advanced copyright law seminar: guest lecture
DESCRIPTION
Guest lecture to Advanced Copyright Law Seminar at the University of Michigan Law School.TRANSCRIPT
open.michiganwe want to work with you.
garin fonspieter kleymeergreg grossmeier
guest presentationSusan Kornfield’sAdvanced Copyright PracticeUniversity of Michigan Law School
the end
evolving landscapethe challenges & questionsa beginning: working together
Mark Shandro - http://www.flickr.com/photos/mshandro/http://creativecommons.org/licenses/by-nc/2.0/deed.en
Begin at the end.
toward a culture of “OPEN-ness”
a Global Learning Commons
•a culture sharing creative materials for a variety of
purposes: art, music, education, research, etc.
•cooperative resource creation, collaboration,
evaluation.
•defining the 21st century education landscape
Where does this all lead?
• faculty & students using and creating openly licensed educational media
• institutions supporting open access journals and open textbooks
• developers building openly licensed software tools on open source platforms
• all parties participating in innovative teaching and learning exercises
How do we get there?
Best highlighted by Cape Town Open Education Declaration
Public Domain: Michael Reschkehttp://commons.wikimedia.org/wiki/File:OERlogo.svg
From the JISC report: “potential and promiseto obviate demographic, economic, and geographic educational boundaries and to promotelife-long learning and personalised learning.
From the JISC report: “potential and promiseto obviate demographic, economic, and geographic educational boundaries and to promotelife-long learning and personalised learning.
What are the main features of OER?
“...educational materials and resources offered
freely and openly for anyone to use and under
some license to re-mix, improve and redistribute.”
•the content (courses & learning assets)
•the delivery (electronic & print media)
•the use and remix (copyright licensing)
More in OECD, Giving Knowledge for Free: The Emergence of Open Educational Resources, 2007
What do we mean by open?
“...educational materials and resources offered freely
and openly for anyone to use and under some
license to re-mix, improve and redistribute.”
http://creativecommons.org/license/
Open licensing: Creative Commons
http://creativecommons.org/license/
Public Domain
All Rights Reserved
Some rights reserved: a spectrum.
least restrictive most restrictive
A couple of important distinctions
• free, as in no fees, does not mean open
• open access does not mean openly licensed
The difference between OA and OER.
OA: Open Access
OER: Open Educational Resources
•OA focuses on sharing content, but no underlying licensing requirement
•OER includes any educational content that is shared under an open license (nix ND)
•OER and OA are friends
OA // OER - buddies
OA
OERopenly licensed educational content
free, permanent, full-text, online
access to scientific and
scholarly works
The difference between OCW and OER.
OCW: Open CourseWare
OER: Open Educational Resources
•OCW focuses on sharing open content that is developed specifically to instruct a course (locally taught)
•OER includes any educational content that is shared under an open license, whether or not it is a part of a course
•OCW is a subset of OER
OCW // OER - overlap
OER
OCWsyllabi, lecture notes, presentation slides, assignments, lecture videos - all related to a course
OCW, single images, general
campus lectures, image collections,
singular learning modules, paper or
article
OER and eLearning: a relationship.
OER
•may exist in electronic or paper form
•may not contain enough context to be “instructional”
•are always licensed for reuse, redistribution, and re-mixing
eLearning resources
•exist only in electronic form
•are generally designed to be instructional
•may not always be licensed for open use
eLearning // OER - intersection
OER
eLearning
intersection represents open, electronic, instructional resources
“culture of open-ness”
the end
evolving landscape
the challenges & questionsa beginning: working together
source: The New York Times
source: MIT
OCW Domestic
OCW International
Recent Developments
source: OCW Consortium
the endevolving landscape
the challenges & questions
a beginning: working together
two
the model for creating
OER/OCW.
the changing nature of teaching
and learning.
one
CC: BY-SA jfabra (flickr)
CC: BY-SA jfabra (flickr)
CTHE challenge
one
CC: BY-SA jfabra (flickr)
models of OCW/OER creation
the model is changing
convert OERcurriculum materials
c
into
creating OER
who are these people?
people
need training in copyright, decision management, communication, etc.
people
= time, money, training, knowledgepeople
= risk
curriculum materials
c
need to be gathered, organized, managed
curriculum materials
c
= hard to solicit
= hard to scale
staff oriented model
how else can we do this?
what about students?
Source: Regents of the University of Michigan
and a team of U-M OER specialists...
for use by students, educators and self-learners...
Motivatedstudents...
collaborate with faculty...
to gather, review, edit, and publish
course materials...
worldwide.
dScribe model
dScribe Publishi
ng Process
roles
dScribe2
dScribe
instructor
faculty transfers course material to
dScribe
dScribe attends
training course led by dScribe2
dScribe identifies
& documents potential IP
issues
Class #1 Agenda:
find dScribe for open.michigan
OER team reviews & clears IP issues
clear IP
clear IP
BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell
dScribe makes necessary
edits to course material
Class #1 Agenda:
find dScribe for open.michigan
faculty reviews
material: publish to U-M
OER site
Class #1 Agenda:
find dScribe for open.michigan
publish to OER site
publish to OER site
faculty & dScribe2 connect: license material as OER
faculty & dScribe2 recruit dScribe
CTHE challenge
Question: Can non-lawyers make legal decisions?
our approach:•Worked with legal team to craft a framework for decision-making.
•Built a casebook to guide dScribes in the identification and clearing
process.
•conduct training and workshops on copyright
our assertion:•given an appropriate process, the right education, and moderate
resources, non-lawyers can make intelligent decisions about
copyright.
> breakout <
Question: Can non-lawyers make copyright decisions?
What should we do with these objects?Clear objects: retain, remove, replace
new yorker: 1. what’s the context?new yorker: 1. what’s the context?
New Question: Can we crowdsource copyright analysis?
• How can we get as many eyes on the content as possible to clear the content? • What communities do this analysis already? • Are there domain expert communities we could target? • What resources and tools can people use?• What restrictions must be in place around the content?
• Questions you can help us ask.
the classroom is changing
two
CC: BY-SA jfabra (flickr)
social view of learning & learning 2.0
teacher students
knowledge
learning happens in there somewhere?
CC:BY-NC-ND kioko (flickr)
learning 2.0 - characteristics
:: connected: students, staff, & faculty
:: global audience: facebook, slideshare, YouTube
:: participatory : commenting as part of assignments
:: project based learning: authentic assessments and real clients
:: technology as a mindset, not a skill: blogs, wikis, multimedia, social networking : collaborative virtual spaces: permanent records of work and conversations
more here in Kim Cofino’s presentation - “The 21st Century Classroom”http://www.slideshare.net/mscofino/the-21st-century-classroom
CTHE challenge
the learning 2.0 experience requires openness.
yet teachers and students
still use non-open content
Global Learning Commons: If this is
going to happen it needs to be open
from the start.
Global Learning Commons: If this is
going to happen it needs to be open
from the start.
Question: How do we encourage faculty, staff and students to use open content from the start?
our assertion:•given an appropriate resources, encouragement, and
incentives faculty, staff, and students can create content that is
open and can legally be shared as OER.
our approach:•We have resources that provide people with guidance.
•We have student dScribes who can assist in creating OER.
•We can publish content on our Open.Michigan OER site.
•We offer workshops and other consulting.
> breakout <
Question: What suggestions do you have to encourage creating open content from the start?
• What incentives are there for participation? • How do we encourage creators to think beyond “tech transfer”?• How do we assist faculty in holding on to the copyright they have?• What policies might we encourage the institution / departments to adopt open?• How do we navigate the fact that we will using technologies we cannot envision today? • Will faculty see this as meddling in their autonomy or is it an opportunity for collaboration?
the endevolving landscapethe challenges & questions
a beginning: working together
Colin Rhinesmith - http://www.flickr.com/photos/colinrhinesmith/http://creativecommons.org/licenses/by-nc-sa/2.0/deed.en
We were made BY Ryan Junell