Lawyers, copyright officers for universities, book publishers, and even
educators tend to defer to a conservative picture of copyright law and refrain
from contributing to and participating in a robust commons. The TEACH Act
indirectly encourages such caution by requiring institutions to prevent
retention and unauthorized dissemination of copyrighted works that are shown in
the classroom; the result is that schools may decide not to take advantage of
the Act's provisions out of fear of sanctions for noncompliance.
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HowOpenIsIt? Guide - 0 views
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Comment by Tim Vollmer, Manager of Policy and Data for Creative Commons: "...a handy, human-readable reference guide for academic authors, publishers looking into supporting Open Access, and policy makers and funders adopting open policies that require Open Access to research that is funded through the public purse... focuses primarily on describing the spectrum of Open Access policies for journals. An increasingly important and related area is the sharing of data associated with the research process. Open data have the potential to facilitate enhanced scientific collaboration and reproducibility, but it is not yet settled, from both a legal and technical perspective, how this wealth of data that leads to the creation of scholarly work will be shared. And current research suggests an approach whereby articles are licensed under an open license (preferably CC-BY), while data associated with the article are dedicated to the public domain using a tool such as the CC0 Public Domain Dedication. In this way, researchers clearly communicate-in a comprehensive manner-the rights and permissions available to users for both the text and the data." Read more at http://blogs.plos.org/blog/2012/10/01/tim-vollmer-of-creative-commons-on-howopenisit/
Open Course Production « OUseful.Info, the blog… - 0 views
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Tony Hirst describing his thoughts on building a course for the British Open University and relying on Wordpress (due to its ability to handle RSS feeds so robustly) blogs to build a cacophony of blog entries by his students to craft pathways for the creation of new knowledge.
Digital Media Project - Berkman Ctr for Internet and Society, Harvard U - 0 views
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erring on the side of caution may in turn negatively serve the future of the fair use defense; if educators and others are unwilling to engage in new and creative uses of copyrighted materials, then legislators may respond by limiting fair use
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Noncommercial educational initiatives must struggle against the rise of a "clearance culture" that requires licenses for educational uses of content that are minimal or highly transformative
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Mellon Fndtn $ to study educational uses of content in the digital age, including "(i) student use, collection, and creation of diverse content (e.g. web pages, images, video, and audio); (ii) digital activity by other types of established institutions (e.g. public broadcasting; museums); (iii) educational content assembled and presented outside of any traditional institution, particularly on the internet (e.g. the Red Hot Jazz Archive; the Victorian Web); and (iv) grass-roots open source educational projects (e.g. Wikipedia; the online Samuel Pepys Diary)." Also addressing legal obstacles for good practices and effective use of digital media.
Should Class Blogs Be Private or Public? | HASTAC - 1 views
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(2) Intellectual property. In the documentary I mention above and in just about all of the other work in my class, we discuss IP issues--and then claim fair use for the materials we borrow from within the class. We talk about Creative Commons and other forms of share-alike licensing. But then we often disregard those rules in the creation of the class student-produced materials. By that I mean, there are images and audio that are attributed, of course, to those who created them but nonetheless used in the production intended for our class and for pedagogical purposes only that would require fees and legal agreements were they distributed beyond the walled off class project. We are at such a strange moment in the history of intellectual property, with everything changing and no one quite knowing what they want or why since the business model of so much online property remains in flux. I want my students to understand the IP issues--but I don't want their intellect and imagination fettered by it.
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Interesting look at using private class blogging as a means for learning about IP and copyright.
How to Make a YouTube video | eHow.com - 0 views
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