Tel Tales

Adventures in Technology Enhanced Learning @ UoP

Category: Instructional design

Guest blogger: David Sherren – Copyright when blogging

David Sherren

David Sherren
Map Librarian – University Library, UoP

Copyright guru – David maintains the Copyright Guidelines at the University and endeavours to answer any copyright questions that come his way which, given the ambiguity of the subject, can be a challenge!

When producing content for a blog post it’s very easy just to ‘borrow’ material from other web sites and blogs. However, it’s important to remember that all web sites, emails, blogs and photographs are protected by copyright. Don’t assume that giving someone credit for material you use means that there is no copyright infringement.

Here are some things that you can do:

  • There is a copyright exception that allows you to quote from someone else’s work, provided that:

(a)  the work has been made available to the public;

(b)  the use of the quotation is fair (so it doesn’t affect the market for the original work);

(c)  the quote is relevant and its extent is no more than is required by the specific purpose for which it is used; and

(d) the quotation is accompanied by a sufficient acknowledgement.

Note that copying a photograph is not normally allowed under this exception. 

  • You can use material that is in the public domain.

This public domain image, for example, comes from pixabay.com. You could also search among over a million public domain images released by the British Library and made available on Flickr Commons.

  • Use materials with a Creative Commons (CC) Licence that allows re-use. For example, the most accommodating licence is the Attribution (BY) Licence, which allows you to distribute, remix, tweak and build upon someone else’s work as long as you give the original creator credit. Appropriate images can be found by using http://search.creativecommons.org/, which links to various search services. Alternatively you can find licensed material by using the advanced search option in either Google or Flickr. The image below is available under a CC licence and is shown with its appropriate attribution, which includes the title of the work, the name of the author and a link to the work.

Technology Enhanced Learning This Way by Alan Levine is licensed under CC BY 2.0

There is some basic information about copyright in our Copyright Guidelines.

If you have any questions about copyright issues then please contact: david.sherren@port.ac.uk.

 

 

Podcasts – Listening In

Tom Langston

Header image used under Creative Commons Licence. Taken by Jonas Smith from Flickr

Podcasts are episodic audio files that can be automatically downloaded when they are publicly made available. The most familiar podcast congregator is iTunes. However, there are many other sites and apps that provide access to a vast range of podcasts. For iOS there is Overcast, Castro or paid options like Pocket Casts and iCatcher. On Android there is Podcast Republic and Player.fm both of which are free and very customisable.

Photo used under Creative Commons Licence. Taken by Kreg Steppe from Flickr

The wonderful thing about podcasts are that no matter what your interests are you are bound to find lots of podcasts that talk about them. You can listen to more common topics such as comedy, technology, sport and education to more specific podcasts that talk about the Arts and Activism!

Podcast are free but the big ones are subsidised through advertising and sponsorship. This can get annoying at times but is easily skipped or ignored until the program starts and keeps the rest of the process all free which is, I think, the key to what makes podcasts great.

Full disclosure… I have not actually listened to any of the podcasts I am about to list but using “education” as a search term using player.fm (an android and web-based podcast site) I find podcasts from named sources such as ‘Times Higher Education’ , ‘TED Talks’ and ‘The Microsoft Innovate Educator Spotlight Series’. However, there are also series produced by unknown individuals and groups who are just passionate about their subject.

Podcasts are a great source of opinion and discussion that you might not meet your normal sphere of work or study. The joy and fear of the internet reign with the ability for anyone to have a voice. Anyone can, but actually very few maintain the content but when they do it can be interesting to hear the evolution of a podcast from when they first start to what they release now.

It is also a great outlet to produce material around subjects you are passionate about. Podcasts (unlike vodcasts or video channels) can be produced on the smallest of scales. A microphone like the Snowball by Blue can be bought for £60 and used to produce high-quality audio recordings. On a Mac, the free program GarageBand allows simple quick recording and editing features, the same can be had on a Windows machine with Audacity.  The biggest commitment is that of the time to record your ideas and producing it as a continuing series. This can be daily, weekly or monthly but requires that regular input to provide content to those that might want to listen.

The choice of listener or producer is easy to start with. Start with just listening and it can give you that idea of how you want to produce or present a podcast you are planning. It may just be a passive activity providing you with ideas and thoughts to investigate that might help enhance your work.

With the relative ease that a podcast can be produced, it can easily be used to develop your learning and teaching practices. A feed from the podcast can be added as a block to a Moodle unit. This gives your site a dynamic content section that is always updating and progressing as you produce the resources for the podcast.

Working with podcasts around your subject matter could help contextualise problematic topics that slow down learning with some students. It can be used to talk broadly about your subject and bring in other areas of interest you don’t have time to cover in the traditional teaching avenues. This can then help develop the reading and activities a student has to engage with. A reading list is essential on every unit but with a potentially long list to try to get through an apathy could occur where it feels like there is too much, but through a book review section of a podcast or developing ideas citing your sources (that are all on the reading list), the student can engage with your enthusiasm towards the material and subject matter.

Considering the effort that can go into a podcast, it is a valid concern to as why should I bother producing anything at all, recent figures show that 1.7% of the time Americans spend listening to audio is devoted to podcasts. In late 2014, the BBC (a large producer of Podcasts in the UK) announced record figures for podcast downloads of its programmes. People are now able to listen on the go and are not limited by the technology anymore. With phones able to do what once expensive MP3 players could do, the limitation of where you listen has vanished. For students on a commute to university it might be a good chance for them to get into a learning mindset before they arrive, and as a podcast rather than a vodcast it can be listened to while driving as well as walking or getting public transport.

 

Colour Psychology – how colour can affect our learning

Marie Kendall-Waters

Have you ever attended a presentation and been shown a slideshow or walked down the street and been given a flyer and felt a little queasy at the colour use? Perhaps the colours don’t compliment each other, perhaps the colours used bleed into one another or the font colour is hard to read on the background colour, either way it doesn’t engage you – it has quite the opposite effect!

So why does colour use affect us so much?

Colour use is much more deeply-rooted in our daily lives then we tend to think about. Colour can affect our moods and behaviour and can have different meanings in different cultures. Choosing the ‘correct’ colours can either hinder learning or increase learning and this is why it is one of the major things we need to consider in instructional design.

How do I know what colours to use when designing?

Colours have stereotypical ways that they are interpreted, these are called colour associations. When designing it is important to understand colour associations, but also be aware that these aren’t the set rules to go by, as colour is also very dependant on the individual, their preferences and experiences.

Here are some examples of colour associations:

  • Blue – can represent trust, peace, order, and loyalty
  • Yellow – can represent happiness, fun, playful
  • Green – can represent nature
  • Black – can represent luxury and value
  • White – can represent freedom, spaciousness, and breathability

For me, I like to use a lot of white space in my designs, as I like a design to look ‘clean’ and I use pops of other colours to highlight important areas. As a learner I also find I am able to engage more if there isn’t too much colour distracting me.

Understanding the psychology of colour can help you when designing for students so it is important to look at colour associations and profiles when brainstorming ideas for a project where design is involved. I often use colours surrounding me in my everyday life to influence my decision on colour palettes. However if you do get stuck for inspiration there are always some useful tools online to help you, such as:

Here are some other useful sites which may help you when considering your choice of colour –

The psychology of colour particularly in elearning and instructional design:

https://elearningindustry.com/psychology-of-color-instructional-design

http://info.shiftelearning.com/blog/bid/348188/6-Ways-Color-Psychology-Can-Be-Used-to-Design-Effective-eLearning

Designing for colour-blindness:

www.visibone.com/colorblind/

Interesting article about colour use in brand design:

www.webpagefx.com/logo-colors/