You will need access to:
Duration of the course: 9.5 hours over 5 weeks
Online hours | Collaborative (timetabled) | 0 |
Collaborative (flexible): discussions in the course forum | 2.5 | |
Independent study online: reading, searching for resources, etc. | 6 | |
Sub-total | 8.5 | |
Offline hours | Facilitated face-to-face | 0 |
Workplace | 0 | |
Independent study offline: reflection | 1 | |
Sub-total | 1 | |
TOTAL | 9.5 |
Professional and reflective practitioner skills
At the completion of this course, you should be able to:
Practical skills
At the completion of this course, you should be able to:
Knowledge and understanding
At the completion of this course, you should be able to demonstrate:
Cognitive skills
At the completion of this course, you should be able to:
Week | Course Activities | Type | Approx time needed |
1 | Activity 1 Getting to know others on the course | Online | 1 hour |
Activity 2 What can I use legally? | Online | 1 hour | |
2 | Activity 3 Unpicking copyright | Online | 1 hour |
Activity 4 Introducing Creative Commons | Online | 1 hour | |
3 | Activity 5 Creative Commons: using Flickr | Online | 30 minutes |
Activity 6 Creative Commons: using Google | Online | 30 minutes | |
Activity 7 Reviewing your sources | Online | 30 minutes | |
Activity 8 Planning a search for material | Online | 30 minutes | |
4 | Activity 9 Finding material | Online | 1 hour |
Activity 10 Reporting back | Offline | 1 hour | |
5 | Activity 11 Extracting our shared learning | Online | 1 hour |
Activity 12 Course evaluation | Online | 30 minutes | |
Total | 9.5 hours |
This is a course of 5 weeks duration with 9.5 learning hours expected during that time.
We will begin by looking at the sources you currently use to find digital resources, and move on to the things you need to bear in mind when locating and using digital resources in the classroom, so that you do not break copyright law.
You will then plan and carry out a search for information, using the skills and knowledge you acquire.
Throughout the course, and especially after you have carried out your search, you will share your experiences with other participants on the course.
Vital courses are based on the Practitioner Research Cycle as shown in the diagram below.
You will no doubt already be familiar with the notion of reflective practice, which typically has four stages:
The Practitioner Research Cycle extends that by adding in two further stages:
‘Find out’ involves investigating what the wider education community knows about how to address identified needs (in order to help learn from other people’s prior experience and avoid re-inventing the wheel).
In the ‘Share’ stage you pass on what you have learnt to the wider community so that they in turn can benefit from your experiences and expertise. (This is then mediated by a process of peer review before becoming an established part of the education communities’ shared knowledge base.)
This cycle draws on, and develops, personal and professional knowledge bases (Pers KB and Prof KB in the diagram). The latter is the knowledge that underlies professional practice in education, and is reflected in the literature, resources, policies and other materials that are used to inform practice.
This course will explicitly follow the stages of the Practitioner Research Cycle, starting with identifying needs and moving through to sharing your learning (initially within your course group). Throughout the course icons will indicate the stage of the cycle being addressed.
Before you get into the content of the course you probably want to know who else is on the course with you. This will be important as you move into subsequent activities where you are asked to share your thoughts and experiences with each other.
The objectives of this course activity are to:
Go to the Introductions discussion in the course forum and read the first post (which should be from your facilitator). Now post a reply to that message (use the ‘Reply’ link at the bottom of the first post). Your message should include:
Once you have posted your own introductory message look at what the other course members have posted and respond to their posts. In your responses you might compare and contrast the sources that members of the course use. Do the differences in the sites you use reflect your different teaching interests for example? Are there sources you haven’t come across before? We will revisit these examples later in the course.
Everyone has favourite websites they use to find information. You may have found some new ones that looked very useful when you shared your sources with the other course members in Activity 1. When you use these sources to find useful-looking material, apart from making sure that it is of good quality, you also need to take account of the conditions surrounding its use. Simply being on the web does not make something freely available to use in all circumstances. Intellectual Property Rights (IPR), of which copyright is just one part (along with Patents, Designs and Trademarks) protect the creators of ideas. Materials that are in some way ‘fixed’ like text, music, pictures, sound recordings and web pages, are protected by the Copyright, Designs and Patents Act 1988 and may often have an accompanying symbol (©) and/or legal statement.
In most circumstances, works protected by copyright can only be used – and ‘used’ can mean copied, scanned, distributed, stored, adapted, broadcasted or shown - in whole or in part with the permission of the owner. You are personally responsible if you use material without having the necessary permissions and could face prosecution and a hefty fine. You also have a moral duty to act as a good role model to the students in your care in order to help them recognise the importance of keeping legal.
In some cases, obtaining this permission results in a fee being charged and obtaining permission can be time consuming. Our focus within this course is on identifying resources that you can use free of charge and don’t need to seek further permission to use. However, in order to be able to do that you need to know a little more about copyright.
The objectives of this course activity are to:
Look at these examples of material, which are readily available on the web. For each item note down answers to the following questions:
What copyright information can you find out about it?
What can you ‘do’, legally, with this information, in terms of re-using it?
Most reputable sites have a terms of use or copyright link which provides information on what you can and can’t do with the content you find there.
Like printed materials or works of art, everything published on the web is protected by copyright, even if it looks as if it is ‘free’ information. The rules on copyright, which are already complicated, become more complex in an online world, because it is so easy to copy and transfer electronic information to other people.
The bottom line on copyright is that anything you find on the web, whether text, an image, video clip or piece of audio, ‘belongs’ to someone else, and you should check the copyright statement if there is one, to ascertain what you can legally do with the material.
The objective of this course activity is to explore some of the legal guidance around copyright, and the exceptions to copyright rules.
There are exceptions to the copyright rules which allow you to do a little more with material you find within your teaching than in other contexts.
Read Intellectual Property Office guidance on permitted uses of copyrights works and advice for educational establishments. Note down any exceptions that might legally enable you to use material in your teaching without having to get permission first.
Now imagine you want to use this image of The Great Wall of China in your teaching. Drawing on your notes, come to an agreement in the course forum about the point at which using this material becomes illegal. Could you:
Using material you find on the web has been made easier in recent years through Creative Commons, which provides a system of licensing to enable people to share and re-use information easily.
The objective of this course activity is to find out more about the Creative Commons movement.
Play this video from Creative Commons for a brief introduction.
Now look at the Creative Commons licenses; note the increasing degrees of protection they offer for the creators of material, and also what constitutes ‘use’. Note down which of the licenses are the most useful, from your point of view.
Creative Commons extends and works alongside copyright to enable people to share their work. This works well for us as consumers of information because it expands the amount of information available for us to re-use.
The objective of this course activity is to demonstrate how the advanced search functionality within Flickr can help you to more easily identify images that you can re-use.
Flickr is a site for sharing photographs. The advanced search options in Flickr enable you to search within Creative Commons licensed content. You can restrict your search according to what you ultimately want to do with what you find. For example, you can search just for images that you can edit. This is a quick and easy way to ensure that you find material quickly which suits your purpose.
When we did this search, there was a significant difference in the number of hits and what we were able to ‘do’ with the content we found. Restricting the search to only those items licensed under Creative Commons reduced the number of hits from 7000+ to around 1000, and what we could do with the material found was much less restrictive. However, you do need to be careful because of the different sort of Creative Commons licences, most of which do require that you give appropriate attribution for the images you use (e.g. if you are including an image in a presentation you may also have to include the url where you found the image).
The objective of this course activity is to demonstrate how the advanced search functionality within Google can help you to more easily identify material that can be re-used.
Like Flickr, Google’s advanced search options enable you to filter your results according to what you ultimately want to do with what you find.
Searching in this way is a good idea in two respects – it reduces the number of items you have to deal with and ensures that you get material which you can reuse. For example, when we did this search, using the word ‘fish’, and restricting the results to those ‘labeled for reuse’, we were able to reduce the hits on Google images from over 104 million to a more much manageable 500.
When looking for material to use in the classroom, using ‘reliable, high quality’ sites to start with can take some of the guesswork out of finding resources that can be re-used legally. The objective of this course activity is to revisit the sites you normally use, and review them to see whether they are good sources of legal-to-use information.
Go to the sites that you normally use as sources of material (or choose ones that other people shared in the forum during Activity 1). Note down any information about the copyright associated with those sites. To what extent can you legally use material from them?
Now that we’ve looked at ways of searching for material which can be legally re-used in the classroom, let’s bring it all together and plan a search on a topic.
The objective of this course activity is to plan a search for material you can legally use in the classroom.
Jot down some brief responses to each of these questions:
Having planned a search for a topic, you now need to carry it out.
The objectives of this course activity are to:
Carry out your plan from Activity 8. Use this search record to keep track of the sources you use, and the material you find, and most importantly, any restrictions on its use. Note down any reflections on how you went about your search, in particular, any pitfalls or useful tips you discovered.
Having planned and carried out your search, you will now think about what worked well, and what didn’t.
The objectives of this course activity are to:
Reflect on the process of finding information, both in the activity you have just done and throughout the course, and make some notes about each of the following:
The practitioner research cycle is based on sharing your experiences and expertise in order to developing the professional knowledge base. Having reflected individually upon your own learning within this course the next stage is to share these reflections within the course group and see what commonalities there are in what each of you has learnt. You may then want to share these insights more widely within the community.
The objectives of this course activity are to discuss and agree what you have learnt as a group.
Go to the course forum and, in the Discussion called ‘Shared Learning’, post a message in which you summarise the key learning points that have emerged for you during the course (from Activity 10). Then read through the key learning points that other members of the course have posted.In your group come to an agreement about ONE combined set of key learning points which you are all agreed upon.
This final section allows for evaluation and certification.
The objectives of this course activity are to complete an evaluation form and, if you wish, print a course completion certificate and rate and review the course.
Your task is to complete the evaluation questionnaire, which can be found on the course page. There are also links there to print a certificate and rate the course. The certificate will be ‘released’ by your facilitator.
Other materials included in this unit are derived from content originated at the Open University:
Finding information in education
Finding information in information technology and computing.