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Greg Williams

Fair Use | BYU Copyright Licensing Office - 0 views

lib.byu.edu/...fair-use

fair use copyright licensing education resources law

shared by Greg Williams on 06 Dec 12 - No Cached
  • The purpose of the fair use provision is to allow limited use of copyrighted material without obtaining prior permission from the copyright owner.
  • all factors do not have to be on the favorable side to reasonably conclude that a valid fair use claim can be made.
  • The same fair use analysis applies to all formats and mediums
  • ...10 more annotations...
  • Most uses in the university environment can probably be characterized as nonprofit educational uses
  • if the use is transformative rather than verbatim copying.
  • Fair use does not apply to some works, such as standardized tests, workbooks, and works that are meant to be consumed
  • If there is only one way or very few ways to express a fact or an idea, the expression is said to have merged into the fact/idea, and there is no copyright protection for the expression.
  • Although there are no numerical or percentage limits, the larger the amount of a work one uses, the less likely it will be fair use.
  • The more of the original taken, in amount and substantiality, the greater the negative impact on the market for the copyrighted work.
  • anticipated effect of the use on the publisher’s market
  • This factor is often cited as the most important of the four, although the factors all interrelate and must be evaluated in conjunction with each other.
  • Instead, we are compelled to return to the four factors and to reach reasoned and responsible conclusions about the lawfulness of our activities
  • If most factors lean in favor of fair use, the proposed use is probably allowed
Greg Williams

Connectivism - 0 views

www.itdl.org/...article01.htm

Connectivism learning theory education George Siemens

shared by Greg Williams on 12 Sep 12 - Cached
    • Greg Williams
      Greg Williams on 12 Sep 12
       
      The things is - everyone has been saying this with each new technology! Is this different?
  • In many fields the life of knowledge is now measured in months and years.
  • These theories, however, were developed in a time when learning was not impacted through technology.
  • ...33 more annotations...
  • The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.
  • Technology is altering (rewiring) our brains. The tools we use define and shape our thinking
    • Greg Williams
      Greg Williams on 12 Sep 12
       
      Is it though? Most of these points seem to have always been true, just in different ways
  • learning as a lasting changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.
  • gh thinking and reasoning?
  • Do we acquire it throu
  • Objectivism (similar to behaviorism) states that reality is external and is objective, and knowledge is gained through experiences. Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinking. Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
  • Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”)
    • Greg Williams
      Greg Williams on 12 Sep 12
       
      Behaviorism
  • Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.
  • Constructivism suggests that learners create knowledge as they attempt to understand their experiences
  • Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex.
  • learning that occurs outside of people
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge.
  • An entirely new approach is needed.
  • How can we continue to stay current in a rapidly evolving information ecology?
  • We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections.
  • Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden
  • The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
  • A network can simply be defined as connections between entities.
  • Nodes that successfully acquire greater profile will be more successful at acquiring additional connections
  • Finding a new job, as an example, often occurs through weak ties. This principle has great merit in the notion of serendipity, innovation, and creativity. Connections between disparate ideas and fields can create new innovations.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Learning and knowledge rests in diversity of opinions.
  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
  • The starting point of connectivism is the individual.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • the internet leverages the small efforts of many with the large efforts of few.
  • example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002). This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Implications
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application.
  • acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity
  • Greg Williams on 12 Sep 12
     
    "Technology is altering (rewiring) our brains. The tools we use define and shape our thinking." . . . or so this fellow argues in a pretty detailed paper
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