CE1 Outline

Page history last edited by delia.browne@det.nsw.edu.au 2 years, 3 months ago

Navigate this course: CE1 Outline - Case 1 - Case 2 - Case 3 - Case 4 - Case 5 - Case 6 - Chat - Chat Scheduling - Course Blog - Leaders Bios - Participant Bios - Initial Self Assessment - Orange Group Page - Yellow Group Page - Pink Group Page Amber Group Page- CE1 Open Feedback

Welcome to Copyright for Educators. At the top of the page you will see a navigation bar. One of the items listed is the course blog. The blog is where each group will post your collective answers to the questions each week. It is also where general course announcements will be made, so please check the blog regularly.

Objectives of the Course

The goals of the course are

to help you identify copyright issues in education and give you a firm grounding in copyright, exceptions and, licensing,
to help you recognise open licences, and find open licence material and apply open licences to resources',
to get you thinking, writing, and dialoguing about enabling education through copyright exceptions and open licences

Target Group

This course is for educators and learners who want to understand how copyright affects use of learning materials and how to use copyright to facilitate education

Expectations

This course requires about 12 hours per week in class-related work. That's a serious commitment - but it'll be rewarding. Its a peer to peer learning experience. You won't learn anything if you don't share your understandings with others. For that reason all participants will be expected to share your answers to questions. You will retain copyright to your answers and can re-use them how you want. P2PU plans to offer this course in future with a focus on specific jurisdictions where possible. We'd like to use student contributions so request that you re-licence them under Creative Commons licences, what those licences mean is something you will learn during the course.

Class Groups

As this course has proved to be very popular, students are divided up into groups.

Each group must submit

a group answer to each week's Case Scenarios
an assessment of the the other groups' weekly group answers

Class Groups Communication

There are no set times for group meetings or communication. It will be up to the group to organise the best means of communication.

Please note the following tools

The Group Wiki Pages is there for the Group Participants to

The Blog Page is where each group submitts its final answer to teh weekly scenarios and final assignment.

Groups may wish to communicate using synchronous communication tools

We recommend the following:

Class Meetings

This class meets only asynchronously online.

Assignments

Weekly Reading and Blogging

The course is focused on developing practical solutions. The reading won't always give these to you, its up to you to devise practical solutions based on the reading.

The reading points to various resources from different jurisdictions; Australia, South Africa, the USA and other English speaking jurisdictions. It is important to remember that the detail of the law in each jurisdiction is different although the overall concepts are the same, since the different jurisdictions must all comply with the same international treaties.

Each week you should read the assigned material and blog answers to the questions for the week, or simply complete assignments for weeks when there are no readings or questions. Your blogging should demonstrate your understanding of the assigned reading material and should include original thoughts and synthesis. Don't just summarize readings. Making connections between the week's readings and either previous readings or previous blogging (of your own or of other students!) is strongly encouraged. Blog posts should be made by 11:59pm (Universal Standard Time) Sunday night the week the reading is assigned.

Each case study has questions on the case study, and on the reading. When completing the assignments for this course you should try to answer as best you can for your jurisdiction. Identifying the resources available for your jurisdiction and pointing out the distinctives of your jurisdiction are important parts of what the course teaches.

Grading

Weekly assignments (see the case studies to see the weekly assignment) will be graded according to (1) the degree to which they completely answer the questions asked, (2) the degree to which they demonstrate understanding of the assigned reading material through proposing practical solutions, and (3) the degree to which original thinking is evident in the writing. An extra point may be awarded when a student draws on and references other student writing effectively.

Timetable

Week 1: 9-15 Sept

Week 2: 16- 22 Sep

Week 3: 23-29 Sept

Week 4: 30 Sept - 6 Oct

Week 5: 7 - 13 Oct

Week 6: 14 - 21 Oct

Schedule

The readings for each week are set out below. Each week has a case study which includes a scenario with questions about the scenario, which is set out on the case study page. The questions are the weekly assignment.

Week 1: Case Study

Key words:

Resources:

Introducing Copyright A plain language guide to copyright in the 21st Century by Julien Hofman

http://www.col.org/resources/publications/monographs/Pages/Copyright.aspx

Chapters 3 and 4 of Introducing Copyright, Julien Hofman 2009

http://www.col.org/SiteCollectionDocuments/Introducing_Copyright_online_edition.pdf

South Africa

Plain language introduction to South African Copyright in the Report of the Open Review of the South African Copyright Act

http://www.shuttleworthfoundation.org/sites/shuttleworthfoundation.org/files/SA_Copyright_Review_Report_09_v3.5.pdf

United States

U.S. Copyright Basics by the U.S. Copyright Office

http://www.copyright.gov/circs/circ1.pdf

http://74.125.153.132/search?q=cache:9zGpeB36uUUJ:www.copyright.gov/circs/circ1.pdf+http://www.copyright.gov/circs/circ1.pdf&cd=1&hl=en&ct=clnk

Frequently Asked Questions About Copyright

http://www.cendi.gov/publications/04-8copyright.html

Teaching Copyright by EFF http://teachingcopyright.com/

Public Domain Calculator

http://librarycopyright.net/digitalslider/

Australia

Smartcopying Website- the Official Guide to Copyright for Australian Schools and TAFEs www.smartcopying.edu.au

http://www.smartcopying.edu.au/scw/go/pid/649

http://copyrightkitchen.flexiblelearning.net.au/main.php

Canada

Canadian Intellectual Property Office : A Guide to Copyrights

http://www.cipo.ic.gc.ca/eic/site/cipointernet-internetopic.nsf/eng/wr00506.html

Canadian Internet Policy and Public Interest Clinic (CIPPIC)

http://www.cippic.ca/copyright-law/

United Kingdom

These resources are from the Joint Information Services Committee (UK) which provides copyright advice to Higher and Further Education)

JISC Casper Interactive Copyright Tools

http://jisc-casper.org/content/view/tools

JISC/TLTP Copyright Guidelines

http://www.ukoln.ac.uk/services/elib/papers/other/jisc-tltp/jisc.pdf

JISC Web 2.0 Project and Animations

http://www.jisclegal.ac.uk/Themes/Web20.aspx

JISC Copyright Tool Box

http://copyrighttoolbox.surf.nl/copyrighttoolbox/

Topical news stories

Schools 'risk copyright breach'

http://news.bbc.co.uk/2/hi/uk_news/education/7283926.stm

UK National Gallery and Wikipedia

http://creativecommons.org/weblog/entry/15764

http://www.guardian.co.uk/technology/2009/jul/14/national-portrait-gallery-wikipedia-row

http://news.bbc.co.uk/2/hi/entertainment/arts_and_culture/8151989.stm

http://www.francisdavey.co.uk/

http://www.examiner.com/x-14795-Page-One-Examiner~y2009m7d12-Wikipedia-might-get-sued-by-the-National-Portrait-Gallery

Week 2: Case Study

Key words: exceptions, limitations, fair use, fair dealing

Resources:

United States

Video on copyright and fair use

http://www.teachertube.com/viewVideo.php?video_id=3555&title=A_Fair_y__Use_Talk

American University Guide to Fair USe

http://www.wcl.american.edu/pijip/go/news/yes-you-can-use-copyrighted-material-in-the-classroom

Code of Best Practices in Fair Use in Media Literacy Education:

http://www.centerforsocialmedia.org/resources/publications/code_for_media_literacy_education/

Templeton University Media Labe video explaining fair use to users

http://www.youtube.com/user/MediaEdLab

Australia Education Use Exceptions

Fair Dealing

http://www.smartcopying.edu.au/scw/go/pid/668

Flexible Dealing

http://www.smartcopying.edu.au/scw/Jahia/lang/en/scw/go/pid/542

http://www.smartcopying.edu.au/scw/go/pid/529

Performances and Communication in the classroom

http://www.smartcopying.edu.au/scw/go/pid/544

Parody and Satire

http://www.smartcopying.edu.au/scw/go/pid/543

Using Wikis and Blogs

http://www.smartcopying.edu.au/scw/go/pid/944

Proposed Reform - new exception?

Educational Use and the Internet – Does Australian Copyright Law Work in the Web Environment?

http://www.law.ed.ac.uk/ahrc/script-ed/vol6-2/browne.asp

Canada

Proposed Reform - new exception C-61 Bill see clause 30.04 of the Bill

Bill C 61 http://strategis.ic.gc.ca/eic/site/crp-prda.nsf/eng/h_rp01150.html

Reforming the Copyright Act - Backgrounder http://strategis.ic.gc.ca/eic/site/crp-prda.nsf/eng/h_rp01151.html

Copyright and the Educational Use of Internet Content, Working Group’s Report.http://strategis.ic.gc.ca/eic/site/crp-prda.nsf/eng/rp01116.html

Education and Research Amendments http://strategis.ic.gc.ca/eic/site/crp-prda.nsf/eng/rp01165.html

International

Asia Pacific Economic Cooperation Intellectual Property Rights Group Meeing Lima Peru 22- 23 February 2008. IPEG Survey on Copyright Limitations and Exceptions http://aimp.apec.org/Documents/2008/IPEG/IPEG2/08_ipeg2_001.doc

Open Courseware on Exceptions and Limitations

http://wiki.ocwconsortium.org/index.php?title=Copyright_Exceptions_and_Limitations