GAMABrief: What Every School Needs to Know About Copyright LawChristina Gagnier
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Technology in the classroom is nothing new, but with the rise of smartphones, smart boards and tablet computing, the way teachers and students use and engage with media continues to grow and evolve. Any time educational content is used, shared or created, whether by teachers or by students, IP laws and, specifically, copyright laws, are implicated. Administrators, teachers and students must all be aware of what activity is freely permissible under U.S. Copyright Law, and what sort of activities might run afoul of the law.
Copyright Law, Fair Use, Creative Commons, And The Public Domainaamarie
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Presentation created for "Creating Technology-Rich Curricula" course. Explains Copyright Law, Fair Use, Fair Use in an educational context, Creative Commons Licensing, and the Public Domain.
GAMABrief: What Every School Needs to Know About Copyright LawChristina Gagnier
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Technology in the classroom is nothing new, but with the rise of smartphones, smart boards and tablet computing, the way teachers and students use and engage with media continues to grow and evolve. Any time educational content is used, shared or created, whether by teachers or by students, IP laws and, specifically, copyright laws, are implicated. Administrators, teachers and students must all be aware of what activity is freely permissible under U.S. Copyright Law, and what sort of activities might run afoul of the law.
Copyright Law, Fair Use, Creative Commons, And The Public Domainaamarie
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Presentation created for "Creating Technology-Rich Curricula" course. Explains Copyright Law, Fair Use, Fair Use in an educational context, Creative Commons Licensing, and the Public Domain.
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!
Model Attribute Check Company Auto PropertyCeline George
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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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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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.
A Strategic Approach: GenAI in EducationPeter Windle
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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.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
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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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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 wasnât 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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Faculty Created Work And Effect Of Agreements On Cr Ownership
1. The role of circumstances and agreements in determining ownership of copyright and other intellectual property in faculty created works. Faculty Created Work
2. Copyright ownership is determined by federal law Copyright is a form of protection provided by the laws of the United States (title 17, U. S. Code) to the authors of âoriginal works of authorship,â including literary, dramatic, musical, artistic, and certain other intellectual works. Copyright protection attaches automatically when the work is created in fixed form. The copyright in the work immediately becomes the property of the author who created the work.
3. Copyright can be transferred Although the creators of works generally are also the owners of the copyright in those works, circumstances surrounding the creation of work by faculty members can sometimes make it difficult to determine copyright ownership. This is because: Works created by faculty members may be âworks made for hireâ; Works created by faculty members may involve the âsubstantial useâ of school district resources; or Works created by faculty members may be created as the result of a specific agreements between school districts and faculty members.
4. âWorks made for hireâ In the case of true âworks made for hire,â school districts, and not the faculty members who actually created the work, are considered to be the âauthorsâ of the work and thus, the copyright owners. âWorks made for hireâ generally include works prepared by employees âwithin the scope of their employment.â Works created by faculty members in higher ed settings often are not considered âworks made for hire,â (e.g. the MN State Colleges & Universities allow faculty members to claim copyright ownership in their scholarly works, encoded works, and sabbatical works.)
5. Transfer of rights via agreement Agreements between school districts and faculty members may be used to clarify ownership of copyright and other intellectual property rights. In some instances, these agreements actually transfer rights. These agreements include: Sponsorship agreements Collaborations/partnerships Equity distributions Special commissions Post-creation assignments of copyright
6. Sponsorship agreements Sponsorship agreements are written agreements between the sponsor and a school district. These agreements may include multiple parties, including the faculty members who participate in the creation of the work.
7. Collaborations/partnerships Collaboration agreements are used when school districts participate in projects with other persons or organizations outside the school district to meet identified student, citizen, community and industry needs. Agreements regarding the ownership of copyright and other intellectual property in the created works, including work created by participating faculty members, are incorporated into these collaborations/partnerships.
8. Equity distributions Equity distributions result when school districts execute agreements with individuals, corporations, or other entities outside the school district for economic gain using intellectual property owned by the school district. The proceeds of the equity distribution are shared among the creators of the work, which may include participating faculty, in accordance with the specific terms of the equity distribution agreements.
9. Special commissions When school districts specially commission work from faculty members, and such works are identified by the school district as specially commissioned works at the time the works are commissioned, the copyright and other intellectual property rights in the work belong to the school district. Agreements between the school district and participating faculty members for specially commissioned works must be in writing.
10. Post-creation assignments of copyright Faculty members may agree to assign some or all of their intellectual property rights to a school district. In doing so, faculty members may preserve any rights available to them as creators of the assigned works. Similarly, a school district may assign some or all of its rights in a work to any person or entity, including to the faculty members who helped create the works. In doing so, a school district may preserve rights (such as a royalty-free, irrevocable license to use and copy the work, or a right to share in proceeds from the commercialization of the assigned work) available to it. Assignment agreements between faculty member and the school district must be in writing.
11. Contract considerations Before entering into agreements relating to the ownership of faculty created work, faculty are advised to consider the following: Who does the faculty member think should own the copyright and other intellectual property in the work? Who does the faculty member think should control how the work is used? What rights will the faculty member have as a result of the agreement? What rights will the school district have? Who will assume legal liability for the work?
12. By considering at the onset who will own the work and how the work will be used, faculty members can enhance their ability to use their creative works as they intend in the future. Conclusion