online medical school copyright lesson plan

2. By interacting online in a synchronous and asynchronous fashion, students will improve their communication skills in using social learning tools.

3. Students will build relationships with other students and the instructor through online interactions.

5. Logging on to obtain username and passwords to necessary programs.

6. Review Article 1, Section 8 of the U.S. Constitution at http://www.law.cornell.edu/constitution/constitution.articlei.html#section8.

7. Objectives and American Osteopathic Association Core Competencies (AOACC):

8. A 40 minute introduction will be held using WizIQ covering the basic history from the invention of the printing press to the current law. During this session the student will watch: http://www.loc.gov/teachers/copyrightmystery/# as an elementary introduction to current protections offered by the copyright law.

9. At the conclusion of this introduction the student will:

10. Understand the difference between copyright and patents.

11. Understand the protections offered by copyrights.

13. Provide the student with the opportunity to develop their own understanding of intellectual property in both a medical and non-medical context.

15. http://creativecommons.org/videos/wanna-work-together.

16. http://creativecommons.org/videos/sciencecommons.

17. After reviewing these two videos on Creative Commons, the student will participate in a discussion forum and answer the following questions. If necessary to provide feedback to every student, a virtual student will be used.

18. What obstacles do you see copyright law creating that may be unique to medical online medical education?

20. http://www.archive.org/details/KarlFogel_chalktalk.

21. http://chnm.gmu.edu/digitalhistory/copyright/1.php.

22. http://www.loc.gov/teachers/copyrightmystery/#

23. http://www.fair.org/index.php?page=3066.

24. http://en.wikipedia.org/wiki/Creative_Commons.

25. http://creativecommons.org/videos/wanna-work-together

26. http://creativecommons.org/videos/sciencecommons.

27. Lesson Steps:

28. Prior to the WizIQ session, all students will be familiar with the entire course syllabus. Students will be given information to sign up for WizIQ and Voice Thread. Prior to the WizIQ session they will have read the preassigned reading in the U.S. Constitution.

29. Using Karl Fogel's 2006 presentation, reference #2, and Cohen and Rosenzweig's Chapter on Digital History, reference #3 as foundations, the history and importance of copyright is presented including why this has been important to protect the integrity of published works through the last several centuries. We will also discuss the movement of these thoughts from England to the new America and how this effected the forefathers of this country and our Constitution. This history will be followed through the past two centuries and look at how Congress, while still abiding within the construct of the Constitution have bypassed the original intend of the forefathers.

30. Reference #4 will be used to breakup this session and let the students view a very basic definition of copyright and why it is important today.

31. Information on "Food chain Barbie" will be used to introduce the issue of "infringing uses" and "fair use" of intellectual property and the negative implications this may have on scientific, and particularly medical innovation across the world.

32. Voice Thread will be used to allow each student to synthesis their own thoughts regarding intellectual property in both a medical and non medical context, share this information with other students and receive feedback from the other students on their thoughts. The instructor, using the role of a virtual student will also provide feedback to each student.

33. The third part of this one week session, will have the student become aware of and obtain general knowledge about Creative Commons. The second video provides a background for use of Creative Commons in the scientific community. The students should each have the background to now discuss basic copyright principles and how to move beyond the obstacles to increase the use of intellectual property among the worldwide medical community in both innovation and medical education.

34. Assessment:

35. As part of the assessment process, all Osteopathic Medical Schools and Postgraduate Residencies must document which of the seven AOA Core Competencies are being addressed in each educational program. This information has already been provided.

36. Each Voice Thread and Discussion Forum session will be evaluated on the following criteria:

37. Related an understanding of Intellectual Property or Creative Commons and how this relates to copyright law.

38. Gave examples to support their thoughts.

40. 1= several errors or minimal comprehension, did use at least one example

41. 2= minimal errors or moderate comprehension and used at least one example

42. 3= no more than one minor error or sophisticated comprehension including more than one example.