The document discusses copyright and intellectual property in the context of being a future faculty member. It argues that copyright is highly relevant to research, teaching, innovation and engagement as a faculty member. It introduces Creative Commons as an alternative to traditional copyright and explains how open licensing allows for sharing and adapting educational materials while still giving credit to creators. Barriers to open educational resources include legal issues, standardized curricula and social factors across different regions and contexts. The summary highlights the key topics and arguments covered in the document.
Open Education Resources: Challenges and BenefitsPhillip Clingan
The presentation is part of an OER course. Explains the benefits and challenges and how to overcome challenges in using OER. This presentation is licensed under CC BY-NC-ND 4.0
This is a short presentation created on November 19, 2021 for an assignment regarding OER resources. I teaching English to speakers of other languages, so I included my perspective of OER for English language learning instructors.
These are my slides from the April 20th, 2017 GoOpenVA pilot launch. It is based heavily on slides by Cable Green, Jane Park, and Meredith Jacob of Creative Commons. All are CC-BY. #GoOpen
Mallinson OER - Leveraging Educational Advantage Oct 2019Brenda Mallinson
What are OER?
What is possible with OER, that’s different from fully copyrighted materials?
Where can you find OER and how do you assess quality?
How do you release your own teaching materials as OER? (Looking at Creative Commons licensing)
Open Education Resources: Challenges and BenefitsPhillip Clingan
The presentation is part of an OER course. Explains the benefits and challenges and how to overcome challenges in using OER. This presentation is licensed under CC BY-NC-ND 4.0
This is a short presentation created on November 19, 2021 for an assignment regarding OER resources. I teaching English to speakers of other languages, so I included my perspective of OER for English language learning instructors.
These are my slides from the April 20th, 2017 GoOpenVA pilot launch. It is based heavily on slides by Cable Green, Jane Park, and Meredith Jacob of Creative Commons. All are CC-BY. #GoOpen
Mallinson OER - Leveraging Educational Advantage Oct 2019Brenda Mallinson
What are OER?
What is possible with OER, that’s different from fully copyrighted materials?
Where can you find OER and how do you assess quality?
How do you release your own teaching materials as OER? (Looking at Creative Commons licensing)
This is a presentation to help any creators of text, video, images, art or anything creative share their ideas and spread their name using Creative Commons licenses. Using a CC license does not mean that you give up copyright. It just means that you give prior permission to users.
What is OER and why should I (re)use itIvana Bosnic
Presentation slides about Open Educational Resources, from "ConnEcTEd IO 7-Webinar: Digital Transformation in Foreign Language Teacher Education: OERs and virtual formats in (international) teacher education." as a part of Erasmus+ "Coherence in European Teacher Education: Creating transnational communities of practice through virtual scenarios" project.
SREB - Metadata Harvesting Federation of Open Educational ResourcesAhrash Bissell
Talk given to SREB SCORE group regarding integration of existing and planned state-level educational repositories, with special attention to technical interoperability and OER.
Navigating 21st Century Digital Scholarship: OERs, Creative Commons, Copyrigh...NASIG
Digital scholarship issues are increasingly prevalent in today’s environment. We are faced with questions of how to protect our own works as well as others’ with responsible attribution and usage, sometimes involving a formal agreement. These may come in the form of Creative Commons Licensing, provisions of US Copyright, or terms of use outlined by contractual agreements with library vendors. Librarians at Eastern Carolina University and Kansas State University are among several university libraries now providing services to assist navigating these sometimes legalistic frameworks. East Carolina University Libraries are taking initiatives to familiarize faculty, researchers, and students with Open Educational Resources. Librarians identified a need to have pertinent understanding of the Creative Commons license and how it is used to protect created works that can be shared, modified and reused. At Kansas State, librarians identified the overlap of their subject matters through their correspondence regarding users’ copyright and licensing questions; a partnership formed, and they implemented a proactive and public-facing approach to better meet user needs and liability concerns at a research university.
NASIG audience members will learn how to:
- Find and identify Creative Commons licensed materials
- Modify and cite Creative Commons works
- Obtain a Creative Commons license
- Provide copyright literacy education to their campus communities through outreach and online copyright learning resources
- Present vendor license terms and best practices for the everyday user’s understanding and search process
These are the slides from joint Copyright and Licensing training provided to staff and students at the University of Edinburgh by myself and Eugen Stoica (Scholarly Communications Team).
Similar to Copyright And IP In The Networked Age (20)
In this session, I give a preview of EdReady, a new application that is designed to use assessments and other relevant data to drive personalized search and discovery of educational resources, especially OER.
Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Al...Ahrash Bissell
I report on learning outcomes reported by various schools and districts piloting a comprehensive, multimedia-based Algebra 1 program, distributed openly on the Internet, developed by the Monterey Institute for Technology and Education. We believe that the new remix approach supported by this course can better serve diverse learner needs.
Very short Pecha Kucha style presentation on the challenges of creating and adapting OER and how new models of facilitated adaptation will probably meet the needs of most people.
Digital Repositories for Learning Overview Presentation for OpenEd 2009Ahrash Bissell
Brief overview of the challenges regarding standardization of definitions for OER and resulting expectations for standard licensing, technical formats, and other issues.
Open Science In Poland Educating For Innovation With CCAhrash Bissell
Keynote for a conference in Warsaw, Poland regarding open science in Poland. The focus is on the rationale for open science and how open education and OER are ideally suited to training our next generation of innovators and scientists.
OCWC Global 2009 Solving The OER Discovery Problem The DiscoverEd PrototypeAhrash Bissell
Brief presentation describing one perspective on the challenge of improving the "discoverability" of (open) educational resources, and details regarding our prototype (DiscoverEd) which may help us in this effort.
Brief comments regarding key considerations when thinking about how OER can help with the problem of access to educational resources, especially on a global scale.
Future Of Literacy Education from the Vantage of the Open Education MovementAhrash Bissell
Keynote by Ahrash Bissell (ccLearn) to the Digital Library Federation (DLF) Fall Forum in Providence, RI. Draws lessons and aspirations from the open education movement and applies them to the future of libraries and literacy education.
Preview of findings from a study by ccLearn on the licensing policies of presumptively "open" educational resource sites, with a particular focus on the remixability (interoperability) of differently licensed OER.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
10. Licensing Mark your creative works http://wiki.creativecommons.org/Marking
11.
12. OER form a Network. Text • Teachers like to share and adapt materials for the classroom. • Students consume these materials, but they only learn by actively taking part in the process of creation . • We learn by doing what has been done before; we create by re -creating, by building off others’ work. Learning o cc urs through ex c hange of and c ollaboration on the expression of ideas.
13. Text What are Open Edu c ational Resour c es? Michael Reschke cba Digitized materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research.* *UNESCO. 2002. Forum on the impact of Open Courseware for higher education in developing countries. Final report. Paris: UNESCO.
14.
15.
16. What is different about OER? Most digital media = “stuff you can see online for free” fair-use and educational exceptions OER = “stuff you can adapt and then share for others to build on” license to innovate
17. When IP restricts access, adaptation and sharing, Tebaxt Simon music http://flickr.com/photos/fruey/1368008974/ protecting the right to education. OER helps open doors
18. Mutual Learning Sharing & Most students begin their education highly motivated to learn ; Most teachers are highly motivated to share knowledge , not only with their students but with anyone who can benefit. CC BY-NC-ND by Lara Eller http://www.flickr.com/photos/99079793@N00/24786113/
19.
20. Text But there are Legal Barriers. Nan c y cbn http://flickr.com/photos/pugno_muliebriter/1384247192/
21. Expression is often restri c ted. Text • Expression can be, and often is, fully copyrighted. • Copyrighted material cannot be shared, adapted, or derived... without express permission by the owner of the copyright. • But when people, especially educators, put things on the web, it is usually for the express purpose of making it freely available. • Unfortunately, copyright overrules this intent. And if you don’t li c ense your work to be open, it automati c ally defaults to all-rights-reserved c opyright.
22. cc Learn promotes CC Li c enses. Text • CC Licenses are copyright. They do not replace copyright, but instead grant a priori permissions for certain uses that would otherwise be disallowed. • So the author still retains her rights to a work; she simply chooses to give away those rights she does not need or want. • This makes perfect sense in education especially, since most people want to share and build off of each other’s work. b n d a
23. CC offers an easy way to share materials, versus the murky interpretations of fair use in c opyright law. openDemo c ra c y cba http://flickr.com/photos/opendemocracy/542303769/
24. CC BY ... Text • Allows the most freedoms without giving up attribution, which is important for credibility in education • Is compatible with every other CC license, allowing the most room for innovation via collaboration b • Does not encroach on the freedom of potential users by enforcing a specified use: i.e. CC BY-SA requires you to share alike, even if the new work is best suited for another license ba
25.
26. Text Social Barriers Standardized Curricula Tenure Standards n Developed World Developing World Mine vs Commons vs Noncommercial Term Resources Teacher Education Socioeconomic Factors Time Management Teacher Salary Technical Unfamiliarity Workload Organizational Pressures Agency Cultural Awareness, Misconceptions
27.
28. CC Li c ense C ase Studies Whi c h Li c en s e should I use when?
29. The best licenses for education enable Text • Learner engagement • Innovation • Adaption to fit local needs
30. CC BY-ND Attribution No Derivatives Allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you. b d Consider • You are part of a group of experts that has finally finished a protocol for data curation. • Every word was carefully considered, and it took months of meetings to complete. • You and the group want to share it, and you don’t particularly care how it is used... ... AS LONG AS it does not get altered in any way. For this purpose, CC BY-ND is appropriate.
31. CC BY-ND Attribution No Derivatives Allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you. b d But consider too • Foreign colleagues want to translate the protocol. They must seek permission before they can do so. ? • Any time someone would like to adapt your work, the group’s permission is required— Even for the simple purposes of technical and social interoperability. • A fellow expert wants to adapt the work for display on PDAs. He must also seek permission. ?
32. d http://flickr.com/photos/aldhil/1933995970/ Melilotus bn=de Licenses that don’t permit derivative works limit the flexibility to translate or modify the work for an educational context, or to distribute it in alternate formats.
33. CC BY-NC-SA Attribution Non-commercial Share Alike Lets others: • remix, tweak, and build upon your work non-commercially. • download and redistribute your work. • translate, remix, and produce new stories based on your work. All new work based on yours will carry the same license, so any derivatives will also be non-commercial in nature. b n a Consider • A university decides to release course content openly. • However, much of the content is third-party material. • It is difficult to get rights-holders to give them content without the NC term. Hurray! This is a case where the university would want to adopt CC BY-NC-SA, since it is necessary to achieve an agreement with all their rights-holders.
34. But what if • A university does not have difficulty with its right holders. • So they license it under the NC term. This is a bad reason to use NC because: • They just don’t want anyone selling their “ valuable” content without permission. n • People only buy content if they can’t access the free version, or if they want to access it differently. i.e. A publishing co. decides to make hardcopies available at minimal prices (to recover printing costs) to students in Ghana! CC BY-NC-SA b n a But they can’t, because it is NC licensed. And they don’t want to go through the red tape of negotiations. Hurray! Boo!
35. CC BY Attribution Only Lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. b Consider • You are a creator of a work, be it a • But as a professional in your field, you want to be recognized for your work. • Basically, you want your stuff to be used widely—by the most people possible. This is a great case for CC BY. play, a love song, a cookbook or an educational video game.
36. CC BY Attribution Only Lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. b But what if • Someone takes my stuff and locks it away, defeating the purpose of making it open? • Someone uses my stuff inappropriately, while my name is attached to it? That’s impossible with digital content. Even if someone remixed the work and re-licensed it under full copyright, your original work is still available, free for anybody to use. • CC BY specifically states that you do not endorse any works derived from yours. • So it doesn’t matter; non-endorsement clause and moral rights allow you to request a take-down and seek damages anyway. Boo! Hurray!