Assessing Collaborative Eefforts

When a student does not want to collaborate, I believe every effort should be made to bring that student into the group. As Professor Siemens pointed out, most professional positions and careers are never carried out by a person working alone. All professions require a certain degree of collaboration.

If we can discern the root cause of the individual’s reluctance to participate, the group can utilize positive behavior support and encouragement to draw the individual out. I do believe the group should not be penalized for the failure of one individual to participate. Conversely, I do not believe the non participating individual should be permitted to capitalize on the work of others.

This is where the instructor must step in and make all players aware of the benefits and consequences of a failure to perform. I participate in a real world scenario of collaborative development. The group creates and writes professional development programs for a technology company. At the end of each development session, participants answer a short questionnaire regarding the contributions of the members of the group. The questions are crafted in a way that reveals individual levels on contribution. In a educational setting, I believe a similar tool could be developed by the instructor for his use.

Oliver

Module 3 - Intellectual Property Video Outline

Intellectual Property Video Outline

Introduction

Educators have been conditioned over the years to the idea that their use of music, videos, photographs, and copies of book pages in lessons can lead to trouble. Administrators often say, “You need permission to show a movie clip; you can not copy book pages for a lesson; do not play music in class.” How much do you know about the copyright laws and its Fair Use exception?

I. Key aspects of laws protecting intellectual property

A. Define intellectual property

1. Print

2. Music

3. Film and Video

4. WWW

5. Software

B. Define copyright law in America

1. Dates back to the 18^th century

2. The Drafters of the United States Constitution put copyright law into Article One

3. United States Constitution: intent of copyright law is “To promote the progress of science and useful arts”

C. Fair use doctrine

1. Use of intellectual property for teaching is authorized by federal law pursuant to the “fair use” exception to copyright.

2. “fair use” doctrine is a balance of competing public interests: encouraging creativity by giving exclusive rights to the creator versus giving the freest possible public access to the creative process

3. Educators’ Code of Fair Use and excerpts

4. Propensity of administrators to say no to everything

a. Positive versus negative attitudes

5. What will happen if I violate fair use?

a. Liability – assessment of risk

b. Look to intent of copyright law: educators’ function is to cause “the progress of useful arts”

II. Best Practices

A. Fair use in the classroom

B. Where do I go for answers

1. Can I show an entire video or must I show a clip?

2. Can I play music in my class?

3. Can I make photocopies of book pages for a lesson?

C. If I want to use material, how do I get permission?

III. Authentic application

A. What do you do, or have you done, that leaves you with an uncomfortable feeling

B. Do you have a school or classroom policy about fair use?

C. Before we start today’ session, please take the card you received when you entered the auditorium, and answer the following questions about the following scenario:

You are teaching a lesson about Shakespeare’s Romeo and Juliet. You want to show the class a home DVD of the Franco Zeffirelli version of the play in class. You have downloaded a copy of the movie script from a web site, and plan to copy it and provide a copy to each student for the purpose of making notes on the copy.

1. Is this legal under fair use?

2. What part of it is not legal, if any?

3. Would you do this in your class? Why or why not?