JISC Legal National Stem Programme OER & Creative Commons Workshop York
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JISC Legal National Stem Programme OER & Creative Commons Workshop York

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National Stem Programme OER & Creative Commons Workshop York

National Stem Programme OER & Creative Commons Workshop York

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  • CC allows the free use/ transfer of resources to others without the costly and timely copyright permissions process.  With 450 projects across the Programme lots of fantastic resources being generated, CC is the natural way to allow third parties to build upon the excellent body of work coming from these projects whilst also acknowledging the authorship of the creators.
  • Students ? Learners?
  • learners
  • The 'examination exception', in s.32(3) of the Copyright, Designs and Patents Act 1988 states that: “ Copyright is not infringed by anything done for the purposes of an examination by way of setting the questions, communicating the questions to the candidates or answering the questions, provided that the questions are accompanied by a sufficient acknowledgement.” Firstly, it should be noted that this exception is not a fair dealing right - there is no requirement to show fairness in order to rely on it.  Provided there is compliance with the section’s conditions, there will be no infringement of copyright.
  • http://creativecommons.org/licenses/by-sa/3.0/
  • adaptation
  • The purpose of a Share Alike license is to ensure that all future adaptations and derivatives of a work carry the same permissions as the original. Share Alike. If you alter, transform, or build upon this work, you may distribute the resulting work only under the same, similar or a compatible license.
  • These Creative Commons Compatibility Wizards can be used to determine the range of Creative Commons licences which are compatible with each other when blending Creative Commons licensed resources to create new Open Educational Resources. Further information can be found at: www.web2rights.com/OERIPRSupport Use Wizard 1 if you want to take Creative Commons licensed resources, blend them in an OER, and make your OER available under a single Creative Commons licence. Wizard 1 will tell you which Creative Commons licences are compatible. Use Wizard 2 if you have already chosen which Creative Commons licence you want to use to license out your OER, and want to know which Creative Commons licensed resources you can blend in your OER, which would be compatible with your chosen end-use licence. It is not possible to relicense someone else’s Creative Commons licensed work. It is possible to disseminate someone else’s Creative Commons licensed work in its entirety, either by itself or as part of a collection, but the original licence will continue to apply to that work. It is possible to relicense an adaptation of a Creative Commons licensed work, provided the original licence is not ND restricted (in which case no adaptation can be made without further permission). Where the original work is SA restricted, the adaptation can only be made under the same CC licence as the original. It is possible to blend an SA licensed work with works with the same conditions (e.g. CC BY SA with CC BY SA) or lesser restrictions (CC BY NC with CC BY SA), as long as the final product of the re-mix is licensed under the same CC SA licence as the original. Two different CC SA licences (e.g. CC BY NC SA and CC BY SA) cannot be mixed. Where an intact Creative Commons licensed work is included with other works, two layers of copyright will exist – the original work will remain licensed under its original licence, but there will also be copyright in the selection and arrangement of the materials in the compilation – and this may be under any licence compatible with the content’s licences.
  • Upstream rights You have some issues to get sorted out

Transcript

  • 1. OER and Creative Commons A guide to law, copyright and open licensing December 2011 79 SCORE / JISC Legal Workshop
  • 2. Hi!
    • John X Kelly JISC Legal
    • [email_address]
    • 0141 548 4939
    • www.jisclegal.ac.uk
  • 3.  
  • 4.
    • 10:00 – 10:15 Welcome and introduction
    • 10:15 – 10:45 What You Need To Know About Copyright for OER
    • 10:45 – 11:30 Getting to Know Creative Commons
    • 11:30 – 12:00 Choosing a CC Licence – the Consequences
    • 12:00 – 13:00 Lunch
    • 13:00 – 15:00 Including Other People’s Stuff in Your OER
    • 15:00 – 15:30 Tea/Coffee
    • 15:30 – 15:45 Top Tips for Avoiding OER IPR Trouble
    • 15:45 – 16:45 Case Studies
    • 16:45 – 17:00 Final Questions and Discussion
  • 5. What time are you leaving?
    • The bitter end (5pm)
    • Nipping away a few minutes early
    • The 4pm train was cheaper
    • You’ll be lucky to see me after lunch
    • I should be at the shops by now
  • 6. When it comes to IPR...
    • I’m confident
    • I’ve a fair idea
    • I dabble
    • I ask others
    • I hide in the toilet
  • 7. Copyright in One Slide
    • Copyright controls copying and other ‘restricted acts’
    • You must own copyright, or have the permission of the copyright holder, in order to do the ‘restricted acts’
    • A few education-relevant exceptions
  • 8. Who Owns The Copyright?
    • The author / creator in general
    • The employer (s.11 CDPA 1988)
    • Commissioned materials: contractor has copyright unless otherwise stated
    • Assignment and licensing
  • 9. I Just Want Some Content
    • Use out-of-copyright material
    • Use ‘open’ licence copyright material (though be aware of conditions!)
    • Use copyright exceptions
    • Use blanket licence
  • 10. I Want THAT Content
    • Check it is in copyright
    • Consider whether an exception applies
    • Consider the use of a blanket licence
    • Obtain permission directly
    • Do not ignore copyright
  • 11.
    • ... the fact that our system of communication, teaching and entertainment does not grind to a standstill is in large part due to the fact that in most cases infringement of copyright has, historically, been ignored...
    “ ” Mr Justice Laddie
  • 12. Top Tip 1
    • Copyright is good!
    • How to use other people’s stuff online
    • Confidence!
    Facilitation, not Compliance
  • 13. Top Tip 2
    • Find out what you’ve got before you go shopping – you’ve got ingredients already!
    • Blanket licences
    • Open licences
    Look in the Pantry!
  • 14. Top Tip 3
    • Where circumstances and purposes allow, let users do it for themselves
    Let Users Deal Fairly
  • 15. Top Tip 4
    • Exception for examinations
    • Summative assessment
    The Examination Creation
  • 16. Top Tip 5
    • Licences are key
    • Licences set bounds
    • Blanket licences
    • Negotiating licences
    Licensed to Inspire
  • 17. Top Tip 6
    • Find out what licences you hold
    • Understand what they allow
    • Tell your staff
    • JISC Legal resource
    Spread the Licence Word
  • 18. As to use of licences we hold...
    • We’re on the ball
    • We have a passing knowledge
    • We muddle on, and keep our head down
    • We hope no-one notices
    • Don’t know
  • 19. Top Tip 7
    • Change of focus
    • Having isn’t enough
    • Understanding reuse in the digital world
    Make Holdings Into Usings
  • 20. Top Tip 8
    • Seeking permission isn’t always tough
    • Prepare for “no” and silence
    • Consider a central function
    Ask!
  • 21. Top Tip 9
    • Efficient, effective e-learning
    • Support and assistance
    • Clear ownership
    Copyright on the Agenda
  • 22. Top Tip 10
    • Sources of information and guidance
    • Who is it at your institution?
    • JISC Legal
    • Licence providers
    • Lots of help!
    Born to Make You Happy
  • 23. Getting to Know Creative Commons
  • 24. Creative Commons Licences 1
    • Just a licence, like any other
    • Standard terms
    • Familiarity
    • Legal status “debate”
    • Other licences are available...
  • 25. Creative Commons Licences 2
    • Irrevocable / Perpetual
    • Summary / Legal Code / Symbols
    • Elements / Components
    • Porting and Versions
    • When is a CC licence not a CC licence?
  • 26. Creative Commons Licences 3 CC 0 CC BY CC BY-SA CC BY-ND CC BY-NC CC BY-NC-SA CC BY-NC-ND
  • 27. CC Licences Elements
    • BY – the attribution element
    • NC – the non-commercial qualification
    • ND – the non-derivative qualification
    • SA – the ShareAlike qualification
  • 28. BY – the Art of Attribution
    • Who needs to be attributed?
    • In what form do they have to be attributed?
    • What if it’s not practical to attribute?
    • The problem of ‘attribution stacking’
  • 29. NC – Cut the Commerce!
    • What does ‘non commercial’ mean?
    • Applies to the activity, not the organisation
    • Remedies for commercial ‘breach’
    • Control, not prohibition
  • 30. ND – Don’t Get Derivative
    • What is a derivative?
    • How much change can I make?
    • Collections
    • Control, not prohibition
  • 31. SA – ShareAlike
    • Future adaptations have the same permissions as the original
  • 32. Interoperability and Blending
    • Tools at:
      • www.web2rights.com/creativecommons
      • Wizard 1: given materials, which CC licence can I use?
      • Wizard 2: given a CC licence, what can I include?
    • Open Government Licence (OGL) compatible with CC BY
  • 33. Some Scenarios for Discussion
    • Alphaville University decides it wishes to make its courseware available more openly to raise its profile and attract interest. It chooses a CC BY-NC-ND licence. A good choice?
  • 34. Some Scenarios for Discussion
    • Bucks Fizz College decides it wishes to develop and promote a community of business tutors collaboratively creating materials across the education sector. It chooses a CC BY-NC-SA licence. A good choice?
  • 35. Choosing a CC Licence – the Consequences
  • 36. The Consequences of the Choice
    • Irrevocable
    • But relicensing possible
    • Choice of licence limits not only use, but what can be included
    • Nothing’s barred... but people don’t ask
  • 37. The Consequences of the Choice
    • CC-0
    • BY - attribution
    • NC – non-commercial restriction
    • ND – non-derivative restriction
    • SA – ShareAlike restriction
  • 38. Some Scenarios for Discussion
    • JISC Legal originally licensed its materials under a short, bespoke licence, allowing liberal use in the education context, but restricting commercial use and requiring permission for adaptation. It’s now moved to a CC BY licence. What were we thinking?!
  • 39. Some Scenarios for Discussion
    • The University of Jiscadvancia would like to share its materials more widely, but has reservations about rival institutions and commercial bodies benefitting from reuse of the materials. How would you advise them on the potential use of a CC licence?
  • 40. Including Other People’s Stuff in Your OER
  • 41. Understanding the CC Licences
    • A learning curve for projects, creators and rights holders
    • The “not quite CC” syndrome
    Issue 1 Solution
    • Education and changing perceptions
    • Understanding CC as permissions
    • Understanding CC compatibilities etc
  • 42. Which licence for you?
    • CC-0
    • CC BY
    • CC BY-SA
    • CC BY-ND
    • CC BY-NC
    • CC BY-NC-SA
    • CC BY-NC-ND
    • Various / non-CC
    • Don’t know
  • 43. The Patchwork Quilt
    • A world of rich content and bright lights... often means many licences
    Issue 2 Solution
    • Accepting limitations
    • Changing approach to development
    • Encouraging open, simple licensing
  • 44. What’s the expected audience?
    • UK local/regional
    • UK national
    • European
    • English-speaking global
    • Global
    • Very varied
    • Don’t know
  • 45. Any Storm in a Port?
    • Ported v unported licences
    • Over focus on jurisdiction
    Issue 3 Solution
    • Recognising the audience
    • Improved understanding of CC
  • 46. What’s Your Attitude to IPR?
    • Anarchist
    • Boundaries need pushed
    • Pragmatic, not pedantic
    • Conservative & cautious
    • Strongly risk averse
    • Not sure
  • 47. Let’s Get Risqué!
    • Altruism, anarchy, openness, transparency, copyright = copywrong
    Issue 4 Solution
    • Recognition of IPR risk in OER
    • A low risk threshold?
    • Champion risk-free resources
  • 48. Institutional attitude to OER
    • Strong buy-in at all levels
    • Staff buy-in, but senior management untested
    • Project is testing the waters
    • Some institutional barriers
    • Not sure (yet!)
  • 49. Yours, Mine, and Minefields
    • Ownership of IPR in academic work
    • Denial, and sensitivities
    Issue 5 Solution
    • Senior management buy-in
    • Staff and student buy-in
    • A diplomatic approach to OER
  • 50. How much third party content?
    • The vast majority
    • Lots
    • Some
    • A little
    • None
    • Large variations
    • Don’t know
  • 51. Asking the World...
    • Getting third party permissions
    • The world isn’t changing fast enough
    Issue 6 Solution
    • Getting buy-in (not just legal)
    • Accept limits / alter current approach
    • Wait
  • 52. Including Other People’s Stuff
    • Don’t ignore the issue
    • Get permission
    • Create an original replacement
    • Link or refer to the third party material
    • Include, with a warning as to licence limits
  • 53. Use of Licences & Statutory Exceptions
    • Limited
    • Blanket licences do not allow inclusion
    • Few commercial licences allow inclusion
    • Fair dealing for research
    • Fair dealing for criticism/review
  • 54. Scenario – Using Audio
    • The mathematics department at the University of Central England have recorded several ‘vodcasts’ and wish to add some music to make them more interesting, before making them available as OERs. How would you advise?
  • 55. Scenario – Using Video
    • A consortium of institutions wish to devise an OER dealing with preventing violence in demonstrations, using a selection of clips from television and films as material for discussion. How would you advise them?
  • 56. Audit Trail
    • Lack of formalities
    • Evidence of permission depends on risk
    • Find the right balance – not easy
    • Exercise reasonable scepticism over the right to grant permission
  • 57. Appraising the Approaches
    • Getting permission
    • Including under a separate licence or exception
    • Linking or referencing
    • Recreating
  • 58. Top Tips for Avoiding OER IPR Trouble
  • 59. OER Without (Legal) Tears
    • Copyright isn’t going to change much – live with that, and accept the legal reality
    • Be mindful of tensions and sensitivities – CC involves giving something away, forever
    • Avoid of complex licensing – it’s easy for things to get out of hand. “Link and split”!
  • 60. OER Without (Legal) Tears
    • Focus on using what’s available, rather than what you can’t have (easily)
    • Promote change in the creative world – many people do want to share, but the legal default is set otherwise
    • Get clarity as to ownership of copyright works, before they are created
  • 61. OER Without (Legal) Tears
    • Help out users – define your terms such as attribution and commercial use
    • Use and contribute CC licensed material to repositories, databases and collections
    • Move copyright up the agenda. The potential benefits (and savings) are huge.
  • 62. OER Without (Legal) Tears
    • Use the support that’s available. You don’t need to do it on your own.
  • 63. Sources of Support
    • www.jisclegal.ac.uk
    • www.web2rights.org.uk
    • www.web2rights.com/OERIPRSupport/
    • www.creativecommons.org
  • 64. Sources of Support
    • www.jisc-collections.ac.uk JISC’s collective licensing organisation
    • www.ipo.gov.uk The UK Government-backed home of intellectual property on the Internet
  • 65. Case Studies
  • 66. The Lecture
    • A US academic gives a lecture on global environmental changes at your institution. You video the talk including the slides and put it on your intranet. Written materials are provided by the speaker. These were written as part of the speakers work at her institution and contain substantial quotes from works by other authors which she says are covered by fair use. Your team leader tasks you with OER ing the lecture and the speakers notes. He is particularly keen that you use a CC licence.
  • 67. The Blog
    • You decide that a blog that has been around for some time in your department and that was originally set up and maintained by a senior colleague that has now gone off to Brazil to retire should be preserved and made more use of by the community. Several of the blogging contributors had posted materials from journals and magazines as well as Wikipedia and other internet stuff. After looking into it you realise that some of the blog posts have been reproduced in an activist newsletter with attribution but with substantial changes that alter arguments made by original contributors.
  • 68. Final Questions and Discussion
  • 69. Any Questions? ?
  • 70.