[Advisory] Re: [Secondary] UK Consultation on Copyright and Education
Ray Tolley
rjt@maximise-ict.co.uk
Thu, 18 Feb 2010 21:28:06 -0000
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@ Roger,
Thank you for a well-reasoned article! Very helpful.
@ Crispin,
I like the idea of CCE but wonder if there would need to be clear guidelines
- which might need some debating. Would CCE just apply to students in full
time education, part time education, personal interest etc, just for written
text or for media in any format?
BW
Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
http://www.maximise-ict.co.uk/eFolio-01.htm
T: http://twitter.com/efolio
Winner of the IMS 'Leadership Regional Award 2009'
From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org]
On Behalf Of Crispin Weston
Sent: 18 February 2010 17:39
To: 'Roger Broadie'
Cc: 'secondary'; 'Advisory talk'
Subject: RE: [Advisory] Re: [Secondary] UK Consultation on Copyright and
Education
Hi Roger,
I agree with all you say - the concept of educational exceptions is
essentially broken.
I would only add two points (uncontentious ones, I hope):
1) the simple classification offered by Creative Commons is a real help -
maybe we need some similarly iconic representation of "for educational use";
2) it would be useful to have some kind of technical boundary to that
educational use - this would be feasible for more complex interactive (and
probably high-value) content, though not for simple assets which, as you
say, cannot be kept inside any sort of a useful boundary.
Crispin.
_____
From: Roger Broadie [mailto:Roger@BroadieAssociates.co.uk]
Sent: 18 February 2010 17:18
To: Crispin Weston
Cc: 'secondary'; 'Advisory talk'
Subject: Re: [Advisory] Re: [Secondary] UK Consultation on Copyright and
Education
Crispin,
Apologies for taking some time to get to replying to your email.
Education dictating copyright terms is certainly NOT code for 'ignore
copyright'. Exactly the opposite in fact, it means assuming everything is
copyright and that it is necessary to positively determine what the Terms
and Conditions (Ts&Cs) for usage are.
The point I am making is that the whole concept of 'educational exceptions'
is broken and cannot be mended. Even if we engaged fully in debate of the
Gower recommendations and the consultation it would not be possible to agree
limits on where things could be accessed, by who, or what materials are
included or not included. The net result would be that any school relying on
educational exceptions to justify how content is being used digitally by
their community will end up hopelessly confused. It's just unworkable. We
could engage with this until the end of eternity and still get no result.
A little story - a big museum set up a nice project, whereby kids could
borrow mobile phones and as they went round the museum could take pictures
of things they found particularly interesting and could then upload these
into online galleries being run by the museum, that the kids could then
access when back in school. But the project ran into a roadblock when they
realised that they had some things in the museum that were on loan and not
owned by themselves, and the terms of the loan did not permit photography of
the object, let alone the making and copying of digital copies.
At some point in the near future kids in schools are going to be permitted
to use their phones to capture images - how many company meetings have you
been in where taking pictures of the whiteboard at the end of a discussion
is just normal practice. Even the builder putting in our loft conversion is
now taking pictures of things to show us. So if they are using some content
in class and need to be able to look at it again at home, they will copy it.
Moral for the school - don't have any content in use that cannot be used in
this way and make sure the kids also know the Ts&Cs (probably 'can be used
by you and on the school platform, can't be put on the Internet or copied to
others).
I believe we should be saying to this consultation:
- Educational exceptions to copyright will no longer work for schools,
because they cannot be limited in space or to what materials are digitised,
given that we are way past the point when digitising devices and spread of
content around networks and the Internet can be controlled by a responsible
organisation, and the people it is necessary to engage in collaborative
learning cannot be limited to single defined institutions and people who are
bone-fide members of those institutions.
- Schools should therefore rely not on exceptions, but on positive
determination of the copyright terms and conditions that apply to the
content they wish to use.
- For education and learning in the digital age, there is a clear need for
as much content as possible to be covered by creative commons Ts&Cs, so that
it can be used as widely as possible, collaboratively, and re-purposed to
aid learning. The amount of this content will continue to grow
exponentially, worldwide, as more and more educators and learners become
content creators.
- Copyright holders will then have to decide for themselves what they have
that has value beyond the creative commons content available, and whether
they are going to adopt copyright Ts&Cs that help educators to use their
content, both with regard to how the content can be used and to the
complexity for the organisation in understanding and managing the copyright
Ts&Cs. (I have seen museum Ts&Cs that run to 12 pages!) To help this process
some simple, single page exemplar Ts&Cs for education purchasers should be
produced. The whole issue of digital rights management would also come in
here - if content owners demand DRM and that makes their content unusable by
schools and their communities, then so be it.
- Similarly, organisations such as the Copyright Licensing Authority will
have to decide if they can make a business by coordinating the copyright
Ts&Cs of a range of defined content providers, in a way that will stimulate
educational use and hence a financial return to the content owners, that the
owners could not themselves achieve by selling to schools directly.
Then as clarity appears as to what content schools can and cannot afford to
use, without reliance on 'educational exceptions', there will be a clear
message for government that if some content is critical for education and is
not being made available for educators and learners to use, in
learning-effective, manageable and affordable ways, then national action
will need to be taken to make such content available.
Roger.
On 11 Feb 2010, at 10:04, Crispin Weston wrote:
Roger,
I agree with you on the underlying problem - but I am not so sure that I
agree with your view of the solution.
The reason why Gower focuses on interactive whiteboards (from our point of
view, maybe somewhat perversely) is that Gower is assuming that something
displayed on an IWB is not then going out of the room - it is a plenary
display device with a clear boundary to the group of people who are
accessing it. This replicates the conditions which applied to the display of
video in classrooms and (on the basis of low and rapidly deteriorating
quality) to the distribution of photocopied hand-outs.
I do not agree with you that the supplier should now dictate copyright terms
(this is really code for "ignore copyright"). The much touted view that the
internet was going to end intellectual property is untrue, for reasons: (a)
- technically, because publishers are increasingly putting in place DRM
protection, (b) because the law is still the law and from time to time very
significant damages are still awarded against file sharers, and (c) - in
principle, because undermining IP would be a disaster which would bring
innovation to a screaming halt.
That is not to say that people, using e.g. creative commons, may elect to
give up their IP if they are able to earn their living some other way (e.g.
by occupying a salaried position or by offering advertising or support
services) - and this might be a very appropriate model for UGC. But the vast
majority of businesses still need to charge for the services they provide in
one way or another - and we need the involvement of industry if we are going
to get access to genuinely innovative products and content.
The other issue with the educational exceptions is the definition of the
material which is affected - something like "literary, dramatic or musical
works" i.e. educational content is not included. If it were, then all
educational publishers would be put out of business overnight. In other
words, the educational exceptions only affect material where education is a
tangential and unimportant source of income to the rights holder.
In this respect, we have to question the distinction (which in this context
becomes very important) between educational and non-educational content. We
are no longer going to distribute a photocopy of Macbeth (literary, not
educational) and then have a chat about it (educational but not replicable)
- we are going to suck in a digital version of Macbeth, probably combined
with some videos of the latest RSC production (commercial/dramatic) and
comments from other teachers (UGC), into an educational software programme
(commercial educational). The boundaries starts to become very complex.
So I have two overall comments on Gower:
1) educational exceptions can be applied fairly easily to what I would call
"plenary displays" (IWBs and visualisers).
2) I am less sure about "distance learning", which is really a synonym for
the internet. Even if the VLE is secure, you cannot then stop the material
being copied by students into non-secure environments. From hereon in,
educational exceptions are insufficient without a technical component. We
must look to DRM solutions which place a reliable "wall" around educational
use and can seamlessly handle the authorisation of non-educational content
within complex orchestrations of different types of content.
Crispin.
PS. you need to send an email to Leon, who will give you access to the
document.
_____
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]
On Behalf Of Roger Broadie
Sent: 11 February 2010 09:00
To: theo kuechel
Cc: beyond@talk.naace.org; primary@talk.naace.org; secondary; Advisory talk
Subject: [Advisory] Re: [Secondary] UK Consultation on Copyright and
Education
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
<http://is.gd/84oFi> , to which we can add comments /annotations. Please
email Leon <mailto:leoncych@gmail.com> 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
Roger Broadie,
Director,
Broadie Associates
http://www.BroadieAssociates.co.uk
Roger@BroadieAssociates.co.uk
99 High Street, Chatteris,
Cambs, PE16 6NP, UK.
tel: +44 1 354 695583
mobile: +44 7710 328672
fax: +44 1 354 696647
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<div class=3DSection1>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>@ Roger,<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Thank you for a well-reasoned article! Very =
helpful.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>@ Crispin,<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I like the idea of CCE but wonder if there would need to =
be
clear guidelines – which might need some debating. Would CCE =
just
apply to students in full time education, part time education, personal
interest etc, just for written text or for media in any =
format?<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>BW<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley </span><span =
style=3D'font-size:8.0pt;font-family:
"Arial","sans-serif";color:#1F497D'>FEIDCT, NAACE Fellow, ACQI, =
MBILD<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>ICT Education Consultant<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Maximise ICT Ltd<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytol=
ley.v2efolioworld.mnscu.edu/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ef=
oliointheuk.blogspot.com/</span></a><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ma=
ximise-ict.co.uk/eFolio-01.htm</span></a><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>T: <a =
href=3D"http://twitter.com/efolio">http://twitter.com/efolio</a><o:p></o:=
p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> secondary-admin@talk.naace.org
[mailto:secondary-admin@talk.naace.org] <b>On Behalf Of </b>Crispin =
Weston<br>
<b>Sent:</b> 18 February 2010 17:39<br>
<b>To:</b> 'Roger Broadie'<br>
<b>Cc:</b> 'secondary'; 'Advisory talk'<br>
<b>Subject:</b> RE: [Advisory] Re: [Secondary] UK Consultation on =
Copyright and
Education<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>Hi Roger,<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>I agree with all you say – the concept of educational
exceptions is essentially broken.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>I would only add two points (uncontentious ones, I =
hope):<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>1) the simple classification offered by Creative Commons is =
a real
help – maybe we need some similarly iconic representation of =
“for
educational use”;<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>2) it would be useful to have some kind of technical =
boundary to
that educational use – this would be feasible for more complex
interactive (and probably high-value) content, though not for simple =
assets
which, as you say, cannot be kept inside any sort of a useful =
boundary.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>Crispin.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'><o:p> </o:p></span></p>
<div style=3D'border:none;border-left:solid blue 1.5pt;padding:0cm 0cm =
0cm 4.0pt'>
<div>
<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><span =
lang=3DEN-US>
<hr size=3D2 width=3D"100%" align=3Dcenter>
</span></div>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> Roger Broadie =
[mailto:Roger@BroadieAssociates.co.uk]
<br>
<b>Sent:</b> 18 February 2010 17:18<br>
<b>To:</b> Crispin Weston<br>
<b>Cc:</b> 'secondary'; 'Advisory talk'<br>
<b>Subject:</b> Re: [Advisory] Re: [Secondary] UK Consultation on =
Copyright and
Education</span><span lang=3DEN-US><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>Crispin,<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>Apologies for taking some time to get to replying =
to your email.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>Education dictating copyright terms is certainly =
NOT code
for 'ignore copyright'. Exactly the opposite in fact, it means assuming
everything is copyright and that it is necessary to positively determine =
what
the Terms and Conditions (Ts&Cs) for usage are.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>The point I am making is that the whole concept of
'educational exceptions' is broken and cannot be mended. Even if we =
engaged
fully in debate of the Gower recommendations and the consultation it =
would not
be possible to agree limits on where things could be accessed, by who, =
or what
materials are included or not included. The net result would be that any =
school
relying on educational exceptions to justify how content is being used
digitally by their community will end up hopelessly confused. It's just
unworkable. We could engage with this until the end of eternity and =
still get
no result.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>A little story - a big museum set up a nice =
project, whereby
kids could borrow mobile phones and as they went round the museum could =
take
pictures of things they found particularly interesting and could then =
upload
these into online galleries being run by the museum, that the kids could =
then
access when back in school. But the project ran into a roadblock when =
they
realised that they had some things in the museum that were on loan =
and
not owned by themselves, and the terms of the loan did not permit =
photography
of the object, let alone the making and copying of digital =
copies.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>At some point in the near future kids in schools =
are going
to be permitted to use their phones to capture images - how many company
meetings have you been in where taking pictures of the whiteboard at the =
end of
a discussion is just normal practice. Even the builder putting in our =
loft
conversion is now taking pictures of things to show us. So if they are =
using
some content in class and need to be able to look at it again at home, =
they
will copy it. Moral for the school - don't have any content in use that =
cannot
be used in this way and make sure the kids also know the Ts&Cs =
(probably 'can
be used by you and on the school platform, can't be put on the Internet =
or
copied to others).<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>I believe we should be saying to this =
consultation:<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>- Educational exceptions to copyright will no =
longer work
for schools, because they cannot be limited in space or to what =
materials are
digitised, given that we are way past the point when digitising devices =
and
spread of content around networks and the Internet can be controlled by =
a
responsible organisation, and the people it is necessary to engage in
collaborative learning cannot be limited to single defined institutions =
and
people who are bone-fide members of those institutions.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>- Schools should therefore rely not on exceptions, =
but on
positive determination of the copyright terms and conditions that apply =
to the
content they wish to use.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>- For education and learning in the digital age, =
there is a
clear need for as much content as possible to be covered by creative =
commons
Ts&Cs, so that it can be used as widely as possible, =
collaboratively, and
re-purposed to aid learning. The amount of this content will continue to =
grow
exponentially, worldwide, as more and more educators and learners become
content creators.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>- Copyright holders will then have to decide for =
themselves
what they have that has value beyond the creative commons content =
available,
and whether they are going to adopt copyright Ts&Cs that help =
educators to
use their content, both with regard to how the content can be used and =
to the
complexity for the organisation in understanding and managing the =
copyright
Ts&Cs. (I have seen museum Ts&Cs that run to 12 pages!) To help =
this
process some simple, single page exemplar Ts&Cs for education =
purchasers
should be produced. The whole issue of digital rights management would =
also
come in here - if content owners demand DRM and that makes their content
unusable by schools and their communities, then so be it.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>- Similarly, organisations such as the Copyright =
Licensing
Authority will have to decide if they can make a business by =
coordinating the
copyright Ts&Cs of a range of defined content providers, in a =
way
that will stimulate educational use and hence a financial return to the =
content
owners, that the owners could not themselves achieve by selling to =
schools
directly.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>Then as clarity appears as to what content schools =
can and
cannot afford to use, without reliance on 'educational exceptions', =
there will
be a clear message for government that if some content is critical for
education and is not being made available for educators and learners to =
use, in
learning-effective, manageable and affordable ways, then national action =
will
need to be taken to make such content available.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>Roger.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div>
<div>
<p class=3DMsoNormal>On 11 Feb 2010, at 10:04, Crispin Weston =
wrote:<o:p></o:p></p>
</div>
<p class=3DMsoNormal =
style=3D'margin-bottom:12.0pt'><o:p> </o:p></p>
<div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>Roger,</span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>I agree with you on the underlying problem – but I am =
not so
sure that I agree with your view of the solution.</span><span =
style=3D'color:
black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>The reason why Gower focuses on interactive whiteboards =
(from our
point of view, maybe somewhat perversely) is that Gower is assuming that
something displayed on an IWB is not then going out of the room – =
it is a
plenary display device with a clear boundary to the group of people who =
are
accessing it. This replicates the conditions which applied to the =
display of
video in classrooms and (on the basis of low and rapidly deteriorating =
quality)
to the distribution of photocopied hand-outs.</span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>I do not agree with you that the supplier should now dictate
copyright terms (this is really code for “ignore =
copyright”). The
much touted view that the internet was going to end intellectual =
property is
untrue, for reasons: (a) – technically, because publishers are
increasingly putting in place DRM protection, (b) because the law is =
still the
law and from time to time very significant damages are still awarded =
against
file sharers, and (c) – in principle, because undermining IP would =
be a
disaster which would bring innovation to a screaming halt.</span><span
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>That is not to say that people, using e.g. creative commons, =
may
elect to give up their IP if they are able to earn their living some =
other way
(e.g. by occupying a salaried position or by offering advertising or =
support
services) – and this might be a very appropriate model for UGC. =
But the
vast majority of businesses still need to charge for the services they =
provide
in one way or another – and we need the involvement of industry if =
we are
going to get access to genuinely innovative products and =
content.</span><span
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>The other issue with the educational exceptions is the =
definition
of the material which is affected – something like =
“literary,
dramatic or musical works” i.e. educational content is not =
included. If
it were, then all educational publishers would be put out of business
overnight. In other words, the educational exceptions only affect =
material
where education is a tangential and unimportant source of income to the =
rights
holder.</span><span style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>In this respect, we have to question the distinction (which =
in this
context becomes very important) between educational and non-educational
content. We are no longer going to distribute a photocopy of Macbeth =
(literary,
not educational) and then have a chat about it (educational but not =
replicable)
– we are going to suck in a digital version of Macbeth, probably =
combined
with some videos of the latest RSC production (commercial/dramatic) and =
comments
from other teachers (UGC), into an educational software programme =
(commercial
educational). The boundaries starts to become very complex.</span><span
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>So I have two overall comments on Gower:</span><span
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>1) educational exceptions can be applied fairly easily to =
what I
would call “plenary displays” (IWBs and =
visualisers).</span><span
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>2) I am less sure about “distance learning”, =
which is
really a synonym for the internet. Even if the VLE is secure, you cannot =
then
stop the material being copied by students into non-secure environments. =
From
hereon in, educational exceptions are insufficient without a technical
component. We must look to DRM solutions which place a reliable
“wall” around educational use and can seamlessly handle the
authorisation of non-educational content within complex orchestrations =
of
different types of content.</span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>Crispin.</span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'>PS. you need to send an email to Leon, who will give you =
access to
the document.</span><span style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";
color:blue'> </span><span =
style=3D'color:black'><o:p></o:p></span></p>
</div>
<div style=3D'border:none;border-left:solid blue 1.5pt;padding:0cm 0cm =
0cm 4.0pt;
border-width:initial;border-color:initial'>
<div>
<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><span =
lang=3DEN-US
style=3D'color:black'>
<hr size=3D2 width=3D"100%" align=3Dcenter>
</span></div>
<div>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif";color:black'>From:</span></b><span
class=3Dapple-converted-space><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif";color:black'> </span></span><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'><ns0:personn=
ame><span
style=3D'color:black'><a =
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.o=
rg</a></span></ns0:personname><span
class=3Dapple-converted-space><span =
style=3D'color:black'> </span></span><span
style=3D'color:black'>[mailto:</span><ns0:personname><span =
style=3D'color:black'><a
=
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.o=
rg</a></span></ns0:personname><span
style=3D'color:black'>]<span =
class=3Dapple-converted-space> </span><b>On
Behalf Of<span class=3Dapple-converted-space> </span></b>Roger =
Broadie<br>
<b>Sent:</b><span class=3Dapple-converted-space> </span>11 February =
2010
09:00<br>
<b>To:</b><span class=3Dapple-converted-space> </span>theo =
kuechel<br>
<b>Cc:</b><span class=3Dapple-converted-space> </span><a
href=3D"mailto:beyond@talk.naace.org">beyond@talk.naace.org</a>;<span
class=3Dapple-converted-space> </span><a =
href=3D"mailto:primary@talk.naace.org">primary@talk.naace.org</a>;
secondary; Advisory talk<br>
<b>Subject:</b><span =
class=3Dapple-converted-space> </span>[Advisory] Re:
[Secondary]<span =
class=3Dapple-converted-space> </span></span><ns0:country-region><ns=
0:place><span
style=3D'color:black'>UK</span></ns0:place></ns0:country-region><span
class=3Dapple-converted-space><span =
style=3D'color:black'> </span></span><span
style=3D'color:black'>Consultation on Copyright and =
Education</span></span><span
style=3D'color:black'><o:p></o:p></span></p>
</div>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'>Theo,<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>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.<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>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.<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>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<span
class=3Dapple-converted-space> </span></span><ns0:country-region><sp=
an
style=3D'color:black'>New Zealand</span></ns0:country-region><span
class=3Dapple-converted-space><span =
style=3D'color:black'> </span></span><span
style=3D'color:black'>and the partner school in<span =
class=3Dapple-converted-space> </span></span><ns0:country-region><ns=
0:place><span
=
style=3D'color:black'>Mexico</span></ns0:place></ns0:country-region><span=
style=3D'color:black'>?<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>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.<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>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<span
class=3Dapple-converted-space> </span></span><ns0:country-region><ns=
0:place><span
=
style=3D'color:black'>Scotland</span></ns0:place></ns0:country-region><sp=
an
class=3Dapple-converted-space><span =
style=3D'color:black'> </span></span><span
style=3D'color:black'>DICTATE what the copyright terms and conditions =
will be for
things they licence nationally. The whole education community should do
similarly.<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>There are essentially =
only 3
copyright terms that matter:<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>- you can look at it =
but not do
anything else with it.<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>- 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)<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>- it is creative =
commons and you
can copy and re-purpose it to your heart's content provided source is =
acknowledged.<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'>Roger.<o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
<div>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>On 10 Feb 2010, at =
11:15, theo
kuechel wrote:<o:p></o:p></span></p>
</div>
</div>
<div>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'color:black'><br>
<br>
<o:p></o:p></span></p>
</div>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'color:black'>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<span =
class=3Dapple-converted-space> </span></span><ns0:city><ns0:place><s=
pan
style=3D'color:black'>Marshall</span></ns0:place></ns0:city><span
style=3D'color:black'>'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<span =
class=3Dapple-converted-space> </span><a
href=3D"http://is.gd/84oFi" target=3D"_blank">here</a>, to which we can =
add
comments /annotations. Please email<span =
class=3Dapple-converted-space> </span><a
href=3D"mailto:leoncych@gmail.com" target=3D"_blank">Leon</a><span
class=3Dapple-converted-space> </span>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>
<o:p></o:p></span></p>
<div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>On 5 February 2010 =
21:38, Paul
Springford <<a href=3D"mailto:paul.springford@naace.org" =
target=3D"_blank">paul.springford@naace.org</a>>
wrote:<o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>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<span
class=3Dapple-converted-space> </span></span><ns0:country-region><ns=
0:place><span
style=3D'color:black'>UK</span></ns0:place></ns0:country-region><span
class=3Dapple-converted-space><span =
style=3D'color:black'> </span></span><span
style=3D'color:black'>schools. Did you already know about the =
Intellectual
Property Office (IPO), "the<span =
class=3Dapple-converted-space> </span><b>official
government body</b><span =
class=3Dapple-converted-space> </span>responsible
for granting Intellectual Property (IP) rights in the<span
class=3Dapple-converted-space> </span></span><ns0:country-region><ns=
0:place><span
style=3D'color:black'>United =
Kingdom</span></ns0:place></ns0:country-region><span
style=3D'color:black'>"? 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<span =
class=3Dapple-converted-space> </span><a
href=3D"mailto:paul.springford@naace.co.uk" =
target=3D"_blank">paul.springford@naace.co.uk</a><o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'color:black'><br>
<br clear=3Dall>
<br>
--<span class=3Dapple-converted-space> </span><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>
<o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
</div>
</div>
</div>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div>
<div>
<div>
<div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>Roger Broadie,<o:p></o:p></span></p>
</div>
<div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>Director,</span></span>=
<span
style=3D'font-size:7.0pt;font-family:"Monaco","serif";color:black'><o:p><=
/o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>Broadie =
Associates</span></span><span
style=3D'font-size:7.0pt;font-family:"Monaco","serif";color:black'><o:p><=
/o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'><a
href=3D"http://www.BroadieAssociates.co.uk">http://www.BroadieAssociates.=
co.uk</a></span></span><span
style=3D'font-size:7.0pt;font-family:"Monaco","serif";color:black'><o:p><=
/o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'><a
href=3D"mailto:Roger@BroadieAssociates.co.uk">Roger@BroadieAssociates.co.=
uk</a></span></span><span
style=3D'font-size:7.0pt;font-family:"Monaco","serif";color:black'><o:p><=
/o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:7.0pt;font-family:"Monaco","serif";
color:black'><o:p> </o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>99 High Street, =
Chatteris,</span></span><span
style=3D'font-size:7.0pt;font-family:"Monaco","serif";color:black'><o:p><=
/o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>Cambs, PE16 6NP, =
UK.</span></span><span
style=3D'font-size:7.0pt;font-family:"Monaco","serif";color:black'><o:p><=
/o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:7.0pt;font-family:"Monaco","serif";
color:black'><o:p> </o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>tel: +44 1 354 =
695583</span></span><span
style=3D'font-size:7.0pt;font-family:"Monaco","serif";color:black'><o:p><=
/o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>mobile: +44 7710 =
328672</span></span><span
style=3D'font-size:7.0pt;font-family:"Monaco","serif";color:black'><o:p><=
/o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>fax: +44 1 354 =
696647</span></span><span
style=3D'font-size:7.0pt;font-family:"Monaco","serif";color:black'><o:p><=
/o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:7.0pt;font-family:"Monaco","serif";
color:black'><o:p> </o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:7.0pt;font-family:"Monaco","serif";
color:black'><o:p> </o:p></span></p>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:7.0pt;font-family:"Monaco","serif";
color:black'><o:p> </o:p></span></p>
</div>
</div>
</div>
</div>
<p class=3DMsoNormal><span =
style=3D'font-size:13.5pt;font-family:"Helvetica","sans-serif";
color:black'><o:p> </o:p></span></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
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