This document summarizes a workshop on creating sustainable learning and teaching resources. It discusses considerations around copyright and ownership, licensing, consent, and adopting good practices. Topics covered include obtaining permission to use copyrighted materials, using licensed works, developing policies, and mitigating risks. Tools for finding existing online resources are also presented. The goal is to help educators develop resources and teach in a legally compliant manner.
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Cetl4healthne workshop December 2011
1. Using and creating sustainable
learning and teaching resources
Suzanne Hardy, MEDEV
School of Medical Sciences
Education
Development, Newcastle
University
8 December 2011 CETL4HealthNE workshop
5. Overview
• What are sustainable elearning and teaching
resources? Why should I care?
• Considerations: copyright and
ownership, licensing, illusion of safety, mitigating
risk, consent
• Adopting good practice: tools to help, search
strategies, using existing content, digital
professionalism, strategies for upskilling and
confidence building
• Final thoughts: what are you going to takeaway
from today?
8 December 2011 CETL4HealthNE workshop
7. Using and creating sustainable learning and teaching resources
WHAT ARE SUSTAINABLE LEARNING
AND TEACHING RESOURCES?
8 December 2011 CETL4HealthNE workshop
8. Background
£5.7+£4+£4=
£13.7 millions
8 December 2011 CETL4HealthNE workshop
9. Sharing openly is good
• Public money
• Transparency and accountability
• Equality of access
• Increased utility
• Increased applications & better retention
• Students do use OER and it does save
time
http://blogs.nottingham.ac.uk/learningtechnology/2011/02/08/it-
turns-out-that-oer-does-save-time-and-students-do-use-them/
www.medev.ac.uk/ourwork/oer/value/
8 December 2011 CETL4HealthNE workshop
10. Mitigating risk by adopting good practice
to save time and money
OER is irrelevant
(but a nice by-product )
8 December 2011 CETL4HealthNE workshop
12. Things to consider
COPYRIGHT AND OWNERSHIP
8 December 2011 CETL4HealthNE workshop
13. Intellectual property rights (IPR)
• There are four main types of IP rights
– Patents protect what makes things work (e.g. engine
parts, chemical formulas)
– Trade marks are signs (like words and logos) that
distinguish goods and services in the marketplace
– Designs protect the appearance of a product/logo,
from the shape of an aeroplane to a fashion item
– Copyright is an automatic right which applies
when
the work is expressed (fixed, written or recorded)
• Copyright, Design and Patents Act, 1988
• Copyright arises automatically when an original idea (author
uses some judgment or skill) is expressed/created
– www.ipo.gov.uk
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workshop
14. Who owns copyright?
• The owner of the copyright is the person (or persons, if
jointly owned) who created/expressed it, i.e. the
author (writer, composer, artist, producer, publisher, et
c.)
– Original literary works such as novels or poems
– Original dramatic works such as dance
– Original musical works, i.e. the musical notes
– Original artistic works such as graphic works
(paintings, drawings etc.), photographs and
sculptures, including sound recordings, films and
broadcasts
– Typographical arrangements of published editions
• An exception is an employee who creates a work in
the course of their employment (employer owns)
• www.cla.co.uk
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workshop
15. What rights does a copyright owner
have?
• A copyright owner has economic and moral rights
• Economic rights cover copyright owner acts, including
rights to copy the work, distribute (e.g. making it
available on-line), rent, lend, perform, show, or adapt it
• Owners can waive, assign, licence or sell the
ownership of their economic rights
• Moral rights can be waived (but not licensed or
assigned) and include the right to
– Be identified as the author
– Deny a work (that an author did not create)
– Object to derogatory treatment of the work
• www.cla.co.uk
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workshop
16. Copyright infringement
• It is an infringement of copyright (in relation to a
substantial part of a work) without the permission or
authorisation of the copyright owner, to
– Copy it and/or issue copies of it to the public
– Rent or lend it to the public
– Perform or show it in public
– Communicate it to the public
• Secondary infringement may occur if
someone, without permission, imports, possesses or
deals with an infringing copy, or provides the means
for making it
• Material found on the internet is subject to copyright
• www.cla.co.uk
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workshop
17. Exceptions
• You may copy copyright works if
– Copyright has expired (e.g. for
literary, dramatic, musical or artistic works = 70
years from when the last author dies)
– Your use of the work (which must be
acknowledged) is fair dealing as defined under
the 1988 Copyright Designs and Patents Act (UK)
– Your use of the work is covered under a
licensing scheme that you and the copyright
holder have subscribed to
– The copyright owner has given you permission
• www.copyrightservice.co.uk
CETL4HealthNE
8 December 2011
workshop
18. Obtaining clearance to use
copyright material
• For permission to copy, contact the copyright owner
in writing and specify
– The material you wish use (title, author name etc.)
– The exact content to be duplicated (i.e. page numbers)
– The number of copies you wish to make
– How the copies will be used (i.e. for an event, course
work)
– Who the copies will be distributed to (i.e. students)
• For most published works this will be the publisher
• Permission is needed for each and every purpose
• Fees may be charged to copy the item, or for
administering the request to copy the item
• www.cla.co.uk
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8 December 2011
workshop
19. Fair dealing
• Your use of the work (which must be acknowledged) is
fair dealing as defined under the 1988 Copyright
Designs and Patents Act (UK)
– Research and private study
– Instruction or examination
– Criticism or review
– News reporting
– Incidental inclusion
– Accessibility for someone with, e.g. a visual impairment
• There is no simple formula or % that can be
applied, fair dealing doesn’t permit internet sharing –
instead use licenced materials, or ask for permission
• www.copyrightservice.co.uk
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8 December 2011
workshop
20. Using licenced works
• A licence (a set of rules) describes how copyright
items may be used by others
• Licensing schemes (such as Creative Commons) that
both authors (owners) and users can access for free
– If both sides observe the rules then both parties are
instantly protected
– Owners licence others to use their content
– Users obey the terms of the licence
– Creative Commons provides different licences that can be
combined together
– Policies can be developed to guide owners what licences
to use
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workshop
21. Policies, disclaimers and risk
• In order to safeguard yourself against litigation for
copyright or data protection (consent) violation
– Have a policy/disclaimer
– Clearly publish your policy and keep it up to date
– Train your staff in the use of the policy
– Follow your policy (do what you say you will do)
• You may also want a disclaimer ‘this resource has
been provided… use it at your own risk. If you have
any concerns about material in this resource…’
• Actively manage your risks
• Take out liability insurance
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8 December 2011
workshop
31. Consent not copyright/IPR
• Defined by the principles in the Data Protection Act 1998
and Human Rights Act 1998
• Recognises the need for more sophisticated
management of consent for recordings of people
(stills, videos, audios, etc.)
– Teachers (academics, clinicians, practice/work based learning
tutors, etc.)
– Students and ‘product placement’ (branded items)
– Role players/actors/performers/hired help (including recording
crew)
– Patients/patient families/care workers/support staff/members of
public in healthcare settings (sensitive personal data)
– GMC review of the guidelines for consent/patient recordings
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workshop
32. Considerations
• People
• Patients (children and vulnerable adults)
• Dead people/patients (children and
vulnerable adults)
• Existing recordings (already exist)
• New recordings (that you are planning to
make)
8 December 2011 CETL4HealthNE workshop
33. GMC guidance
• Making and using visual and audio recordings
of patients 2001
– Referred to clinical care and research, did not refer
to teaching
• Making and using visual and audio recordings
of patients 2011
– Does refer to teaching
8 December 2011 CETL4HealthNE workshop
36. Engendering trust
Consent everything-even where ownership and
patient/non-patient rights appear clear, and
store consent with resource
8 December 2011 CETL4HealthNE workshop
62. Policies, disclaimers and risk
• In order to safeguard yourself against litigation for
copyright or data protection (consent) violation
– Have a policy/disclaimer
– Clearly publish your policy and keep it up to date
– Train your staff in the use of the policy
– Follow your policy (do what you say you will do)
• You may also want a disclaimer ‘this resource has been
provided… use it at your own risk. If you have any
concerns about any material appearing in this resource…’
• Actively manage your risks
• Take out liability insurance
8 December 2011 workshop
CETL4HealthNE
63. Attribution and disclaimer
• This ppt file is made available under a Creative Commons
Attribution Share Alike version 3.0 unported licence.
• Please include the following phrase ‘Suzanne Hardy
CETL4HealthNE workshop, December 2011, ‘
• Users are free to link to, reuse and remix this material
under the terms of the licence which stipulates that any
derivatives must bear the same terms. Anyone with any
concerns about the way in which any material appearing
here has been linked to, used or remixed from elsewhere,
please contact suzanne@medev.ac.uk who will make
reasonable endeavour to take down the original files within
10 working days.
8 December 2011 CETL4HealthNE workshop
65. Adopting good practice
DIGITAL LITERACY? FLUENCY?
PROFESSIONALISM?
8 December 2011 CETL4HealthNE workshop
66. Digital professionalism
• To be a digital
professional every
member of staff who
contributes to
curriculum delivery, in
both NHS and academic
settings should be able
to identify, model and
understand professional
behaviour in the digital CC-BY Official US Navy Imagery
www.flickr.com/photos/usnavy/5509486066/
environment.
8 December 2011 CETL4HealthNE workshop
67. “many medical students seem unaware of or
unconcerned with the possible ramifications of
sharing personal information in publicly
available online profiles even though such
information could affect their professional
lives”
Ferdig et al, 2008
8 December 2011 CETL4HealthNE workshop
68. “most learners are
still strongly led by
tutors and course
practices: tutor skills
and confidence with
technology are
therefore critical to
learners'
development”
Beetham et al, 2009
8 December 2011 CETL4HealthNE workshop
69. • Information/resources increasingly easy to find
• Blurring of personal and professional identities online
• Increasing need to manage issues of disclosure
• Changing public expectations
• Misunderstandings of digital spaces
• Consequence
• Permanence
• Lack of understanding of ownership
and licensing in online environments
8 December 2011 CETL4HealthNE workshop
70. • Information/resources increasingly easy to find
• Blurring of personal and professional identities online
• Increasing need to manage issues of disclosure
• Changing public expectations
• Misunderstandings of digital spaces
• Consequence
• Permanence
• Lack of understanding of ownership
and licencing in online environments
By Michael Deschenes (Own work) [Public
8 December 2011 CETL4HealthNE workshop
domain], via Wikimedia Commons
71. – An ‘unconference’: By teachers, for teachers
– Focussed on sharing ideas:
Practical, helpful, inspiring
– Everyone participates
– Everyone learns
– 2- or 7-minute presentations
– Anyone can speak
– No obligation to pay attention
www.camlibtm.info/about/
8 December 2011 CETL4HealthNE workshop
77. Consent Commons ameliorates uncertainty
about the status of educational resources
depicting people, and protects institutions from
legal risk by developing robust and
sophisticated policies and promoting best
practice in managing information.
consent
commons
8 December 2011 CETL4HealthNE workshop
78. Mitigating risk by adopting good practice
to save time and money
OER is irrelevant
(but a nice by-product )
8 December 2011 CETL4HealthNE workshop
80. Attribution and disclaimer
• This ppt file is made available under a Creative Commons
Attribution Share Alike version 3.0 unported licence.
• Please include the following phrase ‘Suzanne Hardy
CETL4HealthNE workshop, December 2011, ‘
• Users are free to link to, reuse and remix this material
under the terms of the licence which stipulates that any
derivatives must bear the same terms. Anyone with any
concerns about the way in which any material appearing
here has been linked to, used or remixed from
elsewhere, please contact suzanne@medev.ac.uk who will
make reasonable endeavour to take down the original files
within 10 working days.
8 December 2011 CETL4HealthNE workshop
Hinweis der Redaktion
Welcome, thanks for coming, housekeeping
In groups of 2 or 3 people, introduce yourself to your neighbour and consider these questions:Where do you get your resources for use in teaching?What do your students do with your resources? (keep copies?)Who owns the resources you create?
The background is a huge recent investment in the UK in Open Educational Resources. A one year project we were involved in was one of 29 in the HEFCE (www.hefce.ac.uk) funded UK OER pilot programme which ran March 2009 – March 2010The projects were administered by the Joint Information Systems Committee (www.jisc.ac.uk)and the Higher Education Academy (www.heacademy.ac.uk).Phase 2 of OER has recently been announced, with an extra 4 millions being committed in a climate of austerity, thus representing a significant policy movement in favour of OERs in the UK.
There is emerging evidence that 50% of staff time/resources on preparation for teaching can be saved by engaging with OERThis rerent blog post sets out come compelling evidence for students using OER and that an OER approach can save time and money.The OU has also published work which indicates that student engage with OER prior to enrolling on the course, and only enrol when they know they can pass – so OER can improve retention rates at University.
What might we need to consider?
IPR is made up of Patents, Trade marks, Designs, and Copyright. This presentation focuses on Copyright as the most key IPR relating to OER. The others protect designs, functionality and appearances.
Copyright is typically split into OWNERSHIP and LICENCE. Anything which is EXPRESSED (drawn, written, documented) is automatically covered by copyright, whether the author wants it or not. Exceptions include where employees have signed over their rights to their employer.If you tell your friend about an idea that you have had in the pub, and they draw an image of it for you, then they will own the copyright.
Economic rights include the rights to financially exploit the creation, and moral rights include the right to have the author’s name attributed on copies. Authors can (explicitly) waive, assign (as if to a publisher), licence or sell the ownership of their works.
Essentially if you re-use materials which are copyright to others then this counts as an INFRINGEMENT and the copyright holder may take you to court. If you re-use something that someone else has breached the copyright of then this is secondary infringement and is just as bad as the original offence. People often download un-attributed materials from the Internet thinking that they are safe to re-use; they are not.
There are occasions when you can copy copyright works, for example, if the copyright has expired, if it constitutes ‘fair dealing’, the work is covered by a licence or the author has given their permission (if you have permission then always cite the author and state ‘used with permission’).
To obtain permission then contact the author or their publisher (owner of the copyright).
Fair dealing does allow some rights to copy copyright works for specific purposes, however this is NOT an excuse for infringing another person’s copyright. If in doubt, use materials which are licenced or ask for permission.
A licence is simply a legal statement saying what you can and cannot do with the copyright works. Some organisations (such as the Copyright Licencing Agency) use licencing schemes (standard legal clauses) which are well recognised. This makes it easier for owners to share, for users to understand the rules of use, and for both parties to observe protocol. Creative Commons provides some well-recognised licencing schemes.
The best way to safeguard yourself and your organisation against copyright infringement is to develop appropriate policies, advertise the policy clearly, train everyone in how to implement it, and follow it. For example, if you have a policy which says that ‘this material has been produced to the highest possible ethical standards and anyone with any concerns should contact xxx in writing after which the offending material will be removed within 10 working days pending investigation’. Then if someone contacts you, do what your policy says. Alternatively, you could just increase your annual insurance premiums to give you greater liability insurance in case of a breach (more on risk in a moment). Together with policies you could also use disclaimers: ‘the material provided on this site has been checked according to xxx however no warranties express or implied…’
What we need is something that works alongside copyright and licensing regimens to give us something to evidence or give provenance to materials which required consent under data protection law, so that onward transmission sharing and reuse becomes easier, and we can open up more healthcare materials to use as OERs.Consent is a currently a barrier to open release as legacy materials can’t evidence the consent status of clinical recordings – so we end up with non-commerical no-derivatives licenses as a default rather than a fallback position, where we can apply them. Everyone wants to use more open licenses but needs to be able to evidence consent.
Managing risk and encouraging good practicePlagiarism well understoodRefencing and citation = but that what about acknowledging sources in teaching materials? Where did that image com from? Whose is it?What are the barriers to adopting good practice in learning and teaching?And who is responsible for ensuring we do the best we can?
One of the conditions of the funding was that we release everything under CC licenses.One of the main characteristics of an Open Educational Resource, is that it has an open license attached to it. These work in addition to existing copyright, which is made up of 2 parts: ownership and licensing. The copyright part deals with ownership – Creative Commons deals with the licensing part, making explicit to users which they can do with the resource and under what circumstances.You always retain IPR.Creative Commons is the licensing regime we were required to apply, but its not the only one. There are others.CC has a range of licenses with varying degrees of which you are allowed to do, and whether or not you can make commercial use of materials.The simplest is attritbution only, the most restrictive is attribution-noncommerical-noderivatives.There are very good reasons you may choose that license – such as if you have material containing data which would be sensitive out of that particular context.We also had to tag everything with ukoer, and deposit materials or metadata into Jorum Open, the national repository at www.jorum.ac.uk Thinking about licensing is something we should be thinking about with all of our resources whether they are going into an open repository or not. If they are being uploaded into a VLE, or if you are distributing them by email, it is likely they are being reshared via email, social networking etc.Making the use of the material and understanding what can and can’t be done with a resource is therefore essential to all of us.CC makes it easy.
Such as ‘by’ attribution only (meaning that others have to acknowledge you as the original author); non-commercial to prevent others from making money out of your copyright.
While copyright is an automatic right, data protection is better described as a set of principles. Arising from the perspective of patient consent (patient data is classed as ‘sensitive’ under the DPAct1998) for patient materials used in teaching, we argue for additional tools to support consent from people. When creating open educational resources copyright doesn’t quite go far enough to recognise the rights of people who are represented to be respected (whether they have copyright or not). Representation could be a photograph, voice or video recording, data set or patient story. For example, if a person has agreed for their photograph to appear in your open educational resources (they are a student, a member of staff, an actor, etc.), and they pass away, what do you do if their family asks you to take down the OER? (What you are legally required to do may be different to what you would choose to do, in principle). Therefore you are essentially operating ‘policies’.
In our field – healthcare education there is a third thing we should be thinking about.A human consent version of a Creative Commons licence would enable much more sophisticated recognition of the role and rights of people (whether they are the ‘creators’ or not) to be treated fairly and with respect. We need new technologies to support the implementation of Consent Commons – such as the ability to inform users that a resource has been updated or ‘taken down’. I was at a meeting yesterday which is bringing together experts to put together a set of principles and a code of practice around consent, and in our OER2 project, PORSCHE, we are working with CC UK and others to put together some ideas around a Consent Commons to complement Creative Commons – making consent in resources.
We feel this is something we should all be doing anyway – in the same way we collect and store consent for treatment and research. And in the same way as we reference in publications. It should be as easy and as embedded in practice as that. Its about good practice which is easy and practical to implement. It’s about covering our backs and trying to think further down the line – making the consent status clear for other users who may use this recording in a different way. What a consent license could do is make the patients rights clear alongside the owner’s rights.
The best way to safeguard yourself and your organisation against copyright infringement is to develop appropriate policies, advertise the policy clearly, train everyone in how to implement it, and follow it. For example, if you have a policy which says that ‘this material has been produced to the highest possible ethical standards and anyone with any concerns should contact xxx in writing after which the offending material will be removed within 10 working days pending investigation’. Then if someone contacts you, do what your policy says. Alternatively, you could just increase your annual insurance premiums to give you greater liability insurance in case of a breach (more on risk in a moment). Together with policies you could also use disclaimers: ‘the material provided on this site has been checked according to xxx however no warranties express or implied…’
Do you know who owns copyright of the teaching resources you produce?What about your student’s work?If you share, what and how do you do it?
Just as we expect students and junior staff to model professional behaviours in real life, we need them to do the same in the digital environment.
No point in blocking social networking sites, or in discouraging natural behaviours – students have to be students as the GMC itself points outWhich presents us with somewhat of a dichotomy
What are you going to takeaway from this afternoon’s session?
Two of the issues which have come up in workshops previously are about how we can safely use third party materials, and how to evidence consent exists.
publishOER to deal with one of biggest barriers – using the most appropriate content without fear of riskElsevierJISC CollectionsRightscomNewcastle UniversityRVCOne of four in this strand dealing with using published content
SH We would like to propose a consent commons to work alongside or with creative commons as a way of demonstrating due diligence in dealing with issues of consent and using patient data sensitively in learning and teaching with specific reference to being able to share.
On the website you can find fullreports, a beginners guide to OER, and the Risk-Kit. You can find information about OER2, PORSCHE and ACTOR projects, and find an increasing number of case studies. You’ll also find some information about PublishOER and Consent Commons there.