If you want to share, say so!
I took part in the Open Content Licensing for Educators online course that ran all last week. It was run by the team at WikiEducator and was a great insight into the many copyright issues that can be addresses by creating Open Educational Resources using clear and open licensing terms.
I know that many educators don't think in terms of "licensing" their work, but really, whenever you make something that can be used to help either you or others teach, it's a "resource" and the way that you indicate how you are prepared to let others use that resource can be considered a "license".
The thing that became screamingly obvious as I worked through the online course content last week was that...
a) All educators need to get much, much better at MARKING our work (where we're allowed to) with some form of designation that indicates how we wish to share it. We all produce resources, but very few of us consciously consider marking those resources with a "license" to indicate how we want to allow (or restrict) others to use them. Creative Commons is ideal for this purpose, but there are other options too, such as AEShareNet.
The point is, whatever you choose to use, use something. (I know that some of you will rightly point out that the copyright for work you produce for your employer is technically the property of your employer... I don't even want to go down that slippery slope right now... I'm just saying that, where you are able, when you are allowed, PLEASE add some indication to the resources you produce to indicate how you will permit further reuse and remixing of those resources. I'm sure we have all experienced the frustration of finding a good resource that we'd like to reuse, but cannot find any mention of how the creator intended to share it... when it's not marked as shareable then have to assume it's covered by full All Rights Reserved copyright, and therefore we are technically unable to use it until we get permission... it's a pain in the neck!)
And secondly..
b) For education, the best type of license is a CC-BY or a CC-BY-SA. These are the only two CC license types that are classed as "Culturally Free", meaning that they allow real sharing, reuse and remixing by others. Adding the well-intentioned NC (Non Commercial) or ND (No Derivatives) to a CC license can still make it difficult for people to use your stuff easily and legally, and in some ways are almost as restrictive as full copyright. There are obviously places and situations for all six of the various CC license types, but for education and to allow real freedom to share, BY or BY-SA are the best ones.
Whatever terms you decide to use (although I'd encourage you to use the most free - libre - license you can) please mark your work - worksheets, powerpoints, IWB presentations, videos, etc - with something to let downstream users clearly know what they can and can't do with your work.
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Why Creative Commons?
Although I've not managed to keep up fully with the Open Content Licensing for Educators course being run by the WikiEducator group this week, I have managed to spend enough time with to do a bit of thinking about copyright, Creative Commons, and what all this stuff means to me as an educator. The course has been a good introductory overview of these issues, although I was already fairly aware of much of the information being shared. The real value was in connecting with other educators from all over the world and hearing so many different perspectives on how traditional copyright can be so debilitating, especially in the developing world.
I certainly don't claim to be an expert on this copyright law stuff, but I have been taking a keen interest in the work of the Creative Commons folk for quite a while now and I try to take every opportunity to promote the benefits of the Commons. Reading through the forums, it's clear that this hasn't been the case for everyone, and it's been great to see so many interested educators taking their first steps towards knowing more about CC and OER, and sharing ideas on how it can benefit them. As an exercise in spreading the excellent work of Creative Commons, the course appears to have been a great success.
Because I feel like I'm coming at the course content from a slightly different perspective, I decided to make this short video as a summary reflection on what Creative Commons means to me. It was prompted by a comment by Wayne Mackintosh in the previous post on this blog, where he pointed me towards a similar reflection video by Justin Cone, the producer of the Building on the Past video. As someone who has been pushing CC for a while, I thought it would be appropriate for me to take the opportunity to capture a few thoughts about it.
I'd love to read some comments about how Creative Commons has made a difference to what you do as an educator.
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Playing Lawyer
I've been following a discussion online about school Acceptable Use Policies for using computers. AUPs are documents that many schools get students to sign which outline the rules for using the computers. Students - sometimes quite young students - then have to sign it like a contract, a sort of in-writing promise that they won't do the wrong thing; visit banned websites, try to hack the system, abuse the equipment, etc . The contracts are usually enforced by people who rarely read the Terms of Service on the websites they visit themselves.
My own personal view is that getting kids to sign a document saying they will do the right thing is rarely responsible for actually getting them to do the right thing. The best you can hope to achieve with an AUP-style document is the chance to wave it in their face when they do the wrong thing... but really, what positive thing has that achieved other than the opportunity to lord over them about the error of their ways? (Unless you consider creating a culture of mistrust a positive thing)
On the other hand, if all you really want to achieve with the AUP is to make sure that every kid knows what the rules and expectations are, then there are plenty of more effective ways to do that than having them sign some quasi-legal document invented by the school (or more commonly, copied from another school).
There are lots of rules and expectations in schools that kids “just know” because it’s just part of the culture and “the way we do things around here”. Most of those don’t need to be enshrined in some sort of unenforceable contract. Computer Use AUPs are about as effective as Lineup Neatly in the Cafeteria AUPs, Do Your Homework AUPs and Keep Your Shoelaces Tied AUPs. There are rules, customs and expectations about all these things, but we don’t seem to feel the need to have a contract for all of them. Why is Using A Computer so different.?
I think Computer Use AUPs harken back to the old days when going to the computer room was a big deal, and computers were so rare that we needed special rules about using them. I'd like to think we’ve moved on a little since then...
Image: 'Panama Real Estate - Contracts'
http://www.flickr.com/photos/23065375@N05/2235529638
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Lessons from the Conservative Right
And this, ladies and gentlemen, is why Larry Lessig is one of my heroes. This is a terrific video that ought to make you very angry (or at least, damn annoyed!)
The question is, what will you do about that anger? Are you in this fight? And what part are you, as a modern educator, playing in creating this important reform?
Recorded at TEDxNYED
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Copyright or Copywrong?
I was in a staff meeting at school last week where we were given a presentation outlining 10 common myths about copyright. I thought it not a bad summary of what many teachers just assume to be true. Ironically, I'm reproducing it below basically word for word as it was presented to me, but I'm told on good authority that the original creator has authorised its use for reposting.
The other thing I really would have liked to have had included in the conversation was a little more talk about what the alternatives are. It's one thing to talk about what you can't do legally, but unless you provide a list of workable alternatives, simply making "though shalt not" pronouncements is a bit pointless. Copyright has a place, but in a digital world that place is changing dramatically. There is an obvious tension between the inputs and the outputs of copyright... if you are a content creator, you want the output of your work to be protected so others don't simply steal your stuff, however, unless you can borrow and remix content from others, you will have very little to work with in the first place.
If you've not seen it, take a look at an amazing comic book produced by the Center for the Study of the Public Domain at Duke University. Issue 1, entitled Bound By Law, looks at the copyright issues faced by documentary filmmakers, and is an extremely insightful look at the pros and cons of copyright and how it can often unintentionally stifle the very same creativity it is supposed to be protecting. I think it explains it very well, and it should be read by all high school students (and teachers!). You can download a copy (Under a Creative Commons licence of course) from www.law.duke.edu/cspd/comics.
For another lucid overview of the real issues behind copyright law, you really can't go past the TED Talk by Larry Lessig (founder of Creative Commons) called How Creativity is Being Strangled by the Law. His final summation of the tensions that exist between the extremist viewpoints of "Let's protect everything" vs "Everything should be free" is excellent, and he makes it very clear that, while the law might not be the ass we sometimes think it is, the notion of copyright certainly needs a good injection of balance and common sense if it is to remain relevant and workable.
Anyway, for what it's worth, here are the 10 myths about copyright, as presented by my school last week (and specifically applied to Australian copyright law)
1. It’s OK – I found it on the net
The fact that something is on the internet doesn’t mean that it’s not protected by copyright or that you can use it as you wish. Material on the net is protected to the same extent as anything on paper or in any other type of format. In many cases, however, copyright owners put a statement on to websites stating how people can use the material – the permission they give can often be quite extensive, but don’t assume that it will cover what you are planning to do with the material.
2. We can use it – it doesn’t have a copyright notice on it
While it is recommended copyright owners should put copyright notices on their material, it is not compulsory, and it doesn’t affect whether or not something is protected. We will have a compliance issue to deal with whether or not the material has a copyright notice on it.
3. We’re non-profit so it’s OK
In some narrow cases, the non-profit statues of an organisation can affect its ability to rely on exceptions. However, there is no general rule to the effect that it’s OK to use copyright material for non-profit purposes.
4. It’s all right we’re attributing the creator
If you’re using copyright material, you do generally have to attribute the person or people who created the material. This is a general moral rights obligation. However, you’ll still have copyright issues to consider; attributing the creator doesn’t change this.
5. We only need to worry about copyright if we’re charging money
In some narrow cases, the fact that an organisation is charging money can affect its ability to rely on exception to the general rule that you need permission if you want to use copyright material in one of the ways reserved to the copyright owner. However, there is no general rule to the effect that you don’t have to worry about copyright if you’re not charging people for the material you are using.
6. The copyright owner should see this as good promotion
Whether or not a copyright owner sees your use of their material as good promotion is their decision, not yours, and you can never be sure they’ll see the situation in the same light as you do. Also, even if the copyright owner does see your use of the material as good publicity, don’t assume that this means that they’ll give you permission to use it for free. Many copyright owners make their living from the licence fees they charge, and they will often want to know beforehand how you want to use the material. If you don’t get a clearance when you’re supposed to, you’ve still infringed copyright – which may, for the College, work out as bad publicity.
7. It’s OK – I’m using less than 10%
There is no general rule that you can use less than 10% without permission. If you’re using any ‘substantial’ part of a copyright owner’s material – whether you’ve made changes to it or not – you’ll have to deal with the copyright issue. In the context, a ‘substantial’ part is any part that is important, distinctive or essential. It doesn’t have to be a large part to be ‘substantial’ in a copyright sense.
8. It’s all right – I’ve changed it
There are two common, but wrong, beliefs in this area. First, there is no general rule to the effect that it’s OK to use copyright material if you change it by 10% or more. Second, there is no general rule to the effect that you can use copyright material if you make five or more changes. As noted above, if you’re using any part that is important, distinctive or essential, you have to deal with copyright issues.
9. It’s OK – we paid for it
The fact that the College paid a contractor for something – such as a report or a series of photos – will have a bearing on how we can use it. However, this is not by itself a guarantee that we own copyright in it, and can use it as we like. Similarly, the fact that we own a physical item – such as a painting or photograph or a DVD – does not mean you can use it as you like (such as copying it or screening it).
10. No one will ever find out
If you know, and your colleagues know, why mightn’t the copyright owner – or the collecting society that represents them – get to find out too? Organisations that infringe copyright are always at risk from disgruntled employees, let alone the other people they come in contact with. Also, copyright owners have six years to take action for an infringement – that’s a long time for information to come to light.
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Better than Stealing
The Internet has made it easier than ever to find virtually any digital resource we might want. The ability to locate, download and use a piece of music, a passage of text, a video or a photo for our own use is so trivially easy to do that in the excitement of knowing we CAN do it, we sometimes overlook the question of whether we SHOULD do it. The idea of the Internet as a place where things are freely shared has become so much a part of our thinking that we sometimes believe we have a right to reuse whatever resources we happen to find online.
One of the casualties of this cavalier approach to sharing can be a loss of respect for the intellectual property of others. In a world where everything appears to be so freely available, it is easy to overlook the fact that someone, somewhere, owns these resources. We tend to rationalise our use of them, reasoning that if people put them on the Internet they must be willing to share them. And that’s not always true. Some people do not want you to take their work without asking.
On the other hand, some people ARE prepared to share their work. There are many who would be thrilled to think that someone wanted to look at their pictures, listen to their music or read their writing. The problem is that we don’t always know the author’s intentions. It would be nice to be able to tell, clearly and unambiguously, what the terms and conditions are for using their work.
This is precisely what Creative Commons sets out to do. Creative Commons is a set of conditions that clearly outlines the terms under which an author will allow their work to be used. All CC licences require attribution, or some acknowledgment of the author, usually with a link back to the original work. They provide a distinction between commercial and non-commercial uses, allowing the author to choose whether they will allow someone else to use their work to make money or not. CC licences also provide options for whether the work must be used exactly as is, whether it can be edited, adapted and remixed, and can also stipulate that a work must be shared under the same conditions as it was made available.
Applying a CC license to your work is easy. The Creative Commons website, found at www.creativecommons.org, provides a couple of simple questions to define the conditions under which author is prepared to publish their work, and then generates badges, computer-readable code and an easy-to-understand license document. It’s a very simple process that will help make it much clearer to anyone who wishes to use the works exactly what they are legally able to do with them.
The huge benefit for educators is the removal of the many barriers created by traditional copyright. Teachers are able to locate thousands of CC digital resources that can be freely used with students without worrying about violating copyright or interpreting the often vague “fair dealing” law. These digital resources can be used, remixed and, most importantly, republished back to the web, all without fear of a copyright violation since the terms of use are clearly and explicitly stated upfront.
Of course, not every resource will be available under a Creative Commons license, so students still need to be taught about traditional copyright and the responsibilities that accompany it. If suitable resources are not available under CC, and permission cannot be sought for its use, then all the usual copyright restrictions still apply. However, Creative Commons offers a viable alternative for the legitimate remixing of digital media, while providing an excellent environment in which to frame discussions with students about the legal and ethical responsibilities of being a good digital citizen.
This article was written for, and recently published in, Australian Teacher Magazine
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