Creative Commons Certificate Projects

These products were created for the Creative Commons Educator Certificate course, October – December, 2018. I decided to comment on this process, as well, in case you are thinking about taking this course. Throughout the modules in the course, students create projects to demonstrate their knowledge of points covered in the instructional material . . . and to create lots of artifacts for use in the service of educating people about Creative Commons. The instructional material is quite detailed and, because copyright is complex, at times, confusing.

I enrolled in this course almost as soon as it was announced because I thought it would provide a better foundation than the little course my system required to be permitted to teach an OER class. As well, I love the idea of the intellectual commons and the licenses and the way they empower creators, and I still have hope that my department will get behind creating a stash of topnotch, openly licensed teaching material for the sake of adjuncts, so they can hit the ground running . . . and eventually create their own openly licensed work, attaching their name to the work forever–at least, their name will get out there. (That’s not a major motivator to use CC licenses, but it is a selling point.) I want a commons in my department and at my college, one that cuts across disciplines and divisions. As educators, we should be sharing, even assignments. Right now, some faculty members want access to whatever is easy and on the takeout menu for teaching. They are calling their self-created materials OER without using or understanding open licensing. We have overstressed the value of OER in terms of free textbooks, and undervalued the concept of the commons and one’s responsibilities both to attribute and contribute. One of the key takeaways from this course so far is the commandment: Include attribution.

I am in this class with people from across the nation and the world. Some are instructional technologists and designers, so my paltry creations must pale in comparison to theirs. Some have worked with OER for a long time and have positions of authority in their organizations; their knowledge base is already substantial. As well, personal introductions to the course indicated that most participants travel and have hobbies reflecting the kind of economic privilege I imagined, for some reason, Creative Commons aficionados might at least recognize does not belong to most people. Halfway through the course, I don’t feel it is really for beginners. I am not a total novice in the world of open licensing, but I am disadvantaged in some senses, compared with other participants. This is just how I felt taking lit courses at college for the first time, going to school with those who had been handed the benefit of well-funded educations. I had to catch up but knew I could never really join the club.

For this course, the main communication mode is Slack, and if you are even slightly dyslexic, it can be tough to follow. Thankfully, email is also available. I hope I’ll get over myself and feel less intimidated over the next few weeks. At least I have an opportunity to feel what some of my students must when a sense of inadequacy hampers openness to learning. Something to be aware of and work on in my teaching.

Unit 1: What Is Creative Commons?

Steamboat_Willie1928

I created this accessible document in Word and PDF formats, along with a flipbook, to use as supplemental instructional material for my OER courses. FYI, if you plan to take this course, this project earned 8.5 of 10 points because the grader said I did not include anything about the global commons (p. 6). This issue was finally corrected, and the project was awarded the full 10 points.

Accessible Word document:

What Is Creative Commons

Accessible PDF file:

What Is Creative Commons

Flipbook:

What’s this symbol all about?

Unit 2: Copyright Law

Copyright and Your Essay.png

This is a Biteable video for my students. This project received 10 out of 10 points. It really didn’t cover every required element with the detail I would have wished, but the format will work for students. There was no criticism of anything being left out or inadequate, so form superseded content for grading in this case, I think. Also, I contacted Biteable, who said there is no problem with using their platform and openly licensing a video for educational purposes. However, they do not want anyone to sell a Biteable video. (Should I make the license non-commercial? idk and I’m not asking on Slack.)

Here’s the animated video (Thanks, Biteable!):

Copyright Law and Your Essay

Unit 3: Anatomy of a CC License

Handout

This single-page (front and back) handout was created for use at my college; it is not an accessible document (in terms of screen readers and so on). That would take more time than I presently have.

Word document (does not meet accessibility standards):

Using Creative Commons Licenses at CVCC

PDF file (does not meet accessibility standards):

Using Creative Commons Licenses at CVCC

Unit 4: Using CC Licenses and CC-Licensed Works

Created for CVCC faculty to guide them through fair use, collection, or remix decisions.

An editable PowerPoint slideshow. Alt text tags are included, but reading order is not right for screen readers:

Collection or Remix

Here is the file that should open as a slideshow:

Collection or Remix