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= Copyright: keep it legal = | = Copyright: keep it legal = | ||
== Contents == | == Contents == | ||
* | * Course information | ||
* | * Learning outcomes | ||
* | * Course schedule | ||
* | * Introduction | ||
* | * Introducing ourselves | ||
* | * Copyright – how to stay within the law | ||
* | * Creative Commons | ||
* | * Creative Commons (cont.) | ||
* | * Creative Commons (cont.) | ||
* | * Creative Commons (cont.) | ||
* | * Planning a search for material | ||
* | * Finding material | ||
* | * Reflection | ||
* | * Shared learning | ||
* | * Evaluation and certification | ||
* | * References | ||
= Course information = | = Course information = | ||
You will need access to: | You will need access to: | ||
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= Learning outcomes = | = Learning outcomes = | ||
'''Professional and reflective practitioner skills''' | '''Professional and reflective practitioner skills''' | ||
At the completion of this course, you should be able to | At the completion of this course, you should be able to | ||
* Identify the copyright status of resources you have found on the web | * Identify the copyright status of resources you have found on the web | ||
* Advise colleagues about locating and using online resources legally | * Advise colleagues about locating and using online resources legally | ||
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'''Practical skills''' | '''Practical skills''' | ||
At the completion of this course, you should be able to | At the completion of this course, you should be able to | ||
* Find resources that you can use legally in your own work (for example, on a Creative Commons licence) | * Find resources that you can use legally in your own work (for example, on a Creative Commons licence) | ||
'''Knowledge and understanding''' | '''Knowledge and understanding''' | ||
At the completion of this course, you should be able to demonstrate | At the completion of this course, you should be able to demonstrate | ||
* an understanding of the rights and responsibilities around re-using third party materials found on the web | * an understanding of the rights and responsibilities around re-using third party materials found on the web | ||
'''Cognitive skills''' | '''Cognitive skills''' | ||
At the completion of this course, you should be able to: | At the completion of this course, you should be able to: | ||
* make judgements about the legality of using web-based resources | * make judgements about the legality of using web-based resources | ||
= Course schedule = | = Course schedule = | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
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|} | |} | ||
= Introduction = | = Introduction = | ||
We will begin by looking at the sources you currently use to find digital resources, and move on to the things you need to bear in mind when locating and using digital resources in the classroom, so that you do not break copyright law. | We will begin by looking at the sources you currently use to find digital resources, and move on to the things you need to bear in mind when locating and using digital resources in the classroom, so that you do not break copyright law. | ||
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Vital courses are based on the Practitioner Research Cycle as shown in the diagram below. | Vital courses are based on the Practitioner Research Cycle as shown in the diagram below. | ||
[[Image:VitalReflectivePractice.png]] | |||
You will no doubt already be familiar with the notion of reflective practice, which typically has four stages: | You will no doubt already be familiar with the notion of reflective practice, which typically has four stages: | ||
* Identify needs | * Identify needs | ||
* Plan | * Plan | ||
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* Reflect. | * Reflect. | ||
The Practitioner Research Cycle extends that by adding in two further stages | The Practitioner Research Cycle extends that by adding in two further stages | ||
* Find out | * Find out | ||
* Share. | * Share. | ||
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== [[Image:02onlasync_icon.png]]Activity 1 Getting to know others == | == [[Image:02onlasync_icon.png]]Activity 1 Getting to know others == | ||
Share with colleagues: | Share with colleagues: | ||
* two or three examples of websites you normally use to find material (images, sound, video etc.) to use in the classroom, with brief explanations of why you find them useful. If you are new to searching the web don’t worry – just omit the info about the websites you normally use from your message | * two or three examples of websites you normally use to find material (images, sound, video etc.) to use in the classroom, with brief explanations of why you find them useful. If you are new to searching the web don’t worry – just omit the info about the websites you normally use from your message | ||
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= Copyright – how to stay within the law = | = Copyright – how to stay within the law = | ||
Everyone has favourite websites they use to find information. You may have found some new ones that looked very useful when you shared your sources with colleagues in Activity 1. When you use these sources to find useful-looking material, apart from making sure that it is of good quality, you also need to take account of the conditions surrounding its use. Simply being on the web does not make something freely available to use in all circumstances. Intellectual Property Rights (IPR), of which copyright is just one part (along with Patents, Designs and Trademarks) protect the creators of ideas. Materials that are in some way ‘fixed’ like text, music, pictures, sound recordings and web pages, are protected by the Copyright, Designs and Patents Act 1988 and may often have an accompanying symbol (©) and/or legal statement. | Everyone has favourite websites they use to find information. You may have found some new ones that looked very useful when you shared your sources with colleagues in Activity 1. When you use these sources to find useful-looking material, apart from making sure that it is of good quality, you also need to take account of the conditions surrounding its use. Simply being on the web does not make something freely available to use in all circumstances. Intellectual Property Rights (IPR), of which copyright is just one part (along with Patents, Designs and Trademarks) protect the creators of ideas. Materials that are in some way ‘fixed’ like text, music, pictures, sound recordings and web pages, are protected by the Copyright, Designs and Patents Act 1988 and may often have an accompanying symbol (©) and/or legal statement. | ||
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In some cases, obtaining this permission results in a fee being charged and obtaining permission can be time consuming. Our focus within this course is on identifying resources that you can use free of charge and don’t need to seek further permission to use. However, in order to be able to do that you need to know a little more about copyright. | In some cases, obtaining this permission results in a fee being charged and obtaining permission can be time consuming. Our focus within this course is on identifying resources that you can use free of charge and don’t need to seek further permission to use. However, in order to be able to do that you need to know a little more about copyright. | ||
== | == Activity 2 What can I use legally? == | ||
1 hour (online) during week one of the course | 1 hour (online) during week one of the course | ||
The objectives of this course activity are to | The objectives of this course activity are to | ||
* develop your understanding of ownership of material you find on the web | * develop your understanding of ownership of material you find on the web | ||
* develop your knowledge of how to establish what you can and can’t legally do with resources you find on the web. | * develop your knowledge of how to establish what you can and can’t legally do with resources you find on the web. | ||
Look at these examples of material, which are readily available on the web. For each item note down answers to the following | Look at these examples of material, which are readily available on the web. For each item note down answers to the following question | ||
What copyright information can you find out about it? | * What copyright information can you find out about it? | ||
* What can you ‘do’, legally, with this information, in terms of re-using it? | |||
What can you ‘do’, legally, with this information, in terms of re-using it? | |||
# [http://www.teachers.tv/video/45811 A video about combustion. ][http://www.tes.co.uk/teaching-resource/Secondary-Science-Using-ICT-Investigating-Combustion-with-Year-7-Using-Gas-Sensors-6084454/ http://www.tes.co.uk/teaching-resource/Secondary-Science-Using-ICT-Investigating-Combustion-with-Year-7-Using-Gas-Sensors-6084454/][http://www.teachers.tv/video/45811 ] | # [http://www.teachers.tv/video/45811 A video about combustion. ][http://www.tes.co.uk/teaching-resource/Secondary-Science-Using-ICT-Investigating-Combustion-with-Year-7-Using-Gas-Sensors-6084454/ http://www.tes.co.uk/teaching-resource/Secondary-Science-Using-ICT-Investigating-Combustion-with-Year-7-Using-Gas-Sensors-6084454/][http://www.teachers.tv/video/45811 ] | ||
# [http://www.bloggersbase.com/travel/uluru-a-natural-icon/ An article about Uluru], including text and pictures. (use [http://nature.new7wonders.com/archives/wonder/uluru http://nature.new7wonders.com/archives/wonder/uluru] ) | # [http://www.bloggersbase.com/travel/uluru-a-natural-icon/ An article about Uluru], including text and pictures. (use [http://nature.new7wonders.com/archives/wonder/uluru http://nature.new7wonders.com/archives/wonder/uluru] ) | ||
Like printed materials or works of art, everything published on the web is protected by copyright, even if it looks as if it is ‘free’ information. The rules on copyright, which are already complicated, become more complex in an online world, because it is so easy to copy and transfer electronic information to other people. | Like printed materials or works of art, everything published on the web is protected by copyright, even if it looks as if it is ‘free’ information. The rules on copyright, which are already complicated, become more complex in an online world, because it is so easy to copy and transfer electronic information to other people. | ||
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The bottom line on copyright is that anything you find on the web, whether text, an image, video clip or piece of audio, ‘belongs’ to someone else, and you should check the copyright statement if there is one, to ascertain what you can legally do with the material. | The bottom line on copyright is that anything you find on the web, whether text, an image, video clip or piece of audio, ‘belongs’ to someone else, and you should check the copyright statement if there is one, to ascertain what you can legally do with the material. | ||
== | == Activity 3 Unpicking copyright == | ||
1 hour (online) during week two of the course | 1 hour (online) during week two of the course | ||
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Read Intellectual Property Office guidance on [http://www.ipo.gov.uk/types/copy/c-other/c-exception.htm permitted uses of copyrights works] and [http://www.ipo.gov.uk/types/copy/c-other/c-exception/c-exception-teaching.htm advice for educational establishments]. Note down any exceptions that might legally enable you to use material in your teaching without having to get permission first. | Read Intellectual Property Office guidance on [http://www.ipo.gov.uk/types/copy/c-other/c-exception.htm permitted uses of copyrights works] and [http://www.ipo.gov.uk/types/copy/c-other/c-exception/c-exception-teaching.htm advice for educational establishments]. Note down any exceptions that might legally enable you to use material in your teaching without having to get permission first. | ||
Now imagine you want to use this image of [http://www.cybertraveltips.com/images/When-Was-The-Great-Wall-Of-China-Built.jpg The Great Wall of China] in your teaching. Drawing on your notes, come to an agreement in the course forum about the point at which using this material becomes illegal. Could you | Now imagine you want to use this image of [http://www.cybertraveltips.com/images/When-Was-The-Great-Wall-Of-China-Built.jpg The Great Wall of China] in your teaching. Drawing on your notes, come to an agreement in the course forum about the point at which using this material becomes illegal. Could you | ||
* Show it to your students using the classroom whiteboard? | * Show it to your students using the classroom whiteboard? | ||
* Make paper copies of it and distribute it to pupils during a classroom exercise? | * Make paper copies of it and distribute it to pupils during a classroom exercise? | ||
* Crop it, so that it fits nicely into the school newsletter or website? | * Crop it, so that it fits nicely into the school newsletter or website? | ||
Creative Commons | '''Creative Commons''' | ||
Using material you find on the web has been made easier in recent years through Creative Commons, which provides a system of licensing to enable people to share and re-use information easily. | Using material you find on the web has been made easier in recent years through Creative Commons, which provides a system of licensing to enable people to share and re-use information easily. | ||
== | == Activity 4 Introducing Creative Commons == | ||
1 hour (online) during week two of the course | 1 hour (online) during week two of the course | ||
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Now look at the Creative Commons [http://creativecommons.org/about/licenses licenses]<nowiki>; note the increasing degrees of protection they offer for the creators of material, and also what constitutes ‘use’. Note down which of the licenses are the most useful, from your point of view. </nowiki> | Now look at the Creative Commons [http://creativecommons.org/about/licenses licenses]<nowiki>; note the increasing degrees of protection they offer for the creators of material, and also what constitutes ‘use’. Note down which of the licenses are the most useful, from your point of view. </nowiki> | ||
=== Discussion === | === Discussion === | ||
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= Creative Commons (cont.) = | = Creative Commons (cont.) = | ||
== | == Activity 5 Creative Commons: using Flickr == | ||
30 minutes (online) during week three of the course | 30 minutes (online) during week three of the course | ||
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* Go to the [http://www.flickr.com/ Flickr website]. | * Go to the [http://www.flickr.com/ Flickr website]. | ||
* Type ‘digital native’ in the search box. Note down the number of results you get. Click on some of the images, and look under ‘Additional information’ (on the right hand side of the screen to see the licence information, which details what you can legally ‘do’ with the material. | * Type ‘digital native’ in the search box. Note down the number of results you get. Click on some of the images, and look under ‘Additional information’ (on the right hand side of the screen to see the licence information, which details what you can legally ‘do’ with the material. | ||
* Now try an ‘Advanced Search’. If you are viewing an individual photograph, you can get to Advanced search by clicking on ‘Search’. | |||
* Now try an ‘Advanced Search’. If you are viewing an individual photograph, you can get to Advanced search by clicking on ‘Search’. | If you are looking at the thumbnails of your search results, the Advanced Search option should be at the top of the screen. | ||
If you are looking at the thumbnails of your search results, the Advanced Search option should be at the top of the screen. | Scroll down the Advanced Search screen to find the Creative Commons options. Select the tick box called ‘Only search within Creative Commons licensed content’. | ||
Scroll down the Advanced Search screen to find the Creative Commons options. Select the tick box called ‘Only search within Creative Commons licensed content’. | * Do the same search on ‘digital native’. How many items did you find this time? What you can ‘do’ with this material? | ||
* Do the same search on ‘digital native’. How many items did you find this time? What you can ‘do’ with this material? | |||
=== Discussion === | === Discussion === | ||
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= Creative Commons (cont.) = | = Creative Commons (cont.) = | ||
==Activity 6 Creative Commons: using Google == | |||
== | |||
30 minutes (online) during week three of the course | 30 minutes (online) during week three of the course | ||
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* Carry out the same search (using the same search term) but restricting it to items ‘labeled for reuse’.<br/> | * Carry out the same search (using the same search term) but restricting it to items ‘labeled for reuse’.<br/> | ||
Click on a few of the items to look at what you can do with the material. | Click on a few of the items to look at what you can do with the material. | ||
=== Discussion === | === Discussion === | ||
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= Creative Commons (cont.) = | = Creative Commons (cont.) = | ||
== | == Activity 7 Reviewing your sources == | ||
30 minutes (online) during week three of the course | 30 minutes (online) during week three of the course | ||
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= Planning a search for material = | = Planning a search for material = | ||
Now that we’ve looked at ways of searching for material which can be legally re-used in the classroom, let’s bring it all together and plan a search on a topic. | Now that we’ve looked at ways of searching for material which can be legally re-used in the classroom, let’s bring it all together and plan a search on a topic. | ||
== | == Activity 8 Planning a search for material == | ||
30 minutes (online) during week three of the course | 30 minutes (online) during week three of the course | ||
The objective of this course activity is to plan a search for material you can legally use in the classroom. | The objective of this course activity is to plan a search for material you can legally use in the classroom. | ||
Jot down some brief responses to each of these questions | Jot down some brief responses to each of these questions | ||
# What format of material are you looking for (e.g. images, video, text)? | # What format of material are you looking for (e.g. images, video, text)? | ||
# In the light of your answer to (1) where might be a good place to search (e.g. one of the known reliable sites that you agreed upon in Activity 7, or further afield on the broader web e.g. Google, Flickr)? | # In the light of your answer to (1) where might be a good place to search (e.g. one of the known reliable sites that you agreed upon in Activity 7, or further afield on the broader web e.g. Google, Flickr)? | ||
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= Finding material = | = Finding material = | ||
Having planned a search for a topic, you now need to carry it out. | Having planned a search for a topic, you now need to carry it out. | ||
== | == Activity 9 Finding material == | ||
1 hour (online) during week four of the course | 1 hour (online) during week four of the course | ||
The objectives of this course activity are to | The objectives of this course activity are to | ||
* carry out a search for material that you intend to re-use in your teaching | * carry out a search for material that you intend to re-use in your teaching | ||
* consolidate learning by putting into practice the principles learned about finding digital resources you can re-use. | * consolidate learning by putting into practice the principles learned about finding digital resources you can re-use. | ||
Carry out your plan from Activity 8. Use this [ | Carry out your plan from Activity 8. Use this [[file:search record.doc |search record]] to keep track of the sources you use, and the material you find, and most importantly, any restrictions on its use. Note down any reflections on how you went about your search, in particular, any pitfalls or useful tips you discovered. | ||
= Reflection = | = Reflection = | ||
Having planned and carried out your search, you will now think about what worked well, and what didn’t. | Having planned and carried out your search, you will now think about what worked well, and what didn’t. | ||
== Activity 10 Reflect on your own learning | == Activity 10 Reflect on your own learning== | ||
1 hour (online) during week four of the course | 1 hour (online) during week four of the course | ||
The objectives of this course activity are to | The objectives of this course activity are to | ||
* identify what you have learned through the activities and discussion you have taken part in during this course | * identify what you have learned through the activities and discussion you have taken part in during this course | ||
* consider what changes to your practice you might make | * consider what changes to your practice you might make | ||
* identify what will be of use to you in your practice. | * identify what will be of use to you in your practice. | ||
Reflect on the process of finding information, both in the activity you have just done and throughout the course, and make some notes about each of the following | Reflect on the process of finding information, both in the activity you have just done and throughout the course, and make some notes about each of the following | ||
* What worked, what didn’t? What would you do differently next time? | * What worked, what didn’t? What would you do differently next time? | ||
* What have you used or will you use in your practice? | * What have you used or will you use in your practice? | ||
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= Shared learning = | = Shared learning = | ||
The practitioner research cycle is based on sharing your experiences and expertise in order to developing the professional knowledge base. Having reflected individually upon your own learning within this course the next stage is to share these reflections within the course group and see what commonalities there are in what each of you has learnt. You may then want to share these insights more widely within the community. | The practitioner research cycle is based on sharing your experiences and expertise in order to developing the professional knowledge base. Having reflected individually upon your own learning within this course the next stage is to share these reflections within the course group and see what commonalities there are in what each of you has learnt. You may then want to share these insights more widely within the community. | ||
== | == Activity 11 Negotiating shared learning == | ||
1 hour online during the fifth, and final, week of the course. | 1 hour online during the fifth, and final, week of the course. | ||
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= References = | = References = | ||
* BloggersBase ‘Terms of use’ [http://www.bloggersbase.com/tos/#copyrights http://www.bloggersbase.com/ tos/ #copyrights] Accessed Feb 2010 | * BloggersBase ‘Terms of use’ [http://www.bloggersbase.com/tos/#copyrights http://www.bloggersbase.com/ tos/ #copyrights] Accessed Feb 2010 | ||
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* Teachers.tv ‘Terms of use’ [http://www.teachers.tv/termsofuse http://www.teachers.tv/ termsofuse] | * Teachers.tv ‘Terms of use’ [http://www.teachers.tv/termsofuse http://www.teachers.tv/ termsofuse] | ||
Other materials included in this unit are derived from content originated at the Open University | Other materials included in this unit are derived from content originated at the Open University | ||
[http://openlearn.open.ac.uk/course/view.php?id=2508 Finding information in education] | [http://openlearn.open.ac.uk/course/view.php?id=2508 Finding information in education] | ||
[http://openlearn.open.ac.uk/course/view.php?id=2370 Finding information in information technology and computing]. | [http://openlearn.open.ac.uk/course/view.php?id=2370 Finding information in information technology and computing]. | ||
