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[MUSIC] The internet enables access to a wide
range of rich resources for learning, and offers teachers many options
for creating their own online resources. This episode discusses different types of
online resources. And highlights the copyright
considerations you need to think about, when using existing online
material. It also discusses the concept of open
educational resources, where teachers can access, and freely use, learning materials created from institutions all around the
world. >> When you start to teach online, you
have to free yourself of the idea that your job
is to write copious notes and Deliver
incredibly detailed lectures as if you're the only person who has
something to contribute. >> It's amazing how, how freely other people have been creating fantastic
resources in lots of different areas which can very
easily be used and referred to. I don't think, necessarily, you have to
make it yourself. >> It's up to other academics, then to
sort of look at those materials and see how they can use
them in their own teaching. >> Validity of the material that's
available, you know there's some really good stuff that's available open source on
the Web, I've never been a person who said, I'll never use Google,
or you know I think if it, if it gives you what you
need, use it. But be aware of what it is that you're
using and be aware of the context in which it was created and be aware of
whether or not it breaks the law. Well increasingly, the resources in
libraries are online. Online journal articles, online conference
papers and book chapters and so on. Databases like TV news, which enables
academics to have access to news programs, databases that have high
quality images for instance, at store. >> The best response we've got from
students is definitely on the audio material we
produced. We're getting a lot of good results from students who are actually hearing the
academic voice. >> One of the things that we've been doing
is trying to capture technical processes that
we do at the college. Which are rather endangered, or there's so much technical process involved in a
particular subject, we feel it is not enough time to,
to keep on doing demonstrations. Sometimes once isn't enough. So in capturing those kind of technical master classes so the students can review
it. >> Even things like making available
lecture notes, syllabus, details, organizational details about when exams
are taking place and so on. Just some real basic information resources
and organizational aids for students can make a big
difference. >> This sense of confidence that the students always have access to the
information 24/7. If they miss a handout in class but it's
online, they can always go and get it. And if someone emails you after the class and even though it's on the weekend it's
quite quick to be able to direct them to a resource that can help them solve their
problem. >> I think another important issue that
teachers need to understand is that they are personally responsible
for complying with the law. People think if it's on the Web that it is
freely available on the Web, whereas everything on the Web
is still covered by copyright. If you have found any text or any kind of
content on the Web that you want to make available to
your students, I would very strongly recommend that you
link to it rather than copying it, but make sure that you are linking to
a noninfringing copy. Academics trying to understand copyright
issues should go to the copyright pages of their own
institution first because that will give them not only information about
the copyright act, but also their own institution's
approach to managing copyright. >> There is a subset of online resources
that's available relatively easily, which are curriculum or lesson plans or rich content about subjects that people are
studying. Which have been made available by
academics around the world either through a, a university decision such as
MIT's open course-ware approach. Or by academics or groups who want to
propose how they are teaching or what they are teaching, as a very good
resource for others to use. >> What we've been working on here, the University of Leicester is open
educational resources. These are basically teaching materials. So the academic is given over to the
project. We look at those resources. Make sure there's no copyright issues with
them. We try to turn them into materials that
other institutions can use. We then place those materials on a open
repository at the university here. So, it's they're then searchable by Google
and other, other tools. We also then place them on Jorum open. >> It's a sign that, that idea of public
ownership, or public utility, of information is becoming
more and more wide spread. And as we get more video and more images, more sound into that, it becomes a really
rich base from which students and teachers can
incorporate some sort of media forms into the sort of work that
they're doing. >> You're not contributing the last word. You're not delivering the, the final
sermon on the content in your unit. What you're delivering is something much
more challenging and intellectually stimulating, which is
questions, points of view, challenges, provocations. And maybe a little bit of content through
which you weave all of the material that is
available online. >> There's so much good, good material out
there now. The academic should feel a lot more
confident in actually using those materials, and
then spend more time perhaps on actually getting students
delivered through those materials and getting those
successes at the end. [BLANK_AUDIO] [BLANK_AUDIO]

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