Creative commons as activation tools for enabling open educational resources: Toward a new vision of the intellectual property rights in an open education environment

Digital humanities is an academic field applying computational methods to explore topics and questions in the humanities field. Digital humanities projects, as a result, consist of a variety of creative works different from those in traditional humanities disciplines. Born to provide free, simple ways to grant permissions to creative works, Creative Commons (CC) licenses have become top options for many digital humanities scholars to handle intellectual property rights in the US. However, there are limitations of using CC licenses that are sometimes unknown by scholars and academic librarians. By analyzing case studies and influential lawsuits about intellectual property rights in the digital age, this article advocates for a critical perspective of copyright education and provides academic librarians with specific recommendations about advising digital humanities scholars to use CC licenses with four limitations in mind: 1) the pitfall of a free license; 2) the risk of irrevocability; 3) the ambiguity of NonCommercial and NonDerivative licenses; 4) the dilemma of ShareAlike and the open movement.

Download Full-text

Open Educational Resources in Canada 2015

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i5.2404 ◽

2015 ◽

Vol 16 (5) ◽

Cited By ~ 5

Author(s):

Rory McGreal ◽

Terry Anderson ◽

Dianne Conrad

Keyword(s):

Open Data ◽

Pilot Project ◽

Open Educational Resources ◽

Educational Resources ◽

Open Educational Resource ◽

Open Education ◽

Paris Declaration ◽

Creative Commons ◽

Council Of Ministers ◽

Education Initiatives

<p class="Abstract">Canada’s important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and open higher education in general in Canada, providing insights into what is happening nationally and provincially. There are growing examples of OER initiatives from several Canadian institutions offering free courses to Canadians and international learners. National open education initiatives include the federal government's Open Data pilot project and the Council of Ministers of Education of Canada (CMEC) support for the Open Educational Resource Paris Declaration, as well as Creative Commons Canada. Regionally, the western provinces of British Columbia and Alberta are supporting OER as part of major open education initiatives.</p>

Download Full-text

Inside Out: A Curriculum for Making Grant Outputs into OER

10.25071/10315/38016 ◽

2020 ◽

Author(s):

Stephanie Quail ◽

Sarah Coysh

Keyword(s):

Best Practices ◽

Training Program ◽

Working Group ◽

Lessons Learned ◽

Open Educational Resources ◽

Educational Resources ◽

Open Education ◽

Institutional Repository ◽

Teaching Innovation ◽

Creative Commons

Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo

Download Full-text

Creative industries and the IPR dilemma between appropriation and creation: some insights from the videogame and music industries

Management international ◽

10.7202/044293ar ◽

2010 ◽

Vol 14 (3) ◽

pp. 59-72 ◽

Cited By ~ 7

Author(s):

Laurent Bach1 ◽

Patrick Cohendet2 ◽

Julien Pénin3 ◽

Laurent Simon4

Keyword(s):

Intellectual Property ◽

Video Games ◽

Property Rights ◽

Open Source ◽

Intellectual Property Rights ◽

Creative Industries ◽

Creative Work ◽

Creative Commons ◽

Strategic Role ◽

Collective Process

Intellectual property rights (IPR) play a strategic role in creative industries. Defined as a collective process, creativity involves actors with contradictory IPR needs. This leads to an “IPR dilemna”. Firms are looking into appropriating creative work and prevent imitation; whereas creative communities need a weak IPR to combine past work and generate novelty. It becomes problematic for individuals to find themselves between these two. As a result, actors are developing specific IPR arrangements (e.g. open source and creative commons practices) to preserve the balance between appropriation and openness allowing creation. Two creative industries are used as illustrations: music and video-games.

Download Full-text

Student Selection of Content Licenses in OER-enabled Pedagogy

Journal of Copyright in Education & Librarianship ◽

10.17161/jcel.v5i1.13881 ◽

2021 ◽

Vol 5 (1) ◽

Author(s):

Katherine Williams ◽

Eric Werth

Keyword(s):

Intellectual Property ◽

Property Rights ◽

Intellectual Property Rights ◽

Liberal Arts ◽

Educational Practice ◽

The United States ◽

Educational Process ◽

First Year ◽

First Year Students ◽

Creative Commons

Students acting as content creators is an emergent trend in the field of open educational practice. As more faculty turn towards the use of open pedagogy or OER-enabled Pedagogy, they must be prepared to address concerns related to intellectual property rights of student work. This article addresses student concerns related to intellectual property rights, specifically related to Creative Commons licensing as well as faculty awareness of use of Creative Commons licensing. Research was conducted at a small, liberal arts college in the Appalachian Region of the United States. All first-year students engaged in an OER-enabled Pedagogy project where they collaboratively created a reader for the First Year Studies seminar course. Following class, students and faculty were interviewed regarding how dynamics of intellectual property and Creative Commons licensing impacted the educational process. Results indicate students are open to sharing their works with credit, and value helping others. Faculty tend to be unfamiliar with Creative Commons licensing and must balance the desire to help students understand licensing and prescribing their own preferences when asked about licensing selection.

Download Full-text

Connection, Collaboration, and Community

International Journal of Library and Information Services ◽

10.4018/ijlis.2018010103 ◽

2018 ◽

Vol 7 (1) ◽

pp. 30-43 ◽

Cited By ~ 1

Author(s):

Madhuri Tikam

Keyword(s):

Intellectual Property ◽

Property Rights ◽

Intellectual Property Rights ◽

Scholarly Communication ◽

Legal Framework ◽

Legal Rights ◽

Creative Commons ◽

Shared Data ◽

Shared Information ◽

Legal Frameworks

This article describes how building up on the foundation of knowledge created by the previous scholars is the base of any scholarly communication. Usually scholars also willing to share their findings to others to gain guidance, approval and recognition. The user should use the shared information while protecting moral and legal rights of the authors. To protect the creator's intellectual property rights, copyright and other legal schemes were introduced. However, these legal frameworks became too rigid for users to use the shared data. Sometimes even when the creator is willing to share the data, h/she could not do the same due to copyright bindings. This gave rise to need for a supporting legal framework which protects the rights of the authors and allows him/her to share her work willingly as per the chosen criteria. The license should be easy to prepare, understand and share. Creative Commons offers the required types of licenses which are globally approved. The article discusses about the background, attributes and advantages and challenges of Creative Common's licenses.

Download Full-text

The Case for Open Educational Resources in Library and Information Science Education

10.31229/osf.io/ervct ◽

2019 ◽

Author(s):

Stacy Katz

Keyword(s):

Science Education ◽

Student Success ◽

Information Science ◽

Open Educational Resources ◽

Educational Resources ◽

The Other ◽

Library And Information Science ◽

Open Education ◽

Creative Commons ◽

Fertile Ground

The increasingly high cost of textbooks coupled with the pedagogical opportunities presented by Creative Commons licenses has provided fertile ground for the development of Open Educational Resources (OER) initiatives as an impactful practice for improving student success. Librarians are leading advocates for OER, yet little is published on how librarians learn about OER or how faculty use OER in Library and Information Science (LIS) programs. In this study, I surveyed LIS faculty about their awareness and usage of OER as well as the role they imagine for future librarians in open education. LIS faculty, current and future librarians, and those interested in open education can glean insights on the usage of OER from the almost fifty respondents. Approximately half of the respondents regularly use some OER and the other half have heard of OER. Of those who have heard of OER, half of the respondents mention them in their teaching. Respondents believed that future librarians’ role in OER ranged from traditional librarian roles of finding, providing metadata, and curating resources to developing and leading OER initiatives. Given that several organizations offer training and certifications for librarians in OER, LIS programs can help meet this need in a variety of ways.

Download Full-text