Instructional Design Unit

Mini Project
Arlene Alleyne-Regis

EDID 6505
7/29/2014


UNIVERSITY OF THE WEST INDIES, OPEN CAMPUS


Course Coordinator: Dr Camille Dickson-Deane
E-Tutor: Dr Leroy Hill




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I ntroduction
In recent times there have been major developments in educational technologies that complement the shift in modern lifestyle from
traditional educational settings to that of online and distance education. While the technology increases access to content exponentially
there are issues that must be addressed by higher educational institutions so that they are not found to be in violation of intellectual
property rights. The intent of this project is to bring to the fore copyright issues that arise in the daily life of the Course Development
Specialist and to provide the initial but very necessary steps required to ascertain whether content should be used at all, with permission
or without.

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1. Needs Assessment Plan
The Topic of Instruction
The main objective is to design a 2 day professional development workshop entitled The realities of Copyright & Distance
Education.
The Selected Audience
This workshop would be tailored to meet the needs of the Course Development Specialists (CDS) of the Online Educational
Institution. The content specialists create and develop the course materials for online delivery to students. Therefore they tend to be
experts in their respective disciplines with Post Graduate & Doctoral designations. The institute is increasing in popularity and the
number of courses being developed continues to increase as the need arises. At any one time to number of CDS may vary depending
on the courses being developed at the time. A good estimation is to anticipate participation by 15 persons.

The Optimals
What are the formats available of the copyrighted material e.g. Ebooks, Video, Audio
Identify the general procedures that must be followed to seek copyright permissions
Need to share with the CDS team the unique nature of our responsibilities as an online educational institute and/or libraries of the
same
The Actuals
CDS unaware or unwilling to acknowledge that as an educational institution e-resources are not always available and you may not get
the necessary permissions from publishers regarding e-textbooks
The time frame for submission of copyright requests & obtaining a response varies per request and is generally longer than anticipated
The Feelings
There is need for training and sensitization on the rights issues that occurs.
Guided standards & best practices need to be on hand for reference.

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The Causes
The time constraints that exist between the request for permission, granting of permission and the completion & delivery of the course.
For example, if a CDS wants to include online access to a full chapter of text and permission has not yet been received, should the
course still be delivered?
Dated intellectual property rights and copyright compliance issues
The Solutions
To provide up to date and current refresher workshops to work with the CDS.
New CDS can benefit from a more in depth introduction to copyright & intellectual property rights

Who knows that?
The Course Development Specialists are the persons best able to indicate the need for intellectual property rights awareness training.
Most CDS will have some knowledge of the rights issues however refresher workshops and introduction workshop should improve the
course content.

How will I get the information?
The Interview and questionnaire are the two needs assessment methods that I believe will best reveal sources of information.
The Interview can be formal/less formal, it can be primarily online using skype, video conference as well as it can be face to face.
Preparation must be made to conduct interviews to get the most relevant information from the CDS.
Questionnaires that are well written and include a few scenarios can be used to elicit details from the CDS


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2. Performance Objectives and Task Analysis
Topic: Intellectual Property Rights Management
General Purpose: To document the steps required to obtain copyright permissions for course development in an online/distance
educational environment
Terminal Objective: Given a case study at the end of the 2 day workshop, the Course Development Specialists will be able to
recognize a copyright permission case, list and complete the process to obtain the necessary permissions for 100% compliance with
university guidelines.
Enabling Objectives:
The Course Development Specialists will be able to
1. Identify a copyright permissions case
2. Analyse and indicate the appropriate rights required
3. Identify the appropriate person/entity to be contacted for permission
4. Apply for copyright permissions
5. Report on the process and the permissions granted

Procedural Analysis
Objective: Acquiring permission to use course material in online learning environment
Level 1:
Contacting the identified owners of material
- Owners may be authors, publishers, universities, other entities
- Email, call, write to confirm who owns the rights & request permission



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Responding to follow up enquiries
- Giving institutional details e.g. online non-profit educational institute
- Giving duration for which license is required
- Identifying what levels of permission are required e.g. number of users, manipulation of materials such as creating video
clips

Negotiating cost of license (if applicable)
Acceptance of terms & conditions
Receipt & delivery of contractual agreements to relevant parties e.g. Course Development Specialists, CDS and Subject Material
Experts

Level 2:
Seeking permission through Copyright Clearance Center, CCC.
Emailing request for permission
Completing the registration process & request forms
Providing additional information regarding queries on the request forms
Negotiating cost of license
- Free items automatically accepted

Seeking approval for the license agreement terms & conditions
Receipt & delivery of contractual agreements to relevant parties e.g. Course Development Specialists, CDS and Subject Material
Experts


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Prerequisite Analysis
Objective: To obtain the necessary copyright permissions for course material to be used in online learning environment






Request Copyright
Permission
Knowledge of
Copyright Laws
Determine who are
the rights owners?
Contact rights
holder(s) to request
permission
Knowledge of Fair
Dealings/
Fair Use Laws
Identify how much
content is
appropriate?
Determine percentage
& in what context is
info to be used?
Knowledge of Public
Domain
Guidelines
Determine if the
material is in the
public domain?
If Yes go to
Appropriate use
If No go to Copyright
Laws
Appropriate use of
material e.g. citations

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3. ASSESSMENT

TASK SELECTION WORKSHEET
Obtain copyright permissions for course materials to be used in online course development.

Criteria for Task Selection Worksheet Criticality


40 pts
Universalit
y


10 pts
Feasibilit
y


10 pts
Standardizatio
n


10 pts
Difficulty


30 pts
Total


100
pts
Notes Priority
TASKS #1 #2 #3 #4 #5 #6 #7 #8
Evaluate the use of the materials &
status of existing copyright permission

40 10 10 8 5 73 Example
is it in the
public
domain or
available
for fair
use
5
Identify owner/author of course
materials

40 10 8 8 12 78 This could
be author,
publisher,
multiple
agencies

4
Locate copyright owners/ authors 40 10 10 10 15 85 1
Request permission to use the material

40 10 10 5 20 85 Seek free
options
first
2
Receive & submit proof of copyright
permission/ licenses granted
40 10 10 8 15 83 3



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Performance Rubric
Terminal Objective: Given a case study at the end of the 2 day workshop, the Course Development Specialists will be able to
recognize a copyright permission case, list and complete the process to obtain the necessary permissions for 100% compliance with
university guidelines.
CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards Score
Identify
Copyright
Case
The copyright case is
clearly identified, and a
strong statement on its
copyright status is made.
The copyright case is
clearly identified, but the
statement on copyright
status is lacking.
A copyright case is present, but no
statement is provided on its status.
Inaccurate assessment on
identifying the copyright
case. Could not determine
if materials are in the
public domain or
copyrighted.

Determine the
Copyright
Permissions
Required
Able to clearly identify all
the permissions criteria
required for use of the
material e.g. to stream
video, to create snippets,
reproduce etc.
Able to clearly identify
most of the permissions
criteria required for use of
the material.
Able to clearly identify at least one
of the permissions criteria required
for use of the material.
Unable to identify the
permissions required for
use of the material.

Identify the
Rights
Holder(s) &
Contact Info
Accurately identified all
rights holders and their
contact information.
Accurately identified most
of the rights holder(s) and
their contact information.
Accurately identified the rights
holder(s) but included incorrect
contact information.
Inaccurately identified the
rights holder(s) and their
contact information.

Application for
Copyright
Permission
Completely and correctly
applied for copyright
permission.
(Email, write, forms)
Completed application for
copyright permissions
with 1-2 errors.
Completed application for
copyright permissions with 3-4
errors.
Incomplete and incorrect
application for copyright
permission. More than 5
errors.


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Application Assessment
For the first enabling objective the two multiple choice questions below can be used to assess the CDSs understanding of when there
is a copyright permissions case and when is an item considered to be in the public domain?
Enabling Objectives:
The Course Development Specialists will be able to
1. Identify a copyright permissions case

Q1. When is an original work considered to be in the public domain?
a. When it is available on the internet
b. When it is copied and made available without cost
c. When you have explicit permission from the author/owner
d. When or All Rights Reserved are not present on the item
Q2. The term of copyright for an author lasts how long?
a. The life of the author
b. The life of the author plus seventy years
c. Ninety-five years
d. Seventy years



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4. Instructional Strategies and Lesson
Power Point Presentation

Slide 1
Merills First Principles
Arlene Alleyne-Regis
EDID 6505



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Slide 2
Objectives
Terminal Objective: Given a case study at the end of the 2 day workshop, the Course Development Specialists will be able
to identify and evaluate a copyright permission case and complete the process to obtain the necessary permissions for
100% compliance with university guidelines.
Enabling Objectives:
The Course Development Specialists will be able to
Identify a copyright permissions case
Analyse and indicate the appropriate rights required
Identify the appropriate person/entity to be contacted for permission
Apply for copyright permissions
Report on the process and the permissions granted

Slide 3
Activate prior learning
Course development specialists as participants in the workshop are expected to:
Complete a quiz or knowledge chart to activate prior knowledge
For example:
Answer True or False to the following:
If an article on a website doesnt carry a copyright notice, it is in the public domain
As a teacher, I can photocopy a set of pages from a student workbook and upload to Moodle
The instructor would reveal answers to quiz and guide discussions for corrective feedback
KWL chart:
http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf



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Slide 4
Demonstrate the performance
CDSs would be expected to work in groups of 2-3 to participate in discussions posted to an
appropriate forum
Each group would present to the class on how to go about applying for permission to use
someone elses work using the various scenarios
Anticipated issues for discussion include:
Contact owner directly and ask for permission
To use information on website, check the sites terms of use or contact webmaster
Copyright Clearance Center https://creativecommons.org
Instructor would provide feedback to group forum and to the entire class

Slide 5
Application
CDSs would be expected to work in groups of 2-3 to create permissions requests
Groups would be expected to
Create fictitious email request to the owner of copyrighted material
Create a letter to the publisher of copyrighted material
Create a communication to contact the webmaster
Complete the licence form at Copyright Clearance Centre https://creativecommons.org
Instructor and peer feedback to be provided



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Slide 6
Integration
CDSs would be expected to work as individuals
All participants would be given 3 scenarios / case studies of varying copyright
infringement lawsuits
Participants must each write a concise report on how he/she would have
approached the copyright issue in ONE of the scenarios
How would they have proceeded to get permission?
Was it necessary to get permission?
Individual feedback would be delivered to all participants






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Pre-instructional Strategies: Advance Organizers
Expository
This workshop is intended to deal with the broader issues of Intellectual Property and the Challenges Associated with Online
Instruction.
You will be asked to think about issues/questions from varying perspectives such as that of the course developer, the instructor, the
students and the institution regarding intellectual property in an online environment. You are familiar with copyrights and know that
they represent a form of protection for their creator or inventor. What they protect is intellectual property.
Today, few educational institutions have appropriate policies in place. Yet, most institutions are offering courses online and many are
offering degrees online. It is because of these changing conditions that intellectual property particularly copyright has been structured
as a major component of this workshop.
Definition of terms can include to reinforce prior learning can include:
Copyright
Copyright Infringement
Digital Rights Management
Fair Use
Intellectual Property
Licence
Public Domain
Terms of Use


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Comparative
The scenarios below can be used to involve learners and increase meaningful learning through class discussions.
Use of Commercial DVD in online course development
SCENARIO 1: A course developer is creating a module for online delivery via the institutions learning exchange/ moodle. She wants
to include as part of course material the use of a commercial DVD series (set of 4) in its entirety. The DVDs can be used for
educational/instructional purposes.
Is this possible? Is this fair use?
SCENARIO 2: Same facts as above, but the class is delivered in a classroom (face to face).
Is this possible? Is this fair use?
SCENARIO 3: Same facts as above, but the videotape is not "educational" in orientation.

Analogies
1. Copyright and the art museum. Is it okay for you to visit the museum and decide that you can pick up a piece and use it because the
original owners have since died and it is available to the public on exhibition?
2. Copyright and Brain Drain. Should our calypso lyrics, pan melodies and extempo performances be free to all & sundry?

http://elearningbrothers.com/5-applications-for-analogies-in-elearning/


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5. Reflective Writing
The primary audience is a group of Course Development Specialists otherwise known as Subject Matter Experts. Their main function
is to create and compile content for courses being developed for online learning. In my project I anticipated misconceptions on what are
some of the situations that can be considered copyright infringement and what is considered fair use? In addition, it became apparent
that terms such as for educational purposes and for use in instruction may have varying interpretations.
Key to my instructional design process was to include as many case studies and scenarios as was appropriate to give real life examples
that would increase the value of meaningful learning. This might include infringement cases and their relevant judgements. This also
highlighted the fact that each instance of a copyright issue can be unique and can require varied solutions. There is no single answer that
works for all cases. This was demonstrated in the comparative advance organizer. The expository organizer helped to reinforce the need
for institutional policy.
In addition, the structure of the workshop as shown in the power point presentation would encourage group discussion and varied
interpretations. This helps to broaden the scope of the CDSs as they can continue to develop the team atmosphere in the workplace and
gain experience in how to approach the copyright issues. This offers a chance for collaboration to the less experienced as well as the
more experienced CDSs.

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Feedback allowed me to consider alternative courses of action which strengthened my contributions. Reading your peers work to give
a constructive feedback helps you to clarify and reinforce points in your own mind. I would have preferred more individual feedback
from the facilitators especially in the earlier stages of the course. Unfortunately some personal issues derailed my ability to maintain the
timelines and therefore I missed the opportunities for more instructive feedback.
The light bulbs went on for me at the very end when applying Merrills theories. I came into this course blind and did not have the
prerequisite knowledge upon which to build. So the concepts and the readings were sometimes hard to apply. Overall it was a good
experience, though a less abstract working example would have made it easier, however, this is a real issue that I would have to address
shortly and what better place to get the foundation.








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References
5 Applications for Analogies in eLearning - eLearning Brothers. (n.d.). eLearning Brothers RSS. Retrieved July 30, 2014, from
http://elearningbrothers.com/5-applications-for-analogies-in-elearning/
Advance Organizer (Transcript). (n.d.).Advance Organizer (Transcript). Retrieved July 29, 2014, from
http://elearndesign.org/courses/SPED980/elmseme201_n1/23/24_3/31.html
Library. (n.d.). Overview. Retrieved July 29, 2014, from http://liu.cwp.libguides.com/c.php?g=45844&p=291600