[Advisory] Re: [Secondary] UK Consultation on Copyright and Education
Roger Broadie
Roger@BroadieAssociates.co.uk
Thu, 11 Feb 2010 09:00:01 +0000
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Theo,
First of all, I cannot access Gower's recommendations for educational
exceptions, I can't get at it through my usual Google docs logon.
Please advise.
However, I will be extremely surprised if ANY educational exceptions
will deal with the situation we now find ourselves in. This is because
the concept of 'educational use' was single person use for their own
study, whereas education use now largely means copying and re-
purposing for access by others who will collaboratively reflect upon
what the learner has done and provide afl feedback. There is no
substantive difference between this and publishing.
It is also almost impossible to limit use to 'use within an
educational institution' because that must now mean use online by the
community of people involved with promoting learning in the
institution, and where does that stop? Does it include Granny who
lives in New Zealand and the partner school in Mexico?
The only answer is to turn the copyright legislation on its head and
to state very clearly that material that is not provided with
appropriate copyright for use in education, will be completely ignored
by educators and learners. It is time for the users to set copyright
terms, not the suppliers.
The terms and conditions that you come across in many web resources
are completely unworkable for schools and learners. Try looking at a
few. There is no way this can be resolved from the supplier end, it
will have to be resolved from the user end. For instance, LT Scotland
DICTATE what the copyright terms and conditions will be for things
they licence nationally. The whole education community should do
similarly.
There are essentially only 3 copyright terms that matter:
- you can look at it but not do anything else with it.
- you can copy and re-purpose it within the defined community of a an
educational institution (but the community of the institution can only
be defined by the institution itself)
- it is creative commons and you can copy and re-purpose it to your
heart's content provided source is acknowledged.
Roger.
On 10 Feb 2010, at 11:15, theo kuechel wrote:
> Paul, Colleagues;
>
> This is very timely, urgent and probably of greater significance
> than the many technologies we often discuss, (including iPads,
> Interactive whiteboards, Web 2.0 applications or VLEs); the outcomes
> of this consultation are likely to determine how we are allowed to
> use our digital tools, access digital content and by default,
> determine the opportunities we afford our learners. These outcomes
> will shape the future culture of learning for the foreseeable future
> and permeate all educational uses of ICT including distance
> learning, mobile technologies, student work in digital format and
> the sharing and development of teacher created resources.
>
> Having read Marshall's synopsis and then the re-read the documents
> it appears there is some urgent work to be done. Leon Cych has
> created a copy of Gower's recommendations for educational exceptions
> here, to which we can add comments /annotations. Please email Leon
> for access.
>
> It think is important we have that debate and I personally look
> forward to reading the Nacce community views, and hopefully. as you
> suggest, we can start to develop a Naace response. I am surprised
> there is no Naace working group on this?
>
> Best
> Theo
>
>
>
>
> On 5 February 2010 21:38, Paul Springford
> <paul.springford@naace.org> wrote:
> Colleagues
>
> Many of you will already have read in the latest Naace newsletter
> Marshal Mateer's article about an important consultation with
> implications for UK schools. Did you already know about the
> Intellectual Property Office (IPO), "the official government body
> responsible for granting Intellectual Property (IP) rights in the
> United Kingdom"? Possibly not. It's their consultation and it deals
> in part with copyright in education in a digital age.
>
> We firmly expect that members will wish to discuss the implications
> for our schools and colleges here on Naacetalk. We are looking for a
> volunteer to coordinate the discussion and use it as the basis of a
> Naace response to the IPO. Any offers please to paul.springford@naace.co.uk
>
>
>
> --
> Theo Kuechel
> Learning Technology Research
> theo.kuechel@gmail.com
> T.Kuechel@hull.ac.uk
>
>
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<html><body style=3D"word-wrap: break-word; -webkit-nbsp-mode: space; =
-webkit-line-break: after-white-space; =
"><div><br></div><div><br></div><div>Theo,</div><div><br></div><div>First =
of all, I cannot access Gower's recommendations for educational =
exceptions, I can't get at it through my usual Google docs logon. Please =
advise.</div><div><br></div><div>However, I will be extremely surprised =
if ANY educational exceptions will deal with the situation we now find =
ourselves in. This is because the concept of 'educational use' was =
single person use for their own study, whereas education use now largely =
means copying and re-purposing for access by others who will =
collaboratively reflect upon what the learner has done and provide afl =
feedback. There is no substantive difference between this and =
publishing.</div><div><br></div><div>It is also almost impossible to =
limit use to 'use within an educational institution' because that must =
now mean use online by the community of people involved with promoting =
learning in the institution, and where does that stop? Does it include =
Granny who lives in New Zealand and the partner school in =
Mexico?</div><div><br></div><div><br></div><div>The only answer is to =
turn the copyright legislation on its head and to state very clearly =
that material that is not provided with appropriate copyright for use in =
education, will be completely ignored by educators and learners. It is =
time for the users to set copyright terms, not the =
suppliers.</div><div><br></div><div>The terms and conditions that you =
come across in many web resources are completely unworkable for schools =
and learners. Try looking at a few. There is no way this can be resolved =
from the supplier end, it will have to be resolved from the user end. =
For instance, LT Scotland DICTATE what the copyright terms and =
conditions will be for things they licence nationally. The whole =
education community should do similarly.</div><div><br></div><div>There =
are essentially only 3 copyright terms that =
matter:</div><div><br></div><div>- you can look at it but not do =
anything else with it.</div><div><br></div><div>- you can copy and =
re-purpose it within the defined community of a an educational =
institution (but the community of the institution can only be defined by =
the institution itself)</div><div><br></div><div>- it is creative =
commons and you can copy and re-purpose it to your heart's content =
provided source is =
acknowledged.</div><div><br></div><div>Roger.</div><div><br></div><div><br=
></div><div><br></div><br><div><div>On 10 Feb 2010, at 11:15, theo =
kuechel wrote:</div><br class=3D"Apple-interchange-newline"><blockquote =
type=3D"cite">Paul, Colleagues;<br><br>This is very timely, urgent and =
probably of greater significance than the many technologies we often =
discuss, (including iPads, Interactive whiteboards, Web 2.0 =
applications or VLEs); the outcomes of this consultation are likely to =
determine how we are allowed to use our digital tools, access digital =
content and by default, determine the opportunities we afford our =
learners. These outcomes will shape the future culture of learning for =
the foreseeable future and permeate all educational uses of ICT =
including distance learning, mobile technologies, student work in =
digital format and the sharing and development of teacher created =
resources.<br> <br>Having read Marshall's synopsis and then the re-read =
the documents it appears there is some urgent work to be done. Leon Cych =
has created a copy of Gower's recommendations for educational exceptions =
<a href=3D"http://is.gd/84oFi" target=3D"_blank">here</a>, to which we =
can add comments /annotations. Please email <a =
href=3D"mailto:leoncych@gmail.com" target=3D"_blank">Leon</a> for =
access.<br> <br>It think is important we have that debate and I =
personally look forward to reading the Nacce community views, and =
hopefully. as you suggest, we can start to develop a Naace response. I =
am surprised there is no Naace working group on this?<br> <br>Best<br> =
Theo<br> <br><br><br><br><div class=3D"gmail_quote">On 5 February 2010 =
21:38, Paul Springford <span dir=3D"ltr"><<a =
href=3D"mailto:paul.springford@naace.org" =
target=3D"_blank">paul.springford@naace.org</a>></span> wrote:<br> =
<blockquote class=3D"gmail_quote" style=3D"border-left: 1px solid =
rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: =
1ex;">Colleagues<br><br>Many of you will already have read in the latest =
Naace newsletter Marshal Mateer's article about an important =
consultation with implications for UK schools. Did you already know =
about the Intellectual Property Office (IPO), "the <b>official =
government body</b> responsible for granting Intellectual Property (IP) =
rights in the United Kingdom"? Possibly not. It's their consultation and =
it deals in part with copyright in education in a digital age.<br><br>We =
firmly expect that members will wish to discuss the implications for our =
schools and colleges here on Naacetalk. We are looking for a volunteer =
to coordinate the discussion and use it as the basis of a Naace response =
to the IPO. Any offers please to <a =
href=3D"mailto:paul.springford@naace.co.uk" =
target=3D"_blank">paul.springford@naace.co.uk</a><br> =
</blockquote></div><br><br clear=3D"all"><br>-- <br>Theo =
Kuechel<br>Learning Technology Research <br><a =
href=3D"mailto:theo.kuechel@gmail.com" =
target=3D"_blank">theo.kuechel@gmail.com</a><br><a =
href=3D"mailto:T.Kuechel@hull.ac.uk" =
target=3D"_blank">T.Kuechel@hull.ac.uk</a><br> =
<br><br></blockquote></div><br></body></html>=
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