The Use of Copyright Protected Images in Education

PIDP 3240 – Media Enhanced Learning
Vancouver Community College
Kathryn Truant
November 11, 2017

Topic: Copyright considerations when using images from the Internet for educational purposes.

Link to Video:

Using Copyright Protected Images in Education (Truant, 2017)

Self-Assessment Questions:

  1. What did I learn about my chosen topic?

There is a lot of information available to educators regarding the use of internet images in their professional practice. I learned that all internet images are copyrighted, even the images that I create and post online (Hodge, 2014). I learned that best practices must be followed when using or reproducing images from the Internet:

– Always cite the author or source of an image, or at least provide a link to the image you used.

– When possible, use images that you create yourself.

– Use images that have a Creative Commons license if possible.

– Purchase a license when using restricted images when applicable.

– Ask the creator’s permission to use image whenever possible.

(Harris, 2017).

Lastly, I learned that there is an exemption rule for using copyright restricted images, if the images are being used for “research, private study, education, parody, satire, criticism or review and news reporting” (Copyright Act, 2017, section 29); this is called fair dealings or fair usage. Further, educators can use internet images even if they are protected by license, providing the creators of the images are attributed for their work.

  1. What is the quality of my video presentation?

I am not a professional video producer; I used the software that came with my laptop’s operating system, so the appearance of video is rudimentary. I followed basic rules of producing an instructional video:

– Use your computer’s own built in video software: simple is best – you don’t need anything fancy.

– Keep the video short: try to stay around 5 minutes.

– Prepare well and then ‘wing it’ so that you look natural: do not read from a script.

– Raise your computer up so that the camera is positioned above eye level: a stack of books works well.

– Keep your background or backdrop simple.

– Look at the camera: place a sticky note with a smiley face beside it.

– Smile often.

– Keep the video editing simple: avoid wacky music and transitions.

(Smedshammer, 2017).

  1. What will I do differently the next time I research a topic and produce a video?

There are professional videos produced on many topics. I will search a prominent video sharing website like YouTube to see if similar videos exist already. Using an established or professionally published video on my topic might be an option to consider; another educator’s production might provide a different and more comprehensive perspective of a topic for my students. I am also learning that as much as my students learn from my media presentations, I want to learn from other educators.

  1. Did I comment on at least 3 other classmates’ videos or podcasts?

My classmates and I are connecting with each other on Twitter and our Moodle Forum. These are great ways to share our presentations, and an easy way to share our comments and invite other classmates to contribute to a conversation. I have commented on three classmate’s videos or podcasts within our group forum, and in private Twitter messages (including my instructor), especially when I have questions about their methods.

  1. How did I engage my classmates in a dialogue after releasing my video presentation?

I posted my video to our Group’s FOXTROT Forum in Moodle requesting feedback, and included the link to my Twitter account. I posted my video on Twitter, and sent a direct group message to all members of my group, and to our instructor requesting and welcoming feedback. I responded to all the feedback that I received with appreciation.

The Rubric:

3240 Ass 2.png

  1. Considering the rubric, what mark out of 15 reflects the quality of my video presentation?

The look and feel of my video presentation reflects an amateur producer; I used my Mac’s webcam, and its user-friendly stock software (QuickTime and iMovie). The video meets technical specifications as described in Assignment 2, but it does exceed the 5-minute time limit by 42 seconds. My transitions are inconspicuous. All images reflect my topic, my video is free from grammatical errors, and my audio is clear. My topic is one of the suggested topics outlined in Assignment 2; it is explained, demonstrated and summarized. I use APA citations, and a references slide is included. A Creative Commons Attribution 4.0 International license is applied.

Mark: 14/15

  1. Considering the rubric, what mark out of 10 reflects the quantity and quality of the dialogue with my classmates on my video presentation?

The quality of my comments to my classmates regarding their presentations reflect my attention to their work; I relay specific examples about aspects of their videos and podcasts that I consider engaging and interesting (e.g. I highlight their personalized editorial comments inserted alongside the statement of facts). I also include comments and questions regarding aspects of their productions that I consider to be unclear (e.g. punctuation concerns) or challenging (technical difficulties); I pose critical statements as questions so that a dialogue with feedback will develop and be supportive. I posted and summarized my favourite Web 2.0 Tools on the Assignment 2 Web 2.0 Forum. I will continue to check the Forums often to engage and learn from my peers.

Mark: 9.5/10

@ Please refer to my Resources page for works cited