Definitions Copyright and Distance Education

• Photographs and Digital Images The reproduction of photographs, illustrations, graphic designs, and other still images for use in a distance education course presents a perplexing copyright dilemma because intellectual property may be involved at several levels.
• Public Domain Any work in the public domain may be used freely in a distance education course. Works may enter the public domain several ways, most often simply through expiration of copyright protection.
• Videotapes and other Audiovisual Media works that consist of a series of related images which are intrinsically intended to be shown by the use of machines or devices such as projectors, viewers, or electronic equipment into courses transmitted to remote sites via distance education delivery systems, including both video- and Internet-based distribution.
• Section 110 of the copyright law permits the performance or display of a work during the face-to-face teaching activities of a nonprofit educational institution, in a classroom or similar place devoted to instruction, with a lawfully made or acquired copy (if applicable). This has become known as the “face-to-face teaching exemption”.
• Fair Use of a copyrighted work . . . for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement.
• Copyright Myths

1. Myth 1. A work has to be published and registered with the U.S. Copyright Office to receive copyright protection. Any work, published or unpublished, meeting the criteria specified in the copyright law receives protection as soon as it is fixed in a tangible medium of expression.
2. Myth 2. If it does not have a copyright notice, it is public domain. As of March 1, 1989, when the United States adopted the Berne Convention international copyright treaty, a work is no longer required to include a copyright notice in order to receive protection.
3. Myth 3. Anything on the Internet is public domain. Nothing could be further from the truth. Original works of authorship placed on the Internet are entitled to protection just like any other works meeting the law’s criteria.
4. Myth 4. A work copyrighted in another country is public domain in the United States. This myth seems to arise when instructors want to use videotapes or publications from another nation in a U.S. distance education course.
5. Myth 5. The doctrine of “fair use” means that copyrighted materials can be used in an educational setting without permission. As a blanket statement, this is perhaps the biggest myth of all.
6. Myth 6. Any copyrighted materials can be digitized and placed on a course Web site without permission, as long as the site is password protected. Recent legislation has expanded the scope of materials that may be digitized and placed on a password-protected course Web site, but fair use criteria still apply.

• Intellectual Property The matter of intellectual property (IP) rights is currently one of the hot buttons in distance education, particularly among faculty unions.
• Digital Millennium Copyright Act has been the most comprehensive revision of the 1976 copyright law to date, with far-reaching implications for distance educators. The Act was intended to bring the United States into compliance with two treaties agreed upon by the World Intellectual Property Organization (WIPO) in 1996. The DMCA specifies that if a copyright infringement is found on a Web site maintained by a service provider, the rights holder may request that the service provider “take down” or block access to the infringing material and escape institutional liability for the infringement.

Prezi Copyright and Distance Education

URLs Internet-Based Distance Education

https://net.educause.edu/ir/library/pdf/ers0203/rs/ers02032.pdf

http://journal.frontiersin.org/article/10.3389/fpsyg.2014.01530/abstract
http://www.etilearn.com/wbt_benefits.html

Objectives Internet-Based Distance Education

4.1 Describe how the physical structure of the Internet facilitates the delivery of distance education to learners in a wide variety of locations and at varying educational levels.

The whole physical structure of the Internet has introduced a various amount of telecommunications technologies. It is categorized into four different tiers which are tier1 is the National/International Backbone Network, tier 2 is the regional networks, tier 3 is the Internet Service Provider while tier 4 is the Internal Networks. This is very important for students and teachers using the internet for educational purposes, because no quality-control mechanism exists to ensure that information is accurate and unbiased.
4.2 Discuss why the Internet relates well to transformations taking place in the general paradigms for teaching and learning.
It has gone from lecturing to coaching, taking attendance to logging on, distribution requirements to connected learning, credit hours to performance standards. It has also turned from competing to collaboration, from library collections to network connecting. Passive learning has gone to active while textbooks are now considered course materials.
4.3 Discuss the advantages and limitations of Internet-based learning.
There are so many compared with face to face teaching such as unless information is restricted students can work from a variety of different places when learning, students can work at their own pace, learning materials are available across the entire web, once information is developed students can have access to all current information, when it comes to limitations online courses require students to take more responsibility for their own learning, some topics may not adapt to well to delivery by computer, online courses may put emphasis on technology rather than content and learning opportunities.
4.4 Discuss the evolution of the Internet and its functions that most directly relate to
Distance education, such as electronic mail, mailing lists, and the World Wide Web.
It is a protocol which is an electronic language that computers use to communicate with each other and exchange data. It has no international headquarters or mailing address or telephone number. It is in a constant state of evolution with thousands of vendors making changes on a daily basis.
4.5 Identify the typical components of a course management system and their functions in Internet-based distance education.
Course management components may include a syllabus, course calendar, announcements, assignment instructions, learning objectives and the student roster, they typical parts are readings which is information that can be read online, content presentations which are slides and power point presentations, course communications which is emails, blogs or video -conferencing, group project space,  and student assessment which are exams and quizzes to see what the student has learned in the course and digital drop box.
4.6 Describe ways in which a course management system can be enhanced with
third-party products.
Course supplements which is when desire 2 learns and blackboard partner with textbook publishers to provide online course materials, partner applications and electronic course packs there are other components such as grading and plagiarism.
4.7 Select course activities that maximize active learning opportunities for students in an Internet- based distance education course.
 E-learning is a perfect example as well as synchronous and asynchronous learning.
4.8 Describe the potential of Web 2.0 for promoting learning in a distance education
setting.
Blogging, wikis, social networking and virtual worlds and social book marking and podcasting are just a few.
4.9 Describe trends in Internet-based distance education and their implications for educational programs.
It indicates when there is a shift in the synchronous and asynchronous learning environment and the evolving methods of delivery and emerging.

 

 

Prezi Assessment for Distance Education

Slideshare Internet-Based Distance Education

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Definitions Internet-Based Distance Education

1.     Internet -  is not a single, clearly defined entity, but a meta-network of interconnected networks that share a common language, TCP-IP (transmission control protocol/Internet protocol).
2.     Protocol - is an electronic language that computers use to communicate with one another and exchange data.
3.     Tier 1: Backbone Networks and Internet Exchange Points – is the essential framework that provides a worldwide configuration of extremely high-bandwidth networks.
4.     Tier 2: Regional Networks - operate backbones on a smaller scale, in the United States typically within a state or among adjacent states, connecting to one or more national or international backbones.
5.     Tier 3: Internet Service Providers - is perhaps the most important component for distance educators. The individual Internet service providers (ISPs) are connected to regional networks and provide dial-up, or direct, high-speed access to the Internet at the local level.
6.      Tier 4: Organizational and Home Networks - are the local area networks that interconnect computers within an organization, such as a school, college, government agency, or company, and provide Internet access to individuals within those entities.
7.     Blogging - Web logging, or blogging, is a form of online reporting and journaling that gives anyone an opportunity to publish on the Internet.
8.     Wikis - is an online writing space designed to be created and edited by groups of persons.
9.     Podcasting - derived from the Apple product iPod and the term “broadcasting, “is the process of recording and storing audio and/or video content on the Internet for downloading and playback using iPods, MP3 players, computers, and other electronic gear that plays back audio and/or video files.
10.                        Student-centered learning - strongly promotes active learning, collaboration, mastery of course material, and student control over the learning process.