In today’s digital age in education, many faculty have questions about what materials they can use in their classrooms and online and not be in violation of copyright. While there are some gray areas in these matters, the doctrine of fair use is the most common criteria to consider when approaching the use of copyrighted material in an educational setting.
What is Fair Use?
Fair Use is the practice of using copyrighted material in a limited way that does not infringe on the copyright holder’s rights and takes into account these four core criteria:
The Purpose and Character of the the Use
Non-profit educational purposes are favored over commercial
For the purpose of criticism, commenting, news reporting and scholarship or research
The Nature of the Copyrighted Work
Using published works over unpublished works is more favorable
Generally avoid “first publication” material
Commercially published material is unlikely to be considered fair use
The Amount or Substance of the Portion Used
The Market Effect of the Use
Resources on Fair Use in Education
OSU Copyright Resource Center
Stanford Copyright and Fair Use Resource Site
This is the first blog entry without our colleague and main blogger, Jacob Bane. Jacob has moved onto ODEE and we wish him all the best! Future blog posts will rotate among EdTech staffers. Here is a brief introduction of our team:
Doug Carraway (firstname.lastname@example.org) produces marketing and educational videos for Fisher College. He also coordinates video conferences and webcasts in Mason Studio.
Christiana Cordiano (email@example.com) is an eLearning Instructional Developer who works closely with faculty to achieve their pedagogical goals developing online video content. She also works on Fisher’s distance learning program supporting faculty and staff in coordination of this program.
Randy Spears (firstname.lastname@example.org) is the Associate Director for Educational Technology providing oversight to Fisher’s distance learning program, delivering training on instructional design best practices and technology used in teaching along with managing video production for the college. He also represents the college at campus-wide events in the area of technology and communication.
The movement towards digital content continues to grow around education. In many cases this movement means more affordable content for students. The Springboro Community City School District near Dayton, Ohio has started a movement towards ebooks and has reported an $800,000 savings compared to the hardback option.
This same lower pricing can be found throughout education and means lower priced texts for higher education students.
The full article on the Springboro Community City School District conversion can be found here.
To learn more about ebooks, please contact the Fisher ITS Helpdesk.
Dayton Daily News (2014, August). Schools opt for e-books.
Retrieved from http://www.daytondailynews.com/news/news/local/schools-opt-for-e-books/ngsMR/
Educational video can be engaging and support student learning objectives in the physical as well as the virtual classroom. Despite the upside, educational video can also detract from positive learning experiences if not deployed with best practices in mind.
In a recent paper “How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos” Philip J. Guo, Juho Kim, and Rob Rubin explore best practices in educational video. They highlight seven major findings and recommendations. The first highlighted aspect is that student engagement drops drastically if a video is longer than 6 minutes.
To view all of their findings and recommendations in the full article, select here.
To see how educational video can be used in your course, please contact the Fisher ITS Helpdesk.
PGBovine.net (2014, March). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. Retrieved from http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf
The learning objective is the basis for Instructional Design. Bloom’s Taxonomy is a classification system for learning objectives that can aide in the design of goals and objectives.
Iowa State University has created an interactive model for Bloom’s Taxonomy that blends a cognitive process with knowledge acquisition. The model does a fantastic job of offering example learning objectives for each intersection.
To view the full model, please select here.
To learn more about Bloom’s Taxonomy, learning objectives, and instructional design, please contact the Fisher ITS Help Desk.
Quality Matters (QM) is an international standard for online and hybrid course design. QM began in 2003 and has since spread worldwide to include over 800 subscribing institutions. A full interactive map of subscribing institutions can be found here.
QM updates their rubric every three years to include new research and best practices in course design. The Fifth Edition of the rubric was released on August 1st. You can read more about the rubric and download the new version here.
To learn more about QM, course design, and how it can benefit your course, please contact the Fisher ITS Helpdesk.
The International Society for Technology in Education (ISTE) hosts a large conference each year. ISTE 2014 recently ended and represented a record for attendance with over 16,000 registrations. The conference highlights new educational trends and technologies.
Melissa Greenwood and Kanoe Namahoe were at ISTE 2014 and broke down the conference into 7 key takeaways:
- Recognize struggling students and intervene.
- All-in-one solutions are in vogue.
- One size does not fit all.
- Active and project-based learning is alive and well.
- Rethink the learning space.
- New conversations around BYOD and one-to-one are surfacing.
- Give students what they need.
The full synopsis of each takeaway can be found here.
To learn more about how educational technology can be used in your classroom, please contact the Fisher ITS Helpdesk.
SmartBlog on Education (2014, August). 7 takeaways from #ISTE2014.
Retrieved from http://smartblogs.com/education/2014/07/08/7-takeaways-from-iste2014/
The topic of MOOCs (Massively Open Online Course) has been discussed in this blog in past posts. Despite the continued rise of the MOOC throughout 2013 and now into 2014, there are still some who have not heard of this educational trend. Alex Cusack of MOOCs.com has developed a solution to this problem.
Alex has developed an infographic completely outlining the basics of MOOCs in a visual format. The infographic does a great job of outlining the major players in the MOOC field and the reach of MOOCs. If you would to see the full infographic, select the link below:
If you have any questions about MOOCs or in general, please contact the Fisher ITS Helpdesk.
Robert Talbert, an educator who has been previously highlighted in this blog about his experience with the “Flipped Classroom,” has shared four key findings about his experience the he wished he would have known before his “flipping” experience.
Robert’s four key findings are:
- “The flipped classroom has many benefits for students – but, students will not always understand those benefits automatically” (The Chronicle, 2014).
- “The biggest problem students have with the flipped classroom has nothing to do with the content of the course, but rather it’s simple time and task management” (The Chronicle, 2014).
- “The flipped classroom entails significantly more work at the beginning than a traditional classroom” (The Chronicle, 2014).
- “The flipped classroom’s success depends on communication” (The Chronicle, 2014).
The full article including an analysis of the findings can be found on The Chronicle of Higher Education.
To learn more about the “Flipped Classroom,” please contact the Fisher ITS Helpdesk.
The Chronicle (2014, June). Four things I wish I’d known about the flipped classroom.
Retrieved from http://chronicle.com/blognetwork/castingoutnines/2014/06/05/four-things-i-wish-id-known-about-the-flipped-classroom/?cid=at&utm_source=at&utm_medium=en
The teaching strategy of having students learn content outside of the classroom so that classroom time is free for active learning has continued to gain popularity and is most commonly referred to as “Flipping” the classroom. Sophia and The Flipped Learning Network teamed up to create an infographic detailing the rapid growth of the “Flipped Classroom” concept.
Among numerous facts and figures detailed, one of the most telling is told early in the graphic. In 2012, 73% of teachers had heard of the “Flipped Classroom” and in 2014 the percentage grew to 96% (Sophia, 2014). Likewise, in 2012 48% of teachers had tried a “Flipped” lesson, while in 2014 that percentage grew to 78% (Sophia, 2014).
The entire Infographic is available here.
To learn how to “Flip” your classroom, please contact the Fisher ITS Helpdesk.
Sophia (2014, May). Growth in Flipped Learning.
Retrieved from http://www.sophia.org/flipped-classroom-survey?utm_source=sophia&utm_medium=email&utm_content=5.20.14&utm_campaign=infographic