Category: Learning, teaching and web services

things right to copy

Carmichael, Alexander. Field Notebook © The University of Edinburgh http://images.is.ed.ac.uk/luna/servlet/s/bafsha
Carmichael, Alexander. Field Notebook © The University of Edinburgh http://images.is.ed.ac.uk/luna/servlet/s/bafsha

Copyright is a hot topic in the heady world of lecture capture.  It’s also Thing 11 in our online course 23 Things for Digital Knowledge

We are lucky to be able to learn from best practice at other institutions.  The excellent Jane Secker  ( UK Copyright Literacy) has been doing some research to find out what the issues are. She has surveyed UK HE institutions.

https://ukcopyrightliteracy.files.wordpress.com/2016/07/lecture-recording-survey-secker.pdf

The position regarding copyright ownership is enshrined in statute – the Copyright Designs and Patent Act 1988.  Section 11(2) provides that copyright created in the course of an individual’s employment vests in the employer.  Often this statutory right is backed up with provision in a contract of employment but our University of Edinburgh standard contracts are not explicit in this regard. As a result academic colleagues can sometimes be a bit surprised by this.

I expect we will need to support our colleagues with advice something like this ( adpated from Birkbeck)

 

Can I use copyright material in my lectures?

You may sometimes wish to use copyright work (e.g. an image, video clip or piece of text) belonging to another person or organisation in the course of your teaching.  The Copyright, Designs and Patents Act (1988) currently states that copying for educational purposes is permitted, so long as it is not undertaken by a mechanical process. This essentially means you cannot scan, photocopy, or record (using lecture capture) copyright works without explicit permission from the owner.

In terms of lecture recordings, your options are as follows:

  • Pause the recorder
  • Edit the recording later
  • Provide links to the relevant material instead
  • Use Open Educational Resources (OER)
  • Just record audio

Are there exceptions that would allow copyright works to be used?

Showing a video, such as a clip from a film and playing music is permitted under the law, so long as it is solely for the purposes of education and the lecture is not recorded.

Similarly, you can use small amounts of copyright material for the purposes of ‘criticism and review.’ Clearly, good practice requires acknowledging your sources, and stating where it is being used for criticism and review. In this case the work can be included in a recorded lecture.

What am I allowed to include in a recorded lecture?

The Copyright Licensing Agency (CLA) Higher Education Licence allows small amounts of published copyright works (books and journals) to be copied for teaching purposes. This includes illustrations and images within the works.

In addition, if material that you find online is licensed under Creative Commons (CC) – a less restrictive form of copyright – then you will be able to show this material in a lecture that is being recorded. Again, the source should be acknowledged.

What about material from YouTube?

The copyright in material that you might show from sites such as YouTube lies with the creator of the video, so you would need to obtain permission directly from them (YouTube cannot grant this on their behalf). Some of these materials may be available for educational use or under a CC licence. Although it is permissible to show these recordings for educational purposes, and to provide links to the material, you should exclude this content from a recorded lecture. This can be done by pausing the recording whilst the clip is being played.

Streamed services such as the BBC iplayer or Box of Broadcast National (aka BoB National) may also be used in class but again are not to be included in recorded lectures.

What about using images in my teaching?

Although easy to download, online images are frequently subject to some sort of copyright, and unless you own the copyright yourself, it is usually NOT legal or acceptable to download them and use them in your recorded lectures.

There are several ways that you can legally use images in your recorded lectures:

  • Use images where their copyright has expired
  • Many sites e.g. Flickr, allow you to use images under a Creative Commons (CC) licence – all CC licences mean the copyright owner must be attributed.
  • There are an increasing number of Open Educational Resources that allow the use of images in this way.
  • Contact your Subject Librarian – they will be able to sign post CC subject specific image sources
  • Create your own
  • Obtain permission to use them from the copyright holder

What about other cases when you can show material you don’t own in lectures?

There are several other instances when you can use copyright material, including:

  • When the copyright period in the material has expired
  • When University of Edinburgh owns the copyright of the material e.g.  publicity material, other learning and teaching resources produced by the University.
  • When you have specific copyright clearance ( under licence via the Library) to use the materials in this way.

What are the risks associated with using copyright material?

You are responsible for making sure that your recorded lectures do not infringe copyright. University of Edinburgh, however, is at risk of prosecution for infringing copyright, either within recorded lectures, or by uploading materials to a VLE, public folders, or another website.

Although it may be legal to use these materials within a class, it does not necessarily make it legal to include them within a recorded lecture and/or upload these to  a VLE.

what to watch

PERFORMANCE COSTUME 2009, LEILA DEARNESS © Edinburgh College of Art http://images.is.ed.ac.uk/luna/servlet/s/xc5j6y
PERFORMANCE COSTUME 2009, LEILA DEARNESS © Edinburgh College of Art http://images.is.ed.ac.uk/luna/servlet/s/xc5j6y

The University is targeting an improved student digital experience by investing several million pounds in a state-of-the-art lecture recording system to cover 400 rooms in over the next 3 years.

We want to make sure that your thoughts and ideas on lecture recording are gathered so they can be used during our investigations with suppliers.  Having your thoughts included within the process will make sure we make the most of this opportunity to enhance the experience for students and academics at the University of Edinburgh.

The ability to watch lectures again as an aid to revision is immensely popular with our students already and capturing video and audio recordings of lectures at scale will supplement the rich set of online resources that already exist to support learning.

There are many proven benefits to making recordings of lectures available including supporting students for whom English is not a first language and ensuring that our face to face lectures are available in an alternative format for students who require it. Not having to take notes at speed allows students to focus more on what is being said and use valuable contact time to ask questions, knowing that notes can be reviewed and improved later.

We have created 18 use cases for lecture recording.  We want you to look at these use cases and think ‘how should this work?’  We want you to think of this in terms of usability and your workflows when using the service.
The creation of policy around lecture recording at this scale will form a separate piece of work, these workshops are about the functionality.

We also want you to tell us which use cases are your priority.

Finally, ‘what are we missing?’  We want you to suggest any use cases not covered.

https://www.events.ed.ac.uk/index.cfm?event=showEventDetails&scheduleId=22280&start=51

access to things

img_2726
Picture taken by me of a window in Budapest. No rights reserved by me.

I am participating in the University of Edinburgh digital skills course ‘23 things for digital knowledge‘. Thing 6 is  about accessibility.  I was listening on Radio 4 to ‘tweet of the day’ this morning while scrolling through Twitter and I mused on the possibility of having tweets actually tweeted, as in spoken outloud. A quick google search revealed instructions on Instructables on how to make it so.

Twitter Enabled Text to Speech

I’m thinking perhaps a day of making accessible tools would be a good use of our new ‘UCreate Studio’ Maker Space in the Main Library.

things to include

EuroStemCell Wikithon 2016I am participating in the University of Edinburgh digital skills course ‘23 things for digital knowledge‘. Thing 5 is  about diversity.

As well as being one of the ISG change themes through which we are looking at our organisation and changing it to be fit for the future, equality and diversity is part of a larger consideration of digital transformation going on in the university, being championed by our CIO.

Our CIO challenges us to think about the ‘internet of me’, where each of us is at the centre of a web of services tailored to what the internet knows about us and what it anticipates  our wants and desires to be as a result.  Examples given of Uber, Airbnb etc certainly seem to make life easier for some.

I’d suggest that we cannot think about digital transformation without considering privilege and bias.  For some people, their experience of the internet is not as positive as it may seem to be for white, wealthy, north american or british men. For some it is  toxic, biased and perpetuates unhelpful stereotypes.  It is up to us as tech professionals to consider all our users and ensure that we create an internet for all. It is up to us not only to consider our unconscious bias but also to check and recheck that the services we build are inclusive.

The best way we can do that it to have diverse teams working on every project and provide safe working environments for colleagues to share their experiences which can inform our thinking. The risk if we don’t is that the more our services become personalised, the less we are able to empathise with the experience of others.

Some articles worth reading:
Airbnb’s ‘belong anywhere’ undercut by bias complaints
Can computers be racist? Big data, inequality, and discrimination
Research reveals huge scale of social media misogyny

things to cover up

Picture taken by me. Typesetting by Penguin. No rights reserved by me.
Picture taken by me. Typesetting by Penguin. No rights reserved by me.

I am participating in the University of Edinburgh digital skills course ‘23 things for digital knowledge‘. Thing 4 is about digital security. I have checked the security permissions on my phone and ipad, but I am particularly freaked out by the idea that your own camera can be used to watch you without your permission. My laptop is often open around my house and that’s not a kind of knowledge I am keen to share.

Even the FBI- an organisation well known for unwarranted surveillance- suggest covering your webcam. I suggest using a cheerful sticker, perhaps one you have collected from an Adalovelace Lego, Wikipedia editathon or even the 23Things course. Perhaps the University’s information security team will issue a sticker of the perfect size.

Put tape over your webcam, FBI director warns.

I heard James Comey interviewed on the radio discussing who the targets for such privacy invasions usually are. I think he said young women were particularly targetted by this kind of phish/malware /hack. In an attempt to find that reference I made the mistake of googling ‘young girls webcam’. Mistake. Now that’s in my internet history.

thinking about things

troll
Picture taken by me of a troll in Norway. No rights reserved by me, but I admit I didn’t ask his permission to use his image on my blog, so he may come after me.

I am participating in the University of Edinburgh digital skills course ‘23 things for digital knowledge‘.

The first thing to do is to think about blogging.  I have been blogging for about 10 years now. I have always had a university hosted blog rather than a personal one.  I enjoy the opportunity for reflective writing that it gives me and for thinking ‘out loud’ about ideas I am still forming or testing before they become formal work positions or plans. I see blogging as part of open practice in sharing ideas but also giving insight into the thinking behind some of the decisions I make in my leadership role.

I have no idea how many people read my blog and I’m not sure I want to know, but occasionally I get messages and comments or retweets and links, so that’s always nice.

 

Task: Use your blog to write a short post about:

A) what you hope to gain out of the 23 Things programme.

I have participated in 23 things programmes before, but the lovely thing about them is, the things are different in each institution and I plan to learn something new.

B) were you aware of the University’s Social Media Guidelines for Staff and Researchers or the student Social Media Student Handbook? What do you think of the guidelines/handbook?

My thoughts on the social media guidelines for staff and researchers are that they seem very focussed on protecting the university from any risk that might result from what we might write, but there is nothing about the risks we might personally be  taking in putting ourselves ‘out there’ and nothing about how the university will support us if, while we are using social media, we should happen to attract trolls, abuse, harassment etc.

Last week I attended the ALT Conference where there was a rather splendid keynote talk about trolls by Josie Fraser. It contains some good advice which I think should be part of these guidelines.

Given the dreadful things Labour party members seem to be saying to each other online these days, I wonder whether the university should have a good behaviour pledge too.

impact of football OER

Gerardi Mercatoris Atlas, sive, Cosmographicae Meditationes de Fabrica Mundi et Fabricati Figura (24696368309).jpg
By Centre for Research Collections University of Edinburgh – Gerardi Mercatoris Atlas, sive, Cosmographicae Meditationes de Fabrica Mundi et Fabricati Figura, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=47041923

A 17th Century map of Iceland became our most popular OER for football fans during Euro 2016. The image ‘Gerardi Mercatoris Atlas, Cosmographicae Meditationes de Fabrica Mundi et Fabricati Figura ‘ which belongs to our Centre for Research Collections was added to Wikimedia in February as part of our Wikimedian in Residence partnership project. It was then used to illustrate  an article about Iceland on English and German Wikipedia. It has now been viewed more than 2 million times.

Iceland’s Euro2016  matches were on 14 June (1-1 with Portugal), 18 June (1-1 Hungary), 22 June (2-1 victory over Austria), 27 June (2-1 win over England), and 3 July (2-5 defeat to France).  Around each of these events people all over the world were keen to learn about this surprising nation.  Viewing numbers ( numbers of hits) show appreciable spikes for the matches against Portugal, England, and France.

On German Wikipedia spikes against each of the matches regularly exceeded 100,000 page views.

The biggest spike was for the victory over England!

people know people

Issue 26 p. 1 front cover Illustration of hanging a sheet on a washing line Usage terms: We have been unable to locate the copyright holder for Hanging a sheet on a washing line. Please contact copyright@bl.uk with any information you have regarding this item. - See more at: http://www.bl.uk/collection-items/spare-rib-magazine-issue-026#sthash.qZnKW0Db.dpuf
Issue 26 p. 1 front cover
Illustration of hanging a sheet on a washing line
Usage terms: We have been unable to locate the copyright holder for Hanging a sheet on a washing line. Please contact copyright@bl.uk with any information you have regarding this item. – See more at: http://www.bl.uk/collection-items/spare-rib-magazine-issue-026#sthash.qZnKW0Db.dpuf

As part of the PlayFair Steps equality and diversity initiative in ISG we have been looking at our staff demographics and considering our recruitment practices.

There is many a cliche to be heard around how difficult it is to recruit women into tech jobs. Some of it is true, some of it is lack of imagination. As a large tech employer in this city we compete for the best talent against other tech employers in the city. The competition for new graduates, skilled software engineers, designers,  excellent IT managers and creative thinkers is hot*.

As an organisation we recognise that we need to improve the diversity in our teams to improve our insights and creativity, to draw upon a diverse set of ideas and experiences and to model for our own students the world in which they might want to work.

One of the things we’ve done is to start employing student interns. Dozens of ’em.  It’s been really invigorating. All the teams in LTW have benefitted and I am personally very much enjoying having the most up-to-date thinking and input from the interns in my office.  Dominique works with me on my gender equality plans and Polina works with me on digital marketing and recruitment. These two projects are linked. If we want to get more women into our organisation- particularly at senior levels- we need them to apply for our jobs in the first place.

I am not certain that as a tech employer we are very well served by our recruitment strategy currently. We have no specific graduate careers track in ISG, no ‘return to work after a career break’ initiatives and we tend only to advertise in ‘university places’ such as our own HR pages and jobs.ac.uk**.  I’ve never seen a twitter feed or anything similar pushing out our jobs (other than mine).

HR sites, and even jobs.ac.uk rely on the premise that a person wants to work in a university first and that they’ll be looking for a job and your ad will happen to be there at that moment.  I’m not sure that is the market we most need to be in.  I think we need to be digitally transforming our recruitment approach and reaching passive talent*** while they happen to be browsing.

I have asked Polina to investigate LinkedIn.

LinkedIn has company pages, where employers can gather followers and networks and get their news and jobs in front of people who already have jobs and are busy networking in their professional field.  Looking at Linkedin I note that as well as the University news pages, our business school is already using linkedin for their recruitment. Polina is a business school student so she knows her stuff.  My hope is that  we will figure out how best to use Linkedin in ISG to get our adverts to new eyes using  linked people, friends,  friends of friends, networks, news, alumni, students and interested tech followers to show them what a great place this is to work.

I’ll let you know how we get on. If you would like to follow our nascent company page, please do.

 

 

 

*this is what I learned when i recently chaired an Holyrood magazine event on Graduate Digital Skills.

**it turns out that 15% of working professionals are scanning their network at any given time, and  45% are totally open to considering a new opportunity when approached by a recruiter. I know this. It happens to me a  lot. In addition to the 25% who say they are actively looking for a new job, 85% of the global workforce are your oyster.

*** I’m also having trouble finding anyone who has any stats about how many views or shares our ads get. What I am finding is some anxiety amongst our HR professionals that I may be about to disrupt the status quo (again).