What is Creative Commons?

Jun 11, 2021Download as PPTX, PDF1 like670 views

B. de los Arcos, June 2021 Assignment – Unit 1, Creative Commons Certificate Blog post: https://oscailte.wordpress.com/2021/06/12/what-is-creative-commons/

Photo by Nida van Leersum, CC BY /cropped
What is Creative
Commons?
B. de los Arcos, June 2021
Assignment – Unit 1, Creative Commons Certificate
https://flic.kr/p/2kUnhQ5

‘Tension’ by Domiriel, CC BY- NC https://flic.kr/p/cePY8j

‘Sad Mickey’ by T. Hawk, CC BY-NC/text edited https://flic.kr/p/i7W6py
1998
Sonny Bono
Copyright Term
Extension Act

‘No’ by G. Hutchinson, CC BY-NC-ND, https://flic.kr/p/9uKedu
2001
Eldred vs
Ashcroft

Photo by Kristina Alexanderson, CC BY https://flic.kr/p/dp7BN7
2002
Creative Commons
Licenses
published

All Rights Reserved
published
Some Rights Reserved
published

‘Network’
by
B.
de
los
Arcos,
CC
BY
https://flic.kr/p/2m4uEcA
CC Global Network

billion
Photo by Etienne Girardet on Unsplash

An estimated $15 billion was spent on direct costs for the 1986 Chernobyl disaster, with total estimated damages of €235 billion for Ukraine and €201 billion for Belarus over 30 years. An nuclear explosion at the site would cost around $10 million to replace damaged equipment, excluding other infrastructure like houses and water tanks that would also need to be replaced. The government would provide loans and funds to help cover the costs of dealing with a nuclear disaster.

Introduction to Open EducationBdelosArcos

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This document discusses open education, including open educational resources (OER), open licensing like Creative Commons, and open educational practices. It addresses key concepts in open education such as improving access to education, enhancing learning, and empowering learners through the open sharing and reuse of educational content under open licenses. The document also notes that openness is a complex issue that is personal, contextual, and constantly negotiated. It concludes with a reminder to report back and closing remarks.

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1. Copyright law grants creators exclusive rights over their original artistic works for a limited time, generally the life of the author plus 70 years. It aims to incentivize creation and protect attribution and integrity of works. 2. Other forms of intellectual property include trademarks, which protect brand identities, and patents, which protect inventions for a limited period. 3. When copyright expires, works enter the public domain and can be freely used by anyone. Some limitations to copyright include allowing uses for criticism, parody, and access for disabled people.

An introduction to open education in 17 images (and a few words)BdelosArcos

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The document is an introduction to open education presented through 17 images and captions. It covers topics such as the 5 Rs of open education which are reuse, revise, remix, redistribute, and retain; how open education can improve access, enhance learning, and empower learners; and critical approaches and ensuring inclusiveness and equity in open education. The final image indicates that the presentation itself is open.

Themabijeenkomst: Open EducationBdelosArcos

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This document discusses open education and provides information on key declarations and action plans related to open educational resources (OER) and open educational practices (OEP). It outlines the 2007 Cape Town Declaration and the 2012 UNESCO Paris OER Declaration, which have 10 principles each to promote OER. The 2017 Ljubljana OER Action Plan also has 5 areas of focus. The document notes that education is about sharing knowledge and that OER allow for open admission, free resources, and reuse. It references strategies from the Netherlands and TU Delft university to support open education.

Thinking about Open - TUDelftBdelosArcos

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The document discusses open educational resources (OER) and open licensing. It provides definitions and examples of open source software, open access, open culture, open data, and other open concepts. It explains that open resources are free to use, modify, and share subject to permissions granted by open licenses like Creative Commons licenses. The document encourages educators to use, adapt, create and share OER to make educational resources more accessible to others.

Los REA y las desigualdades de acceso a la educación, ¿una promesa sin cumplir?BdelosArcos

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Este documento discute cómo los Recursos Educativos Abiertos (REA) podrían ayudar a abordar las desigualdades de acceso a la educación. Señala que aunque los REA prometen ampliar el acceso, en la práctica a menudo excluyen a ciertos grupos. También plantea preguntas sobre si se imponen visiones colonialistas de los REA y si su uso requiere necesariamente tecnología digital, excluyendo así a quienes carecen de acceso o habilidades tecnológicas. En

Open textbooks, open pedagogyBdelosArcos

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Open Textbooks: Access, Affordability and Academic SuccessBdelosArcos

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One Thousand and One Tales of OpenBdelosArcos

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This document contains a summary of an open educational resource (OER) workshop. It discusses how OERs allow teachers to fully develop courses without copyright restrictions and share them freely online for anyone to use or modify. An example is provided of a teacher who was able to enrich their teaching by having students participate in real-world scientific activities and receive feedback from experts online. The document also notes that students often save significant amounts of money by using free OERs instead of expensive textbooks. Statistics are presented showing higher levels of engagement with OERs in northern countries compared to southern countries.

Open Textbooks: Access, affordability and academic successBdelosArcos

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Exploring educators’ use and acceptance of social networking and gamification...BdelosArcos

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This document summarizes research exploring educators' use and acceptance of social networking and gamification features on open educational repositories. The researchers surveyed educators on their perceptions and use of the KlasCement open repository. Educators found the site easy to use and useful but were not using it primarily as a social network. While educators were open to some gamification features like badges, they were less interested in features like public profiles showing what they downloaded or challenges for receiving badges. Educators were most motivated to share resources on getting feedback to improve their materials or feeling more professional, rather than for performance-based reasons like leaderboards or awards.

A Tale of Two Globes: Exploring the North/South Divide in Use of OERBdelosArcos

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Global OER Graduate Network: Raising the Profile of Research into Open Educat...BdelosArcos

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The document discusses the Global OER Graduate Network, which supports 45 PhD researchers from 14 countries researching open education. The network aims to raise the profile of open education research, support PhD students, and develop openness in the research process. It also discusses open research and defines it as conducting and sharing research such as proposals, literature reviews, and findings publicly to allow others to access and build upon.

Teacher perceptions and use of open educational resourcesBdelosArcos

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Improving research through opennessBdelosArcos

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Open research is defined as intentionally sharing research proposals, documents, literature reviews, methodologies, instruments, frameworks, findings, and data publicly to allow others free access, use, modification, and sharing while preserving ethics and legal standards. Conducting open research can improve quality through an agile process where work is openly shared and built upon, though there are also challenges to consider regarding openly sharing failures or incomplete work.

Awareness of OER and OEP in Scotland: Survey Findings from the OEPS Project BdelosArcos

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Non-English speakers’ use of OER: consumers or contributors?BdelosArcos

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This document discusses non-English speakers' use of open educational resources (OER) and whether they act as consumers or contributors of OER. It notes that while English dominates OER provision, localization of materials is important for cultural and pedagogical relevance. Survey data of OER users showed that over a third are non-native English speakers, who face challenges in finding and accessing high-quality resources. While both English and non-English speakers adapt and use OER, non-English speakers contribute and share adaptations less frequently. The document calls for encouraging OER development, adaptation, and sharing in multiple languages and cultural contexts.

Teaching and Learning with OER: What's the Impact in a K12 (Online) Classroom?BdelosArcos

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El impacto del uso de REA en la clase al revésBdelosArcos

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Este documento describe el impacto positivo del uso de recursos educativos abiertos (REA) en la enseñanza con el modelo de "aula invertida". El uso de REA mejora la colaboración entre estudiantes, ayuda a que se involucren más con los contenidos y desarrollen su independencia. Además, puede mejorar los resultados académicos y la satisfacción con el aprendizaje. El documento incluye ejemplos de cómo los REA permiten nuevas formas de enseñar donde los estudiantes crean sus propias le

Openness in a Flipped Class: relatiOnship, contEnt, cuRiosity BdelosArcos

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Creative Commons Licenses for Flipped EducatorsBdelosArcos

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Last September, when Kari Arfstrom visited Milton Keynes as an OERRHub fellow, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons Licenses. Last January, when Jon Bergmann and Aaron Sams visited Milton Keynes en route to speaking at BETT13, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons licenses. Well, let me introduce you to Mr. O'Pen. For more information: oerresearchhub.org

Flipping with OER: K12 teachers’ views of the impact of open practices on stu...BdelosArcos

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I flip, you flip, she flipsBdelosArcos

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OERRHub - Narrative inquiry into K12 teachers' change in classroom practicesBdelosArcos

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OER Research Hub: Understanding the impact of open educational resourcesBdelosArcos

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This document summarizes an OER Research Hub report on understanding the impact of open educational resources. It lists 11 hypotheses about how OER can improve student performance and satisfaction, widen participation in education, help at-risk learners, lead educators to reflect on their practice, and bring financial benefits. It also discusses how open licensing is important for educational reuse but that indicators of quality are the most important factor for learners selecting OERs. The document provides initial evidence to support some hypotheses, such as how OER have improved student mastery and pass rates in math courses.

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