Information Technology and Fair Use

2012 ◽  
pp. 35-47
Author(s):  
Lesley Farmer
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Web 2.0 ◽  
Educational Research ◽  
Resource Sharing ◽  
Learning Opportunities ◽  
Fair Use ◽  
Legal Regulations ◽  
Copyright Laws ◽  
Intellectual Production

Intellectual pursuit and the recognition of ideas is a central concept. Copyright attempts to protect the rights of intellectual creators while balancing those rights with the needs for access. As technologies have expanded, and their production has become more sophisticated, the legal regulations surrounding their use have become more complex. With the advent of the interactive Web 2.0 and increased resource sharing, as well as growth in distance learning opportunities, complying with the legal use of Information Technology can be daunting. In any case, leaders and other educators should be aware of the more important aspects of technology-related copyright laws and regulations. This article provides an overview of copyright law and fair use for educational research purposes. It explains different options for intellectual production and sharing, and notes administrative actions to support copyright compliance.

Information Technology and Fair Use

2012 ◽  
pp. 202-214
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Web 2.0 ◽  
Educational Research ◽  
Resource Sharing ◽  
Learning Opportunities ◽  
Fair Use ◽  
Legal Regulations ◽  
Copyright Laws ◽  
Intellectual Production

Intellectual pursuit and the recognition of ideas is a central concept. Copyrights protect the rights of intellectual creators while balancing those rights with the needs for access. As technologies have expanded, and production has become more sophisticated, the legal regulations surrounding their use have become more complex. With the advent of the interactive web 2.0 and increased resource sharing, as well as growth in distance learning opportunities, complying with the legal use of information technology can be daunting. In any case, leaders and other educators should be aware of the more important aspects of technology-related copyright laws and regulations. This article provides an overview of copyright law and fair use for educational research purposes. It explains different options for intellectual production and sharing, and notes administrative actions to support copyright compliance.

Educational Technology and Intellectual Property

2019 ◽  
pp. 316-332
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Information Technology ◽  
Social Media ◽  
Educational Technology ◽  
Distance Learning ◽  
Resource Sharing ◽  
Learning Opportunities ◽  
Fair Use ◽  
Legal Regulations ◽  
Copyright Laws ◽  
Intellectual Production

Intellectual pursuit and the recognition of ideas is a central concept. Copyright attempts to protect the rights of intellectual creators while balancing those rights with the needs for access. As technologies have expanded, and their production has become more sophisticated, the legal regulations surrounding their use have become more complex. With the advent of interactive social media and increased resource sharing, as well as growth in distance learning opportunities, complying with the legal use of information technology can be daunting. In any case, leaders and other educators should be aware of the more important aspects of technology-related copyright laws and regulations. This chapter provides an overview of copyright law and fair use for educational research purposes. It explains different options for intellectual production and sharing, and notes administrative actions to support copyright compliance.

Information Technology and Fair Use

2011 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Resource Sharing ◽  
Learning Opportunities ◽  
Copyright Law ◽  
Fair Use ◽  
Legal Regulations ◽  
Central Concept ◽  
Copyright Laws ◽  
Intellectual Production

Intellectual pursuit and the recognition of ideas is a central concept. Copyrights protect the rights of intellectual creators while balancing those rights with the needs for access. As technologies have expanded, and production has become more sophisticated, the legal regulations surrounding their use have become more complex. With the advent of the interactive web 2.0 and increased resource sharing, as well as growth in distance learning opportunities, complying with the legal use of information technology can be daunting. In any case, leaders and other educators should be aware of the more important aspects of technology-related copyright laws and regulations. This article provides an overview of copyright law and fair use for educational research purposes. It explains different options for intellectual production and sharing, and notes administrative actions to support copyright compliance.

scholarly journals Summer internship with university students in the context of COVID-19 restrictions

2021 ◽  
Vol 7 (3C) ◽  
pp. 248-255
Author(s):  
Vitaliy V. Kabakov ◽  
Diego Felipe Arbeláez Campillo
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Relevant Literature ◽  
Learning Opportunities ◽  
Learning Technologies ◽  
Advanced Training ◽  
Advantages And Disadvantages ◽  
New Learning ◽  
Training Courses ◽  
Training Opportunities

The article discusses the advantages and disadvantages of distance learning for staff in connection with the provision of advanced training courses. The purpose of the article is to highlight the most serious problems and advantages that an employee may face in the field of distance learning. The method for solving the problem posed is the analysis of articles and relevant literature in the field of sociology, psychology, information technology, etc. The results define the pressing problems of distance education, including the novelty of the research. One of the problems is associated with a change in ideas about what training is in the era of active digitalization. The second problem is related to the new learning opportunities that technology provides today (VR or AR learning technologies). Thus, modern IT technologies, individually and often together, have changed the concept of problems and learning opportunities and have led to the emergence of new training opportunities in the field of professional development of employees.

Learning, Unlearning, and Relearning

2011 ◽  
pp. 292-315 ◽  
Author(s):  
Joanna C. Dunlap ◽  
Patrick R. Lowenthal
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Lifelong Learning ◽  
Resource Sharing ◽  
Professional Preparation ◽  
Learning Opportunities ◽  
Web 2.0 Technologies ◽  
Lifelong Learners ◽  
Postsecondary Educators ◽  
Goals And Objectives

Given ever-changing societal and professional demands, lifelong learning is recognized as a critical educational goal. With postsecondary students’ increased demand for online learning opportunities and programs, postsecondary educators face the challenge of preparing students to be lifelong contributing members of professional communities of practice online and at a distance. The emergence of powerful Web 2.0 technologies and tools have the potential to support educators’ instructional goals and objectives associated with students’ professional preparation and the development of lifelong learning skills and dispositions. In this chapter, the authors explain how postsecondary educators can use the Web 2.0 technologies associated with blogging, social networking, document co-creation, and resource sharing to create intrinsically motivating learning opportunities that have the potential to help students develop the skills and dispositions needed to be effective lifelong learners.

Learning, Unlearning, and Relearning

2013 ◽  
pp. 170-193
Author(s):  
Joanna C. Dunlap ◽  
Patrick R. Lowenthal
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Lifelong Learning ◽  
Resource Sharing ◽  
Professional Preparation ◽  
Learning Opportunities ◽  
Web 2.0 Technologies ◽  
Lifelong Learners ◽  
Postsecondary Educators ◽  
Goals And Objectives

Given ever-changing societal and professional demands, lifelong learning is recognized as a critical educational goal. With postsecondary students’ increased demand for online learning opportunities and programs, postsecondary educators face the challenge of preparing students to be lifelong contributing members of professional communities of practice online and at a distance. The emergence of powerful Web 2.0 technologies and tools has the potential to support educators’ instructional goals and objectives associated with students’ professional preparation and the development of lifelong learning skills and dispositions. In this chapter, the authors explain how postsecondary educators can use the Web 2.0 technologies associated with blogging, social networking, document co-creation, and resource sharing to create intrinsically motivating learning opportunities that have the potential to help students develop the skills and dispositions needed to be effective lifelong learners.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Document supply and resource sharing in Portuguese libraries: the role of the National Library

2010 ◽  
Vol 38 (1) ◽  
pp. 31-36 ◽  
Author(s):  
Elisa Maria Gaudêncio Soares
Keyword(s):  
Information Technology ◽  
Resource Sharing ◽  
Design Methodology ◽  
Public Library ◽  
Supply System ◽  
National Library ◽  
Content Type ◽  
Long Period ◽  
Recent Developments

PurposeThe purpose of the paper is to describe the development of the Portuguese document supply system with particular emphasis on the role of the National Library but also in its academic and public library sectors.Design/methodology/approachThe paper is descriptive in nature.FindingsPortugal emerged from a long period of monarchy and dictatorship, profited from being a EU member, and libraries are now exploiting the advantages of information technology particularly for the benefit of remote users.Originality/valueThis is probably the first overview of historical and recent developments in document supply in Portugal.

Survey Law Education Through Distance Learning

GEOMATICA ◽  
2012 ◽  
Vol 66 (1) ◽  
pp. 51-53
Author(s):  
Izaak de Rijcke
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Course Design ◽  
Learning Opportunities ◽  
Screening Process ◽  
New Developments ◽  
Learner Participation ◽  
Land Surveying ◽  
Foreign Education ◽  
Permanent Residents

After many months of research and course design, an initial distance learning course offering was delivered in early 2011 called, “Introduction to Canadian Common Law for Land Surveyors”. The course was designed to expose foreign trained professional land surveyors to the study of boundary law. Many present candidates for articles and licensing in professional land surveying have been welcomed to Canada as permanent residents as part of an immigration screening process that recognizes foreign education and credentials. In meeting its obligation to offer learning opportunities for such candidates to gain admission to the practice of professional surveying in Ontario, AOLS undertook the development of adult learning courses in all disciplines, including survey law. This presentation will describe the issues surrounding development and delivery of survey law learning. The challenges are usually daunting enough when the subject matter is law. What has made the development of this series of courses novel is the use of a Learning Management System (LMS) which allows for the integration of reading resources, external references, video vignettes, and a replay of past learning sessions. The course design has been internet based and allows for learner participation from a distance through the internet. For adult learners who are working, have families, and live away from the teaching venue, these courses offer new opportunities in the education of the geomatics professional. For existing members looking for professional development, the full suite of courses promises to be a rich resource for staying current and in touch with new developments in boundary law.

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