Intellectual Property in the Digital Age

By Kennedy, Kristen | Technology & Learning, September 2001 | Go to article overview

Intellectual Property in the Digital Age


Kennedy, Kristen, Technology & Learning


As educators who live in the world of intangibles, of ideas and insight, we seldom consider that those grammar worksheets and PowerPoint slides constitute intellectual property. That is, until recently. With one-third of colleges and universities now offering distance-learning courses, higher education is being forced to come to terms with intellectual property issues by updating school policies to address conflicts about online course copyrights. As K-12 increasingly moves to adopt electronic and distance-learning platforms, questions about who owns that online course you're teaching (or taking) will also need answers.

Unlike authors, who are granted copyright ownership of the work they create, teachers do not legally hold the copyright of work they produce while employed, because such work constitutes "work for hire." For example, copyright of this article belongs to Technology & Learning magazine, not to me, because it is a "work for hire." Despite this rule, higher education has traditionally awarded copyright to professors, upholding the convention of academic freedom. But now there is money to be made, and that changes everything. Instructors and their employers are grappling over rights and rewards.

The future is difficult to predict, but a discussion about K-12 intellectual property issues is by no means premature. We consulted legal and labor minds for their advice on the issue. Ken Salomon, educational intellectual property expert and partner at Dow, Lohnes & Albertson, a Washington, D.C., law firm at the forefront of intellectual property issues, offers, "Copyright isn't everything. There are more important issues to resolve before teaching an online or distance-learning course. For starters, ownership of digital media isn't easy to define, since distance learning is a collaborative effort, often involving an institution's time and resources, and not just the mind of a single teacher." Salomon outlined four major concerns online educators should explore with their employers:

* Revenue sharing: How will the instructor and the employer-institution share revenue gained from the course if it's sold or licensed to another institution or company? Will residual fees compensate the course creator for their work? …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Intellectual Property in the Digital Age
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.