What is Open Licensing?

As new forms of publication and scholarship begin to take hold, the academic world is examining standard forms of licensing and rights management and finding them lacking. While current copyright and intellectual property laws focus on restricting use of materials, authors are beginning to explore new models that center on enabling use while still protecting the academic value of a publication. Some rights are still reserved, but some are proactively licensed at publication time to encourage re-use. These approaches make it clear which rights are licensed for various uses, removing the barrier of copyright and smoothing the way for others to access and use one’s work. One such approach is that taken by Creative Commons, an organization that supplies easy-to-understand, “some rights reserved” licenses for creative work. Authors simply review the list of rights they can grant or restrict, make their choice, and receive a link to a written license that spells out how their work may be used. The licenses work within current copyright laws but clearly state how a work may be used. Copyleft is another alternative license; often used in open source software development and describes how a work can be used and also governs how derivative works are to be licensed as well. Models like these are beginning to gain acceptance among artists, photographers, and musicians; scholarly papers and reports are increasingly released under alternative licenses. Some organizations, such as the New Media Consortium, have made it a policy to release all their work under licenses that facilitate sharing and reuse.

INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).

Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: - Larry Larry Feb 8, 2012

(1) How might this technology be relevant to the educational sector you know best?

  • The ability for students and teachers to explicitly know how they may use materials found on the Web avoids all the searching and encourages a respect for the intellectual property of others. - kathleenschrock kathleenschrock Feb 2, 2014kathleenschrock
  • I think this is important, but not sure I see it as a new trend since Creative Commons has been in place for a decade. Maybe I am missing something. - keith.krueger keith.krueger Feb 9, 2014kkrueger 202.8612676
  • It fosters an understanding of the creative act and supports respectful sharing of work in an increasingly connected, "open" web. - karen.melhuish.spencer karen.melhuish.spencer Feb 9, 2014
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(2) What themes are missing from the above description that you think are important?

  • I would like to see this same time of licensing from commercial publishers, even within their own systems. Allowing students to "mash-up" material provided in a content management system would be great! In addition, it would be beneficial to be able to buy asset collections from commercial publishers and put them in our own systems for students and teachers to use. - kathleenschrock kathleenschrock Feb 2, 2014kathleenschrock
  • It is the enabler to a paradigm of content sharing and openness of educational knowledge. A system wide embrace of open content could be the foundation that underpins co-creation of educational resources, shared approaches to pooling expertise, collaborative pedagogies.- karen.melhuish.spencer karen.melhuish.spencer Feb 9, 2014
  • The appropriate use of others' content needs to be positioned in learning programmes that deliberately foster those digital literacies that are needed to create, use, understand and fairly use others knowledge - and to understand that knowledge is not owned but actively created. - karen.melhuish.spencer karen.melhuish.spencer Feb 9, 2014
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(3) What do you see as the potential impact of this technology on teaching, learning, or creative inquiry?

  • At the most basic point, students and teachers could be free to use images found online without infringing copyright. That would be a giant step,especially for early years teachers. - FionaBanjer FionaBanjer Feb 9, 2014
  • The need for support for digital literacy development. The lever to support free and open use of educational resources, inc those produced and "owned" by schools (in NZ). - karen.melhuish.spencer karen.melhuish.spencer Feb 9, 2014
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(4) Do you have or know of a project working in this area?

  • Education Queensland - the Learning Place Albums in which we store images to be used in edStudios and as stand alone resources requires recognition of the copyright status of each image that is uploaded. In this way, designs/images uploaded by teachers can be used depending on the copyright status recorded. Operates much the same way as Flickr and Wikimedia do. - FionaBanjer FionaBanjer Feb 9, 2014
  • NZ: Creative Commons Aotearoa New Zealand ; Digital NZ is a good example of opening access to content in the GLAM sector; Mix and Mash competitions for students - karen.melhuish.spencer karen.melhuish.spencer Feb 9, 2014
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