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Permissions Guide for Educators

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This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.* "Copyright license choice" by opensource.com is licensed under CC BY-SA 2.0.

Material Type: Reading

Author: Melinda Newfarmer

Remix

OERizona Asynchronous Course, OERizona 1.2 Understanding Copyright, Licensing and Creative Commons, Understanding Copyright, Licensing and Creative Commons

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This lesson supports Arizona faculty at IHE in exploring the different ways that resources can be licensed, including their own resources. Faculty will:compare and contrast different licensing restrictionsexplore local connections to openly licensed resourcespractice their understanding of OER, CC and how this connects to their local experience

Material Type: Reading

Authors: Joanna Schimizzi, Megan Crossfield

Remix

OERizona Asynchronous Course, OERizona 1.3 Engaging with OER and Contributing to the OER Community, Engaging with OER and Contributing to the OER Community

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This lesson supports faculty in Arizona IHE in exploring the different ways to engage with OER and contribute to the Open Education community. Faculty will:practice searching, evaluating, curating, remixing and authoring resourcesexplore local connections to openly licensed resourcespractice their understanding of OER resources and how this connects to their local experience

Material Type: Reading

Authors: Joanna Schimizzi, Megan Crossfield

Remix

OERizona Asynchronous Course, OERizona 1.4 Creating and Remixing OER, Creating and Remixing OER

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This lesson supports faculty in Rural Arizona IHE in exploring the different ways to engage with OER and contribute to the Open Education community.  Faculty will:practice using the OER Commons Authoring Tool and Remix Toolreflect on their understanding of OER creation and OER remixing The cover image of this lesson was created by Joanna Schimizzi in Canva and is licensed CC-BY. The image has a black background with galaxy-type stars and says "Creating and Remixing OER" in white capital letters.

Material Type: Lesson

Authors: Joanna Schimizzi, Megan Crossfield

ADA National Network

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The ADA National Network provides informal guidance on the Americans with Disabilities Act (ADA) and other disability-related laws. The ten regional Centers that comprise the ADA National Network staff a toll-free information line and respond to inquiries submitted online via email or regional Center websites. Business owners, architects and designers, representatives of state and local government agencies, employers, people with disabilities and their family members, service providers, educational entities, and others interested in the ADA can receive individualized responses - Find Your Region/ADA Center. Our ADA Specialists can answer most questions immediately and, if necessary, will research complex questions to provide you the most thorough guidance possible. Referrals to local and state/territory resources for disability issues, which are not addressed by the ADA, can also be provided.

Material Type: Primary Source

Author: ADA National Network

AEM Basics

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AIM or AEM? Accessible Educational Materials (AEM) are materials designed or converted in a way that makes them usable across the widest range of student variability regardless of format. In relation to the Individuals with Disabilities Education Act (IDEA), the term AIM refers to print instructional materials that have been transformed into four specialized formats (audio, braille, digital, and large print text). Sometimes students with disabilities have difficulty accessing print in the same way as their peers. To succeed in school, these students need learning materials presented in a way that works for them. In 2014, the term "accessible educational materials" or "AEM" was expanded to include both print- and technology-based educational materials including electronic textbooks, and related core materials. Practically speaking the terms AIM and AEM are often used interchangeably. In the following video learn from AEM users, educators, parents, and state and national leaders about how AEM can be a game changer for those with print disabilities.

Material Type: Primary Source

Author: Assistive Technology and Accessible Educational Materials Center

AEM Pilot

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AEM Pilot Home Welcome to the AEM Pilot*, an interactive web-based tool that guides states and K-12 school districts to create more inclusive learning environments for students with disabilities. Building background knowledge about accessible educational materials (AEM), conducting self-assessments, and monitoring continuous progress are all facilitated by the AEM Pilot. If your state or district has work to do to improve the accessibility of the materials and technologies provided to learners with disabilities, take off with the AEM Pilot!

Material Type: Primary Source

Author: CAST

Access digital curriculum resources

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On completion of this unit participants should: Investigate and source digital versions of the Zambian curricula documents. Determine what role for ICT has been envisaged by the national education authority as expressed within the official curriculum Identify sixteen 21st century skills as defined by the World Economic Forum Integrate at least two 21st century skills into their teaching and learning.

Material Type: Full Course

Author: Zambian Ministry of Education

Accessibility Toolkit - 2nd Edition

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Short Description: The goal of the Accessibility Toolkit - 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. This is a collaboration between BCcampus, Camosun College, and CAPER-BC. Long Description: The goal of the Accessibility Toolkit – 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. This second edition has built upon, and improved, the original toolkit—a collaboration between BCcampus, Camosun College, and CAPER-BC—with a new “Accessibility Statements” chapter, bibliography and list of links by chapter for print users in the back matter, updated information, and corrections to content, style and layout. The French translation of the first edition of the Accessibility Toolkit—La Trousse d’outils d’accessibilité —is still available. In time, a French translation of this second edition will be made available. Word Count: 14908 ISBN: 978-1-77420-030-8 (Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Material Type: Textbook

Authors: Amanda Coolidge, Josie Gray, Sue Doner, Tara Robertson

Accessibility of Educational Materials

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K-12 classrooms are embracing technology and are working to overcome accessibility issues associated with digital and online educational materials. While there are legal accessibility standards in place (see resources below), educational materials are not always accessible to students with visual impairments or blindness. Most developers – and the companies who produce digital/online educational materials – are more aware of accessibility and are often striving to incorporate accessibility into their products. For some, the lack of awareness and/or the lack of accessibility knowledge is a key factor. This is especially true with educational app developers who produce a small apps geared for emerging readers or basic math apps for young students. Many larger organizations that are creating digital textbooks and online assignments have a small accessibility team. Unfortunately, accessibility is not always given priority and companies need a gentle push to bring or keep accessibility as a priority goal. States and school districts do have the power of writing accessibility into their contracts with providers.

Material Type: Primary Source

Author: Perkins School For The Blind

Accessible Content for All: Building Equity & Engagement with Tech Tools

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Think about the diverse learners in your classroom. How do we engage ALL learners in the curriculum content?  In the Accessible Content for All modules, you will learn about Accessible Educational Material (AEM) and tech tools that are hidden in plain sight in your schools.  You will hear teacher accounts of using tools like read-aloud, closed captioning, and translation to increase student engagement.  These modules are self-paced and cover ways to create accessibility within Google, Microsoft, and IOS.  Peruse the modules and explore the topics you want to learn more about.  Create your own learning journey toward building accessibility, equity, and engagement in your classroom.

Material Type: Module

Authors: SETC CWU, Rose Racicot, Linda Doehle, Dan Herlihy, Kristin Leslie

Accessible Educational Materials

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Accessible Educational Materials was previously referred to in the IDEA as Accessible Instructional Materials. “Educational materials and technologies are “accessible” to people with disabilities if they are able to “acquire the same information, engage in the same interactions, and enjoy the same services” as people who do not have disabilities. As a person with a disability, you must be able to achieve these three goals “in an equally integrated and equally effective manner, with substantially equivalent ease of use” (Joint Letter US Department of Justice and US Department of Education, June 29, 2010).” (aem.org.cast)The NC Policies Governing Services for Children with Disabilities cites IDEA on Accessible Instructional Materials.

Material Type: Primary Source

Author: North Carolina Department Of Public Instruction

2021 NEBHE Open Education Community of Practice Syllabus

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Learning objectives: -Leverage the benefits of openly licensed materials to create more culturally responsive and relevant learning environments and resources for students -Develop a set of inclusive teaching practices to implement in your course that center students as authoritative voices -Revise or create a renewable assignment that invites students as knowledge creators -Leverage Open Pedagogy to center social justice in your course learning outcomes

Material Type: Syllabus

Author: Lindsey Gumb

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