Wk 4: Reading response to Charlene Swoboda's Post on the Art of Possibility ch 9-12

Tuesday, July 24, 2012

Wk 4-Reading-Sparking Possibility While Embracing EmotionMy oldest daughter, a violinist, at the BSO backstage tour. This weekend I attended Artscape in Baltimore, MD, with my oldest daughter. We went on a backstage tour of the Baltimore Symphony Orchestra Building. Here she is, (a first violist) on stage, with light shining upon her. I love the warmth in this pic and it reminded me of conductor Zander's "catch the spark" idea. Her spark is obvious!

I have learned much from chapters 9-12 in the Art of Possibility. Most of them I accept and will try to incorporate in my life, while one thought left me wary.

If I am to trust that the evolution I set in motion will serve me over the long run, then I must be careful in making good choices for myself along the way. Some of this means to stay focused on long-term goals rather than short term, immediate benefit. It might be tempting to take a job that pays ok not doing my passion but if I do an internship or take a lesser paying job temporarily that offers further training doing what I love (and still make my bills), I’ll end up seeing my long term visions through more effectively.

"Certain things in life are better done in person." Zander (2010, p 123.) Hopefully I don’t forget this in the digital age of quick emails and tweets. I’m also a firm believer that anyone who meets me in person will understand my enthusiasm and passion (catch my spark.)

Referring to “failing schools” just perpetuates the downward thinking spiral that ensures they fail. We need to create better points of reference and titles for our programs and places of work for fruition. Titles should reflect the benefits we envision they’ll bring rather than what has already transpired as negatives from past endeavors. It becomes our identification and therefore part of expectations and assumptions that need to be debunked. What’s in a name? A lot!

As Zander (2010) suggested, I will imagine people as invitations for enrollment, stand by ready to participate, willing to move and be ready, offering that which enlightens me, offering the spark to others, adding to their own sparks to create the "we".
My youngest daughter reflects at Ground Zero OK-I’ve bought into most of what this book has presented until I got to chapter 10. Having read past it and through to the end, chapters 11 and 12 kind of explain some of 10 making it more acceptable. Maybe 10 was written to be shocking enough to capture readers’ attention, only to get partially retracted shortly afterwards?

“When we blame others we lose our power.” (I thought, according to previous chapters that all that perception of power was invented anyway?) I agree that if we always blame others, we don’t accept responsibility to make changes necessary for ourselves. Blame is a waste of energy for the most part. However, I don’t believe that “whatever happens is within the realm of my consciousness and choice” Zander (2010, p 142). Some things happen and we couldn’t fully fathom it all ahead of time.


Ground Zero-the brilliant 911 Memorial Case in point, I read the last book chapters as I was visiting the 911 Memorial last weekend, Ground Zero, in New York City (I think the architect Michael Arad and landscape design firm, the Peter Walker Group, were brilliant BTW.) No one can tell me that the people who went to work that day as usual could have imagined what was about to happen to them. Yes, we live in a world that includes terrorism and evil doings, but it’s unreasonable to go around assuming it is part of our daily living or not because our minds are busy with other productive things as they should be...

“If I feel resistance to the way things are as I’m present, if I feel wronged, a loser, or a victim, then I tell myself that some assumption I made is the source of my difficulty” Zander (2010, p 143).

I totally disagree. Things are difficult not only because we make assumptions (although sometimes that is true, granted), but also because we’re emotional human beings and that’s how we are made. To just experience circumstances as thoughts void of feeling isn’t realistic or healthy. We need to feel. We are made to feel. It’s how we experience that which touches us deeply for meaning. Even if the families of those who perished in the towers that day know that terrorism is a fact of life, it doesn't make it any less difficult in having lost the ones they've loved and still love.

I am surprised that a musical conductor would negate this since music stems from and relies upon passionate feeling in the originator of the music through its composers and performers, as well as the audience. I embrace that emotional connection that helps me relate to that which resided outside of my realization before. (Yes, I totally cry through good music, books, movies, and dance performances.) I accept that sadness, loss, and pain are difficult but necessary as they are part of life as I experience it, not because my assumptions are wrong, but because I feel passionately in a connected way! Difficulty is OK then and it happens regardless of my assumptions. I don’t seek it out expecting it or not expecting it, but experience it all, emotions included. The author approaches this subject with a way too logical approach that distances him from feeling with acceptance, if things just are the way they are indeed, as he claims them to exist.

The awesome Rebirth Brass Band we saw play this weekend at Artscape. Rebirth is a good way to end my comments on a book about the Art of Possibility!

What I’ve learned in my life, having lived with a physical disability (faulty collagen in my genes that doesn’t always hold my body together as it should) is to let go of assumptions and blame. Instead of focusing on loss, even though pain has been real, I’ve learned to focus on what I can still do in new ways (and after recent surgery). It’s all about focus, attitude, presence of mind, and flexing with life. I don’t have time for anything else because it’s not worth it. I think Zander would agree with that as it creates the most possibility in life.To learn more about EDS, visit the Ehlers Danlos Foundation.
SourcesZander, B. & Zander R. (2000). The Art of Possibility: Transforming Professional and Personal Life. Boston: Harvard Business School Press.
pics by me, Charlene, with an i-pod and digital camera taken on trips last week to New York and Baltimore.
Posted by Charlene Swoboda at 2:23 PM
I have learned much from chapters 9-12 in the Art of Possibility. Most of them I accept and will try to incorporate in my life, while one thought left me wary.
If I am to trust that the evolution I set in motion will serve me over the long run, then I must be careful in making good choices for myself along the way. Some of this means to stay focused on long-term goals rather than short term, immediate benefit. It might be tempting to take a job that pays ok not doing my passion but if I do an internship or take a lesser paying job temporarily that offers further training doing what I love (and still make my bills), I’ll end up seeing my long term visions through more effectively.
"Certain things in life are better done in person." Zander (2010, p 123.) Hopefully I don’t forget this in the digital age of quick emails and tweets. I’m also a firm believer that anyone who meets me in person will understand my enthusiasm and passion (catch my spark.)
Referring to “failing schools” just perpetuates the downward thinking spiral that ensures they fail. We need to create better points of reference and titles for our programs and places of work for fruition. Titles should reflect the benefits we envision they’ll bring rather than what has already transpired as negatives from past endeavors. It becomes our identification and therefore part of expectations and assumptions that need to be debunked. What’s in a name? A lot!
As Zander (2010) suggested, I will imagine people as invitations for enrollment, stand by ready to participate, willing to move and be ready, offering that which enlightens me, offering the spark to others, adding to their own sparks to create the "we".My youngest daughter reflects at Ground Zero OK-I’ve bought into most of what this book has presented until I got to chapter 10. Having read past it and through to the end, chapters 11 and 12 kind of explain some of 10 making it more acceptable. Maybe 10 was written to be shocking enough to capture readers’ attention, only to get partially retracted shortly afterwards?
“When we blame others we lose our power.” (I thought, according to previous chapters that all that perception of power was invented anyway?) I agree that if we always blame others, we don’t accept responsibility to make changes necessary for ourselves. Blame is a waste of energy for the most part. However, I don’t believe that “whatever happens is within the realm of my consciousness and choice” Zander (2010, p 142). Some things happen and we couldn’t fully fathom it all ahead of time.

Ground Zero-the brilliant 911 Memorial Case in point, I read the last book chapters as I was visiting the 911 Memorial last weekend, Ground Zero, in New York City (I think the architect Michael Arad and landscape design firm, the Peter Walker Group, were brilliant BTW.) No one can tell me that the people who went to work that day as usual could have imagined what was about to happen to them. Yes, we live in a world that includes terrorism and evil doings, but it’s unreasonable to go around assuming it is part of our daily living or not because our minds are busy with other productive things as they should be...
“If I feel resistance to the way things are as I’m present, if I feel wronged, a loser, or a victim, then I tell myself that some assumption I made is the source of my difficulty” Zander (2010, p 143).
I totally disagree. Things are difficult not only because we make assumptions (although sometimes that is true, granted), but also because we’re emotional human beings and that’s how we are made. To just experience circumstances as thoughts void of feeling isn’t realistic or healthy. We need to feel. We are made to feel. It’s how we experience that which touches us deeply for meaning. Even if the families of those who perished in the towers that day know that terrorism is a fact of life, it doesn't make it any less difficult in having lost the ones they've loved and still love.
I am surprised that a musical conductor would negate this since music stems from and relies upon passionate feeling in the originator of the music through its composers and performers, as well as the audience. I embrace that emotional connection that helps me relate to that which resided outside of my realization before. (Yes, I totally cry through good music, books, movies, and dance performances.) I accept that sadness, loss, and pain are difficult but necessary as they are part of life as I experience it, not because my assumptions are wrong, but because I feel passionately in a connected way! Difficulty is OK then and it happens regardless of my assumptions. I don’t seek it out expecting it or not expecting it, but experience it all, emotions included. The author approaches this subject with a way too logical approach that distances him from feeling with acceptance, if things just are the way they are indeed, as he claims them to exist.
The awesome Rebirth Brass Band we saw play this weekend at Artscape. Rebirth is a good way to end my comments on a book about the Art of Possibility!
What I’ve learned in my life, having lived with a physical disability (faulty collagen in my genes that doesn’t always hold my body together as it should) is to let go of assumptions and blame. Instead of focusing on loss, even though pain has been real, I’ve learned to focus on what I can still do in new ways (and after recent surgery). It’s all about focus, attitude, presence of mind, and flexing with life. I don’t have time for anything else because it’s not worth it. I think Zander would agree with that as it creates the most possibility in life.To learn more about EDS, visit the Ehlers Danlos Foundation.SourcesZander, B. & Zander R. (2000). The Art of Possibility: Transforming Professional and Personal Life. Boston: Harvard Business School Press.pics by me, Charlene, with an i-pod and digital camera taken on trips last week to New York and Baltimore.Posted by Charlene Swoboda at 2:23 PM

My Response LINK:

Thank you Charlene for you honest interpretation of the writings. I have gone back to reevaluate this idea of the 9/11 happenings. I think that taking what you need from the book and letting the rest go is a good idea. After all, isn't that what we do on our life journey? Take the good, leave the rest. I am amazed at how all of our classmates connected with the authors, but particularly yours resonated. I love the picture of your daughter. I also went ahead and looked at your "dream space" video. I have been an art teacher for the last 20 years. I am excited at how you are incorporating new and emergent technologies into the field you love. This is an inspiration to us "art types." I wish we had chatted sooner. Good luck to you and keep in touch.

Leadership Post IV

Career Goals: My career goals consist of joining creative community of Instructional Designers, Graphic and Multi-media Designers and academics and applying, and honing the skills developed at FullSail. I realize now that FullSail has opened more doors of possibilities. I didn't even know what an Instructional designer was when I began the program. Now I am on a track to become an instructional designer. It's funny that the more doors are opened, the more doors you begin to seek out. This is an active role in living instead of following the path laid out before you. I think of it as the game of Life. Instead of following the prescribed path, you create your own. Did anyone else feel constrained by the game of Life? 



Thinking back to beginning the program, my main thoughts were to enlist in a program of thinking more in-depth about the academic subject matter. In addition, I was instructed to attain my Master's degree within five years.  As I spoke with my colleagues at the college I teach at, I always felt like I was missing out on something. I didn't have the understanding that they had in their academic fields. I didn't understand the pedagogy of higher education. 


In addition, as I look at my Mac that I am typing this on, I see tremendous possibility. I know, now, the power of the software and what we can do with it. I'm anxious to continue to learn more. I have been watching Lynda tutorials. I have insatiable intellectual curiosity to learn as much as I can. I want to contribute to this body of knowledge. 


Personal Goals:
I have spoken in previous posts at length about how attaining a Master's Degree at FullSail has transformed my personal life. After be reunited with my son, I am going to carry the momentum that gave me the confidence to accomplish that into my personal life, into everything I do. I have developed this theory that is, more than likely, influenced by many of my readings. The theory is that we exist in frequencies of thought. Some stay static in this frequencies all of their lives. Some are at ground zero, others are free of the constraints of judgment by others.  They are frequencies of consciousness. As we move through stages of our lives, we, in turn, attract others in that same frequency. How did I know I was moving through these frequencies? I began "attracting" like magnets more healthy people into my world. These people, I know now, are mirrors of my self. 


Leonardo DaVinci is one of my motivating heros. Another one who followed in his footsteps, Steve Jobs, is also my hero. Steve Job's commencement speech that we watched at the beginning of the class was so appropriate. The day I had my students watch it in class, ironically, was the day that Steve passed. What an impact he had on the world. When he passed, it was like a ripple effect that sent shock waves through the planet. The rest of us will just ride those waves and contribute to the vast knowledge base of all of those who contributed to his dream. He has left us an extraordinary gift of opening doors to possibility. Here's some more commencement SPEECHES to define your sense of possibility:  

http://shop.holstee.com/products/holstee-manifesto-poster#.UBXs7DGe53k

Wk 4: Reading response to Justin Fishel's Post on the Art of Possibility ch 9-12

Here's Justin's Post:

Wk. 4 Reading Blog Post: The Art of Possibility (9-12)

This weeks reading was in regards to finishing up Benjamin and Rosamund Stone Zander’s The Art of Possibility. This read has been easy and full of ways in which individuals can begin to make personal adjustments to enlighten themselves with new, never experienced before possibilities. Here is the breakdown of what I believed to have been the most enlightening ideas presented within the final chapters.

Chapter 9- Lighting a Spark
What I received most about this chapter was that its message was about trusting in people that they are that ‘A’. By doing this, you as an individual are allowing their spark to enlighten you. If we do not allow this to occur then we are subjecting to the word ‘no’ that in turn places us in the downward spiral. This downward spiral does not lead to possibility.

Chapter 10- Being the BoardWhat I learned most about this chapter’s reading was that we are in control of ourselves. We are the board of the game of life in which we are participating. When unwanted occurrences happen, we will tend to self reflect and determine what steps we took that led us to the position we are currently in. If we can learn how to be the board, we are able to keep track of the path in which we wish to stay on in life.

Chapter 11- Creating Frameworks for PossibilityThis chapter stood out the most with me through these final chapters. Creating Frameworks for Possibility points out that we as individuals must create and maintain these ‘visions of possibilities’. By doing this, we are able to keep our own lives and dreams on track along with creating possibilities for others, even those we do not personally know.

Chapter 12- Telling the WE StoryThis heading could easily be used within the elementary classroom. Telling the WE Story suggests just that. Instead of being so fixated on ourselves and our own dreams and aspirations…lets shift from I to we. This message is also reinforced within the Coda of The Art of Possibility.

My response LINK:

My first response is: Have you ever worked in institutions where the 'downward spiral' is rampant? I'm beginning to transfer knowledge learned in the microcosm that we call the classroom to the larger society as a whole, including businesses and corporations. My second response: I, too, am looking for additional material to read concerning this topic. Because the Zanders have enlightened me so, I don't want the book to end. I purchased it on audio in order that I may listen to it on my way to work in the morning. My third response: After my coursework at FullSail and experience in the classroom and on-line, I see an emerging collaborative culture forming. Thanks for pointing that out. Good Luck to you. Kathy

Wk 4 Reading: The Art of Possibility Ch 9-12

As I start this week's post, I'm hesitant because it is so personal. Let me share my FaceBook post:

It's an understatement to say that I have carried the small spark that the authors were discussing. Here's the quote:

When exploring my avenues and exit strategies after my divorce several years ago, I was avoiding costly litigation to gain custody of my son. My ex-husband had taken my son, 5 years old,  to Oregon - three states away. Although not that far, 600 miles, it might as well have been in China to me. I had no money, a costly mortgage, a teenage daughter who had needs and was trying to get through high school. In addition, I drove an unreliable 1986 Camry and worked two jobs late into the evening. I was also trying to free-lance websites on the side and weekends.  We had no money to heat the house in those cold Montana winters. Frequently, my pipes would freeze and we would have no water. This is when the predators set in. If you've been in this situation, you know what I'm talking about. You are trying so hard to believe that there is goodness in the world, yet you are so shattered, that the reality you create is bleak. I looked at FullSail. I knew on-line education was the only option for furthering my skills. My ex-husband had his master's degree and was able to find an excellent job in Oregon. He recovered quickly and within a few weeks, found a suitable partner and they began building their dream home upon the banks of the river in Portland. This set heavy toil on me relationship wise. I felt trapped. I applied to FullSail. They offered me a teacher scholarship, but it would still be a heavy price to pay. Soon, I will graduate. I am reunited with my, now 9 year old son and am exploring career options. I'm here to tell you that I am walking testament of the book Art of Possibility. I look at things different, invest in myself, can recognize perpetrators, and have a new gained sense of self and confidence. Although not confident and secure all the time, I view my experience at FullSail as a launching pad to view the abundance and see possibility in the world instead of entrapment. I have much work to do. 

Leadership Post III

My Leadership project describes the research completed during the last academic year I taught at Salish Kootenai College. As the primary instructor/director of the Media Design AAS degree program, I looked at effective recruitment and retention strategies of the students enrolled in the program. Throughout the year, we learned about emerging technologies in the Media Design field. Students employed Web 2.0 tools and presented culminations of their design work in on-line portfolio formats. The process included much student collaboration and self-directed technology learning. In addition, I systematically built learning modules based on the theory of the "flipped classroom" where students began taking ownership of their learning. Infused throughout the curriculum were culturally-based  as well as community-based components. These techniques enhanced learning, provided motivational factors and contributed to overall success in the program. 


I hope to share the research with other tribal college faculty in a presentation. I am frequently invited and attend many conferences nationwide to share knowledge. If this is not available, I will make efforts to publish in the Tribal College Journal. 

Leadership Post I
Leadership Post II

HERE'S MY LEADERSHIP DOCUMENT.

Wk 3: Reading Response to Julia Hutchinson's Post on the Art of Possibility Ch 5-8

Julia's Post:  

Week 3 / Blog 1 – The Art of Possibility (Ch. 5-8)
I started this week’s reading while on my train commute into NYC. The quiet ride (despite sharing a train car with 250 other riders) was briefly interrupted by my “Wow!” response to page 68:

 It’s so true! The conductor doesn’t make a sound at all. Yet it is his influence and ability to empower others to make beautiful music that counts. I immediately applied the principle to my role as an instructor. It doesn’t matter how great of a designer I may be. Any determination of greatness lies in the work that my students produce. It lies in my ability to help them become problem solvers and critical thinkers. The students our program graduates are, in many ways, a reflection and the product of the instruction they receive. Now, is it a direct correlation? Is there an absolute cause and effect relationship between the quality of instruction and the demonstrated competency of the student? No. There are too many other factors to consider. However, the principle of empowerment and influence simply cannot be undermined.

My Response:

HERE'S THE LINK.

I had the same "wha?" experience. I had never really reflected on it. What I love about listening to this book, particularly at my age, is that we process information on a deeper level due to more life experiences. A sentence may trigger a whole series of related matrices of thought and emotions. I additionally am a design instructor. At times, I go off on tangents too that are triggered. Lately, I have been much more aware of these triggers. I believe it is my responsibility to guide students through these same processes, yet teach them to filter unimportant ideas and concepts. I teach them to redirect those thoughts into creating designs. As a designer, the more in tune you are with the subconscious forces that influence your ideas, the better.

Wk 3: Reading Response to Justin Fishel's Post on the Art of Possibility Ch 5-8

Here's Justin's Response: 

Wk 3 reading – The Art of Possibility (chapters 5-8)

Within The Art of Possibility, chapters 5 through 8, I found several of these chapters to be quite interesting and substantial to my every day work and personal environments. Here are my takes on this weeks reading.

Within Chapter 5 (Leading From Any Chair) of The Art of Possibility, I found that this chapter was about the fact that leadership can in fact come from anybody who possesses greater self-sufficiency. Mr. Zander’s consistently praises that individuals are able to shine when they are given the opportunity. As an educator is can be sometimes difficult to let go and allow your students ‘to prove you wrong’ so to speak. This method is becoming quite popular within my classroom because of my personal experiences as a student, I enjoyed to be challenged and really enjoyed proving my educators that I could do it and exceed their expectations.

Chapter 6 (Rule Number 6) within The Art of Possibility spoke itself quite strongly towards me. Many times I am criticized for being to laid back, easy going and should take things more seriously. Mr. Zander discusses several different aspects that we as individuals can do to see the different possibilities that surround us in our daily lives.While reading chapter 7 (The Way Things Are), I noticed several aspects that encourage individuals to see things for what they are and move on with life. I am a firm believer for moving on and when less time is spent dwelling on the past, the chances for new possibilities becomes an illusion and not reality.

Reading chapter 8 (Giving Way to Passion) spoke to me in such a way that it expressed to me to be free and passionate about what I do within my everyday life. Individuals must allow themselves to be free and passionate and not so attached to the ways in which other people may view or judge them. If they can achieve this, then high levels of achievement will be reached.

Here's the Link.

Here's my response: 

Yes, I agree! Did you make that graphic? Because I'm going to print and hang it up in my office. As a visual person, I can comprehend/understand an idea or a concept much quicker and more thoroughly by seeing a visual metaphor.

The second part that I am wondering is if high levels of achievement can be reached, how do we measure them and how do we know that they are high levels? One way that I can see progress towards health, as I call it, would be to look back at the journals I have written over the years. It's not really a linear progress, but more of a matrices or a web of consciousness. I would like to see more follow-up on this idea in the book.

Wk 3 Reading: The Art of Possibility - Upward spiral

Toscanini: Read more about him here.

This is some good ammunition that I’m going to add to my cookbook of resiliency and coping techniques. Although Toscanini, the great Italian maestro, was, more than likely pompous and mildly narcissistic, I love his line. The story goes as this: once, in a fit of anger, Toscanini fired one of his orchestral members. The member, on the way out the door, hollered at Toscanini, some profanity. Toscanini replied “It’s too late for an apology!” What a perfect response. The recipient of this response is dumbfounded. What can one respond?

As a teacher for the better part of twenty years, we learn to respond quickly to adolescent temperament while maintaining a level of respect and, yes, a hierarchical structure intact. 

The text The Art of Possibility, by Rosamund Stone Zander and Benjamin Zander

gives us insight on flipping situations, or more aptly, directing the energy of a situation or event using insight and asking the question: what do we want to become of this situation? What do we want the outcome to be? And How can all participants, willing or unwilling, benefit? 

I’ve given some thought to the idea of scarcity thinking. I have been a victim and conscious participant of this type of thinking, sometimes out of necessity and poverty, and sometimes out of survival.  I’ve found a quote that I would like to share on the status of victimization: 

This quote adequately addresses the conscious shift that the authors allude to in their book. It is the idea of thinking in scarcity and the downward spiral. If you feed thoughts into the downward spiral, it gains momentum and grows in size. This is a brutal combination. 


I am reminded of the holocaust story of the small girl who, in the camps, found a small raspberry and carefully wrapped it and placed it in her pocket for the day. At the end of the day, she gave it to her friend. What if the most beautiful possession that we had, we instead gave it to our friend? 

I would like to suggest and experiment with the idea of the upward spiral. Perhaps this reaches out like rays of sunshine, lighting those in its path. . . . .

Wk 2: Reading Response to Devloun Jeter's Post on the Art of Possibility

Here's the Link.

Devloun wrote:

It is amazing to find out that the perceptions of human beings are selective in order to survive within different settings. Regardless of or financial status, we have adapted to view only the necessities to overcome struggles in life. Now I wonder what I am missing because of my selective vision. During the chapter “Its All Invented”, Zander brought me to a brief point of enlightenment when he specified that if we factor out our own interpretations of reality then maybe we will be able to focus on actual truths. I never looked at my perception of the world as a negative aspect that’s holding me back from discovering the actual. Deep!

It is now become a clear understanding that, as a race, we live in a typical realm of assumptions without focusing “outside of the dots”. Our competitive nature as human beings construct a mentality that pushes us to reach for top and survive the struggles of life regardless of how we make it. Living in a world of measurements (mine is more expensive, or status) pushes the competitive desire to have more in order to survive and get ahead in the world. I fall victim to this life of measurements and having the ultimate competitive nature to win. I sometimes view myself within the category of scarcity- thinking because of my strong desire to become successful. The only time I actually realize that I am opening to the universe of possibilities is when I study Astronomy. Infinite space in the universe allows me to view into the heavens, far beyond the realm of whats measurable.

Giving an A has to be the most relatable read within this book. During my fourth year I awarded each student with an A at the beginning of the semester. The response was instantly observed from students facial expressions. Almost as if a burden was removed from their lives. I did have an understanding that allowing everyone to begin with an A would motivate them to strive to keep it, but after reading I have a better understanding of why it should be done. A lot of excellent points were made as well with student performances. It never dawned on me that students become so competitive with their performances that they don’t take the necessary risks to improve. I think this chapter would be an excellent read and discussion lesson for my students during this up coming semester.

Contribution has always played a key role in my music program. I’ve always depended on students to contribute at the top of their musical abilities. I never thought about developing a game from it. I think this may be a great way to witness through their eyes how they would contribute to their peers on a weekly basis. How they would use their talents to improve those within their sections. This may take the competitive/selfish edge away and build more of a collaborative environment. I think this is a great idea.


This book has become too good to put down. I will continue reading.............. 

My Response:

Certainly there is some measurement in the wide expansion of the stars? Perhaps because we can't attempt to measure the universe, this is why is holds our fascination. I think you touched on an important thought. It is a thought that I wrote down in my car also while listening to the book on tape. The thought concerned competition. My students also shut down prior to testing. The authors pointed out that this anxiety is caused by the feeling of competition and being confined. Perhaps if the students worked in a more collaborative way, the stress would decrease and the achievement of goal outcomes would increase. I'm in the process currently of establishing collaborative techniques and strategies that I may employ amongst my students. Because afterall, it is all an invention. Why not direct the path of the invention?

Wk 2: Reading Response to David Middlebrook's Post on the Art of Possibility

David's response to Chapters 1 through 4: 

When I first opened the book, When I first opened the book The Art of Possibility by Rosamund Stone Zander and Benjamin Zander, I didn’t know what I was in store for. I’ve read self-help books before, but this one seemed different, went about it at a different angle. I thoroughly enjoyed reading the chapters.

Chapter 1. Its All Invented is about understanding that it is all invented and you can break through barriers that keep you in the box if you recognize assumptions you make about life.

Chapter 2. Stepping into a Universe of Possibility is about moving away from the world of measurement and into a world that reaches beyond survival and scarcity to one of openness and opportunity.

Chapter 3. Giving an A was the chapter that really spoke to me. This quote from the book sums it up.

“The practice of giving the A allows the teacher to line up with her students in the effort to produce the outcome, rather than lining up with the standards against these students.”

The grade, in a sense, takes us out of the world of measurements and into the world of possibilities. It is an invented thing that allows us to be creative without worries.

Chapter 4. Being a Contribution is all about making a difference in others lives and taking the focus off of our self.  “Naming oneself and others as a contribution produces a shift away from self-concern and engages us in a relationship with others that is an area for making a difference. “

This book and its practices have already begun to make me look at life and the endless possibilities that it offers. I’m looking forward to reading the next chapters.

Here's the link. 

My response:  

David, thanks for your quick synopsis of the chapters. I've been thinking lately about "scarcity" thinking. After some reflection, I was quickly able to identify this type of thinking within myself. Additionally, I was able to identify people who are in this frame of mind. If we open up our thinking, abundance comes. I purchased the book on tape and am taking an eight hour road trip today. I am looking forward to listening to the text as well as reading it. The content is so dense that it takes time to absorb that much information. I'm putting faith in the ideas expressed by the authors in this book. Additionally, I am looking for applicable ways to incorporate the ideas, philosophies and best practices into my workplace.

Wk 2 Reading: The Art of Possibility - Constructed Reality?

The idea of "flight paths to the eternal", a quote from the book The Art of Possibility written by Rosamund Stone Zander and Benjamin Zander generated some reflection on self-actualization. See the TED talk here.


At the college I teach at, I am continually preoccupied with the concept of establishing pathways for these predominately first generation college students. If the idea of higher education was not a path that was established in your brain as a child, then it is difficult to imagine what and why college education is and how can it benefit one. I've found that instead of preaching the benefits of higher education, I need to "show" rather than "tell". This is agreeable with the ideas in the book where the authors discuss the idea of "generating active practices that shift" rather than forcing or arguing. . . 


I apply this to my own life when I encounter obstacles. I think about my past self, my present self and my future self. Where do I want to be and how can I begin to grow and establish paths and "shoot" out tentacles to attach to success? 


Let's deconstruct the notion of "we create our own reality". The book establishes an more in depth exploration into this popular catchphrase. The authors call it "It's all invented." They make analogies between how a frog sees the world and how that idea can metaphorically be applied to our perceptions of reality. The frog, according to the book, has extremely selective perceptions that it needs for basic survival. Humans, although more complex, also perceive those attributes that we are programmed to receive. Therefore, we are not seeing all of reality. If we could "reprogram" what we see to create new pathways for perceptions, then we could possibly create our paths. 


Let me give an example of this at work. I'm testing my own hypothesis of how we create experiences of survival. The other day I was driving in a large major city. I am unfamiliar with driving in the city and am somewhat overwhelmed. After residing here for about a month, I figured out (learned behavior) that there are major arteries of "paths" or highways/interstates. Not unlike the human circulatory system, the minor arteries (side roads) feed into larger vessels/routes. I was trying to get across the Columbia River, which is a large river. I needed to cross a bridge. I figured it would be really obvious, plus there was a sign that said I5 (the major artery bridge) turn right 3/4 mile. Wow, ok that's easy. I was discussing the idea of the nine dots with my son. Ironically, this puzzle is about perception. The directions are to: connect all nine dots using only four lines: Here's some examples of how some folks have attempted to solve this problem. 

And so on, try it yourself. I will not give you the answer because I know that you can look it up. Here's a hint: like I said before, it has to do with being open to possibilities and thinking "outside the box". 


While discussing this with my son, I completely missed the exit. How could this happen? I was astounded. There is not another exit for six miles. You would think I could see it as my vision is unencumbered by buildings - it's a river for goodness sakes! It's like the exit completely disappeared. There are three explanations for this: 


1. I was distracted with the discussion with my son, and 
2. My perception was askew. Let me give a more in depth explanation of this phenomenon. The exits are counter intuitive to a newbie like me. When you are expecting the exit to go right, it actually goes left and then 180 degrees merge. 

The final explanation: 

3. This is somewhat more nebulous and illusive. Perhaps we are unconsciously creating pathways, inventing realities. For someone who has no experience of the city, my mind perceives what I program it to receive (I know you are singing "Hotel California" at this point). Whoa! that's wild. And a little out there. . . .

PREZI: Highlights of Multi-Media Production

Yay, well as I'm getting ready to apply my newfound skills, I've been creating more customized presentations of my research. Here's one:  


PREZI PRESENTATION

Week 1/Blog 2: Response to Jena Wayt's Blog

Jena's comments:

"If you can create it, then you have the right to protect it and legally claim it as your own." This is the legal definition of copyright. So, what does it mean? Well, any copyrightable materials are works such as audio, books, artwork, plays, movies and videos. Only the owner has the right to use and reuse his/her work without permission. I was surprised to learn that dance can also be copyrighted along with movies, film, and music. Are Michael Jackson's moves copyrighted? What about MC Hammer? I can think of a few others, but I'm sure you get my point. A copyright for a company lasts for 100 years and a lifetime plus 70 years for an individual owner. That is quite a long time. It seems that copyright is all about money and not about creativity. In Brazil, artists are more interested in becoming popular by allowing their music to be mixed and played at large parties and clubs. If the audience likes the music, the artist will be able to perform in a concert where he/she can make some big money. In the US, pirating and mixing music is a crime. What does that say about our country?
As an educator, we are not covered by the tag, "All images, clips, and audio captured are intended for educational use only." As stated in the videos I watched, if I can remove the copyrighted material and still teach the lesson, then that usage doesn't fall under the Fair Use umbrella. I would have to obtain permission from the original author or owner. With fair use, I can borrow a small amount of copyrighted work for teaching, news reporting, parody (comedy), and critical comment (Walter Cronkite type of stuff). Fair use is only a legal defensible position, not a right. I have to follow certain rules as with everything else. In short, how I use it and how much I use. It is very important to remember to always give credit to the original creator. Creative Commons (creativecommons.org) is a great place to look for this type of material. On this site, you can find all types of works that you are free to use as long as you site the source and give credit. Symbols of the creative commons license inform users how they are allowed to use the work. The owners are giving us permission to use their work in different creative ways instead of stifling our creativity. I really like the TED talk by Larry Lessig. What caught my attention the most was what he said about John Philip Sousa. What great foresight Sousa had about where our culture was headed, from a Read/Write society to a Read/Only society. This is so true in many areas. The kids of today are trying to tell us that they want to be allowed to have the right to be creative in any way they choose, but it is our job to teach them the correct and legal way in which to express their creativity. I feel confident that now I am able to do just that.

Here's my response to Jena:
Jena, That's great that you have come to this understanding. I, also, have had some issues clarified. However, I still need some some more clarification. I will bookmark the creativecommons.org website. I think that there is a general umbrella that the rules can be applied to, but like any legal document, it is changing and in flux. It would be wise to work on a case-by-case basis. This summer, I plan to work up a case study in which my students could apply and defend their positions on use of a particular type of creation, whether it be musical, image-based or dance based. This should provide an avenue for critical thinking and defending their opinions.

Leadership Post II

1. After some reflection this weekend regarding the research I have been conducting at Salish Kootenai College, I've decided that developing a professional presentation is going to be my best choice. I chose this for three reasons. The first would be that the college I teach at has started a new program where, each Friday, instructors have been presenting to the other faculty, some of the dynamics of research they have been conducting. I have not been asked to present yet, but would like to be prepared if asked. 


2. The second reason is that I believe the faculty could benefit from some of my research findings on retention strategies. I feel hopeful that I could contribute to proactively taking steps to improve our recruitment, retention and ultimately graduation amongst our college. The third reason is that, as a media designer, I am interested in the visual aspect combined with the written findings. I am excited to employ the strategies of both presenting visually and verbally. All of our coursework has been preparing us for this very thing. 

I believe I am ready to present.

Week 1/Blog 1 - Response to Julie Hutchinson's Blog

The issues of copyright usage will continue to morph and change. It's not a stagnate document or law. It is a ruling that is "alive" and in flux. It's our responsibility as media designers to continue to remain updated on the implications of media. I agree as an instructor in an educational setting that we have somewhat more protection using copyrighted material than if we have a small business, like a graphic or web design business where we may use material for "profit" vs. for "educational purposes". Regardless, the information received in this first week is of utmost importance. One thing that I have found is that referencing material is much easier now as a good portion of it is embedded in the copyrighted material. Here's the LINK. 




Julia's Blog post:

As a graphic designer & instructor, there is probably no other word (aside from Comic Sans) that evokes fear, uncertainty, and debate like ‘copyright’. The discussion is never over the clear ‘black and white’ issues. For example, clearly you cannot use the Walt Disney signature typeface for a brand name, regardless of whether it’s for personal or commercial use. It’s always over the gray areas. So for this course to start off by delving right into the realm of Copyright and Fair Use is rather commendable, and speaks to the importance of the topic.
I think back to the Month 1 Media Literacy & Research course when we had to create a lesson in Second Life. Our team decided to create a lesson centered on the 1776 signing of the Declaration of Independence. We wanted to incorporate the famous 1795 John Trumball painting, and audio of Benjamin Franklin, John Adams, and Thomas Jefferson as depicted in a film about the historic event. It was then that I really learned about the Fair Use Act and how it ‘liberated’ educators from the censorship tyranny that can be inflicted by copyright. Our situation was a prime example of the need to use copyrighted material for the purpose of teaching, AND, without the material, the lesson could not be as effective. Where needed, we obtained the proper usage rights for much of our media. In most cases, all that was required was a citation of the source in the credits.All in all, I look forward to continue learning about the nuances of Copyright and Fair Use, and how it applies to educators and the classroom.

Month 11, Week 1: Copyright Issues

The information presented on Fair Use clarified several things for me. I believe, up until now, I was following loosely the rules established. I have always asked permission before using music in my classroom, for teaching purposes, and I have clarified somewhat the issues for my students. Listening and observing the video has more clearly defined what I am able to use. I'm excited to share these clarifications with my students. 


Other issues about remix have always had me wondering how they can do that. Many folks believe that new content is not being created. How can we be 'inspired' by past creation? The fair use right is rooted in the first amendment. The attorney clarified that we must 'use or lose it". I love that it follows reason and logic and is not 'black and white'.  We must ask ourselves "What is normal, particularly in the field?"  I hope to have the students write about fair use, perhaps use a case study that is complicated in order that they may understand how complicated the issues are. 


A rule of thumb is to always credit your sources. 

Leadership Post 1: Publish or Present

As I am concluding my research at FullSail University, I am looking at the options of publishing or presenting. Because I work at a Salish Kootenai College, a tribal community college in Montana, I am looking at several options. During the last seven years that I have been teaching here, I have been afforded many opportunities to attend professional conferences, trainings, and seminars discussing the pedagogy of higher education, particularly those within technology fields for minority serving institutions.

PRESENT:Conferences that I have attended include, but are not limited to: Association of American Colleges and Universities (AACU).

National Science Foundation Science Engineering Technology and Mathematics (STEM), National Girls Collaborative on STEM.

National Center for Women and Technology (NWIT - LINK).

TCUP Cultural and Curriculum sponsored by Quality Education for Minorities (QEM) in conjunction with NASA and the Lilly West conference of the International Alliance of Teacher Scholars Evidence-based teaching and learning. Here's the link to the Lilly conference.

While attending these conferences, I saw many opportunities to present my experiences of working at a tribal college. The most recent conference that I attended at Evergreen State College in Washington would have been the perfect opportunity to share my research. 

Here's the link to the Native Case studies: Enduring Legacies.

At two of these conferences, I did present. When looking at the research I have conducted, I look forward to fine tuning the presentation and writing in order to present.

PUBLISH: Another option for my research is to publish. There are several publications that I am considering. The first and foremost is the Tribal College Journal of American Indian Higher Education. Here's the link to the Tribal College Journal.



This journal provides voice and vision to the ongoing efforts of primarily the tribal colleges of the United States. I believe my research may contribute to efforts and provide unique insight to that of other tribal college professor and instructors. Here's a link to an article I previously published in the Tribal College Journal.

Delicious Link to all my videos for FullSail

Educational Videos produced and created by Kathy Thoreson. 
I love how Delicious organizes.

Month 11: WIMBA Archive

After watching the archive, I learned several things. The first thing I learned is new media venacular, as I am always interested in learning the vocabulary associated with the field of study. The phrase that Dr. Bustillos used was "over modulated." As it is not yet defined in the urban dictionary, I inferred it to mean that when too many applications are open on your desktop, it effects and drains the effectiveness and performance of the other programs. Is this correct? hmmm.

Furthermore, I appreciate the pacing that was discussed. I like the metaphor of the four-minute mile and this I will relay to my students.

Wordle Day