This document discusses copyright and open licensing for educational materials. It defines what makes a textbook open (having an open license that allows free access, modification, and distribution) and where to find open textbooks online for free in both digital and print formats. It also covers other types of open educational resources. The document provides an overview of copyright, including what is and isn't protected, how long copyright lasts, registration, and works that are in the public domain. It discusses the concept of fair use and the guidelines for copying by instructors. It also covers attribution, works made for hire, and the different Creative Commons licenses.
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This presentation is one of three created for a professional development workshop designed for medical school faculty. Creating the workshop project was an assignment for a graduate level course in library sciences. (I got an A!) Please ask permission for re-use.
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This is a Power point presentation where it explains in depth about Copyright Law. It discusses how copyright can affect the creators and the reason consumers should ask for permission to use the creator's work.
This presentation is one of three created for a professional development workshop designed for medical school faculty. Creating the workshop project was an assignment for a graduate level course in library sciences. (I got an A!) Please ask permission for re-use.
How to Commit a Legal Rip-off: Creative CommonsAnne Arendt
In order to not be plagiarizing materials, we need to ensure adequate copyright release and attribution for resources we use inside and outside the classroom. This presentation, instead of focusing on copyright issues and limitations, will focus on items placed in whole or in part into the public domain.
Learn how copyright supports the rights of both owners and users and strengthen your understanding of how the doctrine of fair use applies to the practice of teaching and learning with digital media, technology, mass media and popular culture.
This presentation provides an overview of the Academic Support Services available at Daytona State College. It includes the Academic Support Centers, DSC Writing Centers, and Library Services.
This presentation discusses what college level research means; how to locate high quality, reliable resources to support this research; and where to look for the best information.
This presentation provides an overview of the Academic Support Services available at Daytona State College. It includes the Academic Support Centers, DSC-UCF Writing Centers, and Library Services.
Click through to read more about the library at Daytona State College and how we support our mission of promoting the DSC community to question, discover, and learn.
Biological screening of herbal drugs: Introduction and Need for
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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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.
2024.06.01 Introducing a competency framework for languag learning materials ...
Copyright and open_source
1. Cheryl Kohen and Rachel Owens
Daytona State College Library
Copyright and Open Source
for Education
2. What makes a textbook open?
A textbook becomes "open" when its
copyright-holder grants usage rights to
the public through an "open license,"
which typically includes the right to
access, reformat, and customize it at no
additional cost.
3. What do open textbooks look
like?
Open textbooks are similar to traditional texts,
but much more flexible. If desired, you can
create a custom version by editing it yourself
to match your classroom instruction. They
are available in both print and digital formats:
Online, at no cost.
Downloadable PDF, at no cost.
Print-on-Demand, typically for $20-$40.
4. Where to find open textbooks
OpenStax
Open Textbook Library
Open Textbooks SUNY
Orange Grove Text Plus
8. COPYRIGHT MEANS I CAN
COPY IT, RIGHT??
Copyright, Fair Use and Creative Commons
9. Copyright Explained
Copyright “consists of a bundle of
rights held by the author or
developer of an original work of
authorship.” (Stim, p. 215)
Copyright laws are one example of
exceptions to First Amendment right
to free speech – speech is
prohibited that would infringe on a
copyright
10. What is protected by copyright?
Any type of expression that can be
fixed in a tangible medium, such as:
Literary works
Audiovisual works
Computer software
Graphic works
Musical arrangements
Sound recordings
11. What is not protected by copyright?
The underlying facts, ideas or concepts
of expressive works
This allows similar works, as long as
original work itself is not copied or used
as a basis for later work
Fiction works are more likely to be
infringed upon, since they generally
contain more original expression than
nonfiction
12. Length of copyright protection
Protection begins the moment the
original work becomes fixed in a
tangible form
Protection lasts for the life of the
author plus 70 years or:
95 years from date of publication
or 120 years from date of creation
for employers or anonymous
authors
13. When is a work considered
“created?”
When it first becomes fixed in some
form
Drafts and other intermediate forms of
the work are protected just as the final
form is
Each new version of an original work is
considered a separate creation
14. Is registration of the work required?
No. “Putting a copyright notice on the
work and registering it with the U.S.
Copyright Office afford a copyright
owner additional protection, but neither
is required for basic copyright
protection.” (Stim, p. 222)
15. Public Domain
Any work that is not protected under
copyright law is in the public domain
These may be used by anyone without
obtaining permission from the creator or
his/her heirs
16. What works are in the public
domain?
Those published before 1923
Those which consist solely of
facts or ideas
Those deliberately placed in
public domain by copyright
owner
Those created by the federal
government
17. Works Made for Hire
Any work created by an employee within the scope of
employment
Scope of employment: the kind of work the employee is
paid to do, prepared “substantially” on work time,
prepared (at least in part) to serve the employer
The employer owns the copyright
For example:
A textbook you write on DSC time
Materials you create on DSC time for your courses
at DSC
These PowerPoint slides
18. Fair Use
Certain uses of a work do not require
permission from the copyright owner if
done for noncommercial reasons.
The Copyright Act authorizes any
person to make “fair use” of a work,
including making copies, for teaching,
scholarship or research.
19. Does your use qualify as Fair Use?
A court will consider four factors:
The purpose and character of the use
The nature of the copyrighted work
The amount and substantiality of the
portion used in relation to the work as a
whole
The effect of the use on the potential
market for or value of the work
20. Attribution
It is often assumed that copyrighted
material can be used as long as the
author is credited. This is not true.
Attribution does not itself qualify
your use as fair use.
“That being said, judges and juries
may take attribution into
consideration.” (Stim, p. 197)
Attribution is not required for public
domain works.
21. Copying by Instructors
Generally considered to be fair use
However, if taken to extremes, could destroy
the market for educational material
There is a set of guidelines for instructor
copying
They do not have force of law, but if copying
is done within the guidelines, a court is very
likely to consider copying done by an
instructor as fair use
22. Guidelines for Copying – Single
Copies
An instructor may make one copy of the
following items for use in teaching or
research:
A chapter from a book
An article from a periodical
A short story, essay, or short poem
A chart, graph, diagram, drawing, cartoon
or picture
23. Guidelines for Copying – Multiple
Copies
Multiple copies of the above items may
be made if:
The amount of material copied is
sufficiently brief
The copying is done spontaneously
The cumulative effect test is met
Each copy includes a notice of copyright
Students are not charged more than actual
cost of making the copies
24. What is “sufficiently brief?”
Poetry: 250 words or less
God in his wisdom made the fly
And then forgot to tell us why (Nash, 1959)
Prose: If original is < 2500 words,
may copy entire work. If original is
2500-4999 words, may copy up to
500 words. If original is >5000
words, may copy up to 1000
words or 10% of work, whichever
is less.
Illustrations: one chart, graph,
image, etc. contained in a book or
periodical
25. What is “spontaneously?”
Idea to copy must have been the instructor’s
and not that of administration, board, or other
higher authority
Idea to copy and the copies’ actual classroom
use must be so close in time that it would be
unreasonable to expect a reply to a request
for permission from copyright owner or
publisher
26. What is “cumulative effect?”
The cumulative effect test is met if:
Copying is for only one course in the
school where copies are made
Not more than one poem, article, story
or essay, or two excerpts from longer
works, are copied from the same
author, or three from the same
anthology
Not more than nine instances of
multiple copying for one course during
one term
28. Prohibited Copying
Multiple copies may not be made:
To substitute for purchase of books,
reprints, or periodicals
To create anthologies or compilations
To substitute for or replace
“consumable” works (workbooks,
exercises, test booklets, etc.)
The same instructor may not copy
the same item from term to term.
29. Copyright and Fair Use Online
Fair use applies online just as it
does to hard copies.
Copies of electronic files can be
made, downloaded or printed out, as
long as:
They are for personal use
They are for educational or scholarly
use
They are for journalistic use
30. Email
Email is protected the same as a physical
letter – “to the extent that it is original…it is
fully protected by copyright the instant it is
fixed in a physical medium such as a
computer hard disk.”
The author of the email owns the content of
the message, unless created by an employee
in the scope of employment.
31. Creative Commons
Six Creative Commons licenses
Differing levels of restrictions on what
can and cannot be done with a CC-
licensed work
Explanation of levels of licensing
33. References
Ensor, P. (2000). The cybrarian’s manual 2.
Chicago: American Library Association.
Fishman, S. (2004). Copyright handbook:
how to protect and use written works (8th
ed.).
Berkeley, CA: Nolo.
Nash, O. (1959). Verses from 1929 on. New
York: Random House.
Stim, R. (2006). Patent, copyright and
trademark: an intellectual property desk
reference (8th
ed.). Berkeley, CA: Nolo.
Editor's Notes
Cheryl
Cheryl
Rachel
95 years from the date of publication or 120 years from the date of creation, whichever is shorter, if the author is an employer or a commissioner of a work made for hire, or if the author uses a pseudonym or remains anonymous.
Was the use commercial, or for non-profit, educational purposes? Did the user add value to the original by adding new expression or meaning, creating new insights or understanding? These favor fair use.
Is the work informational or entertaining in nature? Copying from informational works is seen to encourage the free spread of ideas and the creation of new informational works.
The more that is taken from a work, the more difficult it is to justify a fair use defense.
Judge will consider whether the market for the original is undermined or the value is decreased because of its use – if so, it is not considered fair use