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Find out how you can use technology to engage students in rich learning experiences.

For teachers just starting out with educational technology, the task at hand can sometimes seem daunting. Even though tools such as the SAMR model can help, the plethora of choices available can prove paralyzing, frequently resulting in ongoing substitutive uses of the technology that block, rather than enable, more ambitious transformative goals.

The approach below is designed to help overcome this barrier, and is inspired in its form by Alexander's notion of Design Patterns -- a clearly structured solution to a recurring design problem -- which has been applied to education scenarios by Bergin et al. While it is not laid out exactly as a design pattern would be, it nonetheless provides a framework that a teacher could use in similar fashion.

The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom's Revised Taxonomy -- i.e., as the task moves from lower to upper levels of the taxonomy, it also moves from lower to upper levels of SAMR. The two Enhancement levels of SAMR (Substitution, Augmentation) are associated with the three lower levels of Bloom (Remember, Understand, Apply), while the two Transformation levels of SAMR (Modification, Redefinition) are associated with the upper levels of Bloom (Analyze, Evaluate, Create). In turn, within each grouping a similar ordering occurs -- e.g., Remember-type tasks are primarily associated with S-level uses of the technology, Understand-type tasks are associated with either S- or A-level uses of the technology, and so on. The following diagram illustrates this association.

This coupling of the SAMR model and Bloom's Taxonomy has several desirable outcomes:

The already-familiar drive to reach the upper levels of Bloom's Taxonomy now also acts as a drive to reach the upper levels of SAMR;

The approach outlines a clear set of steps that help guide the introduction of technology in the classroom;

Finally, the approach helps avoid pitfalls of self deception -- i.e., assuming that a particular task is at a higher level in either the Bloom or SAMR sense than it actually is.

It is important to realize that this association between SAMR and Bloom's Taxonomy is not a necessary -- or even habitual -- coupling. Thus, it is possible to use extremely powerful redefinition-level approaches to make certain types of memorization tasks possible; conversely, it is also possible to undertake novel create-type tasks that only make basic substitution/augmentation use of the technology. Additionally, far more complex couplings between SAMR and Bloom are possible, involving convergent/divergent branchings, oscillations between levels, skipping of some SAMR levels, etc. Nonetheless, the simple structure described above is well suited to beginning practitioners' needs, and even retains usefulness for more experienced faculty.

In addition to the integration of SAMR and Bloom described above, two more ingredients are necessary for the best results:

a clear motivation for the change -- the best results are obtained when a teacher has a strong reason for changing existing practice that is independent of the introduction of technology.

a clean app flow, designed to move through the tasks, that is as simple as possible, avoiding needless complexity -- e.g., in transferring work products from one app to the next.

Finally, let's look at an example of this approach in practice. In this example, we will set up a general pattern for math activities, where the motivating factor is to take math instruction from a mode where -- to use Richard Skemp's words -- instrumental understanding dominates (how) to a mode where relational understanding is primary (how and why). This shift in math instruction can be seen in changes in curricula worldwide, and is crucial to students' capacity to use -- and enjoy -- the math they have learned in the world outside the classroom. In the interest of making the example more tangible, the context will be a course in introductory statistics, although the general pattern is readily applicable to other math courses.

1. Substitution/Remember: Students use ebooks and other Open Education Resources to acquire basic knowledge about statistical tools and procedures.

2. Substitution/Understand: At the same time, they begin a process of gathering information online describing applications of these statistical tools to an area of interest to them, using simple bookmark aggregation services (e.g., Diigo, Delicious) to collect and tag these resources, relating them to the knowledge gained in 1.

3. Augmentation/Apply: Using a simple yet powerful tool for visualization like GeoGebra, students explore the concepts covered in the resources described in 1., and solve related standard problems. The scope and number of the problems is not governed by what is available in the "back of the book," but rather driven by the evolution of student understanding, as measured by suitable formative assessment processes.

4. Modification/Analyze: The students also apply similar problem-solving approaches to questions raised in the materials they found in 2. In doing so, they will reconstruct the reasoning of the original authors, and verify -- or disprove -- their conclusions.

5. Modification/Evaluate: Students now select a subset of the materials studied in 4. for further critique and/or development, using GeoGebra as their primary analysis tool. Via a blog, they explain this work to fellow students, and invite their feedback to refine both the clarity of their explanations and the focus of their work.

6. Redefinition/Create: Students refine their blog post into a short digital video project, with the goal that it will be used as part of instructional materials in subsequent years.

Photo " sky puzzle" by Jared Tarbell. Used under a CC BY 2.0 license.

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SAMR and Bloom's Taxonomy: Assembling the Puzzle | Common Sense Education

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For teachers just starting out with educational technology, the task at hand can sometimes seem daunting. Even though tools such as the SAMR model can help, the plethora of choices available can prove paralyzing, frequently resulting in ongoing substitutive uses of the technology that block, rather than enable, more ambitious transformative goals.

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ISTE Standards for Students, 2016 - Permissions and Licensing - Permitted Educational Use.pdf

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ISTE Standards for Educators 2017 (Permitted Educational Use).pdf

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It's useful to see the Wheel as providing a series of challenges and questions, a structured set of prompts asking you to reflect on your teaching, from planning to implementation. These prompts are interconnected like mechanical gears where a decision in one area often affects decisions in other areas. Consider each area as a grid through which you filter what you are doing. There are five of these grids; let's look at each one in more detail.

Take each of your activities and think through how you will use the technology for each task. Ask yourself "Does this activity just substitute (i.e. students could easily achieve the tasks without this chosen technology) or can I augment or modify the tasks to improve the activity and increase engagement?" Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of Redefinition. Is there any task you can build into the activity that without the technology would not be possible?

The Padagogy Wheel - It's Not About The Apps, It's About The Pedagogy

by Allan Carrington, TeachThought PD Workshop Facilitator

The Padagogy Wheel is designed to help educators think - systematically, coherently, and with a view to long term, big-picture outcomes - about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it's a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.

The Padagogy Wheel, though, is not rocket science. It is an everyday device that can be readily used by everyday teachers; it can be applied to everything from curriculum planning and development, to writing learning objectives and designing centered activities. The idea is for the users to respond to the challenges that the Wheel presents for their teaching practices, and to ask themselves the tough questions about their choices and methods.

The underlying principle of the Padagogy Wheel is that it is the pedagogy that should determine our educational use of apps. It's all very well to come across an exciting new app and to think to yourself, 'That's really cool, now how can I use it in the classroom?', but what you need to do at the same time is to think about how that app might contribute to your set of educational aims for the program you are teaching. It was in fact this very concern, my desire to help teachers make good decisions as to how to make the pedagogy drive the technology, and not the other way around, that led to the birth of the Padagogy Wheel.
So how does it work?
The Padagogy Wheel brings together in the one chart several different domains of pedagogical thinking. It situates mobile apps within this integrated framework, associating them with the educational purpose they are most likely to serve. It then enables teachers to identify the pedagogical place and purpose of their various app-based learning and teaching activities in the context of their overall objectives for the course, and with reference to the wider developmental needs of their students.

It's useful to see the Wheel as providing a series of challenges and questions, a structured set of prompts asking you to reflect on your teaching, from planning to implementation. These prompts are interconnected like mechanical gears where a decision in one area often affects decisions in other areas. Consider each area as a grid through which you filter what you are doing. There are five of these grids; let's look at each one in more detail.

THE FIVE GRIDS

1. Graduate Attributes and Capabilities

Graduate Attributes are at the core of learning design. Graduate Attributes address the long-term, enduring aims of our educational activity. They involve thinking about the type of people that emerge from our educational programs - their ethics, responsibility, and citizenship, for example - and their employability in our current and future society. Teachers must constantly revisit the way in which their programs are contributing to the development of these attributes. They need to do the hard yards of articulating what they expect a graduate of a program to "look like" i.e. what is it that a graduate is and does that we regard as successful and meets the expectations of their communities as change agents and leaders. How else can teachers help students know what transformation 'looks like'?

Many universities around the world are constantly working on their graduate attributes and are mapping their programs to them. The blog post " If you exercise these capabilities.. You will be employed! " where I interviewed Prof. Geoff Scott, is really eye opening for college educators as it highlights the attributes and capabilities the CEOs in the market place want in graduates, the things they look for in hiring. If educational leaders don't have a clear picture of the qualities and capabilities of an excellent graduate of their program, then how can teachers help students strive for excellence and to be leaders in their worlds?

Every teacher needs to look at their courses and pedagogy and ask, "How does everything I do support these attributes? Is there any way I can build content and activities that help students become 'excellent'?"

2. Motivation

Motivation is vital to achieving the most effective learning outcomes. It is valuable for teachers to regularly ask themselves "Why am I doing this again?" That is not a joke. I am referring to the choices of learning outcomes, development of activities and design of content e.g. writing text and even making videos. So the wheel introduces a 21st century model of motivation that science has developed and is so well presented by Dan Pink in the TEDtalk "The Puzzle of Motivation".

Thinking through the grid of Autonomy, Mastery and Purpose (AMP) and filtering everything you do from idea-creation to assessment will, I believe, significantly help your teaching be transformational. Barbi Honeycutt on her FlipIt Blog has some good ideas on how to implement Dan Pink's AMP principles in the Flipped Classroom model.

Bloom's Taxonomy is really a way of helping teachers design learning objectives that require higher order thinking. You start with 'remembering and understanding', which is the easiest category to serve with objectives but produces the least effective outcomes in achieving transformation. When supporting teachers, I recommend they try to get at least one learning objective from each category and always push towards the domain category of Creating, where higher order thinking takes place. This is the 'By the time you finish this workshop/seminar/lesson you should be able to. . .' type of thinking. Only after you have developed your learning outcomes are you ready for technology enhancement.

4. Technology Enhancement

Technology Enhancement serves your pedagogy. When you choose any app or technology remember to apply the app selection criteria. The model only suggests apps that can support the learning objectives and activities at the time of publishing. The Padagogy Wheel constantly needs updating with apps as they are released. Teachers also should think customization all the time - is there a better app or tool for the job of enhancing my defined pedagogy?

Developed by Ruben Puentedura, the SAMR model - standing for "Substitution, Augmentation, Modification, Redefinition" - is a framework that assists teachers to assess the degree to which digitally-empowered learning and teaching is (or is not) moving beyond what can be taught using analog technologies. The SAMR Model is extremely useful when considering how you are going to use the technologies you have chosen. SAMR is a widely used model with a wealth of resources online, like Kathy Schrock's excellent SAMR resources page. A very useful perspective about SAMR is through the eyes of the students. The 3.55 min Youtube video below, subtitled for when I teach about the Padagogy Wheel in China, explains:

Take each of your activities and think through how you will use the technology for each task. Ask yourself "Does this activity just substitute (i.e. students could easily achieve the tasks without this chosen technology) or can I augment or modify the tasks to improve the activity and increase engagement?" Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of Redefinition. Is there any task you can build into the activity that without the technology would not be possible?
The history of the Padagogy Wheel
In 2012 on a teaching trip to the UK, I got the idea of putting apps around the outside of Bloom's Taxonomy Wheel and organizing them according to his cognitive domain categories. The taxonomy was based on Kathwohl and Anderson's (2001) adaption of Bloom (1956) and it was their work that combined Remembering and Understanding.

The first version of the Padagogy Wheel had at its core Bloom's cognitive domain categories and teachers started their exploration of the wheel by making decisions about learning outcomes from each of those categories. They were aiming for those outcomes that promoted higher order thinking skills, in the 'Analyse' and 'Create' domains. I was the first to show 65 educational apps around the outer rim of the wheel. These apps were categorized by their strengths in helping learners reach better outcomes. I knew I was onto something useful by the requests for my permission to use this info-graphic after the seminars.

Back in Australia I thought about 'what is good teaching' and 'what is its core concept'. I added Graduate Attributes and Employable Capabilities for version two, then Motivation and the SAMR Model for version three. Two years and 150,000 downloads later I updated the apps and doubled the number available per category for version four. I also added further advice on app selection criteria.
I want to issue you with a challenge
Spend time thinking through how you can apply all five of the grids to your curriculum design, lesson plans and teaching practice. Learn more about each grid and take the Padagogy Wheel out for a spin. Please share your best practice examples. I would love to hear from you.

This year an objective is to build an online resource of how teachers have used the model, showcasing best practice and including research projects. We learned from our recent trip to China that they have over 14.5 million teachers. Yes, just teachers! And they all are extremely committed to change, hungry for professional development and collaboration. Your own work on the Padagogy Wheel could help many thousands of educators in China, as well as others around the world. This will help students become excellent practitioners and graduates, leading their communities into transformational change and could make the world a better place. After all isn't that why you became a teacher?
*Previously published at TeachThought.com

The Padagogy Wheel - It's Not About The Apps, It's About The Pedagogy

by Allan Carrington, TeachThought PD Workshop Facilitator

The Padagogy Wheel is designed to help educators think - systematically, coherently, and with a view to long term, big-picture outcomes - about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it's a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.

The Padagogy Wheel, though, is not rocket science. It is an everyday device that can be readily used by everyday teachers; it can be applied to everything from curriculum planning and development, to writing learning objectives and designing centered activities. The idea is for the users to respond to the challenges that the Wheel presents for their teaching practices, and to ask themselves the tough questions about their choices and methods.

The underlying principle of the Padagogy Wheel is that it is the pedagogy that should determine our educational use of apps. It's all very well to come across an exciting new app and to think to yourself, 'That's really cool, now how can I use it in the classroom?', but what you need to do at the same time is to think about how that app might contribute to your set of educational aims for the program you are teaching. It was in fact this very concern, my desire to help teachers make good decisions as to how to make the pedagogy drive the technology, and not the other way around, that led to the birth of the Padagogy Wheel.
So how does it work?
The Padagogy Wheel brings together in the one chart several different domains of pedagogical thinking. It situates mobile apps within this integrated framework, associating them with the educational purpose they are most likely to serve. It then enables teachers to identify the pedagogical place and purpose of their various app-based learning and teaching activities in the context of their overall objectives for the course, and with reference to the wider developmental needs of their students.

It's useful to see the Wheel as providing a series of challenges and questions, a structured set of prompts asking you to reflect on your teaching, from planning to implementation. These prompts are interconnected like mechanical gears where a decision in one area often affects decisions in other areas. Consider each area as a grid through which you filter what you are doing. There are five of these grids; let's look at each one in more detail.

THE FIVE GRIDS

1. Graduate Attributes and Capabilities

Graduate Attributes are at the core of learning design. Graduate Attributes address the long-term, enduring aims of our educational activity. They involve thinking about the type of people that emerge from our educational programs - their ethics, responsibility, and citizenship, for example - and their employability in our current and future society. Teachers must constantly revisit the way in which their programs are contributing to the development of these attributes. They need to do the hard yards of articulating what they expect a graduate of a program to "look like" i.e. what is it that a graduate is and does that we regard as successful and meets the expectations of their communities as change agents and leaders. How else can teachers help students know what transformation 'looks like'?

Many universities around the world are constantly working on their graduate attributes and are mapping their programs to them. The blog post " If you exercise these capabilities.. You will be employed! " where I interviewed Prof. Geoff Scott, is really eye opening for college educators as it highlights the attributes and capabilities the CEOs in the market place want in graduates, the things they look for in hiring. If educational leaders don't have a clear picture of the qualities and capabilities of an excellent graduate of their program, then how can teachers help students strive for excellence and to be leaders in their worlds?

Every teacher needs to look at their courses and pedagogy and ask, "How does everything I do support these attributes? Is there any way I can build content and activities that help students become 'excellent'?"

2. Motivation

Motivation is vital to achieving the most effective learning outcomes. It is valuable for teachers to regularly ask themselves "Why am I doing this again?" That is not a joke. I am referring to the choices of learning outcomes, development of activities and design of content e.g. writing text and even making videos. So the wheel introduces a 21st century model of motivation that science has developed and is so well presented by Dan Pink in the TEDtalk "The Puzzle of Motivation".

Thinking through the grid of Autonomy, Mastery and Purpose (AMP) and filtering everything you do from idea-creation to assessment will, I believe, significantly help your teaching be transformational. Barbi Honeycutt on her FlipIt Blog has some good ideas on how to implement Dan Pink's AMP principles in the Flipped Classroom model.

Bloom's Taxonomy is really a way of helping teachers design learning objectives that require higher order thinking. You start with 'remembering and understanding', which is the easiest category to serve with objectives but produces the least effective outcomes in achieving transformation. When supporting teachers, I recommend they try to get at least one learning objective from each category and always push towards the domain category of Creating, where higher order thinking takes place. This is the 'By the time you finish this workshop/seminar/lesson you should be able to. . .' type of thinking. Only after you have developed your learning outcomes are you ready for technology enhancement.

4. Technology Enhancement

Technology Enhancement serves your pedagogy. When you choose any app or technology remember to apply the app selection criteria. The model only suggests apps that can support the learning objectives and activities at the time of publishing. The Padagogy Wheel constantly needs updating with apps as they are released. Teachers also should think customization all the time - is there a better app or tool for the job of enhancing my defined pedagogy?

Developed by Ruben Puentedura, the SAMR model - standing for "Substitution, Augmentation, Modification, Redefinition" - is a framework that assists teachers to assess the degree to which digitally-empowered learning and teaching is (or is not) moving beyond what can be taught using analog technologies. The SAMR Model is extremely useful when considering how you are going to use the technologies you have chosen. SAMR is a widely used model with a wealth of resources online, like Kathy Schrock's excellent SAMR resources page. A very useful perspective about SAMR is through the eyes of the students. The 3.55 min Youtube video below, subtitled for when I teach about the Padagogy Wheel in China, explains:

Take each of your activities and think through how you will use the technology for each task. Ask yourself "Does this activity just substitute (i.e. students could easily achieve the tasks without this chosen technology) or can I augment or modify the tasks to improve the activity and increase engagement?" Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of Redefinition. Is there any task you can build into the activity that without the technology would not be possible?
The history of the Padagogy Wheel
In 2012 on a teaching trip to the UK, I got the idea of putting apps around the outside of Bloom's Taxonomy Wheel and organizing them according to his cognitive domain categories. The taxonomy was based on Kathwohl and Anderson's (2001) adaption of Bloom (1956) and it was their work that combined Remembering and Understanding.

The first version of the Padagogy Wheel had at its core Bloom's cognitive domain categories and teachers started their exploration of the wheel by making decisions about learning outcomes from each of those categories. They were aiming for those outcomes that promoted higher order thinking skills, in the 'Analyse' and 'Create' domains. I was the first to show 65 educational apps around the outer rim of the wheel. These apps were categorized by their strengths in helping learners reach better outcomes. I knew I was onto something useful by the requests for my permission to use this info-graphic after the seminars.

Back in Australia I thought about 'what is good teaching' and 'what is its core concept'. I added Graduate Attributes and Employable Capabilities for version two, then Motivation and the SAMR Model for version three. Two years and 150,000 downloads later I updated the apps and doubled the number available per category for version four. I also added further advice on app selection criteria.
I want to issue you with a challenge
Spend time thinking through how you can apply all five of the grids to your curriculum design, lesson plans and teaching practice. Learn more about each grid and take the Padagogy Wheel out for a spin. Please share your best practice examples. I would love to hear from you.

This year an objective is to build an online resource of how teachers have used the model, showcasing best practice and including research projects. We learned from our recent trip to China that they have over 14.5 million teachers. Yes, just teachers! And they all are extremely committed to change, hungry for professional development and collaboration. Your own work on the Padagogy Wheel could help many thousands of educators in China, as well as others around the world. This will help students become excellent practitioners and graduates, leading their communities into transformational change and could make the world a better place. After all isn't that why you became a teacher?
*Previously published at TeachThought.com

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The Padagogy Wheel - It's Not About The Apps, It's About The Pedagogy - TeachThought PD

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The Padagogy Wheel is designed to help educators think - systematically, coherently, and with a view to long term, big-picture outcomes - about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it's a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.

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FETC 2013 | Q&A

Page 3 of 3

Picture Perfect: Teaching to Visual Literacy

This is illustrating [Robert] Marzano's No. 1 instructional strategy: identifying similarities and differences. When you have a wide-screen projector, you can put two vertical images side by side. What the memory holds onto is the comparison: not the leaf, not the daffodil, but how you compare the two. That's what goes to long-term memory. You just put two images side by side and then have kids work in small groups to decide what's similar between these two objects and what's different. They learn more about each object than if you just put one up and then put the other up.
Schaffhauser: Education seems like it's in a world of hurt right now--all coming down to money. Is it possible for educators to get beyond the money obstacle and achieve what they want in the classroom?
Burmark: The short answer to that might be that there are many things that you can do that do not cost money. I think we need to examine very carefully before we put huge dollars into systems or programs or where we commit a big part of our budget when what we need is a change of vision and some strategies that are free.

You need the basics. You need a computer and you need an LCD projector. But those are so cheap now. You can do so much with a projector.

Then the kids are bringing their own devices. That's one of the things we'll be talking about at FETC for sure: Use the rockets that are already in their pockets. How many devices do you actually need to buy for every student to have one in the classroom? It's getting to be very, very few. And technology is getting cheaper and cheaper. The technology is becoming very affordable.

Look for Webinars with free ideas for project-based learning. That's how you engage kids. They're doing the learning, instead of us doing the teaching. We point them in the right direction. I think it's an exciting time for teachers to try to understand that, and not worry that we can't buy this or that. If we can get a projector in the classroom and we can get kids using devices themselves that they're comfortable with, learning is definitely going to happen beyond anything we could have dreamed or imagined. Be sure to take some videos. These are transformational moments in the history of education, and we are blessed to be involved.

Burmark, popular presenter and author of several books--most recently, They Snooze, You Lose: the Educator's Guide to Successful Presentations--will be presenting three sessions at FETC 2013, which starts Jan. 28, 2013 in Orlando:

Rockets in Their Pockets: Launching Learning Potential;

Making Education Stick: Veni, Vidi, Velcro (I came, I saw, it stuck); and

The Naked Truth about Full-Frontal Presentations.

In these sessions, Burmark tackles, respectively, the use of the iPad in the classroom, how to offer instruction that makes learning "stick," and how to give presentations with impact--in the classroom or elsewhere.

About the Author

Dian Schaffhauser is a senior contributing editor for 1105 Media's education publications THE Journal and Campus Technology. She can be reached at dian@dischaffhauser.com or on Twitter @schaffhauser.

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practical uses of technology in education

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Picture Perfect: Teaching to Visual Literacy -- THE Journal

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Visual Literacy proponent Lynell Burmark explains why the use of images is so important in the classroom and how it can help teachers meet the challenges of getting through the curriculum and engaging students in skills and content they'll actually remember and apply after the test.

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Morguefile.com free photographs for commercial use.

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2018 Copyright. All Rights Reserved. The Sponsored Listings displayed above are served automatically by a third party. Neither the service provider nor the domain owner maintain any relationship with the advertisers. In case of trademark issues please contact the domain owner directly (contact information can be found in whois).

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Cite this guide: Yarborough, C. B., & Fedesco, H. N. (2020). Motivating students. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu//cft/guides-sub-pages/motivating-students/.

Introduction

Fostering student motivation is a difficult but necessary aspect of teaching that instructors must consider. Many may have led classes where students are engaged, motivated, and excited to learn, but have also led classes where students are distracted, disinterested, and reluctant to engage-and, probably, have led classes that are a mix. What factors influence students' motivation? How can instructors promote students' engagement and motivation to learn? While there are nuances that change from student to student, there are also models of motivation that serve as tools for thinking through and enhancing motivation in our classrooms. This guide will look at three frameworks: the expectancy-value-cost model of motivation, the ARCS model of instructional design, and self-determination theory. These three models highlight some of the major factors that influence student motivation, often drawing from and demonstrating overlap among their frameworks. The aim of this guide is to explore some of the literature on motivation and offer practical solutions for understanding and enhancing student motivation.

Expectancy - Value - Cost Model

The purpose of the original expectancy-value model was to predict students' achievement behaviors within an educational context. The model has since been refined to include cost as one of the three major factors that influence student motivation. Below is a description of the three factors, according to the model, that influence motivation.

Expectancy refers to a student's expectation that they can actually succeed in the assigned task. It energizes students because they feel empowered to meet the learning objectives of the course.

Value involves a student's ability to perceive the importance of engaging in a particular task. This gives meaning to the assignment or activity because students are clear on why the task or behavior is valuable.

Cost points to the barriers that impede a student's ability to be successful on an assignment, activity and/or the course at large. Therefore, students might have success expectancies and perceive high task value, however, they might also be aware of obstacles to their engagement or a potential negative affect resulting in performance of the task, which could decrease their motivation.

Three important questions to consider from the student perspective:
1. Expectancy - Can I do the task?

2. Value - Do I want to do the task?

* Intrinsic or interest value: the inherent enjoyment that an individual experiences from engaging in the task for its own sake.

* Utility value: the usefulness of the task in helping achieve other short term or long-term goals.

* Attainment value: the task affirms a valued aspect of an individual's identity and meets a need that is important to the individual.

3. Cost - Am I free of barriers that prevent me from investing my time, energy, and resources into the activity?

It's important to note that expectancy, value and cost are not shaped only when a student enters your classroom. These have been shaped over time by both individual and contextual factors. Each of your students comes in with an initial response, however there are strategies for encouraging student success, clarifying subject meaning and finding ways to mitigate costs that will increase your students' motivation. Everyone may not end up at the same level of motivation, but if you can increase each student's motivation, it will help the overall atmosphere and productivity of the course that you are teaching.

Strategies to Enhance Expectancy, Value, and Cost

Hulleman et. al (2016) summarize research-based sources that positively impact students' expectancy beliefs, perceptions of task value, and perceptions of cost, which might point to useful strategies that instructors can employ.

Research-based sources of expectancy-related beliefs

Expectancy source

Definition

Research-based sources of value

Research-based sources of cost

Sources:

Barron K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. International Encyclopedia of Social and Behavioral Sciences, 8, 503-509.

Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. In A. A. Lipnevich et al. (Eds.), Psychosocial Skills and School Systems in the 21st Century. Switzerland: Springer International Publishing.

ARCS Model of Instructional Design

The ARCS model of instructional design was created to improve the motivational appeal of instructional materials. The ARCS model is grounded in an expectancy-value framework, which assumes that people are motivated to engage in an activity if it's perceived to be linked to the satisfaction of personal needs and if there is a positive expectancy for success. The purpose of this model was to fill a gap in the motivation literature by providing a model that could more clearly allow instructors to identify strategies to help improve motivation levels within their students.

ARCS is an acronym that stands for four factors, according to the model, that influence student motivation: attention, relevance, confidence, and satisfaction.

Attention refers to getting and sustaining student attention and directing attention to the appropriate stimuli.

Relevance involves making instruction applicable to present and future career opportunities, showing that learning in it of itself is enjoyable, and/or focusing on process over product by satisfying students' psychological needs (e.g., need for achievement, need for affiliation).

Confidence includes helping students believe that some level of success is possible if effort is exerted.

Satisfaction is attained by helping students feel good about their accomplishments and allowing them to exert some degree of control over the learning experience.

To use the ARCS instructional design model, these steps can be followed:

Define

Classify the problem

Analyze audience motivation

Prepare motivational objectives (i.e., identify which factor in the ARCS model to target based on the defined problem and audience analysis).

Design

Generate potential motivational strategies for each objective

Select strategies that a) don't take up too much instructional time; b) don't detract from instructional objectives; c) fall within time and money constraints; d) are acceptable to the audience; and e) are compatible with the instructor's personal style, preferences, and mode of instruction.

Develop

Prepare motivational elements

Integrate materials with instruction

Evaluate

Conduct a developmental try-out

Assess motivational outcomes

Strategies to Enhance Attention, Relevance, Confidence, and Satisfaction

Keller (1987) provides several suggestions for how instructors can positively impact students' attention, perceived relevance, confidence, and satisfaction.

Attention Strategies
Incongruity, Conflict

Introduce a fact that seems to contradict the learner's past experience.

Present an example that does not seem to exemplify a given concept.

Introduce two equally plausible facts or principles, only one of which can be true.

Play devil's advocate.

Concreteness Variability

In stand up delivery, vary the tone of your voice, and use body movement, pauses, and props.

Vary the format of instruction (information presentation, practice, testing, etc.) according to the attention span of the audience.

Vary the medium of instruction (platform delivery, film, video, print, etc.).

Break up print materials by use of white space, visuals, tables, different typefaces, etc.

Change the style of presentation (humorous-serious, fast-slow, loud-soft, active-passive, etc.).

Shift between student-instructor interaction and student-student interaction.

Humor Inquiry Participation
Use games, role plays, or simulations that require learner participation.

Relevance Strategies
Experience Present Worth
State explicitly the present intrinsic value of learning the content, as distinct from its value as a link to future goals.
Future Usefulness

State explicitly how the instruction relates to future activities of the learner.

Ask learners to relate the instruction to their own future goals (future wheel).

Need Matching Modeling Choice

Provide meaningful alternative methods for accomplishing a goal.

Provide personal choices for organizing one's work.

Confidence Strategies
Learning Requirements Difficulty
Organize materials on an increasing level of difficulty; that is, structure the learning material to provide a "conquerable" challenge.
Expectations Attributions

Attribute student success to effort rather than luck or ease of task when appropriate (i.e., when you know it's true!).

Encourage student efforts to verbalize appropriate attributions for both successes and failures.

Self-Confidence
Satisfaction Strategies
Natural Consequences Unexpected Rewards

Reward intrinsically interesting task performance with unexpected, non-contingent rewards.

Reward boring tasks with extrinsic, anticipated rewards.

Positive Outcomes

Give verbal praise for successful progress or accomplishment.

Give personal attention to students.

Provide informative, helpful feedback when it is immediately useful.

Provide motivating feedback (praise) immediately following task performance.

Negative Influences Scheduling
Source: Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10, 2-10.

Self-Determination Theory

Self-determination theory (SDT) is a macro-theory of human motivation, emotion, and development that is concerned with the social conditions that facilitate or hinder human flourishing. While applicable to many domains, the theory has been commonly used to understand what moves students to act and persist in educational settings. SDT focuses on the factors that influence intrinsic and extrinsic motivation, which primarily involves the satisfaction of basic psychological needs.

Basic Psychological Needs

SDT posits that human motivation is guided by the need to fulfill basic psychological needs for autonomy, competence, and relatedness.

Autonomy refers to having a choice in one's own individual behaviors and feeling that those behaviors stem from individual volition rather than from external pressure or control. In educational contexts, students feel autonomous when they are given options, within a structure, about how to perform or present their work.

Competence refers to perceiving one's own behaviors or actions as effective and efficient. Students feel competent when they are able to track their progress in developing skills or an understanding of course material. This is often fostered when students receive clear feedback regarding their progression in the class.

Relatedness refers to feeling a sense of belonging, closeness, and support from others. In educational settings, relatedness is fostered when students feel connected, both intellectually and emotionally, to their peers and instructors in the class. This can often be accomplished through interactions that allow members of the class to get to know each other on a deeper, more personal level.

Continuum of Self-Determination

SDT also posits that motivation exists on a continuum. When an environment provides enough support for the satisfaction of the psychological needs of autonomy, competence and relatedness, an individual may experience self-determined forms of motivation: intrinsic motivation, integration, and identification. Self-determined motivation occurs when there is an internal perceived locus of causality (i.e., internal factors are the main driving force for the behavior). Integration and identification are also grouped as autonomous extrinsic motivation as the behavior is driven by internal and volitional choice.

Intrinsic motivation, which is the most self-determined type of motivation, occurs when individuals naturally and spontaneously perform behaviors as a result of genuine interest and enjoyment.

Integrated regulation is when individuals identify the importance of a behavior, integrate this behavior into their self-concept, and pursue activities that align with this self-concept.

Identified regulation is where people identify and recognize the value of a behavior, which then drives their action.

When an environment does not provide enough support for the satisfaction of autonomy, competence, and relatedness, an individual may experience non-self-determined forms of motivation: introjection and external regulation. Introjection and external regulation are grouped as controlled extrinsic motivation because people enact these behaviors due to external or internal pressures.

Introjected regulation occurs when individuals are controlled by internalized consequences administered by the individual themselves, such as pride, shame, or guilt.

External regulation is when people's behaviors are controlled exclusively by external factors, such as rewards or punishments.

Finally, at the bottom of the continuum is amotivation, which is lowest form of motivation.

Amotivation exists when there is a complete lack of intention to behave and there is no sense of achievement or purpose when the behavior is performed.

Below is a figure depicting the continuum of self-determination taken from Lonsdale, Hodge, and Rose (2009).

Although having intrinsically motivated students would be the ultimate goal, it may not be a practical one within educational settings. That's because there are several tasks that are required of students to meet particular learning objectives that may not be inherently interesting or enjoyable. Instead, instructors can employ various strategies to satisfy students' basic psychological needs, which should move their level of motivation along the continuum, and hopefully lead to more self-determined forms of motivation, thus yielding the greatest rewards in terms of student academic outcomes.

Below are suggestions for how instructors can positively impact students' perceived autonomy, competence, and relatedness.

Strategies to Enhance Autonomy, Competence, and Relatedness

Autonomy Strategies

Have students choose paper topics

Have students choose the medium with which they will present their work

Co-create rubrics with students (e.g., participation rubrics, assignment rubrics)

Have students choose the topics you will cover in a particular unit

Drop the lowest assessment or two (e.g., quizzes, exams, homework)

Have students identify preferred assignment deadlines

Gather mid-semester feedback and make changes based on student suggestions

Provide meaningful rationales for learning activities

Acknowledge students' feelings about the learning process or learning activities throughout the course

Competence Strategies

Set high but achievable learning objectives

Communicate to students that you believe they can meet your high expectations

Communicate clear expectations for each assignment (e.g., use rubrics)

Include multiple low-stakes assessments

Give students practice with feedback before assessments

Provide lots of early feedback to students

Have students provide peer feedback

Scaffold assignments

Praise student effort and hard work

Provide a safe environment for students to fail and then learn from their mistakes

Relatedness Strategies

Share personal anecdotes

Get to know students via small talk before/after class and during breaks

Require students to come to office hours (individually or in small groups)

Have students complete a survey where they share information about themselves

Use students' names (perhaps with the help of name tents)

Have students incorporate personal interests into their assignments

Share a meal with students or bring food to class

Incorporate group activities during class, and allow students to work with a variety of peers

Arrange formal study groups

Convey warmth, caring, and respect to students

Sources:

Lonsdale, C., Hodge, K., & Rose, E. (2009). Athlete burnout in elite sport: A self-determination perspective. Journal of Sports Sciences, 27, 785-795.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford.

Additional Strategies for Motivating Students

Below are some additional research-based strategies for motivating students to learn.

Become a role model for student interest. Deliver your presentations with energy and enthusiasm. As a display of your motivation, your passion motivates your students. Make the course personal, showing why you are interested in the material.

Get to know your students. You will be able to better tailor your instruction to the students' concerns and backgrounds, and your personal interest in them will inspire their personal loyalty to you. Display a strong interest in students' learning and a faith in their abilities.

Use examples freely. Many students want to be shown why a concept or technique is useful before they want to study it further. Inform students about how your course prepares students for future opportunities.

Use a variety of student-active teaching activities. These activities directly engage students in the material and give them opportunities to achieve a level of mastery.

Teach by discovery. Students find it satisfying to reason through a problem and discover the underlying principle on their own.

Cooperative learning activities are particularly effective as they also provide positive social pressure.

Set realistic performance goals and help students achieve them by encouraging them to set their own reasonable goals. Design assignments that are appropriately challenging in view of the experience and aptitude of the class.

Place appropriate emphasis on testing and grading. Tests should be a means of showing what students have mastered, not what they have not. Avoid grading on the curve and give everyone the opportunity to achieve the highest standard and grades.

Be free with praise and constructive in criticism. Negative comments should pertain to particular performances, not the performer. Offer nonjudgmental feedback on students' work, stress opportunities to improve, look for ways to stimulate advancement, and avoid dividing students into sheep and goats.

Give students as much control over their own education as possible. Let students choose paper and project topics that interest them. Assess them in a variety of ways (tests, papers, projects, presentations, etc.) to give students more control over how they show their understanding to you. Give students options for how these assignments are weighted.

Sources:

Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.

DeLong, M., & Winter, D. (2002). Learning to teach and teaching to learn mathematics: Resources for professional development. Washington, D.C.: Mathematical Association of America.

Nilson, L. (2016). Teaching at its best: A research-based resource for college instructors (4th ed.). San Francisco, CA: Josey-Bass.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Chelsea Yarborough and Heather Fedesco Print Version Cite this guide: Yarborough, C. B., & Fedesco, H. N. (2020). Motivating students. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu//cft/guides-sub-pages/motivating-students/. Introduction Expectancy - Value - Cost Model ARCS Model of Instructional Design Self-Determination Theory Additional Strategies for Motivating Students Introduction Fostering student...

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The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.

Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

School officials with legitimate educational interest;

Other schools to which a student is transferring;

Specified officials for audit or evaluation purposes;

Appropriate parties in connection with financial aid to a student;

Organizations conducting certain studies for or on behalf of the school;

Accrediting organizations;

To comply with a judicial order or lawfully issued subpoena;

Appropriate officials in cases of health and safety emergencies; and

State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

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policy; privacy; academic records; technical assistance; parent rights; student rights; ferpa

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Family Educational Rights and Privacy Act (FERPA)

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Family Educational Rights and Privacy Act (FERPA) Home Page.

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Picture this: It’s a week before payday, and an unexpected bill arrives. Sound familiar? That’s where payday loans often come into play. They’re like a financial lifeline—albeit a costly one. Let’s explore how they work, the ins and outs, and whether they might be the right choice for you.

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Resources | Global Digital Citizen Foundation

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The Global Digital Citizen Foundation resources list has got something for every teacher, administrator, and student living in the digital age.

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The Edublogs support team regularly receives complaints and official requests to remove copyrighted content that users have placed on blogs.

The legal jargon with respect to digital copyrights can be confusing - especially since different countries have their own laws and regulations.

Understanding digital copyright is an essential skill we need to understand and teach our students.

With this post, we hope to dispel a few myths and pull together a complete list of resources for teachers and students to use when blogging and working with content online.
This post was originally written by Ronnie Burt, on the Edublogger, on Feb, 2012. It's been re-written with content and comments from the original post combined with updated content by Sue Waters. Dexter, the cat, is owned by Ronnie Burt 🙂
Rule 1: You Can't Use Everything You Find On the Web

This may seem obvious, but judging by the notices we have received, many teachers (and especially students) are under the impression that if it is on the web, then it is up for grabs.

If you and your students keep rule 1 in mind, then everything else should be fine.

Rule 2: There Are Resources You CAN Use

One of the myths out there is that you can't use any image, video, or content from another website on your blog.

That simply isn't true, and we'll cover our favorite sources of "fair use", "public domain" and "free to use" resources at the end of this post.

It is troubling that while copyright is important to protect the hard work of others, it can also stifle creativity and hamper educational goals.

Understanding Fair Use

You might be aware that as educators, we have a few more flexible rules, called "Fair Use", to play by.

That is, in some cases, if an image, text, video, etc. is being used for educational purposes, there might be more flexible copyright rules.

For example, a video that was purchased in a store can usually be shown in a classroom when the video is tied to the curriculum being taught. Otherwise, showing a class full of students a video would be considered a "public performance" and would be against the law.

The trouble is, most of the laws and rules that cover fair use and education were written well before the invention of the web.

While a textbook or curricula resource might allow for photocopying for classroom use, it most likely isn't going to allow you to make a PDF of the document and put it on your class blog or website for students to print themselves.

The end result would be the same, right? A student would have a printed copy.

But make sure to check specific copyright restrictions before uploading anything you've scanned to the web!

For more, check out the Fair Use FAQ for Educators here from the excellent resource site, TeachingCopyright.org.

What Can Be a Violation?

Here are the most common types of content that we have been contacted about and asked to remove on our blogs:

Images - mostly found through google image search

Curriculum docs and PDFs - especially handouts, student activities, chapters of textbooks and music sheets.

Music - usually mp3s that students have uploaded to share on their blogs

But I Won't Be Caught...

If only that were true.

Google makes it incredibly easy for companies and content creators to seek out those posting their work on the web.

Sadly, we are also noticing more and more "law firms" and organizations out there looking for copyrighted content as a way of generating business. They then contact the copyright holder offering their services to get the content removed (for a fee of course).

It is a ruthless (and apparently profitable) practice, and we'd be lying if we haven't argued with a few that contact Edublogs about how they are hurting the education of students. But let's keep on topic...

What If I Am Caught?

Well of course in this case a good offense is your best defense. Check your blogs and class websites for any potentially offending material. If you find anything, just remove it.

The law requires copyright holders to give you (and the host of your site, such as Edublogs, WordPress, etc.) an official notification. Take these seriously and act quickly to remove what they want if you are in the wrong. That should be the end of it.

We were once notified about a teacher with a blog on Edublogs that had a harmless world map image on his blog that he had presumably found using Google image search. When we contacted him telling him why we had removed the image, he asked if he and his students could write an apology letter to the copyright holder.

It was excellent - turning what could be a bit of an embarrassing mistake into a teachable moment for his students! Now this teacher had a good reason to discuss copyright and creative commons with his students...

So What Is Creative Commons?

Creative Commons, founded in 2001, is an organization which provides free content license known as a creative commons license that people can apply to their work.

When you license your work with creative commons, you are giving people the permission to use it without having to ask permission, provided they use it in the manner stated in your creative commons license.

The reason people use creative commons licenses is to make it easier for everyone to share and adapt creative work without the concern of copyright infringement.

Watch this video on Creative Commons.

Creative commons licenses are used for books, websites, blogs, photographs, films, videos, songs and other audio & visual recordings.

If an image, or website, doesn't include a Creative Commons license, or isn't public domain work, or indicates that the content is free to use than it automatically implies all content is copyright and you shouldn't use!

Unless a blogger includes a Creative Commons license, all content on that blog is automatically the copyright of the blogger.

Look for A Creative Commons License

One thing to look for when figuring out if an online resource (ie. image, video, text, etc.) is free to copy or embed on your blog, is to look to see if there is Creative Commons license.

This is what a Creative Commons license looks like!

That is fancy talk for letting you know that you are free to use anything on the site as long as you:

1. Give an attribution or credit that lets others know where you got the info with a link,

2. Won't profit in any way from using the content and use it for non-business purposes only, and

3. Anything you create with the content, you must use the same license.

Watch this video for a summary of the different creative commons' licences.

Finding Creative Commons Images

One of the most common sources of Creative Commons images used by bloggers is Flickr (an online photo sharing website).

Unfortunately many assume Flickr images are licensed under creative commons and allowed to be used. This isn't the case.

Images marked as "All Rights Reserved" are copyrighted and require permission from the person who uploaded it to Flickr. Images with "Some rights reserved" means the Flickr user has applied a Creative Commons license to their photo and you can use the image in the manner specified by the license.

If you look at images directly on Flickr always check to see which license applies to ensure you only use the image in the manner specified by the license.

The best option for finding Flickr Creative commons images is to use one of the following Flickr Search Engines:

Compfight - It provides a range of search options including search by tags only vs. all the text, licenses, the option to show or hide originals and turn on/off the safe content filter.

Photos for Class - A student friendly place for searching safe images from Creative Commons Flickr. The downloaded images include attribution of the photographer and the image license terms.

Multicolr Search Lab - Allows you to search Flickr images by color. This is a handy tool when you're trying to match specific colors. All you need to do is select up to 5 colors.

Creative Commons and Image Attribution

It's a requirement of all Creative Commons Licenses that you attribute the original author. This means you can't just use a creative commons image without acknowledging the person who originally created it.

Within or at the end your blog post you must attribute the image, include their copyright information and you should link the photo back to it's original photo page.
Here's an example of image attribution:
Photo by Chotda licensed under Creative Commons Attribution 2.0 Generic.

The easiest way to add Creative Commons images with attribution is using either:

1. The Compfight Safe Images plugin - you'll find instructions here on how to use.

2. Photos for Class

Adapting Creative Commons Images

Some educators like to take photos from the Internet and combine them with text or edit the image to remix it. This is allowed provided you've attributed the original work, their Creative Commons License allows derivatives, and you've shared using the same Creative Commons License.
Here's of how you attribute material from which you created a derivative work.
This work is a derivative of ' Sask Scene' by Alec Couros used under CC BY 2.0. It is licensed under CC BY 2.0 by Sue Waters.

You'll find more detailed information on best practices for attribution here.

What are Free and Public Domain Images?

There are websites that provide public domain images that are free to use, or have their own free to use licensing.

Public domain works are those works that:

1. Automatically enter public domain when created because they are not copyrightable.

2. Their copyright has expired.

3. Their creator has assigned their work to public domain.

Public domain images are free and available for unrestricted use.

Attributing free to use and public domain images

Public domain images and free to use images may not have a strict legal requirement of attribution, depending on the jurisdiction of content reuse, and depending on the terms and conditions of use of content from the website, but attribution is recommended to give correct provenance. This means within or at the end your blog post you must attribute the image, include their copyright information and you should link the photo back to it's original photo page.
Here's some good free and public domain image websites to use with students:

1. Pixabay - A curated repository for finding and sharing public domain images. All of the images on Pixabay can be used freely in digital and printed format, for personal and commercial use. Attribution to the original author is not required.

2. Openclipart is a gallery of clip art images that have been released into the public domain that can be used freely, for personal and commercial use, without attribution.

3. Wikimedia Commons - Media file repository for public domain and freely-licensed educational media content, including images, sound and video clips. Images and other media on Wikimedia Commons are almost all under some kind of free license (usually public domain, CC-BY, CC-BY-SA, or GFDL (GNU Free Documentation license) and may require attribution.

4. The Commons - Set up to help share photos and images from the World's public photography archives. Once you've located an image on The Commons you should click on the 'No known copyright restrictions' beneath the image. This takes you to the Rights Statement for the Institution who supplied the image. This is where you'll find information on how the institution would like the image to be attributed.

5. Getty Open Content images - Are all available digital images to which the Getty holds the rights or that are in the public domain to be used for any purpose. No permission is required but they request attribution.

6. Getty Images - An American Stock photo agency which allows their images to be used for free for non-commercial use. Getty Images have no relationship with the J. Paul Getty Trust and the Getty Open Content images. Getty Images can be embedded into posts uisng their embed code.

Copyright and Videos

Video is more confusing than images because you see a lot of remixed videos online or videos using commercial music especially on YouTube.

You are free to embed any video from YouTube, Vimeo, BlipTV, WatchKnowLearn, etc. on your blog or website as long as it gives you the embed option.

That being said, you (or your students) can't necessarily use parts from videos on YouTube (or other sources) to make mashups or as part of another video. If you use any video that you are cutting, making changes to, or adding to a project, or adding audio, it is better to use creative commons content, free or public domain content or request permission from the copyright holder.

If you do use copyright content on YouTube this is what might happen:

1. The video and/or audio is pulled because of a DMCA complaint, copyright infringement or content ID match.

2. No action is taken but they might add an advertisement to your video that says 'Buy this song'.

The following videos are good for explaining video copyright to younger students.

Curriculum and Text

You can't upload student resources from most textbook companies or purchased curriculum - so be careful and make sure you have permission before doing so!

Here's some resources that you can use:

Related Posts and More Info on Copyright

Check out the following resources for more information:

Commonly Asked Copyright Questions

Here's answers to commonly asked questions we've received:
In private or for-profit institutions, how can we use images and video, if at all? Is it even okay to use YouTube videos in class? What about online articles? Is there a difference between a class of paying students and a training delivered to teachers?
First, any images, videos, or content under a Creative Commons license will let you freely use the material with your student, you just may not be able to turn around and sell any changes you make. Any video on YouTube should be fine for showing in class, and if an image is on the web, you can always display the website that contains the image - where the line is drawn is on copying that image and pasting it on your own blog or website.
Can the onus not be placed on those who post these potential classroom materials, to make it clear who can and can´t or used for and not used for, surely this would be the least time consuming option.
Excellent point! Awareness of copyright and the importance of website owners to make it clear their licenses is improving. I think sticking to trusted sources and using filtered searches is the safest option.
If you can't use images from the internet why is it that google can group all the images together for people to use?
Interesting thought for sure. Website owners can ask Google not to index their sites and images with a quick code. For bloggers, under Settings > Privacy, users can do the same thing. Not sure that really answers your question though 🙁
Is there a straightforward way to get the permission needed to use a 'clip' from a you tube video?
I've seen people leave a comment on the YouTube post, but there is no guarantee you'll get a response.

Some YouTube videos are licensed under a Creative Commons license, and there is an advanced search filter on YouTube that would let you search for these. If you find one, you could use it without permission as long as you follow what the license allows (ie. provide attribution and not make money on the project).
What about the LIBRARY!?
Not so much a question, but Elijah left an excellent comment down below remind us that this is exactly why our libraries can be such valuable resources. Libraries have access to tons of licensed materials and librarians are specially trained to help us navigate the difficult copyright laws. Thanks, Elijah, for the tip!
When I get permission to post something that's been copyrighted, am I supposed to share it a certain way so others that I have permission to use?
The answer here really depends on the license of the original content and the agreement you have with the original owner. Most of the time a link back to the original works perfect. The location of the link could be in an image caption, in the text itself, or at the end of your piece (like the "References" section of a formal paper).

Maybe APA/MLA/etc. should come out with a set of web publishing guidelines that include citations and reference lists! How would something like that even get started?
Can students read published books aloud, record themselves & publish recording on class blog?
The answer to this is probably not 🙁

However, many books are in the public domain - including most books written before the 1930s. These are all of the free books you see in the e-reader stores. Students would be free to record themselves and publish any book in the public domain. It should say somewhere near the beginning of the book if it is in the public domain (where copyright and publisher information usually goes).

Add Your Own Creative Commons License

And to finish with! Luckily, the CreativeCommons.org website has a ton of excellent information and makes it easy to grab the license you wish to have on your own blog.

If you (or your students) have blogs, then it is a good idea to choose the most appropriate license and make it visible on your blog. This a great activity for teaching students about Creative Commons licenses while telling others how to use content on your blogs can be used.
Here's how to add a license to your blog
1. Go to Creative Commons Choose A License page.

2. Select your License Features by clicking on the check boxes next to your preferences.

Below is the license features you would select if you wanted to add a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Watch this video for a summary of the different creative commons' licences.

You'll find more About the Licenses here.

3. Scroll down to ' Have a web page? ' and copy the code.

4. Go to Appearance > Widgets

5. Add a text widget to the desired sidebar.

6. Paste the code into the text widget.

7. Click Save.

8. You should now see the widget in your sidebar.

What Do You Think?
This post was originally written by Ronnie Burt, on the Edublogger, on Feb, 2012. It's been re-written with content and comments from the original post combined with updated content by Sue Waters. Dexter, the cat, is owned by Ronnie Burt 🙂
Have we missed any important tips or good sites to find resources that are free to use?

Let us know in the comments below and we will be sure to add it to the post!

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The Educator's Guide to Copyright, Fair Use, and Creative Commons

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The Edublogs support team regularly receives complaints and official requests to remove copyrighted content that users have placed on blogs. The legal jargon with respect to digital copyrights can be confusing - especially since different countries have their own laws and regulations. Understanding digital copyright is an essential skill we need to understand and teach our students.