This course is for educators and learners who wants to understand how copyright affects use of learning materials, and how to use copyright to facilitate education. The course is focused on developing practical solutions. The reading won't always give these to you, its up to you to devise practical solutions based on the reading.
This step-by-step guide will provide you with information about open licensing and walk you through all the steps needed to apply an open license on your work.
The AASL Standards Framework for Learners includes the shared foundation of Engage. This standard guides students to the ethical use of information, including things created by others as well as by the students themselves. Students will explore background on copyright and fair use, understand creative commons and how to use it, as well as discover public domain resources. Lesson Outcomes for Students: Define copyright and fair use; Identify and understand Creative Commons licenses; Apply a Creative Commons license to a product; Search for Creative Commons and public domain materials on the web; Properly attribute Creative Commons and public domain materials. Cover Image Attribution: Pixabay, CC0
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).
- Material Type:
- OER Africa
- University of the Western Cape, School of Public Health
- Hoosen, Sarah
- Date Added:
This video introduces the concept of Creative Commons Attribution as it relates to the use and reuse of material covered by these licences. Examples of good practice are provided for images, text-based resources, video, and audio files. [Running time: 11'18"]
The materials in this module -- which include PowerPoint slides, two activity worksheets, and a LibGuide -- were developed for a 90-minute "back to basics" professional development workshop for college faculty and staff. The content provides a basic introduction to open educational resources, copyright, and open licenses.
Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan
By the end of this section, you will be able to:Define social psychologyDescribe situational versus dispositional influences on behaviorDescribe the fundamental attribution error
Listen to "The Attribution Song" and learn to always give credit where credit is due when using other people's creations.
This guide provides information on how to locate and provide attribution for openly licensed images as well as guidance on which images cannot be used due lack of copyright permission.
This guide provides information on:searching openly licensed image librarieshow to locate and provide attribution for openly licensed imagesguidance on which images cannot be used due lack of copyright permission.
This module provides faculty in higher education with an introduction to the use and creation of Open Educational Resources. It is intended for faculty who are new to the principles of Open Education. Several of the examples in this module relate to higher education in Canada, but you are encouraged to adapt the resources you suit your context.It can be used as part of a course on open education and would benefit from an expanded discussion of Open Pedagogy, an additional module on Open Access, and a module on Developing Open Policies for higher education institutions.