This document discusses intellectual property rights and universal design considerations for online learning. It addresses various disabilities that students may have, such as physical, learning, visual, hearing, and psychological/emotional impairments, and issues they may face in online courses. Guidelines are provided for using copyrighted material and adhering to fair use doctrine. The permissible amounts of different media types that can be used without permission are outlined. References are also included.

1. Intellectual Property Rights
&Universal Design
Tammy Stephens, Ed.D.
AKLN 2012

2.  "The power of the Web is in its
universality. Access by everyone
regardless of disability is an essential
aspect."
~ Tim Berners-Lee,W3C Director and
Inventor of the World Wide Web
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3. Physical disability & online learning:
 Some issues students face:
 Physical access to the computer
 Physical manipulation of texts and other course materials
 Timing of synchronous components of the course,
especially chat rooms
 Activities to fulfill assignments if they require the student
to work outside of the course environment
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4. Learning disability & online learning:
Some issues for students:
 Accessing textbooks and printed course materials
 Clarification of misunderstood (written) points
 “Chunking” of text heavy and lengthy material
 Timing and organization of synchronous components,
especially chat rooms
 Extra time to take online exams and other assessments
 Clearly outlined expectations/assignments in syllabus
 Getting timely feedback
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5. Visual impairment & online learning:
Some issues for students:
 Interaction of course management system and assistive
technology used by the student
 Course materials in accessible alternative formats
 Video components
 Graphics, photos & charts
 Activities to fulfill assignments if they require the student
to work outside of the course environment
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7.  Can text be highlighted,
copied and pasted?
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8. Considerations
 When possible post as pdf files
 Make sure PowerPoint Presentations are high/low in
contrast?
 Make sure activities are not color dependent
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9. Hearing impairment & online learning:
Some issues for students:
 Audio/Video components and transcripts/captions
 Language issues if ASL is the first language
 Timing and organization of any synchronous components,
especially chat rooms
 Activities to fulfill assignments if they require the student
to work outside of the course environment
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11.  Chat Log C:Documents and SettingsTammy StephensMy DocumentsChatLog Moodle Course
Support Ongoing 2011_09_28 21_09.rtf

 Tammy Stephens (to All - Entire Audience): once we start screen sharing we will be recording this session :)
 Sue (to All - Entire Audience): You can type a message here for all to see or select an individual to send a message
to.
 Tammy Stephens (to All - Entire Audience): the other option is to call in using the phone
 cj (to All - Entire Audience): Louise can you hear us?
 Tammy Stephens (to All - Entire Audience): unfortunately she didn't fill in the phone number on form
 Tammy Stephens (to All - Entire Audience): however, if the recording works we can post this
 Sue (to All - Entire Audience): Tammy, do you mean change to a different theme or change the color of a theme
 Tammy Stephens (to All - Entire Audience): both really sue
 Sue (to All - Entire Audience): Then the answer varies. If you change the color as an admin you will also change
how that theme looks for everyone.
 cj (to All - Entire Audience): can you hear us louise?
 Sue (to All - Entire Audience): Connie try editing in Marcia's course.
 Sue (to All - Entire Audience): Connie I want to see if the html editor is working
 Sue (to All - Entire Audience): There are times when you want to use basic web features!
 Sue (to All - Entire Audience): You need to type in any html tags
 Sue (to All - Entire Audience): URL display options (the number available to you) also depends on admin settings.
We have a setting in-frame available to us at the hosting site.
 Sue (to All - Entire Audience): What I've read about Moodle 2.2 is that there will be an option to provide a
description after the URL rather than needing to use a separate label.
 Sue (to All - Entire Audience): You must type in the page description; however, the display of both the title and
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description are optional

12. Psychological/Emotional impairment &
online learning:
Some issues for students:
 Timing issues due to the side effects of medications taken or
due to flare up of condition
 Processing of text heavy courses
 Increase of triggers of impairment: stress & anxiety
 Need to increase phone/email contact with instructor to
clarify misunderstood points
 Social skills needed (i.e. chats & discussion posts)
 Inappropriate behavior may be sign of distress
 Clearly outlined expectations/assignments in syllabus
 Extra time to take online exams and other assessments
 Getting timely feedback
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14. Intellectual Property Rights
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15. Copyright and Electronic Publishing
 The same copyright protections exist for the author of a
work regardless of whether the work is in print, in a
library research database, a blog, an online discussion
board or comment space, or any social media formats.
 Note that the Internet IS NOT the public domain. There
are both copyrighted and uncopyrighted materials online.
Always assume a work online is copyrighted.
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16. Tips for Using Online Information
 Always credit the source of your information. If you do not
see an individual named as the author, do not forget that the
author may in fact be the organization responsible for the
Web site. Credit the organization.
 Find out if the author of a work (e.g., text, video, audio,
graphic, etc.) provides information on how to use his or her
work. If the author provides explicit guidelines, follow them.
 Whenever feasible, ask the copyright holder for permission. If
no copyright holder is specifically named, do not assume that
the material is in the public domain. Assume that the copyright
holder is the author, whether it be an individual or an
organization. Keep a copy of your request for permission and
the permission received.
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17. Student and Faculty Guidelines
 Students may incorporate portions of copyrighted
materials when producing a project for a specific course.
 Faculty may include portions of copyrighted works when
producing their own multimedia project for their
teaching in support of curriculum-based instructional
activities at educational institutions.
 For online instruction provided that the network is
secure and is designed to prevent unlawful copying
 The fair use of copyrighted material in multimedia
projects lasts for two years only. After two years, obtain
permission before using the project again
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18. Type of Media Permissible Amount
Movies Up to 10% or up to 3 min. whichever is less
Text Material Up to 10% or a total of 1,000 words whichever is less
Poetry An entire poem of less than 250 words may be used, but no more than
three poems by one poet or five poems by different authors in an
anthology. For poems exceeding 250 words, 250 words should be used but
no more than three excerpts from one poet or five excerpts from different
poets in the same work.
Music, lyrics, and 10% but no more than 30 sec.
music video
llustrations or No more than five images from one artist or photographer.
photographs No more than 10% or 15 images, whichever is less, from a collection.
Numerical data 10% or 2,500 fields or cell entries, whichever is less
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20. References
 Callahan, B. (2010, March 18). Students with Disabilities in Online
Learning. PowerPoing, CWU Westside Operations Center for
Disability Services. Retrieved from
http://www.cwu.edu/~dss/cms/uploads/Online
%20Accommodation%20Presentation.2.0.pdf
 Chris. (2010, March 1). Taking advantage of creative commons
content for your blog « Blogging Tips « Blogtap.net. Taking
advantage of creative commons content for your blog. Retrieved
from http://www.blogtap.net/taking-advantage-of-creative-
commons-content-for-your-blo/
 Student Services, U. of M. (2011, January 28). Copyright and
Fair Use - UMUC Library. Retrieved April 19, 2012, from
http://www.umuc.edu/library/libhow/copyright.cfm
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