Tech Proficiency

Low

High

Personal Values

• Opportunities for professional growth
• Being an effective instructor and finding new ways to engage with her students.
• Transparency

Learning Goals

• To broaden classroom teaching skills to teaching in online environment.

Personal Values

• An avid reader.
• Reaching a wider range of students through online teaching.
• Sharing information freely

Tech Proficiency

Low

High

Learning Goals

• Learn about the use of technology to reach more students through online teaching.

Personal Values

• Passion for science and learning how things work.
• Enjoys doing jigsaw puzzles and hiking.
• She values spending time with her family, biking to the beach on the weekends and evenings.

Tech Proficiency

Low

High

Learning Goals

• Stay up to date on current industry best practices in online learning.

Touch point

Readiness-test

Module Introduction

What is Copyright?

What is Fair Use?

Fair Use Criteria

Case study

Supplemental Practice: from Readiness-Test bank (OPTIONAL)

Evidence: Hypothetical Situation

Absorb/Do/Connect

n/a

Connect

Absorb

Absorb

Absorb

Do

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Do

Learner action

Access the module pre-test and answer a set of questions to determine their readiness to take the assessment.

Read introduction:

• Skills in practice
• Suggested previous skill
• Learning Objective
• Disclaimer
• Successful learner

Learner reads discussion prompt and shares two things they already know about copyright in higher education.

Learner reads/watches an explainer video (could knowledge check question be built in?) on “What is copyright?”

Learner determines whether scenarios presented meet the “fair use” exception of copyright law.

Learner interacts with timeline to see the historical context of fair use. (Optional?)

Learner reads about fair-use criteria. Engages dropdown menu to see more about PANE & CA.

Learner manipulates with fair-use criteria slider to understand spectrum of strength for fair use argument.

Learner reads a hypothetical situations and determine strength for fair use argument and gets immediate feedback.

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Learner reads hypothetical situations and submit argument for/against a strong case for fair use and determine ways to make this a stronger case for fair use.

Learner reaction

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Learner appreciates not wasting time to go through course if they can show they are ready to be assessed.

Evaluating whether this module satisfies initial motivation to enroll. If so, learner feels positive toward stated expectation. If not, can learner opt out of module at this point? Information should also be clearly communicated via marketing/website prior to enrollment.

Learner feels good about sharing what they already know. But could also be anxiety provoking for some who might feel pressure to show what they already know.

I just want to know about fair use.

So what is fair use?

Interesting, but I just want to know how to it applies to me.

Here’s something I can use.

I still don’t feel confident to determine fair use.

I feel more confident about fair use.

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These situations are complex.

Instructor action

n/a

Post welcome message and answer any initial question from learners.

Moderate the discussion thread as needed.

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Desired Outcome

Evaluate learner readiness to demonstrate module competency.

Clearly communicate expectations and outcome to learners.

Activate prior knowledge.

Copyright is a legal right protecting original work.

Fair use doesn’t mean unlimited use of copyright materials.

Setting the context for fair use.

Factors for determining fair use.

How to determine strength of fair use argument.

Scaffold practice of evaluation for strength of fair use argument prior to demonstrate competency.

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Learner show evidence of competency.

Touch point

Readiness-test

Module Introduction

Licenses & permission

Creative Commons

Discussion: What Can You Replace with CC?

Ethical considerations

Practice/reflection

Readiness-test

Evidence: What changes will you make?

Absorb/Do/Connect

n/a

Absorb

Absorb

Absorb

Connect

Absorb

Do

n/a

Connect

Learner action

Access the module pre-test and answer a set of questions to determine their readiness to take the assessment.

Read introduction:

• Skills in practice
• Suggested previous skill
• Learning Objective
• Disclaimer
• Successful learner

Learner meets Cable Green and gets introduced to Creative Commons and OERs.

Learner reads content about licenses and permission.

Learner reads about Creative Commons

Using filter in search engines learner finds potential CC materials, ink and post 2 resources to discussion.

Learner reads about ethical considerations.

Learner puts the idea of sniff test into practice.

Learner takes the readiness test to move onto the end of module assessment.

Learner submits a reflection response.

Learner reaction

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Learner appreciates not wasting time to go through course if they can show they are ready to be assessed.

Evaluating whether this module satisfies initial motivation to enroll. If so, learner feels positive toward stated expectation. If not, can learner opt out of module at this point? Information should also be clearly communicated via marketing/website prior to enrollment.

I’ve heard of Creative Commons and OERs, but how can I find it?

This sounds complicated.

Here’s something I can use.

I can use the resource my peers posted!

Legal implications are complicated enough!

It takes little more effort, but it’s the right thing to do.

Why am I being asked to take this test again?

This helps me reflect on my own actions.

Instructor action

Will these be auto-graded or instructor graded?

Post welcome message and answer any initial question from learners.

n/a

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n/a

Moderate discussion.

n/a

n/a

n/a

Instructor grades activity.

Desired Outcome

Evaluate learner readiness to demonstrate module competency. If so, recommend skip to end or review content and take end of module assessment. If not, assessment remains locked until learner progress through content.

Clearly communicate expectations and outcome to learners.

Hook learner to engage with module content.

Licenses and permission trump the law

Identify the six core licenses under CC.

Practice looking for CC.

Learner becoming aware of not ethical considerations.

Learner sees value with voluntary compliance as an approach.

Learner is assured they are ready to be assessed.

Learner demonstrate evidence of change in attitude/behavior.

Touch point

Readiness-test

Module Introduction

When Copyright Doesn’t Apply

Beyond Copyright

Ethics of Hyperlinking

Practice

Readiness-test

Evidence: Going “Out of Bounds”

Absorb/Do/Connect

n/a

Connect

Absorb

Absorb

Absorb

Do

n/a

Connect

Learner action

Access the module pre-test and answer a set of questions to determine their readiness to take the assessment.

Read introduction:

• Skills in practice
• Suggested previous skill
• Learning Objective
• Disclaimer
• Successful learner

Discussion: Learner post reflection arguing for whether copying a relevant chapter of a textbook for instructional purposes is operating within copyright.

Learner gets clarification about what constitutes “copying” materials.

Learner reads about hyperlinking and embedding digital work as a way to bypass copyright laws.

Learner considers the ethics behind hyperlinking and embedding materials.

Learner interact with decision- making flow chart to help determine best course of action for using material for instruction.

Learner takes the readiness test to move onto the end of module assessment.

Learner reflects on past inadvertent violation of copyright or ethics and devise a plan of change after this module.

Learner reaction

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Learner appreciates not wasting time to go through course if they can show they are ready to be assessed.

Evaluating whether this module satisfies initial motivation to enroll. If so, learner feels positive toward stated expectation. If not, can learner opt out of module at this point? Information should also be clearly communicated via marketing/website prior to enrollment.

I’ve done it, it’s not harming anyone, but I’m not sure.

Sounds like a loophole.

Here’s something I can use.

Doing the right thing takes effort and time.

I feel more confident navigating copyright laws.

Why am I being asked to take this test again?

There’s a lot I can do to make sure I’m operating within the law and ethically sound.

Instructor action

Will these be auto-graded or instructor graded?

Post welcome message and answer any initial question from learners.

Moderate discussion.

n/a

n/a

n/a

n/a

n/a

Grade activity.

Desired Outcome

Evaluate the readiness of a learner to take the module assessment. If not, suggest areas to focus on.

Clearly communicate expectations and outcome to learners.

Hook learner to engage with module content.

Learner distinguishes between making a copy versus connecting to original source.

Learner explores hyperlinking and embedding as alternatives.

Learner become aware of ethical considerations in addition to legal.

Practice determining best course of action to using materials for instruction.

Learner is assured they are ready to be assessed.

Learner reflects on how they will be more conscientious about ethics and copyright.