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After The Deluge: navigating DRM in learning object repositories
Map Image from the University of Texas at Austin
http://trustdr.ulster.ac.uk/
Distributed under a Creative Commons License - Attribution 2.5 UK: ScotlandAuthors John Casey, Jackie Proven, David Dripps
A ‘data deluge’ is hitting our educational institutions. We need to learn how to manage digital materials, understand what is important, what needs to be kept, managed and preserved.
Individuals and institutions have become de-facto digital publishers – enjoying both the legal rights and the responsibilities this brings.
In the context of e-learning this is also linked to fundamental changes in teaching and learning at national, institutional and professional levels
Background
The ‘Learning Object Economy’
A Challenge to the Political Economy of Academia?
Learning Objects
Monolithic Course Well Structured Course Learning Objects
Images by J. Casey - from the L2L project
Practical ways of managing IPR in digital learning materials
Operates at the intersection of technology, education and the law
DRM (Digital Rights Management) systems for institutional repositories
Is not just a technical problem
Digital ……………………..(Technology & Use)
Rights ……………………..(Legal & Social)
Management ……………..(Policy & Culture)
Requires a Systems Approach
About the TrustDR Project
Is not the same business model as before…a more systematic approach
Education and Technology - Big Picture Stuff!
Pedagogical framework, educational setting, organisational contextFrom Effective networked learning in higher education: notes and guidelines, Lancaster University & JISC JCALT
E-learning as part of a fundamental shift in education
Future Practice(sustainable)
Current Practice(subsistence)
Really About Process Change - think of DRM as an enabler
Attempts to implement e-learning are revealing underlying problems in structure and and culture – e-learning as a reification agent (Pollock & Cornford, 2000)
Much of what is assumed and taken for granted is incorrect (UK e-U)
These technologies carry a strong organisational and pedagogical model - to use them you have to change (Freisen, 2004)
E-learning will be ineffective without the necessary changes in the structure of institutions and changes to working practices, needs top-down action
Main obstacles are philosophical, pedagogical, political, and organisational - the technical issues are comparatively minor
Current concentration on technical issues is a ‘displacement activity’
Tradition, dominant groups and vested interests delay and obstruct new knowledge (Kuhn, 1996)
Some Critical Observations About E-learning
What does Your E-learning System Look Like?
E-learning
Dysfunctional
Functional
sustainable
unsustainable
collective
individual
management by budget
management by analysis
teaching and research separate
teaching and research conflated
core business
systematic
fragmented
accurate MIS information
‘enterprise’ rhetoric but no decent MIS
senior management engaged
senior management disengaged
techno-sceptic
techno-fetish
evaluation
no evaluation
long-term
short-term
design once use many
Business not understood
design once use once
DRM gets easier if you:Understand your businessKnow where the value isAre clear about what you are trying to do
Adopt a ‘systems’ approach to e-learning
Lots of good advice is already available - use it! Don’t reinvent the wheel! (see the references)
If you can’t prove your rights or ownership then no amount of technology will help – simple record keeping, administration, policy and procedures are the foundation of successful DRM in any sphere. Linked to a clear expression of your rights this might be enough
Accurate & sufficient metadata is key - it’s a human thing!
Simplify the ‘Problem Space’
acts as a ‘lightening conductor’ to bring to the surface many difficult problems:
ownership
power
control
status
DRM and IPR as Lightening Conductors
Image by Christopher Hollishttp://commons.wikimedia.org/wiki/Image:Lightning_strike_in_Tampa_Florida_(modified).jpg
Develop a clear policy for IPR in learning materials
Use standard policies and licences where possible
Management of IPR by library service not the research or
commercialisation office
Ownership is very over-rated in IPR & the digital domain!
(Adopt a ‘Take What You Need’ philosophy)
Use licences - a standard set will cut costs and make admin easier
Use the TrustDR Framework for Managing IPR in e-learning
Use the TrustDR Organisational Model to understand your e-learning
Use the TrustDR Institutional Development Packs
Policy Solutions
Introducing the TrustDR framework for managing IPR in e-learning
A Compass to Guide Us
Photograph by Murat Cokal, Umitkoy, Ankara, Turkey
TrustDR Framework
TrustDR Framework
TrustDR Framework
Tools to Support a Systems Approach
TrustDR Organisational Model
Fig. 2 Basic Analysis and Audit Tool Derived from the Model
derived from van der Klink & Jochems, 2004
References, Guides & Provenances
van der Klink, M., & Jochems, W. (2004) Management and organisation of integrated e-learning in Integrated E-Learning: implications for pedagogy, technology and organisation, Jochems, W., van Merriënboer, J., and Koper, R., Routledge & Falmer, London,
Pollock, N. & Cornford, J. 2000. Theory and Practice of the Virtual University: report on UK universities use of new technologies. In ARIADNE issue 24. http://www.ariadne.ac.uk/issue24/virtual-universities/
Twigg, C (2005) Keynote Summary: Improving Learning and Reducing Costs - New Models for Online Learning in the ALT-C 2005 conference, ALT-C, UK. http://www.alt.ac.uk/altc2005/keynotes.html#carol
Twigg, C. (2002) Improving Quality & Reducing Costs, The Observatory on Borderless Higher Education.
Goodyear, P., et al (2001) Effective Networked Learning in Higher Education: Notes and Guidelines, by The Centre for Studies in Advanced Learning Technology Lancaster University Commissioned by JISC and available at http://csalt.lancs.ac.uk/jisc/guidelines.htm
Friesen, N. (2004) Three Objections to Learning Objects and E-Learning Standards. In McGreal, R. (Ed.) Online Education Using Learning Objects. London: Routledge. Pp. 59-70. Draft version online at: http://www.learningspaces.org/n/papers/objections.html
Ramsden, P. 1991. Learning to Teach in Higher Education, Routledge, London
Laurillard, D. (2002) Rethinking University Teaching. London: Routledge.
Casey, J., Wilson, P., 2006, A Practical Guide to Providing Flexible Learning in Further and Higher Education, Quality Assurance Agency for Higher Education Scotland Committee, Glasgow, 2006 (in print - due to be published Spring 2006)
Kuhn, T. 1996 The Structure of Scientific Revolutions, University of Chicago Press.
Casey, J. (2004) Intellectual Property Rights (IPR) in networked e-learning: a beginners guide for content developers. JISC Legal Information. Available at http://www.jisclegal.ac.uk/publications/johncasey_1.htm [Accessed 14.04.06]
Casey, J. and MacAlpine, M. (2002) Writing and Using Re-useable Educational Materials: a beginners guide, CETIS Educational Content Special Interest group {Online} www.cetis.ac.uk/educational-content
References, Guides & Provenances
Compass in a wooden frame. On wikipedia http://en.wikipedia.org/wiki/Image:Compass_in_a_wooden_frame.jpg
Taken from stock.xchng: "There are no usage restrictions for this photo." Photographer's (Murat Cokal, Umitkoy, Ankara, Turkey) user page set no usage restrictions.
Map of Samoa from the University of Texas at Austin collection of maps – free to use and adapt
Lightening Image by Christopher Hollis under a CC ‘BY’ licencehttp://commons.wikimedia.org/wiki/Image:Lightning_strike_in_Tampa_Florida_(modified).jpg
Image from Effective networked learning in higher education: notes and guidelines, Lancaster University & JISC JCALT, implied licence for educational use. Available at http://csalt.lancs.ac.uk/jisc/
Learning Object illustration by John Casey, taken from L2L project training materials http://www.daice.stir.ac.uk/l2l/
Clip Art from Microsoft Word
All other images by the TrustDR Project
References, Guides & Provenances