This document summarizes a workshop on creating sustainable learning and teaching resources. It discusses considerations around copyright and ownership, licensing, consent, and adopting good practices. Topics covered include obtaining permission to use copyrighted materials, using licensed works, developing policies, and mitigating risks. Tools for finding existing online resources are also presented. The goal is to help educators develop resources and teach in a legally compliant manner.
1. Under copyright law, there are three main sets of rights: economic rights that allow authors to control certain uses of their works, moral rights in some jurisdictions, and users' rights that allow certain uses without permission.
2. University policies determine ownership of works created by faculty and staff. They may claim ownership if substantial university resources were used, or allow open access through non-exclusive licenses.
3. Open access removes price and permission barriers by making works freely available online while allowing authors to retain copyright. It aims to maximize dissemination of knowledge through options like Creative Commons licenses that permit broader uses.
The document discusses best practices for sharing teaching resources openly while respecting copyright and patient consent. It recommends institutions:
1) Have clear policies on attributing content creators and licensing works for reuse
2) Obtain explicit consent when recording patients or people and store consent forms with resources
3) Use disclaimers and take-down policies to manage risks, and take out liability insurance
PORSCHE NHS eLearning Repository Copyright Consent Good Practiceheamedev
nhs porsche medbiq toolkit medev 2011 consent commons e-learning repository oer healthcare education ocw learnining resources practice based training technical good practice ukoer nelr consent oerporsche
Copyright for educators_09v4-presentationRenee Setser
The Forney ISD does not discriminate and ensures equal access to programs and activities. Copyright law protects particular expressions of ideas and facts, not the ideas themselves. Fair use allows use of copyrighted works for purposes like teaching under certain guidelines regarding factors such as the portion used and the work's nature. Teachers should follow multimedia guidelines and district policy on video usage to ensure legal use of copyrighted materials.
Nicola Beck, Deputy Library Services Manager & Louise Koch, Senior Assistant Librarian
PowerPoint accompaniment to the Researchers Development Programme, PAHC, MMU session on 15th November 2017.
This session focuses on copyright issues that you should be aware of during your research process. It is important to understand why copyright matters when presenting research in a thesis and/or a published article as this will inevitably involve the use of the ideas and work of others. Consequently, you should also be aware of the rights applying to your own work, and how you want others to share and re-use the content that you create.
The document provides an overview of copyright in online resources for content users. It discusses intellectual property and copyright, how copyright is licensed, common problems with using content from the internet, fair dealing exceptions, the Copyright Licensing Agency and its comprehensive higher education license, and Creative Commons licensing for open content. The document is intended to educate about copyright issues for those using electronic resources.
This document summarizes a workshop on creating sustainable learning and teaching resources. It discusses considerations around copyright and ownership, licensing, consent, and adopting good practices. Topics covered include obtaining permission to use copyrighted materials, using licensed works, developing policies, and mitigating risks. Tools for finding existing online resources are also presented. The goal is to help educators develop resources and teach in a legally compliant manner.
1. Under copyright law, there are three main sets of rights: economic rights that allow authors to control certain uses of their works, moral rights in some jurisdictions, and users' rights that allow certain uses without permission.
2. University policies determine ownership of works created by faculty and staff. They may claim ownership if substantial university resources were used, or allow open access through non-exclusive licenses.
3. Open access removes price and permission barriers by making works freely available online while allowing authors to retain copyright. It aims to maximize dissemination of knowledge through options like Creative Commons licenses that permit broader uses.
The document discusses best practices for sharing teaching resources openly while respecting copyright and patient consent. It recommends institutions:
1) Have clear policies on attributing content creators and licensing works for reuse
2) Obtain explicit consent when recording patients or people and store consent forms with resources
3) Use disclaimers and take-down policies to manage risks, and take out liability insurance
PORSCHE NHS eLearning Repository Copyright Consent Good Practiceheamedev
nhs porsche medbiq toolkit medev 2011 consent commons e-learning repository oer healthcare education ocw learnining resources practice based training technical good practice ukoer nelr consent oerporsche
Copyright for educators_09v4-presentationRenee Setser
The Forney ISD does not discriminate and ensures equal access to programs and activities. Copyright law protects particular expressions of ideas and facts, not the ideas themselves. Fair use allows use of copyrighted works for purposes like teaching under certain guidelines regarding factors such as the portion used and the work's nature. Teachers should follow multimedia guidelines and district policy on video usage to ensure legal use of copyrighted materials.
Nicola Beck, Deputy Library Services Manager & Louise Koch, Senior Assistant Librarian
PowerPoint accompaniment to the Researchers Development Programme, PAHC, MMU session on 15th November 2017.
This session focuses on copyright issues that you should be aware of during your research process. It is important to understand why copyright matters when presenting research in a thesis and/or a published article as this will inevitably involve the use of the ideas and work of others. Consequently, you should also be aware of the rights applying to your own work, and how you want others to share and re-use the content that you create.
The document provides an overview of copyright in online resources for content users. It discusses intellectual property and copyright, how copyright is licensed, common problems with using content from the internet, fair dealing exceptions, the Copyright Licensing Agency and its comprehensive higher education license, and Creative Commons licensing for open content. The document is intended to educate about copyright issues for those using electronic resources.
This document discusses open educational resources (OER) and related topics such as intellectual property rights, copyright, and obtaining permission to use copyrighted materials. It provides guidance on finding openly licensed resources, using attribution tools, developing policies around consent and risk management, and adopting best practices for working with OERs to avoid legal issues.
Slides by Dr Louise Crowley at Copyright Law for Digital Teaching and Learnin...Darius Whelan
This document provides an overview of copyright law in education in Ireland. It discusses what works are protected by copyright, the rights of copyright owners, exceptions for fair use including education, and the UCC/ICLA licensing scheme which provides more permissive exceptions for copying in educational settings. It also covers original expression, moral rights, and remedies for copyright infringement.
This document discusses various topics related to intellectual property rights (IPR) in 2021. It begins by introducing the author Jacques Folon and their background and credentials. It then discusses some criticisms of IPR and surveys that find many French internet users do not consider piracy to be theft. Other topics covered include the historical development of copyright law, debates around whether IPR constitutes a form of property, how IPR may limit research and art, the purpose of IPR, and categories of works that are protected by IPR like patents, trademarks, design, copyright, and neighboring rights. The document also discusses concepts like public domain, fair use exceptions, and new licenses like Creative Commons. It considers how IPR applies in the digital
This document provides an overview of copyright law and guidelines for use of copyrighted materials. It defines what copyright protects, including original works, and exceptions for ideas and facts. Copyright infringement can result in civil or criminal penalties. The duration of copyright is typically the life of the creator plus 70 years. Permitted uses under "fair dealing" include criticism, review, research and study. Users are advised to get permission or use licensed materials when posting copyrighted content online or scanning/uploading to Blackboard. Help resources are provided.
The document discusses copyright basics, including what copyright protects, how it is automatic, issues of ownership, rights of authors, length of copyright, exceptions and licenses. It covers legislative basis in the UK, fair dealing provisions, digital and Crown copyright, orphan works, Creative Commons, open access, and calculating risk when using copyrighted materials. Guidance and contacts for copyright questions at Durham University are provided.
The document summarizes key aspects of copyright law. It discusses the exclusive rights granted to copyright owners, including rights of reproduction, distribution, public performance, public display, and digital audio transmission. It outlines exceptions to these rights, such as fair use and first sale doctrine. The document also covers moral rights for visual artists, compulsory licensing, and international copyright law.
This document discusses copyright laws and how they apply to creative works. It provides an overview of key concepts like what copyright protects, how default copyright laws can be restrictive, exceptions like fair use and Creative Commons licenses, and laws governing educational use of copyrighted materials like the TEACH Act. The document outlines factors considered for fair use and conditions required by the TEACH Act for expanded educational rights. It aims to help readers understand complex copyright laws and how to legally distribute and use creative works of others.
Copyright Law in the Educational Context (Darius Whelan part)Darius Whelan
These slides are one half of a joint presentation made by Dr Louise Crowley and me at a Teaching and learning Seminar, University College Cork, November 2012.
This part was prepared and presented by me (Darius Whelan).
Video is available at http://www.youtube.com/watch?v=XPse4z6LLMk.
IPR: Legal Issues in Research Data Collection and Sharing by EUDAT | www.euda...EUDAT
| www.eudat.eu | v1.0, June 2014 - The development of skills and competence to manage IPR and leverage its influence requires increasing focus. However, how much detail do you know? Take copyright for example, What exactly is protected?, What rights are reserved and for how long? This presentation addresses such questions on copyright and other topics such as Database Right, Trade Secret and Licensing.
Who is it for?: Researchers, Data Managers, General public.
This document discusses copyright and fair use. It explains that copyright protects original creative works and outlines penalties for copying or distributing those works without permission. Fair use allows for limited use of copyrighted works under certain circumstances, such as for educational purposes. The four factors that determine fair use are the purpose of the use, the nature of the work, the amount used, and the effect on the work's potential market. Examples are provided of general public use, fair use, and illegal use of copyrighted materials. Viewers are directed to additional resources for more information on copyright and fair use guidelines.
Copyright in Online Resources - AuthorsRowan Wilson
This document provides an overview of copyright law as it relates to online resources and content authoring. It discusses key concepts like intellectual property, copyright, licensing, fair use, and Creative Commons. The document was presented as a course to educate content authors about their rights and responsibilities when publishing work online. It covers topics such as determining copyright ownership, protecting works from unauthorized use, addressing potential infringements, and selecting an appropriate Creative Commons license.
This document provides an overview of copyright basics, including what copyright protects, the difference between copyright, patent, and trademark, an artist's exclusive rights under copyright, and what is and is not required for copyright protection. It discusses how copyright law is intended to promote creative works such as literature, music, art, films, and more. The summary also explains the four factors considered in determining fair use: purpose and character of the use, nature of the copyrighted work, amount used, and commercial effect. Fair use allows for limited copying without permission for purposes such as criticism, commentary, news reporting, teaching, and research.
The document discusses copyright law basics including who owns copyright for a work, how copyrights can be managed, public domain vs orphan works, using materials from the internet including implied and expressed licenses, Creative Commons, individual liability for infringement, what types of works are protected, fair use exemptions, and using the four factor fair use test. It provides resources for further information on copyright topics.
This webinar discusses Creative Commons licensing within South African scholarly journals. Dr. Tobias Schonwetter from the University of Cape Town will explain the legal mechanisms behind open access publishing, including copyright and open licensing. Creative Commons licenses provide a standard way for authors to grant permission for others to share and reuse their work. The presentation will cover the different CC license options and how to apply them to published works. Questions from attendees can be asked in the chat box.
This document discusses copyright and creative commons licensing. It begins with questions about what copyright is and isn't, then provides information on what types of work copyright covers and the meaning of public domain. The rest of the document discusses the purpose of copyright in encouraging creativity, how long copyright lasts, exceptions and limitations to copyright like fair use and fair dealing, and alternatives to traditional copyright like creative commons licensing. Creative commons licenses are explained, including the six types of CC licenses available in Scotland. The document provides guidance on assessing copyright risk and examples of analyzing copyright issues.
Copyright: Regional Campuses and Distance EducationBritt Fagerheim
This document discusses copyright issues related to regional campuses and distance education. It covers what types of works are protected by copyright, exceptions, fair use guidelines, the TEACH Act which updates copyright law for online courses, using library resources and images, obtaining permission and open licenses, and sources for further information. Key points include that copyright automatically protects new works, fair use allows limited use of copyrighted works for educational purposes, the TEACH Act specifies requirements for using copyrighted works in online courses, and permission is required to use most images. Contact a librarian or USU General Council with any specific copyright questions.
The document discusses policies and copyrights related to e-learning. It begins by defining policies and outlining a study on e-learning policies in 9 countries from 2000 to 2005. The study found that countries progressed through 3 stages of e-learning policy: making e-learning possible, integrating it into education systems, and transforming views of learning. It then discusses policy initiatives around infrastructure, quality, systematic approaches, and efficiencies. The document also covers issues with e-learning policies and copyrights as they relate to e-learning content and usage.
The document summarizes U.S. copyright law and fair use guidelines for educational multimedia. It outlines what works are protected by copyright, the rights of copyright owners, and exceptions for fair use. Fair use allows portions of copyrighted works to be used for criticism, comment, teaching, or research. For a use to be considered fair, it must consider the purpose of the use, nature of the work, amount used, and effect on the market. Works in the public domain or acquired through royalty-free licenses can also be used without permission.
Copyright automatically protects original creative works upon creation. A work is typically protected for 70 years after the author's death. Fair use allows limited use of copyrighted works for educational purposes without permission, considering factors like the purpose/nature of the use and amount taken. Images online may have copyright restrictions like Creative Commons licenses specifying allowed uses. Adapting or revising a work requires permission unless authorized under fair use. Trademarks identify commercial sources and require attribution for informational use.
The document discusses issues around sharing learning and teaching resources openly online. It addresses intellectual property rights and copyright issues, as well as strategies for mitigating risk, such as adopting open licensing like Creative Commons and ensuring institutional policies and disclaimers are in place. Obtaining necessary consents is also discussed, as copyright differs from consent requirements when sharing recordings of clients, patients or others.
This document discusses open educational resources (OER) and related intellectual property issues. It defines OER as teaching materials that are freely available, and notes that adopting good practices with OER can save time and money. The document outlines UK copyright law and exceptions for fair use. It also discusses obtaining permissions, licensing schemes like Creative Commons, developing institutional policies, managing risks, and ensuring proper attribution and consent for recordings of people.
This document discusses open educational resources (OER) and related topics such as intellectual property rights, copyright, and obtaining permission to use copyrighted materials. It provides guidance on finding openly licensed resources, using attribution tools, developing policies around consent and risk management, and adopting best practices for working with OERs to avoid legal issues.
Slides by Dr Louise Crowley at Copyright Law for Digital Teaching and Learnin...Darius Whelan
This document provides an overview of copyright law in education in Ireland. It discusses what works are protected by copyright, the rights of copyright owners, exceptions for fair use including education, and the UCC/ICLA licensing scheme which provides more permissive exceptions for copying in educational settings. It also covers original expression, moral rights, and remedies for copyright infringement.
This document discusses various topics related to intellectual property rights (IPR) in 2021. It begins by introducing the author Jacques Folon and their background and credentials. It then discusses some criticisms of IPR and surveys that find many French internet users do not consider piracy to be theft. Other topics covered include the historical development of copyright law, debates around whether IPR constitutes a form of property, how IPR may limit research and art, the purpose of IPR, and categories of works that are protected by IPR like patents, trademarks, design, copyright, and neighboring rights. The document also discusses concepts like public domain, fair use exceptions, and new licenses like Creative Commons. It considers how IPR applies in the digital
This document provides an overview of copyright law and guidelines for use of copyrighted materials. It defines what copyright protects, including original works, and exceptions for ideas and facts. Copyright infringement can result in civil or criminal penalties. The duration of copyright is typically the life of the creator plus 70 years. Permitted uses under "fair dealing" include criticism, review, research and study. Users are advised to get permission or use licensed materials when posting copyrighted content online or scanning/uploading to Blackboard. Help resources are provided.
The document discusses copyright basics, including what copyright protects, how it is automatic, issues of ownership, rights of authors, length of copyright, exceptions and licenses. It covers legislative basis in the UK, fair dealing provisions, digital and Crown copyright, orphan works, Creative Commons, open access, and calculating risk when using copyrighted materials. Guidance and contacts for copyright questions at Durham University are provided.
The document summarizes key aspects of copyright law. It discusses the exclusive rights granted to copyright owners, including rights of reproduction, distribution, public performance, public display, and digital audio transmission. It outlines exceptions to these rights, such as fair use and first sale doctrine. The document also covers moral rights for visual artists, compulsory licensing, and international copyright law.
This document discusses copyright laws and how they apply to creative works. It provides an overview of key concepts like what copyright protects, how default copyright laws can be restrictive, exceptions like fair use and Creative Commons licenses, and laws governing educational use of copyrighted materials like the TEACH Act. The document outlines factors considered for fair use and conditions required by the TEACH Act for expanded educational rights. It aims to help readers understand complex copyright laws and how to legally distribute and use creative works of others.
Copyright Law in the Educational Context (Darius Whelan part)Darius Whelan
These slides are one half of a joint presentation made by Dr Louise Crowley and me at a Teaching and learning Seminar, University College Cork, November 2012.
This part was prepared and presented by me (Darius Whelan).
Video is available at http://www.youtube.com/watch?v=XPse4z6LLMk.
IPR: Legal Issues in Research Data Collection and Sharing by EUDAT | www.euda...EUDAT
| www.eudat.eu | v1.0, June 2014 - The development of skills and competence to manage IPR and leverage its influence requires increasing focus. However, how much detail do you know? Take copyright for example, What exactly is protected?, What rights are reserved and for how long? This presentation addresses such questions on copyright and other topics such as Database Right, Trade Secret and Licensing.
Who is it for?: Researchers, Data Managers, General public.
This document discusses copyright and fair use. It explains that copyright protects original creative works and outlines penalties for copying or distributing those works without permission. Fair use allows for limited use of copyrighted works under certain circumstances, such as for educational purposes. The four factors that determine fair use are the purpose of the use, the nature of the work, the amount used, and the effect on the work's potential market. Examples are provided of general public use, fair use, and illegal use of copyrighted materials. Viewers are directed to additional resources for more information on copyright and fair use guidelines.
Copyright in Online Resources - AuthorsRowan Wilson
This document provides an overview of copyright law as it relates to online resources and content authoring. It discusses key concepts like intellectual property, copyright, licensing, fair use, and Creative Commons. The document was presented as a course to educate content authors about their rights and responsibilities when publishing work online. It covers topics such as determining copyright ownership, protecting works from unauthorized use, addressing potential infringements, and selecting an appropriate Creative Commons license.
This document provides an overview of copyright basics, including what copyright protects, the difference between copyright, patent, and trademark, an artist's exclusive rights under copyright, and what is and is not required for copyright protection. It discusses how copyright law is intended to promote creative works such as literature, music, art, films, and more. The summary also explains the four factors considered in determining fair use: purpose and character of the use, nature of the copyrighted work, amount used, and commercial effect. Fair use allows for limited copying without permission for purposes such as criticism, commentary, news reporting, teaching, and research.
The document discusses copyright law basics including who owns copyright for a work, how copyrights can be managed, public domain vs orphan works, using materials from the internet including implied and expressed licenses, Creative Commons, individual liability for infringement, what types of works are protected, fair use exemptions, and using the four factor fair use test. It provides resources for further information on copyright topics.
This webinar discusses Creative Commons licensing within South African scholarly journals. Dr. Tobias Schonwetter from the University of Cape Town will explain the legal mechanisms behind open access publishing, including copyright and open licensing. Creative Commons licenses provide a standard way for authors to grant permission for others to share and reuse their work. The presentation will cover the different CC license options and how to apply them to published works. Questions from attendees can be asked in the chat box.
This document discusses copyright and creative commons licensing. It begins with questions about what copyright is and isn't, then provides information on what types of work copyright covers and the meaning of public domain. The rest of the document discusses the purpose of copyright in encouraging creativity, how long copyright lasts, exceptions and limitations to copyright like fair use and fair dealing, and alternatives to traditional copyright like creative commons licensing. Creative commons licenses are explained, including the six types of CC licenses available in Scotland. The document provides guidance on assessing copyright risk and examples of analyzing copyright issues.
Copyright: Regional Campuses and Distance EducationBritt Fagerheim
This document discusses copyright issues related to regional campuses and distance education. It covers what types of works are protected by copyright, exceptions, fair use guidelines, the TEACH Act which updates copyright law for online courses, using library resources and images, obtaining permission and open licenses, and sources for further information. Key points include that copyright automatically protects new works, fair use allows limited use of copyrighted works for educational purposes, the TEACH Act specifies requirements for using copyrighted works in online courses, and permission is required to use most images. Contact a librarian or USU General Council with any specific copyright questions.
The document discusses policies and copyrights related to e-learning. It begins by defining policies and outlining a study on e-learning policies in 9 countries from 2000 to 2005. The study found that countries progressed through 3 stages of e-learning policy: making e-learning possible, integrating it into education systems, and transforming views of learning. It then discusses policy initiatives around infrastructure, quality, systematic approaches, and efficiencies. The document also covers issues with e-learning policies and copyrights as they relate to e-learning content and usage.
The document summarizes U.S. copyright law and fair use guidelines for educational multimedia. It outlines what works are protected by copyright, the rights of copyright owners, and exceptions for fair use. Fair use allows portions of copyrighted works to be used for criticism, comment, teaching, or research. For a use to be considered fair, it must consider the purpose of the use, nature of the work, amount used, and effect on the market. Works in the public domain or acquired through royalty-free licenses can also be used without permission.
Copyright automatically protects original creative works upon creation. A work is typically protected for 70 years after the author's death. Fair use allows limited use of copyrighted works for educational purposes without permission, considering factors like the purpose/nature of the use and amount taken. Images online may have copyright restrictions like Creative Commons licenses specifying allowed uses. Adapting or revising a work requires permission unless authorized under fair use. Trademarks identify commercial sources and require attribution for informational use.
The document discusses issues around sharing learning and teaching resources openly online. It addresses intellectual property rights and copyright issues, as well as strategies for mitigating risk, such as adopting open licensing like Creative Commons and ensuring institutional policies and disclaimers are in place. Obtaining necessary consents is also discussed, as copyright differs from consent requirements when sharing recordings of clients, patients or others.
This document discusses open educational resources (OER) and related intellectual property issues. It defines OER as teaching materials that are freely available, and notes that adopting good practices with OER can save time and money. The document outlines UK copyright law and exceptions for fair use. It also discusses obtaining permissions, licensing schemes like Creative Commons, developing institutional policies, managing risks, and ensuring proper attribution and consent for recordings of people.
This document provides guidance for postgraduate research students on copyright issues related to their thesis. It discusses regulations regarding electronic thesis submission at the University of Liverpool, including that students must submit a digital copy to the institutional repository. It covers background on open access and the benefits of electronic theses. The document then provides an introduction to copyright, including what copyright is, exceptions, and third party copyright material. It discusses assessing risk levels for different types of copyrighted content and gaining permissions or fair use. Practical guidance is given on the submission process, managing risk, and seeking support.
This document discusses issues around sharing learning and teaching resources openly, including intellectual property rights and copyright. It provides information on copyright ownership, the rights of copyright owners, exceptions to copyright such as fair use, using materials under licenses like Creative Commons, and strategies for mitigating legal risks when sharing educational resources openly.
This document was part of the OERP Workshop; Methods & Processes held during the EE2010 conference (July 6th -8th 2010 @Aston University).
Please see the handout and presentation supporting this session.
The document provides an overview of open educational resources (OER), including their history, definitions, types, advantages, and major initiatives. It discusses what OER are, how they can be found, remixed, licensed, and shared. Key points include: OER being freely available educational content that can be reused, revised, remixed, and redistributed; major initiatives like MIT OpenCourseWare, Khan Academy, and TESSA in Africa promoting OER; and Creative Commons licensing enabling open sharing of content. Major organizations supporting OER include UNESCO, Commonwealth of Learning, and Hewlett Foundation.
This document discusses open educational resources and findings from the PORSCHE OER project. The key points are:
- Open educational resources are teaching materials that can be freely used and shared. The PORSCHE project examined how to better organize and share such resources between academic and clinical healthcare education networks.
- Some of the project's recommendations included requiring authors to clearly license all content, obtaining proper consent for any resources involving people, and reviewing policies regarding copyright and risk assessment.
- The project found benefits to developing open resources, such as enhancing teaching quality, providing financial benefits, and potentially improving student recruitment and retention. However, consent and intellectual property issues require careful consideration.
The document describes an upcoming online workshop on skill development being held from October 30th to November 3rd, 2023. It provides an overview of key topics that will be covered in the workshop including technology enabled education, blended learning, open educational resources, and massive open online courses. It defines these terms and discusses efforts by the Government of India to promote open educational resources through initiatives like the Swayam online learning portal and NPTEL.
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
The document provides an overview of copyright for educators. It defines copyright and discusses what is and is not protected, as well as infringement. The doctrine of fair use and open content are explained. A code of best practices outlines 5 principles for educators' fair use of copyrighted materials. Educators' rights under the Teach Act are also reviewed. The presentation aims to help educators understand copyright and teach students about their responsibilities when using copyrighted works.
This document summarizes a training session on data management for ILRI graduate fellows. The objectives of the session are to introduce GPS and GIS data capture tools, prepare data for analysis by storing it in database servers and accessing it from statistical packages, clean data in databases, perform basic SQL queries, and make data available through portals and repositories. The session will also explore ethics around open access, acknowledgements, data ownership, and confidentiality.
Opening the Gate: Using OER to Create and Share Coursescccscoetc
Presentation given at the eLearning in Colorado Consortium Annual Conference in Breckenridge, CO; April 16-18, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
How Free is Free?: Building courses with OERsBCcampus
This document discusses a project between the University of the West Indies and Athabasca University to develop university courses using Open Educational Resources (OERs). The project aimed to find and integrate relevant OERs into curriculum outlines for 6 courses. Over 60 hours of searching identified 133 OERs from repositories and general internet searches. While many relevant OERs were found, issues included varying quality, lack of context provided, and most resources being text or slides with little interactive content. The project concluded that with time and effort, OERs provide a viable and low-cost option for course development, though localization and standardization of licenses need improvement.
This presentation provides an overview of copyright for educators. It defines copyright and outlines what is and is not protected by copyright law. Key topics covered include infringement, fair use doctrine, open content, a code of best practices for educators, and educator and student rights regarding copyrighted works. The presentation aims to help educators understand copyright and teach students about their responsibilities when using copyrighted materials.
Copyright, Creative Commons and Implications for e-LearningM I Santally
This document discusses intellectual property rights (IPR), copyright, and barriers to sharing educational content online. It covers:
1) The basic definitions of intellectual property, IPR, copyright, and how copyright protects creators' rights to control use of their work.
2) The conditions for copyright protection including the work being original, fixed, and created by a person in a country with copyright laws.
3) How copyright duration varies by country but typically lasts the life of the author plus 50 years before entering public domain.
4) The need for universities to have formal policies around IPR, copyright ownership, and content sharing to avoid legal issues from contracts and mixing content with different licenses.
The document discusses copyright law and fair use guidelines for educational multimedia projects. It provides definitions of copyright and outlines what types of works are protected by copyright immediately upon creation. The concept of fair use and the four factors of the fair use test are explained. Specific fair use guidelines for amounts of copyrighted works that can be used in educational multimedia projects and for what purposes are also outlined.
The document provides an overview of copyright for educators, including definitions of copyright, what is and isn't protected, fair use, and educator rights. It outlines objectives like understanding copyright law, infringement, open content, and a code of best practices. The presentation aims to help educators teach students about their rights and responsibilities regarding copyright, plagiarism, fair use, and other legal topics when using digital media and the internet. Resources for further information on copyright basics and guidance for teachers are also provided.
The document provides an overview of copyright for educators, including what copyright is, what is and isn't protected, infringement, fair use, open content, best practices for educators, and educator rights. It discusses key copyright concepts like what constitutes infringement, the doctrine of fair use, and open content licensing. It also outlines a five principle code of best practices for educators' fair use of copyrighted materials and notes educators' rights under the Teach Act.
Similar to Cetl4healthne workshop - March_2012 (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. Using and creating sustainable
learning and teaching resources
Suzanne Hardy & Gillian Brown
School of Medical Sciences
Education Development,
Newcastle University
7 March 2012 CETL4HealthNE workshop
5. Overview
• What are sustainable elearning and teaching
resources? Why should I care?
• Considerations: copyright and ownership,
licensing, illusion of safety, mitigating risk,
consent
• Adopting good practice: tools to help, search
strategies, using existing content, digital
professionalism, strategies for upskilling and
confidence building
• Final thoughts: what are you going to takeaway
from today?
7 March 2012 CETL4HealthNE workshop
7. Using and creating sustainable learning and teaching resources
WHAT ARE SUSTAINABLE LEARNING
AND TEACHING RESOURCES?
7 March 2012 CETL4HealthNE workshop
8. Background
£5.7+£4+£4=
£13.7 millions
7 March 2012 CETL4HealthNE workshop
9. Sharing openly is good
• Public money
• Transparency and accountability
• Equality of access
• Increased utility
• Increased applications & better retention
• Students do use OER and it does save
time
http://blogs.nottingham.ac.uk/learningtechnology/2011/02/08/it-
turns-out-that-oer-does-save-time-and-students-do-use-them/
www.medev.ac.uk/ourwork/oer/value/
7 March 2012 CETL4HealthNE workshop
10. Mitigating risk by adopting good practice
to save time and money
OER is irrelevant
(but a nice by-product )
7 March 2012 CETL4HealthNE workshop
11. 7 March 2012 CETL4HealthNE workshop
Considerations
12. Things to consider
COPYRIGHT AND OWNERSHIP
7 March 2012 CETL4HealthNE workshop
13. Intellectual property rights (IPR)
• There are four main types of IP rights
– Patents protect what makes things work (e.g. engine
parts, chemical formulas)
– Trade marks are signs (like words and logos) that
distinguish goods and services in the marketplace
– Designs protect the appearance of a product/logo,
from the shape of an aeroplane to a fashion item
– Copyright is an automatic right which applies
when
the work is expressed (fixed, written or recorded)
• Copyright, Design and Patents Act, 1988
• Copyright arises automatically when an original idea (author
uses some judgment or skill) is expressed/created
– www.ipo.gov.uk
CETL4HealthNE
7 March 2012
workshop
14. Who owns copyright?
• The owner of the copyright is the person (or persons, if
jointly owned) who created/expressed it, i.e. the
author (writer, composer, artist, producer, publisher,
etc.)
– Original literary works such as novels or poems
– Original dramatic works such as dance
– Original musical works, i.e. the musical notes
– Original artistic works such as graphic works (paintings,
drawings etc.), photographs and sculptures, including
sound recordings, films and broadcasts
– Typographical arrangements of published editions
• An exception is an employee who creates a work in
the course of their employment (employer owns)
• www.cla.co.uk
CETL4HealthNE
7 March 2012
workshop
15. What rights does a copyright owner
have?
• A copyright owner has economic and moral rights
• Economic rights cover copyright owner acts, including
rights to copy the work, distribute (e.g. making it
available on-line), rent, lend, perform, show, or adapt it
• Owners can waive, assign, licence or sell the
ownership of their economic rights
• Moral rights can be waived (but not licensed or
assigned) and include the right to
– Be identified as the author
– Deny a work (that an author did not create)
– Object to derogatory treatment of the work
• www.cla.co.uk
CETL4HealthNE
7 March 2012
workshop
16. Copyright infringement
• It is an infringement of copyright (in relation to a
substantial part of a work) without the permission or
authorisation of the copyright owner, to
– Copy it and/or issue copies of it to the public
– Rent or lend it to the public
– Perform or show it in public
– Communicate it to the public
• Secondary infringement may occur if someone,
without permission, imports, possesses or deals with
an infringing copy, or provides the means for making
it
• Material found on the internet is subject to copyright
• www.cla.co.uk
CETL4HealthNE
7 March 2012
workshop
17. Exceptions
• You may copy copyright works if
– Copyright has expired (e.g. for literary, dramatic,
musical or artistic works = 70 years from when
the last author dies)
– Your use of the work (which must be
acknowledged) is fair dealing as defined under
the 1988 Copyright Designs and Patents Act (UK)
– Your use of the work is covered under a
licensing scheme that you and the copyright
holder have subscribed to
– The copyright owner has given you permission
• www.copyrightservice.co.uk
CETL4HealthNE
7 March 2012
workshop
18. Obtaining clearance to use
copyright material
• For permission to copy, contact the copyright owner
in writing and specify
– The material you wish use (title, author name etc.)
– The exact content to be duplicated (i.e. page numbers)
– The number of copies you wish to make
– How the copies will be used (i.e. for an event, course
work)
– Who the copies will be distributed to (i.e. students)
• For most published works this will be the publisher
• Permission is needed for each and every purpose
• Fees may be charged to copy the item, or for
administering the request to copy the item
• www.cla.co.uk
CETL4HealthNE
7 March 2012
workshop
19. Fair dealing
• Your use of the work (which must be acknowledged) is
fair dealing as defined under the 1988 Copyright
Designs and Patents Act (UK)
– Research and private study
– Instruction or examination
– Criticism or review
– News reporting
– Incidental inclusion
– Accessibility for someone with, e.g. a visual impairment
• There is no simple formula or % that can be applied,
fair dealing doesn’t permit internet sharing –instead
use licenced materials, or ask for permission
• www.copyrightservice.co.uk
CETL4HealthNE
7 March 2012
workshop
20. Using licenced works
• A licence (a set of rules) describes how copyright
items may be used by others
• Licensing schemes (such as Creative Commons) that
both authors (owners) and users can access for free
– If both sides observe the rules then both parties are
instantly protected
– Owners licence others to use their content
– Users obey the terms of the licence
– Creative Commons provides different licences that can be
combined together
– Policies can be developed to guide owners what licences
to use
CETL4HealthNE
7 March 2012
workshop
21. Policies, disclaimers and risk
• In order to safeguard yourself against litigation for
copyright or data protection (consent) violation
– Have a policy/disclaimer
– Clearly publish your policy and keep it up to date
– Train your staff in the use of the policy
– Follow your policy (do what you say you will do)
• You may also want a disclaimer ‘this resource has
been provided… use it at your own risk. If you have
any concerns about material in this resource…’
• Actively manage your risks
• Take out liability insurance
CETL4HealthNE
7 March 2012
workshop
28. OER: a definition
“digitised materials offered freely and openly for
educators, students and self-learners to use and
reuse for teaching, learning and research”
Hylén, Jan (2007). Giving Knowledge for Free:
The Emergence of Open Educational Resources.
Paris, France: OECD Publishing. p. 30
See also:
http://open.umich.edu/oertoolkit/oer_intro/definition/distinction2.html
7 March 2012 CETL4HealthNE workshop
32. Consent not copyright/IPR
• Defined by the principles in the Data Protection Act 1998
and Human Rights Act 1998
• Recognises the need for more sophisticated
management of consent for recordings of people (stills,
videos, audios, etc.)
– Teachers (academics, clinicians, practice/work based learning
tutors, etc.)
– Students and ‘product placement’ (branded items)
– Role players/actors/performers/hired help (including recording
crew)
– Patients/patient families/care workers/support staff/members of
public in healthcare settings (sensitive personal data)
– GMC review of the guidelines for consent/patient recordings
CETL4HealthNE
7 March 2012
workshop
33. Considerations
• People
• Patients (children and vulnerable adults)
• Dead people/patients (children and
vulnerable adults)
• Existing recordings (already exist)
• New recordings (that you are planning to
make)
7 March 2012 CETL4HealthNE workshop
34. GMC guidance
• Making and using visual and audio recordings
of patients 2001
– Referred to clinical care and research, did not refer
to teaching
• Making and using visual and audio recordings
of patients 2011
– Does refer to teaching
7 March 2012 CETL4HealthNE workshop
37. Engendering trust
Consent everything-even where ownership and
patient/non-patient rights appear clear, and
store consent with resource
7 March 2012 CETL4HealthNE workshop
64. Policies, disclaimers and risk
• In order to safeguard yourself against litigation for
copyright or data protection (consent) violation
– Have a policy/disclaimer
– Clearly publish your policy and keep it up to date
– Train your staff in the use of the policy
– Follow your policy (do what you say you will do)
• You may also want a disclaimer ‘this resource has been
provided… use it at your own risk. If you have any
concerns about any material appearing in this resource…’
• Actively manage your risks
• Take out liability insurance
CETL4HealthNE workshop
7 March 2012
65. Attribution and disclaimer
• This ppt file is made available under a Creative Commons
Attribution Share Alike version 3.0 unported licence.
• Please include the following phrase ‘Suzanne Hardy
CETL4HealthNE workshop, December 2011, ‘
• Users are free to link to, reuse and remix this material
under the terms of the licence which stipulates that any
derivatives must bear the same terms. Anyone with any
concerns about the way in which any material appearing
here has been linked to, used or remixed from elsewhere,
please contact suzanne@medev.ac.uk who will make
reasonable endeavour to take down the original files within
10 working days.
7 March 2012 CETL4HealthNE workshop
67. Adopting good practice
DIGITAL LITERACY? FLUENCY?
PROFESSIONALISM?
7 March 2012 CETL4HealthNE workshop
68. Digital professionalism
• To be a digital
professional every
member of staff who
contributes to
curriculum delivery, in
both NHS and academic
settings should be able
to identify, model and
understand professional
behaviour in the digital CC-BY Official US Navy Imagery
www.flickr.com/photos/usnavy/5509486066/
environment.
7 March 2012 CETL4HealthNE workshop
69. “many medical students seem unaware of or
unconcerned with the possible ramifications of
sharing personal information in publicly
available online profiles even though such
information could affect their professional
lives”
Ferdig et al, 2008
7 March 2012 CETL4HealthNE workshop
70. “most learners are
still strongly led by
tutors and course
practices: tutor skills
and confidence with
technology are
therefore critical to
learners'
development”
Beetham et al, 2009
7 March 2012 CETL4HealthNE workshop
71. • Information/resources increasingly easy to find
• Blurring of personal and professional identities online
• Increasing need to manage issues of disclosure
• Changing public expectations
• Misunderstandings of digital spaces
• Consequence
• Permanence
• Lack of understanding of ownership
and licensing in online environments
7 March 2012 CETL4HealthNE workshop
72. • Information/resources increasingly easy to find
• Blurring of personal and professional identities online
• Increasing need to manage issues of disclosure
• Changing public expectations
• Misunderstandings of digital spaces
• Consequence
• Permanence
• Lack of understanding of ownership
and licencing in online environments
By Michael Deschenes (Own work) [Public
7 March 2012 CETL4HealthNE workshop
domain], via Wikimedia Commons
73. – An ‘unconference’: By teachers, for teachers
– Focussed on sharing ideas: Practical, helpful,
inspiring
– Everyone participates
– Everyone learns
– 2- or 7-minute presentations
– Anyone can speak
– No obligation to pay attention
www.camlibtm.info/about/
7 March 2012 CETL4HealthNE workshop
79. Consent Commons ameliorates uncertainty
about the status of educational resources
depicting people, and protects institutions from
legal risk by developing robust and
sophisticated policies and promoting best
practice in managing information.
consent
commons
7 March 2012 CETL4HealthNE workshop
80. Mitigating risk by adopting good practice
to save time and money
OER is irrelevant
(but a nice by-product )
7 March 2012 CETL4HealthNE workshop
83. Attribution and disclaimer
• This ppt file is made available under a Creative Commons
Attribution Share Alike version 3.0 unported licence.
• Please include the following phrase ‘Suzanne Hardy &
Gillian Brown, CETL4HealthNE workshop, March 2012,’
• Users are free to link to, reuse and remix this material
under the terms of the licence which stipulates that any
derivatives must bear the same terms. Anyone with any
concerns about the way in which any material appearing
here has been linked to, used or remixed from elsewhere,
please contact suzanne@medev.ac.uk or
gillian@medev.ac.uk who will make reasonable endeavour
to take down the original files within 10 working days.
7 March 2012 CETL4HealthNE workshop
Editor's Notes
Welcome, thanks for coming, housekeeping
In groups of 2 or 3 people, introduce yourself to your neighbour and consider these questions:Where do you get your resources for use in teaching?What do your students do with your resources? (keep copies?)Who owns the resources you create?
The background is a huge recent investment in the UK in Open Educational Resources. A one year project we were involved in was one of 29 in the HEFCE (www.hefce.ac.uk) funded UK OER pilot programme which ran March 2009 – March 2010The projects were administered by the Joint Information Systems Committee (www.jisc.ac.uk)and the Higher Education Academy (www.heacademy.ac.uk).Phase 2 of OER has recently been announced, with an extra 4 millions being committed in a climate of austerity, thus representing a significant policy movement in favour of OERs in the UK.
There is emerging evidence that 50% of staff time/resources on preparation for teaching can be saved by engaging with OERThis rerent blog post sets out come compelling evidence for students using OER and that an OER approach can save time and money.The OU has also published work which indicates that student engage with OER prior to enrolling on the course, and only enrol when they know they can pass – so OER can improve retention rates at University.
What might we need to consider?
IPR is made up of Patents, Trade marks, Designs, and Copyright. This presentation focuses on Copyright as the most key IPR relating to OER. The others protect designs, functionality and appearances.
Copyright is typically split into OWNERSHIP and LICENCE. Anything which is EXPRESSED (drawn, written, documented) is automatically covered by copyright, whether the author wants it or not. Exceptions include where employees have signed over their rights to their employer.If you tell your friend about an idea that you have had in the pub, and they draw an image of it for you, then they will own the copyright.
Economic rights include the rights to financially exploit the creation, and moral rights include the right to have the author’s name attributed on copies. Authors can (explicitly) waive, assign (as if to a publisher), licence or sell the ownership of their works.
Essentially if you re-use materials which are copyright to others then this counts as an INFRINGEMENT and the copyright holder may take you to court. If you re-use something that someone else has breached the copyright of then this is secondary infringement and is just as bad as the original offence. People often download un-attributed materials from the Internet thinking that they are safe to re-use; they are not.
There are occasions when you can copy copyright works, for example, if the copyright has expired, if it constitutes ‘fair dealing’, the work is covered by a licence or the author has given their permission (if you have permission then always cite the author and state ‘used with permission’).
To obtain permission then contact the author or their publisher (owner of the copyright).
Fair dealing does allow some rights to copy copyright works for specific purposes, however this is NOT an excuse for infringing another person’s copyright. If in doubt, use materials which are licenced or ask for permission.
A licence is simply a legal statement saying what you can and cannot do with the copyright works. Some organisations (such as the Copyright Licencing Agency) use licencing schemes (standard legal clauses) which are well recognised. This makes it easier for owners to share, for users to understand the rules of use, and for both parties to observe protocol. Creative Commons provides some well-recognised licencing schemes.
The best way to safeguard yourself and your organisation against copyright infringement is to develop appropriate policies, advertise the policy clearly, train everyone in how to implement it, and follow it. For example, if you have a policy which says that ‘this material has been produced to the highest possible ethical standards and anyone with any concerns should contact xxx in writing after which the offending material will be removed within 10 working days pending investigation’. Then if someone contacts you, do what your policy says. Alternatively, you could just increase your annual insurance premiums to give you greater liability insurance in case of a breach (more on risk in a moment). Together with policies you could also use disclaimers: ‘the material provided on this site has been checked according to xxx however no warranties express or implied…’
What we need is something that works alongside copyright and licensing regimens to give us something to evidence or give provenance to materials which required consent under data protection law, so that onward transmission sharing and reuse becomes easier, and we can open up more healthcare materials to use as OERs.Consent is a currently a barrier to open release as legacy materials can’t evidence the consent status of clinical recordings – so we end up with non-commerical no-derivatives licenses as a default rather than a fallback position, where we can apply them. Everyone wants to use more open licenses but needs to be able to evidence consent.
Managing risk and encouraging good practicePlagiarism well understoodRefencing and citation = but that what about acknowledging sources in teaching materials? Where did that image com from? Whose is it?What are the barriers to adopting good practice in learning and teaching?And who is responsible for ensuring we do the best we can?
One of the conditions is that the content is openly licensed.Many forms of open licenses – but we were mandated to use the most well known and easiest to understand – Creative Commons Open licensing can be the key to unlocking content. Imagine an iceberg where the visible bit is currently openly licensed content and under the waterline is unknown – we’d like to get to the stage where that image is inverted.
One of the conditions of the funding was that we release everything under CC licenses.One of the main characteristics of an Open Educational Resource, is that it has an open license attached to it. These work in addition to existing copyright, which is made up of 2 parts: ownership and licensing. The copyright part deals with ownership – Creative Commons deals with the licensing part, making explicit to users which they can do with the resource and under what circumstances.You always retain IPR.Creative Commons is the licensing regime we were required to apply, but its not the only one. There are others.CC has a range of licenses with varying degrees of which you are allowed to do, and whether or not you can make commercial use of materials.The simplest is attritbution only, the most restrictive is attribution-noncommerical-noderivatives.There are very good reasons you may choose that license – such as if you have material containing data which would be sensitive out of that particular context.We also had to tag everything with ukoer, and deposit materials or metadata into Jorum Open, the national repository at www.jorum.ac.uk Thinking about licensing is something we should be thinking about with all of our resources whether they are going into an open repository or not. If they are being uploaded into a VLE, or if you are distributing them by email, it is likely they are being reshared via email, social networking etc.Making the use of the material and understanding what can and can’t be done with a resource is therefore essential to all of us.CC makes it easy.
Such as ‘by’ attribution only (meaning that others have to acknowledge you as the original author); non-commercial to prevent others from making money out of your copyright.
While copyright is an automatic right, data protection is better described as a set of principles. Arising from the perspective of patient consent (patient data is classed as ‘sensitive’ under the DPAct1998) for patient materials used in teaching, we argue for additional tools to support consent from people. When creating open educational resources copyright doesn’t quite go far enough to recognise the rights of people who are represented to be respected (whether they have copyright or not). Representation could be a photograph, voice or video recording, data set or patient story. For example, if a person has agreed for their photograph to appear in your open educational resources (they are a student, a member of staff, an actor, etc.), and they pass away, what do you do if their family asks you to take down the OER? (What you are legally required to do may be different to what you would choose to do, in principle). Therefore you are essentially operating ‘policies’.
In our field – healthcare education there is a third thing we should be thinking about.A human consent version of a Creative Commons licence would enable much more sophisticated recognition of the role and rights of people (whether they are the ‘creators’ or not) to be treated fairly and with respect. We need new technologies to support the implementation of Consent Commons – such as the ability to inform users that a resource has been updated or ‘taken down’. I was at a meeting yesterday which is bringing together experts to put together a set of principles and a code of practice around consent, and in our OER2 project, PORSCHE, we are working with CC UK and others to put together some ideas around a Consent Commons to complement Creative Commons – making consent in resources.
We feel this is something we should all be doing anyway – in the same way we collect and store consent for treatment and research. And in the same way as we reference in publications. It should be as easy and as embedded in practice as that. Its about good practice which is easy and practical to implement. It’s about covering our backs and trying to think further down the line – making the consent status clear for other users who may use this recording in a different way. What a consent license could do is make the patients rights clear alongside the owner’s rights.
Change needed from top down and from grass roots.Lots more workshops on copyright.Lots more places to share good practice, informally and formally.Lots more pointers to finding openly licensed content.Use students and the curriculum to drive change – we focus on professionalism part of the curriculum in medicine, dentistry and veterinary medicine, which is examined and important.Wherever we can we should be actively encouraging advocacy and drivers for change.We need to make doing this stuff as easy as possible – so that not doing it becomes a chore.Draw on analogies from other parts of professional life, like citation and attribution in research.Avoid jargon or trendy terminology. Stop talking about OER and open practice, and concentrate on good practice, Feels less of a paradigm shift for the majority and something they can more easily strive for and work towards.Encourage informal sharing: medical librarians use teachmeets and 23 web 2.0 things to upskill and share in bite sized chunks. Less intimidating. Learning with others, sharing small things works.Use fun social informal locally organised forums to instigate change.It’s easier to admit you don’t know something with friends and colleagues in the same position. Also people really like talking about their teaching!Involve students all the way.
The best way to safeguard yourself and your organisation against copyright infringement is to develop appropriate policies, advertise the policy clearly, train everyone in how to implement it, and follow it. For example, if you have a policy which says that ‘this material has been produced to the highest possible ethical standards and anyone with any concerns should contact xxx in writing after which the offending material will be removed within 10 working days pending investigation’. Then if someone contacts you, do what your policy says. Alternatively, you could just increase your annual insurance premiums to give you greater liability insurance in case of a breach (more on risk in a moment). Together with policies you could also use disclaimers: ‘the material provided on this site has been checked according to xxx however no warranties express or implied…’
Do you know who owns copyright of the teaching resources you produce?What about your student’s work?If you share, what and how do you do it?
Just as we expect students and junior staff to model professional behaviours in real life, we need them to do the same in the digital environment.
No point in blocking social networking sites, or in discouraging natural behaviours – students have to be students as the GMC itself points outWhich presents us with somewhat of a dichotomy
What are you going to takeaway from this afternoon’s session?
Two of the issues which have come up in workshops previously are about how we can safely use third party materials, and how to evidence consent exists.
publishOER to deal with one of biggest barriers – using the most appropriate content without fear of riskElsevierJISC CollectionsRightscomNewcastle UniversityRVCOne of four in this strand dealing with using published content
We would like to propose a consent commons to work alongside or with creative commons as a way of demonstrating due diligence in dealing with issues of consent and using patient data sensitively in learning and teaching with specific reference to being able to share.
On the website you can find fullreports, a beginners guide to OER, and the Risk-Kit. You can find information about OER2, PORSCHE and ACTOR projects, and find an increasing number of case studies. You’ll also find some information about PublishOER and Consent Commons there.