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Creative Commons in Higher Education
- 2.
- 3. Most publically fundedresearch cannot be accessed and reused by the public (including me)
- 4. Most publically fundedresearch cannot be accessed and reused by the public (including me) Libraries are spending an exorbitant amount on journal subscriptions
- 5. Most publically fundedresearch cannot be accessed and reused by the public (including me) Libraries are spending an exorbitant amount on journal subscriptions Many younger educators are building their teaching resources from scratch (with no training)
- 6. Most publically fundedresearch cannot be accessed and reused by the public (including me) Libraries are spending an exorbitant amount on journal subscriptions Many younger educators are building their teaching resources from scratch (with no training) Higher education is struggling to make the case for more public funding, especially for non-commercial research
- 7. Most publically fundedresearch cannot be accessed and reused by the public (including me) Libraries are spending an exorbitant amount on journal subscriptions Many younger educators are building their teaching resources from scratch (with no training) Higher education is struggling to make the case for more public funding, especially for non-commercial research Our publically housed cultural heritage is becoming more accessible, though is still difficult to reuse
- 8. On the otherhand: The potential of the Internet
- 9. Potential to: find andbuild on global research
- 10. Potential to: find andbuild on global teaching resources
- 11. Potential to: distribute workto a (much) wider audience
- 12. Potential to: stop reinventingthe wheel
- 13. Potential to: actively remakeour common culture
- 14. So, what's theproblem?
- 16. What is Copyright?Whatis Copyright?
- 17. Copyright is: Bundle ofrights Automatic Copy, distribute, perform, adapt *applies online* Lasts for 50 years after death
- 18. What Is thePurpose of Copyright?
- 19. To Expand theCommons
- 20. Statute of Anne,1710: “For the encouragement of learning”
- 21. USA Constitution: “To promotethe progress of science and useful arts.”
- 22. Copyright was intendedto be a pragmatic solution, balancing the interests of authors, publishing AND the public Authors
- 23. IT’S MEANT TOWORK LIKE THIS: The commons is a public good
- 24. IT’S MEANT TOWORK LIKE THIS: The commons is a public good + People need an incentive to create
- 25. IT’S MEANT TOWORK LIKE THIS: The commons is a public good + People need an incentive to create = Limited monopoly, i.e. copyright
- 26. IT’S MEANT TOWORK LIKE THIS: The commons is a public good + People need an incentive to create = Limited monopoly, i.e. copyright = A vibrant culture
- 27.
- 28.
- 29. 1994 New Zealand CopyrightAct Life + 50 years
- 30.
- 32. Nearly all ofour (publicly funded) intellectual work cannot be easily accessed or legally reused
- 33. Your (publicly funded)work may not enter the commons for over 100 years (...)
- 34. ‘All Rights Reserved’copyright restricts the potential of digital technologies and the Internet
- 35. Open Access isnot enough
- 36. What to do? “Grayson,Westley, Stanislaus County, Western San Joaquin Valley, California. Seventh and eighth grade class in Westley school after lesson in Geography” 1940, US National Archives 83- G-41445, via Flickr. No known copyright.
- 38. Pragmatic solution Creators retaincopyright Permission in advance
- 39.
- 40. Public Domain Few Restrictions AllRights Reserved Few Freedoms
- 41. Public Domain Few Restrictions AllRights Reserved Few Freedoms Some Rights Reserved Range of Licence Options
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- 48. More free Morerestrictive
- 49. More free Morerestrictive
- 50. More free Morerestrictive
- 51. More free Morerestrictive
- 52. More free Morerestrictive
- 53. More free Morerestrictive
- 54. More free Morerestrictive
- 55. More free Morerestrictive
- 56.
- 57.
- 59. More than 700million works
- 60.
- 61. CCANZ argues thatCC should be used to share all publically funded works, including culture, research, data and educational resources.
- 62. CCANZ argues thatCC should be used to share all publically funded works, including culture, research, data and educational resources (Unless there is a good reason not to, such as privacy)
- 63. How will thiswork in higher education?
- 64. 1. Open Accessand Open Licensing to Research
- 65. All research outputsshould be CC licensed, for four reasons
- 66. First, the publicshould not have to pay twice
- 67. Second, the currentstructure of academic publishing is economically unsustainable
- 68. Third, all culturaland intellectual work builds on other work
- 69. Fourth, the opportunitiesof the Internet & digital technologies for higher ed. are massive
- 70. But what doesOA even mean?
- 71. Basic distinctions: Access: Gold &Green Copyright: Libre & Gratis
- 72. CC licensing willreduce transaction costs of publishing, decentralise distribution & enable new research
- 73. Different models havebeen adopted by research funders in the US, UK, EU the World Bank.
- 74. What form willNZ take?
- 75.
- 76. Reinventing the wheelis particular frustrating for young academics
- 77. Major commitment totowards OERs in nearly every nation US: $2 billion on open textbooks Latin America: Project LATIN Mongolia: OER portal UNESCO Paris Declaration on OER
- 78. Massive Open OnlineCourses (MOOCs) Oct 2011: 127 million visits to OCW content 1,018 courses translated and 290 mirror sites globally
- 79. Source: Brandenburg, U.,Carr, D., Donauer, S., Berthold, C. (2008) Analysing the Future Market – Target Countries for German HEIs, Working paper No. 107, CHE Centre for Higher Education Development, Gütersloh, Germany, p. 13. “Accommodating the additional 98 million students would require more than four major universities (30,000 students) to open every week for the next fifteen years.” Stamenka Uvalić-Trumbić of UNESCO
- 80. Also major potentialin the compulsory education sector (53,000+ teachers; 2500+ schools)
- 81.
- 82. Heritage institutions have digitiseda great deal of content
- 83. Heritage institutions have digitiseda great deal of content But there are some tensions between kaitiaki and OA
- 84. Regardless, most peoplehave no idea what the GLAM sector has
- 85. “Start from theother direction”
- 86. However, not everythingis suitable for licensing
- 87. The infamous 'lowhanging fruit.' 1. Public domain works → clear usage rights statements 2. Materials with easy permissions → CC friendly donors 3. Institution's own copyright → release under CC-BY
- 88. So, I've referredto 'public funding.'
- 89. What is thegovernment doing?
- 90. NZGOAL (2010) Government guidance,approved by Cabinet Declaration on Open and Transparent Government (2011)
- 91. Framework for releaseusing CC BY Advocates release using CC BY
- 92. Many public agenciesare now using CC
- 93. Open Government GISData (LINZ)
- 94. Open (Local) GovernmentGIS Data (WCC)
- 95.
- 96. Open Heritage (UpperHutt CL)
- 97. Open Culture (TePapa)
- 98.
- 99. What about students? Banks Collegestudents playing leap frog. Wellesley College :Photographs relating to Wellesley College, Banks College and Croydon School. Ref: 1/2-147264-F. Alexander Turnbull Library, Wellington, New Zealand. http://natlib.govt.nz/records/22901144
- 100. Creative Commons isa great way to teach students about copyright
- 101. Creative Commons shiftsthe conversation from what students can’t do, to what they can.
- 102. Too often, youngpeople are labelled ‘pirates’
- 103. And teachers become‘copyright police’ ‘
- 104. But remix shouldbe encouraged
- 106. Mix & Mash2013: The New Storytelling mixandmash.org.nz August 9 and November 10 Prizes of $50, $500 and $2000
- 107. THANKS CREATORS ‘THE PIRATEKING. The Kaiser hoists the "Jolly Roger" and announces his intention of sinking every merchant ship on the seas!’ “Wanganui Chronicle, Issue 20354, 14 May 1915, Page 3, via Papers Past. No known copyright. “2500 Creative Commons Licences” by qthomasbower, via Flickr. Made available under a Creative Commons Attribution-Share Alike 2.0 licence. YOUNG FEMALE FOX NEAR GALBRAITH LAKE CAMP, 08/1973.” ARC Identifier 550432 / Local Identifier 412-DA-7947. Item from Record Group 412: Records of the Environmental Protection Agency, 1944 – 2006. No known copyright. “Caxton Showing the First Specimen of His Printing to King Edward IV at the Almonry, Westminster,” by Daniel Maclise, 1851. Out of copyright. ‘The worker K. G. Persson in Gottfridsberg, Linköping. Born in 1860.’ By Einar Erici, 1932. Via Flickr. No known copyright. “Grayson, Westley, Stanislaus County, Western San Joaquin Valley, California. Seventh and eighth grade class in Westley school after lesson in Geography” 1940, US National Archives 83-G-41445, via Flickr. No known copyright. Photograph of Card Catalog in Central Search Room, 1942, US National Archives, via Flickr. No known copyright. Wikihouse NZ at the Makertorium at Te Papa, 27 April 2013, via WikihouseNZ/SpaceCraft. Used with permission. Teacher, outside with a blackboard, taking a geography class. Northwood brothers :Photographs of Northland. Ref: PA1-o-394-05. Alexander Turnbull Library, Wellington, New Zealand. http://natlib.govt.nz/records/22829561 Out of copyright. Beehive, Wellington, NZ. Creative Commons Attribution Non Commerical No Derivatives by stewartbaird via Flickr. Traffic squad police’ by Bain News Service, July 20, 1911. Library of Congresss, LC-B2- 2298-16. via Flickr. No known copyright. Screenshot of “Manny’s Story” by Casey Carsel, via Youtube. Made available under a Creative Commons Attribution 3.0 licence Screenshot of Wellington City Harbour, Wellington City Aerial photography, by Wellington City Council, via Koordinates. CC-BY “Keene Grammar School Class, Keene, New Hampshire” by French, J.A., Keene NH, via Flickr. 1896 Keene Public Library and the Historical Society of Cheshire County. HS259-P819. No know copyright restrictions. “Teacher, Lorraine Lapthorne conducts her class in the Grade Two room at the Drouin State School, Drouin, Victoria,” by Fitzpatrick, Jim. 1944. National Library of Australia, via Flickr. nla.pic-an24229822. No known copyright restrictions. Screenshot of Nelson and surrounds, “NZ Mainland Topo50 Maps” by LINZ, via LINZ Data Service. CC-BY
- 108. www.creativecommons.org.nz @cc_Aotearoa admin@creativecommons.org.nz facebook.com/creativecommonsnz This work ismade available under a Creative Commons Attribution 3.0 New Zealand Licence. QUESTIONS?