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Putting it all Together: A Digestible and Actionable Framework for Incorporating Third Party Content
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Abstract
In this interactive Action Lab, participants will be introduced to a new and emerging framework for supporting creators of open educational resources (OER), developed around two primary components. These include reflecting on pedagogical intent and recognizing the four buckets (or sources) creators may draw from: openly licensed, public domain, inclusion under fair use, and originally authored content. When these source types are introduced as one interwoven concept, preliminary experiences using the framework find instructors can more easily understand the choices they have available, feel empowered to select the source that functions best for their pedagogical goals, and provide a proper attribution.
During this Action Lab, Amber Hoye and Shannon Smith will provide an overview of how their journey led them to this framework while incorporating concrete examples of their experiences. Additionally, participants will be provided with the opportunity to explore and reflect on the framework in a collaborative setting. The Action Lab format will invite the open education community to investigate and provide feedback on this approach to training educators. The goal will be to incorporate this input into a second iteration of the framework and share it as an openly-licensed tool for teachers, librarians, instructional designers, and anyone else involved in the creation or support of OER.
Together the presenters have diverse backgrounds and experience working with K-16 instructors from both the perspective of an instructional designer and an academic librarian. Through their ongoing work with instructors and participation in a one year fellowship on the Code of Best Practices in Fair Use for Open Educational Resources (Jacob et al., 2017), they have observed that many creators are either extra cautious or overly confident when it comes to incorporating third party content into their OER. Their observations intersect with the literature exploring barriers and educator understanding around licenses and copyright law (Bissell, A. N., 2009; D’Antoni, 2008; Seaman & Seaman, 2017; Reisoğlu & Çebi, 2020). To begin to address this, the presenters rethought how they train and support K-16 educators. They sought an approach that was more than just something that their audiences could understand, but that would be both digestible and actionable. These goals prompted this preliminary framework which they anticipate has the potential to enable instructors to ethically practice working with content as they create OER sooner, rather than later.
Description
Date
2023-10-18
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Publisher
OE Global Conference
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Research Projects
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Keywords
OER, Open Education, Copyright, Fair Use, Creative Commons, Public Domain
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License
Attribution-NonCommercial-NoDerivatives 4.0 International