The presentation by Prof. Dr. Frederik Questier discusses the intersection of ICT competencies, ethical issues, and research competencies, emphasizing the importance of teaching students about copyright and plagiarism. It highlights the potential of open courseware to enhance educational quality while addressing the limitations posed by traditional copyright laws and DRM. Additionally, it explores the use of free/libre open-source software in schools, the technological preferences of students, and the barriers to integrating technology effectively in education.

1. ICT-Competenties
ethische kwesties
en relatie met
onderzoekscompetenties
Prof. dr. Frederik Questier – Vrije Universiteit Brussel
IDLO studie en ontmoetingsdag 2014

2. This presentation can be found at
http://questier.com
http://www.slideshare.net/Frederik_Questier

3. 3

4. 4

5. 5

6. 6

7. 7

8. Our social responsibility:
how open is the future?

9. 9
Plagiaat ?

10. What should we teach our
students about copyright?
How and why to avoid plagiarism?
How to share and reuse!

11. Information and Communication
Technologies
have amplified
the possibilities for
mass collaboration
and (incremental) innovation
But laws are far from perfect for it

12. Copyright
18th
century vs 21st
century
➢ “for the encouragement of learning”
➢ “to promote the progress of science and
useful arts”
➢ Protection on request of author
➢ 14+14y
➢ Protect authors against publishers
➢ If you give copy to every library
➢ Private and non-commercial reproductions allowed
➢ Economic motives
➢ Protection automatically
➢ Till 70y after death author
➢ Publishers demand the copyrights
➢ “Private copiers are pirates”
➢ Protection for DRM

15. Creative Commons
➢ www.creativecommons.org
➢ 6 combinations of
➢ Commercial – no commercial use allowed
➢ Modifications– no modifications allowed
➢ Sharealike – not sharealike
Share what you
want,
keep what you want

17. Why Open Course Ware?
➢ Increase quality
➢ Teachers working together
➢ Best course modules are
➢ reused most often
➢ getting most feedback
➢ getting better again
➢ Saving time & costs
➢ Teachers can start building course from existing material
➢ Creation of animated or interactive learning objects is often
too expensive for development/use by only one institution

19. (Firefox) Creative Commons Search

20. www.gutenberg.org
(public domain)

21. ocw.mit.edu (CCPL)

22. www.merlot.org

23. cnx.org

25. wikibooks.org

26. Example made with my students
nl.wikibooks.org/wiki/Onderwijstechnologie

27. 27
Software / hardware / media choice ?

28. Electronic books?
➢ Would you buy or advise your students
➢ electronic versions of (educational) books
➢ if they were 30% cheaper than paper books
➢ maybe many books on a good reading device ~ paper?
➢
➢ Be aware: often
➢ limited to 1 year
➢ no access in the higher years of study
➢ limited to buyer
➢ no second hand buying or sale
➢ no library
➢ no extensive printing

29. Expensive and incompatible

30. Text To Speech software
on e-books
➢ Blessing for the blind
➢ 'Copyright violation' according to
'Author's Guild' (publishers)
→ TTS disabled in Amazon Kindle 2
Remote kill flags discovered!

31. DRM:
Digital Rights Management or
Digital Restrictions Management?
➢ Restricted
➢ export
➢ copying
➢ printing
➢ Text To Speech
➢ in time
➢ to buyer (no second hand market)
➢ biometric identification
➢ user info “inscribed” in the work (Microsoft Reader)
➢ access info sent back to publisher
➢ to certain hardware (e.g. Mac OS X - Apple hardware)
➢ to geographic regions

32. Regional lockout
(DVDs, Videogames, UMD, ...)

33. DRM
➢ is killing innovation
➢ can prevent legal rights such as
➢ fair use private copying
➢ time shifting
➢ lending services (library)
➢ 2nd hand resale of works
➢ donation
➢ access for disabled
➢ archival
➢ public domain

35. iPad schools ?

36. Esperenza Computer Classroom with software sponsored by Microsoft
1 computer per user?

37. One (library catalog) computer per user?

38. Free yourself from dogmas!

40. K12LTSP
Linux Terminal Server Project
Networked classrooms
Fat server
runs the applications
Thin clients
visualize the applications
need no hard disk
can be 15 years old PC's

41. 356,800 virtualized desktops
in Brazilian schools

43. The possible effects
Example: extremadura
➢ poorly developed region → economic revival
➢ based on FLOSS (customized GNU/LinEx)
➢ computer access for every student
➢ saved >18M € on initial 80,000 school computers
➢ total software cost: 1.08 Euro/PC/year
➢ bigger project
➢ stimuli for companies, centres for citizens
➢ economic revival -> European regional innovation award

44. 44
"The most fundamental way
of helping other people,
is to teach people
how to do things better
or how to better their lives.
For people
who use computers,
this means sharing
the recipes
you use on your computer,
in other words
the programs you run."

45. 45
1980's: Stallman defined
“Free Software”
➢The freedom to
➢use
➢study
➢share
➢improve
the program

46. 46
The software Freedoms
require access to the source code
→ “Open Source Software”
Free Libre Open Source Software (FLOSS)
Source code: if encrypt(password) == encryptedpassword, then login=1, end
Compiled code: 001001011101010011001100001111011000110001110001101

49. 1991 comp
sci student
Usenet posting to the
newsgroup
"comp.os.minix.":
“I'm doing a (free)
operating system (just a
hobby, won't be big and
professional like gnu) for
386(486) AT clones.”

50. 6117 persons, 659 companies
have contributed to Linux kernel

51. "Congratulations, you're on the winning team.
Linux has crossed the chasm to mainstream adoption."
➢ Jeffrey Hammond, principal analyst at Forrester Research, LinuxCon, 2010
“Linux has come to dominate almost every category of
computing, with the exception of the desktop”
➢ Jim Zemlin, Linux Foundation Executive Director, 2011
“Linux is the benchmark of Quality”
➢ Coverity Report 2012

52. Android, a mobile version of Linux,
has overall largest market share

53. Android

55. http://www.ond.vlaan
deren.be/publicaties/
default.asp?nr=261

56. What is influencing
FLOSS useby school staff?

57. Methodology
➢ Interviews
➢ Model conceptualization
➢ Pilot survey
➢ Web based survey
➢ Model validation

58. Basis for conceptual model
➢ Unified Theory of Acceptance and Use of Technology
➢ Theory of Reasoned Action
➢ Technology Acceptance Model
➢ Motivational Model
➢ Theory of Planned Behaviour
➢ Combined TAM & TPB
➢ Model of PC Utilization
➢ Innovation Diffusion Theory
➢ Social Cognitive Theory
➢ Innovation diffusion Model

59. UTAUT model

60. Our conceptual model

61. Validated acceptance model for Free
Software in (Flemish) schools

62. Do you think it is desirable
to use FLOSS in education?

63. Which software
do you use at school?

64. Which software
do you use at school?

65. What is your motivation
to use Free Software?

66. What is holding back the
adoption of FLOSS in your school?

67. 67
Conclusions
of the study
➢ FLOSS is being used, but not as a routine
➢ Lack of knowledge
➢ Misconceptions
➢ Perceived barriers

68. 68
Recommendations
of the study
➢ for schools
➢ Develop FLOSS vision, plan, expertise
➢ Teach students how to share
➢ for government and managing structures
➢ Give central role to ICT-coordinators
➢ Create an expertise network
➢ Improve FLOSS information

69. Yearly “Speak Up” survey
among 300.000 US students
Number one complaint about the technological school
infrastructure:
2005
“internet at school is too slow”
2010
“school filters and firewalls block websites that we
need for our schoolwork”

70. Filtering ?
Monitoring ?

71. ➢ Apple customers
➢ “We want porn, if necessary with parental control”
➢ Steve Job, CEO Apple
➢ “Folks who want porn, can buy an Android phone”

74. But maybe (this porn) filtering
is good for schools?

75. Well first of all,
there is something rotten
about what they do filter and do not filter

78. Schools for years had an emphasis on office software
Some of the popular devices today
are designed to make
commercial consumers of its users
In schools we need software and devices that invite and
inspire kids to learn and to be creative!

79. My fear
➢ (Media and software) companies
will do everything possible
to limit your possibility to copy their works,
or to maximize their profits,
even if it means that user freedoms and privacy
are reduced in internet, technologies and law,
to an unworkable level.

81. Effect on education?
➢ Computers without programming environment
➢ Black box devices and software
➢ Point and click courses
→ less students study computer science

82. If you train people on a specific software product,
they will need to be retrained
when the product changes
Give them the opportunity
to explore programs

83. Is parental supervision
a protection
against the unknown?
➢ Internet literacy of parents
➢ Low
➢ → high parental supervision
➢ High
➢ → trust their children and hardly regulate Internet usage.
➢ Lou et al., 2010 S.-J. Lou, R.-C. Shih, H.-T. Liu, Y.-C. Guo and K.-H. Tseng, The influences of the sixth graders’ parents’
internet literacy and parenting style on internet parenting, Turkish Online Journal of Educational Technology 9 (4) (2010),
pp. 173–184

84. Is supervision effective?
➢ There is no simple direct relationship between
➢ parental supervision
➢ and the (un)safe Internet usage by their children
➢ S. Livingstone, M. Bober and E. Helsper, Internet literacy among children and young people: Findings
from the UK Children Go Online project, LES Research Online, London (2005)

85. ➢ Major obstacle to better technology use in schools?
➢ “The ban of personal devices”
Yearly “Speak Up” survey
among 300.000 US students

86. In terms of streamlining or increasing the effectiveness of
their traditional school processes, high school students say
that they would use their mobile device at school to:
➢ check grades (74 percent)
➢ take notes in class (59 percent)
➢ use the calendar (50 percent)
➢ access online textbooks (44 percent)
➢ send an email (44 percent)
➢ learn about school activities (40 percent)
Yearly “Speak Up” survey
among 300.000 US students

89. 9y old Martha Payne blogging
pictures of school lunches got silenced.

93. Copyright acknowledgements
➢ Screenshot http://www.chamilo.org/
➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!)
➢ http://www.userful.com/products/userful-multiseat-linux
➢ http://www.backbonemag.com/files/Images/BB_2009_06/brazil2_fmt1.gif
➢ http://www.desktoplinux.com/news/NS7546509093.html
➢ L’associazione studentesca S.P.R.I.Te. http://www.geektees.com/funny-shirts/software-is-like-sex-its-better-
when-its-free-t-shirt/
➢ Cartoon Open Source Fish by openssoft
➢ Question mark CC-by by Stefan Baudy
➢ OPEN, CC-by-nc-sa by Tom Magliery
➢ Open arrow, CC-by-nd by ChuckCoker
➢ http://www.graphs.net/201208/byod-in-schools-and-companies.html
➢ BYOD Cartoon a Day
http://mgleeson.edublogs.org/files/2012/02/20120210-205344.jpg
➢ School lunch picture Martha Payne http://neverseconds.blogspot.co.uk
➢ “Privacy erased” CC-by-sa by opensourceway
➢ GNU Head Joseph W. Reiss Free Art License or the GNU GPLv2
➢ Share matches CC-by-nc-nd by Josh Harper

94. 94
DARE
TO SHARE

95. This presentation was made
with 100% Free Software
No animals were harmed