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.
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.
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.
Attacking From All Sides Strategies to educate students and faculty on copyri...Rosalind Tedford
Presented at the Consortium for College and University Media Centers Annual Conference 2004.
Across the country, campuses are struggling with an increase in copyright and plagiarism violations brought on by an ever increasing amount of electronic information that makes both committing and detecting copyright and plagiarism infractions easier. At Wake Forest University, we are working not only to deal with the offenders when we find them, but also to educate our community in order to reduce the number of infractions that occur and to increase an awareness of, and respect for, intellectual property. We take every opportunity to communicate with the campus community and hope our experiences can help other institutions begin to address similar issues on their campuses.
This slideshow identifies the problem of copyright imbalance and addresses where it is possible to effect change that broadens the opportunities for new creators who use existing copyrighted material, such as people making remixes, mashups, slideshows, and other works.
Presentation given in 2012 to Communication Officer colleagues at an international consortium skills-sharing workshop. This gave a basic introduction to open licensing and communication practioners might use it in their work.
This is a Language Arts unit plan for the intermediate level. It is done according to the grade level expectations of the Department of Education of Puerto Rico new Common Core Standards.
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.
Attacking From All Sides Strategies to educate students and faculty on copyri...Rosalind Tedford
Presented at the Consortium for College and University Media Centers Annual Conference 2004.
Across the country, campuses are struggling with an increase in copyright and plagiarism violations brought on by an ever increasing amount of electronic information that makes both committing and detecting copyright and plagiarism infractions easier. At Wake Forest University, we are working not only to deal with the offenders when we find them, but also to educate our community in order to reduce the number of infractions that occur and to increase an awareness of, and respect for, intellectual property. We take every opportunity to communicate with the campus community and hope our experiences can help other institutions begin to address similar issues on their campuses.
This slideshow identifies the problem of copyright imbalance and addresses where it is possible to effect change that broadens the opportunities for new creators who use existing copyrighted material, such as people making remixes, mashups, slideshows, and other works.
Presentation given in 2012 to Communication Officer colleagues at an international consortium skills-sharing workshop. This gave a basic introduction to open licensing and communication practioners might use it in their work.
This is a Language Arts unit plan for the intermediate level. It is done according to the grade level expectations of the Department of Education of Puerto Rico new Common Core Standards.
Presented at the ACRL Scholarly Communication 101 Road Show at The Ohio State University in Newark, Ohio on June 7, 2011; sponsored by the Academic Library Association of Ohio (ALAO) and OhioLINK
These are my slides from the April 20th, 2017 GoOpenVA pilot launch. It is based heavily on slides by Cable Green, Jane Park, and Meredith Jacob of Creative Commons. All are CC-BY. #GoOpen
What is OER, how have law schools made use of open education resources, and what are some best practices and starting places for faculty and librarians who wish to support this open educational paradigm? Presentation at CALIcon16, Atlanta.
Community College OER Showcases: Washington’s OER Faculty Training and Lane ...Una Daly
Community College OER Showcases: Washington’s OER Faculty Training and Lane College’s OER Faculty Fellowship Program
This webinar starts at 11:00 am (PDT), 2:00 pm (EDT) and will showcase two innovative OER faculty development projects at U.S. community colleges in Washington and Oregon.
• Boyoung Chae, Program Manager of Open Education and eLearning, at the Washington State Board of Community and Technical colleges will demonstrate the public online faculty training course: “How to Use Open Educational Resources”.
• Jen Klaudinyi, Reference and Instruction Librarian, will give an overview of Lane Community College’s award winning faculty professional development initiative that incentivizes instructors to adopt OER.
Obstacles and benefits to faculty using Open Education Resources. Created as a course assignment for the Washington State Board of Community and Technical Colleges.
Similar to OpenEd15: Farb, Blum, Kovacs: The Perils of-policy final-draft (20)
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
3. Starring
Sharon E. Farb
UCLA Associate University Librarian for Collection
Management and Scholarly Communication
L. Amy Blum
UCLA Interim Vice Chancellor
for Legal Affairs
Kim S. Kovacs
UCLA Executive Director of Federal Relations
4. $1,383
UCLA Admissions Office estimate for
books and supplies for an academic
year for undergraduate students
Episode One
UCLA Context
10. UCLA Library Affordable Course Materials Initiative
Programmatic Challenges
Scalability and Expansion
Customized approach to each applicant
3,000+ teaching faculty/lecturers but only
~300 librarians and fulltime library staff
Quantity and variety of course materials
Differing Agendas
Motivation to implement changes in syllabus
Focus on quantity over quality/curation
16. Copyright Act
Why Talk about Copyright?
Myths / Concerns
• Copyrights “lock down” use of content.
• Journals and other commercial enterprises
hold copyrights and prevent use or charge
fees to profit off students.
• Copyrights prevent universities from using
content in classes.
17. Copyright Act
Purpose of Copyright
“The primary, objective of copyright is not to reward the labor
of authors, but [t]o promote the Progress of Science and
Useful Arts. To this end, copyright assures authors the right to
their original expression, but encourages others to build freely
upon the ideas and information conveyed by a work. This
result is neither unfair nor unfortunate. It is the means by
which copyright advances the progress of sciences and art.”
Justice Sandra Day O’Connor
FEIST PUBLICATIONS, INC. v. RURAL TEL. SERVICE
CO., 499 U.S. 340, 349-50 (1991).
18. Copyright Act
Copyright Ownership
Under copyright law, the creator of the original
expression in a work is its author.
The author is also the owner of copyright
unless there is a written agreement by which
the author assigns the copyright to another
person or organization, such as a publisher.
19. UC Policy
Individual Ownership and Policy
University of California Policy: Copyright ownership resides with the
originator of the work if it is:
• Scholarly/Aesthetic Work: Created by faculty and designated academic
employees resulting from independent academic effort
• Personal Work: Developed by a university employee outside the course and
scope of their university employment and without university resources.
• Student Work: Produced by a registered student without the use of
university funds (other than student financial aid) that is produced outside
any university employment.
20. UC Policy
Ownership of Course Materials
University of California Policy on Ownership of Course Materials:
• Course Materials Include: Work prepared for use in teaching including lectures,
lecture notes and materials, syllabi, study guides, bibliographies, visual aids,
images, diagrams, multimedia presentations, web-ready content, and educational
software.
• Copyright resides with the Designated Instructional Appointee who creates the
material. DIAs are university employees who serve as Instructors of Record and
have a general obligation to produce course materials.
• University only has a royalty-free perpetual license to use course approval
documents, not the course materials.
21. Copyright Act
What Are the Exclusive Rights?
Bundle of Rights:
• Make copies of the work.
• Make derivative works based on the
original work.
• Distribute the work.
• Perform the work publicly.
• Display the work in a commercial setting.
The owner of a copyright may license
these rights to others.
22. Episode Two
Relevance to OERs?
Our faculty own the copyrights to their
course materials and control how it is
used.
Our faculty own the copyright to their
scholarly work . . .
But – they often assign those rights to
publishers.
23. Episode Two
What Can the University Do?
Rely on exemptions to the Copyright
Act.
Assist faculty with retaining their
copyright when negotiating with
publishers.
Develop open access policies.
25. Copyright Act
TEACH ACT
Technology, Education and Copyright Harmonization Act (17 U.S.C.
§110(2))[TEACH ACT]:
• Safe harbor that protects the transmission of a work from copyright infringement
claims provided the transmission meets eleven specific requirements
• Requires limiting use to students enrolled in a specific class
• Cannot transmit textbook materials, materials "typically purchased or acquired by
students," or works developed specifically for online uses
26. Copyright Act
Fair Use
Four Factor Test:
• Character of Use (commercial versus
non-profit educational; transformative)
• Nature of Copyrighted Work (fact versus
imaginative and published versus
unpublished)
• Amount and Substantiality of Portion
Used
• Market Effect
27. Episode Two
Open Access Policies Can Help
A policy that grants rights to the
institution upon creation of content
prevents an author from granting all
rights to a publisher.
28. Episode Two
Faculty, Negotiate your Copyright
Librarians can assist faculty with ensuring they retain their copyrights
or specific use rights.
Faculty should read their publishing agreements to specifically
understand the grant of rights provisions.
Authors should modify publishing agreements to allow the author to
retain rights.
32. The Perils of Policy
Legislative and Government Relations Aspects of OER
33. Episode Three
Identifying Goals
What Are You Trying to Achieve?
• Open access to federal or state funded
research and materials?
• Lower cost of educational materials?
• Develop “free” education options like
MOOCs?
35. Episode Three
Avoiding Unintended Consequences
Have a Plan
Realize your timing needs to be long-
range and incremental.
Work with Diverse Coalitions
Who could partner with you? Think
creatively and broadly.
Cultivate Champions
Educate
36. Thank you!
Photo credits
Media History Digital Library
Kyle Alexander
Bill Ebbesen
Simon A. Eugster
Reed Hutchinson
laogooli
Coral Von Zumwalt
Elena Zhukova
Mark Holtzman, West Coast Aerial Photography
Guyon Morée
Padawane
Sharon E. Farb
Still from “The Perils of Pauline” (1914), pulled from the open access Media History Digital Library: http://mediahistoryproject.org/
When it comes to open education resources, one size doesn’t fit all. That’s true of both the OERs themselves and of the institutions of higher ed.
Overview of what each will focus on:
-- Sharon: UCLA context, overview of local challenges
-- Amy: Legal and academic policy considerations
-- Kim: Legislative and public policy issues
UCLA Admissions estimate for books/supplies for academic year: $1383.
36-38% of UCLA’s undergraduate students are Pell Grant recipients; 55% receive some federal, state, or campus financial aid;
49% graduate with loans to pay back (loans the students take on, not their parents).
Term-of-art “textbook” doesn’t resonate widely at UCLA; this limits impact of legislation/policies focused on “textbooks.” Course materials can include multiple books, lab supplies, course packs, data sets, audio and/or video, special collections items (physical or digital), and much more.
Instructor for each course changes from quarter to quarter/year to year, and each often doesn’t use previous instructors’ course materials.
Tier 1 research university: Many faculty focus on research more than teaching. Knowledge about campus instructional support services is limited, and there’s limited emphasis on helping instructors learn skills to become better teachers.
IT challenges: not all classrooms have the same technology for presentation/capture, and what is there may not accommodate specialized needs.
Adapted from UMass Amherst’s program
Incentivize instructors to work with the library on their course materials
Integrate collections into instruction
Digitize under-utilized rare and unique materials in Special Collections
Broaden access for students to course materials that they might previously not have purchased because of cost
Lower costs for students
Achieve instructors’ educational objectives
Each application/course requires a customized approach
Scalability: Number of Library staff (including subject specialists, curators, technologists) available to work on ACMI projects limited in terms of interest, expertise, and time
Must encompass a broad definition of course materials, which vary widely in format from course to course. Affordable IT solutions don’t yet exist to meet everyone’s needs.
Some applicants more interested in funds than in revamping course materials, but that doesn’t become clear until the award’s been made
OER movement’s focus on more OERs – rather than on curation and discovery
OER movement has not focused to date on impact of faculty routinely signing away their rights to commercial publishers. Faculty need to be aware of their role in this problem and what they can do to help solve it.
Academic freedom: each instructor has the authority to choose whatever course materials s/he wants
Employing fair use
Dealing with orphans
Providing access to standard texts from year to year
Representation in any resulting litigation for instructors who create their own OA textbooks.
DIAs also includes all members of the Academic Senate and clinical professors. Appointees in other academic titles may also be designated by the President.
Exemptions:
-- Classroom Teaching (Section 110(1))
-- TEACH Act (Section 110(2))
Distance Learning
-- Fair Use (Section 107)
Classroom Teaching Exemption: The performance or display of a work in the course of face-to-face teaching activities of a nonprofit educational institution, in a classroom or similar place devoted to instruction.
Physical v. Virtual Classroom as Face to Face Teaching:
-- Course Websites
-- Course Management Systems
-- Are these virtual classrooms now deemed a “similar place devoted to instruction”?
Similar Place Devoted to Instruction: The House Report cites as qualifying locales “a studio, a work-shop, a gymnasium, a training field, a library, the stage of an auditorium, or the auditorium itself if it is actually used as a classroom for systematic instructional activities.” (H. Rep. at p. 82.)
DIAs also includes all members of the Academic Senate and clinical professors. Appointees in other academic titles may also be designated by the President.
DIAs also includes all members of the Academic Senate and clinical professors. Appointees in other academic titles may also be designated by the President.
Exemptions:
-- Classroom Teaching (Section 110(1))
-- TEACH Act (Section 110(2))
Distance Learning
-- Fair Use (Section 107)
Classroom Teaching Exemption: The performance or display of a work in the course of face-to-face teaching activities of a nonprofit educational institution, in a classroom or similar place devoted to instruction.
Physical v. Virtual Classroom as Face to Face Teaching:
-- Course Websites
-- Course Management Systems
-- Are these virtual classrooms now deemed a “similar place devoted to instruction”?
Similar Place Devoted to Instruction: The House Report cites as qualifying locales “a studio, a work-shop, a gymnasium, a training field, a library, the stage of an auditorium, or the auditorium itself if it is actually used as a classroom for systematic instructional activities.” (H. Rep. at p. 82.)
Academic Freedom:
-- Academic Senate has primary responsibility for applying academic standards in compliance with applicable standards of professional care. [UC Policy]
-- The Senate approves curriculum, which may include approved textbooks.
-- Individual faculty select teaching materials, but subject to Senate curriculum approvals.
Privacy/Publicity Rights:
-- If materials contain photographs of identifiable persons, releases for use of images may be required.
-- If materials include student work, Family Educational Rights and Privacy Act (FERPA) may apply and waiver by students may be required.
Academic freedom: each instructor has the authority to choose whatever course materials s/he wants
Employing fair use
Dealing with orphans
Providing access to standard texts from year to year
Representation in any resulting litigation for instructors who create their own OA textbooks.