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" Actually, we are strengthening our ownership of our work by putting a license on it even though we are giving it away freely. This not only protects the OERs we create, but also would strengthen the non-OER content we create. By choosing to give away some of what we create we are showing an active protection of the copyrights we do have (rights being important here)."

The students in the Independent Project are remarkable but not because they are exceptionally motivated or unusually talented. They are remarkable because they demonstrate the kinds of learning and personal growth that are possible when teenagers feel ownership of their high school experience, when they learn things that matter to them and when they learn together. In such a setting, school capitalizes on rather than thwarts the intensity and engagement that teenagers usually reserve for sports, protest or friendship.

I remembered it this morning when I drove past a Google self-driving car and then again a few minutes later when a Tesla whipped past me and a third time during the same commute when I dictated an email to my mobile phone. Sometimes living in the Bay Area does feel like the living in future. But to Gibson's point, not every region can claim to have self-driving cars on its highways or electric car ownership or smart phone penetration rates as high as the Bay Area. Why not?

Smartphone usage continues to climb in the U.S. More than three out of five (61%) mobile subscribers in the U.S. owned a smartphone during the most recent three-month period (March-May 2013), up more than 10 percent since smartphones became the mobile majority in early 2012. When it comes operating system preference, Apple remained the top smartphone manufacturer in the U.S., while the majority of smartphone owners used Android OS handsets. Fifty-three percent of smartphone owners used the Android OS, and 40 percent owned iPhones.

"What rights have users granted to online services such as Facebook, Twitter and Google? Does posting content on these networks mean forfeiting your ownership of your photos, for example? A photo posted on Twitter remains the intellectual property of the user but Twitter's terms give the company "a worldwide, non-exclusive, royalty-free license (with the right to sublicense)". In practice, that gives Twitter almost total control over the image and the ability to do just about anything with it. The company claims the right to use, modify or transmit it your photo any way."

As they are acquiring, students take notes, make drawings, make videos of their own, voicethreads, blog posts, Google Docs and sometimes they even use Post-It notes. I may require students to use a particular medium for a follow-up assignment or assessment, but letting them choose what they are going to use gives them more ownership of their learning and naturally moves them on to higher order thinking skills.

"If you're interested in discovering more about do it yourself learning there's a new group with authors, experts, parents, educators, and young people who are passionate about empowering individuals to take ownership of their learning. If you are frustrated with traditional schooling this group is a great...

The intersection of copyright and the scale and delivery of MOOCs highlights the enduring tensions between academic freedom, institutional autonomy, and copyright law in higher education. To gain insight into the copyright concerns of MOOC stakeholders, EDUCAUSE talked with CIOs, university general counsel, provosts, copyright experts, and other higher education associations. The consensus opinion was that intellectual property questions for MOOC content merit wide discussion because they affect multiple stakeholders and potentially carry significant consequences. Each MOOC provider, for example, establishes a proprietary claim on material included in its courses, licenses to the user the terms of access and use of that material, and establishes its ownership claim of user-generated content. This conflicts with the common institutional policy approach that grants rights to faculty who develop a course. Fair-use exceptions to traditional copyright protection face challenges as well, given a MOOC's potential for global reach. Nonetheless, fair use and MOOCs are not mutually exclusive ideas. MOOCs remain an experiment. Initiating discussions with a wide range of campus stakeholders will ensure clarity of purpose and a common understanding of copyright issues in a MOOC environment.

"Yes, ownership is sort of implied in the "reuse" R, and is legally permitted by open licenses. But for all of their willingness to share access to open educational resources, how many OER publishers go out of their way to make it easy for you to grab a copy of their OER that you can own and control forever? "

"In this volume, Martin Weller examines four key areas that have been central to the developments within open education: open access, MOOCs, open education resources and open scholarship. Exploring the tensions within these key arenas, he argues that ownership over the future direction of openness is significant to all those with an interest in education."

"When a college goes out of business, all of its alumni can suddenly find themselves in an unexpected dilemma: How can graduates prove they actually earned their degrees when no one is left at the institution to send academic transcripts to prospective employers or graduate schools? That scenario is one reason that a group of nine universities, led by the Massachusetts Institute of Technology, today announced a collaboration to build a system that would let institutions issue digital diplomas and credentials in a way that can be verified without needing to check with a human registrar. The idea is to encourage widespread use of digital credentials across all kinds of academic institutions, and even at more informal places of learning, so that students end up taking ownership of how to communicate their learning to employers."

"In essence, inclusive and open pedagogies are rooted in empathy and require that we take a humanistic approach in creating learning experiences. Empathy creates room to value multiple viewpoints. And when learners are not treated as "others," trust can be established. As empathy, trust, and respect become more prevalent, learners find the confidence to increasingly participate, engage, and take more ownership of their development and their learning. In this way, inclusive pedagogy is open, and open pedagogy is inclusive."

we really don't own our stuff anymore (at least not fully); the manufacturers do. Because modifying modern objects requires access to information: code, service manuals, error codes, and diagnostic tools. Modern cars are part horsepower, part high-powered computer. Microwave ovens are a combination of plastic and microcode. Silicon permeates and powers almost everything we own.

"In recent posts I've written about how course instructors can support online learners, how to consider the needs of the learner and guide them through phases of dependency to independence. Yet what is the responsibility of the learner? What role does the online student play in his or her learning? And how can this be communicated to him or her? In this post I discuss learning models that assign responsibility to the learner, how these principles can be applied to online learning, and finally describe how instructors and institutions can hand over responsibility to the student."

The gradual accumulation of services and data over the years has put Google in something of an untouchable position when it comes to online mapping, which is why when Apple tried to launch its own maps app for iOS devices last year it was so inaccurate and poorly received. "It was a complete disaster because the data they used was just not good enough - they just haven't spent the decades Google has spent just gathering geospatial data," says Brotton, who has worked alongside Google in the past.

"Who owns a tattoo? The obvious answer is the wearer, who paid for the ink and is now permanently (more or less) attached to it. Yet recent disputes have called into question the easy idea that if you buy a tattoo, you also own it and can display it as you like. Tattoo artists are increasingly claiming that they, like other artists, own the copyright to the images they create. And when those images, attached to living people, appear on the silver screen - or a computer monitor - the artists want to get paid."