This week should be both very informative, and fun! We are lucky that Jesse Millar has agreed to meet with us to talk about online privacy, safety, bullying and consent. After what is always an informative and interesting Q&A with Jesse we will further our video editing skills by learning new video techniques as we “re-mix” Creative Commons licensed video and audio clips.
Learning Objectives:
- Be able to explain the concept of digital footprints, and be able to identify what your current personal digital footprint looks like.
- Describe what orange shirt day is and why it is important.
- Identify the key practical issues around online privacy, safety, bullying, and consent as a future K-12 teacher.
- Correctly identify, use, and attribute media that are Creative Commons (CC) licensed.
- Create videos using CC-licensed video clips and audio as you learn additional video editing techniques including: Slow motion, Green Screen and Including music and/or sound effects.
Pre-class Activities:
The pre-class activities this week should take about 2 hours to complete.
Watch our guest speaker Jesse Miller’s wonderful video on children, social networks, & media literacy (15 min):
Learn more about your Digital Footprints & Google yourself:
- Watch the Province of BC’s Digital Footprint video (6 min):
- Open a new table in your web browser and Google yourself!
- For example, I’d search for: “Rich McCue”, and possibly the city where I live or grew up to the search string if you have popular names: “Rich McCue” Victoria BC
- If you still can’t find any references to yourself, which often happens if you have a common name, add “UVic” to your search string (E.g.: “Tracy Smith” UVic), and see what comes up.
- If possible do your search in “Incognito” or the private mode for your web browser so you can see your search in the way someone else would see it.
- Did you find any web pages or images of yourself?
- Will the web pages or images be helpful during your job search when recruiters search for your name (possibly along with where you live and/or UVic)?
- How can you add positive posts or images that will show up when people search for you on the internet?
- Can web pages or images on the internet be removed?
- What do you think recruiters would think if searched for you but found nothing?
Read the BC provincial government’s Online safety document. Please make sure to click on the “Expand All” button for each section of the document so that you can see all the tips and suggestions. After you finish reading the document please ask yourself:
- What can you do as a teacher if you become aware of a student who is being bullied on social media?
- Why should you avoid interacting with your student on social media unless it’s directly related to school work?
- How can we help our learners manage their digital footprints?
Watch: Remix Manifesto Documentary (86 min). Please ask yourself the following questions as you watch the video:
- Do you think that if you manipulate an existing song enough you can eventually claim it as your own creation? Where do you draw the line between copying and creating?
- What do you think is more important, the creative process, or the final product?
- What kind of system could you create that would be fair to the artist(s) being sampled and the artist doing the sampling?
- Copyright laws were originally intended to encourage people to create. Do you think that intention has changed in recent years?
- In America’s beginnings, the copyrights of foreign authors were ignored. Charles Dickens was pirated to subsidize the printing of Mark Twain, a local author. How do you feel about that situation? Do you believe one country has the right to impose its copyright laws on another?
- “Brazil defied U.S. Intellectual Property laws by breaking multiple international patents on HIV medication, producing their own copies of the drug for a fraction of the price.” They did this to make the drug affordable to those who would die without it. Is this fair to the corporation that researched and developed that drug?
Don’t forget that Orange Shirt Day is held every year at the end of September. “Orange Shirt Day is a day when we honour the Indigenous children who were sent away to residential schools in Canada and learn more about the history of those schools.” Please read this excellent CBC Kids multimedia article that outlines where Orange shirt day came from and why it’s important.
Class Time:
Citizenship Online: Privacy, Safety, Bullying, & Consent
We will begin our session with Jesse Miller’s presentation on Citizenship Online: Privacy, Safety, Bullying, & Consent. The presentation will be followed by a Question and Answer period. Below is a presentation similar to what Jesse presented to the class, but directed a bit more towards parents (60 min).
Creative Commons & Copyright
(5 min)
Rip.Mix.Learn! Discussion
Please reflect on the video you watched in preparation for the class and answer the following questions for yourself:
- Do you think that if you manipulate an existing song enough you can eventually claim it as your own creation? Where do you draw the line between copying and creating?
- Do you think sampling can be considered an instrument akin to guitars, drums etc?
- Do you believe there are forms of music that are not built on past works?
- The film claims that the current system of creating sample‐based music is cumbersome and financially out of reach for the majority of musicians. What kind of system could you create that would be fair to the artist(s) being sampled and the artist doing the sampling?
- In your opinion, what could be the justification for the “Copyright Term Extension Act of 1998” (a.k.a. The Mickey Mouse Protection Act)?
- In America’s beginnings, the copyrights of foreign authors were ignored. Charles Dickens was pirated to subsidize the printing of Mark Twain, a local author. How do you feel about that situation? Do you believe one country has the right to impose its (copyright) laws on another?
- “Brazil defied U.S. IP laws by breaking multiple international patents on HIV medication, producing their own copies of the drug for a fraction of the price.” They did this to make the drug affordable to those who would die without it. Is this fair to the corporation that researched and developed that drug?
Hands-on Lab Time:
Now we will get hands-on and you will make your own Screencast tutorial, edit your screencast and then make your screencast interactive using the H5P plugin on your OpenEd.ca WordPress blog. Let’s dive in!
Step 1 – Slow Motion Video:
Using the Libraries’ DSC Video editing tutorial you are going to find a Creative Commons licensed video clip and audio clip, and then create a short video with a slow-motion element, and include the audio clip in your video project.
- Download a video clip from the following websites:
- Archive.org – Non-profit digital library with collections of digitized free movies, music, images, websites and more
- Pexels – CC-licensed videos
- Vimeo – CC-licensed videos
- Download an audio clip or sown from one of the following websites for your video:
- Archive.org – Non-profit digital library with collections of digitized free movies, music, images, websites and more
- Free Music Archive – CC-licensed music grouped by genre
- CCTrax – CC-licensed music grouped by genre, including electronic, dub, techno, house, downtempo, and ambient
- Work through the DSC slow-motion video editing tutorial to create your video, but PLEASE use the video and audio you just downloaded instead of the provided mountain biking video clip in the tutorial. Below is an example of a video Rich created using his own video, and music from Archive.org (see the video description for music details):
Step 2 – Green Screen Video:
- Work through the DSC Green Screen video editing tutorial to create your video, using the video clips provided in the tutorial. Below is an example of the type of video you’ll create.
- NOTE: Please use the iMovie tutorial! If you don’t have a MacBook, please use one of the classroom iMacs to complete the tutorial. The free Windows video editor does not support the creation of green screen videos. If you have any problems or questions please ask Rich.
Homework:
- Weekly blog post to document your learning in class and to document progress on your inquiries (incorporate audio, video, and screen video capture into your blog posts this week).
- Review the 336 Blog Post Rubrics to make sure you’re including all the minimally required elements for your weekly blog posts.
- Here is a sample high-quality weekly blog post on the topic and/or technology of the week.
- Please address complete the first prompt below and then either address three or more blog prompts, or reflect on something else that interests you from this week’s topic:
- Post a video you made today as part of your reflection.
- How can creative commons licensed materials help me as a teacher?
- How can we help our learners manage their digital footprints?
- What was the most interesting thing you found when you googled yourself?
- Will you change your use of social media after the talk and Q&A with Jesse Miller?
- Could video creation be effective learning resource and/or class activity at the grade level I hope to teach (with learners creating their own videos)
- Weekly Free Inquiry blog post:
- Document your free inquiry progress, reflecting on your progress, as well as identifying and evaluating helpful resources you found. Provide details on your learning progress (through success or failure).
- Employ a multimedia strategy in your post to help document your inquiry by using text and one or more other media to help make it more engaging (e.g., image, screencast, video, or other formats).
- Utilize social writing strategies such as hyperlinks to blog posts (e.g., trackbacks) or to articles/resources consulted, including web pages, images, videos, etc.
- Use the category, “free-inquiry”.
- Share your post with your learning pod at your next meeting (usually at the end of class time).