Given to Wintec in Hamilton, New Zealand on 5 February 2014, this presentation provides a simple introduction to Creative Commons licensing. It also introduces moves towards open access to scholarly research and open educational resources in New Zealand and around the world.
This presentation was accompanied by a broad discussion about how CC licensing could be used at New Zealand tertiary institutions.
Copyright Clarity: Remix and Fair USe in EducationRenee Hobbs
Banish your copyright confusion. When our students want to use bits of popular culture in their own creative work, you'll discover when you can say, "Yes, you Can"" by helping students understand the scape of their rights and responsibilities under the law.
Copyright Clarity: How Fair Use Supports Digital LearningRenee Hobbs
Use these slides along with Renee Hobbs' new book, Copyright Clarity: How Fair Use Supports Digital Learning (Corwin Press, 2010) to offer a professional development workshop for educators in your community.
Copyright Clarity: Remix and Fair USe in EducationRenee Hobbs
Banish your copyright confusion. When our students want to use bits of popular culture in their own creative work, you'll discover when you can say, "Yes, you Can"" by helping students understand the scape of their rights and responsibilities under the law.
Copyright Clarity: How Fair Use Supports Digital LearningRenee Hobbs
Use these slides along with Renee Hobbs' new book, Copyright Clarity: How Fair Use Supports Digital Learning (Corwin Press, 2010) to offer a professional development workshop for educators in your community.
Renee's presentation at ISTE-NECC in Washington, DC on June 28, 2009. Part of a 3-hour program featurinh Kristin Hokanson, Joyce Valenza, and Michael RobbGrieco.
It Consist of Introduction , What is Internet , History , Who Owns Internet ? , Working of Internet , Facts about Internet , Social Impact of Internet , Future Plans and opportunities
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
Yes! You Can Use Copyrighted Material for Digital LiteracyRenee Hobbs
In this session, Renee Hobbs, Sandy Hayes and Kristin Hokanson explore the importance of copyright and fair use for digital literacy. Participants gain knowledge about U.S. copyright law as it relates to the most common instructional practices in digital literacy and appreciate the concept of transformative use. They gain confidence in making a fair use determination and learn how to integrate fair use reasoning into student media production activities. Finally, participants increase their ability to advocate for the fair use of copyrighted materials in digital literacy
Presentation by Helen Milner OBE - Chief Executive of the Tinder Foundation. http://www.tinderfoundation.org/ given as part of the MmIT AGM 2015 at Cilip
Renee's presentation at ISTE-NECC in Washington, DC on June 28, 2009. Part of a 3-hour program featurinh Kristin Hokanson, Joyce Valenza, and Michael RobbGrieco.
It Consist of Introduction , What is Internet , History , Who Owns Internet ? , Working of Internet , Facts about Internet , Social Impact of Internet , Future Plans and opportunities
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
Yes! You Can Use Copyrighted Material for Digital LiteracyRenee Hobbs
In this session, Renee Hobbs, Sandy Hayes and Kristin Hokanson explore the importance of copyright and fair use for digital literacy. Participants gain knowledge about U.S. copyright law as it relates to the most common instructional practices in digital literacy and appreciate the concept of transformative use. They gain confidence in making a fair use determination and learn how to integrate fair use reasoning into student media production activities. Finally, participants increase their ability to advocate for the fair use of copyrighted materials in digital literacy
Presentation by Helen Milner OBE - Chief Executive of the Tinder Foundation. http://www.tinderfoundation.org/ given as part of the MmIT AGM 2015 at Cilip
These slides are for a presentation given to the National Digital Forum in November, 2015. The presentation introduces Creative Commons licences and offers three recommendations to heritage institutions on how to make their collections more open.
Creative Commons for New Zealand Schools (Sept 2013)MattMcGregor
This presentation makes the case for New Zealand educators to use Creative Commons licences to share their teaching resources. After introducing copyright and the Creative Commons licences, the presentation outlines how to implement a Creative Commons policy at your school.
This slideshow was presented to the BioMed Central Roadshow in Auckland on 26 February, and outlines the benefits of open access and open licensing for researchers.
Creative Commons for Connected EducatorsMattMcGregor
This presentation was given to Christchurch Connected Educators on 23 October, 2014. It introduces the Creative Commons licences and Creative Commons policies for New Zealand schools.
Presentation of the concept of open science with open data, open access, open source, open peer review, open methodology and open educational resources. It also shows the status quo internationally and in Austria.
Event: Open Commons Congress 2013 in Linz.
Video: https://www.dorftv.at/video/7150
Blog: http://openscienceasap.org/stream/2013/07/12/open-science-praesentation-am-open-commons-kongress-2013/
Creative Commons for Hutt City LibraryMattMcGregor
A quick overview of copyright and Creative Commons licensing for staff at Hutt City Library. The presentation includes open GLAM recommendations, and case studies of the National Library of New Zealand and Te Papa.
Te Papa and Creative Commons by Victoria LeachmanMattMcGregor
This presentation was given by Victoria Leachman as part of the 2015 Creative Commons Roadtrip. It outlines the experiences of Te Papa Tongarewa | The Museum of New Zealand with Creative Commons licensing.
This presentation was given by Tim Kong as part of the 2015 Creative Commons Roadtrip. It introduces Creative Commons licensing for education resources in the context of the Network for Learning's 'Pond' resource sharing portal.
Creative Commons and DigitalNZ by Thomasin SleighMattMcGregor
This presentation was given by Thomasin Sleigh as part of the 2015 Creative Commons Roadtrip. It outlines the experiences of DigitalNZ with Creative Commons licensing and 'no known copyright' statements.
Creative Commons, NZGOAL and the GLAM Sector by Keitha BoothMattMcGregor
This presentation was given by Keitha Booth as part of the 2015 Creative Commons Roadtrip. It introduces the New Zealand Government's Open Access and Licensing framework in the context of the New Zealand GLAM sector.
Creative Commons GLAM Roadtrip - Dunedin - by Allison BrownMattMcGregor
This presentation was given by Allison Brown as part of the 2015 Creative Commons Roadtrip. It introduces Creative Commons licensing and outlines how CC licences are being used by the University of Otago library.
This short introduction to Creative Commons licensing for Galleries, Libraries, Archives and Museums was given as part of the Creative Commons Road Trip in March 2015.
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.
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!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
13. Screenshot from ‘Lego Life Lessons - Safety Tips for Walking to
School’ by the Manning Brothers. Made available under a
Creative Commons Attribution Non-Commercial Share Alike
licence.
15. Getty Museum
Closed:121 Purchases p/m
Open: 60,000 downloads p/m
Claude-Joseph Vernet
(French, 1714 - 1789)
A Calm at a
Mediterranean Port,
1770, The J. Paul
Getty Museum, Los
Angeles
16. Fifth point:
Taxpayers fund a great deal of
New Zealand copyright works
(many of which quickly fall
from circulation).
20. Copyright is:
Bundle of rights
Automatic
Copy, distribute, perform, adapt
*applies online*
Lasts for 50 years after death
21. Copyright the opportunities and
problems of print culture
“Caxton Showing the First Specimen of His Printing to King Edward IV at the Almonry, Westminster,” by Daniel Maclise, 1851.
22. Heald, Paul J., How Copyright Makes Books and Music Disappear (and How Secondary Liability Rules
Help Resurrect Old Songs) (July 5, 2013). Illinois Program in Law, Behavior and Social Science Paper
No. LBSS14-07; Illinois Public Law Research Paper No. 13-54. Available at SSRN:
http://ssrn.com/abstract=2290181 or http://dx.doi.org/10.2139/ssrn.2290181
23. What to do?
“Grayson, Westley, Stanislaus County, Western San Joaquin Valley, California. Seventh and
eighth grade class in Westley school after lesson in Geography” 1940, US National Archives 83G-41445, via Flickr. No known copyright.
43. CC Kiwi by Creative Commons Aotearoa New Zealand is made
available under a Creative Commons Attribution 3.0 New Zealand
Licence.
44. The Remix Kiwi by CCANZ is based on a work by Creative Commons
Aotearoa New Zealand [LINK], which is made available under a
Creative Commons Attribution 3.0 New Zealand Licence.
47. More than 700
million works.
“2500 Creative Commons Licences” by qthomasbower, via Flickr. Made
available under a Creative Commons Attribution-Share Alike 2.0 licence.
57. “I am an independent
researcher from a third
world country not affiliated
to any university or a
company. Thus I neither
have access to paid journals
nor I can afford them”
– independent research,
Nepal.
Source: MIT Library
58. “I don’t have access to many
articles due to … sanctions.
… I really appreciate this
policy of MIT that helped me
a lot.”
– Researcher, Middle East
Source: MIT Library
59. “I am an independent
researcher, with no current
academic affiliation. I am
writing a book which
involves researching
topological quantum neural
computing.... Thank you for
making science freely
available to all!” – Scientific
journalist, US
Source: MIT Library
60. 2. Libraries are struggling.
From 1986-2007,
subscription charges
increased by 340%, four
times the rate of inflation
61. “We write to communicate an
untenable situation facing
the Harvard Library. Many
large journal publishers
have made the scholarly
communication environment
fiscally unsustainable and
academically restrictive.”
64. All Rights Reserved copyright
What many common
restrictsis Copyright? &
essential uses of research
65. Distribution to students, colleagues,
journalists, businesses.
Reuse by other researchers,
What is Copyright?
bloggers, journalists, publishers.
Republication to new audiences
Translation to other languages
66. Also, without open licensing, your
(publicly funded) work may not enter the
commons for over 100 years (...)
67. …which makes life very hard for
libraries and archives who want to give
your work a second life.
Exhibit A:
90. 3. We can't build enough
universities to meet global
demand
91. “Accommodating the additional
98 million students would
require more than four major
universities (30,000 students) to
open every week for the next
fifteen years.”
Stamenka Uvalić-Trumbić of
UNESCO
Source: Brandenburg, U., Carr, D., Donauer, S., Berthold, C.
(2008) Analysing the Future Market – Target Countries for
German HEIs, Working paper No. 107, CHE Centre for Higher
Education Development, Gütersloh, Germany, p. 13.
