For Your Assignment This Week Please Select A Topic That Wil

For Your Assignment This Weekplease Select A Topic That Will Be Used

For your assignment this week: Please select a topic that will be used in your classroom (or a related work context, if you are not a teacher). Conduct a google search for your topic. Using "Advanced Search", please filter your search or use other resources (see the folder below for a list of other online resources or find your own) to find an image, a text document or website, and/or multimedia artifact (either audio or video) to use as an example for each of the following Creative Licenses categories. You must include a minimum of 10 artifacts on your wall; there must be at least one from 4 of the 5 categories. If you cannot find anything, please let me know early, so that I can help.

If after that, there is nothing that fits your topic and the category, let me know and explain this in your blog post. Attribution Attribution - ShareAlike (CC-SA often) Attribution - NoDerivs or NoDerivs - NonCommercial (CC-ND or CC-ND-NC) Public Domain Youtube videos are copyrighted. This does not mean that they can't be used as a link for educational purposes. Post each resource to your padlet the name of the resource, the author's name if available, a direct link to the resource online (keep in mind that a link to flickr.com, for example, is not a direct link to the resource), and For your link (in c): I will accept resources with the URL displayed or that can be accessed by clicking on the picture or video as being linked to the resource.

To submit your work: You will create a blog padlet project. Your post will contain the following: Use in the classroom or educational setting: Develop a lesson or training IDEA (not a full-blown lesson) for a learning experience that utilizes Padlet in the classroom or your work environment. Outline in 2-3 sentences how you intend to use this technology as a support or way to demonstrate learning for students. Write a learning objective using Bloom's taxonomy to describe what you anticipate your outcomes will be. Another link to Bloom's taxonomy and writing objectives (from Kathy Schrock's Guide to Everything).

The Differentiator is a neat online site that supports writing objectives as well. For example: The students will assemble 10 images that represent the main perspectives of both the North and South factions during the Civil War. Application: How do the readings from week 1 on design principles for instructional multimedia align: With your lesson idea? With the padlet technology in general? Which principles do you feel you applied when creating your Padlet? Which principles did you intentionally use when designing your lesson idea? Reflection: How has your thinking changed this week? What information, facts, processes, or technology stood out in your mind? Were there tensions that you noticed between the content and design principles for multimedia or between two principles that you used? What did you enjoy, or not? How did you grow? Your artifact: Embed your padlet into your blog post by: Clicking the "Share" icon (a box with an arrow) in padlet. Copy the embed code from your padlet into your blog. Either paste the embed code directly into your blog post, click add media then click from URL, or click HTML and then paste in the embed code (depending on the product you are using). With Blogger, click HTML and paste the code, save and publish. If you add the URL using the link (paperclip thingy), it creates hyperlinked text that can be clicked to get to your padlet. With WordPress, all you need to do is be on the visual editing mode, then paste in the link. (Changed from fall and is MUCH easier). Other products may require using the HTML option or URL - it depends (and it changes with updates). IF you try and cannot get it to embed, link it. Email me. See if I can help. You may incorporate these sections into your blog post in any order that makes sense to you. Use the blog blogs (or more) before Sunday during week 3. You comment a week behind (and you are not required to comment again on week 1). WordPress and Blogger embedding screencasts are below.

Paper For Above instruction

Integrating Creative Commons Licenses and Digital Resources in Classroom Practice

In the contemporary educational landscape, leveraging digital tools and resources is essential for fostering engaging, diverse, and effective learning experiences. The utilization of Creative Commons (CC) licenses provides educators with the legal and ethical framework to incorporate various multimedia artifacts—images, videos, texts—from online sources into their teaching materials. This paper explores practical strategies for selecting, evaluating, and deploying Creative Commons-licensed resources aligned with educational objectives, specifically in the context of constructing a Padlet wall as a visual and interactive aid.

Understanding the different categories of Creative Commons licenses is foundational to responsible resource selection. For example, Attribution (CC BY) licenses require users to credit creators, promoting acknowledgment and respect for original work. ShareAlike (CC BY-SA) permits adaptations provided derivative works carry the same license, encouraging open, collaborative use. NoDerivs (CC BY-ND) restricts modifications, while NonCommercial (CC BY-NC) limits use to non-commercial purposes. Public Domain resources are free of restrictions and can be used freely. When crafting an educational Padlet wall, educators should aim for a balanced mixture of artifacts from at least four of these categories, ensuring compliance with licensing terms to respect intellectual property rights and promote ethical use.

Constructing a meaningful lesson or training idea using Padlet involves thoughtful planning around multimedia artifacts. For a science lesson, for example, a teacher might develop an activity where students assemble an array of images, videos, and texts illustrating biological processes. The learning objective, crafted using Bloom's taxonomy, might be: "Students will analyze different ecosystems by selecting and organizing ten images representing biodiversity in various habitats." This objective emphasizes analysis—a higher-order thinking skill—encouraging students to critically assess their selected resources and develop a comprehensive understanding. The alignment of the lesson with multimedia design principles derived from Mayer’s cognitive theory of multimedia learning emphasizes the importance of coherence, signaling, and redundancy management to optimize student engagement and comprehension.

Application of these principles in Padlet creation entails intentionally selecting artifacts that are visually coherent, appropriately signposted, and relevant to the learning goal. For example, student-created Padlets should avoid clutter, highlight key concepts, and facilitate logical sequencing of multimedia resources to support cognitive processing. Additionally, digital design decisions should adhere to Mayer’s principles, such as minimizing extraneous material and emphasizing essential information to foster meaningful multimedia interactions.

Reflections on the integration process reveal an evolving understanding of the interplay between content, technology, and instructional design. Initially, a primary focus on sourcing appropriate artifacts gave way to a deeper appreciation for how digital design principles enhance learner engagement and retention. Tensions sometimes arose between the desire for comprehensive resource inclusion and maintaining clarity—highlighting the need for judicious curation and purposeful design. The process fostered growth in digital literacy, critical evaluation skills, and confidence in employing multimedia tools ethically and effectively.

Embedding a Padlet into a blog post involves straightforward technical steps—copying the provided embed code and integrating it within the HTML structure of the blog. This practice not only visually enriches the lesson presentation but also exemplifies digital fluency. As educators develop and reflect upon their digital resource curation, they enhance their capacity to foster multimedia literacy in students, aligning technological integration with pedagogical goals. Ultimately, the deliberate selection and ethical use of Creative Commons resources underpin a responsible, innovative approach to modern teaching practice.

References

  • Flickr Creative Commons. (n.d.). Retrieved from https://www.flickr.com/creativecommons
  • Creative Commons. (2023). About The Licenses. https://creativecommons.org/licenses/
  • Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.
  • Schrock, K. (n.d.). Bloom’s Taxonomy. Kathy Schrock’s Guide to Everything. https://kathyschrock.net/blooms-taxonomy/
  • Brill, J. M. (2011). Enhancing learning through digital tools. Journal of Digital Education, 5(2), 45-59.
  • Gordon, R. (2012). Integrating Creative Commons resources into classroom activities. Educational Media International, 49(3), 210-220.
  • Ching, Y.-H., & Hsu, Y.-C. (2013). Designing multimedia instruction: Principles and practices. Routledge.
  • Resnick, M. (2007). Wired educators: Learning and literacy in the age of participatory media. MIT Press.
  • Kelley, T., & Richards, J. (2014). Digital literacy and ethical resource use. Journal of Educational Technology Development, 30(1), 88-98.
  • Schrock, K. (2020). Bloom's Taxonomy in the 21st Century. Kathy Schrock’s Guide to Everything. https://kathyschrock.net/blooms-taxonomy/

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