This document discusses open educational resources and intellectual property issues related to digital learning materials. It introduces the four "R's" of openness - reuse, redistribute, revise and remix. It then discusses copyright and how it applies to educational works. Various Creative Commons licenses are presented that allow differing levels of open usage and modification of content. The document proposes adding learning tasks and examples to open educational resources to encourage active learning. Finally, a sample learning task is created based on content from one of the S-TEAM mini-Moodles.

1. Web-based dissemination
S-TEAM Conference: Firing up for the Future
Mart Laanpere, Hans Põldoja
Tallinn University

2. cba
This work is licensed under the Creative Commons
Attribution-ShareAlike 3.0 Unported License. To view a copy
of this license, visit http://creativecommons.org/licenses/by-sa/
3.0/ or send a letter to Creative Commons, 444 Castro
Street, Suite 900, Mountain View, California, 94041, USA.

3. Open Educational
Resources: why and
how

4. “At least 50% of science teachers in
the participating countries will have
heard about S-TEAM and will be
able to access relevant material...”

5. Is access enough?

6. The four ‘R’s of
openness

7. Reuse
The most basic level of openness. People
are allowed to freely use all or part of the
unaltered, verbatim work (e.g. download
an educational video to watch at a later
time).
(Hilton et al, 2010)

8. Redistribute
People can share copies of the work with
others (e.g. email an article to a
colleague).
(Hilton et al, 2010)

9. Revise
People can adapt, modify, translate, or
change the form of the work (e.g. take a
book written in English and turn it into a
Spanish audio-book).
(Hilton et al, 2010)

10. Remix
People can take two or more existing
resources and combine them to create a
new resource (e.g. take audio lectures
from one course and combine them with
slides from another course to create a
new derivative work).
(Hilton et al, 2010)

11. Examples of OER’s

12. http://www.oercommons.org

14. http://www.curriki.org

16. http://www.khanacademy.org

17. http://lreforschools.eun.org

18. http://www.scientix.eu

19. http://lemill.net

23. Task 1: discussion
How well do S-team mini-Moodles comply with 4
‘R’s of openness? Should we try to improve it? If yes,
then how?
• Reuse
• Redistribute
• Revise
• Remix

24. Intellectual property
for authors of digital
learning resources

25. What is protected by
copyright?
• Literary works
• Musical works, including any accompanying words
• Dramatic works, including any accompanying music
• Pantomimes and choreographic works
• Pictorial, graphic and sculptural works
• Motion pictures and other audiovisual works
• Sound recordings
• Architectural works
• Computer software

26. What is not under copyright?
• Works that have not been fixed in a tangible form
of expression (not written or recorded)
• Facts
• Ideas, principles and concepts
• Works for which copyright has expired

27. Duration of copyright
• Copyright protection starts from the time the
work is created in a fixed form
• Copyright protection lasts authors’ lifetime and 70
years after death

28. Economic rights
• Reproduction
• Distribution
• Rental
• Broadcasting
• Public performance
• ...

29. Moral rights
• Attribution
• Anonymous or pseudonymous
publishing
• Integrity of the work
• Withdrawal
• ...

30. Limitations
EU Copyright Directive lists a number of limitations that
can be applied by the member states, including:
• Reproductions by public libraries, educational
institutions or archives for non-commercial use;
• Use for illustration for teaching or scientific research,
to the extent justified by the non-commercial
purpose;
• Communication of works to the public within the
premises of public libraries, educational institutions,
museums or archives

31. Problems in the context of
digital learning resources
• What extent of educational reuse is justified by
the non-commercial purpose?
• Translation and modification of the work requires
agreement from the author

32. Open Content Licences

33. http://creativecommons.org

36. Creative Commons licenses
• Attribution (CC BY)
• Attribution-Share Alike (CC BY-SA)
• Attribution-NoDerivs (CC BY-ND)
• Attribution-Noncommercial (CC BY-NC)
• Attribution-Noncommercial-Share Alike (CC BY-NC-SA)
• Attribution-Noncommercial-NoDerivs (CC BY-NC-ND)

37. License conditions
Attribution — You must attribute the work in the
b manner specified by the author or licensor
Share Alike — If you alter, transform, or build upon
a this work, you may distribute the resulting work
only under the same or similar license to this one
Noncommercial — You may not use this work for
n commercial purposes
No Derivative Works — You may not alter,
d transform, or build upon this work

38. Rights
Share — to copy, distribute and transmit
s the work
r Remix — to adapt the work

39. Three “Layers” of licenses
(Creative Commons, 2012)

42. How to recognize CC
licensed works?

43. Marking licenses
• If no license information is included with the
work, then users must assume that all rights are
reserved
• Title of the license, icon and link are added to
openly licensed content

44. Creative Commons icons

45. Task 2.1
• Let us identify potential copyright issues in mini-
Moodles

46. Creative Commons
licensed content

47. http://www.wikipedia.org

48. http://en.wikibooks.org

51. http://commons.wikimedia.org

52. Task 2.2
• Select suitable Creative Commons license for
mini-Moodles. Justify your selection.

53. Start Here
Does the resource
No include third-party Yes
works?
How are the third-
Choose BY-
BY or BY-SA party works
SA license
licensed?
All rights reserved
Choose BY-NC-SA or
BY-NC or BY-NC-SA
license incompatible licenses
Replace third-party
Replaced with BY-NC works with CC-
and BY-NC-SA content licensed content under
compatible licenses
Replaced with BY and
BY-SA content

54. Adding action to mini-
Moodles

55. Teach the way you preach
• Have you ever attended a lecture-based training
about active learning methods?
• Inquiry-based science teacher education should
involve inquiry-based learning tasks
• Bereiter & Scardamalia: learning in “belief mode” vs
“design mode”
• Current status of mini-Moodles: repository of
static resources, only in “belief mode”

56. LeMill design
• Participatory design sessions with teachers
resulted with requests to add methods, tools and
communities on top of the digital learning
resources
• Collections: a sequence of resources + methods +
tools
• Teaching and learning stories: narrative accounts
on first-hand experience of using this collection

57. Learning performances
• Connecting learning objectives/outcomes with
learning tasks
• Action verbs: design, develop, explain,
compare, choose, justify…
• Task progression: from real-life examples to
scaffolded practice, eventually to independent
practice
• Real-life tasks: authentic, anchored in familiar
context, often do not have a single correct
solution

58. Merrill:
the
first
principles
of
learning

59. Ac4vity-­‐centered
instruc4onal
design
Whole
task:
a
specific
instance
of
a
real-­‐world
task
,
includes
3
components:
• Input:
the
givens
of
the
task
• Goals:
the
product
that
results
from
task
• Solu,on:
ac4vi4es
that
tranform
givens
to
goal,
includes
illustra4on
of
problem-­‐solving
(Merill)

60. Example
• Mini-Moodle: Using computers for inquiry
• Learning task: find, annotate and share with your
project group at least 3 Web references on building
3 different types of simple wind turbines
• Solution/example: screen video on searching for
sources about Savonius turbine with Google
Scholar, annotating and sharing with Bibsonomy

61. Task 3
• Select one of the S-team mini-Moodles and create
a learning task in accordance to the content of this
module

62. The S-Team project has received funding from
the European Community's
Seventh Framework Programme [FP7/2007-
e
2013] under grant agreement n 234870.
g
Report
October 2010
Deliverable 10a
S-TEAM
WP 10 Repo
Digital Learning Re
ort
esources
(Laanpere et al, 2010)

63. References
• Creative Commons (2012). About The Licenses. http://creativecommons.org/
licenses/
• Hilton, J., III, Wiley, D., Stein, J., & Johnson, A. (2010). The Four R’s of Openness
and ALMS Analysis: Frameworks for Open Educational Resources. Open
Learning:The Journal of Open, Distance and e-Learning, 25(1), 37–44.
• Laanpere, M., Põldoja, H., Sousa, S., & Tammets, P. (2010). S-TEAM WP 10
Report: Digital Learning Resources (No. 10a). Retrieved from https://
www.ntnu.no/wiki/display/steam/Deliverables

64. Photos
• Slide 1: Hans Põldoja
• Slide 28: Hamed Saber, http://www.flickr.com/photos/hamed/389212454/
• Slide 29: epSos .de, http://www.flickr.com/photos/epsos/5394616925/

65. Thank You!
Mart Laanpere Hans Põldoja
mart.laanpere@tlu.ee hans.poldoja@tlu.ee
@martlaa @hanspoldoja
http://www.hanspoldoja.net