Access to music, videos, academic papers, and information are easy because of digital files and technology. In fact, obtaining such files can be so easy that most people disregard copyright laws. Tonight’s class prompted a great discussion about intellectual property and copyrights within an educational context. The duration of a copyright exists for the life of the author plus 70 years ("Copyright law of," 2010, p. 133). A common misconception includes the idea that copyrights are valid for 70 years only. However, several other rules apply in various scenarios and it is important to clarify this information when considering the use of copyrighted material. Generally, no more than 10 seconds of music or video can be used or published. Anything more than that without permission is considered copyright infringement. Despite copyright laws, the massive amount of users and content of the Internet makes it extremely difficult to manage. In my opinion, business models should adapt to utilize emerging technologies in a beneficial way for all parties involved; artists, distributors, and consumers. Do you download or share free music or movies? It may be wise to familiarize yourself with current copyright laws.

Reference:
U.S. Copyright Office, (2010). Copyright law of the United States and related laws contained in title 17 of the United States code. Retrieved from website: http://www.copyright.gov/title17/

As our group continues to collaborate on our iTunes U Project, I am reminded that great ideas and opportunities don’t always mean designing instruction for them is easy. Whew! It is exciting, however, we cannot forget how important the teaching strategy is when striving to meet learning objectives. Our group is using Gagne’s Events of Instruction as a guide. We are mindful of the online learning environment as well.  I am encouraged by my teammates’ ideas and contributions and am anxious to see the final result of our work. Stay tuned!!

In the meantime, in another group assignment, we are discussing mobile learning. This growing trend is the result of portable mobile devices and numerous applications which can easily be integrated into an effective instructional strategy. One thing that stands out for me is the enormous possibilities of teachers and students learning together by sharing ideas and receiving feedback in real-time. We live in an exciting time!!

With the adoption of cloud applications, we can expect the trend for mobile devices to be considered as a pedagogical tool to encourage a more interactive and student-centered learning environment (Johnson, Adams & Cummins, 2012). I feel this is inevitable if educators want to engage learners in an effective way. Students use mobile devices to perform a variety of tasks throughout the day. Why not incorporate their current behavior in the learning process? For example, mobile users can download the Kindle app for free and use it to view eBooks and upload reading material in PDF format. An important and useful aspect is the ability to highlight and take notes. Learners can search for relevant material on the Internet or refer to digital versions of class resources. In addition, teachers can easily implement social learning components. For example, students use Twitter or a class blog to respond to questions or as a reflection of acquired knowledge. It is important to clarify the purpose of instruction and determine how mobile devices can augment the process. The planning process is critical to assure mobile devices drive, not replace, teaching and learning.

The possibilities are numerous and require teachers to be informed about emerging technologies and trends. Furthermore, teachers need to exercise flexibility, fearlessness, and fervor when learning how to use new technology in the classroom to meet the needs of digital natives.

Reference:
Johnson, L., Adams, S., and Cummins, M. (2012). Mobile apps. The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium. pp. 10-13. Retrieved from http://www.nmc.org/publications]

In tonight’s class session, Dr. Kumiko Aoki from the Open University of Japan was gracious to share her knowledge about Open Educational Resources (OER) and Open Courseware (OCW). OER are free and open resources which can be purposed for learning and teaching, particularly in an online environment. It is an educational technology trend that has gained traction on a global scale and requires our attention. After an interactive presentation by Dr. Aoki, we were randomly assigned to groups for further discussion.  

A concern for managing and assessing students on a very large scale was a focal point of our group discussion. Dr. Bert mentioned an interesting and relevant point. Students who are taking the course for credit would certainly need to be assessed. However, students who are not receiving course credit may not need to be assessed. I feel that the course design could include components for student self-assessments. This would provide immediate feedback to the student as they progress through the course and make the experience more meaningful.

OER has opened doors for many who are unable to afford the costs of a formal education. The good thing about OER is that all of the enrolled students have equal access to acquiring new knowledge. This improves the lives of learners in a personal, social, and corporate manner.    

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