Advanced Copyright Law Seminar: Guest Lecture


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Guest lecture to Advanced Copyright Law Seminar at the University of Michigan Law School.

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  • what do we hope to see by expanding educational, cultural, informational access to information? HOLISTIC - culture not only using open materials, but creating their own and sharing DEFINING - de-emphasis of teacher/student hierarchy; reborn as learners -- OER
  • Professor Walter Lewin - physics
  • 10 or so
  • china = 30 japan = 10 korea = 7 australia, iran, thailand, vietnam
  • How does anyone do this? this is not magic. it’s effort that requires people like you, but it rewards itself.
  • Advanced Copyright Law Seminar: Guest Lecture

    1. 1. open.michigan we want to work with you. garin fons pieter kleymeer greg grossmeier guest presentation Susan Kornfield’s Advanced Copyright Practice University of Michigan Law School
    2. 2. the end evolving landscape the challenges & questions a beginning: working together
    3. 3. Mark Shandro - h ttp:// Begin at the end.
    4. 4. <ul><li>toward a culture of “ OPEN-ness ” </li></ul><ul><li>a Global Learning Commons </li></ul><ul><li>a culture sharing creative materials for a variety of purposes: art, music, education, research, etc. </li></ul><ul><li>cooperative resource creation, collaboration, evaluation. </li></ul><ul><li>defining the 21st century education landscape </li></ul>Where does this all lead?
    5. 5. <ul><li>faculty & students using and creating openly licensed educational media </li></ul><ul><li>institutions supporting open access journals and open textbooks </li></ul><ul><li>developers building openly licensed software tools on open source platforms </li></ul><ul><li>all parties participating in innovative teaching and learning exercises </li></ul>How do we get there? Best highlighted by Cape Town Open Education Declaration
    6. 6. Public Domain: Michael Reschke From the JISC report: “potential and promise to obviate demographic, economic, and geographic educational boundaries and to promote life-long learning and personalised learning.
    7. 7. What are the main features of OER? <ul><li>“ ...educational materials and resources offered freely and openly for anyone to use and under some license to re-mix, improve and redistribute.” </li></ul><ul><li>the content (courses & learning assets) </li></ul><ul><li>the delivery (electronic & print media) </li></ul><ul><li>the use and remix (copyright licensing) </li></ul>More in OECD, Giving Knowledge for Free: The Emergence of Open Educational Resources, 2007
    8. 8. What do we mean by open ? “ ...educational materials and resources offered freely and openly for anyone to use and under some license to re-mix, improve and redistribute.”
    9. 9. Open licensing: Creative Commons
    10. 10. Public Domain All Rights Reserved Some rights reserved: a spectrum. least restrictive most restrictive
    11. 11. A couple of important distinctions <ul><li>free , as in no fees, does not mean open </li></ul><ul><li>open access does not mean openly licensed </li></ul>
    12. 12. The difference between OA and OER. <ul><li>OA : Open Access </li></ul><ul><li>OER : Open Educational Resources </li></ul><ul><li>OA focuses on sharing content, but no underlying licensing requirement </li></ul><ul><li>OER includes any educational content that is shared under an open license (nix ND) </li></ul><ul><li>OER and OA are friends </li></ul>
    13. 13. OA // OER - buddies OA OER openly licensed educational content free, permanent, full-text, online access to scientific and scholarly works
    14. 14. The difference between OCW and OER. <ul><li>OCW : Open CourseWare </li></ul><ul><li>OER : Open Educational Resources </li></ul><ul><li>OCW focuses on sharing open content that is developed specifically to instruct a course (locally taught) </li></ul><ul><li>OER includes any educational content that is shared under an open license, whether or not it is a part of a course </li></ul><ul><li>OCW is a subset of OER </li></ul>
    15. 15. OCW // OER - overlap OER OCW syllabi, lecture notes, presentation slides, assignments, lecture videos - all related to a course OCW, single images, general campus lectures, image collections, singular learning modules, paper or article
    16. 16. OER and eLearning: a relationship. <ul><li>OER </li></ul><ul><li>may exist in electronic or paper form </li></ul><ul><li>may not contain enough context to be “instructional” </li></ul><ul><li>are always licensed for reuse, redistribution, and re-mixing </li></ul><ul><li>eLearning resources </li></ul><ul><li>exist only in electronic form </li></ul><ul><li>are generally designed to be instructional </li></ul><ul><li>may not always be licensed for open use </li></ul>
    17. 17. eLearning // OER - intersection OER eLearning intersection represents open, electronic, instructional resources
    18. 18. “ culture of open-ness”
    19. 19. the end evolving landscape the challenges & questions a beginning: working together
    20. 20. /
    21. 21. source: The New York Times source: MIT
    22. 22. OCW Domestic
    23. 23. OCW International
    24. 24. Recent Developments source: OCW Consortium
    25. 25. /
    26. 26. /
    27. 27. /
    28. 28. /
    29. 29. /
    30. 30. /
    31. 31. the end evolving landscape the challenges & questions a beginning: working together
    32. 32. two the model for creating OER/OCW. the changing nature of teaching and learning. one CC: BY-SA jfabra ( flickr ) CC: BY-SA jfabra ( flickr )
    33. 33. THE challenge C
    34. 34. one CC: BY-SA jfabra ( flickr ) models of OCW/OER creation the model is changing
    35. 35. convert creating OER who are these people ? OER curriculum materials c into people
    36. 36. need training in copyright, decision management, communication, etc. people
    37. 37. = time, money, training, knowledge = risk people
    38. 38. need to be gathered, organized, managed curriculum materials c
    39. 39. = hard to solicit = hard to scale curriculum materials c
    40. 40. staff oriented model
    41. 41. how else can we do this?
    42. 42. what about students ?
    43. 43. Source: Regents of the University of Michigan
    44. 44. and a team of U-M OER specialists... for use by students, educators and self-learners... Motivated students... collaborate with faculty... to gather, review, edit, and publish course materials... worldwide.
    45. 45. dScribe model
    46. 46. publish to OER site dScribe Publishing Process roles dScribe2 dScribe instructor faculty transfers course material to dScribe dScribe attends training course led by dScribe2 dScribe identifies & documents potential IP issues Class #1 Agenda: find dScribe for open.michigan OER team reviews & clears IP issues clear IP BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell dScribe makes necessary edits to course material Class #1 Agenda: find dScribe for open.michigan faculty reviews material: publish to U-M OER site Class #1 Agenda: find dScribe for open.michigan faculty & dScribe2 connect: license material as OER faculty & dScribe2 recruit dScribe
    47. 47. THE challenge C
    48. 48. Question: Can non-lawyers make legal decisions?
    49. 49. <ul><li>our approach: </li></ul><ul><li>Worked with legal team to craft a framework for decision-making. </li></ul><ul><li>Built a casebook to guide dScribes in the identification and clearing process. </li></ul><ul><li>conduct training and workshops on copyright </li></ul><ul><li>our assertion: </li></ul><ul><li>given an appropriate process, the right education, and moderate resources, non-lawyers can make intelligent decisions about copyright. </li></ul>
    50. 54. > breakout < Question: Can non-lawyers make copyright decisions?
    51. 55. What should we do with these objects? Clear objects: retain, remove, replace new yorker: 1. what’s the context?
    52. 56. New Question: Can we crowdsource copyright analysis? <ul><li>How can we get as many eyes on the content as possible to clear the content? </li></ul><ul><li>What communities do this analysis already? </li></ul><ul><li>Are there domain expert communities we could target? </li></ul><ul><li>What resources and tools can people use? </li></ul><ul><li>What restrictions must be in place around the content? </li></ul><ul><li>Questions you can help us ask. </li></ul>
    53. 57. the classroom is changing two CC: BY-SA jfabra ( flickr ) social view of learning & learning 2.0
    54. 58. teacher students knowledge learning happens in there somewhere? CC:BY-NC-ND kioko ( flickr )
    55. 59. <ul><li>learning 2.0 - characteristics </li></ul><ul><li>:: connected </li></ul><ul><ul><li>: students, staff, & faculty </li></ul></ul><ul><li>:: global audience </li></ul><ul><ul><li>: facebook, slideshare, YouTube </li></ul></ul><ul><li>:: participatory </li></ul><ul><ul><li>: commenting as part of assignments </li></ul></ul><ul><li>:: project based learning </li></ul><ul><ul><li>: authentic assessments and real clients </li></ul></ul><ul><li>:: technology as a mindset, not a skill </li></ul><ul><ul><li>: blogs, wikis, multimedia, social networking </li></ul></ul><ul><ul><li>: collaborative virtual spaces </li></ul></ul><ul><ul><li>: permanent records of work and conversations </li></ul></ul>more here in Kim Cofino’s presentation - “The 21st Century Classroom”
    56. 60. THE challenge C
    57. 61. the learning 2.0 experience requires openness . yet teachers and students still use non-open content
    58. 62. Global Learning Commons: If this is going to happen it needs to be open from the start. Question: How do we encourage faculty, staff and students to use open content from the start?
    59. 63. <ul><li>our assertion: </li></ul><ul><li>given an appropriate resources, encouragement, and incentives faculty, staff, and students can create content that is open and can legally be shared as OER. </li></ul><ul><li>our approach: </li></ul><ul><li>We have resources that provide people with guidance. </li></ul><ul><li>We have student dScribes who can assist in creating OER. </li></ul><ul><li>We can publish content on our Open.Michigan OER site. </li></ul><ul><li>We offer workshops and other consulting. </li></ul>
    60. 64. > breakout < Question: What suggestions do you have to encourage creating open content from the start? <ul><li>What incentives are there for participation? </li></ul><ul><li>How do we encourage creators to think beyond “tech transfer”? </li></ul><ul><li>How do we assist faculty in holding on to the copyright they have? </li></ul><ul><li>What policies might we encourage the institution / departments to adopt open? </li></ul><ul><li>How do we navigate the fact that we will using technologies we cannot envision today? </li></ul><ul><li>Will faculty see this as meddling in their autonomy or is it an opportunity for collaboration? </li></ul>
    61. 65. the end evolving landscape the challenges & questions a beginning: working together
    62. 66. Colin Rhinesmith - h ttp://
    63. 67. We were made BY Ryan Junell