drm and the undefined future of online education

DRM and the Undefined Future of Online Education

SCHOOL DISTRICT OF THE MENOMONIE AREA NOTICE OF MEETING OF BOARD COMMITTEE

http://ilearn.sdmaonline.com/BOE_Webpages/BOE_Agendas/FOV1-0001FDB1/S007DACA3.1/agenda120408progrev.pdf

ADMINISTRATIVE SERVICES CENTER THURSDAY, DECEMBER 4, 2008

Challenges to Meeting These Policies•Technology -- can it be done?

•Support -- if it can be done, can we support it?

•Oversight -- once it is done, who will “watch” it?

•Copyright -- what will be our responsibility?

Blended Activity 12/06 - 12/08SDMA’s iLearn (The Interactive Learning Environment And Resource Network)

It is being done!

A Look InsideSupports for Media-Rich Content

A Look Inside - Monster StormsMedia-Rich Embedded Content

Brick-and-Mortar Meets Digital-Distance

Ability Versus Acceptability

An Audio Library a Click Away

Digital Rights Management and the Undefined Future of Online Education

World Bank: There is tremendous growth and diversity in distance education--in the number and types of individuals learning outside traditional classrooms, in the variety of providers, and in the range and effectiveness of new technologies serving as delivery tools for learning. Distance education is becoming increasingly global, creating myriad new alliances as traditional educational institutions join with businesses, foreign governments, and international organizations to offer and use distance learning. Developing countries now have new opportunities to access knowledge and enhance their human capital. (http://www.worldbank.org/fandd/english/0398/articles/0110398.htm)

Current Definitions and Misunderstandings

The so-called Fair Use guidelines on topics like photocopying and off-air taping are rigid, conservative, outmoded interpretations of the law, not the law itself. They no longer reflect the realities of the classroom, if they ever did. Today, they are strangling educational practice, rather than enabling it.

((http://www.centerforsocialmedia.org/resources/publications/code_for_media_literacy_education/ 1:59-2:15)

Cut-to-the-Chase Conclusion:

If the educator obtained the material legally, used it as an integral part of their curriculum, made themselves aware of the policies of the educational institution, and used all technical means available to limit access to only students enrolled in their class, then the chances of violating either the Copyright Act or the TEACH are almost none. In fact, “(t)here's never been a lawsuit involving a media company and an educator over the rights to use media as part of the educational process.”

(http://www.mediaeducationlab.com/index.php?page=274)