Web-based disseminationS-TEAM Conference: Firing up for the FutureMart Laanpere, Hans PõldojaTallinn University
cbaThis work is licensed under the Creative CommonsAttribution-ShareAlike 3.0 Unported License. To view a copyof this license, visit http://creativecommons.org/licenses/by-sa/3.0/ or send a letter to Creative Commons, 444 CastroStreet, Suite 900, Mountain View, California, 94041, USA.
ReuseThe most basic level of openness. Peopleare allowed to freely use all or part of theunaltered, verbatim work (e.g. downloadan educational video to watch at a latertime). (Hilton et al, 2010)
RedistributePeople can share copies of the work withothers (e.g. email an article to acolleague). (Hilton et al, 2010)
RevisePeople can adapt, modify, translate, orchange the form of the work (e.g. take abook written in English and turn it into aSpanish audio-book). (Hilton et al, 2010)
RemixPeople can take two or more existingresources and combine them to create anew resource (e.g. take audio lecturesfrom one course and combine them withslides from another course to create anew derivative work). (Hilton et al, 2010)
Task 1: discussionHow well do S-team mini-Moodles comply with 4‘R’s of openness? Should we try to improve it? If yes,then how? • Reuse • Redistribute • Revise • Remix
Intellectual propertyfor authors of digital learning resources
What is protected by copyright?• Literary works• Musical works, including any accompanying words• Dramatic works, including any accompanying music• Pantomimes and choreographic works• Pictorial, graphic and sculptural works• Motion pictures and other audiovisual works• Sound recordings• Architectural works• Computer software
What is not under copyright?• Works that have not been ﬁxed in a tangible form of expression (not written or recorded)• Facts• Ideas, principles and concepts• Works for which copyright has expired
Duration of copyright• Copyright protection starts from the time the work is created in a ﬁxed form• Copyright protection lasts authors’ lifetime and 70 years after death
Economic rights• Reproduction• Distribution• Rental• Broadcasting• Public performance• ...
Moral rights• Attribution• Anonymous or pseudonymous publishing• Integrity of the work• Withdrawal• ...
LimitationsEU Copyright Directive lists a number of limitations thatcan be applied by the member states, including: • Reproductions by public libraries, educational institutions or archives for non-commercial use; • Use for illustration for teaching or scientiﬁc research, to the extent justiﬁed by the non-commercial purpose; • Communication of works to the public within the premises of public libraries, educational institutions, museums or archives
Problems in the context of digital learning resources• What extent of educational reuse is justiﬁed by the non-commercial purpose?• Translation and modiﬁcation of the work requires agreement from the author
License conditions Attribution — You must attribute the work in theb manner speciﬁed by the author or licensor Share Alike — If you alter, transform, or build upona this work, you may distribute the resulting work only under the same or similar license to this one Noncommercial — You may not use this work forn commercial purposes No Derivative Works — You may not alter,d transform, or build upon this work
Rights Share — to copy, distribute and transmits the workr Remix — to adapt the work
Three “Layers” of licenses (Creative Commons, 2012)
Task 2.2• Select suitable Creative Commons license for mini-Moodles. Justify your selection.
Start Here Does the resource No include third-party Yes works? How are the third-Choose BY- BY or BY-SA party worksSA license licensed? All rights reserved Choose BY-NC-SA or BY-NC or BY-NC-SA license incompatible licenses Replace third-party Replaced with BY-NC works with CC- and BY-NC-SA content licensed content under compatible licenses Replaced with BY and BY-SA content
Teach the way you preach• Have you ever attended a lecture-based training about active learning methods?• Inquiry-based science teacher education should involve inquiry-based learning tasks• Bereiter & Scardamalia: learning in “belief mode” vs “design mode”• Current status of mini-Moodles: repository of static resources, only in “belief mode”
LeMill design• Participatory design sessions with teachers resulted with requests to add methods, tools and communities on top of the digital learning resources• Collections: a sequence of resources + methods + tools• Teaching and learning stories: narrative accounts on ﬁrst-hand experience of using this collection
Learning performances• Connecting learning objectives/outcomes with learning tasks• Action verbs: design, develop, explain, compare, choose, justify…• Task progression: from real-life examples to scaffolded practice, eventually to independent practice• Real-life tasks: authentic, anchored in familiar context, often do not have a single correct solution
Ac4vity-‐centered instruc4onal designWhole task: a speciﬁc instance of a real-‐world task , includes 3 components: • Input: the givens of the task• Goals: the product that results from task• Solu,on: ac4vi4es that tranform givens to goal, includes illustra4on of problem-‐solving (Merill)
Example• Mini-Moodle: Using computers for inquiry• Learning task: ﬁnd, annotate and share with your project group at least 3 Web references on building 3 different types of simple wind turbines• Solution/example: screen video on searching for sources about Savonius turbine with Google Scholar, annotating and sharing with Bibsonomy
Task 3• Select one of the S-team mini-Moodles and create a learning task in accordance to the content of this module
The S-Team project has received funding from the European Communitys Seventh Framework Programme [FP7/2007- e 2013] under grant agreement n 234870. g Report October 2010 Deliverable 10a S-TEAM WP 10 Repo Digital Learning Re ort esources(Laanpere et al, 2010)
References• Creative Commons (2012). About The Licenses. http://creativecommons.org/ licenses/• Hilton, J., III, Wiley, D., Stein, J., & Johnson, A. (2010). The Four R’s of Openness and ALMS Analysis: Frameworks for Open Educational Resources. Open Learning:The Journal of Open, Distance and e-Learning, 25(1), 37–44.• Laanpere, M., Põldoja, H., Sousa, S., & Tammets, P. (2010). S-TEAM WP 10 Report: Digital Learning Resources (No. 10a). Retrieved from https:// www.ntnu.no/wiki/display/steam/Deliverables