MetadataTheory: Policies & Copyrights for LOs (4th of 10)
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The document discusses policies and copyrights related to e-learning. It begins by defining policies and outlining a study on e-learning policies in 9 countries from 2000 to 2005. The study found that countries progressed through 3 stages of e-learning policy: making e-learning possible, integrating it into education systems, and transforming views of learning. It then discusses policy initiatives around infrastructure, quality, systematic approaches, and efficiencies. The document also covers issues with e-learning policies and copyrights as they relate to e-learning content and usage.
MetadataTheory: Policies & Copyrights for LOs (4th of 10)
- 1. Third Floor Policies & Copyrights for e-Learning Shaping e-Learning altogether 3
- 2. Define • A set of decisions which are oriented towards a long-term purpose or to a particular problem. – Policies are applied from governments, companies, organizations but also individuals
- 4. Study • On the case of e-Learning in universities in 9 countries across the world • International agencies participated • The scope of the research covered 2000 to 2005
- 5. Patterns on e-Learning Policies • Stage 1: Governments act to make e-learning possible, • Stage 2: Governments work to integrate e-Learning into the education system, effectively, to mainstream e-learning • Stage 3: A transformative role for e-learning is seen, with changes to views of learning and to the nature and operation of the tertiary institutions and the tertiary system
- 6. Policy Initiatives • Strategies to develop physical infrastructure • Focusing on building and ensuring quality in e-learning • Moves to create a system wide approach to e-learning • Embedding e-learning and aiming for sector efficiencies
- 7. Physical Infrastructure • All regions and countries had undertaken policy initiatives designed to provide access to the physical infrastructure supporting broadband access, which is considered essential for effective e-learning provision. • Notably, the level of broadband uptake is far less than policy-makers anticipated, suggesting that having built it, not all sectors of society have seen the need to expand their Internet use
- 8. Quality in e-Learning • Provision of support, information and guidance for learners • Professional development and support for tertiary teachers • Leadership development • Development of high quality e-learning content
- 9. Systematic Approach • Development of collaboration & cooperation between the institutions comprising the tertiary system • Awareness of the benefits of e-learning and to continue to build demand for e-learning services • Support for research initiatives and policy evaluation to ensure informed decision- making
- 10. Sector Efficiencies • As the e-learning environment matures there are policy moves to embed e-learning by making it integral to broader strategies for teaching and learning • Policy alignment is a key issue at this stage. Sector efficiencies were sought through the integration of information systems and the development of synergies between institutional activities
- 11. 1995-2005 • For 10 years considerable investments have been made to equip educational institutions with computers, software programs, local networks and Internet access • Recently, policy emphasis has switched from infrastructure and connectivity to content, services, and practice
- 12. • the investments made in ICT-enabled teaching and learning has not yet brought about the profound changes in educational practices that would better align educational institutions with the requirements of the knowledge society.
- 13. • eLearning will become pervasive only when faculty change how they teach – not before.
- 14. Issues coming from Policy Initiatives for e-Learning
- 15. Issues (1/4) • Conceptions of e-learning – Misalignment of definitions of e-learning • Supply of and demand for e-learning – Ask why there would be demand in the first place • Strategies for disadvantaged and under represented groups – Policies must include them as well
- 16. Issues (2/4) • Current emphasis on e-learning is restrictive – emphasis on e-learning is narrow (e-development) • Engagement with research – Disconnection with the rich and long tradition of distance education • Maturity of the policy landscape • Distinction between integrated and standalone policies
- 17. Issues (3/4) • Policy alignment • Distinction between centralised and decentralised policies • Tension between state, national and supranational policy initiatives • Economic imperative underpinning e-learning policy
- 18. Issues (4/4) • Greater emphasis on formal aspects of tertiary education • A global education market • Lack of debate and critical dialogue
- 19. Digital Agenda for Europe – 2011 report • Digital content (upcoming actions) – Directive on Collective Rights Management – Green Paper on audiovisual content – Directive on orphan works – Directive on enforcement of intellectual property rights – Directive on re-use of Public Sector Information
- 20. Digital Agenda for Europe – 2011 report • Interoperability & Standards (upcoming actions) – Regulation on European Standardization – European multi-stakeholder platform on ICT standardization – Market players to license interoperability information
- 21. Digital Agenda for Europe – 2011 report • Technology (upcoming actions) – Connecting Europe Facility (CEF) – State Aid Guidelines on Broadband Deployment – Rural Development for 2014-2020 • Digital Literacy (upcoming actions) – Indicators of digital competences – Online interactive platform for consumer education
- 23. Definition • Intellectual property rights (IPR) are, broadly, rights granted to creators and owners of works that are the result of human intellectual creativity. – These works can be in the industrial, scientific, literary or artistic domains. – They can be in the form of an invention, a manuscript, a suite of software, or a business name
- 24. What does it protect? • Copyright protects the expression of an idea, NOT the idea itself • The creator, author or maker of copyright material is normally the first copyright owner of what are known as their exclusive or “economic” exploitation rights
- 25. Who’s the owner? • The author of a work is the first owner of copyright in that work. • If a work is created by an employee in the course of employment, the employer is the first owner of copyright subject to any contrary agreement • In the case of works created by students in a college or university, copyright ownership rests with the student unless there is a valid agreement stating otherwise
- 26. What are the rights of the owner? Copyright owner has the following rights • to copy a work • to issue copies of a work • to rent or lend the work to the public • to make an adaptation of the work • to perform, show or play the work in public • to communicate the work to the public
- 27. How can I use licensed work? • With the permission of the copyright owner through the copyright statement • By seeking and obtaining permission directly from the copyright owner • By means of an assignment of copyright in writing from the copyright owner
- 28. Education • In the education context relevant exceptions include: – Fair dealing for non-commercial research and private study, criticism and review – Non-exact copies of works for teaching purposes in educational establishments (such as copying material by hand)
- 29. Current Status • Today the default copyright status for creative works is “all rights reserved” – Practical impacts on the process of creativity and cultural, scientific and educational development • This impact is felt particularly in an age of inexpensive Internet-based publishing, copying & distribution of creative works
- 30. Before “copy-pasting”, ask… • Where is the content used? • Is the content protected by copyright? • Who is the right’s holder? • What is the protected content used for?
- 31. Reality check • In the digital environment an enormous amount of the material we wish to access will be subject to copyright law • As digital technologies inherently reproduce and communicate material in their normal process of operation; by mere use we activate the potential for copyright infringement
- 32. Full potential achieved? • While the new digital technologies possess an enormous capacity to disseminate knowledge, copyright law will play a key role in determining the legality of any such act • What’s the use of having 2.000.000 resources we cannot share?
- 33. Creative Commons • Prof. L. Lessig and his colleagues from Stanford University introduced them • Lessig’s vision was for a space in the Internet world where people could share and reuse copyright material without fear of being sued – a creative commons
- 34. Creative Commons • Creative Commons is a world wide project aimed at building a distributed information commons by encouraging copyright owners to license use of their material through open content licensing protocols and thereby promote better identification, negotiation and reutilization of content for the purposes of creativity, education and innovation
- 35. Baseline Features (1/2) • The following features are common to all Creative Commons licenses: – licensees are granted the right to copy, distribute, display, digitally perform and make verbatim copies of the work into another format; – the licenses have worldwide application that lasts for the entire duration of copyright and are irrevocable; – licensees cannot use technological protection measures to restrict access to the work;
- 36. Baseline Features (2/2) – copyright notices should not be removed from all copies of the work; and – every copy of the work should maintain a link to the license; – attribution must be given to the creator of the copyright work (BY)
- 37. Optional Features (1/2) • Copyright owners can choose from among the following optional license conditions: – Non-commercial (NC): others are permitted to copy, distribute, display and perform the copyright work – and any derivative works based upon it – but for non-commercial purposes only;
- 38. Optional Features (2/2) • Copyright owners can choose from among the following optional license conditions: – No derivative works (ND): others are permitted to copy, distribute, display and perform exact copies of the work only and cannot make derivative works based upon it; – Share alike (SA): others may distribute derivative works only under a license identical to that covering the original work
- 39. Mixing & Matching (1/2) • By combining the baseline & optional features, the users end up with the following licenses: – Attribution (BY) – It lets others copy, distribute, re-use and build upon your work, even commercially, as long as they credit you for the original creation – Attribution-Non-commercial (BY-NC) – It lets others copy, distribute, re-use and build upon your work, as long as it is not for commercial purposes and they credit you as the original author – Attribution-Share alike (BY-SA) – It lets others re-use and build upon your work even for commercial purposes, as long as they credit you and license any derivative works under identical terms
- 40. Mixing & Matching (2/2) – Attribution-Non-commercial-Share alike (BY-NC-SA) – This license lets others re-use and build upon your work, as long as it is for non-commercial purposes, they credit you and they license their new creations under identical terms – Attribution-No derivatives (BY-ND) – This license allows use of a work in its current form for both commercial and non- commercial purposes, as long as it is not changed in any way or used to make derivative works, and credit is given to the original author – Attribution-Non-commercial-No derivatives (BY-NC-ND) – It only allows a work to be copied and shared with others in its original form, and only for non-commercial purposes and where credit is provided to the original author. This license does not allow the creation of derivative works, or the use of the work for commercial purposes
- 41. Licenses • The CC licenses are expressed in three ways: – The Commons Deed, a simple, plain-language summary of the license, complete with the relevant icons; – The Legal Code, which is the “fine print” an author and the users of his or her work need to be sure the license will stand up in court – The Digital Code, a machine-readable translation of the license that helps search engines and other applications identify the work by its terms of use
- 42. CC make copyright laws redundant? • Creative Commons rely on the power of copyright ownership and law to structure open access downstream. – CC is not anti-copyright, rather it uses copyright as the basis for structuring open access. In this sense CC is designed to provide a new model for managing copyright in digital content
- 43. Open Educational Resources • Creative Commons and other types of open content licenses provide the basis on which to share and re-use open educational resources • In the sharing and re-using of learning objects, research results, publications, or other materials for educational environments open content licensing will increasingly play a role
- 44. Challenges (1/2) • Need to be clear that the person or entity that provides permission under a Creative Commons license is indeed the copyright owner • Be mindful of the moral rights obligations that CC licenses confirm – namely that of attribution and preserving the integrity of the copyright material.
- 45. Challenges (2/2) • Whether re-use in education will be classed as commercial or non commercial as increasingly education providers are required to engage in revenue generating activities • CC are perpetual and irrevocable, meaning that once you license your material you cannot change your mind; it is licensed forever
- 46. Conclusions • In a digital world where educational users will increasingly engage with a culture of cut and paste, remix, collaboration and instant Internet access, open content licensing will provide a vitally important facility for sharing and reshaping knowledge in the name of culture, education and innovation
- 47. Third Floor Policies & Copyrights for e-Learning Next stop: 4th Floor – Introduction to Metadata 3