Cost of Internet Radio

This is not an educational topic per se, but the comment does concern the general topic of copyright and appropriate compensation to content producers.

My interest in technology has expanded my interest in music. Most of the music I listen to moves through one of my computers. This interface adds an added dimension because of the potential social network that can be connected to this music. When I purchase something from iTunes, the recommendations alert me to similar artists who may interest me. I am actually more interested in services such as last.fm or mashups such as pandorafm. These sources provide a variety of services that deepen my interest in the music I listen to and the artists who create this content.

It appears that the RIAA intends to increase the royalties demanded of internet radio services. I learned of this because the increase costs threaten the continuation of Pandora. This increase is anticipated to be especially damaging to what were previously regarded as a special category described as small webcasters (e.g., Rogueamoeba). As I read the law, it appears the minimum fee is $500. The cost per performance is about a tenth of a cent. It doesn’t sound like much, but those offering services at the low end typically do not collect money (there may be an occasional request for a donation).

Copyright is such a complex issue to me because different media work in different ways and because the problem is not necessarily that an opportunity exists, but that individuals might inappropriately take advantage of that opportunity (e.g., capturing a personal copy from what was intended as a one time experience). Differences in how we tend to respond to media are interesting. Theoretically, producers may benefit from different exposure models, but such differences are difficult to document. There is a concept I teach in the intro psychology section on motivation that would seem to apply. For example, Maslow’s hierarchy differentiates deficiency needs and growth needs. Responding to a deficiency need reduces the need to respond again. In contrast, responding to a growth need potentially increases the motive to respond again. Music often seems to function like a growth need. Finding a song or artist that you like increases willingness to listen to that same song or artist again. Hence, it has been argued that listening to an occasional song via internet radio increases rather than decreases sales for quality material. Access to most video and text material in most cases operates like a deficiency need. If I have the opportunity to view a movie or read a book for free, there are only a few rare cases in which that opportunity would increase my desire to then purchase that resource and certainly the general impact would be to reduce sales. I guess I believe that producers should have the right to control access to their creative works, but at least in the case of music I would think certain forms of free exposure would offer a financial advantage.

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Minnesota Textbook Pricing and Access Act

The legislature of the state of Minnesota is considering a bill authored by Wiger, Pappas, Michel, and Robling with the intent of influencing textbook prices. They appear to believe:

  • textbook companies publish new books with minimal changes to encourage unnecessary adoption of more costly material
  • textbook companies bundle extra products that increase costs
  • postsecondary institutions can encourage a vibrant used book market.

As I understand the basic economics, extending the use of books through resale will either

  • drive up the cost of the original sale further so that publishing companies and the authors they support can achieve a profit on the one time they receive compensation for their product, or
  • reduce the number of competitors until a smaller number of companies can sell more copies of whatever books are still available.

Attempting to mandate the business practices of publishing companies is really unnecessary and misrepresents the scope of the issues that are involved. Extending the number of times a given book is recirculated is really dependent on the behavior of instructors. There is no requirement that instructors must adopt the current edition of a book. There are companies that collect and resell used books for years after new editions are available. Check on Barnes and Noble online for a given textbook and see if other editions are available. Every bookstore knows how to gain access to these books and this is the reason they attempt to impose earlier adoption deadlines on instructors – they want to see how many used books are available before they buy any new copies. Actually, the bookstores contribute little in this process and receive what typically amounts to a 50% markup for buying a book from a student and placing it back on the shelf. Pretty easy money when you only do this when the instructor signs the order to stock the book again. Evidently the legislators associated with this bill ignore this particular source of price inflation. Why not completely bypass bookstores and order used books online?

It is difficult to take such simplistic notions seriously and I always wonder whether legislators don’t understand or purposefully simplify complex issues to play to the stereotypes of the voters who elect them.

BTW – I am personally offended by the high price of coffee. With the exception of McDonalds, most coffee shops I frequent now charge in excess of $2.25 for a large cup of coffee. Perhaps the legislature could look into the cost of coffee.

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K-12 Online Courses

Data on general use of technology in education is hard to come by and typically outdated by the time it is distributed. My writing activities require that I constantly search for such data so that I can provide a sense of what is typical. Andy Carvin’s site alerted me to a new study concerning K-12 students enrolled in online courses conducted by the Sloan Foundation. While the rapid increase in online instruction in higher ed was obvious from my vantage point, I must admit that the level of online instruction in K-12 surprised me.

Based on these numbers, the researchers estimate that approximately 700,000 K-12 students are enrolled in online courses, up from less than 50,000 students in 2001.

One group taking heavy advantage of online opportunities is the smaller school in rural areas. I was interested in data from my state, North Dakota, but information on individual states is not provided.

The pdf is available for download at the Sloan site.

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WordPress Dangerous – Upgrade

WordPress dangerous – upgrade immediately!!

I hate running into messages like this after I am home and settled down for an hour of relaxing reading before heading off to bed. By chance, I was scanning the web2.ohh blog and encountered an urgent message to WordPress users. Supposedly, a cracker gained access to the WordPress servers and inserted malicious code in the upgrade available for download. I think I upgraded before the date this exploit supposedly was added, but it was not worth taking the risk. So, it was back to the office to install the upgrade. I must stay on the good side of the security people.

I must admit I have wondered about this before. Wouldn’t joining an open source project and inserting malicious code in a component offer a relatively easy way to insert access opportunities in many servers? I suppose the open source community examines contributions carefully. This was not the reported cause of the WordPress problem because scripts in a couple of WordPress modules were modified after being approved for distribution. As I understand the danger, the modules would allow PHP code to be submitted remotely in a form that would be run by the server. In contrast, if I would enter PHP commands as I enter the text for this blog, the PHP commands should not be interpeted.

echo “hi”;

The night watchman always says the same thing – “Working late Dr. Grabe?”

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Reality Check

I have decided that my formal academic training is somewhat of an obstacle. It functions somewhat like a conscience. It is that little voice in the back of my head reminding me that it is inappropriate to be a promoter without having solid evidence to back claims I may find advantageous to advocate. This is probably the one issue that troubles me the most when I read many blogs related to my personal interests. I don’t mind bloggers promoting ideas associated with personal profit motives (e.g., books, speaking or consultant fees) because I do believe individuals with good ideas should be compensated for their knowledge and skills. However, those in such situations do have a responsibility to seriously consider the evidence for and against the positions they accept fees for promoting. In my world view, this is about science and not promotion.

Many participatory or constructivist positions on education (this covers a great deal of ground) are contrasting themselves with something. This alternative is described in a variety of ways – the traditional approach, the instructivist approach, the lecture approach, instructor centered, etc. – and as a hold over from another time requiring different skills (an assembly line mentality). Clearly, occupations have changed and require different skills or at least a change in the skills that are emphasized. Clearly, information can often be conveniently accessed from external sources and need not be stored in personal memory. The issue is not so much that performance in changing times requires more sophisticiation and a different set of skills, but how best to develop these skills. There are many proposals that essentially suggest that new skills require different learning experiences and some of these proposals have come from me. What that little voice in my head keeps reminding me is that I should be able to offer sound emprical support when I make such claims.

This concern comes and goes with me. At present the topic is more salient because I am teaching a graduate educational psyçhology course and engaging students in the consideration of constructivism. I have always felt this unease when presenting/discussing this topic noting that the “research base” in the reading assignments I use seem weak in contrast to the references available for other topics. My personal preparation for these discussions also engages me with challenging positions taken by very well respected scholars (a partial list appears at the end of this entry). Why is it that the blogs I read seem unaware of these contrary positions and seem unable to respond in kind by offering empirical support for the positions they advocate?

As if by magic, one blog I follow (EdTechDev) has posted an entry that at least seems to acknowledge my concern. D Holton seems to be thinking along similar lines in recognizing this unacknowledged challenge.

I sometimes wish there would be an opportunity to get these folks together in the same room and make them deal with each other. One problem with reading what people have to say is that individuals are free to ignore core issues and continue to harp on personal perspectives. If the blogosphere is to move causes forward by “churning ideas”, part of the process must require a more direct approach to considering the data presented by contrasting positions. So, I guess this is a challenge – how about a little more effort directed toward reading what the position being put down has to offer and a commitment to offer up a strong refutation (e.g., Hake).

– – – –

Chall, J. (2000). The academic achievement challenge: What really works in classrooms. New York: Guilford Press.

Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work. Educational Psychologist, 41, 75-86.

Lesgold, A. (2001). The nature and methods of learning by doing. American Psychologist, 56(11), 964-973.

Mayer, R. (2001). Should there be a three-strikes rule against pure discovery? The case for guided methods of instruction. American Psychologist, 59, 14-19.

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Fair Use – Video

Educators who want to involve their students in multimedia authoring and Internet sharing will need to consider topics that educators might avoid under more traditional circumstances. Authoring and distribution requires special attention to copyright and safety issues.

Some assistance may be available for those educators who would describe what their students are doing as creating documentary videos. The Center for Social Media has prepared a best practices document by interviewing documentary film makers and asking for their opinions. The document is brief and readable. Our son works as a video editor and he has described spending hours moving frame by frame through a video removing an unwanted commercial logo accidently included by the camera operator. The example from our son is among those situations discussed in the document.

Educators might even consider having students view the documentary video on fair use prepared as part of this effort.

I am assuming that the guidelines offered by those contributing to the guidelines and the video are offering only their professional opinions. Such was the case with the CONFU guidelines that offer advice on multimedia materials used in classrooms.

I first read of this effort in a blog entry offered by Andy Carvin. As always, Andy writes in depth about the project I have described briefly.

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