Traditionally, when I think of legal protections for intellectual property, I first think of patents. Coming from a historical lens, I was always fascinated by inventions and how people could create something revolutionary. An invention to me was always from the perspective of something physical, a lightbulb, a telephone, a television, etc. The protections of a patent prevent others from profiting off inventions. The next legal protection that comes to mind is the brands and logos that we have come to know so well. In terms of legal protection, trademarks are similar. Brands and logos for companies are very recognizable in our day-to-day lives. The way that copyrights differ from these other forms of legal protection is that they pertain to intellectual property. Copyright is defined as the author's exclusive legal right to their work (Merriam-Webster, n.d.). Some examples include music, art, literature, and software. A more specific example of copyright, Disney has made significant attempts to change copyright laws in the United States over its creation of Mickey Mouse, which is valued at over $3 billion dollars (TechInsider, 2015). Creating this video to explain what a copyright is and some similar topics to compare it to gives a concrete way that we can relate and apply copyright information. If you are someone that interacts, shares, or remixes media in any form, then this video will help make sense of the implications for using that media. In the video below, I detail the differences between these legal protections and some examples from our everyday lives:
The internet has significantly changed the way we share intellectual property in the 21st century. We must recognize copyright protections and view intellectual property similar to the way we view patents and trademarks. There is a general understanding that if you take a product, replicate it, claiming it as your own, and selling it, it is dishonest and carries legal consequences. These same concepts carry over into intellectual property and should be viewed in the same way. If you have ever shared an other person's content on social media for example, then these concepts need to be something that you consider. By not respecting copyright laws, it discourages creators from sharing their intellectual property. References Merriam-Webster. (n.d.). Copyright. In Merriam-Webster.com dictionary. Retrieved March 28, 2021, from https://www.merriam-webster.com/dictionary/copyright TechInsider. (2015, October 3). Mickey Mouse and copyright law [Video]. Youtube. https://www.youtube.com/watch?time_continue=4&v=_6u7JkQAFMw&feature=emb_logo
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As I am thinking about all that I have done in the Masters of Arts in Educational Technology program, it has involved a lot of learning, failing, and making. Towards the beginning of the program, I was teaching in a 3rd-grade classroom. I was developing lessons like the Neighborhood Development Project, talking to students about learning, failing, and making. This project stands out in my mind because it was one of the first times I was able to bring a project-based learning opportunity that involved making. Making is a movement that involves students creating physical and digital artifacts to aid in their understanding (Cohen, Jones, & Smith, 2017). It's also the first time that I saw the true potential of constructionism in action. Constructionism draws on the "significance of making things" (Ackermann, 2001). The project involved using math and social studies concepts to create neighborhoods collaboratively. Students were grappling with complex concepts and having fun doing it. Conversations with students around failure was productive and enlightening for students. For students, failure was expected, and while a frustrating process, they would often move on from their failure. The excitement of the project and the support of other group members made failure something to learn from. This project stands out as being a turning point in my understanding and direction of teaching. It was the catalyst for the path I took in both the MAET program and my career. Below is an infographic that combines the design cycle and the Neighborhood Development Project: My continuation down the path of constructionism in the classroom brought me to a K-8 computer science position, where I acquired a 3d printer through donations. A 3d printer provided the perfect opportunity to incorporate constructionism concepts and experience with failure. The ability of a 3d printer to produce tangible items using mathematical concepts drove student learning. Student's that would otherwise steer away from math, making comments like "I'm not good at math," would suddenly show interest. Failure came in the form of miss calculation on measurements or scale. It was a valuable learning experience because the excitement of creation would void the discouragement of failure. Students were ready to jump right back into a design process state of thinking without even knowing it. Students would define what went wrong with the print, brainstorm ideas that could solve the problem, collaborate with the teacher or other students, and develop a solution. They would redo their print and see if their hard work paid off.
When I started working as a teacher, I would do everything in my power to avoid failure at all cost. I saw showing any failure as a reflection of being a poor teacher. It was not until I saw my students grappling with failure and having adverse reactions with it that I began to look introspectively. It took some time for me to shift my teaching and my attitude towards failure for myself before I could feel comfortable with the vulnerability of failure in front of my students. My career has shifted to adult learning and is very different from a classroom experience. Even though the lessons I learned on failure in a K-12 classroom may look different, it is still essential to remember that failure presents opportunities to learn. When I show someone how to navigate medical software, they must have a failure positive mindset (Cohen, et al., 2017). Without a failure positive mindset, it is far too easy to slip into a frustrated state of learning that will not be conducive to the process of learning. References Ackermann, E. (2001). Piaget's constructivism, Papert's constructionism: What's the difference. Future of Learning Group Publication, 5(3), 1-11, doi:10.1.1.132.4253 Cohen, J. D., Jones, W. M., & Smith, S. (2018). Preservice and early career teachers' preconceptions and misconceptions about making in education. Journal of Digital Learning in Teacher Education, 34(1), 31-42. |
AuthorMy name is Ryan MacLeod and I live in Seattle, WA. I am currently a K-8 Lab Coordinator. I have a passion for educational technology integration and curriculum design, especially when it comes to the social sciences. Archives
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