copyright resources

A collection of resources to inform staff about copyright issues, including useful links to articles and webpages as well as a PDF called "Copyright in Context" pertinant questions and answers that formed part of a study morning held at the Hartley Library in May 2010 and also a narrated powerpoint presentation by Adam Warren.

Copyright in context

Questions asked by library staff and answered by experts, to give insight into everyday issues to do with copyright and licensing.

Copyright toolkit from Eduserv

If you are a first-time user of the toolkit, new to your job, or inexperienced in copyright and right clearance issues, you are recommended to begin with the introductory exercise (greetings card activity). The questions in the exercises have been designed to build up copyright knowledge, beginning at a most basic level of understanding. These exercises should be followed in sequence order to benefit from each learning outcome.

Keep up-to-date with copyright

Brief listing of books and webpages on copyright law and how to interpret it.

INFO2009 Group 3, FlowerPower - Educational video about DRM

This video contains an overall description of DRM as an introduction, and a discussion about the controversy around DRM techniques.

Can you tell if they're learning?

The proliferation of Web-based learning objects makes finding and evaluating online resources problematic. While established Learning Analytics methods use Web interaction to evaluate learner engagement, there is uncertainty regarding the appropriateness of these measures. In this paper we propose a method for evaluating pedagogical activity in Web-based comments using a pedagogical framework, and present a preliminary study that assigns a Pedagogical Value (PV) to comments. This has value as it categorises discussion in terms of pedagogical activity rather than Web interaction. Results show that PV is distinct from typical interactional measures; there are negative or insignificant correlations with established Learning Analytics methods, but strong correlations with relevant linguistic indicators of learning, suggesting that the use of pedagogical frameworks may produce more accurate indicators than interaction analysis, and that linguistic rather than interaction analysis has the potential to automatically identify learning behaviour.