This paper addresses some of the licensing issues raised by creating and licensing Open Educational Resources. Flexibility and ease in accessing educational resources, remixing and embedding them in other, more culturally specific materials, is central to the OER movement. Flexibility can only achieved through a combination of resource design and licensing models. The most popular licensing model for OER content is the Creative Commons suite of licenses and most OER providers either use licenses taken from the Creative Commons suite or have developed a license closely modeled on a CC original but adapted to suit their needs, for example the Creative Archive in the UK.
These guidelines have arisen from the University of Western Cape (UWC) Faculty of Dentistry's experiences of participating in the African Health OER pilot project. It covers copyright policy, attribution and acknowledgement procedures, and the peer review process for content released as Open Education Resources (OER).
Introduces teachers to the Open Educational Resources Movement. Includes an Introduction, as well as sessions on licencing, finding / searching, creating content, integrating OER into the classroom, and remixing OER.
Subject:
Arts, Business, Humanities, Mathematics and Statistics, Science and Technology, Social Sciences
A plain language guide to copyright in the 21st century By Julien Hofman
Computers and the Internet have transformed the way we produce and distribute information and entertainment. And copyright is struggling to keep pace with these changes.
The authors of all kinds of works, from the humble email to blockbuster films, rely on copyright to protect what they produce. But authors and those who use their work are often unclear about what copyright allows and what it prohibits.
This book was written for those who want to learn about copyright in the 21st century. It explains copyright protection and what it means for copyright holders and copyright users. It also introduces readers to contemporary topics: digital rights management, open licences, software patents and copyright protection for works of traditional knowledge. A final chapter tries to predict how technology will change the publishing and entertainment industries that depend on copyright.
The book assumes no special knowledge and avoids technical language as much as possible.
The goals of the course are (1) to give you a firm grounding in the current state of the field of open education, including related topics like copyright, licensing, and sustainability, (2) to help you locate open education in the context of mainstream instructional technologies like learning objects, and (3) to get you thinking, writing, and dialoguing creatively and critically about current practices and possible alternative practices in open education.
Introduction to theories of syntax underlying work currently being done within the lexical-functional and government-binding frameworks. Organized into three interrelated parts, each focused upon a particular area of concern: phrase structure; the lexicon; and principles and parameters. Grammatical rules and processes constitute a focus of attention throughout the course that serve to reveal both modular structure of grammar and interaction of grammatical components. This course is concerned with the concepts and principles which have been of central significance in the recent development of syntactic theory, with special focus on the "Government and Binding" (GB) / "Principles and Parameters" (P&P) / "Minimalist Program" (MP) approach. It is the first of a series of two courses (24.951 is taught during the Fall and 24.952 is taught in the Spring). This course deals mostly with phrase structure, argument structure and its syntactic expression, including "A-movement". Though other issues (e.g. wh-movement, antecedent-contained deletion, extraposition) may be mentioned during the semester, the course will not systematically investigate these topics in class until 24.952. The goal of the course is to understand why certain problems have been treated in certain ways. Thus, on many occasions a variety of approaches will be discussed, and the (recent) historical development of these approaches are emphasized.
Use this chart to decide how "open" you want your OER to be, and based upon this, to select the most appropriate licence.
Remember to repeat this process for each element of your OER. Once you have selected your licence, review the resources indicated to ensure the various elements of your OER can be blended together.
This brief paper was developed in response to the launching of the Cape Town Declaration that set itself up as a manifesto of a ÔmovementŐ, the Ôopen education movementŐ.It describes five ideas that SAIDE regards as important in engaging with the OER 'movement'.
Introductory examination of the US law of intellectual property, with emphasis on patents and copyrights, and a brief look at trademarks and trade secrets. Comparisons made with regard to what can and cannot be protected, what rights the owner does and does not obtain, and how these rights come into being. Issues relating particularly to new information technologies highlighted. Assignments include case and statutory readings, written preparatory exercises, and student case presentations.
A presentation by Tessa Welch to the DETA (Distance Education and Teacher Training in Africa) conference, 7 August 2007 on SAIDE's OER initiatives (before OER Africa was born). It provides a useful insight into what OERs are and how their vision can be realised in various ways.
No restrictions on your remixing, redistributing, or making derivative works.
Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some
restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make
derivative works.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based
educators, or other custom arrangements. Go to the resource provider to see
their individual restrictions.
