Month: October 2021

Protect Your Work: Copyright Overview

Protect Your Work: Copyright Overview

Photo by Wesley Carvalho on Pexels.com

Advancements in technology allows anyone to create unique works and quickly obtain and modify existing works of others. Alongside technology, the internet has become a vast informational portal.  This informational portal has all types of intellectual properties, i.e., documents, pictures, books, audio recordings, videos, music, etc.  When it comes to the internet, You name it, and the internet has got it.

But can you use it? Maybe? If you use it, will you be penalized? IDK? Check out some quick facts and resources below.

What is Copyright?

“Copyright gives the owner of an original work exclusive right for a certain time period, including its publication, distribution and adaptation” (Mann, 2009. p. 5).

As an Instructional Designer, your work can and will become a part of the vast informational portal. It is better to error on the side of caution. Learn your right and review Copyright Law (Title 17).

https://www.copyright.gov/title17/

In addition to copyright laws, initially geared toward the music and movie industry during the piracy era, Digital Millennium Copyright Act or DMCA (1998), and with criticism of “granting too much power to copyright holders at the expense of the public interest” (Mann, 2009. p. 7), it provides a double layer of protection for instructional designers.

https://www.copyright.gov/dmca/

Remember, you want to protect yourself as well as protect others by covering your work.

Also, not knowing your right to protect your work can hurt your pockets if you don’t take the proper steps. In this digital age, everyone can generate a passive income by monetizing their creations. Let’s not miss out.  Get your seal of copyright protection.

References

Copyright.gov. (n.d.a). Copyright law of the United States (title 17) and related laws contained in title 17 of the United States code. Copyright Law of the United States | U.S. Copyright Office. Retrieved October 24, 2021, from https://www.copyright.gov/title17/.

Copyright.gov. (n.d.b). The Digital Millennium Copyright Act. The Digital Millennium Copyright Act | U.S. Copyright Office. Retrieved October 25, 2021, from https://www.copyright.gov/dmca/.

Mann, B. L. (2009). Intellectual property law confers rights in respect of online distance education, yet most learning resources are still free truth or fiction? I-Manager’s Journal of Educational Technology, 6(3), 1-13. https://saintleo.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/intellectual-property-law-confers-rights-respect/docview/1473900901/se-2?accountid=4870

Designing Constraints: Redefined

Designing Constraints: Redefined

Photo by Wesley Carvalho on Pexels.com

The front-end analysis is the most significant step in any instructional design model. As an instructional designer, the FEA phase is the best use of your time when gathering information. A well-conducted front-end analysis identifies the target audience, learning gap, goal and type of learning, context, learning and performance, and design constraints. New instructional designers often see constraints as limiting or hindrance to the design process. However, changing one’s vantage point toward ‘constraints are necessary for innovative instructional design.

Designers should realize the importance of constraints as they yield innovation and ideation. “Constraints form the design problem, and…they may only become apparent as attempts to create the solution progress” (Lawson, 2006. p.109).  Taking from Lawson’s 2006 ID model, he categorized types of constraints as

1. constraint generators, i.e., designer, client, user, and legislator (Lawson, 2006. p.90).

2. Contextual constraints, i.e., internal and external (Lawson, 2006. p.97).

3. “Focuses on the type of material for the design, the function, and practical application” (Reiser and Dempsey 2012. p. 155).

Lawson’s model (2006)

http://www.dubberly.com/topics/design/space-of-design-constraints.html

Instructional Designers work in various settings and contexts.  Consider the different locations and their constraints the designer may encounter.

Military and Governmental Context

  • Funding (designing within fixed budget guidelines)
  • Varied technological range (i.e., network, configuration, large scale design)
  • Diverse delivery context (i.e., face to face, aboard ship, and field)

Health Care Setting

  • Designing against the internet “Web 2.0 social tools” (Reiser and Dempsey 2012)
  • Time and cost constraints
  • Considering the Health Insurance Portability and Accountability Act when designing.

Business and Industry Context

  • Design for cultural differences in the workplace
  • Learner or End User barriers
  • Organizational culture

K-12 Educational setting

  • Considering the digital divide when designing.
  • Designing with minimal resources (i.e., technical support)
  • Attitudinal barriers (i.e., teacher buy-in)

References

Biskjaer, M. M., Christensen, B. T., Friis-Olivarius Morten, Abildgaard Sille, J. J., Lundqvist, C., & Halskov, K. (2020). How task constraints affect inspiration search strategies. International Journal of Technology and Design Education, 30(1), 101-125.

Lawson, B. (2006). How designers think: The design process demystified. Oxford, UK: Elsevier

Reiser, R., & Dempsey, J. (2012). Trends and issues in instructional design. Upper Saddle River, NJ: Pearson Prentice-Hall Publishers. ISBN 978-0-13-256358-1

Dubberly, H. (2010 July 29). Space of design constraints. Dubberly Design Office. Retrieved October 11, 2021, from http://www.dubberly.com/topics/design/space-of-design-constraints.html.