same topic last summer and have been slowly tweaking it in anticipation of some PD I’m doing in the next couple of months. Your notes provided me with some new thoughts that I’m going to try to work into my future PD sessions.

    Richard

  • http://www.wesfryer.com Wesley Fryer

    You are most welcome, Richard! I look forward to hearing what you come up with for a remix session… One of the most interesting things was how much vocal pushback there was on the copyright issue from some of the participants. I think it’s vital we highlight copyright in greater detail and with specific resources and examples. I added the EFF’s site on Teaching Copyright to our collection of copyright / fair use teaching materials listed on our Celebrate Oklahoma Voices website.

  • http://freetech4teachers.com Richard Byrne

    Wes,
    I’m curious was the pushback on copyright coming from people that were afraid they would be teaching students to violate copyright or were they afraid of violating copyright themselves? I know it doesn’t sound like much of a difference, but there is a distinction. From what I’ve experienced it’s generally more of the former than the latter.

  • http://www.wesfryer.com Wesley Fryer

    I think it was from teachers who thought the entire idea of taking any kind of copyrighted works from the web and transforming/remixing them was illegal. They weren’t distinguishing between student or teacher use… When I suggested (and Bob also mentioned) that creating a transformative work can qualify as “fair use,” they looked at me like I was an alien from another planet.

  • http://www.mrsmorrow.com Katie Morrow

    Wes, thanks for sharing highlights from Bob’s Remix session, along w/ some great comments and insight from you as a participant of the session and advocate for kids creating digital media projects. My one comment is on your statement regarding Challenge Based Learning:

    “REALLY THIS IS A PROPRIETARY NAME THAT APPLE HAS COME UP WITH FOR PBL, WHICH HAS BEEN AROUND A LONG TIME”

    and I just feel the need to attempt to explain a few key differences, if I can. As an educator who worked on the team to articulate this “learning solution” I can assure you that we and Apple were fully aware of Project Based Learning and its value in our educational systems. However, one of the key differences between PBL and CBL is that students are not working on projects that are teacher-contrived and oftentimes artificial simulations, but rather, they are taking on a real world challenge with actionable results. The teacher does not spend hours crafting the model project-based lesson. Instead, students find the resources, create the learning activities, and (most importantly) ask the questions themselves, with a teacher as co-collaborator rather than lesson-creator. Most importantly, CBL (in theory) focuses on students creating solutions that DO SOMETHING. Students choose the medium via which they take action, rather than fulfilling a teacher’s request to create a product of specific dimensions.

    Call it what you may- the naming is the least significant aspect of this entire discussion. What is most important is that we as teachers are facilitating the connection of kids to their learning… giving them purpose, relevance, applicability, and empowerment… and hopefully getting them to “show up after lunch” and be active learners in our educational communities.

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