Using my image without attribution is NOT ok!

As an ICT integrator and teacher, I place a strong emphasis on teaching my students and colleagues about why and how we attribute online images and creative works. I also take the time to teach them how to find Creative Commons and Public Domain works we have permission to use in our projects, so long as we provide the relevant attribution.

As a professional educator and presenter, I endeavour to model best practice with image attribution in my teaching and presentations, sometimes with surprising results – see a post on this topic from 2013. I’m trying to set an example, but I know I’m not perfect. I didn’t always attribute images properly, especially in my early years.

Today; however, I discovered why image attribution is so important. 

This picture, taken off Twitter, and cropped to avoid publicly identifying the presenter, contains two unattributed images, of which I happen to know the creators.

CR6jEN0UsAEa8q7 (1)

 

The first image, featuring a quote by Sarah Breathnach happens to be mine.

I can’t claim one of the most deeply meaningful quotes I’ve ever found, but I can claim the image. Made in Canva, it was uploaded and prominently featured on my organisation’s website from October 2014 – around July 2015.

This happens to be the original, which was not published under a Creative Commons license. .

The second image, of children holding up the globe, is by a Global Classroom Project guest blogger, published on our blog here in January 2013. Looking at the copyright statement on the creator’s professional blog, this image is technically copyright.

Neither of these images can be sourced through Google Advanced Image Search (usage rights), or through Creative Commons search engines. In fact, there are better CC/PD alternatives that could have been used instead.

Why is this an issue?

I have two major issues with the use of these images.

Firstly, my image was used (and modified) without permission, either implied or requested. Under normal circumstances, if asked, I would have agreed for this image to be reproduced under a Creative Commons – Attribution – Non Commercial license.

Secondly, the image was used in what can be technically described as a commercial presentation held in Australia, organised by an overseas presenter, and requiring payment from attendees. Whether the presenter was paid for this event is not the point. I am not comfortable with other people using my work for these kinds of events, particularly when they use it without permission.

Using my images without permission or attribution is NOT ok. 

I’m sharing this post in the hope that other people will learn from my experience. Perhaps the presenter in question might read it, and reconsider how he selects and attributes images in future presentations.

No hard feelings mate, but if you’d like to use my images in future, please ask. Or at the very least, give them a meaningful attribution.

Thank you. 

Challenging Students to Respect Copyright

Many students, and many teachers, are unaware of, or not completely informed about how copyright law works online, and most have never heard of Creative Commons or Public Domain media. Yet, these concepts are critical to developing understandings of digital citizenship, and form part of the ICT General Capabilities in the Australian Curriculum.

As part of my classroom program, I designed this presentation to clarify some of the key issues, and developed a reference list for PD/CC sites suitable for use in middle to upper primary. Creative Commons and copyright awareness is one of my ICT priorities for 2015.


Copyright is Messy: An Introduction to Creative Commons – Created with Haiku Deck, presentation software that inspires

Other Teaching Resources

These infographics are quite handy for explaining the difference, and I have personally used the Creative Commons one in upper primary classes.

Source – http://www.gcflearnfree.org/blogbasics/6.2

 

Infographic: "Creative Commons - What does it mean?" (by Martin Missfeldt / Bildersuche.org).
Infographic: “Creative Commons – What does it mean?” (by Martin Missfeldt / Bildersuche.org).

 

Examples of Student Solutions to Copyright Challenges

Faced with the challenge of respecting copyright in their work, two groups of Year 4 students excelled themselves in thinking outside the box, creating their own images for their iMovie book trailers. For some other excellent copyright friendly iMovie examples, please see my recent post “Lessons learn working with iMovie in Upper Primary“.

Lessons learnt working with iMovie in Upper Primary

In Term 3, 2014, I spent half a term working with Years 3-6 students on various iMovie projects. While I plan to blog about my Year 3 and 4 students’ creations later on, I am in a position to share and reflect upon my experiences working with the upper primary classes. The Year 5 and 6 students were set a challenge – to create an iMovie ‘explanation‘ or advertisement for a chosen audience.

As I wrote in my planning document, the iMovie project was intended as an introduction to digital storytelling, one which will

“develop students’ skills for telling powerful stories through the use of images, text, and sound. Students’ final product will be an iMovie book trailer / explanatory video (depending on year level), which will require them to create planning storyboards, identity and cite Creative Commons images and music, and edit a video presentation.”

At the time, being new to the school and teaching ICT, my planning for this project was more closely aligned with the ICT General Capabilities than the new Digital Technologies curriculum, of which I am starting to develop a working knowledge. The project ran for just under 5 weeks, which in hindsight, was barely enough time to complete and submit the finished products!

The Challenge

I challenged my  students to plan and produce an iMovie which respected copyright through the use of Creative Commons (CC) images and (optional) soundtrack. Stressing that the completed works were highly likely to be published online (which will be a new initiative at the school), I tried to build my students’ understanding and awareness of copyright and online privacy, encouraging their use of CC images rather than live footage of themselves. I was also very keen to emphasise that the time spent planning and scripting the iMovie was just as important as the actual filming – countering the expectation that students could  just jump in front of a webcam and perform with little to no preparation.

The Year 5 students, with the benefit of the detailed project framework, came closer to achieving these goals – although approximately half of the teams didn’t take on the challenge of using images instead of live footage (some had permission to do this). The Year 6 students, set the much broader challenge of creating an advertisement, had more freedom with the use of live footage; however, were expected to demonstrate that they could plan, produce, and edit an iMovie which respected copyright laws.

How did we go? 

Year 5

Given this was not an ICT integration project, and only loosely aligned with the classroom English curriculum, I wasn’t overly worried that many students created procedures rather than explanations. What I did find fascinating; however, was how some groups responded to the challenge of using still images rather than live footage – by creating and using their own photos.

Amongst the Year 5 projects, there were some truly stand out examples of creativity, collaboration, and learning – including explanations of life cycles, the formation of igneous rocks, and how to paint your nails (I work in a girls school!). Some of my personal favourites are the recipes for cakes, brownies, and chocolate balls; the best of which I will be seeking parental permission to share later on.

In the meantime, I can share a selection of my Year 5 students’ iMovies which illustrate a wide range of iMovie production skills, and an emerging awareness of Creative Commons. Some of these have been edited to protect students’ privacy.

Year 6

My Year 6 students, despite some initial hesitation, responded brilliantly to the challenge of planning and scripting their iMovie presentations. I suspect the purpose and usefulness of writing the script / scene plans was made a little clearer due to their participation and intensive preparation for the upcoming Year 5-6 dramatic production, based on The Amazing Maurice, by Terry Pratchett.

Set the broad challenge of producing an iMovie advertisement which respected copyright, students set about collaboratively creating advertisements for the Royal Show, gymnastics, the Garden City Shopping Centre, and the school production. I had students spread out across the school – some were interviewing the Principal, Deputy Principal, teachers, and younger students, while others were filming gymnastics on the front lawn. The resulting advertisements reflected students’ unexpectedly high level interview skills, and a wide range of iMovie production skills, including the very clever use of effects, and a classroom wall as a rudimentary greenscreen.

Considering that students were primarily encouraged to work out how to use the iMovie tools amongst themselves, I was thrilled with the results. Unfortunately, as most of the Year 6 videos feature students’ faces, I can’t share them on my personal blog without parental permission. I can share one though – which if the students’ had included a ‘hook at the end’, would have come close to being one of the best advertisements in their class.

So, where to next year?

I will take a great deal of confidence and learning out of this teaching experience, which is technically the first major upper primary ICT project  I have planned, taught, and assessed. I now have a much better understanding of my students’  iMovie planning and production skills, and have a fairly good idea of the topics I will need to teach and reinforce in 2015.

Some notes that I’ve made along the way include:

  • There is a real need to explicitly focus on the use & referencing of Creative Commons media (music, images, etc) in ICT. This was a brand new concept this year, so it is not surprising that many students are still coming to terms with it.
  • I will need to continue the emphasis on prior planning and scripting, with some more work on storyboarding, especially with next year’s Year 6s. We will likely use Google Docs for this.
  • Never assume students know how to export and submit iMovies via Edmodo or Dropbox. (This is a mistake I won’t make again!).
  • I will also be focussing on the introduction of more advanced iMovie skills, especially the use of title / text overlays to convey meaning, and how to adjust volume and length of film clips.

Overall, this was an invaluable teaching and learning experience for me, and a great way to start my ICT teaching journey. I know I have a great deal to learn, but I’m proud of what I’ve achieved, and especially proud of my wonderfully creative students – who never cease to inspire me as a teacher.

The Story of an Image

In preparing for my Science, ICT, and the Global Classroom presentation at the Science Teachers’ of Western Australia Conference this weekend, I’ve learnt some valuable lessons about global connections, crafting powerful presentations, and about connecting science to the real world.

But perhaps the greatest lesson has arisen from my endeavours to model the appropriate (legal) use of images in educational presentations …

This is the story of an image, and there’s quite a story to tell ..

Image:  Jordi Rios. Reproduced with permission

I first came across this image through Twitter, where it appeared on the Facebook page of a prominent Science communicator in the USA. With the intention of using this quote and image in my presentation, I contacted the owner of the site – only to discover that he didn’t own the image!

With his kind assistance, I traced the imaged to the 500px site, where you can view the original version.

What followed was fascinating …

After leaving a comment on the site, I received an email from the artist in Spain, who was quite surprised to hear from me – for several reasons!

Firstly, he had no idea his image was being used in the above form, and secondly he wasn’t particularly happy that the image didn’t (and still doesn’t) attribute him as the artist!

With the help of Google Translate, and several emails later, Jordi kindly gave me permission to reproduce the image (and quote) for educational use.

But, this whole experience has left me with an important lesson about images on the Internet  Just because it’s there, doesn’t mean you have a right to take it and use it. I’ve also learnt that that asking for permission can have some unintended, unexpected consequences. But I’m glad I did.

Struggling to Teach Creative Commons

cc licensed ( BY ) flickr photo shared by Scott McLeod


Would you believe that our education department ICT policy makers, in their infinite wisdom, have blocked student access to Flickr.com?

And that this means, that no less than four out of five Creative Commons images sites, which are SUITABLE for students, don’t WORK AT ALL? Even the site recommended by the Department doesn’t work properly due to these restrictions!

How I’m supposed to teach students ‘appropriate and ethical’ ICT practices regarding copyright, I don’t know …

The ONLY site I could get to work was Google Advanced Image Search; however, this makes it exceptionally difficult for students to a) check the terms of the CC license, and b) attribute the image.

I mean, students can access these sites from home, but how am I supposed to teach and model appropriate use if I can’t access these resources in class?

Suffice to say, I am (still) not particularly happy about this!! I’d love to hear about potential workarounds (other than sharing my 3G connection with students …)