Running head: SUMMARY OF CHAPTER ONE AND NINE: COPYRIGHT ISSUES
Summary of Chapters One and Nine: Copyright Issues in Online Courses: A Moment in Time
Course: EDCI 555 Technology, Instructional Design, and Learner Success
Instructor: Lidia D. Haughey-Runkel
Dean L. Myers
November 2, 2008
Summary of Chapters One and Nine: Copyright Issues
As cited in Chapter One, ‘The goal of any instructional system is to promote learning.” P. 3) Online education has improved learning in every area of the educational system. The information that is available for students is endless. How the material is presented online is very important as the teacher and student are separated. (Rossett 2002) as cited “online learning has many promises, but it takes commitment and resources, and it must be done right.” (P. 1)
This chapter continues to describe the different types of learning and the implications associated for online learning. They are: behaviorist, cognitivist, and constructivist. As cited, “there is no single learning theory to follow, one can use a combination of theories to develop online learning materials. The online developer must know the different approaches to learning in order to select the most appropriate instructional strategies.” (P. 3) This chapter suggests that a teacher use a variety of activities to accommodate the different learning styles.
In preparing an online course the teacher must contemplate: ‘learner preparation’ where the student is informed of the learning outcomes, prerequisite requirements, and a self-assessment to insure the student has the knowledge and skills necessary for learning through this type of delivery; ‘learner activities’ that will achieve the lesson learning outcome; ‘learner interaction’ must be between teacher and student as well as student to student; and ‘learner transfer’ where they can apply what they have learned to real-life situations.
Many of the problems associated with online learning are the same that a teacher has in a traditional classroom such as getting students motivated to learn and maintaining their attention throughout the lesson. There are however, many differences as well, for both student and teacher.
One
of these differences pertains to copyright laws which are described in Chapter Nine.
While this chapter focuses on the Canadian laws, the
The law that is to
be considered is that of the country in which the institution presenting the
course is located. Many nations have signed the Berne Convention (1976), which
offers a common ground for copyright basics. (P. 2) Also, there is an
organization, the World Intellectual Property Organization (WIPO) that promotes
international understanding on copyright issues. In 1996 the
Chapter Nine describes ‘linking’; which is the use of hotlinks within course materials to internet sites. There is also a term ‘deep linking’ described as a web link that bypasses another web site’s home page and goes directly to a specific article. Another term used is ‘framing’ which imports a third-party web page into the offender’s web page, instead of just leading to the third-party web page. (P. 4)
It is important that the educational institution have a clear copyright policy that outlines who owns course material, and how the course material can be used by others. (P. 5) This policy must address, among other things, if the course is that of the institution as the employer or that of the teacher as the employee or creator.
Student expectations are also addressed in Chapter nine, stating the risk of plagiarism increases with technology. At the beginning of the course, students should be provided with a definition of plagiarism, what the law is that surround it, as well as the associated consequences should the student be caught in the act.
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