http://web.pdx.edu/~rueterj/rlw/ip_notes.htm
copyright
University of Texas System's Copyright Policy: http://www.utsystem.edu/OGC/IntellectualProperty/cprtpol.htm
Georgia System's Copyright Policy: http://www.peachnet.edu/admin/legal/copyright/copy.html
Dan Burk, Ownership of Electronic Course Materials in Higher Education http://www.educause.edu/ir/library/html/cem9734.html
David Bearman, Intellectual Property Conservancies (keeping material under control but available for free read) http://www.dlib.org/dlib/december00/bearman/12bearman.html
Intellectual Property
John Rueter, Modular Courses and Intellectual Property Rights http://web.pdx.edu/~rueterj/rlw/modular.htm
ACADEME May-June 1999 Distance Education and Intellectual Property
Carol Twigg "Who Owns Online Course and Course Materials?" Pew Learning antd Technology Program. Pamphlet that contains similar material as the video.
Micropayment schemes
Common Markup for micropayment per-fee-links http://www.w3.org/TR/Micropayment-Markup/
Elilis Chi (1997) Evaluation of Micropayment Schemes http://citeseer.nj.nec.com/cache/papers2/cs/5844/http:zSzzSzwww.hpl.hp.comzSztechreportszSz97zSzHPL-97-14.pdf/chi97evaluation.pdf
Discussion Series "Ownership of New Works at the University: Unbundling of Rights and the Pursuit of Higher Learning http://www.cetus.org/ownership.pdf
very good reference illustrating that copyright issues and intellectual property rights can be separated
"the effectiveness of higher education requires a better understanding of how ownership rights associated with new intellectual property promote the mutual benefit of facutly, staff, students and their learning communities."
"The management and administration of matters related to university contracts, policies, and guidelines which bear on the creation, ownership, storage, and use of intellectual property should: Foster the creation of the best possible quality of new intellectual properties so as t further the academic mission of higher education. (and six other points)."
describes an interdependent relationship between the university and faculty that supports a creative cycle
Clay Shirky "Where Napster is Taking the Publishing World" Harvard Business Review Feb 2001 pp:143-148.
"The economics of the Internet are pressing with irresistable force not just against business models that treat music as intellectual property but against the legal structure of intellectual property itself."
"this is Prohibition, and Napster is a bathtub full of gin."
"Techno-anarchists have imagined a future in which the state vanishes as people flock to anonymous digital exchanges."
This point is refuted, saying that people will accept (and want) a different level of copyright control that is practical.
This point also contains the idea that the internet in some sort of unstructured form will self-organize to provide useful resources. An idea held by many people when they predict that the "content for courses" will be available free on the web.
"Information wants to be free" - hacker ethics, anti-establishment
Roger Clarke http://www.anu.edu.au/people/Roger.Clarke/II/IWtbF.html
attributes this quote to Stewart Brand
"On the one hand information wants to be expensive, because it's so valuable. The right information in the right place just changes your life. On the other hand, information wants to be free, because the cost of getting it out is getting lower and lower all the time. So you have these two fighting against each other."
This became part of - that information should be shared. This is related to the open source movement.
Ester Dyson "Release 2.01" Chapter 6: Intellectual Property
Dyson presents a free-market view of technology.
Instead of thinking that technology will increase peoples' time, she states it the other way; "Content (and the creation of content) consumes individuals' attention." Which leads to the idea of an "attention economy" where you are "rewarded with content according to the "quality" of attention you can provide".
This view is very helpful when looking at courses and how much attention students have to put toward these courses.
She differentiates between intellectual property and intellectual process. An intellectual process is "the flow of services base on the content, rather than for static copies of it." This sounds like a course rather than the resources used for the course.
She provides a list of business models and analyzes how they relate to intellectual property.
mentioning only several
intellectual services: "interactive performance enhanced wiht some content"
memberships: "intellectual services, content, and attention from other members" (like a small course)
sponsorhips: she thinks that faculty are sponsored by universities to produce content that is free
Dyson addresses work for hire by predicting that "creators will increasingly be paid for working, rather than for their work." This is good example of her freemarket philosophy. And the question that arises out of this prediction is how much compensation do faculty get for being more or less creative. This relates to the point made by the Discussion Series, that intellectual property agreements should foster creativity for the good of all involved.
John Rueter - memo to colleagues in ESR
Assessment of the curriculum may be the intellectual property of a department
I have been working on the assessment plan for our department. This plan describes an intellectual process that we will use to interact with students, to adjust the content with the goal of increasing student learning. I think that we should treat this process and the data that we collect and analyze as the intellectual property of the department. The only immediate implication of this would be that we would not freely share this process with others unless the department (as owners of the property) agreed to share. Until we decide, I will only post generic summaries of the plan.