Fair Use in Face-to-Face Teaching

Small Cities Imprint, 2011

The purpose of this document is to provide an overview of the “open” or “free” resources and materials available from online collections and providers that may be of significant strategic value to schools, universities and to other organizations with educational mandates, such as museums and archives. The initial sections of this paper describe some of the most basic characteristics of “open source,” or more accurately,“creative commons” licensing for cultural and educational resources. These sections also outline criteria for the ...

EdTech Hub, 2020

Open Educational Resources (OER) are an important means through which governments and educators can promote, develop and share educational materials, resources and content beyond the traditional proprietary publishing model. The sharing of content has a long history and learning materials were being shared well before the term OER was coined in an online forum hosted by UNESCO on the Impact of Open Courseware for Higher Education in Developing Countries and Creative Commons released its open copyright licenses in 2002. Open Educational Resources (OER) are teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5R activities (Retain, Reuse, Revise, Remix, Redistribute). OER are quality educational materials that are freely and openly licensed, and are available online to anyone, anytime. The creation of OER is usually funded by governments or donors and the resultant products are released under a Creative Commons open license or directly into the public domain. OER may be developed by volunteers provided that all contributions are properly recognised. OER are customisable or ‘re-mixable’ which requires that the editable, underlying digital assets are made available to enable others to adapt the works.

2006

Open source licenses such as the GPL are designed as licenses for software. Although they can be used for other types of content such as books, a set of licenses called open content licenses have been developed for documents of various kinds. This chapter examines the reasons why such licenses have been developed and looks at some typical examples.

LOEX Quarterly, 2008

Frontiers in Education, 2023

Open Educational Resources (OER) are reducing barriers to education while allowing creators the opportunity to share their work with the world and continue owning copyright of their work. To support new authors and adaptors in the OER space, we provide an overview of common considerations that creators and adaptors of OER should make with respect to issues related to copyright in the context of OER. Further, and importantly, a challenge in the OER space is ensuring that original creators receive appropriate credit for their work, while also respecting the credit of those who have adapted work. Thus, in addition to providing important considerations when it comes to the creation of open access works, we propose shared norms for ensuring appropriate attribution and credit for creators and adaptors of OER.

2014

2006

Creative Commons (CC,< http://www. creativecommons. org>) provides licensing tools to assist creators in publishing their work under flexible terms which are more generous for the public than the traditional copyright" all rights reserved" approach. Inspired from the GNU-GPL license (General Public License), CC proposes a copyleft license for non-software intellectual and artistic works, as well as several more restrictive licenses allowing for instance creators to reserve commercial exploitation and derivative works.

In November 2012, the educational provisions of the Copyright Modernization Act were proclaimed in force, thereby introducing a number of significant changes to the Canadian Copyright Act. These changes include the expansion of fair dealing to include the purpose of education, the addition of new educational exceptions for the online transmission of lessons and the use of work freely available through the internet, and a number of amendments that make existing educational exceptions more technologically accommodating. This paper considers the significance of these changes for post-secondary instructors, first contextualizing the changes in relation to recent fair dealing jurisprudence, and then considering their significance for everyday instructional practice. Drawing on influential court decisions and the commentary of academics and lawyers, the paper not only describes how the changes to the Copyright Act have expanded the rights and exceptions available to instructors, but also identifies a number of unresolved questions about how the changes should be applied in practice. Despite these areas of uncertainty, the paper concludes that the changes bode well for post-secondary instructors, as they relax many long-standing restrictions around the use of copyrighted works for educational purposes.