Posts Tagged ‘creative’
The small things matter. So do the little actions. Technology can amplify both.
The local press almost gleefully reported how a Singaporean teenager might have played her part in helping Trump win the US elections.
Hrithie Menon charged S$140 and took two hours to create a Prezi presentation that was “shared across various colleges and university campuses in the US aimed at capturing young people’s votes”.
Trump might describe her an example of a foreigner “stealing” jobs from the US.
I would describe her not as a “digital native” — that was the paper’s overused and poorly understood phrase.
Instead, I would describe her simply as efficiently and effectively using the tools available to her, just as her parents did before her, and their parents before them. The difference now is the reach and impact of the technology she had access to.
The paper listed some of her other tools: Adobe After Effects, VideoScribe, and Instagram. Though different, all the tools have one thing in common — they are tools of creation, not consumption.
While many vendors and schools still push for tools of consumption because they can be controlled and limited, learners of all ages who are unfettered outside of school have found tools of creation on their own.
For example, they learn from YouTube and they create and share on the same. When they do, they extend their reach. The audience is not automatic. The creators learn to amplify their voice, like Hrithie did when she advertised her services online.
The tools are free, the learning is meaningful, and the learner takes ownership. These are just three of many things that those behind the walls of school should learn.
This LifeHacker article advises that you not tag Evernote posts because tagging disrupts workflow, particularly for creative thinking. However, this argument is flawed in more ways than one.
One assumption is that tagging happens during the processes of creative work. This not only adds to cognitive load, it also is a distraction. However, it does not consider tagging only at the end of the process. This is like doing a summary reflection as part of a disciplined process.
Tagging at the end also attempts to capture the essence or concepts of a process or a learning experience. In cognitive terms, this adds to mental schema. We tend not to remember details; we prefer broad concepts when faced with overwhelming information. The tags aid recall of details by first activating broad concepts.
Creative thinking is not just a result random inspiration. It can be part of a disciplined process. Inspiration can strike when people have a disciplined routine that helps the mind relax and make seemingly serendipitous connections. These activities might take the form of runs, meditation, doodling, blogging, or a host of other regularly scheduled activities.
I tag constantly. I tag my daily blog entries, Diigo bookmarks, Evernote items, and files on my Mac. This not only helps with recall, it also helps me make connections between seemingly disparate concepts. If this is not creative thinking, I do not know what is.
When you have a problem (like the hilly streets of San Francisco), do you complain or do you get creative?
This group chose to get creative by changing their view of the problem.
Now when we face a problem in life (like technology integration in schools), do we complain or do we get creative? More often that not I hear teachers complain about what they do not have, e.g., time, space, resources.
Why not get creative with what we have, change our view of the problem, and get something of value in the process?
Today I help facilitate a free seminar on Creative Commons (CC) in Singapore.
We do not have an ambitious plan and are starting simple to gauge interest and to create ownership of CC efforts.
I anticipate that a few attendees might have questions and experiences that relate to implementation issues. That is, there might be folks who are already sold on the idea and want to take action. So I share some of my limited experiences with rolling out change using my ABC framework (awareness, buy-in, commitment).
by Leo Reynolds
Some passive but complementary ways of creating awareness might include using media like posters and YouTube videos.
Such efforts can lead to stakeholder buy-in if you manage change well with follow ups like focused conversations and informal meetings.
The stakeholders you might target first for buy-in at institutes of higher education (IHLs) are key appointment holders and librarians.
Appointment holders can set policy around the creation and sharing of learning resources and research artefacts.
For example, most institutes lay claim to the copyright or intellectual property of any process or product created by its employees. Appointment holders might make some exceptions, say resources created under institute-sanctioned volunteer work, as belonging to their staff and/or open for sharing by default.
Appointment holders could require their institutes to be signatory to open licensing and publishing. The could mean promoting financial grants that have open requirements and then sharing data corpuses, reports, and other related material after a short embargo period.
If they are daring enough, such change leaders might add open efforts to staff appraisals and promotions either as core components or as distinctive X factors.
Institutional libraries are publication gatekeepers. They shape policies for the mode of sharing an institute’s research, books, white papers, monographs, posters, etc. For example, yesterday I shared how my alma mater shared dissertations under CC.
Libraries might consider at least two metrics when considering open or CC initiatives. First, open publications tend to draw more views because they are more accessible. Second, open resources are free or might cost considerably less than those hidden behind paywalls.
What of open initiatives in mainstream schools?
Media resources teachers and educators in charge of digital citizenship are in the best position to promote the use of open or CC-licensed resources. They can teach students how to use CC-enabled search engines more prudently and how to attribute what they use.
If good policies are put in place, instructors at mainstream schools and IHLs might also require learners to use and cite CC-licensed artefacts as part of curricular demands.
by Leo Reynolds
What I have described so far deals with creating awareness (I know) and buy-in (I believe in). What creates commitment (I own it)?
One of the best ways to create commitment to change is for teachers and students to walk the talk. They should give back or “pay it forward” by sharing what they create under open or CC licences. Creators can use this CC licence generator to label and share their work.
I do not recommend extrinsically rewarding such efforts because they should be rewards in themselves. However, there might be room for strategic efforts like contests on CC concepts or learner-led sharing of their CC efforts. These feed the awareness engine for the on-going and iterative efforts to push open learning forward.
Moving from awareness to commitment (ownership) transforms the good-to-know concept of sharing openly to one of better-to-practise. This is the bottom line if you want to share because you care: You cannot think about implementing CC; you must do CC.
I am facilitating a free Creative Commons Seminar this Friday at the Ngee Ann Polytechnic library.
I do this to push the open learning and open educational resources (OER) movement forward even though I am not part of any organization now.
Openness is a core educational value for me, so I invest time and effort into it. But I had to ask myself what I do to be associated with these movements. After all, there are more impactful and bigger players on the open front.
I ruminate daily in this blog and use ImageCodr to embed CC-licensed images and their attributions to each blog entry.
When preparing resources for workshops, talks, seminars, or other events, I make sure to share them under a CC-licence whenever possible. In fact, my operating principle has been to not ask for permission to do this first, but to ask for forgiveness later. So far I have not had to do the latter!
When I was a faculty member at NIE, I received notification in 2010 from my alma mater for permission to share my dissertation under CC. I said yes.
As Head of the Centre for e-Learning, I led a series of e-Fiesta events. In 2013, one e-Fiesta focused on open learning and CC.
When NIE first launched its e-portfolio initiative, I convinced higher-ups to use the free and open platform, Google Sites, for hosting information, portfolios, and templates. As part of this initiative, I gave introductory lectures on CC to cohorts of preservice teachers in 2012 and 2013 before handing the reigns to someone else.
The great thing about being part of the open learning and OER movements is that we can contribute in ways big or small, international or local. The scale does not matter. The learners who benefit do.
It began with a tweeted request.
I responded by seeing if my dissertation on reflecting with blogs was still online. It was.
Dr Ashley Tan (@ashley) March 28, 2015
I wondered out loud if other universities and libraries took the same initiative to unlock information with Creative Commons (CC).
When I viewed the usage statistics, I discovered that my dissertation had been downloaded 505 times to date.
That is not a huge number or life-changing, but even if my dissertation helped someone do something right (or avoid doing something wrong), I am happy.
That is 505 people that have been helped so far who might have been on the wrong side of a firewall or did not have access to the wonderful library system in my alma mater.
And people still wonder why they should share using a CC licence…
Recently I read a kiwi teacher’s blog entry, Teachers Don’t Own Their Own Content!
This reminded me that most teachers do not seem to know that the copyright of whatever they create as employees of a school (on in Singapore’s case, the Ministry of Education) belongs to the school (or MOE).
In 2012, the Intellectual Property Office of Singapore (IPOS) created a handy infosheet on Copyright for Educators.
Part 16 spells this out clearly:
The copyright to works created in the course of employment belongs to the employer. Hence, while a Government school teacher may be the creator of resources in the cluster repository, MOE is actually the copyright owner. Likewise, an independent school which directly employs its own teachers owns the copyright to works created by them in the course of employment.
When the resource creator leaves, the copyright is still owned by the employer (whether MOE or the independent school in this scenario). The school can continue to use the resources, as well as control how others use it.
Our kiwi counterparts have the New Zealand Government Open Access and Licensing framework (NZGOAL) which “seeks to standardise the licensing of government copyright works for re-use using Creative Commons“.
UNESCO’s Global Open Access Portal neatly summarizes Singapore’s progress in being part of the movement that offers openly accessible resources. At the moment, our contributions seem to centre around Institutional Repositories (like the ones I linked to earlier) and a vague reference to a National Library Board (NLB) initiative.
There is so much more that we can do and there is no need to wait. As individuals, we can create and share under Creative Commons (CC) licences. Creative Commons Singapore seems up to date with version 4.0 licensing as of this entry.
Here is something I shared a few years ago on CC with preservice teachers in NIE. It is shared under CC BY NC SA license, of course.
As a teacher or educator, you do not have the copyright to items you created. But that does not mean that you cannot take ownership of your work. With CC, you do that by specifying how others can use your work when you share preemptively.
Giving away so that you have stronger ownership might seem counterintuitive. However, all CC licenses include Attribution. You are tied to what you create even if the copyright of that artefact belongs to your employer.
The open and sharing-is-caring nature of CC is also aligned to the broader purpose of education. To free, and ideally, to offer what you have for free.