Who Owns Digital Content

In March Lawrence Lessig the revered Stanford Law Profesor and creator of Creative Commons delivered spellbinding TED Talk (TED stands for Technology Entertainment and Design) about the future of copyright and creativity. The talk is outstanding for three reasons: (1) He explains our modern culture so that it is easily understood, (2) he addresses issues that are relevant to us as educators and important for us to teach to our students, and (3) he is one of the best visual presenters alive (in fact, his style of presentation is called the "Lessig Method").

Phot Credit (http://flickr.com/photos/jdlasica/)

As leaders in the field of 21st Century education we can learn a lot from this talk. However, I think we can learn even more by showing this talk to our students and colleagues and absorbing their reactions. You will not regret taking 19 minutes to watch this talk.

Watch the Lessig talk and tell me what you think. What do we teach our children to respect about digital content? How do we encourage our students to experiment and participate in digital cutlrue?

PowerPoint or Presentation

PowerPoint is firmly entrenched in the curriculum of the public schools. Students are frequently schooled in the finer points of finding appropriate animation and using the "right" template for a PowerPoint. Here is the text from the Denver Public Schools Secondary Information Literacy and Technology targets: "multimedia presentation (using PowerPoint or other appropriate software), with slides that include text, transitions, graphics imported from other electronic sources." (Grade 6) Beyond 6th grade students are expected to add animations (i.e. bullets, buttons), hyperlinks, and then maybe some video clips or charts.

(Book cover image from http://www.edwardtufte.com/)

Denver's expectations are not uncommon for students. In fact, the use of PowerPoint by students is considered a high achievement and something to aspire to. Unfortunately, the research shows that PowerPoint done in the traditional manner is more difficult to understand than just reading a document or listening to a speaker. (Here is some research on how to do PowerPoint right)

What does this mean for educators that are trying to prepare students to be Global Learners with 21st Century Skills?

First, call for a moratorium on PowerPoint presentations. (Hey, teachers and administrators that means ditch the overheads too). When we use PowerPoint in an ineffective way we are modeling for our teachers and students. We are sending a powerful message that it is okay to ignore research and do what is convenient (or what is culturally acceptable).

Second, teach students and colleagues to be presenters. Being a presenter is so much more than creating slides. Being a presenter means knowing how to tell a story that evokes emotion and (potentially) calls your audience to action. Being a presenter is a 21st Century Skill, knowing how to make text fade in or out in PowerPoint is NOT.

Third, read constantly about what it means to effectively use visuals. Even though I called for a moratorium on PowerPoint, truth be told effective use of visuals can help tell a story, evoke emotion, and help people remember your point. If you read one blog on a weekly basis, read Presentation Zen.

(Image to the left is a sample slide that was posted at http://www.presentationzen.com/)

This is serious. If you question the seriousness of this issue read this excellent blog post regarding the relationship between use of PowerPoint and the failure of the Iraq war planning. (no kidding). The post is a partial review of Thomas Ricks book Fiasco where he writes: "That reliance on slides rather than formal written orders seemed to some military professionals to capture the essence of Rumsfeld's amateurish approach to war planning." The post also mentions the Columbia Shuttle Accident Investigation Board report that stated, "The Board views the endemic use of PowerPoint briefing slides instead of technical papers as an illustration of the problematic technical communication at NASA."

Modeling effective methods for communicating is absolutely essential in the public schools. We need our students to understand that effective communication is not writing bullet points in PowerPoint. Now we know that may be the opposite of effective!

Developing Expert Voices--Involving Students in Setting High Expectations

Darren Kuropatwa over at the A Difference blog has created an assignment challenging his math students to summarize their learning and create a real-world product. The students are to create four (new) problems that demonstrate what they have learned. Not only that, they are to publish the result of their work on the Internet. They can publish to youtube.com, slideshare.net, bubbleshare, or any other location that allows wide distribution. (Potentially 1 billion people that have access to the Internet)

Here is what is really cool about this assignment, the students were also heavily involved in creating the rubric for evaluating the presentations. Read the posts where the students are discussing the weighting of particular dimensions. These students are thoughtful and involved in their own learning. They OWN their learning.

Read this post from John Albright and read the rubric and assignment from Darren Kuropatwa's students. Also check out this assignment (the "un-project") from Sargent Park School.

Are the students provided an opportunity to demonstrate the skills that the Denver-metro business leaders mentioned at the CTE advisory meeting (effective, communication, critical thinking, multi-tasking, teamwork, tech-savvy, work ethic, trustworthiness, trainability, cultural awareness)? Do you have ideas how we might create more opportunities like this for students?