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The Cost of Copyright
     Confusion:
The Future of intellectual property in a Remix
                 Generation


                               Kristin Hokanson
                         Educon2.2 Conversation
                               January 31, 2010
Copyright Clarity Educon2.2
Image: 'fuzzy copyright'
www.flickr.com/photos/58764797@N00/1384247192
To promote creativity,
innovation and the spread of
knowledge

                 Article 1 Section 8
                 U.S. Constitution, 1787
To promote creativity,
innovation and the spread of
knowledge

                 Article 1 Section 8
                 U.S. Constitution, 1787
What do kids understand about...
•Copyright

• Exemption (Fair Use)

• Public Domain

• Creative Commons
Range of comfort with use of
   Copyrighted materials
Range of comfort with use of
   Copyrighted materials
 See no Evil
Range of comfort with use of
   Copyrighted materials
 See no Evil   Close the Door
Range of comfort with use of
   Copyrighted materials
 See no Evil   Close the Door   Hyper-Comply
Codes of Best Practices
Codes of Best Practices
Codes of Best Practices
Codes of Best Practices
Codes of Best Practices
http://mediaeducationlab.com/video-overview
The effective use of copyrighted
materials enhances the teaching
     and learning process.
Copyright Clarity Educon2.2
Context & Situation
Is this Use of Copyrighted Materials
               a Fair Use?

•Did the unlicensed use “transform” the material taken from the
copyrighted work by using it for a different purpose than that of the
original, or did it just repeat the work for the same intent and value as the
original? 

•Was the material taken appropriate in kind and amount, considering the
nature of the copyrighted work and of the use?
Discuss
Practice exercising your
                Fair Use Muscles...

•Did the unlicensed use “transform” the material taken from the
copyrighted work by using it for a different purpose than that of the
original, or did it just repeat the work for the same intent and value as the
original? 

•Was the material taken appropriate in kind and amount, considering the
nature of the copyrighted work and of the use?
Mashups are an opportunity for
“




students to really look at the media
they consume—to take it and give it
their own spin. It helps show kids
how they can present their own
point of view.”
                               ---Faith Rogow, former president
              National Association for Media Literacy Education
Copyright Clarity Educon2.2
Excerpts from:
    http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html
    http://www.youtube.com/watch?v=TPAO-lZ4_hU An anthropological introduction to YouTube
We need to rethink a few
          things...
“We’re changing what it would mean to be a
creator just at the time that technology is
enabling anybody to be a creator. So, just when
it matters most, the law steps in and destroys
the opportunity...”

                       — Prof. Lawrence Lessig
Video Case Studies
             Elementary School Case Study:
             P.S. 124 The Silas B. Dutcher School
             Brooklyn, NY




             High School Case Study:
             Upper Merion Area High School
             King of Prussia, PA




             College Case Study:
             Project Look Sharp at Ithaca College
             Ithaca, NY
Other Examples?
Creative Commons
Copyright Clarity Educon2.2

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Copyright Clarity Educon2.2

  • 1. The Cost of Copyright Confusion: The Future of intellectual property in a Remix Generation Kristin Hokanson Educon2.2 Conversation January 31, 2010
  • 4. To promote creativity, innovation and the spread of knowledge Article 1 Section 8 U.S. Constitution, 1787
  • 5. To promote creativity, innovation and the spread of knowledge Article 1 Section 8 U.S. Constitution, 1787
  • 6. What do kids understand about... •Copyright • Exemption (Fair Use) • Public Domain • Creative Commons
  • 7. Range of comfort with use of Copyrighted materials
  • 8. Range of comfort with use of Copyrighted materials See no Evil
  • 9. Range of comfort with use of Copyrighted materials See no Evil Close the Door
  • 10. Range of comfort with use of Copyrighted materials See no Evil Close the Door Hyper-Comply
  • 11. Codes of Best Practices
  • 12. Codes of Best Practices
  • 13. Codes of Best Practices
  • 14. Codes of Best Practices
  • 15. Codes of Best Practices
  • 17. The effective use of copyrighted materials enhances the teaching and learning process.
  • 20. Is this Use of Copyrighted Materials a Fair Use? •Did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?  •Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • 22. Practice exercising your Fair Use Muscles... •Did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?  •Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • 23. Mashups are an opportunity for “ students to really look at the media they consume—to take it and give it their own spin. It helps show kids how they can present their own point of view.” ---Faith Rogow, former president National Association for Media Literacy Education
  • 25. Excerpts from: http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html http://www.youtube.com/watch?v=TPAO-lZ4_hU An anthropological introduction to YouTube
  • 26. We need to rethink a few things... “We’re changing what it would mean to be a creator just at the time that technology is enabling anybody to be a creator. So, just when it matters most, the law steps in and destroys the opportunity...” — Prof. Lawrence Lessig
  • 27. Video Case Studies Elementary School Case Study: P.S. 124 The Silas B. Dutcher School Brooklyn, NY High School Case Study: Upper Merion Area High School King of Prussia, PA College Case Study: Project Look Sharp at Ithaca College Ithaca, NY

Editor's Notes

  1. small groups discuss...what terms arose in the conversation
  2. What IS the purpose of copyright
  3. Government can establish a copyright system to promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries.
  4. What are our kids being taught? When? How? Discuss in small groups
  5. willfully ignorant of the law
  6. willfully ignorant of the law
  7. willfully ignorant of the law
  8. willfully ignorant of the law
  9. willfully ignorant of the law
  10. willfully ignorant of the law
  11. Talk about the process and discuss involvement. MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  12. Talk about the process and discuss involvement. MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  13. Talk about the process and discuss involvement. MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  14. Talk about the process and discuss involvement. MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  15. SMALL GROUP discuss after video.
  16. Introduce users rights video as a way to teach kids to start to think about the 4 factors of fair use.
  17. Darfur Video... Watch & analyze in small group
  18. SCENARIOS....
  19. Break into groups by level...how did the teachers in the video exercise their rights to fair use....
  20. When should we think about use of Creative Commons Resources....