Creative Commons in Higher Education

The Situation Today

Most publically funded research 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




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

On the other hand:

The potential of the Internet

Potential to:find and build on global

research

Potential to:find and build on global

teaching resources

Potential to:distribute work to a (much)

wider audience

Potential to:stop reinventing the wheel

Potential to:actively remake our

common culture

So, what's the problem?

What is Copyright?What is Copyright?

Copyright is:

Bundle of rightsAutomatic

Copy, distribute, perform, adapt*applies online*

Lasts for 50 years after death

What Is the Purpose of Copyright?

To Expand the Commons

Statute of Anne, 1710: “For the encouragement of

learning”

USA Constitution:“To promote the progress of

science and useful arts.”

Copyright was intended to be a pragmatic solution,

balancing the interests of authors, publishing AND the

public

Authors

IT’S MEANT TO WORK LIKE THIS:

The commons is a public good


The commons is a public good+

People need an incentive to create



People need an incentive to create=

Limited monopoly, i.e. copyright



People need an incentive to create=

Limited monopoly, i.e. copyright=

A vibrant culture

However...

1710

Statute of Anne

14 years

1994

New Zealand Copyright Act

Life + 50 years

So what?

Nearly all of our (publicly funded) intellectual work cannot

be easily accessed or legally reused

Your (publicly funded) work may not enter the commons for over

100 years (...)

‘All Rights Reserved’ copyright restricts the potential of digital technologies and the Internet

Open Access is not enough

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.

Pragmatic solution Creators retain copyright

Permission in advance

Public DomainFew Restrictions


All Rights ReservedFew Freedoms


All Rights ReservedFew Freedoms

Some Rights ReservedRange of Licence Options

Four Licence Elements

Attribution

Non Commercial

No Derivatives

Share Alike

Six Licences

More free More restrictive








Go to creativecommons.org/choose

Layers

Licence symboll

Human readable

Lawyer readable

More than 700 million works

General: search.creativecommons.org

New Zealand: digitalnz.org

CCANZ argues that CC should be used to share all publically funded works,

including culture, research, data and educational resources.

CCANZ argues that CC 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)

How will this work in higher education?

1. Open Access and Open Licensing to Research

All research outputs should be CC licensed, for four

reasons

First, the public should not have to pay twice

Second, the current structure of academic publishing is

economically unsustainable

Third, all cultural and intellectual work builds on

other work

Fourth, the opportunities of the Internet & digital

technologies for higher ed. are massive

But what does OA even mean?

Basic distinctions:

Access: Gold & Green

Copyright:Libre & Gratis

CC licensing will reduce transaction costs of

publishing, decentralise distribution & enable new

research

Different models have been adopted by research funders in the US, UK, EU the World

Bank.

What form will NZ take?

2. Open Educational Resources

Reinventing the wheel is particular frustrating for

young academics

Major commitment to towards OERs in nearly every nation

US: $2 billion on open textbooks Latin America: Project LATIN

Mongolia: OER portalUNESCO Paris Declaration on

OER

Massive Open Online Courses (MOOCs)

Oct 2011: 127 million visits to OCW content

1,018 courses translated and 290 mirror sites globally

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

Also major potential in the compulsory education sector

(53,000+ teachers; 2500+ schools)

3. Open GLAM

Heritage institutions have digitised a great deal of

content

Heritage institutions have digitised a great deal of

content

But there are some tensions between kaitiaki and OA

Regardless, most people have no idea what the GLAM

sector has

“Start from the other direction”

However, not everything is suitable for licensing

The infamous 'low hanging 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

So, I've referred to 'public funding.'

What is the government doing?

NZGOAL (2010)Government guidance, approved by

Cabinet

Declaration on Open and Transparent Government (2011)

Framework for release using CC BYAdvocates release using CC BY

Many public agencies are now using CC

Open Government GIS Data (LINZ)

Open (Local) Government GIS Data (WCC)

Open Scientific Data

Open Heritage (Upper Hutt CL)

Open Culture (Te Papa)

Open Government

What about students?

Banks College students 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

Creative Commons is a great way to teach students about copyright

Creative Commons shifts the conversation from what students can’t

do, to what they can.

Too often, young people are labelled ‘pirates’

And teachers become ‘copyright police’

‘

But remix should be encouraged

Mix & Mash 2013: The New Storytellingmixandmash.org.nz

August 9 and November 10Prizes of $50, $500 and $2000

THANKS CREATORS‘THE PIRATE KING. 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

www.creativecommons.org.nz@cc_Aotearoa

[email protected]/creativecommonsnz

This work is made available under a Creative Commons Attribution 3.0 New Zealand Licence.

QUESTIONS?

Creative Commons in Higher Education

Education

funded research

public domain

public funding

public authors

rights reserved copyright

noncommercial research

global research

funded intellectual