Educational Technology: Video Presentation

Butakov, S., Dyagilev, V. & Tskhay, A. (2012). Protecting students' intellectual property in the

web plagiarism detection process.

This qualitative research provides information about plagiarism detection services and how they are critical for learning management systems in online and distance schools. The plagiarism detection services help schools to catch plagiarism quickly. However, when schools use outside services, the information fed into them is able to be analyzed by these outside services. This means that if someone plagiarizes, the plagiarism detection service is also notified. Some schools consider this to be a breach of confidentiality because with that information, a school can be criticized for the amount of plagiarism that comes up in the system. Schools would like to keep the information fed into the plagiarism detection service private and deal with it within their own system. Suggestions are provided for how this can be achieved.

Falcon, R. (2010). Intellectual property rights and the classroom: What teachers can do.

Retrieved from

http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED525234

This is a qualitative research study. Falcon (2010) believes that intellectual property rights infringe on students' and teachers' abilities to collaborate and interact in an intellectual manner. Although Falcon's study provides information on how intellectual property laws can protect people, it shows how they disable people from working collaboratively and using each other's ideas to create new ones. Suggestions are made in order to change these laws that would help make them better for students and teachers.

Jane, A. (2009). Developments in intellectual property and traditional knowledge protection.

Austrian Journal of Adult Learning, 49(2), 352-363

This mixed methods research provides an oversight of how intellectual property needs to be protected in the areas of law, society, and culture. More specifically, it concentrates on Indigenous people and their specific needs. It analyzes their communities and how their culture is effected by intellectual property theft and protection. It compares and contrasts recent developments with ones from the past and their success rates.

Jameson, D. (2011). Who owns my words? Intellectual property rights as a business issue.

Business Communication Quarterly, 74(2), 210-215.

This qualitative study explores the fact that "most college faculty" look to plagiarism as an underlining moral issue rather than a business or legal issue (p. 2010). From a business or legal issue intellectual property is something that can be stolen. When it is stolen it is just like when a physical object is stolen from someone's home. This study also provides definitions for intellectual property and how it relates to plagiarism. It also explores intellectual property rights in different industries, such as music.

Maiwald, M. & Harrington, K. (2012). Transfer of teaching materials between universities:

Where is the boundary between legitimate transaction and violation of moral intellectual

property rights? 54(2), 61-64.

In this quantitative study, Flinders University of South Australia's School of Medicine passed on their curriculum to Deakin University in Victoria, Griffith University in Queensland, and St. George's Medical School in the UK (Maiwald & Harrington, 2012, p. 61). Approximately two years later a staff member from Flinders saw a copy of the teaching materials being used at Deakin University and the materials did not include any recognition for the people who created the documents or were involved in the medical cases described (p. 62). It was also discovered that 90% of the lectures were copied from Flinders, but a few words were changed (p. 62). When Flinders tried to raise a complaint, the school responded saying that Deakin University was not violating any rules because the school agreed to give their teaching materials to them (p. 62). When the National Tertairy Education Industry Union became involved it was determined that Deakin University did break copyright and authorship laws as they apply to intellect property moral rights (p. 63). As a result, Deakin University has to include citations from who they received the material from and had to issue an apology (p. 63).

Stakey, L., Corbett, S., Bondy, A., & Davidson, S. (2010). Intellectual property: What do

teachers and students know? International Journal of Technology and Design Education.

20(3), 333-344.

This mixed methods study provides both hard and soft data on what teachers and students know about intellectual property. The research analyzes how much technology teachers know because they must teach their students how to respect everyone's intellectual property rights. Students must also learn how to protect their own ideas and how to exercise their own intellectual property rights. A survey was distributed to a small group of students and teachers in order to identify misconceptions about intellectual property. The research shows that teachers and students have difficulty distinguishing the definitions and rights that fall under patents, copyrights, and registered designs.

Resources

American Association of University Professors. (1999). Statement on distance education.

Retrieved from http://www.aaup.org/report/statement-distance-education