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Copyright or Copywrong

Interesting session at the Instructional Technology Institute at Utah State about copyright issues. Larry Lessig from the Stanford Law School gave a little history lesson on the way copyright law has changed since it’s inception. It started as an opt-in program where work was only copyrighted if the creator of intellectual property registered it and marked it. Unless they renewed it the copyrights only lasted 17 years. In 1976 it became an opt-out system where every creative work was copyrighted by default unless otherwise stated and it lasts much longer than 17 years. I think it is easy to see that that is in direct conflict with current technology which makes creative works much easier to produce and thus much more numerous. I liked the way Larry differentiated between original creation and remix creativity. Those derivative works are a large portion of what gets people into copyright trouble today and they make up a large portion of the creative work being churned out today.

I found it extremely ironic that the courts use case law all the time where they look at and reference previous opinions – sometimes to agree and sometimes to disagree – as the basis of the opinions in new cases. These are the people that have consistently ruled that there should be severe restrictions on reference and repackaging of creative works.

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Education meta

Instructional Technology Institute USU

I am attending the instructional technology institute this week and I will be blogging things that I think during sessions. This will not be notes on the sessions so much as thoughts elicited by sessions.

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Education

A Start at a Notation System for Instructional Design

The IMS machine readable notation system – part of IMS LD – could be the basis of a notation system for instructional design which allows us to talk about instruction. We would need to have it become human readable before it would actually be useful in teaching ID. This kept reminding me of a session on notation systems by Andy Gibbons and Sandy Waters given here last year.

According to David Wiley it will take a lot of work before it could serve that function.

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Education

Instructional Design as a Conversation

I read a copy of this presentation from when Andy Gibbons gave it in Orlando in June 2004. Being in a live session was interesting as one of the participants in the session suggested that the trial and error method of learning something was inherently inefficient. I wondered once that comment was made if perhaps efficiency is not always the best standard of what we should be doing. Perhaps the “inefficient” method causes the information and knowledge to be more firmly grounded in the mind of the learner. The second thing is that there is a chance that the trial and error method may in fact cause the interactions of the various pieces of information to be more firmly linked in the mind of the learner.