Outline for materials

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OER Foundation logo-small.pngOCWCLogo.jpgProject: Support resources for open content licensing in education

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Proposed format and structure of the resources

The proposed content outline proposes a resource-based learning approach which presumes a number of self-contained resources which:

  • Can be printed as booklets (as workshop handouts, self-study materials for use offline, or downloaded as editable materials for remix in different contexts). (Note: We would need to produce a CDROM image for any rich media contained in the materials to facilitate offline use.)
  • Can be accessed online for workshops and courses using a variety of delivery technologies including standard websites, blogs, LMSs, wikis etc. (See: remix experiments.)
  • As a broad guideline, each self-contained resource (unit / sub-section) equates to approximately 45 - 60 minutes learning time.

Possible outline / TOCs for the guidelines

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Key points
Drafting a table of contents is an effective wiki approach to:
  • specify the structure and sequencing of the content / guidelines
  • specify the intended content to be covered by the guidelines and workshop materials
  • sequence the materials

A draft table of contents is easy to modify, adapt and change before the remix and authoring of materials begins

Portal landing page

  • Background and credits
  • Disclaimers -- advise that this is not a legal course. When unclear, participants should obtain legal advice.
  • Getting started -- A concise overview on how to use the resources and get the most from the workshop training sessions.

Educators care: Why open matters?

Sections and subsections Commentary, notes and ideas
  • Education as a vocation / values-based profession
    • Sharing knowledge - the purpose of teaching (Teaching)
    • Sharing knowledge - the foundations of building knowledge (Research)
    • Sharing knowledge - a social responsibility, particularly access to education in the developing world (Community Service)
  • What is an OER?
    • Brief definition
    • Brief history
    • A few examples
  • OER myths, fears etc
    • Quality
    • Losing student enrolments / competitive advantage
    • Fear of publishing draft materials
  • Design in a way which enables participants to get to know each other -- e.g. reflections on why participants chose to work in the education or related profession.
  • Remix Desmond Tutu's reflections on digital freedom page for the intro.
  • Steve suggested that "the default should be to ask [educators] questions about what they would permit rather than provide them a list of licenses/waivers and expect them to read them all before deciding. This would suggest we should start from the values and purpose of education and research. That is couch this within a culture of permissions rather than restrictions. --Wayne Mackintosh 22:07, 28 October 2010 (UTC)
  • Regarding social responsibility highlight inefficiencies of the education system, eg student fees increasing in excess of the inflation index for more than a decade in North America, the majority of prospective learners on our plannet who will not have the opportunity for an education etc.
  • See Peter Seften's blog post for ideas re OER myths and fears

Copyright: Your educational right to copy

Sections and subsections Commentary, notes and ideas
  • Introduction - brief overview / description of copyright
  • The origins of copyright (a brief history)
  • The public domain -- A fountain and source of creativity
  • Who owns the creative outputs of your work -- self-discovery
  • The basics of copyright
    • What does copyright protect?
    • What are the requirements for copyright to apply?
    • Who owns copyright (and exceptions)?
    • How long is copyright protected?
    • What exceptions apply?
    • Moral rights
    • Special schemes for educational copying.

Creative Commons unplugged

Sections and subsections Commentary, notes and ideas
  • Introduction
    • Explore the notion of the future is built on the past, standing on the shoulders of giants etc.
    • Meeting teachers' needs in a digital world
    • The bare essentials for teaching (i.e. the rights to distribute, display and copy)
    • Preconditions for good teaching and meeting student needs (i.e. the rights to revise, remix and redistribute)
  • Overcoming the problem of traditional copyright for teachers
    • Brief historical overview of creative commons -- the "legal" why
    • New generation of legal tools which grant educators the permissions to teach
    • Unique features of CC licenses -- eg Machine readable, Summary deed (human readable) and Legal code
    • Brief word on porting and jurisdictions.
  • Introducing the licenses
  • Compatibility among CC licenses.
    • Other licenses and compatibility.
  • Summary (Copyright to PD continuum).

This section aims to cover the what and why of CC licenses (we will deal with the how in a subsequent section.)

  • Creativity builds on the past - Good candidate video for the intro - but carries an NC restriction :-(. Have sent the author an email requesting release under a free cultural works approved license.Justin Cone, copyright holder has cleared release of the video under CC-BY via personal email, Oct 30, 2010 (NZST).
  • Wanna work together - Recommended intro video for the "Overcoming the problem of traditional copyright" sub-section
  • OER and Creative Commons - good set of FAQ type questions and answers designed for educator and available in open file format.
  • OER and remix - License compatibility - good resource for remix on license compatibility -- and available in open file format.

Teaching in a digital world with copyrighted material

(Comment.gif: Suggest scrapping this unit because 1) The workshop is primarily about open content licensing and is not intended to be a course on copyright per se. 2) P2PU do a good job with these more detailed copyright courses -- no point duplicating. 3) Incorporating this unit increases student workload beyond the intended scope of 6 hours. 4) Course can always be expanded at a later date. --Wayne Mackintosh 23:42, 4 January 2011 (UTC))

Sections and subsections Commentary, notes and ideas
  • Linking to Copyrighted material
    • Hyperlinks
    • Deep-linking
    • Frames
  • Caching (Browser caching and active caching)
  • Printing text and images for use in the classroom
  • Screenshots of copyrighted software
  • Format shifting
  • Television and radio broadcasts
  • Copying material for use in a CMS or LMS

The intention of this unit is to cover the basics of what teachers can and can't do in a digital world.

  • All educators need to know this -- even those working in the OER world.
  • Possible case study to use as introductory activity.

OER in the real world: Let the education remix begin

Sections and subsections Commentary, notes and ideas
  • Overview of the OER process
  • Choosing an appropriate license -- issues
  • Reuse
    • Where and how to find appropriately licensed materials
    • How to attribute a CC resource
  • Create and remix
    • Considerations in choosing a license (Eg. Free cultural works and freedom of choice).
    • How to apply a license to your work
  • How to cite and attribute a creative commons licensed work.
  • Practical examples

The intention of this unit is to get practical and demonstrate how teachers can put Creative Commons Licenses into practice and start remixing teaching materials for a better world.

Draft ideas (Straw dogs)

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Straw dog
Straw dog.jpg

A straw dog is defined by the Urban Dictionary as "something (an idea, or plan, usually) set up to be knocked down. It's the dangerous philosophy of presenting one mediocre idea, so that the listener will make the choice of the better idea which follows." This is the wiki-way -- cycles of incremental improvement :-).

If you have any great ideas you would like to see implemented in our development -- Create a subpage and share your idea.