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Presentation at S-TEAM Conference: Firing up for the Future, 24 February 2012, Santiago de Compostela.
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Web-based disseminationS-TEAM Conference: Firing up for the Future
Mart Laanpere, Hans PõldojaTallinn University
This work is licensed under the Creative Commons Attribution-ShareAlike 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA.
c b a
Open Educational Resources: why and
how
“At least 50% of science teachers in the participating countries will have heard about S-TEAM and will be able to access relevant material...”
Is access enough?
The four ‘R’s of openness
Reuse
The most basic level of openness. People are allowed to freely use all or part of the unaltered, verbatim work (e.g. download an educational video to watch at a later time).
(Hilton et al, 2010)
Redistribute
People can share copies of the work with others (e.g. email an article to a colleague).
(Hilton et al, 2010)
Revise
People can adapt, modify, translate, or change the form of the work (e.g. take a book written in English and turn it into a Spanish audio-book).
(Hilton et al, 2010)
Remix
People can take two or more existing resources and combine them to create a new resource (e.g. take audio lectures from one course and combine them with slides from another course to create a new derivative work).
(Hilton et al, 2010)
Examples of OER’s
Task 1: discussion
How well do S-team mini-Moodles comply with 4 ‘R’s of openness? Should we try to improve it? If yes, then how?
• Reuse
• Redistribute
• Revise
• Remix
Intellectual property for authors of digital learning resources
What is protected by copyright?
• Literary works
• Musical works, including any accompanying words
• Dramatic works, including any accompanying music
• Pantomimes and choreographic works
• Pictorial, graphic and sculptural works
• Motion pictures and other audiovisual works
• Sound recordings
• Architectural works
• Computer software
What is not under copyright?
• Works that have not been fixed in a tangible form of expression (not written or recorded)
• Facts
• Ideas, principles and concepts
• Works for which copyright has expired
Duration of copyright
• Copyright protection starts from the time the work is created in a fixed form
• Copyright protection lasts authors’ lifetime and 70 years after death
Economic rights
• Reproduction
• Distribution
• Rental
• Broadcasting
• Public performance
• ...
• Attribution
• Anonymous or pseudonymous publishing
• Integrity of the work
• Withdrawal
• ...
Moral rights
Limitations
EU Copyright Directive lists a number of limitations that can be applied by the member states, including:
• Reproductions by public libraries, educational institutions or archives for non-commercial use;
• Use for illustration for teaching or scientific research, to the extent justified by the non-commercial purpose;
• Communication of works to the public within the premises of public libraries, educational institutions, museums or archives
Problems in the context of digital learning resources
• What extent of educational reuse is justified by the non-commercial purpose?
• Translation and modification of the work requires agreement from the author
Open Content Licences
Creative Commons licenses
• Attribution (CC BY)
• Attribution-Share Alike (CC BY-SA)
• Attribution-NoDerivs (CC BY-ND)
• Attribution-Noncommercial (CC BY-NC)
• Attribution-Noncommercial-Share Alike (CC BY-NC-SA)
• Attribution-Noncommercial-NoDerivs (CC BY-NC-ND)
License conditions
bAttribution — You must attribute the work in the manner specified by the author or licensor
aShare Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one
nNoncommercial — You may not use this work for commercial purposes
dNo Derivative Works — You may not alter, transform, or build upon this work
Rights
sShare — to copy, distribute and transmit the work
r Remix — to adapt the work
Three “Layers” of licenses
(Creative Commons, 2012)
How to recognize CC licensed works?
Marking licenses
• If no license information is included with the work, then users must assume that all rights are reserved
• Title of the license, icon and link are added to openly licensed content
Creative Commons icons
Task 2.1
• Let us identify potential copyright issues in mini-Moodles
Creative Commons licensed content
Task 2.2
• Select suitable Creative Commons license for mini-Moodles. Justify your selection.
Does the resource include third-party
works?Yes
How are the third-party works licensed?
Choose BY-SA license
No
BY or BY-SA
Choose BY-NC-SA license BY-NC or BY-NC-SA
All rights reservedor
incompatible licenses
Replace third-party works with CC-
licensed content under compatible licenses
Replaced with BY-NC and BY-NC-SA content
Replaced with BY and BY-SA content
Start Here
Adding action to mini-Moodles
Teach the way you preach
• Have you ever attended a lecture-based training about active learning methods?
• Inquiry-based science teacher education should involve inquiry-based learning tasks
• Bereiter & Scardamalia: learning in “belief mode” vs “design mode”
• Current status of mini-Moodles: repository of static resources, only in “belief mode”
LeMill design
• Participatory design sessions with teachers resulted with requests to add methods, tools and communities on top of the digital learning resources
• Collections: a sequence of resources + methods + tools
• Teaching and learning stories: narrative accounts on first-hand experience of using this collection
Learning performances
• Connecting learning objectives/outcomes with learning tasks
• Action verbs: design, develop, explain, compare, choose, justify…
• Task progression: from real-life examples to scaffolded practice, eventually to independent practice
• Real-life tasks: authentic, anchored in familiar context, often do not have a single correct solution
Merrill: the first principles of learning
Ac4vity-‐centered instruc4onal design
(Merill)
Whole task: a specific instance of a real-‐world task ,
includes 3 components:
• Input: the givens of the task
• Goals: the product that results from task
• Solu,on: ac4vi4es that tranform givens to goal,
includes illustra4on of problem-‐solving
Example
• Mini-Moodle: Using computers for inquiry• Learning task: find, annotate and share with your
project group at least 3 Web references on building 3 different types of simple wind turbines
• Solution/example: screen video on searching for sources about Savonius turbine with Google Scholar, annotating and sharing with Bibsonomy
Task 3
• Select one of the S-team mini-Moodles and create a learning task in accordance to the content of this module
S-TEAMWP 10 Repo
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(Laanpere et al, 2010)
References
• Creative Commons (2012). About The Licenses. http://creativecommons.org/licenses/
• Hilton, J., III, Wiley, D., Stein, J., & Johnson, A. (2010). The Four R’s of Openness and ALMS Analysis: Frameworks for Open Educational Resources. Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 37–44.
• Laanpere, M., Põldoja, H., Sousa, S., & Tammets, P. (2010). S-TEAM WP 10 Report: Digital Learning Resources (No. 10a). Retrieved from https://www.ntnu.no/wiki/display/steam/Deliverables
Photos
• Slide 1: Hans Põldoja
• Slide 28: Hamed Saber, http://www.flickr.com/photos/hamed/389212454/
• Slide 29: epSos .de, http://www.flickr.com/photos/epsos/5394616925/
Thank You!
Mart Laanpere
@martlaa
Hans Põldoja
@hanspoldoja
http://www.hanspoldoja.net
