Introduction
Let’s Introduce Copyright, Fair Use, and Personal Rights and Privacy
This WebQuest’s aim is to introduce basic information about copyright, fair use, and Personal Rights and Privacy. What do we know about these terms? When is it considered public domain and free to use? When is it considered infringement and help us remain legal? We need to understand student’s personal rights and privacy.
"Copyright Infringement" by Anne Worner is marked with Public Domain Mark 1.0. To view the terms, visit https://creativecommons.org/publicdomain/mark/1.0/?ref=openverse.
Task
During and after looking at the websites, you should be able to:
- Understand basic copyright laws
- Define copyright, fair use, intellectual property, personal rights and privacy
- Evaluate copyright infringement
- Examine student privacy and what and when to share information
- Understand the TEACH Act and FERPA
Copyright Links
https://www.copyright.gov/circs/circ01.pdf
https://www.wipo.int/edocs/pubdocs/en/wipo_pub_909_2016.pdf
https://doi.org/10.1108/07378830410524620
Fair Use
https://fairuse.stanford.edu/overview/introduction/getting-permission/h…;
Personal Rights and Privacy with TEACH Act and FERPA
https://www1.villanova.edu/villanova/generalcounsel/copyright/teachact…
https://web.archive.org/web/20210426062700/http://www2.ed.gov/policy/ge…;
https://doi.org/10.1080/01587919.2020.1869527
Intellectual Property
Process
These steps are how WebQuest was created in hopes that you will create your own toolkit. First, you need to CreateaWebQuest.com and create an account. Then, write your topic name and go through each topic as stated.
Introduction Step
Step 1: In the Introduction, I examined what exactly I wanted people to learn from my WebQuest and developed objectives, so learners will know want they are supposed to be learning during the tasks.
Task Step
Step 2: I found all the resources that would be helpful for students or other faculty under each topic. I found different media from YouTube and websites to explain copyright, fair use, intellectual property, personal rights violations, and privacy to help others engage in the activity. I made these into categories for easy to find based on the topic. These were items from YouTube, the Library of Congress, and the Copyright Office, just to name a few.
Process Step
Step 3: As I went through creating the WebQuest, I wrote these steps down on a separate word document. I started to look for images that were through Creative Commons and used these as presentation of what was going to be for each topic. I made sure to give attrition for images and made sure they were given credit on the Credit page and underneath each picture.
Evaluation Step
Step 4: I wrote down my reflection of how I felt about creating WebQuest, and how the resources are related to the topics.
Conclusion Step
Step 5: This step I just gave a small overview over the WebQuest.
Credit Step
Step 6: All references including photos, videos, and articles were cited in APA 7th.
Teacher’s Page Step
I added helpful hints, and ideas to help instructors to share with other instructors.
Evaluation
(Cohen, 2018)
The WebQuest that I created is meant for a college class. It is centralized around the ideas that the students are going to explore the basics of copyright and understand copyright infringement. However, throughout the process they’re going to learn about the TEACH Act and FERPA, so they understand others’ privacy in the classroom. In my opinion, I think the strongest part of my WebQuest is the fact that I put a lot of graphics and visual stimulants into the WebQuest to keep students engaged. I think it’s important to stimulate your students and faculty and one of the best ways to do that is to provoke their creativity through images. On top of that it is important to have tasks that are less daunting. Even though my activities are fun and exciting, they also incorporate the critical skills that are important in the learning process. I felt like my WebQuest allows for students to become efficient in the topic. If I have more time, I will include more tasks for the students or faculty members to complete. I was hoping to find some website to allow students or faculty members to complete scenarios to test their knowledge. However, I don’t think such a website exists, as I did not find one at the time. In addition, the resources that were chosen allow students and faculty members to learn about all topics. It was important to use the different media. It was not as difficult to find resources as we have been researching the whole semester and I knew where to get most essential information. This information will help students as they can use it for reference when creating their own material or using someone else.
I designed my WebQuest by examining the previous assignment I completed. One of the most important things I realized about creating WebQuest is that the tasks are the most important part and need to capture the attention of the student or faculty members. I want to facilitate a WebQuest that allows individuals to easily understand information. Therefore, my resources reflect this as they are easily understood. They need to be able to take important information from these websites and apply it to their own assignments to ensure copyright infringement or to make sure their work is not being infringed upon. In my opinion, WebQuest is one of the best ways to present and allow for critical thinking skills to be developed. I believe that using different technological activities has a better chance of maintaining a student’s knowledge rather than just reading books. I made sure that the WebQuest I created was geared toward laws and ethics. As teachers, it is important for students to be made aware of laws, so they do not end up with fines and other consequences. We need to be able to use technological tools to help our students and show them how learning can be fun. So, making a WebQuest will be very useful to not only the students, but the teachers as well. Sometimes, it is easy for teachers not to think about copyright when they are developing activities for students. I know for a fact that would use WebQuest to help future students in the classroom, and even faulty, if needed. The WebQuest was a different assignment that I have not used, but it was easy to use, increases the change for creativity of the creator, and allows for future use. This WebQuest reminds me that learning can be fun, and we are constantly learning in new ways. Furthermore, all classes do not have to have the same mediocre learning strategies.
Conclusion
(Sansone, 2010)
In conclusion, this WebQuests teaches laws and ethics that can be taught in the classroom. The WebQuest topics were on Copyright, Intellectual Property, Fair Use, and Personal Rights and Privacy. For instructors, this can be used as a refresher course that they can complete themselves as it can be easy to forget all the laws and ethics on this topic. Thank you for your review.
Credits
References
Balancing Student Privacy and School Safety: A Guide to the Family Educational Rights and Privacy Act for Elementary and Secondary Schools - PFCO. (2021a, April 26). Web.archive.org. https://web.archive.org/web/20210426062700/http://www2.ed.gov/policy/ge…;
Chang, B. (2021). Student privacy issues in online learning environments. Distance Education, 42(1), 1–15. https://doi.org/10.1080/01587919.2020.1869527
Cohen, M. (2018). https://creditscoregeek.com/
Fair Use Evaluator. (2019). Librarycopyright.net. https://librarycopyright.net/resources/fairuse/index.php
Herold, B. (2017, July 28). COPPA and Schools: The (Other) Federal Student Privacy Law, Explained. Education Week.https://www.edweek.org/technology/coppa-and-schools-the-other-federal-student-privacy-law-explained/2017/07
Hunter, G. (n.d.). Minnesota State - IP/Copyright Tools and Forms. Www.minnstate.edu. Retrieved January 6, 2024, from https://www.minnstate.edu/system/asa/academicaffairs/policy/copyright/f…
It's Selfie-evident: Spectrums of Alienability - ProQuest. (n.d.). Www.proquest.com. Retrieved January 3, 2024, from https://www.proquest.com/scholarly-journals/selfie-evident-spectrums-al…
LawShelf. (2020). Copyright Protection: What can be protected and what cannot be protected. In YouTube. https://www.youtube.com/watch?v=GksQzsxGxYk
Sansone, M. (2010). https://flickr.com/photos/mikesansone/4577861695/in/photolist-4ANrnu-4D…
Seadle, M. (2004). Copyright in a networked world: ethics and infringement. Library Hi Tech, 22(1), 106–110. https://doi.org/10.1108/07378830410524620
Stim, R. (2017, April 10). The basics of getting permission. Stanford Copyright and Fair Use Center. https://fairuse.stanford.edu/overview/introduction/getting-permission/
TEACH Act | Villanova University. (n.d.). Www1.Villanova.edu. https://www1.villanova.edu/villanova/generalcounsel/copyright/teachact…
Understanding The 4 Types Of Intellectual Property. (n.d.). Www.youtube.com. https://www.youtube.com/watch?v=sMos5Dx-9CQ
United States Copyright Office. (2012). Copyright Basics. https://www.copyright.gov/circs/circ01.pdf
U.S. Copyright Office. (2020). Debunking Common Copyright Myths. In YouTube. https://www.youtube.com/watch?v=dO3Txt2bMFY
US Privacy Law in 2023: Comprehensive Acts, Challenges, and Future Prospects. (n.d.). Www.youtube.com. Retrieved January 3, 2024, from https://www.youtube.com/watch?v=Z-CVZ9z1Mik
Vensodale, K. (2012). https://www.flickr.com/photos/venosdale/7770743072/in/photolist-cQF6bQ-…
WIPO. (2005). Understanding. https://www.wipo.int/edocs/pubdocs/en/wipo_pub_909_2016.pdf
YouTube Creators. (2019). Fair Use - Copyright on YouTube [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=1PvjRIkwIl8
Teacher Page
This WebQuest is meant for college students and faulty. These websites will help with tips and helpful hints with the topics discuss.
https://www.minnstate.edu/system/asa/academicaffairs/policy/copyright/forms.html