Educational Fair Use and Creative Commons Licensing Artifact

I created a project around the concepts of educational fair use and creative commons licensing, and in this project, the students will not only be learning these concepts, but implementing them and using them to create their own artifact.

http://areeslessonplan3.podomatic.com/entry/2010-03-02T16_43_21-08_00


Name: Aisha Rees


(1) Include the notes you took on the resources here:


Code of Best Practices in Fair Use for Media Literacy Education:


Media Literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens:


all media messages are constructed

each medium has different characteristics and strengths and a unique language
of construction
media messages are produced for particular purposes
all media messages contain embedded values and points of view
people use their individual skills, beliefs, and experiences to construct their own
meanings from media messages
media and media messages can influence beliefs, attitudes, values, behaviors,
and the democratic process

Copyright: A contentious climate:
teachers sense that copyrighted material should be available for their activities and
those of their learners, and that such availability has great social and cultural utility.
But on the other, they are aware of the increased vigilance with which copyright
owners are enforcing their rights. And their actual understanding of the subject is
incomplete or even distorted. As a result, there is a climate of increased fear and
confusion about copyright, which detracts from the quality of teaching. Lack of
clarity reduces learning and limits the ability to use digital tools.

Principles: *The limitations of this is that attribution and citation may be required
1. employing copyrighted material in media literacy lessons: Under fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources
and make them available to learners, in class, in workshops, in informal mentoring
and teaching settings, and on school-related Web sites.
2. EMPLOYING COPYRIGHTED MATERIAL IN PREPARING
CURRICULUM MATERIALS: educators using the concepts and techniques of media
literacy can integrate copyrighted material into curriculum materials, including
books, workbooks, podcasts, DVD compilations, videos, Web sites, and other
materials designed for learning.
3. SHARING MEDIA LITERACY CURRICULUM MATERIALS: Educators using concepts and techniques of media literacy should be able
to share effective examples of teaching about media and meaning with one another,
including lessons and resource materials
4. STUDENT USE OF COPYRIGHTED MATERIALS IN THEIR OWN ACADEMIC
AND CREATIVE WORK: Because media literacy education cannot thrive unless learners themselves
have the opportunity to learn about how media functions at the most practical
level, educators using concepts and techniques of media literacy should be free to
enable learners to incorporate, modify, and re-present existing media objects in their
own classroom work.
5. DEVELOPING AUDIENCES FOR STUDENT WORK: Educators should work with learners to make a reasoned decision
about distribution that reflects sound pedagogy and ethical values. In some
cases, widespread distribution of students’ work (via the Internet, for example) is
appropriate.

Creative Commons:
This is a form of copyright that enables the owner of a creative work (story, song, video, etc.) to share his/her work with the world, so that it can be reused or built upon. They provide free licensing so that the creator of a work has the freedom to do what he/she wants with it. Some examples of users of CC: Al Jazeera, Google, Flickr, Wikipedia, whitehouse.gov, etc.

Licensing options using Creative Commons:
Attribution: This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered, in terms of what others can do with your works licensed under Attribution.

Share alike: This license lets others remix, tweak, and build upon your work even for commercial reasons, as long as they credit you and license their new creations under the identical terms. This license is often compared to open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use.

Attribution no derivatives: This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you.

Non-commercial: This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.

Non-commercial share alike: This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms. Others can download and redistribute your work just like the by-nc-nd license, but they can also translate, make remixes, and produce new stories based on your work. All new work based on yours will carry the same license, so any derivatives will also be non-commercial in nature.

Non-commercial no derivatives: This license is the most restrictive of our six main licenses, allowing redistribution. This license is often called the “free advertising” license because it allows others to download your works and share them with others as long as they mention you and link back to you, but they can’t change them in any way or use them commercially.



(2) Please describe how the multimedia artifact you submitted for this assignment demonstrates your understanding of the following issues:


(a) Educational Fair Use: I used the fourth principle of Educational Fair Use to create a project for students to explore the Internet to find and use others' artifacts to their advantage. And in this, they will create their own artifacts by recreating, tweaking, or building upon the artifacts they collect.


(b) Creative Commons: This project provides a way for students to become exposed to and use creative commons licensing for their own artifact. They have to decide which licensing option suits them best, and decide how they want their own artifact used online.


(3) Please provide a self-evaluation of your artifact using the following criteria:


Creativity: I think that my project is fairly creative. They are not just replicating others' artifacts, but must tweak or recreate them using other media outlets. This gives the students creative freedom to do something they want.


Artifact design: I think I did a good job of designing a project that is both creative and educational. I used two different outlets, Podomatic and Blogger, one to describe and give instructions for the project (as well as external links, etc.) and the other to give the students an example of my own work.


Success in demonstrating knowledge of content: I think I successfully demonstrated my knowledge of the concepts, and also gave the students external links so that they can see for themselves what I'm blabbing on about.


Effort put forth: I put a lot of effort forward into creating this project. It is probably not as detailed as a lesson plan would be, as I did not provide an assessment or rubric, but I still put all of myself into creating this project with the hopes that I can actually implement it into my curriculum once I become a teacher.


Level of learning attained: This project is definitely for the higher level learning skills, and should be used with high school students. The students are not just regurgitating facts, but have to create something to show me (the teacher) that they understand the concept, but more than that, that they can use the concept in their own work.