Copyright Clarity PETE & C 2010

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  • small groups discuss...what terms arose in the conversation
  • What IS the purpose of copyright
  • 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.
  • What are our kids being taught? When? How?
    Discuss in small groups
  • willfully ignorant of the law
  • willfully ignorant of the law
  • willfully ignorant of the law
  • willfully ignorant of the law
  • willfully ignorant of the law
  • willfully ignorant of the law
  • It’st time for educators to get smarter about their rights under the law
    About c & fair use and how it relates to our work
  • It’st time for educators to get smarter about their rights under the law
    About c & fair use and how it relates to our work
  • Introduce users rights video as a way to teach kids to start to think about the 4 factors of fair use.
  • willfully ignorant of the law
  • willfully ignorant of the law
  • willfully ignorant of the law
  • willfully ignorant of the law
  • willfully ignorant of the law
  • willfully ignorant of the law
  • When should we think about use of Creative Commons Resources....
  • all it does is give kids right to copy & paste
  • Talk about the process and discuss involvement.
    MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  • Talk about the process and discuss involvement.
    MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  • Talk about the process and discuss involvement.
    MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  • Talk about the process and discuss involvement.
    MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  • SMALL GROUP discuss after video.
  • Darfur Video...
    Watch & analyze in small group
  • SCENARIOS....
  • Break into groups by level...how did the teachers in the video exercise their rights to fair use....
  • Copyright Clarity PETE & C 2010

    1. 1. Conquring Copyright Confusion: The Future of intellectual property in a Remix Generation PETE & C 2010 Kristin Hokanson http://ning.peteandc.org/profile/KristinHokanson
    2. 2. Image: 'fuzzy copyright' www.flickr.com/photos/58764797@N00/1384247192
    3. 3. To promote creativity, innovation and the spread of knowledge Article 1 Section 8 U.S. Constitution, 1787
    4. 4. To promote creativity, innovation and the spread of knowledge Article 1 Section 8 U.S. Constitution, 1787
    5. 5. The Result Copyright Confusion
    6. 6. Copyright Law Balances Rights of Owners and Users OWNERS USERS
    7. 7. What are you teaching your students about... • Copyright • Exemption (Fair Use) • Public Domain • Creative Commons
    8. 8. How do teachers cope?
    9. 9. How do teachers cope? See no Evil
    10. 10. How do teachers cope? See no Evil Close the Door
    11. 11. How do teachers cope? See no Evil Close the Door Hyper-Comply
    12. 12. It’s time to replace old knowledge
    13. 13. It’s time to replace old knowledge with accurate knowledge
    14. 14. The Doctrine of Fair Use --Section 107 Copyright Act of 1976
    15. 15. The Doctrine of Fair Use Criticism, comment, news reporting, teaching, scholarship, research … but also many forms of creative work that advance and spread innovation --Section 107 Copyright Act of 1976
    16. 16. The Doctrine of Fair Use --Section 107 Copyright Act of 1976
    17. 17. The Doctrine of Fair Use Fair use of copyrighted materials is allowed when the benefits to society outweigh the private costs to the copyright holder --Section 107 Copyright Act of 1976
    18. 18. The Doctrine of Fair Use Fair use of copyrighted materials is Fair use prevents allowed when the benefits to society copyright law from becoming outweigh the private costs a form of to the copyright holder private censorship --Section 107 Copyright Act of 1976
    19. 19. The effective use of copyrighted materials enhances the teaching and learning process.
    20. 20. Context & Situation
    21. 21. 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. 22. Bill Graham Archives vs. Dorling Kindersley, Ltd. (2006)
    23. 23. An Example of Transformative Use The purpose of the original: to generate publicity for a concert The
purpose
of
the
new
work:
 to
document
and
illustrate
the
 concert
events
in
historical
 context
    24. 24. Range of comfort with use of Copyrighted materials
    25. 25. Range of comfort with use of Copyrighted materials See no Evil
    26. 26. Range of comfort with use of Copyrighted materials See no Evil Close the Door
    27. 27. Range of comfort with use of Copyrighted materials See no Evil Close the Door Hyper-Comply
    28. 28. Educational Fair Use Guidelines
    29. 29. The effective use of copyrighted materials enhances the teaching and learning process.
    30. 30. Does following “rules” for Educational Guidelines require students to think critically about the Copyrighted materials they are using?
    31. 31. Does following “rules” for Educational Guidelines require students to think critically about the Copyrighted materials they are using?
    32. 32. 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
    33. 33. Creative Commons
    34. 34. 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
    35. 35. Does requiring students to use ONLY Creative Commons content require students to think critically about the Copyrighted materials they are using?
    36. 36. Does requiring students to use ONLY Creative Commons content require students to think critically about the Copyrighted materials they are using?
    37. 37. Codes of Best Practices
    38. 38. Codes of Best Practices
    39. 39. Codes of Best Practices
    40. 40. Codes of Best Practices
    41. 41. Codes of Best Practices
    42. 42. http://mediaeducationlab.com/video-overview
    43. 43. Context & Situation • A team of elementary educators shows the Disney movie The Little Mermaid to three classes of Grade 3 students on the day before winter break in the school auditorium.
    44. 44. Fair Use Reasoning tells me... • Claim Fair Use • Ask permission • Buy a License • Use another Copyright Friendly source
    45. 45. Discuss
    46. 46. Fair Use Reasoning tells me... • Claim Fair Use • Ask permission • Buy a License • Use another Copyright Friendly source
    47. 47. 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?
    48. 48. Teach kids to reason
    49. 49. 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
    50. 50. Other Examples?

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