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Durbbu 9 jan_2013
- 1. Considering copyright implications in lecture captured learning and teaching resources Suzanne Hardy School of Medical Sciences Education Development Newcastle University © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 2. Photo: Suzanne Hardy CC-BY © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 3. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 4. Photo: Suzanne Hardy © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 5. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 6. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 7. http://xkcd.com/14/ University, © 2013 Newcastle #durbbu 9 Jan 2013 Suzanne Hardy, cc-by This work is licensed under a Creative Commons Attribution-NonCommercial 2.5 License.
- 8. http://creativecommons.org/ © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 9. © 2013 Newcastle University, © Crown copyright under #durbbu 9 Jan 2013 Open Government cc-by Suzanne Hardy, Licence http://www.nationalarchives.gov.uk/doc/open-government-licence/
- 10. © 2013 Newcastle University, Suzanne Hardy, cc-by #durbbu 9 Jan 2013 Considerations
- 11. CC: BY-NC-SA Janneke_Hikspoors http://farm3.static.flickr.com/2001/2211431161_f108920ae7_z.jpg #durbbu 9 Jan 2013 © 2013 Newcastle University, Suzanne Hardy, cc-by
- 12. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 13. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 14. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 15. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by CC-BY jonathan mcintosh http://www.flickr.com/photos/jonathanmcintosh/3746142610/
- 16. www.medev.ac.uk/oer/value.html Original image: ©2009 Elsevier (all rights reserved) cc by-nc-saNewcastle University, © 2013 To purchase: http://amzn.to/HRMR2K #durbbu 9 Jan 2013 http://www.flickr.com/photos/robertfrancis/100775342/ Suzanne Hardy, cc-by Mashup: Professor Phil Bradley, ©2010, Newcastle University; used with permission
- 17. Attribution and disclaimer • This file is made available under a Creative Commons attribution licence, except any third party materials identified ‘rights reserved’. Users are free to link to, reuse and remix this under the terms of the licence. • To attribute © owner/s please include the phrase “© 2013, Newcastle University, cc:by http://www.ncl.ac.uk/ ” • Anyone with any concerns about the way in which any material appearing here has been linked to, used or remixed from elsewhere, please contact the University and we will make reasonable endeavour to take down the original files within 10 working days. Full policy at: http://www.ncl.ac.uk/info/legal/takedown.html © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 18. http://www.ncl.ac.uk/info/legal/takedown.html © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 19. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 20. http://www.ipo.gov.uk/response-2011-copyright-final.pdf © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 21. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 22. 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. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 23. “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 © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 24. The new Higher Education Law of the Republic of Indonesia now provides as follows in section 79: "(4) The Government shall develop open learning resources for use by the whole Academic Civitas”. Cable Green, PhD Director of Global Learning Creative Commons http://creativecommons.org/education http://twitter.com/cgreen Posted 19 September 2012 at: https://groups.google.com/forum/?fromgroups=#!topic/wikieducator/o5eBPSqrzW0 © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 25. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by CC-BY jonathan mcintosh http://www.flickr.com/photos/jonathanmcintosh/3746142610/
- 26. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Photo: Suzanne Hardy Hardy, cc-by CC-BY
- 27. Next © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 28. Acknowledgements • M’Colleagues: Prof. Megan Quentin-Baxter, Gillian Brown, Lindsay Wood and all involved in OOER, PORSCHE, ACTOR, PublishOER, RIDLR, SupOERGlue, OER International • UKOER funded by HEFCE via JISC and HEA • Emily Goodhand • Carol Summerside & QuILT team at Newcastle • All who have attended workshops and talks • My parents and anyone else who knows me…. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 29. E: suzanne.hardy@ncl.ac.uk T: glittrgirl or medev_ncl W: www.medev.ac.uk Photo: Suzanne Hardy CC-BY © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 30. © CLA home page (all rights reserved) http://www.cla.co.uk/ © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
- 31. © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by © Creative Commons creativecommons.org/about/licenses/ cc-by
- 32. Attribution and disclaimer • This file is made available under a Creative Commons attribution licence, except any third party materials identified ‘rights reserved’. Users are free to link to, reuse and remix this under the terms of the licence. • To attribute © owner/s please include the phrase “© 2013, Newcastle University, cc:by http://www.ncl.ac.uk/ ” • Anyone with any concerns about the way in which any material appearing here has been linked to, used or remixed from elsewhere, please contact the University and we will make reasonable endeavour to take down the original files within 10 working days. Full policy at: http://www.ncl.ac.uk/info/legal/takedown.html © 2013 Newcastle University, #durbbu 9 Jan 2013 Suzanne Hardy, cc-by
Hinweis der Redaktion
- Its really easy to infringe copyright – and we all do it all the time I’m sure….Refer to Emily’s notes here.
- Consequences of getting copyright wrong?Why is it important now?Recent introduction of small claims track in Patents County Court means rightsholders can bring copyright claims with damages of up to 5k – claims can now be dealt with quickly and cost effectively
- CaveatsNot a lawyer, not an expert on copyright lawQuoting from the Copyright Designs and Patents Act of 1988 is dull.
- Licensing is one way to deal effectively with digital issuesLicence is form of contract stipulating under what conditions you can use materialsand in UK law a licence or contract is a higher form of law than copyright and exceptions to copyright can be overidden by licence conditions.
- Or in fact ‘used with permission’
- So what extra considerations are there when we use lecture capture/screencasts of teaching sessions incorporating PPT/Keynote?
- What do we know about copyright? Is uploading into Blackboard/intranet enough?Are we modelling the behaviours we expect in our students? What about colleagues?What do we think our responsibilities are?
- Quote from Llida study, Beetham
- People are precious about their learning and teaching resources, they spend time putting them together/spent time putting them together. Not advocating wholesale junking of materials, but taking a risk managed approach.
- Risk managed approach rather than being risk averse.Simple good practices we should all be striving to adopt.Attribution – give credit where you use other people’s work.Seek written permission, and include the terms of the licence in your usage. What does that look like?Make sure you indicate how others should attribute your work.Include a disclaimer and a takedown policyEnsures due diligence
- This is a screen snap of a video recording of a powerpoint slide where the academic has tried to acknowledge the original © owner (Elsevier) and where to find it on the internet (see the tiny text along the bottom of the image). The academic has ‘mashed up’ the image with new annotations, lines, etc. creating an ‘annotated work’. The fact that it is videoed (or if it had been altered a lot) is a ‘derivative work’. To reuse this image in this presentation MQB has acknowledged Elsevier (with a link to purchase Grays Anatomy) AND the academic, Phil Bradley. This slide is NOT CC licenced but is embedded in a ppt file which is CC licenced. Permission or conditions under which the publishers allow us to do this is the subject of a project in the UK due to report in autumn 2012 (PublishOER).
- What about the future?MOOCsOpen access, open source, open scholarship, open practice, transparency, collaboration, accountability
- Changes coming up this year we think. Response published on 20 December to 2011 Hargreaves report.Refer to report highlights.
- 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
- By seeking permission and keeping recordsAttributing others works, and using disclaimers, takedown policies etcUsing openly licensed contentWe can demonstrate due diligenceDoesn’t matter if stuff gets outCam comply with anticipated legislationSo that any county court action brought is less likely to have a bad outcome
- What are you going to do differently tomorrow?
- www.nottingham.ac.uk/xpert/attribution/