Comments for intellectual fx http://www.intellectualfx.com instructional technology, distance ed, open ed, and other stuff too Fri, 21 May 2010 21:25:36 +0000 hourly 1 http://wordpress.org/?v=3.0.1 Comment on Keeping a remote process running after terminal disconnect by Ubuntu – Mantener un proceso en ejecución « Blogging googling http://www.intellectualfx.com/?p=247&cpage=1#comment-271 Ubuntu – Mantener un proceso en ejecución « Blogging googling Fri, 21 May 2010 21:25:36 +0000 http://www.intellectualfx.com/?p=247#comment-271 [...] Fuente:intellectual fx Escrito por cirovladimir Archivado en linux Etiquetado: cerrar, comando, continuar, ejecucion, mantener, proceso, programa, remoto, salir, seguir, ssh, terminal Dejar un comentario » [...] [...] Fuente:intellectual fx Escrito por cirovladimir Archivado en linux Etiquetado: cerrar, comando, continuar, ejecucion, mantener, proceso, programa, remoto, salir, seguir, ssh, terminal Dejar un comentario » [...]

]]> Comment on Copyright in Distance Education by Amber Noland http://www.intellectualfx.com/?p=205&cpage=1#comment-269 Amber Noland Thu, 03 Dec 2009 21:20:48 +0000 http://www.intellectualfx.com/?p=205#comment-269 In my opinion I believe that if the work created by the teacher is not specifically requested by the institution then that person should have all the intellectual rights to it. If I have put forth the effort to create something that can benefit my students then I would expect to have the ability to take this with me when I left. I agree with his statement about where would the incentives be if teachers knew that at the end of their term or years of creating and teaching all their materials would then become property of the institution. Why would we as teachers put forth the extra effort to help make things easier? For our students, perhaps, and yes that should be the main focus of anything "extra" we do for our students but I am of the opinion that if I'm going to go above and beyond and create a fabulous project and I do the labor then I should have the benefit of taking it with me. I would think this would particularly be the case in an online class because the professor is having to create all the modules, the assignments, and gather all the readings in advance, much harder than a face to face when sometimes the professor can change mid class depending on the pace of the class. I know as a middle school teacher we are always borrowing lessons, adapting them for our classes, and bouncing ideas of veteran teachers for the best ways to teach our class. If it weren't for some of my mentor teachers and the ones who have "done it before" I would have never survived my first year of teaching. In my opinion I believe that if the work created by the teacher is not specifically requested by the institution then that person should have all the intellectual rights to it. If I have put forth the effort to create something that can benefit my students then I would expect to have the ability to take this with me when I left. I agree with his statement about where would the incentives be if teachers knew that at the end of their term or years of creating and teaching all their materials would then become property of the institution. Why would we as teachers put forth the extra effort to help make things easier? For our students, perhaps, and yes that should be the main focus of anything “extra” we do for our students but I am of the opinion that if I’m going to go above and beyond and create a fabulous project and I do the labor then I should have the benefit of taking it with me. I would think this would particularly be the case in an online class because the professor is having to create all the modules, the assignments, and gather all the readings in advance, much harder than a face to face when sometimes the professor can change mid class depending on the pace of the class. I know as a middle school teacher we are always borrowing lessons, adapting them for our classes, and bouncing ideas of veteran teachers for the best ways to teach our class. If it weren’t for some of my mentor teachers and the ones who have “done it before” I would have never survived my first year of teaching.

]]> Comment on Copyright in Distance Education by J.Jenkins http://www.intellectualfx.com/?p=205&cpage=1#comment-268 J.Jenkins Wed, 02 Dec 2009 03:29:57 +0000 http://www.intellectualfx.com/?p=205#comment-268 It is clear why copyright laws exist but just like with many laws there exist much grey area. From a teacher’s point of view it is discouraging to develop material if you know you will not have ownership of it and possibly not have the chance to take it with you if you change jobs. Now from the point of view an institute, when the institute provides the resources for the teachers to create programs, material, etc. it should have some claim to it. However it seems that most copyright cases end up being either one or the others so someone loses out. I would like to see a case where the teacher is allowed to take their created material with them but the school is also allowed to use it so both parties benefit. The teacher should be recognized by the institute and vice versa. In the instant of work for hire the person who pays the work for hire should have ownership of the material created but recognition should be paid to the creator. Exactly what is right and what is wrong with copyright decisions depends on what side you are working on and it will vary from person to person. It is clear why copyright laws exist but just like with many laws there exist much grey area. From a teacher’s point of view it is discouraging to develop material if you know you will not have ownership of it and possibly not have the chance to take it with you if you change jobs. Now from the point of view an institute, when the institute provides the resources for the teachers to create programs, material, etc. it should have some claim to it. However it seems that most copyright cases end up being either one or the others so someone loses out. I would like to see a case where the teacher is allowed to take their created material with them but the school is also allowed to use it so both parties benefit. The teacher should be recognized by the institute and vice versa. In the instant of work for hire the person who pays the work for hire should have ownership of the material created but recognition should be paid to the creator. Exactly what is right and what is wrong with copyright decisions depends on what side you are working on and it will vary from person to person.

]]> Comment on Copyright in Distance Education by Jeannie http://www.intellectualfx.com/?p=205&cpage=1#comment-267 Jeannie Tue, 01 Dec 2009 16:49:17 +0000 http://www.intellectualfx.com/?p=205#comment-267 I think the incentive to create, experiment, and innovate is a natural instinct of genuine teachers, so I don’t think teachers’ lessons, modules or units are ever completed. A design for one semester may, or may not work for the next semester, but rarely would they be reused in their original form a year or more down the road. Consideration to the learners’ environments, instructional needs, background knowledge, and motivations are the components that necessitate adaptation of any previously constructed teaching units. I think the ‘fair use’ intention should be the concern of an institution and instructor rather, than the ‘work for hire’. Unfortunately, some institutions hire instructors for alternative reasons than their teaching abilities, so there are some, and will probably always be, instructors within a department, institution, or organization that will need to utilize materials that others have prepared. The integrity of the instructor is what is in question, and the equal playing field has to be set by those involved, the education profession, which is comparable to established moral codes of a person, organization, and/or community. In my opinion, the ethical procedure should include the acknowledgement of such actions, utilizing someone else’s intellectual work, so that credit can be given where it is due. Sometimes this may come in the form of bragging rights. I would think that a trade between colleagues, of one expertise for another, would benefit all instructors and the institution. While this may not be accomplishable in every situation, if our profession attempts to apply the AECT ethical standards to the best of our abilities, we will make progress towards protecting intellectual property in a reasonable manner. I think the incentive to create, experiment, and innovate is a natural instinct of genuine teachers, so I don’t think teachers’ lessons, modules or units are ever completed. A design for one semester may, or may not work for the next semester, but rarely would they be reused in their original form a year or more down the road. Consideration to the learners’ environments, instructional needs, background knowledge, and motivations are the components that necessitate adaptation of any previously constructed teaching units. I think the ‘fair use’ intention should be the concern of an institution and instructor rather, than the ‘work for hire’.

Unfortunately, some institutions hire instructors for alternative reasons than their teaching abilities, so there are some, and will probably always be, instructors within a department, institution, or organization that will need to utilize materials that others have prepared. The integrity of the instructor is what is in question, and the equal playing field has to be set by those involved, the education profession, which is comparable to established moral codes of a person, organization, and/or community.

In my opinion, the ethical procedure should include the acknowledgement of such actions, utilizing someone else’s intellectual work, so that credit can be given where it is due. Sometimes this may come in the form of bragging rights. I would think that a trade between colleagues, of one expertise for another, would benefit all instructors and the institution. While this may not be accomplishable in every situation, if our profession attempts to apply the AECT ethical standards to the best of our abilities, we will make progress towards protecting intellectual property in a reasonable manner.

]]> Comment on Copyright in Distance Education by Jessica Sutherland http://www.intellectualfx.com/?p=205&cpage=1#comment-266 Jessica Sutherland Mon, 30 Nov 2009 17:10:07 +0000 http://www.intellectualfx.com/?p=205#comment-266 I feel that ANY material that is created by the teacher is their property, not that of the ISD or higher ed. institution. Why would a teacher feel that it is necessary to create new and exciting things if they knew in the end it was going to be property of that institution? I think the same thought applies to face-to-face classes or an online class, the teacher made the work, it is theirs. I also think, especially in elementary school, which is what I have my degree in, that teachers are encouraged to use others work. Many teachers go online and find new and creative things that others have done and use those exact same ideas in their classrooms. I don't feel that this is "stealing" I think that a teacher is just trying to help their students as mush as possible. It is said in Ecclesiastes that, "What has been will be again, what has been done will be done again; there is nothing new under the sun." ~Ecclesiastes 1:9 Therefore, it is kind of silly to think we are the only ones in the entire world that could have any one special idea. I feel that ANY material that is created by the teacher is their property, not that of the ISD or higher ed. institution. Why would a teacher feel that it is necessary to create new and exciting things if they knew in the end it was going to be property of that institution? I think the same thought applies to face-to-face classes or an online class, the teacher made the work, it is theirs. I also think, especially in elementary school, which is what I have my degree in, that teachers are encouraged to use others work. Many teachers go online and find new and creative things that others have done and use those exact same ideas in their classrooms. I don’t feel that this is “stealing” I think that a teacher is just trying to help their students as mush as possible. It is said in Ecclesiastes that, “What has been will be again, what has been done will be done again; there is nothing new under the sun.” ~Ecclesiastes 1:9 Therefore, it is kind of silly to think we are the only ones in the entire world that could have any one special idea.

]]> Comment on Copyright in Distance Education by Daniah http://www.intellectualfx.com/?p=205&cpage=1#comment-265 Daniah Mon, 30 Nov 2009 06:13:10 +0000 http://www.intellectualfx.com/?p=205#comment-265 Before reading that blog I wasn’t very knowledgeable about the extent and the seriousness of the copyright issue. The varying rules and conditions are so meticulous that they seem hard and cumbersome to apply. I know that those detailed rules have legitimate reasons behind them, but the problem is that not everybody knows them and the risk of breaking them is high especially among students. I am a graduate student and since I started working on my doctorate degree in 2007 I wasn’t informed of such rules and conditions. I know that plagiarism is severely punished, but I wasn’t informed about the varying possibilities and limits of fair use and how I can benefit from that. So, I tend to be very careful when I cite someone. Therefore, I think it is imperative to expose students whether undergraduates or graduates to copyright issues early on in their studies to help them understand the possibilities and the limits of copyright which will prevent them from falling into problems. Regarding the work-for-hire doctrine, I believe that restrictions to use employee created materials outside of the institution that is created for is a difficult issue because it has advantages as well as disadvantages. It depends I think on the type of employee and institution. For example, if the employee works for a profit based entity and the thing created if used outside the institution will harm the institution financially, using it should be regarded as illegal. However, if the thing created in a nonprofit organization and the creator was a teacher who decided to work in another place and use the things created in the other place for the same purpose used before, using it can be regarded as legal. Before reading that blog I wasn’t very knowledgeable about the extent and the seriousness of the copyright issue. The varying rules and conditions are so meticulous that they seem hard and cumbersome to apply. I know that those detailed rules have legitimate reasons behind them, but the problem is that not everybody knows them and the risk of breaking them is high especially among students.

I am a graduate student and since I started working on my doctorate degree in 2007 I wasn’t informed of such rules and conditions. I know that plagiarism is severely punished, but I wasn’t informed about the varying possibilities and limits of fair use and how I can benefit from that. So, I tend to be very careful when I cite someone. Therefore, I think it is imperative to expose students whether undergraduates or graduates to copyright issues early on in their studies to help them understand the possibilities and the limits of copyright which will prevent them from falling into problems.

Regarding the work-for-hire doctrine, I believe that restrictions to use employee created materials outside of the institution that is created for is a difficult issue because it has advantages as well as disadvantages. It depends I think on the type of employee and institution. For example, if the employee works for a profit based entity and the thing created if used outside the institution will harm the institution financially, using it should be regarded as illegal. However, if the thing created in a nonprofit organization and the creator was a teacher who decided to work in another place and use the things created in the other place for the same purpose used before, using it can be regarded as legal.

]]> Comment on Copyright in Distance Education by Sherry Davis http://www.intellectualfx.com/?p=205&cpage=1#comment-264 Sherry Davis Fri, 20 Nov 2009 19:46:43 +0000 http://www.intellectualfx.com/?p=205#comment-264 I do believe that an instructor's work should be considered their work rather than the institution they work for unless the institution specifically request the work done. I would hate to see that an instructor couldn't take work with them to inspire new learning somewhere else. It really does defeat the purpose of education when knowledge can't be shared without legal headaches. An instructor who independently develops something should be able to benefit from that unless they were directed by their institution to do the project. I do believe that an instructor’s work should be considered their work rather than the institution they work for unless the institution specifically request the work done. I would hate to see that an instructor couldn’t take work with them to inspire new learning somewhere else. It really does defeat the purpose of education when knowledge can’t be shared without legal headaches. An instructor who independently develops something should be able to benefit from that unless they were directed by their institution to do the project.

]]> Comment on In response to Charles’ thoughts on Learner Autonomy by Julia http://www.intellectualfx.com/?p=105&cpage=1#comment-136 Julia Fri, 24 Apr 2009 08:49:19 +0000 http://www.intellectualfx.com/?p=105#comment-136 This reminds me of all the stuff we talked about in 620 with the zone of proximal development. There is a level of ability at which we can perform "alone." There is a zone in which, if enabled by the help of someone with more knowledge, experience, or ability, we can perform. Hanging out in the ZPD increases our level of ability in which we will eventually be able to perform alone. So in designing a learning environment, it looks like we have to consider how to include whatever "life preservers" will prevent students from drowning in autonomy disparity. What features assist students in overcoming their inadequacies that might prevent autonomy? The ease of asking questions and getting answers about the content, the course, and the technical procedures seems like a key part of the solution. Also, providing adequate help menus, tutorials and demonstrations or examples means that students who need them can access them and students who don't need them can just blow past them without spending time there. We have lots of "life preservers" in the Gospel if we start to feel like we are drowning in our autonomy...people and principles in place to keep us from failing. This reminds me of all the stuff we talked about in 620 with the zone of proximal development. There is a level of ability at which we can perform “alone.” There is a zone in which, if enabled by the help of someone with more knowledge, experience, or ability, we can perform. Hanging out in the ZPD increases our level of ability in which we will eventually be able to perform alone. So in designing a learning environment, it looks like we have to consider how to include whatever “life preservers” will prevent students from drowning in autonomy disparity. What features assist students in overcoming their inadequacies that might prevent autonomy? The ease of asking questions and getting answers about the content, the course, and the technical procedures seems like a key part of the solution. Also, providing adequate help menus, tutorials and demonstrations or examples means that students who need them can access them and students who don’t need them can just blow past them without spending time there. We have lots of “life preservers” in the Gospel if we start to feel like we are drowning in our autonomy…people and principles in place to keep us from failing.

]]> Comment on History and Status of OER at BYU (DRAFT) by Julia http://www.intellectualfx.com/?p=135&cpage=1#comment-135 Julia Fri, 24 Apr 2009 08:36:39 +0000 http://www.intellectualfx.com/?p=135#comment-135 This was a good overview for me. I think open ed smacks of consecration when done correctly, and it seems like BYU's content as well as its students should "go forth to serve." Hopefully this isn't too heinous to paraphrase Jurassic Park, but I think it's also a good example of how "[learning] finds a way." People who are passionate about learning can't really seem to avoid helping others become the same way. It's like the Internet is allowing knowledge to just seep into new environments and populations. This was a good overview for me. I think open ed smacks of consecration when done correctly, and it seems like BYU’s content as well as its students should “go forth to serve.” Hopefully this isn’t too heinous to paraphrase Jurassic Park, but I think it’s also a good example of how “[learning] finds a way.” People who are passionate about learning can’t really seem to avoid helping others become the same way. It’s like the Internet is allowing knowledge to just seep into new environments and populations.

]]> Comment on Accessibility Issues are No Laughing Matter by Julia http://www.intellectualfx.com/?p=138&cpage=1#comment-134 Julia Fri, 24 Apr 2009 08:28:07 +0000 http://www.intellectualfx.com/?p=138#comment-134 I had never really thought about this before until you brought it up. I think it is a good example, though, of this principle: if the technology doesn't function within some user's acceptable threshold, they will not do it even if it's not totally complicated. What if you didn't know you could click and get another CAPTCHA? You would just never get an email account. I think I relate to this because I always do a bad job of reading other student's blog in a class. It is because I never sign up to get their RSS feeds or notified of their posts or whatever it is that one does to automatically get hooked into to a blog's progress. It is because I do not know how and have never asked. I think another important consideration in administering a distance ed course of any kind is to provide some way for students to get THAT kind of help...where is "space" built into the course for asking those kinds of dumb, embarrassing questions like "what does RSS stand for?" I had never really thought about this before until you brought it up. I think it is a good example, though, of this principle: if the technology doesn’t function within some user’s acceptable threshold, they will not do it even if it’s not totally complicated. What if you didn’t know you could click and get another CAPTCHA? You would just never get an email account. I think I relate to this because I always do a bad job of reading other student’s blog in a class. It is because I never sign up to get their RSS feeds or notified of their posts or whatever it is that one does to automatically get hooked into to a blog’s progress. It is because I do not know how and have never asked. I think another important consideration in administering a distance ed course of any kind is to provide some way for students to get THAT kind of help…where is “space” built into the course for asking those kinds of dumb, embarrassing questions like “what does RSS stand for?”

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