Wk3 BP Entry 1 – EDM613 MAC – Art of Possibility Ch. 5-8

Wow! As I read through chapters 5-8 in “The Art of Possibility,” I couldn’t help but think of two things: 1) teacher-talk in the staff room, and 2) the power of student- to-student learning. Allow me to explain.

The whole concept of the calculating self vs. the central self completely changed my thinking about how I view certain aspects of the teaching profession. I asked myself, “Self? Am I a person that tends to take things too seriously to where it effects how I interact and lead my students?” Fortunately, the answer from my “self” was a resounding “No!” But what my inner self was convicting me of was how I can somehow be effected by how others relate themselves to the calculating self analogy. In other words, I can at times get sucked in to a conversation at lunch with other teachers that revolves around the common complaints of standardized testing, state standards, decisions by administrators, micromanagement and a plethora of other topics that educators seem to find the time to rant about. I discovered that I will listen to these conversations and walk away wondering what good did that just do for any of our students, other creating a free therapy session for these teachers at my expense? My point is, and I think this is what Zander was getting at, was the fact that there will always be something to disagree with, something that doesn’t go the way we want it to, or someone that doesn’t do things the way I would do them. But the question is whether or not I choose to stay stuck in that rut or way of thinking, or do I choose this presence without resistance approach? Do I let the obstacles stand in my way, or do I allow myself to say that is the way it is and allow myself to be creative and open the pathway for possibility? Obviously my goal as a teacher is to do the latter, but I know I am guilty of allowing my calculating self shadow the central self and the possibility it can unleash.

Secondly, the whole idea of students teaching other students kept running through my head. After reading the story of the Cuban and American orchestras teaching each other how to play different and difficult pieces, I started thinking about how much power students have when teaching other students. I use this strategy in my own classroom to a certain degree, but this concept of the “silent conductor” really highlighted my thoughts on how I can enhance the learning by disappearing from the lead of the room, so-to-speak, and let the kids lead their own learning with each other. Automatically, my head began spinning with different ways to approach some of my lessons and how to implement a more centralized learning environment to where I enable or give students the freedom to learn from each other. By doing this, I think the dynamics of my classroom would completely change, and if nothing else, a great social experiment for my 6th graders who are mostly English Language Learners!

The photo used in this blog is from Flickr, under the Attribution-NonCommercial-NoDerivs 2.0 Generic License.

Photo attributed to:
“I Complain” – shtikl

The Education Experiment with Gregg Eilers

Entry 2 – Wk3 Comments to Bryan Antos: Art of Possibility Ch.5-8

Wk 3 Art of Possibility Chapters 5-8
Bryan’s Comments:
I started out as a PA at my company and then switched over to the edit side, the Yin to production’s Yang. So I loved the first chapter which seemed to be a lot about putting yourself in someone else’s shoes or using your knowledge to help someone else. I was one of the first PAs to ever make that switch and in just my first year as an editor, I was cutting the Super Bowl. That happened because we have intense, pressure-filled deadlines and if I’m editing with production in mind, it makes the whole process easier for everyone. I know what they want and I know what things slow them down.

However, “remembering rule #6” would not be a very useful mantra where I work. A major problem (especially for people coming in from another company) is the amount of intense hostility and shortness at times. You can’t just remember to not take yourself so seriously, you have 60 seconds to know whether or not you have video coming up. You can’t be relaxed. You have to be short, curt, and effective. Facts only. The difference here is that after that incident is over (or more likely: the show is over) you talk with the people involved and tell them no hard feelings. A good producer will work to rebuild after an ugly incident. But most people understand that it’s very serious, and the information has to be transparent and related quickly. Joke after the show, not during.

Not everybody can perform under pressure like that, and it weeds people out. I think that pressure is a good thing most of the time. You are working on instinct and it’s amazing what you can get done in a short amount of time. Now, I’m not like this in every facet of my life, but I am at work, and I am proud of that.

I will say, I did like the story about the two business partners…

The parts about nothing really being good or bad was very intriguing to me. I would say I’m an environmentalist, but when you think about it, what does that really mean? It’s really out of human selfishness. The same with NOT being an environmentalist. When you think about it, millions of species have become extinct. It’s the way of the planet. Greenhouse effects have heated the planet before. It’s the way of the planet. Is it bad for the planet if water levels rise? Not really. It’s bad for humans who have settled near those waters. I’m not advocating one thing or another, I’m just pointing out what book tries to: that good an evil are a human invention.

If anyone reading this hasn’t done so, I highly suggest listening to Bach’s Suite No.2 in D Minor as Chapter 8 talks about. It really is a beautiful piece of music. I suggest listening to Mischa Maisky’s version!

My comments to Bryan:
Bryan,

Once again, you have impressed me with your blogging talents! I totally agree with your thoughts on how Rule Number 6 isn’t a universal way of thought in many professions. Yours is definitely no exception! I think that people can take things too serious to an extent, but there is a fine line with that and being professional with the task at hand. Especially in a job like yours, along with the stresses that come along with mine in being an educator today. As much as I like to think I can apply this rule to my life, if I am being completely honest, I know that there are times where the seriousness factor must be in place 95% of the time. Can you imagine not taking myself seriously the majority of the day with 30 6th graders?

I also like your thoughts on not everyone being cut out for performing under pressure. I mean, you don’t have to look any further than your boy Jim Kelly. Ok, ok, that was cheap shot. But you’re exactly right in saying that performing under pressure is a good thing. If anything, making it this far in the EMDT program has proven that! Great stuff Bryan!

The Education Experiment with Gregg Eilers

Entry 3 – Wk3 Comments to Jacqueline Jones: The Art of Possibility Ch. 5-8

Wk3-Reading: The Art of Possibility, Chapters 5-8

Jacqueline’s Comments:
You know, if everyone saw themselves as a leader, individuals would take more responsibility for their own actions. And, they would appreciate what others have to offer to the team. I use to facilitate a leadership program in a company and we called it “niche” leadership. The concept promoted the idea that each person was a leader in their assigned roles and others depended on them. This concept is hindered when Rule Number 6 is violated.

I went through this period of time where I too myself too seriously. I am probably more challenged by my calculating self on a personal level. Now, if I can’t laugh at work, it is probably not the right environment for me. The example in the book where the executive posted “Remember Rule Number 6″ in the work area for all employees proves that sometimes the violation of that rule comes from the top. So, if we are temporarily trapped in an environment where Rule Number 6 is being violated, we have to lead from our chair and make a positive impact.

Chapter 7 was an eye opener because reality does have its place. In the opening dialogue, the Duck says, “The way things are stinks.” Here is a photo by Terry Border, the Bent Objects Artist, that illustrates this point. Let’s take for instance the how the economy has affected people. My Pastor shared a story about an executive who lost his job. He was unsuccessful in finding anything comparable to his previous position. He omitted things on his resume to get a job at Subway making sandwiches so he could feed his family. In that role, he lead from “his chair,” which was noticed by the higher ups. Well, within six months he was promoted to manager and later to district manager. He was what the Zander’s call “present” in the way things were but he did not accept it.

I love working in a creative environment. In fact, when I talk about my work as an instructional designer, people always respond with the word “passionate.” I am also fortunate to work around others who are passionate about what they do. I have been on the other side of the fence and it is not a nice situation.

Artwork by Terry Border: http://bentobjects.blogspot.com

My comments to Jacqueline:

Jacqueline,
Great post! Totally got a kick out of your Voki introducing yourself. I think it is absolutely incredible that we have the possibility of being creative. It’s a truly a shame that so many people waste the plethora of opportunities in a given day to release the inner creativity inside us all because they choose to look at their lives from a “calculated self” perspective. I think this is where much of what Zander speaks of anyhow. Through all the examples and stories that the book discusses I seem to always find myself thinking about the creative mind that we all have. Your story about the executive is really a great example of the “Leading from your Chair” chapter in the book. I think this is something that we can all be encouraged and influenced by no matter where we are at in life. Thanks for sharing Jacqueline!

The Education Experiment with Gregg Eilers

Wk1 BP Entry 1 – EDM613 MAC – Copyright

Many thoughts ran through my head as I watched the plethora of videos regarding copyright laws, Fair Use, and Creative Commons. Albeit, most of my thoughts were those of confusion and how my brain was dissecting the confusion. However, after digesting all the information, I feel that I have a better understanding of how copyright works and how organizations like Creative Commons is attempting to bridge the gap in allowing the creative mind the freedom to create and/or re-create. As technology continues to advance and public domain forces copyright laws to change and modify its parameters, Creative Commons, Fair Use, and all the other attempts to assist the freedom of creation will continue to expand. I really felt that the TED video featuring Larry Lessig put all of this into a grand perspective for me. There were many great aspects of his presentation, but I think the thing that struck me was his comments on how the “RW” (read/write) culture turned into a “RO” (read only) culture in the 20th century. Obviously we are seeing a major paradigm shift in this way of thinking because of the rapid change in technology advancement and the speed of the Internet at the turn of the 21st century. At any rate, copyright laws, Fair Use, and Creative Commons have their place, but its what is done to work with/around them to keep challenging culture to create and re-create something new and different for future generations.

The three photos used in this blog are from Flickr, under the Attribution-NonCommercial-NoDerivs 2.0 Generic License.

Photos attributed to:
“Shattered Copyrights” – ViaMoi
“creative-commons-logo-black” – Vinay Prajapati
“BAVC Fair Use 049″ – Cirne

The Education Experiment with Gregg Eilers

Wk1 BP Entry 4 – EDM 613 MAC – Lit. Review

As my 6 month journey with my Literature Review comes to an end, I would like to say some final words to my paper.

Dear Lit. Review,

Well, we have had quite the ride these last several months. We had our good times, and some bad times as well. We had our late nights and our early mornings. I kicked you to the curb a handful of times, and you made me sleep on the couch for not keeping you APA happy. There were the times when I tried to make you feel more appreciated by synthesizing and rewriting you, but you always claimed to need more 1.5 inch space and more support from other people (specifically your “peer-reviewed” friends). I remember one time in particular where you told me that I needed to rewrite your introductory paragraph because it was too wordy and wasn’t representing you to the potential you deserved. I was really embarrassed about this, and so I spent a good amount of time reworking and developing a better foundation for the both of us. I really felt we hit it off on a positive note, just to find out that I was hurting the both of us from the start. I am proud of myself for correcting that in our relationship and giving you what you finally desired: a body of 1200 to 1700 words. So now the time has come to where we must go our own ways. I know we will keep in touch and maybe even run into each other at the local EBSCOhost. All in all Lit. Review, we had a great time together and I wish you well in your new world of research. Take care and good luck.

Sincerely,
Gregg Eilers
Your author and caregiver

The Education Experiment with Gregg Eilers

Entry 2 – Wk1 Comments to Andrea Shikes – Copyright

Week 1-Copyright

Andrea Shikes’ post:
Oh, the world of copyright. To be honest with you, it scares the crap out of me. As a teacher, I make my kids cite all the sources they use in research and creating presentations. As a student, I use things that are mine personally (pictures) to be sure that I am not violating copyright laws. It’s easier for me to use my own images, than to try and use something from Creative Commons and use it wrong. If I need music, I’ll create my own GarageBand loops or find something from freeplaymusic.com. I know I am not distributing my work for profit, but I still freak out to think I am possibly violating some law.
Good Copy, Bad Copy was interesting to watch. It’s eye opening to see so many artists and producers out there sampling from each other. I am not sure if I think it’s right or not. I can’t imagine music without other music. So many times, you hear a song on the radio that sounds like another song, or has been redone by another artist. This is more exposure for the artists, but at what point does the song writer get credit for this. Some recording artists are mega millionaires, but what about the song writers, the behind the scenes people, producers, mixers and so forth. When do they get all the public recognition and mega millions?

My comments:
Andrea. I agree with you about your feelings and fears on the issue of copyright. However, as an educator, I always feel that if we don’t attempt to push the envelope than there is no room for growth or change. For instance, Creative Commons is one of those envelope pushers that sort of stands up to some of the laws that don’t make things easy for us as teachers to enhance and provide an opportunity for students to create/re-create something different for their own generation. I think the fear comes in when we don’t fully understand how to go about copyright and Fair Use, and that is just an issue of learning the guidelines. I too can get a little intimidated with copyright stuff and possibly breaking a law or infringing copyright, but at the same time I don’t want my fears to cause me to shy away from giving the best to my students. Great post Andrea!

The Education Experiment with Gregg Eilers

Wk3 BP Entry 4 – EDM613 MAC – The Impossible is Always Possible

So for my free post of the week, I wanted to share and explore an amazing artist that I recently discovered. His name is Diego Stocco and he is one of the most creative musicians I have ever heard. His whole gig is to create music in the most innovative ways possible. He has composed music from a burning piano to creating a song out of a tree. Talk about someone that understands the idea behind “The Art of Possibility!” Whenever I watch one of Stocco’s videos, I am always reminded that the impossible is always possible. As an educator, I need to be reminded of that from now and then, working in a field that is overwhelmed with budget cuts, increasing class sizes, district mandates, and cookie cutter curriculum.

Here are a few links for those of you curious to check out his work. If you haven’t heard of Diego Stocco, prepare to be blown away.

Click on this to go to Diego Stocco’s Web site.

A video of Diego Stocco creating music from a tree. (My personal favorite!)

The Education Experiment with Gregg Eilers

Entry 3 – Wk1 Comments to Bryan Antos – Copyright

wk1 reading: copyright issues

Bryan Antos’ Post:
Every day I work, I create video for my company that is seen by millions of people. But that video is protected by copyright that my company owns. I cannot post my work on youtube or anywhere. And that’s a personal problem as I want as many people as possible to see my work. At the very least, I want my friends to be able to see it.

Additionally, not every piece is saved by my company. The best thing I ever produced (and was copied by Nike and NBA Productions, poorly, except for getting Marvin Gaye’s version of the National Anthem, which is awesome) is gone forever. That is sort of devastating to me.

I understand the point of copyright but there will always be pirating. The trick is to embrace the new techniques and create a legal version of that. 5 years ago I suggested making shows available for download and I got laughed at. Every single person laughed at the idea. And now it’s one of the biggest priorities of the company.

You just have to wait for the younger generation to get in there and try and change these laws. Like I said in a comment, the musical genius of an album like Paul’s Boutique cannot really happen nowadays. That needs to change.

But you really have to give the law some credit. Being able to use any copyrighted work for parody or education is great.

My Comments:
Bryan. Great post. I was feeling your frustrations as I read your blog post about the art that you create for your company, and yet, you don’t have the freedom to share what you have actually created because of copyright. I also think it is funny that your thoughts on making programs available for download were basically rolled over and pushed under the proverbial rug. Why does it always seem to be that when a great idea is produced, there is always the majority of the “big wigs” that think a radical way of thought is out of the realm of possibility?

I am curious though. Have you ever asked any of the ones that laughed at your idea five years ago about how they feel now? I hope that you have more opportunity to create change within your workplace and have the freedom to remix the culture that we live in! Good luck Bryan.

p.s. I wouldn’t have laughed.

The Education Experiment with Gregg Eilers

Wk2 BP Entry 1 – EDM613 MAC – Art of Possibility Ch. 1-4

As I read through the first four chapters of “The Art of Possibility,” I couldn’t help but think of two things. Both are serious thoughts, but one more serious since it has to do with my daily life. So let’s start with my initial thought. When Zander begins to compare the measurements of the universe to the universe of possibility, I immediately thought of the show Lost. I am deeply saddened that this show is done with, but it took something that was already invented, and expanded the universe with it by allowing the viewer to decipher what was happening, or what was going to happen, as the series unfolded. It basically took the audience to a realm of possibility that gave the brain the freedom to discover and learn from the dynamics of each character. And I believe that was the main reason why Lost was such a success.

Now, my second thought of this compare and contrast of a measurement world to a universe of possibility hits a little closer to home. In Chapter 2, the author presents the measurement world as a setting a goal and then going out and achieving it, compared to the universe of possibility as the individual creating the contexts and letting life basically take the reigns. I couldn’t help but think of how the state of education has wrapped itself up in this standards-based, must reach proficiency era, and it has basically cornered itself in this measurement world feel. As an educator, I unfortunately am caught in this web and try my best to reach the goals that I set for my students and myself. However, as I reflected on this way of thought, I realized that this world of measurement doesn’t allow for much freedom when attempting to learn for the love of learning. In other words, I don’t feel that I have the freedom to teach in a “universe of possibility” classroom because of all the pacing guides, rigorous standards, and scripted lessons that I “must” teach to in order for test scores to increase. Where has this universe of possibility within education disappeared to? And how am I as a teacher trying to reverse the effect and give my students the feeling that anything is possible when grades and performance are at the forefront? I would rather my students understand that taking risks and making mistakes are the priority. I would rather hear my students say to themselves, “How fascinating!” when they receive a D on a test or make an uncommon error. That is real life learning and having a vision in a world of possibility!

The photo used in this blog is from Flickr, under the Attribution-NonCommercial-NoDerivs 2.0 Generic License.

Photo attributed to:
“always make new mistakes” by elycefeliz

The Education Experiment with Gregg Eilers

Entry 3 – Wk2 Comments to Tim Brehm: Required Reading

Wk2 reading – If only everyone thought like this!!!

Tim’s Wk2 BP:
To be honest I was really being bored to tears with this weeks reading, Art of Possibility, until! I came to a paragraph the just rang out to me. In this paragraph the topic of grades is discussed. I always had a problem with grades as a way of measuring mastery of skills, I just didn’t know why. Well the authors of this book gave me the answer I was looking for, letter grades just compare student against student, and say very little about the actual work completed by the student.

Every student is different and learns at a different rate and in different ways. Taking into account these differences, why should they all be measured on the same scale. How do we resolve this situation? I really don’t know, but it is definitely something that should be studied.

Reading the paragraphs in this book relating to grades had really opened my eyes to something that has been bothering me for a long time. Wouldn’t it be great to get a giant gathering of educators together and have a massive brain storming session and see what we could come up with? Makes me really wonder about the possibilities……

My comments to Tim:
Tim. I like your viewpoints on the reading this week. I think there were some dry parts of the first four chapters of “The Art of Possibility,” but I think the highlight was the chapter on grades. I think that “Giving an A,” if nothing else, gave me a refreshed perspective as to why I aspired to become a teacher in the first place. It’s not like I went into college or my credential program with strong desire to know how to compare kids to other kids and then slap a letter grade to their report card every 3 months. No…I became an educator because I wanted to be a piece of a student’s education journey to assist them in discovering their strengths, weaknesses, and everything in between. This is the real reward about teaching and learning. But instead, our system still clings to the art of disability, as opposed to possibility.

p.s. Let me know when the next major collaboration session of educators happens. I am down for having a massive brainstorming session…could be scary…scary GOOD!

The Education Experiment with Gregg Eilers