Final report WP1: Need analysis [REPORT: DICE – NEED ANALYSIS]

Final report WP1: Need analysisPer BergaminJetmire SadikiProf. Willi BernhardFernfachhochschule Schweiz / IFeL

In collaboration with:Eidgenössisch Technische Hochschule ZürichUniversità della Svizzera italianaUniversité de Genève

28.01.2010

Terms of use

[REPORT: DICE – NEED ANALYSIS]

http://creativecommons.org/licenses/by-nd/2.5/ch/

Report DICE – Need analysis1. Initial position

1.1. Description: WP1 Need analysis

The main goal of the need analysis was the collection of information about current practices andproblems in copyright management for digital content in Swiss Higher Education institutions. The FFHS had the lead of this work package. The USI and the ETHZ got a contribution of 0.5 man/month. The WP1 totally lasted 4 months from 1 September till 31 December 2009. In this table below you can see the detailed information of WP1.

WP1 Need analysis Leader: FFHS Months: 1-4

FFHS 1 man/month Development of instruments, data collection andanalysis, report writing

ETHZ 0.5 man/month Revision, data collection and analysis supportUSI 0.5 man/month Revision, data collection and analysis supportGoalsThe main goal of this activity was the collection of information about current practices andproblems in copyright management for digital content in Swiss Higher Education institutions.

Tasks• Development of data collection instruments (survey, interview protocol)• Data collection at all institutions (online survey / interviews)• Data analysis• Report writing

The timetable of WP1 looked like this:September 09 October 09 November 09 December 09

1 1 2 2 3 3 3 4 4 3 4 5 5 5 5 5M1 M2 M3

1 Preparation2 Development of data collection instruments3 Data collection at all institutions4 Data analysis5 Report writing

M1, M2 and M3: Online-meetingsThree online-meetings were held during the work package 1.

Date: 15 October 2009Time: 10.00 - 11.00 am.Topic: M1: Data collectionRecording: http://collab.switch.ch/p51213091/

Date: 12 November 2009Time: 14.00 - 15.30 pm.Topic: M2: Data analysisRecording: http://collab.switch.ch/p92194247/

Date: 9 December 2009Time: 14.00 - 15.30 pm.Topic: M3: Requirements, analysis reportRecording: http://collab.switch.ch/p31338486/

Fernfachhochschule Schweiz / IFeL 2

http://collab.switch.ch/p31338486/



Report DICE – Need analysis2. Method

The data collection was based on three phases. In phase 1 the pilot online-survey was realized only with participants from the CCSPs of the project members of WP1. In phase 2 the main online-survey within all CCSPs in Switzerland was realized and in phase 3 the interviews with experts from the CCSPs were realized.

2.1. Online-survey (pilot)

2.1.1. Phase 1In the first kick-off meeting of the DICE project on September 2nd 2009 the FFHS presented the ideas for the need analysis. The project partners decided that the FFHS should implement a first online-survey with a pilot-group. The online-survey asked participants to explain relevant cases in digital copyright at their institutions. The goal was to collect real cases and questions from the teachers and CCSP members. Each project partner sent the link to the online-survey (available in German, French and Italian) to 15 people (teaching and non-teaching staff). During the online-survey we translated the buttons (next and back) into French and Italian and implemented the opportunity to choose the language in the online-survey.

In the annexe 7.1. you find the online-survey in German, French and Italian.

2.1.2. Facts and figuresDuration: 17 September - 30 September 2009Distribution to: 60 peoplePeople who participated: 26Flyback: 43%Cases which where reported: 35

2.2. Online-survey (main)

2.2.1. Phase 2In the first phase (online-survey pilot) there were no questions concerning the content of the online-survey and the response rate was even better than estimated with 43%. That’s why the project partners decided to use the same online-survey for the second phase of the data collection.

2.2.2. Procedure The FFHS asked all CCSPs of the Swiss Higher Universities by email to name a person who could send the link to the online-survey to minimum 15 people of the teaching and non-teaching staff.

Afterwards 8 CCSPs answered and indicated the responsible person for the distribution. This person got an email with the links of the online-survey. The 4 project partners USI, UNIGE, ETHZ and FFHS also sent the links to the online-surveys to some of their staff. So 12 CCSPs sent the URL to the online-survey to their teaching and non-teaching staff. Six institutions didn’t answer the email at all, so they didn’t take part in the online-survey.

The links to the online-survey were also published in two blogs and on the DICE official website: Blog of EduLaP: http://www.edulap.uzh.ch/static/blog/?p=220 Blog of ETHZ: http://blogs.ethz.ch/net/2009/10/08/umfrage-zu-copyright-fragen-im-e-learning/ Website DICE: http://dice.elearninglab.org


http://dice.elearninglab.org/

http://blogs.ethz.ch/net/2009/10/08/umfrage-zu-copyright-fragen-im-e-learning/

http://www.edulap.uzh.ch/static/blog/?p=220

Report DICE – Need analysis2.2.3. Facts and figuresDuration: 05 October - 22 October 2009Distribution to ca. 380 people: not exactly, because of the two blog-entries and the entry in the DICE

website and two CCSPs which did not mention to how many people they sent the link to the online-survey.

People who participated: 61Flyback: approx. 16%Cases which where reported: 87

2.2.4. Results of both online-surveysTotal people who participated: 87Total cases which where reported: 122Flyback: approx. 19%

Below you can see the table with the number of cases and people who participated in each language of the online-survey.

Table 1: Number of cases and people in each languageLanguage Cases PeopleGerman 74 54French 36 24Italian 12 9Total 122 87

2.3. Interview

2.3.1. Phase 3In this phase 3 we did interviews with seven experts from different CCSPs in Switzerland.

2.3.2. MethodWe used a semi-structured interview, where the interviewer got an interview-guideline with the indication of kind and content of the interview (Bortz & Döring, 2006). In our interviews the interviewer got five open questions, with the opportunity to ask also other relevant points, that appeared during the interview.

2.3.3. ProcedureTo complete data in a qualitative manner and to foster the interpretation we carried out 7 interviews with experts, so that they could mention some other additional points to the online-survey and the results. All together the project partners interviewed the following amount of experts:4 German-speaking experts1 French-speaking expert2 Italian-speaking expertsThe experts were responsible people of a CCSP of a university or other relevant units. Before the interview, they received a short description of the project and an overview of five typical cases collected through the surveys.

The experts were asked these 5 open questions:1. You received the typical cases by eMail. How much relevant do you estimate the cases for your

institution and how often do they occur in your institution? Please do an indication per case.2. What do you estimate: which media categories (image, text, film, audio, combination) are the most

problematic concerning the “copyright” in your institution? Do a rough ranking. Are there other relevant or specific problems?

3. How much are the people in your institution aware of copyright-questions? Of which copyright-questions do you estimate is your staff (teaching and non-teaching) aware of resp. not aware of?


Report DICE – Need analysis4. Are the terms „Open Access“ and „Creative Commons“ familiar in your institution? Are these approaches

relevant for your institution?5. What do you think: which are the three most relevant copyright-problems in Switzerland in connection

with the university teaching? Are these the same that apply to your institution?

The whole interview guideline and the interview protocols can be found in the annexe 7.2. and 7.3.

2.4. Evaluation procedure

2.4.1. Categorization online-survey

According to the qualitative content analysis of Mayring (2000) and based on his basic type of „structuring“ we categorised the cases of the online-survey based on this workflow:

Image 1: Flow-model inductive category building (cp. Mayring, 2000)

One person read all the cases and categorized the cases that were clear into a table with the following categories: medium, source, activity. Then she marked these ones who couldn’t be categorized in the first step. In the next step three people of the project team of WP1 analyzed the unclear cases. Words in the cases with interpretation problems, had to be translated from French and Italian into German. In this revision phase the team created the scheme (cp. image 3: categorization) and introduced the fourth category “distribution”. Also the activity “digital copy” was introduced, to precise the cases. In the final step we got through all the cases again and finalized the scheme.

In the “quantitative analysis” we counted and defined the typical cases for each media category. See table 2: typical cases.


Report DICE – Need analysis90 cases of the total 122 cases could be categorised.

At the end there were four main categories:

• Media (what kind of media/content is used?)

• Source (from which source is the media/content taken?)

• Activity (what kind of activity is done with the media/content?)

• Distribution (where is the media/content placed at the end?)

32 cases could not be categorised in the scheme. These are the following cases:Unexplained, exceptional, protection, copyright and not relevant cases.Unexplained cases: In these cases at the minimum two categories are not known.Not relevant cases: These cases are not relevant for the need analysis.Exceptional cases: These are special cases with exceptional questions.Protection cases: These cases or questions concerning the protection of own materials.Ownership cases: These cases concern the question: who owns the material?

3. Results

3.1. Online-survey

3.1.1. MediaHere is an overview of the number of cases in each media category.

0

10

20

30

40

50Image: 26 cases

Text: 42 cases

Film: 20 cases

Audio: 2 cases

Combination: 10 cases

Divers: 32 cases

Image 2: Number of cases in each media category

ConclusionsMost cases (42 cases) involve questions about the medium text. On the second position in this picture there are 26 cases about the medium image. These two media make up 56% of all 122 cases. The picture also shows, that there is another amount of cases concerning the medium film with 20 cases and 32 with divers cases. Audio and the combination of divers media seems not to be so relevant to the participants of the online-survey. Here we get only two cases, who mentioned the medium audio and 10 cases for the combination of more than two media.


Report DICE – Need analysis

3.1.2. ActivityHere is an overview of the number of cases in each activity category.

0

20

40

60

80

100Edit (16 cases)

Scan (17 cases)

Digital copy (85 cases)

Print (6 cases)

ConclusionsThe four activities can be understood as follows:Edit: Cases which include the editing of the sources, mainly in the film-category with the activity cut,

edit and convert.Scan: Cases which include the scanning of the sources e.g. text from books. Almost all cases are part of

the text-category.Digital copy: Cases which include the distribution of the original version of a medium in different ways.Print: Cases which include the printing of the sources.

The cases in the scheme include all cases that we could categorize. It must be pointed out that 9 cases include more than one activity, 24 cases include more than one source and one case is also classified as “exceptional case” in the category “divers cases”.

Most of the cases (85 cases) involve questions about the activity “digital copy”. So it seems that the participants of the online-survey often use the original-version by downloading media/content from a source and distribute it in different ways. On the second position in this picture there are 17 cases about the activity “scan”. The picture also shows that there are 16 cases concerning the activity “edit” and only 6 cases including the activity “print”.



3.1.3. Distribution

Here is an overview of the number of cases in each distribution category.

0

10

20

30

40

50

60Website open/public (26 cases)

Website pw-protected (56 cases)

Learning program (10 cases)

Presentation (projector) (10 cases)Other electronical distribution (6 cases)

Print version (9 cases)

Utilisation without "distribution" (8 cases)

ConclusionsThe seven distribution-forms can be understood as follows:Website open/public: Distribution of the medium/content on a public website.Website pw-protected: Distribution of the medium/content on a password-protected website like a

Learning Management System. Learning program: Distribution of the medium/content in a training program or in exercises.Presentation (projector): Integrating the media/content into a presentation.Other electronical distribution: Distribution by giving the media/content to the students or putting the

material on a DVD.Print version: Distribution by printing media/content e.g. printing an article and handing it

out to the students.Utilisation without distribution: Cases which didn’t explicit mention a distribution-form.

These cases in the scheme include all cases that we could categorize. It must be pointed out that 12 cases include more than one distribution-form and 23 cases include more than one source.

Most of the cases (56 cases) involve questions about the distribution “website password-protected”. So it seems that most of the participants of the online-survey distribute their media/content into a password-protected website like a Learning Management System. On the second position in this picture there are 26 cases about the distribution “website open/public”. The picture also shows, that the distribution via a learning program and into a presentation have the same amount of cases with 10 cases each. Other electronical distribution and the print version have the fewest number of cases. There are also 8 cases which didn’t explicit mention a distribution-form, but indicated the other categories like medium, source and activity.

3.1.4. Source

ConclusionsThe category „source“ includes digital, non-digital sources and cases which didn’t explicit mention the source.

Most of the cases of the media-category „image“ include content from digital sources like websites. On the other hand most of the cases of the media-category “text” include content from non-digital sources like books


Report DICE – Need analysisand articles. The media-categories “audio” and “film” both include only digital sources like DVD and TV-recordings. The last media-category “combination” includes mainly digital sources like material from teachers.

3.2. Categorization

The following scheme shows the possible cases from the sight of the different actions. On the basis of this picture it is possible to reconstruct all cases. There are four categories: media/content, source, activity and distribution. Every time when a medium is taken from a source, we declare it as “making a copy”, see the copy-line in the picture. The next step is the distribution-line, where the media is published or distributed into a website, a presentation etc. In a later state there should be clarified which cases are legally relevant and where copyright breaches appear – as well as how the solutions should look like.

Image 3: Categorization

3.3. Typical casesOut of the categorization there were 5 typical cases identified. These typical cases were defined because of their number of entries in the category scheme. When there were a lot of cases in the same field of the category system, this was a indication, that this is typical for a lot of people. Typical for almost all cases in the table is the distribution into a password-protected platform or course. That can be an indication, that many of the participants use such platforms like a Learning Management System, where only the teacher and his/her students have access.

Table 2: Typical casesMedia category CaseImage Taking images from the internet and applying them on a password-protected

platform/course.Text Applying articles for students on a password-protected platform.

Film Converting a film from a DVD and implementing it on a password-protected platform.

Audio Taking audio-files from the internet for creating exercises.

Combination Putting material from external authors on a password-protected platform.



You can find an answer in the conclusions on chapter 3.1.3. why the typical cases include a distribution on a password-protected website. There, the picture shows that the most cases are distributed on a password-protected website like a Learning Management System.

3.4. Interviews

Based on Mayrings (2000) basic type of „summarization“ we analyzed the interviews with the experts. These are the summaries of the five questions from the seven interviews.

Question 1You received the typical cases by eMail. How much relevant do you estimate the cases for your institution andhow often do they occur in your institution? Please do an indication per case.

The relevance of the typical cases in the media categories “image” and “text” is high. They are frequently used.Most of the experts think, that the typical cases in the media categories “audio” and “film” are not so relevant and not frequently used. The opinions for the category „combination“ differ. Some of the experts think that it is very relevant others think that it is not so relevant.

Question 2What do you estimate? Which media categories (image, text, film, audio, combination) are the most problematic concerning the “copyright” in your institution? Do a rough ranking. Are there other relevant or specific problems?

The most problematic media categories are text and film. Text is seen as problematic because of scanning books, the risk of plagiarism and the publishing of articles on a website. Film is seen as problematic because of publishing or embedding films from Youtube and podcasts. On the second position are images, the reasons of this nomination are downloading images from websites and using them for layout reasons. Then for the third position the opinion differ. On the last two positions are audio and combination. There are some specific problems within the institutions, that highly differ.

Question 3How much are the people in your institution aware of copyright-questions? Of which copyright-questions do you estimate is your staff (teaching and non-teaching) aware resp. not aware?

Most of the experts think that the people in their institutions are aware of the copyright questions. Especially those who deal with eLearning and the production of learning objects.

Question 4Are the terms „Open Access“ and „Creative Commons“ familiar in your institution? Are these approaches relevant for your institution?

Both approaches are relevant for the institutions, but most of the experts think that the terms Open Access and Creative Commons are not so familiar to their staff. Maybe 5-10% know these concepts. One expert thinks that people in his institution know the Open Access concept very well because of the usage of an OpenArchive. The other expert thinks that his staff knows the Creative Commons concept because of workshops held on this topic.

Question 5What do you think, which are the three most relevant copyright-problems in Switzerland in connection with the university teaching? Are these the same that apply to your institution?

Most of the experts think, that copyright-problems in Switzerland in connection with the university teaching are the same copyright-problems as for their institutions.



More commentsThese are some additional comments from the experts:

One expert thinks, that it would be good to have a tool that helps teachers to see what they can and can’t do; something like a FAQ. Another expert mentioned the e-books and the OER concept to think about in the future. And a third expert thinks, that people are uncertain what they are allowed to do concerning copyright-problems, if they should ask the owner for permission of the material or not.

3.4.1. Conclusion of the interviewsThe number of cases in each media category is aligned with the opinions of the experts (see question 1). Especially the nomination of the media “text” and “image” in the interviews accord with the results of the online survey. The media “audio” is evaluated as less relevant and problematic; see the number of cases in this media category in the chapter 3.1. (2 out of 122 cases).

Concerning the awareness most of the experts think, that the staff is aware of copyright-questions. But not everybody in the institution is aware of this. Especially those who deal with eLearning and the production of learning objects are more aware of copyright-questions. So there is still a need to create much more awareness within all staff members. Additionally the knowledge about the approaches “Open Access” and “Creative Commons” is very low. This shows that there is a high demand on instruction and communication of these concepts. The institutions that force Open Access and Creative Commons actively, reach a higher level on the level of familiarity (see question 4).

Another point is that unclear usage rights has to be cleared. Who owns the material that a teacher produces? Does he own it or the institution, where he works? Who can use the material? There is a need to set up guidelines within the institutions.

4. Conclusions

In this need analysis we only raised up cases without evaluating their relevance. It has been emphasized that most of the cases concern text and image-questions. The scheme on page 7 helps to distinguish the cases and to check their juridical relevance. We couldn’t categorize each case in the category-scheme because some answers of the online-survey were not well described but they are anyway relevant for the project. Some cases were defined as unexplained, because of the fact that at the minimum two categories were not known. The cases include only a few questions concerning Creative Commons or Open Educational Resources. At this moment we cannot declare if the reason for this is because there aren’t problems with these two elements or because the participants don’t know these approaches.

Some participants mentioned in the cases that they indicate the source, when they use foreign content e.g. material from a website. Some other participants asked the question, if they have to indicate the source at all. Other participants apply to the question, if they should ask the author of the content or not and if it is okay to publish foreign content in a password-protected website like a Learning Management System. It seems that there are some open questions concerning the use of foreign content. On the other hand, there are also a few cases concerning the protection of own material. A reason why this small number of cases could be, is because we didn’t ask the participants exactly this question in the online-survey. We asked generally to mention cases where the participants had to solve a copyright question and which is still maybe unanswered.

The image on page 6 shows how many cases we indicated in each category. It seems that especially audio-files are not so relevant or don’t occur so much in the eLearning work. The experts in the interviews indicated that text, film and image are the most problematic media for them. Here we can see a clear accordance with the results of the online-survey.

The problem of the awareness and the liability in the institutions has to be cleared. There seem to be only a few guidelines within the institutions, so that staff members are not well informed about their rights and duties. Especially the point of the awareness was asked in the interviews (see question 3).Fernfachhochschule Schweiz / IFeL 11


5. Abbreviations

CCSP: Centre of Competence, Support and ProductionETHZ: Eidgenössisch Technische Hochschule ZürichFFHS: Fernfachhochschule SchweizUSI: Università della Svizzera italianaWP: Work package

6. Bibliography

Bortz, J., Döring, N. (2006). Forschungsmethoden und Evaluation (4. Auflage). Berlin: Springer Verlag.

Mayring, Ph. (2000). Qualitative Inhaltsanalyse. Grundlagen und Techniken (7. Auflage, erste Auflage 1983). Weinheim: Deutscher Studien Verlag.

7. Terms of use

On the footer of this document you find the indication about the Creative Commons license of this report.

This work is licensed under the Creative Commons Attribution-No Derivative Works 2.5 Switzerland License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd/2.5/ch/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.

8. Annexe

8.1. Online-survey

8.1.1. GermanSehr geehrte Damen und Herren

Vielen Dank, dass Sie sich die Zeit nehmen, um an dieser Umfrage teilzunehmen.

DICE: Was ist das?Das Projekt DICE (Digital Copyright for eLearning) ist ein Projekt, welches im Rahmen des Programmes AAA-Switch Universitätsrektorenkonferenz (CRUS) und Konferenz der Fachhochschulen (KFH) bewilligt wurde: Projektpartner sind die Università della Svizzera italiana USI (Projektleader), die Eidgenössische Technische Hochschule Zürich ETHZ, die Université de Genève UNIGE und die Fernfachhochschule Schweiz FFHS. Ziel des Projektes ist es, ungeklärte Copyright-Fragen in Zusammenhang mit der Entwicklung und Produktion von Online-Kursen in der Schweiz zu beantworten.

Die Hochschulmitarbeitenden sind heutzutage täglich mit verschiedenen digitalen Lerninhalten konfrontiert. In diesem Zusammenhang drängen Copyright-Fragen immer mehr in den Vordergrund. Damit die Probleme rund um Copyright-Fragen der Schweizer Hochschulen diesbezüglich erkannt und praktikable Lösungsansätze kommuniziert werden können, sind wir auf Ihre Mitarbeit angewiesen. Teilen Sie uns Ihre Fragen zum Thema Copyright mit und wie Sie diese bislang gelöst haben.

ZieleDICE möchte die Barrieren bei der Produktion und dem Austausch von digitalen Inhalten senken. Dazu wird allen Hochschulmitarbeitenden ein Handbuch und ein Online-Kurs zur Verfügung gestellt. Zudem werden Workshops und ein „Experten-Center“ initiiert. Wenn Sie uns im Fragebogen Ihre eMail Adresse hinterlassen, werden Sie regelmässig über den Fortschritt des Projektes informiert, erhalten eine digitale Version des Handbuches und werden zu den Trainingsangeboten eingeladen.




Report DICE – Need analysisDas Ausfüllen der Umfrage dauert je nach der Menge ihrer Fälle ca. 5-10 Minuten. Selbstverständlich werden Ihre Angaben vertraulich behandelt.

Herzlichen Dank für Ihre Mitarbeit.

Weitere Informationen zum Projekt DICE finden Sie hier: http://dice.elearninglab.org/tmp/

Umfrage

Demographische Daten• Geben Sie bitte die Hochschule/n an, an der Sie arbeiten: Dropdown-Liste• Geben Sie bitte Ihren Tätigkeitsbereich an: Dozent / Nicht-Dozent

• Geben Sie bitte Ihr Alter an: ≤ 20 / 21-29 / 30-39 / 40-49 / 50-59 / ≥ 60• Geben Sie bitte Ihr Geschlecht an: Mann / Frau• Geben Sie bitte Ihre eMail Adresse an: Textfeld eMail Adresse

Hier ein Beispiel, wie Sie die offenen Fragefelder ausfüllen können:

Frage 1: Nennen Sie einen Fall, bei dem Sie auf Copyright-Fragen gestossen sind und der für sie noch eine ungelöste Fragestellung nach sich zieht.Bsp.: Ich möchte meine Studierenden zum Zwecke der Vor- und/oder Nachbereitung einer Lehrveranstaltung, Artikel aus Zeitschriften einscannen und dann als Download auf der Lernplattform zur Verfügung stellen. Unter welchen Bedingungen ist dies überhaupt erlaubt..

Frage 2: Schildern Sie kurz Ihren Lösungsansatz für den zuvor genannten Fall.Bsp.: Da es sich bei der Lernplattform um einen geschlossenen Raum handelt und nur die Studierenden Zugriff auf den Kurs haben, haben wir die Artikel ohne weitere Nachfrage eingescannt und in den entsprechenden Online-Kursräumen publiziert.

Beantworten Sie nun bitte folgende Fragen.

Hinweis: Bitte füllen Sie pro Fall nur eine Fragebox (max. 500 Zeichen) aus. Wenn Sie weitere Fälle schildern möchten, klicken Sie bitte auf die Schaltfläche „speichern & einen neuen Fall schildern“, wenn Sie die Umfrage abschliessen möchten, klicken Sie auf die Schaltfläche „speichern & Fragebogen absenden“. Um Ihre Angaben zwischenspeichern zu können, müssen Cookies in Ihrem Browser zugelassen sein.

1a) Nennen Sie einen Fall, bei dem Sie auf Copyright-Fragen gestossen sind und der für sie noch eine ungelöste Fragestellung nach sich zieht.

1b) Schildern Sie kurz Ihren Lösungsansatz für den zuvor genannten Problemfall.

<<speichern & einen neuen Fall schildern >> <<speichern & Fragebogen absenden>>


Report DICE – Need analysis2a) Nennen Sie einen Fall, bei dem Sie auf Copyright-Fragen gestossen sind und der für sie noch eine ungelöste Fragestellung nach sich zieht.

2b) Schildern Sie kurz Ihren Lösungsansatz für den zuvor genannten Problemfall.

<<speichern & einen neuen Fall schildern >> <<speichern & Fragebogen absenden>>

8.1.2. French

Mesdames et Messieurs

Nous vous remercions cordialement du temps que vous dédiez à participer à ce sondage.

DICE: Qu'est-ce que c'est?Le projet DICE (Digital Copyright for eLearning) a été approuvé dans le cadre du programme AAA Switch, de la conférence des recteurs d'universités (CRUS) et de la conférence des hautes écoles spécialisées (KFH). Les partenaires du projet sont l'Università della Svizzera italiana USI (leader du projet), l'Ecole polytechnique fédérale de Zurich (EPFZ), l'Université de Genève UNIGE et la Fernfachhochschule Schweiz (Haute école suisse spécialisée à distance) FFHS. Le projet vise à répondre à des questions non résolues concernant le copyright, en rapport avec le développement et la production de cours en ligne, en Suisse.

Aujourd'hui, les collaborateurs des hautes écoles sont confrontés quotidiennement à des contenus didactiques numériques, et dans ce contexte, les problèmes concernant le copyright se font de plus en plus pressants. Afin que ce problèmes puissent être identifiés et que des solutions applicables puissent être communiquées, nous vous demandons votre collaboration. Veuillez nous envoyer vos questions concernant le copyright et nous faire savoir comment vous les avez résolues jusqu'à présent.ObjectifsDICE voudrait abaisser les barrières qui freinent la production et l'échange des contenus numériques. A cette fin, le projet mettra un manuel et un cours en ligne à disposition de tous les collaborateurs des hautes écoles. En outre, des ateliers et un centre d'expertise seront lancés. Si vous nous indiquez votre adresse e-mail dans le questionnaire, vous serez régulièrement informé des progrès du projet, vous recevrez la version numérique du manuel ainsi que des invitations aux offres de formation.

Répondre au questionnaire vous prendra de 5 à 10 minutes, suivant le nombre de cas que vous soumettrez. Toutes les informations fournies seront évidemment traitées de façon confidentielle.

Nous vous remercions cordialement de votre collaboration.

Vous trouverez d'unltérieures informations sur le projet DICE en http://dice.elearninglab.org/tmp/


http://dice.elearninglab.org/tmp/

Report DICE – Need analysisQuestionnaire

Données démographiques:

• Veuillez indiquer l'institution où vous travaillez: liste déroulante• Veuillez indiquer votre domaine d'activité: enseignant / non enseignant• Veuillez indiquer votre âge: < 20 / 21-29 / 30-39 / 40-49 / 50-59 / ≥ 60• Veuillez indiquer votre sexe: homme / femme

• Veuillez indiquer votre adresse email: champ textuel adresse email

Voici un exemple de la façon dont vous pouvez remplir les champs de question:

Question 1: Indiquez un cas où vous avez été confronté à un problème de copyright pour lequel vous avez encore des questions sans réponse.

Ex.: Je voudrais scanner des articles de revues comme lectures préparatoires ou complémentaires à un cours pour mes étudiants, et les mettre à disposition sur une plate-forme d'apprentissage pour qu'ils puissent les télécharger. Dans quelles conditions cela est-il permis?

Question 2: Décrivez brièvement comment vous avez fait face au problème mentionné.

Ex.: Comme la plate-forme est un espace fermé auquel seuls les étudiants peuvent accéder pour le cours, nous avons simplement scanné les articles sans examiner ultérieurement la question et nous les avons mis à disposition pour le téléchargement dans les salles virtuelles du cours.

Veuillez répondre maintenant aux questions suivantes.

Indication: veuillez n'utiliser qu'une case par cas (500 signes max). Si vous souhaitez décrire d'autres cas, veuillez cliquer sur le bouton "Enregistrer et indiquer un autre cas". Quand vous aurez fini, cliquez sur le bouton "Enregistrer et envoyer le formulaire". Pour pouvoir enregistrer vos réponses avant la fin, vous devez autoriser les "cookies" dans votre navigateur.

1a) Indiquez un cas où vous avez été confronté à des problèmes de copyright, pour lequel vous avez encore des questions sans réponse.

1b) Décrivez brièvement comment vous avez fait face au problème mentionné.

<< Enregistrer et indiquer un autre cas >> <<Enregistrer et envoyer le formulaire>>

2a) Indiquez un cas où vous avez été confronté à des problièmes de copyright, pour lequel vous avez encore des questions sans réponse.

2b) Décrivez brièvement comment vous avez fait face au problème mentionné.

<< Enregistrer et indiquer un autre cas >> <<Enregistrer et envoyer le formulaire>>Fernfachhochschule Schweiz / IFeL 15

Report DICE – Need analysis8.1.3. Italian

Grazie per il tempo che dedichi a questo questionario!

DICE: di cosa si tratta?Il progetto DICE (Digital Copyright for eLearning) è un progetto promosso nel programma AAA-Switch dalla Conferenza dei Rettori delle Università Svizzere (CRUS) e della Conferenza dei Rettori delle Scuole Universitarie Professionali (KFH). I partner di progetto sono l’Università della Svizzera italiana USI (leader), il Politecnico di Zurigo ETHZ, l’Università di Ginevra UNIGE e la Fernfachhochschule Schweiz FFHS. L’obiettivo del progetto è quella di dare risposta a varie questioni relative ai diritti d’autory (copyright) nella produzione di materiali formativi digitali in Svizzera.

I collaboratori delle istituzioni di formazione superiore sono oggigiorno confrontati con molti contenuti digitali, e le questioni relative ai diritti d’autore sono sempre più in primo piano. Per cercare di rendere più chiare tali questioni e per trovare soluzioni praticabili, chiediamo la tua collaborazione. Ti chiediamo di condividere con noi le questioni relative al copyright che hai incontrato nel tuo lavoro e come le hai risolte.

ObiettiviDICE vuole abbassare le barriere della produzione e dello scambio di contenuti digitali. Per questo metterà a disposizione di tutti i collaboratori della formazione terziaria in Svizzera, un manuale e un corso online. Inoltre, saranno promossi dei workshop e un centro di competenza. Se vuoi lasciarci il tuo indirizzo email, ti aggiorneremo dei progressi del progetto, ti faremo avere una copia digitale del manuale, e riceverai un invito per partecipare ai workshop.

La compilazione del questionario richiede circa 5-10 minuti. Tutte le informazioni saranno trattate in maniera riservata.

Grazie per la tua collaborazione!

Ulteriori informazioni sul progetto DICE: http://dice.elearninglab.org/tmp/Questionario

Dati demografici• In che istituzione lavori?: Dropdown-Liste• In che ruolo: Docente/ Non-docente

• Età: ≤ 20 / 21-29 / 30-39 / 40-49 / 50-59 / ≥ 60• Genere: Mann / Frau• Indirizzo email: Textfeld eMail AdresseEcco un esempio di come rispondere alle prossime domande:

Domanda 1: Descrivi un caso in cui ti sei imbattuto in questioni relative ai diritti d’autore che sono ancora problematiche.Esempio: Volevo dare ai miei studenti come lettura prima o dopo le lezioni degli articoli di riviste, digitalizzati e messi online sulla piattaforma. A che condizioni è permesso farlo?

Domanda 2: Illustra brevemente come ti sei mosso per risolvere il caso.Esempio: Siccome la piattaforma è un ambiente protetto a cui hanno accesso solo gli studenti iscritti, gli articoli sono stati digitalizzati e messi online nello spazio del corso, senza ulteriori approfondimenti in proposito.

Ti chiediamo ora di rispondere alle domande seguenti


Report DICE – Need analysisDescrivi un solo caso per ogni campo di testo (massimo 500 caratteri). Se desideri illustrare casi ulteriori, premi

il pulsante “altro caso”. Se desideri concludere il questionario, premi il pulsante “invia”. Per poter salvare

quanto hai scritto, devono essere abilitati i cookies nel tuo browser.

1a) Descrivi un caso in cui ti sei imbattuto in questioni relative ai diritti d’autore che sono ancora problematiche.

1b) Illustra brevemente come ti sei mosso per risolvere il caso.

<<altro caso>> <<invia>>

2a) Descrivi un caso in cui ti sei imbattuto in questioni relative ai diritti d’autore che sono ancora problematiche.

2b) Illustra brevemente come ti sei mosso per risolvere il caso.

<<altro caso>> <<invia>>

8.2. Interview guideline

1. GeneralInterviewee:4 German-speaking experts1 French-speaking expert2 Italian-speaking experts

The experts should be responsible people of a CCSP of a university or other relevant units.

2. Recommended procedure2.1. Information for the interviewee1. Inform the interviewee by email or phone about the DICE project (with the text proposed in the annexe 1).2. Tell him/her that we realised an online-survey, where 87 people participated and that we carry out interviews with 7 experts additional to the online-survey.4. The information from the online surveys and the interviews will be integrated in the creation of the handbook and the trainings.


Report DICE – Need analysis5. Duration of the Interview: ca. 15 to max. 30 minutes.6. Interview type: open questions (semi-standardised by phone).7. Evaluation: anonym protocol and aggregation to each question.

Please send the additional document (annexe 2) to the interviewee before the interview:Overview with the typical cases per media-category. Please tell the expert that these cases are part of one interview-question.

2.2. Information for the interviewerPlease create an interview-protocol:- Mark the date and duration of the interview- Note the function of the interviewee (it will be made anonymous afterwards, but we need it for the introduction chapter of the report)- Send the protocol of each interview till 09.12.2009 or at the latest 16.12.2009 to [email protected].

3. Interview Questions1. You received the typical cases by eMail. How much relevant do you estimate the cases for your institution

and how often do they occur in your institution? Please do an indication per case.2. What do you estimate: which media categories (image, text, film, audio, combination) are the most

problematic concerning the “copyright” in your institution? Do a rough ranking. Are there other relevant or specific problems?

3. How much are the people in your institution aware of copyright-questions? Of which copyright-questions do you estimate is your staff (teaching and non-teaching) aware of resp. not aware of?

4. Are the terms „Open Access“ and „Creative Commons“ familiar in your institution? Are these approaches relevant for your institution?

5. What do you think: which are the three most relevant copyright-problems in Switzerland in connection with the university teaching? Are these the same that apply to your institution?

4. Further stepsInform the interviewee that the interviews will be summarised and will be made anonymous. The summaries will be included in the final report of the need analysis.

8.3. Interview protocols

These are the anonymous interview protocols.

German-interview 1

Question 1Image: is very frequent used. There are courses on the LMS Moodle that uses images from the internet without indication of the source. Text: A lot of people think that they can just use what they find on the internet.We should distinguish between electronical articles and scans from books. I think that PDFs like already existing electronical articles are more used than scans. We have such a case at the moment in our institution: In one online-course a teacher has scanned all pages from books of a company. One student in the course (employee of the company) recognised this and informed the company. The teacher had to delete the files.Film: This is unfrequent. I would say, that there are more courses with links to films on youtube. There are also people who produces own films and use them in the course.Audio: That is interesting for teachers in the language courses. There are people who uses podcasts from radio-stations in there courses. That is legal. So I think this case is frequent in certain domains.Combination: Not so frequent. But we hade a case like this: At the institution we have a regulation, that if a teacher creates some slides, the institution has got the right of utilization. But who owns the rights? Does another teacher has the right to use the slides? This is a problem and a grey area. I don’t know how this is regulated. Does a teacher has the right to use the same slides in two different schools where he teaches?Fernfachhochschule Schweiz / IFeL 18

Report DICE – Need analysisQuestion 2I think Text is on the first position, because all teachers use books. Here we have the problem with the scans of some or all pages of the book.Than on the second position I think is Image. Because everyone uses images to create a nice layout of a online-course.On the third position I see the films and audio-tracks and the last is combination.Question 3I think to a certain degree people are aware of this. Because this topic you find very often in the media. See the actual campaign of the Swiss teaching material publishers: www.fair-kopieren.ch.At our institution we have a Immaterialgüter-regulation which covers divers cases of the research and the teaching. The staff should be informed about this, but the question is, do they look at this?Question 4The concepts of Open Access and Creative Commons are not familiar with our teachers. I don’t recognise that these concepts are in use. So far we didn’t have any teachers, asking about CC and Open Access. That’s also a reason, why I think, that this is not so familiar to the staff.Question 5I think these are the same that I mentioned in the second question. The main problem is maybe that teachers scan whole books or too much pages and put them into a LMS or give them in a paper version to their students. Then this is not astonishing that the campaign of the publishers is going on.

German-interview 2

Question 1Relevance Frequency

Text very relevant very frequentCombination very relevant frequentImage relevant frequentFilm relevant frequentAudio less relevance not very frequentRemarks: Most frequent combinations are PPT (Text combined with images) and other learning objects combining text and images.Question 2Rated as „problematic“ are those types where most questions of staff regarding copyright issues arrive to the support (most problematic on top):Film (mostly media taken from YouTube) but also material produced by pupils.Images (any from the internet)AudioRemarks: Nearly all of the content is password protected. Most teachers regard password protection as a „classroom setting“, where copyright issues are not considered crucial.Specific to the institution:Pubils are requested to create content in their own blogs. The interviewee could not indicate whether those blogs are public or not.Privacy issues apply where content showing pupils is used.Question 3There is awareness especially in the working groups engaged in the production of learning objects. Nevertheless, a consequent attention is neglected in the all-day work.Teachers tend to focus more on their rights and to avoid others taking their work. The copyright of others is not so much in the focus but this might be in coherence with password protection. There is awareness within the executive board and project orders account for copyright issues.Question 4Teachers are familiar with the Creative Commons concept in general. This is a result of workshops held on this topic. However, half knowledge is widespread. Questions like „What exactly means ,share alike‘?“ or „Which license should I use?“ are common. It seems also a matter of fact that licenses are applied incorrectly in the


Report DICE – Need analysiscase of chained licenses, e.g. material licensed „share alike“ is not licensed „share alike“ when being redistributed.The concept of Open Content/OER /Open Access is not considered a hot topic, although considered relevant by the executive board. But the idea of sharing content is not widespread among the teachers and, as mentioned above, the copyright on their own material seems much more important.Question 5Relevant topics for the own institution:What will students do with the media provided by the institution? Today they have to sign terms of use before they be granted access to the learning platforms.As most of the content is password protected today, there is some uncertainty about the correct procedure when trying to open the platforms/repositories to the public or (as a first step) to the whole institution. Opening them up to alumni would be very desirable, too. But the legal issues seem difficult and unclear in this field.When legal experts are asked they tend to give somehow spongy answers. There seems a legal grey area that unsettles people. An important question is how to deal with this uncertainty.The interviewee guesses that the same topics could be relevant for other institutions in Switzerland.

German-interview 3

Question 1Image: is very frequent used. This is relevant for our institution both in education and research. Images are important for the visualisation of terms.Text: This is also frequent used. If you want to tell the students something about new trends or news, than the texts on the internet are helpful. So this is relevant for us.Film: This is unfrequent and not so relevant. But using youtube-videos is more relevant or frequent. Films are not so often used, but in my opinion they should be more used. DVDs are not as up-to-date as youtube-videos are.Audio: This is important but not as much as image, text and film. The effect is not as big as it is when you use films. I think audio-files are not so relevant.Combination: Not so frequent used. Everyone should remember, that he/she should also provide the own presentations and not only take some from others.Question 2I think film is on the first position, than image, than text on the third. Audio and combination are on position 4 and 5. Combination depends on what kind of combination of the different media it is.Question 3I think the people are not aware of copyright-questions. I often notice that people don’t even make an indication of the source, where they took the picture in their presentations. I think the most people are unconcerned about what they do, when they use copyright-protected material. But the problem is maybe, that in the practice we don’t have good-practice-examples and guidelines.The awareness about copyright should become to a general knowledge-manner, like everyone knows that it is important to place a title in the presentation slide.Question 4The concepts of Open Access and Creative Commons are not familiar with our teachers. Maybe 5% know these concepts. But they are relevant for our institution. They should be a competence element of the teaching and non-teaching staff.Question 5I think these are the same, because image and text are very often used everywhere in Switzerland and the university teaching. Films are less used. More commentsPeople are uncertain what they could do. Should I ask the owner or not? CC could help knowing, what people may do with the media. But before using it, people have to know, what CC is. I think, it is important to make an indication of the source.


Report DICE – Need analysisGerman-interview 4

Question 1The relevance is considered very high. Usually the contents are password-protected to deal with copyright concerns.The institution advises the teachers to give credit to authors even if the contents are password protected.Podcasts in medical education are critical in respect to privacy. Students have to commit themselves to respect terms of use.Question 2Text: Specific problems occur when authors want to publish an article on a university web site but a publisher owns the rights. Some publishers allow them to do this, others don‘t. It would be desirable if there were standard rules.ImageVideo: Podcasts tend to use material that is either copyright protected or affects privacy and should not be made completely public. Instead, access to defined user groups should be granted. As SWITCHcollection does not allow to do this natively, the institution developed an interface between SWITCHcollection and ILIAS allowing to grant access to users being subscribed to a specific ILIAS course. Doing this, teachers can feel free to publish podcasts in a classroom-like situation.AudioCombinations (learning modules): Biggest problem here are unclear usage rights. Who does own them - the teacher or the institution? To face this problem, teachers have to sign the following agreement: »Die am Projekt Beteiligten gelten zusammen mit dem Projektbetreuer der Institution als Urheber des Lernprogramms. Die Urheber des Lernprogramms treten der Institution alle Nutzungsrechte für medizinische Aus- und Weiterbildungszwecke im In- und Ausland unbeschwert ab, die erforderlich sind, um insbesondere Werkexemplare auf Tonbild- und Datenträger in verschiedenen Sprachen herzustellen, abzuändern, zu veräussern, vorzutragen oder vorzuführen. Für Verletzungen von Rechten Dritter haftet der Verursacher.«Question 3The awareness is very high, support requests on copyright and privacy questions are very frequent.Institutes active in production of learning modules show high awareness.As most e-learning activities are handled via ILIAS - in a password protected environment - support questions arise rather rarely here.Question 4Institution staff is not very familiar with the ideas represented by „Open Access“, „OER“ or „Open Content“ concepts.Question 5No ratings were done here.

French-interview 1

Question 1Most frequent case: images to illustrate theoretical matter and exercises.It might also appear for text used in powerpointsFilm: not usedAudio: not usedCombination: image combined with text, and thus, seen as problematicIn addition, use software, e.g. for QCM, statistic analysis, screen capture, etc.. With some kind of licenses, for instance free license, there are conditions for accessing the content.Moreover, need to illustrate content from database, which are licensed.Question 2Most problematic media are images (e.g., downloaded from the Web) and text (e.g., illustration of a bibliography, risk of plagiarism).Question 3Teachers: they believe that whenever online material is protected by a login/password they are protected (through the exception clause for teaching). So they do not feel too much concerned. Staff is seemingly more Fernfachhochschule Schweiz / IFeL 21

Report DICE – Need analysisaware of the real challenges, and of course our legal department follows closely the copyright issue (relayed by staff).Question 4Open Access very much known through for instance the Open Archive Initiative (OAI), as out institution has since January 2009 an OpenArchive. Still there are quite a few questions about editor rights.CC is less known, but is attractive to those teachers who started looking at this solution.Question 5Yes, perception is that all have the same issues.

Italian-interview 1

Question 1Audio is not really relevant, but all other media are. We had one case not covered by the examples, which was a picture on a public web site (so not password protected).Question 2The most important is text, but it is also the one where people is less troubles: you find a paper, you just use it. Then video, which is more important than pictures, and audio is a distant last. A partner had a problem with digitizing pictures from a book.Usually people use single items which present issues within a course, so combination of different elements are actually rare. The exception are those cases where videos are highly relevant (for example, when you study media or cinema in Communication Sciences).Another case came with the project Argumentum, where we had to buy rights from the publisher for instructional use of a chapter that we wrote.Question 3Generally speaking, those who use e-learning are aware of copyright problems, and so is the staff at the eLab. We seldom have the solution, we use common sense…Question 4The concepts of Open Access and Creative Commons are not familiar with our teachers. Some are, but most do not. CC is more known. They would be two useful things to know at institutional level, we would need tools for applying them.Question 5I guess that across Switzerland differences are more between disciplines than between institutions. For example, medical doctors have famous manuals which are critical to digitize, while disciplines that work on media need contents are primary source. Probably, people from different disciplines also have different degrees of awareness (medical doctors are aware, for example).More commentsRelevant topics are these ones, we need a simple and flexible tool that could help teacher to see what they can and can’t do. I have this resource, can I publish it or not? Could be FAQs or a decision tree.

Italian-interview 2

Question 1All cases are relevant.Text includes both digital text and scanned text (are they the same with respect to copyrights?)For audio, we also have the case of a music file used as background for an animation.We then have the case of embedding files, which can be a problem, even if I’m not sure. For example, when you embed from YouTube or Flickr you get information about the author and source, but this is not the case if you embed a file directly.Then there are contract issues: whose is what is on the institutional LMS? If a teacher produces some slides, can others use them? Same for students: if they produce something (a post on the forum, a paper), whose is it? Can we teachers use such materials?Whose are my slides? Who can modify them? What if I teach a course and then leave? The problem is graver with online learning.Fernfachhochschule Schweiz / IFeL 22

Report DICE – Need analysisQuestion 2It depends on the courses : in the SVC, we had problem with videos, and then texts, which are many. I guess few courses use a lot of pictures. So :• More grave: film + audio• More quantity of issues: textsQuestion 3People is very little aware (me too!) If asked directly, I can say something about copyrights, but I do not practice a lot. I think this is a trend in the academia.Question 4OA is promoted by our library, but I see they send many recalls, so I guess that people do not really use OA. I think 10% of the people is aware of CC, I saw some indications on slides.Then sometimes we become part of «content », like when somebody take pictures of us and publish them online, or some of our slides. Are there limitations? Sometimes we got published without having given any approval.Question 5I’m not sure, but I guess that the same issues are present everywhere. Maybe some institutions are more aware, like St. Gallen.More commentsIn the future I see two things: e-books in the library (how do you regulate them?) and OER, which require setting all copyrights with professors.


Documents

Final report WP1: Need analysis [REPORT: DICE – NEED ANALYSIS]