tag:blogger.com,1999:blog-40449253519851083032024-03-05T09:45:00.879-08:00Constant Learning OrgExploring the 21st Century Learning Continuum in Order to Learn, Apply, and ThriveUnknownnoreply@blogger.comBlogger156125tag:blogger.com,1999:blog-4044925351985108303.post-47954727397202420872018-01-10T11:51:00.000-08:002018-01-16T14:08:58.603-08:00When Does Your Workplace Discuss Professional Learning Goals?<div class="MsoNormal">
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<span style="font-size: 14pt;"><br class="Apple-interchange-newline" />Some organizations have scheduled, yearly employee reviews, and others have a less formal approach. The less formal ones might fall into the ongoing-conversations category. As a manager and employee, when do conversations about professional development occur in your workplace?<o:p></o:p></span></div>
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<span style="font-size: 14pt;">As a manager during either reviews or conversations, I could bring up two subjects—what professional development is expected for current organizational progress, and what personal learning goals the individual has set. The best of both worlds shows a convergence between the personal goal and the organizational development. In listening to the employee talk about personal goals, a manager has the opportunity to respond in a way that motivates the employee plus making the connection between the personal goal and the larger organization. Even when an employee’s goal is not supported by professional development policy or dollars, having heard the person’s goals is another way of getting to know what matters for that person, knowledge which may connect to a future opportunity.<o:p></o:p></span></div>
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<span style="font-size: 14pt;">In setting my own employee goals, I would pay attention to my workplace’s learning needs or expectations that have been expressed in meetings or memos. Smart money would say I would mention I’m ready to participate in those learning opportunities. I’d also think about explaining my personal learning goals—either for expanding my current skill set or expanding my skill profile.<o:p></o:p></span></div>
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<span style="font-size: 14pt;">From searching on this question, there’s evidence a number of organizations do consider these discussions and here are their thoughts on how those discussions can drive personal engagement and organizational results:</span></div>
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<span style="font-size: 14pt;"><a href="https://www.google.com/search?q=discussing+learning+goals+with+employees&oq=discussing+learning+goals+with+employees&aqs=chrome..69i57.6867j0j7&sourceid=chrome&ie=UTF-8">https://www.google.com/search?q=discussing+learning+goals+with+employees&oq=discussing+learning+goals+with+employees&aqs=chrome..69i57.6867j0j7&sourceid=chrome&ie=UTF-8</a><o:p></o:p></span></div>
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<span style="font-size: 14pt;">Once these goals are defined, there are many learning formats for going for it! They might be informal, like reading a book, shadowing someone, or taking a free online course such as a MOOC. Others might be in a face-to-face format or online. Links to UGotClass and Ed2Go at the left provide connections to the online offerings of two long-time providers.<o:p></o:p></span></div>
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<span style="font-size: 14pt;">In considering which choices are a match for<span style="mso-spacerun: yes;"> </span>the learning, these earlier posts address related topics:<o:p></o:p></span></div>
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<span style="font-size: 14pt;">What Instructional Objectives Tell the Learner and Instructor (Helpful for knowing whether a course is worth your time):<o:p></o:p></span></div>
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<span style="font-size: 14pt;"><a href="https://constantlearningorg.blogspot.com/2017/10/what-instructional-objectives-tell.html">https://constantlearningorg.blogspot.com/2017/10/what-instructional-objectives-tell.html</a><o:p></o:p></span></div>
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<span style="font-size: 14pt;">Getting Started in Real Time with Online Learning:</span><br />
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<span style="mso-fareast-font-family: "Times New Roman";"><a href="https://constantlearningorg.blogspot.com/2016/05/getting-most-out-of-off-shelf-workplace.html"><span style="color: #954f72; font-size: 14pt;">https://constantlearningorg.blogspot.com/2016/05/getting-most-out-of-off-shelf-workplace.html</span></a><o:p></o:p></span></div>
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<span style="font-size: 14pt;">Getting the Most from Off-the-Shelf Workplace Learning:</span></div>
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<a href="https://constantlearningorg.blogspot.com/2016/05/getting-most-out-of-off-shelf-workplace.html" style="font-size: 18.6667px;">https://constantlearningorg.blogspot.com/2016/05/getting-most-out-of-off-shelf-workplace.html</a></div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-53285277318551633872017-10-11T08:57:00.003-07:002018-01-10T11:20:19.975-08:00What Instructional Objectives Tell Learners and Instructors<div class="MsoNormal">
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The following three minute video explains instructional objectives. It is focused on instructors and uses the word students rather than learners. In some ways, it's a reminder piece. Whether it's old or new news, Common Craft's short video reminds us of the value of intentional learning expectations and assessment.<o:p></o:p></div>
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Instructional objectives are statements that name what a learner will know or show as a result of the learning, in observable terms. Other related terms you may come across are performance objectives and competencies.<o:p></o:p></div>
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On the instructor/design side, instructional objectives remind the instructor to focus on key support material (not everything and the kitchen sink), and to assess the the learning in ways described by the objectives.<o:p></o:p></div>
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What is the value of this video for the learner? If I am starting a course or looking to take a course, looking at the performance expectations/instructional objectives helps me orient for success with the learning experience. If none are stated, I might ask the instructor what the objectives are, so I can determine whether the match is close enough to my learning want or need.</div>
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Here’s to clarity and valuable learning!</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-46197106267085976612017-07-17T15:24:00.001-07:002018-01-10T11:04:14.678-08:00Getting Social in Real Time with Online Learning<br />
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I recently visited with an organization’s HR members about
how employees there were responding to some online learning courses. Some of
the employees had enrolled in Spanish and some had enrolled in sign language.
Their feedback was<o:p></o:p></div>
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Insightful.<o:p></o:p></div>
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One employee said she had made flash cards to rehearse the
various sign vocabulary, but when a person who had also taken sign gestured to
her in sign, she found herself fumbling to communicate back. When she heard that
others had signed up for the course at a future date, she resolved to contact
them, share her flash card technique, but also practice with them in real time.<o:p></o:p></div>
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Having heard this great example, HR could also share this
idea with employees who were also enrolling in the Spanish courses.<o:p></o:p></div>
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The insight made so much sense, especially since these are
applied communication courses. The rehearsal sessions could even be done over
lunch, for that matter. <o:p></o:p></div>
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The rehearsal strategy could also be used with Skype or Google
Hangout if other learners in the course were not on site. A learner might ask
the vendor contact to help them find another enrollee who might be interested
in such a strategy.<o:p></o:p></div>
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Looking for some related communication courses? Possibilities await you with Ed2Go and UGotClass at the right margin.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-64494807120603635962017-05-04T08:44:00.003-07:002017-05-04T08:50:21.019-07:00Project Debriefing: Valuable Lessons To Carry Forward<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;">Today is the day a client and I will meet to debrief a workplace
learning project (online compliance training game) we’ve delivered yearly for
the past five years. It occurred to me in year 2 or 3 to create a lesson’s
learned document, given some bumps in the road in the first years of the
project. I’ve come to refer to the prior year’s lessons learned as the first step for a new one.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;"><br /></span></div>
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<span style="font-family: Verdana, sans-serif;">My document covers these items: </span></div>
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</div>
<ul>
<li><span style="font-family: Verdana, sans-serif;">Software choice and content strategies</span></li>
<li><span style="font-family: Verdana, sans-serif;">Completion numbers <span style="font-size: 12pt;"> </span></span></li>
<li><span style="font-family: Verdana, sans-serif;">Evaluation numbers, rating average, and specific reviewer
remarks</span></li>
<li><span style="font-family: Verdana, sans-serif;">Support feedback (two IT groups are involved), and</span></li>
<li><span style="font-family: Verdana, sans-serif;">Questions for the HR members in the meeting.</span></li>
</ul>
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<span style="font-family: Verdana, sans-serif;">Additionally, here are a few sites that provide some solid tips to focus your own
project debrief:<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;">“Four Questions to Ask When You Debrief on a Project”: <span style="color: windowtext;"><a href="https://hbr.org/tip/2015/10/the-4-questions-to-ask-when-you-debrief-on-a-project" target="_blank">https://hbr.org/tip/2015/10/the-4-questions-to-ask-when-you-debrief-on-a-project</a></span></span></div>
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<span style="font-family: Verdana, sans-serif;">(Source Credit: <a href="https://hbr.org/2015/07/debriefing-a-simple-tool-to-help-your-team-tackle-tough-problems"><span style="color: windowtext;">Adapted from "Debriefing: A Simple Tool to Help
Your Team Tackle Tough Problems," by Doug Sundheim</span></a>):<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;">This site provides four basic, helpful questions, beginning with
whether the goal was reached, then moving on to successful or unsuccessful
spots, and ending with evaluating which practices should be kept and which
should go.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;"><br /></span></div>
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<span style="font-family: Verdana, sans-serif;">Jason Womack’s “Three Tips for Boosting Productivity with
Project Debriefing”: <a href="https://www.entrepreneur.com/article/222546" target="_blank">https://www.entrepreneur.com/article/222546</a></span></div>
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<span style="font-family: Verdana, sans-serif;">In addition to providing questions to consider, this author provides tips on communicating the debriefing content for different
communication styles.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;"><br /></span></div>
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<span style="font-family: Verdana, sans-serif;">Sometimes there will be remarks to add from the HR participants in the meeting. I've come to appreciate how the de-brief document facilitates the meeting's discussion and closure on the given project.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-41386586866005348432017-04-01T18:53:00.001-07:002017-04-01T19:36:40.158-07:00Borrow from your Library or Buy?April is National Library Month. And here's a tip: By adding the <a href="https://www.libraryextension.com/" target="_blank">Library Extension</a> to Chrome, you can see if your local library has titles you may have looked at in Amazon, Barnes and Noble, and Good Reads: <a href="http://www.huffingtonpost.com/entry/browser-extension-to-find-library-books-on-amazon_us_587cdd32e4b0b3c7a7b20e2e" target="_blank">http://www.huffingtonpost.com/entry/browser-extension-to-find-library-books-on-amazon_us_587cdd32e4b0b3c7a7b20e2e</a>.<br />
<br />
Find the extension/app in the App Store, and install it on your Chrome Browser as directed (The site says, the extension for Foxfire is forthcoming.) Select a local library or libraries in the extension to connect their catalogs with Amazon or Good Reads.<br />
<br />
Next, if you see a title in Amazon, click on the title, and it will activate the search in your library.<br />
<br />
I have been very happy with the results--I can see the number of copies available in our local branches, or where it might be loaned from if an interlibrary loan is needed. I can put a hold on the book with my library card number. The first time out, the book I wanted did need to be loaned from another library, and my own library notified me in a few days that it was available for pick-up.<br />
<br />
As an added note, I've had an exchange with the developer. He is a programming professional and created the app to speed up his own search process with his own library. Great contribution.<br />
<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-69097979245691633362017-01-08T17:53:00.002-08:002017-01-15T09:31:18.631-08:00How Tech Developments Impact Our Definitions, Our Curricula, Our Knowledge<div class="MsoNormal">
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2Qn4y3KKfpMwVe0pwCKZQ-mqdTWLK9vSdkDfCgWpoETBBhQ-Dvhh6Adz2D8_0VJIi5c85fXAUVksCawR9hVzmE0KgkqxYbCUZHGbrLqP2IK3OJEtig7yQ-MaZEFlQLLTckz_SUPcBuXaz/s1600/untitled.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2Qn4y3KKfpMwVe0pwCKZQ-mqdTWLK9vSdkDfCgWpoETBBhQ-Dvhh6Adz2D8_0VJIi5c85fXAUVksCawR9hVzmE0KgkqxYbCUZHGbrLqP2IK3OJEtig7yQ-MaZEFlQLLTckz_SUPcBuXaz/s320/untitled.jpg" width="241" /></a></div>
Yesterday I delivered a work for the the<a href="http://www.carbondalearts.com/event/37th-annual-valley-visual-art-show-opening/" target="_blank"> 37th Valley Visual Art Show</a>. While there, a printmaker arrived to deliver her work and what ensued was a discussion about <span id="goog_1596897512"></span><span id="goog_1596897513"></span>giclee and inkjet
prints, and whether they constitute reproductions of an original piece of art. I went home to do some more research to better understand the effect of digital methods on the print continuum. As an educator, I am also interested in how developments in a field impact knowledge, practice, and in this case, definition.<br />
<br />
And in addition to giclee and inkjet, a term relevant to this discussion is digital art, which is “art made or presented with digital technology”( <a href="http://www.tate.org.uk/learn/online-resources/glossary/d/digital-art">http://www.tate.org.uk/learn/online-resources/glossary/d/digital-art</a>).</div>
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Both giclee and inkjet are methods for <b style="mso-bidi-font-weight: normal;">reproducing</b>/ making a copy of a <b style="mso-bidi-font-weight: normal;">previously existing</b> work of art. Giclee typically is printed on archival papers (or canvas) and inkjet can even be produced by desktop and the inks are of much lesser quality. Both giclee and inkjet prints
differ from printmaking methods that are the means of creating the original
artwork itself (seriograph, lithography, monoprint, woodcut, silkscreen), since
the artist is creating the work on the plates/surfaces.<br />
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In contrast to giclee and inket copy methods for <b style="mso-bidi-font-weight: normal;">reproductions </b>is digital art. Digital art is the use of technology
to actually create an original work.<o:p></o:p></div>
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<br /></div>
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A prime example of 2D visual art is the use of a table and
drawing program by David Hockney. He creates/draws the image using the screen
as substrate, then prints the final work with a printer. His artist’s statement
also says, These prints “<b style="mso-bidi-font-weight: normal;">are not</b> <b style="mso-bidi-font-weight: normal;">reproductions</b>” (<a href="http://www.hockneypictures.com/computer_drawings/cd-statement.php">http://www.hockneypictures.com/computer_drawings/cd-statement.php</a>).
(See also: <a href="http://www.dailymail.co.uk/news/article-1175521/iHockney-Artist-David-uses-Apple-phone-paint-mini-masterpieces.html">http://www.dailymail.co.uk/news/article-1175521/iHockney-Artist-David-uses-Apple-phone-paint-mini-masterpieces.html</a>.)<o:p></o:p></div>
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All of the above methods are different from collage or mixed
media, as collage and mixed media might incorporate images. A distinguishing
feature of collage and mixed media is that these works ultimately create new
works with the images they bring together.<o:p></o:p></div>
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That said, galleries might want to clarify whether copies
(reproductions) or original works only will be accepted for exhibit. And artists might consider how the varying productions and reproductions invoke different responses from viewers. #art<o:p></o:p></div>
Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-4044925351985108303.post-58510738699988658352016-12-09T11:44:00.001-08:002016-12-09T11:54:54.084-08:00Why Digital Literacy MattersCommon Craft has created a following because the authors explain concepts in a very understandable way. This three+ minute video defines literacy, and talks about how digital literacy depends on both our knowledge of various technologies and how their use for specific purposes defines our ability to interact in today's world:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dy0-0u618WKDYdAgCs165djETnATCD3bdZMglaGe2h6ia6TWk6QItU9EbvoQgNIiGsctzBwBPVBDUaYsXW9kg' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br />
<br />
To view the wide range of Common Craft videos and subscription terms, visit their site at <a href="https://www.commoncraft.com/" target="_blank">https://www.commoncraft.com/</a><a href="https://www.commoncraft.com/"></a><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-30700672319098619412016-11-18T07:37:00.003-08:002016-11-18T07:38:47.044-08:00A Vendor's Offering for Teaching EthicsI met a person from this company a few years ago at a Colorado eLearning conference. Today I see they have an instructional product for teaching ethics across disciplines. I think you'll find it interesting. Dr. Baird also gave a Milehigh TedX talk on the subject.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/pwRcJTy0Iag" width="560"></iframe>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-17601690807391640292016-05-11T13:42:00.000-07:002016-05-11T14:03:20.053-07:00Getting the Most from Off-the-Shelf Workplace LearningOrganizations have been sending their employees to external
training experiences for a few different reasons. The organization pays to send
a person or group of people to courses offered by external vendors because the
courses don’t depend on having a large number of enrollees from your
organization, and the offerings may offer convenient real-time or online
schedules.<br />
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<o:p></o:p></div>
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<br /></div>
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So beyond those reasons, how do you ensure the value of that
learning and the needs for your own workplace? <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Megan Torrence offers these three practices in her article, “Seven
Simple Secrets to off-the-Shelf Course Success:” <a href="http://www.elearninglearning.com/frs/4942977/seven-simple-secrets-to-off-the-shelf-course-success/download" target="_blank">http://www.elearninglearning.com/frs/4942977/seven-simple-secrets-to-off-the-shelf-course-success/download</a><br />
<ul>
<li><span style="text-indent: -0.25in;">Target which off-the-shelf opportunities match
your organization’s needs/identify good matches for individuals or groups
whether its single or groups of courses.</span></li>
<li><span style="text-indent: -0.25in;">Make participation social for those taking it inside your organization whether it’s by providing a lab, or a discussion area</span></li>
<li><span style="text-indent: -0.25in;">Add your own materials to bring home the relevance to performance in your own organization.</span><span style="font-family: "symbol"; text-indent: -0.25in;">·</span></li>
</ul>
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Allowing people to share their experiences in your own
organization can help someone needing extra support to complete the course
itself. <span style="mso-spacerun: yes;"> </span>Having access to related,
in-house materials ups the performance-support value, when someone may need
extra help performing a task that was covered by the course which is now over.<o:p></o:p></div>
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<br /></div>
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Last, here are a couple post-course strategies that can
provide clues as to the value of the organization’s payment for that learning
experience: Make it a practice to ask attendees to share how the
“off-the-shelf” learning now impacts their post-learning performance (Level 3,
Kirkpatrick) or benefits your organization’s goals (Level 4, Kirkpatrick).<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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A client’s question for Constant Learning about additional
course offerings provided the impetus to explore vendors who could add to opportunities
for that client. In addition to learning experiences designed by Constant
Learning, Constant Learning <o:p></o:p>was pleasantly surprised about partnership opportunities with these well-established vendors of online courses.</div>
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As you look to the right of this post, you can immediately
explore the offerings by Ed2Go and UGotClass and enroll in courses from the
link. So glad to easily expand learning options with clients as we discuss
their particular needs.<o:p></o:p><br />
<br />
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<div style="margin: 0px;">
Let me know if you have questions about these offerings, and I am happy to follow up. If you are a vendor who would like to add a link to your offerings, please contact me at <a href="mailto:alicebedardvoorhees@gmail.com" target="_blank">Constant Learning Org</a> . </div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-73129395121450421252016-04-15T06:27:00.002-07:002016-05-03T09:03:26.057-07:00Sharing the Games: Games for Change and OthersIn the last four years, I’ve presented on a few serious games in crowdsourcng research solutions to disease, and oversaw the development and tracking of games that serve compliance training in a government organization.<br />
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<iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/LH82Tq2Rd8IQvU" style="border-width: 1px; border: 1px solid #ccc; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe><br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/ConstantLearning/serious-games-for-learning-60934708" target="_blank" title="Serious Games for Learning">Serious Games for Learning</a> </strong> from <strong><a href="https://www.slideshare.net/ConstantLearning" target="_blank">Alice Bedard-Voorhees, Ph.D.</a></strong> <br />
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I’ve also participated in game nights where faculty and students were invited to sample various games and discuss their value. I also spent some time with middle school bloggers who researched games they could place in their particular blog topics, wondering if more people would visit their blog to play the game there, or if we should have another after-school enrichment course where students could create and play each other’s games.
In other conversations with colleagues, we’ve talked about games for decision-making based on fault-tree models—games that give students experience with coming to terms in those sticky social situations students grapple with. And games that are more than drill for learning another language.<br />
<br />
Somewhere in my ongoing perusal of Twitter offerings, I noted
a mention of Save the Parks, a game to ultimately encourage volunteerism in National Parks. This was my gateway introduction to an non-profit group called Games for Change.
After going to the site and playing some of the games, I not only shared the news about them with others, I’m on my way to this April 18th event hosted by the non-profit Games for Change (<a href="http://www.gamesforchange.org/games-and-media-summit/" target="_blank">http://www.gamesforchange.org/games-and-media-summit/</a>)<br />
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I’ve been sharing the site with others from varying programs for the potential of the games:
Upward Bound is a nationally funded program to support high school completion and entry into post-secondary through colleges. I believe in their transformative potential, and I have volunteered to do Saturday activities with them. I told them about Spent (<a href="http://www.gamesforchange.org/play/spent/" target="_blank">http://www.gamesforchange.org/play/spent/</a>), and I told them about That’s Your Right (<a href="http://www.gamesforchange.org/play/thats-your-right/" target="_blank">http://www.gamesforchange.org/play/thats-your-right/</a>). Given the financial insecurity of some their families face, and given civic education for new immigrants and upcoming citizens, they were excited to look at both. When discussing what games they might recommend to the students, we also talked about how it might be fun for the students to choose which games to play and review, and then present a panel to their peers as a program activity.
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<br />
I’ve also shared one of the games called Spent (<a href="http://www.gamesforchange.org/play/spent/">http://www.gamesforchange.org/play/spent/</a>) with a program called Gateway, one for displaced women and men, where “Housing, childcare, and transportation” are “a trifecta” for survival, according tot the program’s director. Having played the game, I totally get it—even though I ended the game a month’s survival with $43 to the good, I realized I never bought TP and found myself asking if I had lifted it from public bathrooms. For participants from households who regularly face financial despair and homelessness, placing the circumstances in a game format can depersonalize it enough to develop financial management skills around those tough choices.<br />
<br />
Another Game that caught my attention also was Beyond Eyes—it’s a natural for anyone hoping to create awareness related to disabilities:<a href="http://www.gamesforchange.org/play/beyond-eyes/" target="_blank">http://www.gamesforchange.org/play/beyond-eyes/</a>.The work of Alice Brouhard to research and adapt apps to support the independence of those with disabilities certainly plays a role in this awareness. For this game players aid a young blind girl on a journey. Her blindness is the result of an accident with fireworks. It is not only a way to experience someone else’s limitations that are out of their control, it is the way to practice compassion.<br />
<br />
Games fall under the category of immersive learning. Playing and debriefing what players experience offer great value in influencing their/our own realities. If a goal of a game is to win, in these games the winning involves learning strategies that will make a better existence at many levels.
I find myself being a real town crier about getting people to this site to view the variety of experiences offered in the 137 games there and playing some. The games are indexed by age or types like civics, health, and poverty. Players are invited to sign up to post game reviews. Resources are provided to support game development. The site is Rich, Rich, Rich. Go play. It’s your opportunity to become the change or the change agent.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-53810614913316526292016-03-07T09:01:00.000-08:002016-03-07T12:30:52.710-08:00A Book Worth Reading About Intellectual Property Rights: Who Owns Culture<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">Confession: Though I read many posts and tweets or articles
at any given time, each year I try to read what I consider to be at least one
or more significant books pertinent to the 21<sup>st</sup> century learning.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">Understanding copyright, fair use, and Creative Commons licensing are
important to me as a writer, researcher, faculty member, trainer, and
artist. Those roles were the motivators for reading <i style="mso-bidi-font-style: normal;">Who Owns Culture?</i> where known faculty Susan Scafidi explores
the conundrum of copyright and patent protection for communally created works.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">I intentionally did not read reviews, and I decided my
learning goal was to come away with what I felt were important take-aways from
her work.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">My takeaways from her work:<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">1) There are three types of property: real, personal, and
intellectual (Scafidi 160).<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">2) Copyright law provides protection for individuals, but
products held in community have suffered. The provision for commonly held
property is called “concurrent ownership” (162); this mechanism is useful for
defense with external challenges, but does not define mechanisms for managing
disputes within a particular group. <span style="mso-spacerun: yes;"> </span>The
author expresses the opinion that there is still more work to be done in this
area by the legal community.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">3) An important concept to understand in cultural context is
the evolution of cultural practice into a definable product. An example has
been cases related to the use of the American flag. Over time commercial,
artistic, and political demonstrations involving the flag provided restrictions
that have currently been overturned in favor of their use for open express and
commercial use. (The most current controversy of this nature was captured in SC
where public outcry resulted in the removal of the flag from the state
capitol.)<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">4) These two entities have been established to ensure the
livelihood of indigenous artisan and their products in the marketplace: Ten
Thousand Villages and the Native Artist Registry with the US Patent Office.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">5) There is still potential for power struggles within a
community as to who can define community membership. Also, there are still
questions as to decisions to keep certain items in secret, or release them to
the public, and challenges to those accompanying decisions that might develop.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">6) “Outsider Appropriation”, “Misappropriation”, and
“Reverse Appropriation” relate to cases where persons outside a culture take
features from another culture into a product, or use it in such a way that puts
something into the public market that was never intended or causes disrespect
or inaccuracy by the way it is presented. <o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">Current examples:<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "verdana" , sans-serif;"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]-->Outsider Appropriation: The Valentino Ad in the
March 6, 2016, <i style="mso-bidi-font-style: normal;">New York Times</i> Sunday
Styles Section (p.3)<o:p></o:p></span></div>
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<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "verdana" , sans-serif;"><span class="MsoHyperlink"><span style="text-decoration: none;"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span></span><!--[endif]-->Misappropriation: A professor filming
non-public tribal ceremonies: <a href="http://www.sfreporter.com/santafe/article-11510-the-professor-and-the-pueblo.html?utm_content=buffer2857c&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer">http://www.sfreporter.com/santafe/article-11510-the-professor-and-the-pueblo.html?utm_content=buffer2857c&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer</a><span class="MsoHyperlink"><o:p></o:p></span></span></div>
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<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "verdana" , sans-serif;"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]--><span class="MsoHyperlink"><span style="color: windowtext; text-decoration: none; text-underline: none;">Misappropriation: Another
recent example comes from an episode in Longmire, found on Netflix. Walt has
his friend tie him to a tree in a way participants in the Sundance would be
tethered to a tree during that sacred ceremony. The context for this practice
is not only incorrect, it is inappropriate for Plains tribes who observe this
ceremony.</span></span><o:p></o:p></span></div>
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<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "verdana" , sans-serif;"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]-->Reverse-Appropriation: Individuals who are fans
of a certain characters or works may influence the development of the persona,
but also create their own spin-off creations, known as Reverse Appropriation
(p. 127). Sometimes such creations are protected under the auspices of
fair-use, and at other times the creators of the series or work provide more
specifications as to what is allowed. In some cases, court challenges have been
made against the public creators, like the author of Done Gone With the Wind, a
work in the voice of Miss Charlottes created half-sister and slave (The author,
not the estate of M Mitchell ultimately won the right to publish the work.)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast">
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<span style="font-family: "verdana" , sans-serif;">Yes, this area of law continues to be better defined as our
global property practices continue. As for the realm of cultural preservation, the author notes a
model to further rights for distinct cultural practices is UNESCO’s Convention
for the Safeguarding of Intangible Cultural Heritage.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">Interested in what others did write about this work? Searching
by the title + reviews might find you some sources: I particularly thought this
one was helpful as it summarizes the contents addressed in various chapters—not
so much a review but a guide to the ideas: <a href="http://www.jstor.org/stable/j.ctt5hj7k9">http://www.jstor.org/stable/j.ctt5hj7k9</a><o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">Bibliographic Entry<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "verdana" , sans-serif;">Scafidi, Susan. (2005) <i style="mso-bidi-font-style: normal;">Who
Owns Culture?: Appropriation and Authenticity in</i> <i style="mso-bidi-font-style: normal;">American Law.</i><span style="mso-spacerun: yes;"> </span>Piscataway,
NJ: Rutgers University Press.<o:p></o:p></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-88588552027063434262016-01-27T11:48:00.000-08:002016-02-17T02:44:38.675-08:00Back in the Saddle: Why Having an Editorial Calendar Keeps You GoingI can't believe it's been this long since my last post. It's like other goals: If you write it on paper or say it out loud, you have upped your level of commitment to following through. I must have been surfing on the fact that the local paper ran the last article as a print piece.<br />
<br />
That said: here's a list of posts I've been talking about but haven't published:<br />
<ul>
<li>What artists can teach us about engagement with content</li>
<li>What VR has to offer us as educators</li>
<li>A synopsis of key takeaways from reading the book <i>Who Owns Culture by </i>Susan Scafidi<i>.</i> </li>
<li>More on OER and Creative Commons (IV and V of that series are in my drafts!)</li>
</ul>
In addition to putting some topics out there, I also revisited some practices behind the calendar. Audience, Topic, Timeliness are what I think make big differences. For example, if you are in education, yearly planning cycles, and beginning, middle, and end term cycles are key time frames. So planning topics in sync to those cycles provides content more likely to be of interest to those readers. (And then there is maximizing on audience reach by pushing the link or article to other social media.)<br />
<br />
That said, attention to hot/trending topics in the publications and and social-media communities of practice also provide clues to the timeliness of a topic.<br />
<br />
Here are a couple links that provide some solid thoughts on the practice:<br />
<br />
This link focuses on the content and timeline and also notes some different ways to use tech to aid calendar creation and management:<br />
<a href="http://contentmarketinginstitute.com/2014/11/content-marketers-checklist-editorial-calendar-essentials/" target="_blank">http://contentmarketinginstitute.com/2014/11/content-marketers-checklist-editorial-calendar-essentials/</a><br />
<br />
This one offers a free Template: <a href="http://offers.hubspot.com/blog-editorial-calendar" target="_blank">http://offers.hubspot.com/blog-editorial-calendar</a><br />
<br />
Wordpress also has an editorial calendar plug-in. In discussing it's use with a colleague, she noted it did not work the way her brain does, so she has not used it. Which brings us back to the key point about the calendar--the tech is a product that might help you capture your thinking, but most important is the process of thinking about the topic, the audience, and the prime timeline related to their interests.<br />
<br />
And now, looks like I'd better set myself some dates around my content.<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-59797177315354567242015-11-18T07:02:00.001-08:002015-11-18T13:54:12.194-08:00The Bridge to That Future: GARCO Sewing Works<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIgK5MCeR1r0U_JKn9ITOu3EQ0zICt44iu3ZZ_XxGnwUMOGz1l6CYDTFZY0A3kzylWRXq5VwJ9s_889_pZucoJ_lynxdRFTx-HBjTn9Kuv296DzN9u1nNehb5u5twmjtQgk0X3P2O_m8E_/s1600/GarCo+Sewing+Works+new+logo+%25281%2529.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIgK5MCeR1r0U_JKn9ITOu3EQ0zICt44iu3ZZ_XxGnwUMOGz1l6CYDTFZY0A3kzylWRXq5VwJ9s_889_pZucoJ_lynxdRFTx-HBjTn9Kuv296DzN9u1nNehb5u5twmjtQgk0X3P2O_m8E_/s200/GarCo+Sewing+Works+new+logo+%25281%2529.png" width="200" /></a></div>
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<span style="font-family: "verdana" , sans-serif;">How exciting to see the social entrepreneurship recognition earned by the Whole Works in Rifle
in October 2015:<span style="font-size: x-small;"><a href="http://www.postindependent.com/news/18748091-113/rifles-the-whole-works-wins-business-award">http://www.postindependent.com/news/18748091-113/rifles-the-whole-works-wins-business-award</a>.
</span><o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "verdana" , sans-serif;">Reading it, I was reminded of the organization that created the bridge
to this future, GarCO Sewing Works (GSW).</span><br />
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<span style="font-family: "verdana" , sans-serif;">The Impetus<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">In 2011 CMC’s Customized Training and Workforce Dean Beth
Shaw went to the county board of commissioners to present an idea—the creation
of an industrial sewing training project that could equip people on public
support with industrial sewing and process experience. In addition, this forward-looking
presentation had the goal of post-training employment. The impetus and
opportunity were based on the fact that industrial sewing groups in Denver and
Grand Junction had a three-year wait-list, and that small lot sewing projects were
not readily accepted by the industrial sewing factories.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<span style="font-family: "verdana" , sans-serif;">The Philosophy <o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">Usual thinking in a welfare to work program is to provide
skills development and work habits. More than that, GARCO Sewing Work’s vision
took into consideration that social girding to help people exit public
assistance was to stabilize the personal side of their lives so they could have
work lives. This included the wisdom that a whole person model “honoring their
personal histories and “moving them out of the bondage they are in” are
essential.<span style="mso-spacerun: yes;"> </span>Hence, the model considered
child care, needs, transportation needs, housing, and for some, and the
flexibility to take care of personal appointments such as court hearings. <o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<span style="font-family: "verdana" , sans-serif;">Seed Money and Development Milestones<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">Initially, the CMC project, GarCO Sewing Works (GSW),
requested $26,000 from the commissioners to purchase industrial sewing
machines, or the equivalent of the cost of two people moving off assistance
rolls. The commission countered that if the GSW was still operational after one
years, the machines would be theirs to keep. At the end of one year, GSW was not
only operational, but seven individuals were off assistance. <o:p></o:p></span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<span style="font-family: "verdana" , sans-serif;">Three years later, the thirty trainees who have moved off
assistance translates into a savings of $450,000.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<span style="font-family: "verdana" , sans-serif;">A Credit to Partnerships<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">Though Beth will tell you that “Sewing is the vehicle, not
the end game” to transferrable skills such as process and project management,
here’s how that happens within GSW’s operations and how that developed with the
support of many partnerships.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<span style="font-family: "verdana" , sans-serif;">From the outset, the responsiveness of the county commissioners
and Human Services were critical. Beth attributes their familiarity with
Gateway Director, Jill Ziemann’s track record and CMC’s affiliation as
contributors to county confidence levels for the initial proposal.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<span style="font-family: "verdana" , sans-serif;">But before GWS had even opened it’s doors, Beth spotted a
news article about CORE’s project to make Aspen free of plastic shopping bags.<span style="mso-spacerun: yes;"> </span>CORE had hit a rough spot because the most
competitive bids for bags were from China. Her call and offer to make bags in
Rifle, Colorado resulted in GSW’s first order, even though they were not yet
open, for 4500 reusable bags. <o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">Shortly thereafter, CORE had five pallets of automotive
upholstery fabric delivered to GWS’s site. The pallets were too large to fit
though the door and it was raining. So Beth, Jill, and two students carried the
materials off the street themselves. And they were off to the races.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<span style="font-family: "verdana" , sans-serif;">Shortly thereafter, artist Mary Noone offered eight rolls of
canvas printed with her original design, and these materials helped filled
another order for a city about to move away from plastic grocery bags.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<span style="font-family: "verdana" , sans-serif;">Soon after, Beth discovered that the hospital had blue wrap
that was also going to the landfill. As a follow-up Greg Jeung, a Valley View
Green Team member, started deliveries.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<span style="font-family: "verdana" , sans-serif;">The City of Aspen has been large as a repeat customer: Each
year Aspen orders about 2000 bags to give citizens and visitors. They now have
a “Take a bag, wash a bag, and leave a bag, “ receptacles around the city. And
we are prototyping two sizes of windshield frost guards for citizen vehicles
made from old (Big Agnes) sleeping bag pads for vehicles that are parked
outside during the winter. (How did this come about? The city has an ordinance
that you cannot idle a vehicle for more than 5 minutes, an emissions reduction
effort.)<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<span style="font-family: "verdana" , sans-serif;">The Bridge to Whole Works</span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">From early press on, GSW consistently expressed the need
for a for-profit operation to employ successful trainees. So in 2013, they
started monthly meetings with four interested investors, discussing a potential
partnership. And though The Whole Works received invitations to locate
elsewhere, the Rifle location was important for two reasons: 1) the location of
GSW’s facility, and the opportunity to economically train both workers to new
developments in the field. <o:p></o:p></span></div>
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<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">While Dean Beth Shaw retires from her service at CMC at the
end of 2015, the GSW will continue to serve citizens of Garfield County. As recently
as last week, GSW trainees were assisting the Whole Works prepping a large
order that required more workers at short notice. <o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIdnVzkcR0b4EdJmoC4ngmhM_HnIkhiKwUx5urTo_q5kF48vBe2wUKfe_WG4j1VqiSHh49JIpXr6_Z548TlzMK5wDVD5dR83V07aXywzpVuXOmJtXbKlcfuIzH8kFnXTtbfinRFbgwimmg/s1600/GSWBanner.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIdnVzkcR0b4EdJmoC4ngmhM_HnIkhiKwUx5urTo_q5kF48vBe2wUKfe_WG4j1VqiSHh49JIpXr6_Z548TlzMK5wDVD5dR83V07aXywzpVuXOmJtXbKlcfuIzH8kFnXTtbfinRFbgwimmg/s320/GSWBanner.png" width="320" /></a><span style="font-family: "verdana" , sans-serif;">GSW is an admirable example of Educational Entrepreneurship
for Social Good. How forward looking that it included and accomplished the
development of the next social benefit corporation, the Whole Works with its
emphasis on “ethical and sustainable” jobs and products so workers can get off
public assistance (<a href="http://thewholeworks.co/">http://thewholeworks.co/</a>).<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">Applause. And sincere wishes for the continuation of these life- and community-changing enterprises.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-44108663332436479132015-10-24T07:02:00.000-07:002015-10-24T07:53:02.907-07:00Using Glass and Gamification to Help Autistic Children with InteractionsThis pediatric specialist explains Google Glass apps used to help children in interacting with others through gamified applications. Overlaying game graphics on top of video image of another's face serves as a prompt to respond to the moment.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/sGHrWDEV_cE" width="560"></iframe>
<br />
Note: This video is licensed under Creative Commons with No Derivatives allowed.<br />
Source: <a href="http://www.healthtechhatch.com/2015/10/09/using-google-glass-to-enhance-brain-power-in-autism/?utm_content=buffer90209&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer" target="_blank">http://www.healthtechhatch.com/2015/10/09/using-google-glass-to-enhance-brain-power-in-autism/?utm_content=buffer90209&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-78678016245814502242015-09-23T14:30:00.001-07:002015-09-23T17:19:58.722-07:00Barbie AI: "Has Anyone in Your Family Married a Clown, Barbie?" <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh86QuNPJZuJ4NcjyxmX4aQi3e0gkl4J78Qcv6YiAxRQVd6Ow7DepjMCsolLZzUZ54zF24Os-3MeuVlaCbPHTUTEWmCSI_rh9XkZwQlWIPoGPRK5R-Vp_oAVyyujqPqatRdWokZTErnyzZ9/s1600/IMG_3198.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh86QuNPJZuJ4NcjyxmX4aQi3e0gkl4J78Qcv6YiAxRQVd6Ow7DepjMCsolLZzUZ54zF24Os-3MeuVlaCbPHTUTEWmCSI_rh9XkZwQlWIPoGPRK5R-Vp_oAVyyujqPqatRdWokZTErnyzZ9/s200/IMG_3198.jpg" width="150" /></a></div>
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<span style="font-family: Verdana, sans-serif;">For some strange reason, I was under an earlier impression that Barbie was available with a 3D printer. I sent this tidbit to my comedic friend who said she wanted one so she could print a new boyfriend. When I did a search for such an announcement today, though, nothing came up. Was this my own imagined conversation?<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">In contrast, I just read the Sunday NY Times article about the work on the forthcoming artificial intelligence (AI) featured Barbie, which manufacturers hope to release to the market for this year’s holiday sales: <a href="http://www.nytimes.com/2015/09/20/magazine/barbie-wants-to-get-to-know-your-child.html?_r=0">http://www.nytimes.com/2015/09/20/magazine/barbie-wants-to-get-to-know-your-child.html?_r=0</a><o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">The sophisticated development follows the path of other intelligent response systems by capturing interactions with the product with humans, then storing and analyzing the responses into a database, along with potential responses to the questions or remarks.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">If you’ve ever called a real-time help desk, you are also likely to have benefitted from this type of a knowledge database as the help-desk person looked up your question.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Verdana, sans-serif;">This same protocol can be used for smart tutors/assistants in learning applications.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">And it makes sense for the goals of a customer helpdesk or learning support.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">But back to talking with toys, their companionship, and the potential to shape behavior. Toys have been the training ground for generations, in addition to providing diversions.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">And yes, many of us had imaginary dialogue with our toys, creating both sides of it, and unless an adult was in earshot, the conversations went on without record. And then there were the pull –the-string-talkers—ok for a limited while. Of the later toys, one of my favorites was a teddy bear that had a mic, and could repeat whatever you said to good old teddy. My son and daughter each had one—our son would laugh into one, and then face the one bear to the other so they could have one extended ha fest.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">Though drawing from her database in a timely fashion, Barbie AI’s programmed responses are drawing on former conversations and ring of the invasion of privacy. To other degrees, a person has to ask whether it’s a good idea to have Barbie harvesting your child’s private thoughts, worries, or genius.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">I think of a wunderkind I know, and think of her questions:<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">“Barbie, I think I want to marry a clown when I grow up. Followed by, “Has anyone in your family married a clown?”<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Verdana, sans-serif;">"Barbie, my toy birds are singing to the dead. What songs are they singing?"<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">I am amused to think how Barbie might respond. And I weigh in by thinking this child’s thoughts are priceless, and, as yet, unincorporated.<o:p></o:p></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-61222283127309071512015-09-17T08:41:00.002-07:002015-09-21T11:43:29.830-07:00OER, Fair Use, and Fair Practice Part III: Flickr Commons and "No Known Copyright Restrictions"<span style="font-family: Verdana, sans-serif;">This post explores the difference between using an image under Flickr Commons Commons under fair use vs. commercial purposes.</span><br />
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</span><br />
<span style="font-family: Verdana, sans-serif;">As I shared in <a href="http://constantlearningorg.blogspot.com/2015/07/oer-fair-use-and-fair-practice-part-i.html" target="_blank">the first post on this topic</a>, I explored <a href="https://www.flickr.com/commons" target="_blank">Flickr Commons</a> in search of a photo to use for a canvas I was creating for the Jazz-on-Film-with Friends, a memento of a private gathering at my home. </span><br />
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<span style="font-family: Verdana, sans-serif; margin-left: 1em; margin-right: 1em;"><img border="0" height="105" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWZbST7ffwOMRPTGDow9pn1hk2IQX35_Es7vJOC1PIGlEAzb4uFtXDFPNYTZ51A_L2Qqs-Wr-XH-fdFiVUJ7uKL8lZJZxwAq-EctWbNU451UC6mApYsmV4Zjw0G54EDuaAeQ4Qj_4LOVgk/s400/IMG_1995.jpg" width="400" /></span></div>
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<span style="font-family: Verdana, sans-serif;">And here is what I learned from that part of the journey. In the creation of the canvas, I was focused on the use of a Billie Holiday photo I'd found at Flickr Commons under the terms of fair use. And it did answer the following four conditions under fair use:</span><br />
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<span style="font-family: Verdana, sans-serif;">1) Purpose: The piece was for my personal, non-commercial, non-educational use.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">2) Nature: the use of the image from the film did not embody the central intent of the film, and it was used to create something different from the original.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">3) Amount: the image on the screen was only one frame of a nearly two-hour long film.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">4) Effect: This personal memento would not affect film distribution.</span></div>
<span style="font-family: Verdana, sans-serif;"><br />Yet I was struck by the used of the phrase at the Commons, "no known copyright restrictions": <a href="http://www.loc.gov/rr/print/195_copr.html#noknown" target="_blank">http://www.loc.gov/rr/print/195_copr.html#noknown</a></span><br />
<span style="font-family: Verdana, sans-serif;">In reading the fine print, I learned that in the case of these wonderful photos by photographer Gottlieb, he donated his work of something like 1600 photographs of the golden age of jazz. He denoted that as of 2010, these works would go into the <a href="http://fairuse.stanford.edu/overview/public-domain/welcome/" target="_blank">public domain</a>, with the exception of those which had already been published by other source.</span><br />
<span style="font-family: Verdana, sans-serif;"><br />So here is what it meant for the photo I'd just placed on the canvas above. It had been published by Downbeat magazine, so I wanted to do something commercial with it, I most likely needed their written permissions because the image constitutes a whole work by Mr. Gottlieb.</span><br />
<span style="font-family: Verdana, sans-serif;">Upon returning to the Gottlieb collection, I did find this image of Billy Holliday, one not published by anyone else, and since it was 2015, it was truly in the public domain.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5xpwOjQL8KPj-8WISupzWGEz5cqbk8Oy7N8q7-e8K3FL84G4fc1j_JWBEi_TXN6Fl2ql-_ug4_CsK7Ep0R1OTea9lls1BwZwK1I7G2vJjyBhzgxh7plwAv-2eLPBeGe1gBInte9Cyju7m/s1600/GotliebHoliday.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Verdana, sans-serif;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5xpwOjQL8KPj-8WISupzWGEz5cqbk8Oy7N8q7-e8K3FL84G4fc1j_JWBEi_TXN6Fl2ql-_ug4_CsK7Ep0R1OTea9lls1BwZwK1I7G2vJjyBhzgxh7plwAv-2eLPBeGe1gBInte9Cyju7m/s320/GotliebHoliday.jpg" width="310" /></span></a></div>
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<span style="font-family: Verdana, sans-serif;"><span style="color: #564b3c;">Image Source: Library of Congress.
Gottlieb Collection. ”Portrait Billie Holiday at Carnegie Hall Between 1946 and
1948.”: </span><u><span style="color: #564b3c;"><a href="http://hdl.loc.gov/loc.music/gottlieb.04261">http://hdl.loc.gov/loc.music/gottlieb.04261</a></span></u></span></div>
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<span style="font-family: Verdana, sans-serif;">Once again, here are some resources<span style="background-color: white; color: #222222; line-height: 16.8px;">: (A very helpful Creative Commons 4.0 Fair Use Checklist can be found at the Columbia Site.)</span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="background-color: white; color: #222222; line-height: 16.8px;"><br /></span></span>
<span style="color: #888888; font-family: Verdana, sans-serif; line-height: normal; text-decoration: none;"><a href="https://delicious.com/constantlearningorg/fairuse" style="color: #888888; line-height: normal; text-decoration: none;">https://delicious.com/constantlearningorg/fairuse</a></span><br />
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<span style="font-family: Verdana, sans-serif;">Next: What do the various levels of Creative Commons Licensing mean?</span><br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-88264456740231890542015-08-19T12:52:00.002-07:002016-02-19T16:11:42.126-08:00OER, Fair Use, and Fair Practice Part II: Defining Copyright and Creative CommonsIn an earlier post, I shared the story of trying to add a photo to a canvas I wanted printed and the refusal of a big box store to do so, even though I was printing the piece for personal, not commercial purposes.
Some background to this discussion involves defining copyright, and then moving to other key terms such as Creative Commons licensing and then back again to Fair Use. The two below are licensed presentations by Common Craft a creator of some great explanatory videos:<br />
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<iframe allowfullscreen="" frameborder="0" height="360" id="cc-embed" scrolling="false" src="https://www.commoncraft.com/embed/oas8czo6nz?width=480&height=360&autoplay=false&playbutton=true&controls_visible=false&end_video_behavior=default" width="480"></iframe> </div>
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<iframe allowfullscreen="" frameborder="0" height="360" id="cc-embed" scrolling="false" src="https://www.commoncraft.com/embed/9vtdjcg4fz?width=480&height=360&autoplay=false&playbutton=true&controls_visible=false&end_video_behavior=default" width="480"></iframe> </div>
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<br /></div>
<div style="text-align: left;">
While copyright and trademark were established to protect the right to make one’s living by products created, Creative Commons gives creators such as academics the rights to share their products with others, while retaining credit for their contributions.<br />
<br />
Stay tuned for more posts on Copyright, Creative Commons, and Fair Use issues and practices.</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-14058548316806460412015-07-21T14:55:00.000-07:002015-09-17T08:04:15.490-07:00OER, Fair Use, and Fair Practice Part I: A Personal Saga <div class="MsoNormal">
My own saga of Fair Practice, Fair Use, and Open Ed
Resources has been years in the making. <o:p></o:p></div>
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As a faculty member, I have spent years articulating the
ethic of giving credit to others’ contributions, teaching about common
knowledge and citation.<span style="mso-spacerun: yes;"> </span>I was thrilled
when Creative Commons came along. Then stepping into various non-academic
sectors which include art and mashups, I was submerged, caught, whatever you
want to call it. <o:p></o:p></div>
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I’ll begin with a personal saga.<span style="mso-spacerun: yes;"> </span>For the past four summers, I’ve invited
friends over to watch jazz documentaries outside in our yard. One day as I was
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I took this photo to Walmart and got this response:<o:p></o:p></div>
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using a screen shot from the film and the use of the image was not its intended
purpose and then there was the QR. I shared that the screen shot was one frame
and this was for my personal use only, and that I created the QR myself (It
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<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So home I went to learn more about Fair Use, which provides
the guidelines for when copyrighted materials can be used by others without
permission from the original creator of the work.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In the meantime, I looked up the conditions of Fair Use to
confirm the conditions for my personal fair use as defined by there criteria: “purpose,
nature, amount, and effect.”<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
1) Purpose: The piece was for my personal, non-commercial,
non-educational use.<o:p></o:p></div>
<div class="MsoNormal">
2) Nature: the use of the image from the film did not embody
the central intent of the film, and it was used to create something different
from the original.<o:p></o:p></div>
<div class="MsoNormal">
3) Amount: the image on the screen was only one frame of a
nearly two-hour long film.<o:p></o:p></div>
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4) Effect: This personal memento would not affect film
distribution.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
But I was not about to go back and re-enter the world of a
narrowly-trained employee,, sympathetic as I was to her state of employment.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
So I delved further and started looking for a copyright-free
jazz image in the public domain. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Enter now, my introduction to Flickr Commons, and the addition of the Billy Holiday shot and the QR to this photo of the screen in my back yard, which I then sent to an online vendor who printed it onto canvas.<o:p></o:p></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0O65x7j2Cg9-CW4LsEXmrTP3yH6I1DRD-V2-nBOB7u8vODRCGLpc_Kx-hdu0ZFsFL0zVr110vNG4pC1fmmMHpeZ6DmbQ8NCDD8hwWfRakyV20M0BKD0MUTg81aKfiF8o5JwlBF2onzFEH/s1600/IMG_1995.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="108" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0O65x7j2Cg9-CW4LsEXmrTP3yH6I1DRD-V2-nBOB7u8vODRCGLpc_Kx-hdu0ZFsFL0zVr110vNG4pC1fmmMHpeZ6DmbQ8NCDD8hwWfRakyV20M0BKD0MUTg81aKfiF8o5JwlBF2onzFEH/s400/IMG_1995.jpg" width="400" /></a></div>
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<br /></div>
<div class="MsoNormal">
Look for a future post about the conditions in Flickr
Commons.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Sources: (A very helpful Creative Commons 4.0 Fair Use Checklist
can be found at the Columbia Site.)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://delicious.com/constantlearningorg/fairuse">https://delicious.com/constantlearningorg/fairuse</a><o:p></o:p></div>
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<!--EndFragment-->Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-74119388524648057352015-07-19T08:22:00.001-07:002015-07-19T08:22:39.443-07:00Love and Mercy, Treating Mental Illness, and Psychiatric Research<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: small;">
Last night spouse Rick and I went sent to see Love and Mercy--a Bryan Wilson biopic: <a href="http://www.rottentomatoes.com/m/love_and_mercy/" target="_blank">http://www.rottentomatoes.com/m/love_and_mercy/</a>. Parts are hard to watch because of the level of verbal abuse he experienced. But the power of the story is to watch a musical genius function and survive w/ a serious mental illness. We saw him perform after this period and thought he was downed out--when you see the clip of him at the end of the film in his current life, you realize his is the face of someone who has survived a terrific battle. </div>
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<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: small;">
Today, a news piece on the NY Times pops out at me by a clinical psych prof who talks about the lack of funding for psychiatric research to forward the treatment of PSTD and better comparison between old and new effective medications and procedures ("Psychiatry's Identity Crisis" NYT Sunday Review, p. 5: <a href="http://www.nytimes.com/2015/07/19/opinion/psychiatrys-identity-crisis.html?_r=0" style="color: #1155cc;" target="_blank">http://www.nytimes.com/2015/<wbr></wbr>07/19/opinion/psychiatrys-<wbr></wbr>identity-crisis.html?_r=0</a>)</div>
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<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: small;">
Rick and I were talking about the the old labels and the realization of complexities of disorders that are not easily defined by the labels. This is the second post in NYT in recent weeks--the last was about the treatment of traumatic brain injuries and some of those inconclusive results when combined with PSTD.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-3572356477133616662015-07-13T22:12:00.000-07:002015-07-21T22:23:24.003-07:00The Best of Free-Range, Experiential, and Cross-Cultural Learning<div class="MsoNormal">
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<span style="font-size: 14.0pt;">Some of the best learning
comes with food.<span style="mso-spacerun: yes;"> </span>Which is what drives my
sharing and explorations. Treated to amazing family banquets in northeast
China when our son married an amazing woman from there, we ate tasty dishes of
pealed peanuts which had been boiled in five spice mix. Back in the states,
our friends with Southern heritage treated us to boiled peanuts which they
pronounced “bowled peanuts.” So I am learning to cook them for our Chinese relatives
when they come to visit. And how would I best describe this effort?
Establishing<span style="mso-spacerun: yes;"> </span>the spirit of community
through food is so positive. Of value is our opportunity to recognize common
points<span style="mso-spacerun: yes;"> </span>of culture or practice as we
invite them to what are considered to be new experiences. <o:p></o:p></span></div>
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<span style="font-size: 14.0pt;">In my own learning, my dear
friends showed me where to order the peanuts at nuts.com. They gave me
directions on how order, soak, and boil the peanuts in a crock pot. Our
daughter-in-law shared how seasoning Chinese Five Spice is part of the preparation
she knows.<o:p></o:p></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-61444627331841021192015-06-19T09:06:00.001-07:002015-06-19T09:24:27.568-07:00Bob Nilsson's Survey of Educator Satisfaction with OERSaw Bob Nilsson's infographic in Twitter this am about a survey with educators and their satisfaction with OER. Thanks to him for making this item embeddable:<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="510" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/MDxEAs4woIzEHY" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="477"> </iframe><br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/ExtremeNetworks/9548-openeducationresourcesinfographic-v3" target="_blank" title="Survey: 94% of Open Educational Resources Users Are Happy With the Quality ">Survey: 94% of Open Educational Resources Users Are Happy With the Quality </a> </strong> from <strong><a href="https://www.slideshare.net/ExtremeNetworks" target="_blank">Extreme Networks</a></strong> <br />
<br />
I would like to know more about the survey group as I prepare a group of posts about my own excursions into OER as a faculty member, and instructional designer, and artist. How many was the survey sent to, and how many responded? Were the educators from k-12, higher ed or both? Looking forward to learning more.</div>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-4044925351985108303.post-80908559167515918212015-06-11T20:49:00.000-07:002015-06-19T09:10:03.545-07:00More Learning: This Time about Making Art<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwBqet4xXV5peuydex06EO2lBNOiduCihMD2OiIdpkdfz_Jl8DOiyqcXG8qAmL9NZPg8GD88nE-Rx0H4C8DKcgSZGqMv3HpSTlS9JobRlauZIew8JLuP_3HWHhmT47mwdrtb6hKXEGz9Qh/s1600/IMG_3724.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwBqet4xXV5peuydex06EO2lBNOiduCihMD2OiIdpkdfz_Jl8DOiyqcXG8qAmL9NZPg8GD88nE-Rx0H4C8DKcgSZGqMv3HpSTlS9JobRlauZIew8JLuP_3HWHhmT47mwdrtb6hKXEGz9Qh/s320/IMG_3724.JPG" /></a></div>
Critique June 11, 2015
I am taking online courses in painting and drawing and realize I need to practice basics, even while I am making art. I am starting to think I paint impulsively, though some or the early works are ones I feel satisfied about, though they were technically uninformed.
In contrast, I have the feeling that if I had more of the fundamentals, I’d be much more able.
For example, after struggling to resolve issues in a current painting, I just cut the canvas from the frame and kept the part of the painting that works (my opinion here).
My Sistah Meema and I talk about what can happen when we loosen up in our work.
From that vantage point, I see some early works I really like, and was engaged with, how I trusted the experience to guide me through techniques that produced work I like.
These ruminations bring me back to this quote: “Before enlightenment you carry the water and chop the wood. After enlightenment you carry the water and chop the wood.”
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-82847733431009592292015-05-14T18:15:00.001-07:002015-06-11T20:50:09.471-07:00
I was so excited to look at this painting today to recognize what I'd been learning about color value from a book and online course videos for a course I'd purchased:
<div id="fb-root"></div><script>(function(d, s, id) { var js, fjs = d.getElementsByTagName(s)[0]; if (d.getElementById(id)) return; js = d.createElement(s); js.id = id; js.src = "//connect.facebook.net/en_US/sdk.js#xfbml=1&version=v2.3"; fjs.parentNode.insertBefore(js, fjs);}(document, 'script', 'facebook-jssdk'));</script><div class="fb-post" data-href="https://www.facebook.com/MatthewsGallery/photos/a.381839625160890.96285.214728425205345/994145023930344/?type=1" data-width="500"><div class="fb-xfbml-parse-ignore"><blockquote cite="https://www.facebook.com/MatthewsGallery/photos/a.381839625160890.96285.214728425205345/994145023930344/?type=1"><p>Dorothy Morang was an artist, curator and salonniere in 20th century Santa Fe: http://thematthewsgallery.com/Artwork-Detail.cfm?ArtistsID=326&NewID=4666#art #painting #womeninhistory</p>Posted by <a href="https://www.facebook.com/MatthewsGallery">Matthews Gallery</a> on <a href="https://www.facebook.com/MatthewsGallery/photos/a.381839625160890.96285.214728425205345/994145023930344/?type=1">Wednesday, May 13, 2015</a></blockquote></div></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-69046868314595927792015-03-09T10:34:00.001-07:002015-05-08T09:52:36.069-07:00InVolen--Intergenerational Game Making for the EnvironmentI came across mention of this project in a listserv posting from the ARIS game people while looking
for crowdsourcing examples. It is really an example of a number of things: crowdsourcing, maker
spaces and serious games: <a href="http://www.slideshare.net/progettoacariss/1215-ugolini-involen" target="_blank">http://www.slideshare.net/progettoacariss/1215-ugolini-involen</a>.<br />
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/28667837" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"> </iframe> </div>
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/progettoacariss/1215-ugolini-involen" target="_blank" title="12.15 ugolini involen">12.15 ugolini involen</a> </strong> from <strong><a href="https://www.slideshare.net/progettoacariss" target="_blank">progettoacariss</a></strong> </div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4044925351985108303.post-73594602041199876652015-03-08T21:47:00.002-07:002015-03-08T21:47:51.593-07:00A Women's History Salute to Colorado Adult Educator Lucy Stromquist<div class="MsoNormal">
I met Lucy Stromquist, somewhere in the early 21<sup>st</sup>
century, when she was one of the long-time trainers for CASAS literacy
certification. I was in awe of this woman who so exhibited the traits of Master
Teacher. A few years later, faced with developing online courses to meet the
needs of Adult Educator Certifications in Colorado, I was struggling with how
to group the needed competencies into courses and related instructional
activities and assessments. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span>I called Lucy and
asked if I could pay her a visit. Beyond the opportunity to tap her
extraordinary expertise, I was secretly hoping she would agree to co-develop
the courses. We agreed to meet at the St. Vrain Literacy Center on a holiday
weekend in Loveland Colorado. The snow part of winter had set in, so I had dressed
accordingly with a winter-weight coat and snow boots, and luckily so. The
center’s heat had been turned off for the weekend. Lucy and I seemed to have
similar histories—I had been raised in the north and she was a hearty rural
professional. So when we both showed up at the cold building, we were dressed
to meet. She put on coffee and brought out a tin of cookies. Fully dressed in
our outerwear, we waded through our histories and the competencies. Those
discussions made clear two points: We were sisters in the trenches and traditions
of adult education, and I was able to see how the competencies should be sequenced.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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Most fascinating, was hearing about Lucy’s rise to
leadership. Prior to Pearl Harbor, she’d applied for medical school. To my
astonishment and sense of irony, one of the questions asked of her during her
interview was whether she had a serious boyfriend. When she replied yes, the
counter was, “How can you expect him to wait so long for this part of your
education?” <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Lucy followed this part of the account with, “And then Pearl
Harbor happened.” So her beau went off to war, and she was invited to be one of
the women trained to operate airplane production factories in Kansas.<span style="mso-spacerun: yes;"> </span>The women were in classes or working 6 days
per week, and received training that areonautical engineers might have, or at
least to the production level.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So Lucy served and developed, and when the war was over,
married her beau and had her family. And then was invited to finish her 4 year
and grad degrees.<span style="mso-spacerun: yes;"> </span>And<o:p></o:p></div>
<div class="MsoNormal">
Followed by establishing the Ft. Vrain literacy center and
serving on CASAS, a competency-based national literacy initiative.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
At the end of the day, in her 82<sup>nd</sup> year, she
declined to be my co-developer. But she agreed to review the courses. And
affirmed that she wished she had had these courses when she began her career as
an adult educator. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I executed many searches to develop this tribute to her. I
could find so little.<o:p></o:p></div>
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Leecy Wise, and others, if you can add or correct my
account, will you? <o:p></o:p></div>
Unknownnoreply@blogger.com0