Introduction
Copyright, Fair Use, and Personal Rights and Privacy Toolkit
By Elizabeth Peel
Northcentral University
Copyright can be a ticking time bomb if you are uneducated. Educators and Students alike should understand copyright, intellectual property, fair use, and personal rights violations. This ensures not only that you are in compliance, but that your own rights are protected.
As you proceed through this quest, you will learn what copyright is, when your creation becomes copyrighted, and what constitutes intellectual property. You will also understand what violates copyright, exceptions to copyright, and when these exceptions can be used.
The internet is a powerful tool in the field of education. It has however created additional concerns about copyright protections. It provides the entire world at your fingertips. The webquest will give you access to tools and resources that will assist you in using the internet, as well as all other copyrighted materials, appropriately.
Task
Your tasks for this webquest include visiting and studying the following resources. These resources will give you a good understanding of copyright, fair use, intellectual property, and personal rights and privacy.
1.Is Copyright Dead in the Digital Age?
3.INTERNET REVIEWS: USING PUBLIC DOMAIN AND CREATIVE COMMONS IMAGES
4.FAIR USE FOR FREE, OR PERMITTED-BUT-PAID?
5.Intellectual Property Rights of Faculty in the Digital Age-Evolution or Dissolution in 21st Century Academia?.
6.Protecting Students' Intellectual Property in the Web Plagiarism Detection Process
7.What is Copyright?
8.Copyright 101: A simple lesson in licenses
9. Creative Commons
10. Copyright and Fairuse
11. Intellectual Property
12. Public Domain Database
13. Webquest
Process
The resources that were collected for the task portion of this webquest were carefully selected for this assignment. They are informative and contain information that will ensure that all course objectives are attainable. Articles are all scholarly sources that can be easily searched through search engines in the university library. Creative Commons was used to locate videos and images that have licenses that authorize sharing.
All materials were chosen based on the information required for the course, but also on the ease of understanding. This particular material was easy to understand and interesting. Not only was course information highlighted, but also information on how to use creative commons and webquest. Each site gives express directions for their use which will allow learners to use them in future assignments.
The webquest site is particularly easy to use. The homepage gives simplified instructions on creating your account. The process for developing the quest is very simple and self explanatory. On the top of the page there are step by step directions on how to enter the information for each of the seven sections. There is also a section that provides examples of webquests created by others that you can browse through. The editing process is easy and consists only of clicking the edit button. This site is literally one of the easiest you will ever use.
Evaluation
These resources have been selected because combined they will teach you all you need to know about Copyright, Fair Use, and Personal Rights and Privacy. Basic definitions are given and also examples to allow the learner to apply the information to every day situations. The information is presented in more than one medium, thus allowing students who learn on different levels options if any one resource does not get through to them. The videos, in particular, were chosen in order to make sure that student interest was maintained and to promote understanding when reading the articles. Websites, such as copyright.gov, were presented to the student in order to ensure that they are familiar with and understand how to use these tools for future intellectual property of their own.
Accessing the resources should also allow the learner basic knowledge necessary to use these sites to search for additional information on this topic. These resources should be the learning tools needed to access additional information through creative commons and other data bases that will provide information on this topic or any other subject for future assignments. The Creative Commons tutorials, as well as Utube videos, educate learners on how to appropriately identify the authorization required to use the work of others.
Conclusion
This webquest should have provided the learner with a clear definition of copyright, Fair Use, and Personal Rights and Privacy. It should have provided the learner with information on how to obtain material that is either in the public domain or licensed in such a way as to allow its use. You should also be able to access Creative Commons to search for materials and be familiar with creating a webquest of your own!
Credits
Aaron, L. S. (2015). Intellectual Property Rights of Faculty in the Digital Age-Evolution or Dissolution in 21st Century Academia?. . Journal Of Educational Technology Systems, 43(3), , 320-341.
Bartlett, J. A. (2015). INTERNET REVIEWS: USING PUBLIC DOMAIN AND CREATIVE COMMONS IMAGES. Kentucky Libraries 79(3), 25-28.
Butakov, S. D. (2012). Protecting Students' Intellectual Property in the Web Plagiarism Detection Process. International Review Of Research In Open And Distance Learning, 13(5), 1-19.
Copyright.gov. (2016, April 13). Retrieved from Copyright.gove: http://www.copyright.gov/
Creative commons. (2016, March 10). Retrieved from https://creativecommons.org/
Ginsburg, J. C. (2014). FAIR USE FOR FREE, OR PERMITTED-BUT-PAID?. . Berkeley Technology Law Journal, 29(3), , 1383-1446.
Pound, C. (2016). Is Copyright Dead in the Digital Age?. Journal Of Corporation Law, 41(2),, 509-527.
Quatare. (2011, November 13). Intellectual Property.
Teacher, C. C. (2015, January 13). Copyright 101: A simple lesson in Licenses.
Webinars, E. 8. (2016, February 24). Copyright and Fair Use.
WEBQUEST. ORG. (2016, 04 12). Retrieved from WEBQUEST. ORG: 2016
Teacher Page
Had this been a webquest for an actual class assignment, there would have been an assignment on the tasks page for the learners to use in conjunction with the resources provided. The process page would then has been specific information on how to complete the assignments. For an actual assignment I would likely have included fewer resources and made them specific to the particular assignment. for instance, I may have split the class into groups having them create Utube videos themselves explaining their particular topic (Copyright, Fair Use, etc). They would then be responsible for posting them to Utube and accessing creative commons to submit their video and choose the licenses that they had been assigned.
Ultimately, Webquest creates interest for the students. It keeps them active and involved in the assisgnement. The logistics of using this site are very simple and should be easy for anyone who is familiar with the internet. I like that, and this was the case with all of the webquest examples that I viewed, each page was short and to the point. There was not page after page of information. I think that this is an important tip, keep it to the essential information. Let the student explore and give them the tools to do it.