This document discusses intellectual property (IP) issues related to e-learning 2.0, which emphasizes social learning using Web 2.0 tools like blogs, wikis and podcasts. It outlines the main IP rights, including copyright, and examines copyright exceptions and implied licenses that may apply to content sharing on these platforms. The document concludes that those working with e-learning 2.0 need awareness of potential IP risks and should assess defenses like fair use or seek permissions when incorporating third-party materials.
The document discusses different types of electronic resources (e-resources) including e-journals, podcasting, e-learning, and web-based learning. E-journals are scholarly articles that can be accessed electronically. Podcasting involves the distribution of audio files through RSS feeds that can be downloaded to devices. E-learning delivers educational content through electronic media like the internet. Web-based learning uses web technologies in the learning process and can incorporate both online and in-person elements.
Being informed about digital divide issues will help the E-Learning instructors and program administrators design practical instructional activities to support learners’ needs and make online learning accessible and rewarding for everyone.
Teaching Ethical and Legal use of Technology in the ClassroomMrs.Faust
This document discusses teaching students the ethical and legal use of technology in the classroom. It addresses what constitutes appropriate internet use in schools, the obligations of teachers and administrators in introducing the internet, and how teachers can educate students on appropriate usage. Key points include defining acceptable use policies, ensuring equitable computer access, following copyright laws, evaluating website reliability, and having a protocol for students to follow if inappropriate content appears online.
Intellectual property issues are important to consider when developing digital content for education. Ownership of the content needs to be addressed. There are different types of intellectual property including copyrights, patents, designs, trademarks, trade secrets, and other sector-specific rights. The purpose of intellectual property is to give creators control over their work and the ability to benefit from their creations, while also encouraging innovation and new advances.
This document discusses computer ethics and intellectual property rights. It defines computer ethics as moral standards or values that guide computer users. Computer ethics provides ethical guidelines, while computer law establishes legal standards with punishments. The document also outlines four types of intellectual property protection: patents, trademarks, designs, and copyright. It notes these protect inventions, brand identity, product appearance, and creative works, respectively.
This document discusses how libraries can use Web 2.0 tools to provide information services to users. It begins by outlining how information technology has changed information seeking behaviors. It then discusses specific Web 2.0 components like blogs, RSS feeds, image/video sharing, slideshares, and social networking that libraries can utilize to disseminate information, engage users, and stay relevant in a digital environment. The document provides examples of how each tool can be implemented and concludes by discussing advantages and limitations of using these new approaches.
This document provides an overview of an ICT unit that covers online safety, security, ethics, and etiquette. The unit objectives are to teach students how to be responsible digital citizens, evaluate online information, and apply research skills. Lesson 1 defines key ICT terms like the differences between Web 1.0, 2.0, and 3.0. It also discusses trends like social media, mobile technologies, and assistive media. Lesson 2 covers topics like cybercrime prevention laws, internet safety, and netiquette which establishes rules of online conduct and behavior.
This document provides information on using the internet for learning. It discusses what the internet is, what it offers such as sharing information, communication, and e-learning. It outlines pros and cons such as freedom of publishing but also potential for misuse. It describes how to evaluate accuracy and find information using search engines, open educational resources, and collaboration tools like forums and blogs.
The document discusses different types of electronic resources (e-resources) including e-journals, podcasting, e-learning, and web-based learning. E-journals are scholarly articles that can be accessed electronically. Podcasting involves the distribution of audio files through RSS feeds that can be downloaded to devices. E-learning delivers educational content through electronic media like the internet. Web-based learning uses web technologies in the learning process and can incorporate both online and in-person elements.
Being informed about digital divide issues will help the E-Learning instructors and program administrators design practical instructional activities to support learners’ needs and make online learning accessible and rewarding for everyone.
Teaching Ethical and Legal use of Technology in the ClassroomMrs.Faust
This document discusses teaching students the ethical and legal use of technology in the classroom. It addresses what constitutes appropriate internet use in schools, the obligations of teachers and administrators in introducing the internet, and how teachers can educate students on appropriate usage. Key points include defining acceptable use policies, ensuring equitable computer access, following copyright laws, evaluating website reliability, and having a protocol for students to follow if inappropriate content appears online.
Intellectual property issues are important to consider when developing digital content for education. Ownership of the content needs to be addressed. There are different types of intellectual property including copyrights, patents, designs, trademarks, trade secrets, and other sector-specific rights. The purpose of intellectual property is to give creators control over their work and the ability to benefit from their creations, while also encouraging innovation and new advances.
This document discusses computer ethics and intellectual property rights. It defines computer ethics as moral standards or values that guide computer users. Computer ethics provides ethical guidelines, while computer law establishes legal standards with punishments. The document also outlines four types of intellectual property protection: patents, trademarks, designs, and copyright. It notes these protect inventions, brand identity, product appearance, and creative works, respectively.
This document discusses how libraries can use Web 2.0 tools to provide information services to users. It begins by outlining how information technology has changed information seeking behaviors. It then discusses specific Web 2.0 components like blogs, RSS feeds, image/video sharing, slideshares, and social networking that libraries can utilize to disseminate information, engage users, and stay relevant in a digital environment. The document provides examples of how each tool can be implemented and concludes by discussing advantages and limitations of using these new approaches.
This document provides an overview of an ICT unit that covers online safety, security, ethics, and etiquette. The unit objectives are to teach students how to be responsible digital citizens, evaluate online information, and apply research skills. Lesson 1 defines key ICT terms like the differences between Web 1.0, 2.0, and 3.0. It also discusses trends like social media, mobile technologies, and assistive media. Lesson 2 covers topics like cybercrime prevention laws, internet safety, and netiquette which establishes rules of online conduct and behavior.
This document provides information on using the internet for learning. It discusses what the internet is, what it offers such as sharing information, communication, and e-learning. It outlines pros and cons such as freedom of publishing but also potential for misuse. It describes how to evaluate accuracy and find information using search engines, open educational resources, and collaboration tools like forums and blogs.
Online platforms can be used to create and develop ICT content. Some examples of online platforms include presentation tools like Prezi, cloud computing services like Google Drive, social media sites like Facebook and Twitter, webpage builders like Wix and Weebly, and file management tools like Dropbox. Online platforms provide bases to develop other applications and technologies and help users communicate information clearly.
Internet-offline solution: detail description and benchmarkingTELKOMNIKA JOURNAL
In this paper, for the first time, the detail of the internet-offline solution for rural/village schools is described, and its benchmarking is reported. For providing offline knowledge access, four (4) different systems have examined. An affordable, the Raspberry Pi3 server found to be able to provide web as well as file sharing service for up to 20 clients at 100 Mbps throughput. UnixBench shows that the Raspberry Pi3 about 25% performance of a four-core i5 system. Using consumer grade power banks at 10000-20000 mAh, the Raspberry Pi3 server may provide a 6+ hour operation. With reliable electrical power, a mini PC provides a more reliable alternative at an order of magnitude increase in cost. For more than 100 users, one may use i5 or higher engines to keep the price-performance ratio low. Besides, in the internet-offline system, teachers no longer have to worry about bullies, hoax, or pornographic contents.
Internet privacy ethics and online securityPaul Berryman
Internet privacy, ethics, and online security are important issues that affect everyone who uses the internet. These topics involve protecting personal information, behaving ethically online, and maintaining security. They are addressed through user education, technological tools, and administrative policies. Schools must take steps to educate students on privacy, ethics, and staying safe online as internet use grows and new issues like cyberbullying emerge.
The document discusses current and future trends in information and communication technology (ICT). It covers topics like Web 2.0, which enables greater user interactivity and collaboration, as well as Web 3.0, which aims to make web pages more intelligent through semantic analysis. Converging technologies, social media, mobile devices, and assistive media are also shaping new ICT trends. The document provides examples of these concepts and outlines some challenges of emerging technologies like compatibility and security issues with Web 3.0.
This document discusses e-resources, web resources, and social networking. It begins by defining e-resources as electronic files that can be accessed via computer, such as e-books, e-journals, and databases. It then discusses different types of e-resources like online and offline resources. Next, it defines web resources as anything that can be obtained from the world wide web, including web pages, email, and information from databases. The document then explains social networking sites as online platforms that allow users to create profiles and interact with other users through features such as Facebook, LinkedIn, and Twitter. In less than 3 sentences, the document provides an overview of key topics related to technology resources and social media.
The document discusses various uses of the Internet for education purposes. It describes how the Internet allows for global communication and sharing of information. Some key applications of the Internet for education mentioned include email for communication, navigating the web for research, creating homepages to share information, accessing online education services, electronic learning/e-learning, and distance learning where students can take online courses.
Web 3.0, also known as the Semantic Web, aims to organize the world's information in a logical way through data-driven meaning. It promises to categorize information better than current search engines by allowing machines to "read, write, and execute" web pages based on their semantic meaning. However, several problems stand in the way of fully realizing Web 3.0, including compatibility issues with current HTML files and browsers, security concerns over machines saving user preferences, the vastness of existing web content, imprecision of certain terms, and limitations of machine logic to understand user intent at a given time.
This document discusses online ethics and computer ethics. It covers topics such as defining ethics, privacy issues, intellectual property, security threats like viruses and hacking, and types of computer crimes. Guidelines are provided for ethical internet use, including avoiding bad language, not sharing personal details, respecting copyrights, and accessing information responsibly. Computer ethics are also defined through ten core principles like not using technology to harm others or steal.
The document provides an introduction to connectivity to the internet, describing different connection types like dial-up, DSL, cable, and wireless; it explains what the internet is and how it functions as a global network of interconnected computer networks; the document also gives an overview of searching the internet safely and effectively for educational purposes.
2005
TAFE NSW International Center for Teaching and Learning
ICVET The Learning Powerhouse Whats happening in the engine room - Presenter
Teacher empowerment through technology
With technology there is no finishing line; there is constant change and possibility, there is no set way to use it for teaching and learning, technology is but a tool. It can seem over-whelming. What can a teacher do to stay afloat? Ask the Network...
Slides for a talk on "Web 1.0, Web 2.0 and Digital Preservation" given at a workshop held on behalf MLA London on 14 July 2008.
See http://www.ukoln.ac.uk/web-focus/events/workshops/mla-london-2008-07/
This document discusses challenges in preserving web content, especially with the rise of Web 2.0 services. Web 1.0 sites required preservation due to disappearing domains and broken links over time. Web 2.0 introduces additional risks from reliance on third party services and "disposable" communications. Case studies examine challenges in preserving wikis, blogs, social media data, and online events. While technical solutions are limited, best practices like backups and open standards can help minimize data loss risks from Web 2.0. Overall preservation of rich web content poses research challenges that require addressing both technical and business aspects.
The document discusses the impact of information and communication technology (ICT) on learning, individuals, organizations, and society. It outlines both positive and negative effects. Positively, ICT improves access to information and education, but it can also result in job loss and reduced personal interaction. For organizations, ICT increases costs and security issues. While ICT enhances communication and participation in society, it can also worsen the digital divide and spread of misinformation.
This document discusses e-safety topics including online grooming, cyberbullying, social networking, viewing inappropriate content, plagiarism, copyright, inaccurate information, user-generated content, e-commerce, privacy, junk email, and premium rate services. It emphasizes empowering children to keep themselves safe online through a balanced approach of education, resources, and addressing issues proactively and in response to incidents. Responsibility for e-safety is discussed as belonging to parents, teachers, and the whole school.
Effective utilization of social networking for improving the quality of highe...Chetan Hegde M
Paper presented at the National Conference on Information Literacy and Higher Education in the Digital environment organized by Karnataka State Open University, Mysore on March 30th, 2011.
Web 2.0 technologies are highly accessible and flexible as they allow users to access content from anywhere via an internet connection. While most Web 2.0 applications are free to use, internet access is required. Costs per student can vary depending on the type of internet access. Web 2.0 supports various teaching approaches and interactive learning as it enables both synchronous and asynchronous interaction. Content can also be easily adapted to different Web 2.0 platforms. However, Web 2.0 applications are dispersed across different sites, which can present organizational and usability challenges.
This document provides information about accessing and using the internet. It begins with an introduction to the learning guide and its objectives to teach students how to open internet browsers, set browser preferences, access websites, and perform other basic internet tasks. It then provides three pages of detailed information sheets about internet terminology, the structure of web addresses and URLs, how information is transmitted over the internet, and laws related to online privacy. The document aims to give students the necessary knowledge to meet the learning outcome of being able to perform basic internet functions.
The document discusses intellectual property rights (IPR) and provides an overview of different types of IPR including copyright, trademarks, geographical indications, industrial designs, patents, integrated circuit layout designs, and undisclosed information. It describes the rationale for IPR as encouraging creative works and innovation through limited-time economic incentives. Balancing individual rights with societal access is also discussed.
Online platforms can be used to create and develop ICT content. Some examples of online platforms include presentation tools like Prezi, cloud computing services like Google Drive, social media sites like Facebook and Twitter, webpage builders like Wix and Weebly, and file management tools like Dropbox. Online platforms provide bases to develop other applications and technologies and help users communicate information clearly.
Internet-offline solution: detail description and benchmarkingTELKOMNIKA JOURNAL
In this paper, for the first time, the detail of the internet-offline solution for rural/village schools is described, and its benchmarking is reported. For providing offline knowledge access, four (4) different systems have examined. An affordable, the Raspberry Pi3 server found to be able to provide web as well as file sharing service for up to 20 clients at 100 Mbps throughput. UnixBench shows that the Raspberry Pi3 about 25% performance of a four-core i5 system. Using consumer grade power banks at 10000-20000 mAh, the Raspberry Pi3 server may provide a 6+ hour operation. With reliable electrical power, a mini PC provides a more reliable alternative at an order of magnitude increase in cost. For more than 100 users, one may use i5 or higher engines to keep the price-performance ratio low. Besides, in the internet-offline system, teachers no longer have to worry about bullies, hoax, or pornographic contents.
Internet privacy ethics and online securityPaul Berryman
Internet privacy, ethics, and online security are important issues that affect everyone who uses the internet. These topics involve protecting personal information, behaving ethically online, and maintaining security. They are addressed through user education, technological tools, and administrative policies. Schools must take steps to educate students on privacy, ethics, and staying safe online as internet use grows and new issues like cyberbullying emerge.
The document discusses current and future trends in information and communication technology (ICT). It covers topics like Web 2.0, which enables greater user interactivity and collaboration, as well as Web 3.0, which aims to make web pages more intelligent through semantic analysis. Converging technologies, social media, mobile devices, and assistive media are also shaping new ICT trends. The document provides examples of these concepts and outlines some challenges of emerging technologies like compatibility and security issues with Web 3.0.
This document discusses e-resources, web resources, and social networking. It begins by defining e-resources as electronic files that can be accessed via computer, such as e-books, e-journals, and databases. It then discusses different types of e-resources like online and offline resources. Next, it defines web resources as anything that can be obtained from the world wide web, including web pages, email, and information from databases. The document then explains social networking sites as online platforms that allow users to create profiles and interact with other users through features such as Facebook, LinkedIn, and Twitter. In less than 3 sentences, the document provides an overview of key topics related to technology resources and social media.
The document discusses various uses of the Internet for education purposes. It describes how the Internet allows for global communication and sharing of information. Some key applications of the Internet for education mentioned include email for communication, navigating the web for research, creating homepages to share information, accessing online education services, electronic learning/e-learning, and distance learning where students can take online courses.
Web 3.0, also known as the Semantic Web, aims to organize the world's information in a logical way through data-driven meaning. It promises to categorize information better than current search engines by allowing machines to "read, write, and execute" web pages based on their semantic meaning. However, several problems stand in the way of fully realizing Web 3.0, including compatibility issues with current HTML files and browsers, security concerns over machines saving user preferences, the vastness of existing web content, imprecision of certain terms, and limitations of machine logic to understand user intent at a given time.
This document discusses online ethics and computer ethics. It covers topics such as defining ethics, privacy issues, intellectual property, security threats like viruses and hacking, and types of computer crimes. Guidelines are provided for ethical internet use, including avoiding bad language, not sharing personal details, respecting copyrights, and accessing information responsibly. Computer ethics are also defined through ten core principles like not using technology to harm others or steal.
The document provides an introduction to connectivity to the internet, describing different connection types like dial-up, DSL, cable, and wireless; it explains what the internet is and how it functions as a global network of interconnected computer networks; the document also gives an overview of searching the internet safely and effectively for educational purposes.
2005
TAFE NSW International Center for Teaching and Learning
ICVET The Learning Powerhouse Whats happening in the engine room - Presenter
Teacher empowerment through technology
With technology there is no finishing line; there is constant change and possibility, there is no set way to use it for teaching and learning, technology is but a tool. It can seem over-whelming. What can a teacher do to stay afloat? Ask the Network...
Slides for a talk on "Web 1.0, Web 2.0 and Digital Preservation" given at a workshop held on behalf MLA London on 14 July 2008.
See http://www.ukoln.ac.uk/web-focus/events/workshops/mla-london-2008-07/
This document discusses challenges in preserving web content, especially with the rise of Web 2.0 services. Web 1.0 sites required preservation due to disappearing domains and broken links over time. Web 2.0 introduces additional risks from reliance on third party services and "disposable" communications. Case studies examine challenges in preserving wikis, blogs, social media data, and online events. While technical solutions are limited, best practices like backups and open standards can help minimize data loss risks from Web 2.0. Overall preservation of rich web content poses research challenges that require addressing both technical and business aspects.
The document discusses the impact of information and communication technology (ICT) on learning, individuals, organizations, and society. It outlines both positive and negative effects. Positively, ICT improves access to information and education, but it can also result in job loss and reduced personal interaction. For organizations, ICT increases costs and security issues. While ICT enhances communication and participation in society, it can also worsen the digital divide and spread of misinformation.
This document discusses e-safety topics including online grooming, cyberbullying, social networking, viewing inappropriate content, plagiarism, copyright, inaccurate information, user-generated content, e-commerce, privacy, junk email, and premium rate services. It emphasizes empowering children to keep themselves safe online through a balanced approach of education, resources, and addressing issues proactively and in response to incidents. Responsibility for e-safety is discussed as belonging to parents, teachers, and the whole school.
Effective utilization of social networking for improving the quality of highe...Chetan Hegde M
Paper presented at the National Conference on Information Literacy and Higher Education in the Digital environment organized by Karnataka State Open University, Mysore on March 30th, 2011.
Web 2.0 technologies are highly accessible and flexible as they allow users to access content from anywhere via an internet connection. While most Web 2.0 applications are free to use, internet access is required. Costs per student can vary depending on the type of internet access. Web 2.0 supports various teaching approaches and interactive learning as it enables both synchronous and asynchronous interaction. Content can also be easily adapted to different Web 2.0 platforms. However, Web 2.0 applications are dispersed across different sites, which can present organizational and usability challenges.
This document provides information about accessing and using the internet. It begins with an introduction to the learning guide and its objectives to teach students how to open internet browsers, set browser preferences, access websites, and perform other basic internet tasks. It then provides three pages of detailed information sheets about internet terminology, the structure of web addresses and URLs, how information is transmitted over the internet, and laws related to online privacy. The document aims to give students the necessary knowledge to meet the learning outcome of being able to perform basic internet functions.
The document discusses intellectual property rights (IPR) and provides an overview of different types of IPR including copyright, trademarks, geographical indications, industrial designs, patents, integrated circuit layout designs, and undisclosed information. It describes the rationale for IPR as encouraging creative works and innovation through limited-time economic incentives. Balancing individual rights with societal access is also discussed.
The document discusses the changing landscape of intellectual property rights (IPRs) for agricultural technologies and crop germplasm over the past few decades. It outlines IRRI's adjustments to its IPR policies to comply with new international agreements and allow continued access for developing country partners. Examples are provided of both public and private sector organizations developing and licensing technologies in ways that could benefit small-scale farmers.
The document previews a seminar and panel discussion on intellectual property rights (IPRs) for 4G mobile technologies. The seminar will include presentations from industry experts on the current IPR landscape for 4G technologies like LTE and Mobile WiMAX. A moderator and panel will then discuss topics like patent portfolio development strategies, licensing trends, patent pools, and issues around non-practicing entities as related to 4G mobile communications technologies.
The document discusses various forms of intellectual property rights in India including patents, copyright, trademarks, geographical indications, industrial designs, trade secrets, plant varieties, semiconductor integrated circuits layout-design. Patents provide protection for 20 years for inventions that are novel, inventive and industrially applicable. Copyright protects literary and artistic works for life of the author plus 60 years. Trademarks protect distinguishing signs for goods and services. [END SUMMARY]
This document provides information on biotechnology research institutes and programs in India, including university names, number of seats, degrees awarded, duration of courses, and courses offered. Some of the universities mentioned are University of Allahabad, Annamalai University, Banaras Hindu University, University of Burdawani, University of Calicut, and Devi Ahilya Vishwavidyalaya. The document lists details about 16 different universities and their biotechnology programs.
The document defines copyright and intellectual property rights. It discusses that copyright is an exclusive right to copy certain intellectual works. It outlines the World Intellectual Property Organization which promotes copyright protection globally through key conventions. The document also defines the different types of intellectual property rights like patents, trademarks, industrial designs, and copyright. It discusses what copyright covers, when protection begins, exceptions, infringement, and the role of copyright in libraries.
Dr. R.A. Mashelkar believes the 21st century will value knowledge and human intellect. Intellectual property (IP) arises from human mental activity and ideas. IP can be protected through various forms including patents, trademarks, copyrights, and industrial designs. The World Intellectual Property Organization was established to harmonize IP laws globally and facilitate international protection of creations. Copyright specifically protects original works of authorship from unauthorized copying and distribution.
Social Networking Sites for Learning and IPR IssuesMunesh Kumar
Introduction of social networking and related concepts
Types of Social networking sites, What to do and what to avoid to do in social networks? How to share your views at social media safely?
How to create account/group/pages at social network? and control/regulations. IPR Issues (Copyright etc.)
This document provides summaries of several intellectual property cases in India. It discusses a patent case where Novartis challenged the denial of a patent for Glivec. It also discusses a patent case involving Yahoo's attempt to patent an online advertising method, which was invalidated. Additionally, it summarizes a trademark case where Amul Dairy successfully argued trademark infringement against local shops using the Amul name. Finally, it outlines a copyright case where Microsoft filed a case against a company engaged in software piracy and counterfeiting of Microsoft products.
IPR in Traditional Knowledge and Bio –Diversity: Protection, Issues and Possi...Saravanan A
This document discusses intellectual property rights (IPR) protection for traditional knowledge (TK) and biological diversity (BD). It covers an introduction to TK and BD; why IPR includes protection for TK and BD; examples of TK helping conserve biodiversity; international mechanisms like TRIPS, CBD, and Nagoya Protocol; Indian initiatives including the Biodiversity Act of 2002; issues regarding patenting of marine biodiversity; and recommendations like a separate statute for TK protection and incorporating TK/BD in education.
the slide include all aspects of IPR in india.
-Basics of IPR
-IPR regime in Indian Constitution
-procedure of application
-Current issues related to IPR
-India's Changing IPR and Effects
-Personalities of Indian IPR
Laura Karanja presented on the international regulatory framework for genetic resources and intellectual property protections relevant to KALRO. The presentation covered:
1) An overview of the international agreements governing access to genetic resources and benefit sharing, including the Convention on Biological Diversity, the International Treaty on Plant Genetic Resources, and intellectual property rules.
2) Case studies illustrating issues that can arise regarding ownership and use of genetic materials and associated intellectual property.
3) Options for intellectual property protection and management practices KALRO could adopt, such as developing an institutional intellectual property policy and database, and providing intellectual property training. The goal is to help KALRO recognize and protect the value of innovations arising from their
Este documento fornece orientações sobre a modalidade de compra institucional do Programa de Aquisição de Alimentos (PAA), que permite a órgãos públicos comprarem alimentos da agricultura familiar sem licitação. Ele explica o que é a agricultura familiar no Brasil, o objetivo do PAA, como funciona a compra institucional e os benefícios para agricultores, órgãos governamentais e consumidores. O documento também lista a legislação relevante e dá exemplos de produtos e documentos envolvidos no processo.
Propuesta de una Política de Estado para alcanzar el ejercicio pleno del Dere...FAO
Documento expuesto en el VI Encuentro Regional del Observatorio del Derecho a la Alimentación en América Latina y el Caribe realizado en Montevideo, Uruguay. Propuesta de Diálogo Social Uruguay para la creación de una Política de Estado para alcanzar el ejercicio pleno del Derecho a la Alimentación Adecuada en la población uruguaya.
This document discusses ethics and intellectual property rights in agricultural research. It covers key concepts like ethics, principles of ethics like informed consent and confidentiality. It discusses policies on research ethics to promote ethical practices and protect participants. It identifies ethical issues in research design, sampling, data collection etc. Intellectual property rights like patents, copyrights, plant breeder rights, trademarks, geographical indications, and trade secrets are explained. Examples of controversies around patents on turmeric, neem and basmati rice are provided. Research studies on geographical indications and their marketing are summarized.
The document provides an overview of best practices for teaching with Web 2.0 tools based on case studies and research. It discusses what Web 2.0 means, how it has changed practices in fields like teaching and learning, and examples of using tools like Twitter and blogs in educational contexts. Guidelines are presented for selecting tools based on criteria like access, usability, and supporting creative learning experiences.
This document discusses Web 2.0 and its implications for libraries. It begins by defining Web 2.0 as the next generation of the internet that allows for two-way communication rather than just static websites. Examples of Web 2.0 tools include social networking sites, photo sharing, wikis, and podcasts. For libraries, Web 2.0 allows for more interactive collections and services focused on information sharing rather than just access. Challenges include resistance to change, funding, and copyright issues. A social media policy is recommended to guide appropriate use of these new technologies.
The document discusses how web 2.0 technologies are shaping education. It explores how blogs, podcasts, wikis and other collaborative tools are becoming more widely used in classrooms. While these tools offer benefits like engagement and knowledge sharing, security concerns and the learning curve of new technologies still pose challenges to adoption. As web 2.0 tools develop further, they have great potential to transform learning if used effectively.
This document provides an overview of copyright and fair use for educational purposes. It discusses what is protected by copyright, including original creative works fixed in a tangible form. It also outlines exceptions to copyright like fair use, which allows use for purposes like teaching and research. The document outlines four factors to consider for fair use: purpose of use, nature of the work, amount of the work used, and effect on the market. Teachers are encouraged to properly understand and model copyright to students. Creative Commons is suggested for finding works that can be legally used.
Benefits of the Social Web: How Can It Help My Museum?lisbk
Slides for a talk on "Benefits of the Social Web: How Can It Help My Museum?" given by Brian Kelly, UKOLN at the AIM 2009 conference held in Ellesmere Port on 5 June 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/aim-2009/
This document defines and describes Web 2.0. It notes that Web 2.0 allows users to interact and collaborate by generating and sharing user-created content. It lists key characteristics like allowing users to do more than just retrieve information and exercise control over user-generated data. Technologies that power Web 2.0 like Ajax and JavaScript are discussed. Concepts such as search, links, tags, and signals are also outlined along with common Web 2.0 uses like social networking, blogging, and tagging. The document concludes that Web 2.0 can engage students by providing better feedback compared to traditional classrooms.
The document discusses preparing school libraries for future challenges and opportunities presented by new technologies. It examines key issues like the increasing use of ICT and information literacy. It then explores specific technologies like blogs, wikis, RSS, social networking, tagging and more. The document provides tips on how libraries can enhance their role by experimenting with and integrating these technologies. It also discusses strategies for convincing school leadership of the importance of adapting to changing technologies and student needs.
The document summarizes legal issues related to MOOCs, including copyright and intellectual property ownership of course materials, FERPA and ADA compliance concerns, privacy policies, and implications of platform agreements. It discusses challenges around applying fair use to large online courses and heterogeneous course content that may include third-party materials. Institutional policies around faculty ownership and use of resources are also addressed.
L1 Introduction to Information and Communication Technology.pptxJanineBatungbakal2
This document provides an introduction to information and communication technologies (ICT). It discusses the evolution of the World Wide Web from static Web 1.0 pages to dynamic Web 2.0 pages that allow user interaction and participation. Key features of Web 2.0 like tagging and reviewing are described. The document outlines the goals of Web 3.0 to have machines understand user preferences to deliver personalized content along with challenges. Emerging trends in ICT like convergence, social media, mobile technologies, and assistive media are also summarized.
Brian Kelly gave a presentation on new digital technologies and their uses. He discussed concepts like Web 2.0, social media, mobile access, and cloud computing. He acknowledged challenges like sustainability, privacy, and organizational barriers, but argued against overly simplistic or fundamentalist approaches. A balanced, managed approach was needed to harness new technologies while mitigating risks.
This document discusses the emergence and implications of Web 2.0 technologies. It begins by defining Web 2.0 as involving greater collaboration, user-generated content, and social networking compared to earlier versions of the web. The document then discusses how Web 2.0 changes practices in teaching, learning, libraries, and other fields. It emphasizes that Web 2.0 tools can support collaboration, communication, and authentic learning experiences if incorporated thoughtfully based on course goals. Examples are provided of courses that have integrated blogs, wikis, and other social tools to create social software-based learning environments. Potential downsides around copyright, privacy and security are also acknowledged.
CTE 680 Web 2.0 Tools to Enhance Higher EducationBrian King
A powerpoint exported from my Keynote if you want to view this in more of a slideshow like setting. It may look weird as I haven't looked at it in PowerPoint and not all of the features may have exported properly. If you have Apple Keynote and want a file of my original presentation please email brianjosephking@gmail.com.
Thank you.
1. Several copyright issues arise in cyberspace, including linking, framing, protection of content on websites, and international treaties. Deep linking and framing can undermine the rights of website owners if they divert traffic or create confusion between sites.
2. Software piracy, distribution of pirated software, and copying of code violate copyright. Databases containing raw data are also protected, as is the design and content of websites.
3. Determining what constitutes private versus public use of copyrighted material is challenging online. Reproduction that occurs during internet transmission may infringe on copyright depending on legal interpretation. Permission is advised when linking to or displaying copyrighted content from other sites.
Waddell Educational Copyright and Fair UseJMWaddell
The document outlines five principles of fair use for employing copyrighted material in media literacy education. It discusses using excerpts in lessons, curriculum materials, and student works, as well as sharing curriculum and student works. For each principle, it provides examples and limitations to ensure uses are legal and appropriate transformations of original works. It also covers licensing options and the different types of Creative Commons licenses.
Waddell Copyright and Educational Fair UseJMWaddell
The document discusses principles of fair use for employing copyrighted material in media literacy education. It outlines five principles for using copyrighted content in lessons, curriculum materials, sharing lessons, student works, and developing audiences. Each principle includes descriptions and examples, with limitations on non-commercial use, proper attribution, and staying relevant to educational goals. The document also covers copyright, fair use laws, and types of Creative Commons licenses educators can apply.
In this research we focuses on the revolution that is changing the World Wide Web, electronic commerce, and business in general. Web 2.0 is the term used to describe the wave of change in business models and in Web site functionality that has transformed the online landscape. Most likely, you are already familiar with popular Web 2.0 applications such as Facebook or Wikipedia.
Web 2.0 introduces unprecedented ways to connect to friends, share knowledge with your colleagues, or collaborate with a team of engineers 5,000 miles away, and many of today’s companies cannot afford to miss this trend.
Most young people entering the workforce have grown accustomed to using Facebook or Twitter for their communication needs. With Web 2.0 providing a new set of capabilities for individuals and businesses, an understanding of how they can be applied can be very helpful. Being able to understand and apply these emerging capabilities and strategies that are associated with Web 2.0 is a highly marketable skill.
Relevant information was collected from trusted internet sources and some papers which is published in well-known conferences.
The Social Web and the Information Professional: Risks and Opportunitieslisbk
Rehearsal of a talk on "The Social Web and the Information Professional: Risks and Opportunities" given by Brian Kelly, UKOLN at a CILIP Council meeting on 29 April 2009. The recording took place on 24 April 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/cilip-council-2009/
This document discusses trends in information and communication technology (ICT). It begins with an introduction to ICT and how it affects lives and the economy in the Philippines. It then covers the evolution of the World Wide Web from static Web 1.0 pages to dynamic Web 2.0 pages that allow user participation. Problems with fully realizing semantic Web 3.0 are discussed. Six types of social media are defined: social networks, bookmarking sites, social news, media sharing, microblogging, and blogs/forums. Mobile technologies and operating systems are also trends in ICT. Assistive media helps people with visual/reading impairments.
“Library 2.0: Balancing the Risks and Benefits to Maximise the Dividends”bridgingworlds2008
The document discusses various challenges and barriers to the successful adoption of Library 2.0 and Web 2.0 technologies. It identifies issues such as sustainability of third-party services, data lock-in, lack of expertise, inappropriate content, and accessibility concerns. It proposes balanced approaches to address these barriers, including risk assessment and management, staff development, clarifying responsibilities, and embracing new media literacy.
L1 Introduction to Information and Communication Technology.pptxclaireolitres
This document discusses key topics in information and communication technologies (ICT) including online platforms, Web 2.0, the World Wide Web, trends in ICT, and how ICT affects everyday lives. It aims to improve students' understanding of these topics and how to use different ICT tools and trends to their advantage. The document also covers the evolution of the World Wide from static Web 1.0 pages to dynamic Web 2.0 pages that allow user interaction and participation. It discusses features of Web 2.0 like tagging and discusses the goals of Web 3.0 to have machines understand user preferences.
L1 Introduction to Information and Communication Technology.pptx
Urmila ipr 26mar_final
1. IPR issues in e-Learning2.0
Mrs. Urmila M. Shende
Inter Institutional Computer Centre,
RTM Nagpur University, Nagpur
urmilashende@yahoo.com
Dr. Mrs. Mangala Hirwade
Asst. Professor, Dept. of Library and Information Science,
RTM Nagpur University, Nagpur
hmangala@rediffmail.com
National Seminar : 27th
March 2010
2. Contents
1. Introduction
2. Current Status of E-Learning
3. Web2.0 & E-Learning2.0
4. IPR issues for Web2.0
5. Web2.0 and Copyright Exceptions
6. Conclusion
7. References
3. Introduction
E-Learning increases the value of an organization’s
intellectual capital through the distribution of knowledge
across the organization within a democratic, open culture
where unnecessary information boundaries have been
eliminated.
Teachers and students are embracing web technologies such
as wiki, blogging and podcasting. Although not designed
specifically for use in education, these tools are helping to
make e-learning far more personal, social, and flexible.
This paper discusses IP issues raised by eLearning2.0. This
also explores Knowledge of copyrights and familiarisation
with the exceptions available to the work of education and
with the defense of fair dealing is essential for anyone who is
involved with authoring e-learning materials.
4. Intellectual property surrounds us in nearly
everything we do
The principal intellectual property rights are:
Copyright,
Patents,
Trade Marks,
Database Right,
Performers’ Rights,
Design Rights,
The Protection of confidential information.
5. What is Web 2.0?
In recent years we have witnessed
the emergence of new tools and
services. Some of these have been
characterised as
Web 2.0 / Social Software.
These new tools and services are about knowledge creation,
management, sharing and dissemination
Called as “next generation technologies”
Read/Write web
Applications such as blogs, social bookmarking services,
wikis, podcasts, RSS feeds and social software which all
provide enhancements over read-only websites.
(Traditional websites limit visitors to viewing only and can be modified
by the site owner only)
6. Current Status of E-Learning
E-learning has moved through a
number of distinct phases – from
Computer Based Training through
Learning Management Systems
and Courseware Management
Systems, Social collaborative
Learning(eLearning2.0) to M-
Learning.
7. E-Learning 2.0?
E-Learning 2.0 is a term used for Computer-
supported collaborative learning systems that came
about during the emergence of Web 2.0
8. E-Learning 2.0?
This new e-learning places increased emphasis on
social learning and use of social software such as
blogs, wikis, podcasts and virtual worlds such as
Second Life.
edublogs.org & wikispaces.com are two examples of
blog and wiki resources for e-learning
9. IPR issues for Web2.0 environment
Because of the ease
with which
materials can be
copied and
re-disseminated,
the web poses major
IP rights issues like
for copyright,
database rights
10. Within a Web 2.0 environment,
in which anyone is potentially
a creator and publisher of content
IP issues like who owns copyright, who is
responsible for dealing with infringements
within different legal jurisdictions and/or the
identity of collaborators.
Consequential difficulties arise in policing and
enforcing any infringements that might occur
and establishing who is liable for what and
when.
Uncertainty about what may be permitted
under exceptions to copyright
11. Copyright
Copyright is the most prolific intellectual property
right
Almost every element of an e-learning system,
including educational materials and the systems
supporting virtual learning environments (VLEs),
will attract some element of copyright.
An understanding of what constitutes infringement,
what defenses are available and how to license
copyright is fundamental to almost everyone
working with an online learning environment.
12. Is Copying Permitted?
There are three basic ways to copy (or do any of
the other acts restricted by copyright) third party
materials that are protected by copyright.
1. To rely on one of the exceptions to copyright
2. To obtain explicit written permission from the rights
owner or its representative
3. To take out a license with a supplier of copyright
materials.
13. Is Copying Permitted?
It is assumed that most Web 2.0 users do not
have the time or inclination to go to the trouble of
approaching individual rights owners.
It is possible that they are indeed covered by a
pre-existing license, but it is also assumed they
will not check whether this is the case or not.
There are therefore two bases under which
people can copy third party material for use in
Web 2.0 applications.
The first is implied licenses, and the second is
exceptions to copyright.
14. Implied Licenses
An implied license arises when the actions by one
party would reasonably lead one to believe that a
license is being offered.
It is reasonable, for example, to assume that if a
person contributes material to a blog or wiki,
that there is an implied license for that material
to be redisseminated and/or incorporated into
further versions of that blog or wiki.
15. Copyright Exceptions
Copyright is infringed when a third party copies
(or carries out another act restricted under
copyright law) all or a substantial part of an in
copyright work owned by a third party.
Exceptions to copyright are an integral part of
copyright law.
They reflect the balance between the rights of
owners to control the use of and/or gain economic
benefit from, the fruit of their labours, and needs
of users to gain access to copyright materials for
educational, recreational and other socially
beneficial needs.
16. The Exceptions to Copyright
For Web 2.0 activities, in practice following
exceptions need to be considered:
1. Fair dealing for non-commercial research or
private study
2. Fair dealing for criticism or review
3. Fair dealing for news reporting
4. Incidental use
5. Exceptions for visually impaired persons
6. Things done for instruction
7. Things done for examinations in education
8. Abstracts of scientific and technical articles
17. Conclusion
People who contribute to, or manage Web 2.0
products need to be aware that there are some
risks involved in incorporating such third party
materials, and should make an informed risk
assessment and respond accordingly, i.e., by
either not copying the material in, by
approaching the rights owner for permission, or
assuming an implied license.
A familiarisation with the exceptions available to
the work of education and with the defense of fair
dealing is essential for anyone who is involved
with authoring e-learning materials.
18. References
1. www.Web2Rights.org.uk
2. http://en.wikipedia.org
3. http://www.jisc.ac.uk/publications/briefingpapers/2008/bpweb20iprv1.aspx
4. http://www.web2rights.org.uk/newdocs/IP_and_Web_2_Factsheet_v1.1.doc
5. Pinsent Masons, Copyright Law for e-Learning Authors, May 2005. JISC
Legal, From:
http://www.jisclegal.ac.uk/Portals/12/Documents/PDFs/copyrightlawelearn.pdf
6. http://www.web2rights.org.uk/team/wiki/index.php/IP_and_Web_2.0_Fact
_sheet
7. http://www.readwriteweb.com/archives/e-
learning_20_all_you_need_to_know.php
8. Downes, S (2005) E-Learning 2.0., http://www.downes.ca/post/31741
9. Karrer, T (2006) What is eLearning 2.0?,
http://elearningtech.blogspot.com/2006/02/what-is-elearning-20.html
10. Karrer, T (2007) Understanding eLearning 2.0.,
http://www.astd.org/LC/2007/0707_karrer.htm
11. Redecker, Christine (2009). "Review of Learning 2.0 Practices: Study on
the Impact of Web 2.0 Innovations on Education and Training in Europe".
JRC Scientific and technical report. (EUR 23664 EN – 2009). http://
ipts.jrc.ec.europa.eu/publications/pub.cfm?id=2059.
Editor's Notes
E-learning has moved through a number of distinct phases – from Computer Based Training through to Learning Management Systems and Courseware Management Systems to now encompass an increasingly broad scope of applications and activity like M-Learning.
Within a Web 2.0 environment, in which anyone is potentially a creator and publisher of content, there are a number of IP issues which might arise:
The collaborative nature of Web 2.0, and the likelihood of international multiple contributors who have never met, has resulted in the shifting of risks, blurring of who owns copyright, who is responsible for dealing with infringements within different legal jurisdictions and/or the identity of collaborators.
Consequential difficulties arise in policing and enforcing any infringements that might occur and establishing who is liable for what and when. Liability could shift from one minute to the next, from one person to another.
Uncertainty about what may be permitted under exceptions to copyright, e.g. in the field of data and text mining, because of a lack of suitable case law.
Within a Web 2.0 environment, in which anyone is potentially a creator and publisher of content, there are a number of IP issues which might arise:
The collaborative nature of Web 2.0, and the likelihood of international multiple contributors who have never met, has resulted in the shifting of risks, blurring of who owns copyright, who is responsible for dealing with infringements within different legal jurisdictions and/or the identity of collaborators.
Consequential difficulties arise in policing and enforcing any infringements that might occur and establishing who is liable for what and when. Liability could shift from one minute to the next, from one person to another.
Uncertainty about what may be permitted under exceptions to copyright, e.g. in the field of data and text mining, because of a lack of suitable case law.
It is assumed that most Web 2.0 users do not have the time or inclination to go to the trouble of approaching individual rights owners. It is possible that they are indeed covered by a pre-existing license, but it is also assumed they will not check whether this is the case or not. There are therefore two bases under which people can copy third party material for use in Web 2.0 applications. The first is implied licenses, and the second is exceptions to copyright.
It is assumed that most Web 2.0 users do not have the time or inclination to go to the trouble of approaching individual rights owners. It is possible that they are indeed covered by a pre-existing license, but it is also assumed they will not check whether this is the case or not. There are therefore two bases under which people can copy third party material for use in Web 2.0 applications. The first is implied licenses, and the second is exceptions to copyright.
Incidental use = secondary, minor, supplementary use
Few of the standard exemptions to copyright apply in the Web 2.0 environment; it is therefore likely that much of the copying of third party materials will be based upon implied licenses. Much of the activity by people contributing to Web 2.0 materials involves them giving an implied license to copy; the problems arise when others materials, not voluntarily added to the Web 2.0 application but drawn from elsewhere get incorporated.