The Copyright Risk of MOOC and the Countermeasures of University Libraries

The Copyright Risk of MOOC and the Countermeasures of University Libraries

Libin Zhang, Guo Wang, Yihang Li, Qun Hao, Huiming Chai, Jiamin Wu
Copyright: © 2021 |Pages: 18
DOI: 10.4018/IJLIS.20210701.oa3
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Abstract

With the rapid development of MOOCs, copyright risks related to the MOOC cannot be ignored. MOOCs rely on multimedia technology, and the fragmented characteristics of its sources and the profitability of the MOOC involve more complicated legal relationships. It has been proven that an effective way of dealing with copyright risk is through the participation of university libraries in MOOCs. The practical significance of this paper lies in how to exert a library's professional advantages and how to participate in MOOC production in order to solve the copyright risk of MOOC. Furthermore, the rapid development of MOOCs provides the realistic basis for speeding up the legislative process for the adjustment of copyright regulations. Therefore, it is necessary to perfect the copyright legislation related to MOOCs: let no masterworks get into the public domain but allow the orphan works to be used directly on the premise of paying an escrow fee.
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Introduction

With the rapid development of MOOC (Reil, 2012), the copyright risks related to MOOC cannot be neglected. MOOC rely on multimedia technology, the fragmented characteristics of its sources involves a more complicated legal relationship (Fang, 2014). The profitability of the MOOC platform itself makes the MOOC more prone to copyright infringement compared to traditional works. In response to copyright risks, the inclusion of librarians in the MOOC project team is considered by many organizations as the most feasible way to prevent copyright infringement. With Coursera, in universities such as the University of Toronto and Brown University, librarians play a leading role in facilitating the transition of academic personnel to the MOOC teaching environment. Similar trends are shown in the EDX network (Luo, 2014). Foreign university libraries provide multi-directional information services for MOOC production and development by providing effective literature information, publishing copyright guidelines, clearing up copyright misconceptions, developing copyright information literacy education and taking part in curriculum production and management.

MOOC relies on multimedia technology to function. Multimedia is generally considered to be text, numbers, graphics, images, audio, video and other forms of information integrated in media as well as the use of media to achieve intelligent operation of the environment (Qin, 1999). Depending on the difficulty involved with making the MOOC videos, they can be divided into the following categories, as shown in Table 1:

Table 1.
Typical types of video production methods of different grades (Li & Liu, 2016)
DifficultyTypeExplanation
SimpleSlide Show Synchronizing RecordingsUses the recording software to record the slides on the screen and it is usually accompanied by a teacher's explanation. The pen can be used to sketch and standardize the content on the screen without a teacher's comment but with background music added to it.
Screen Operation Video RecordingRecords the operation, steps and processes of the teacher on the compute, often used in computer programming courses software teaching classes.
Khan Style Explanation VideoTo create a one-to-one explanation atmosphere, the tutorial does not use PPT, but uses a Tablet PC to do handwriting or films the process of paining on paper without a Tablet PC.
MediumLecture ClipsThis records all interactions at the teaching hall. It records the teacher in close range, the teacher's natural performance, multiple seats and the student present and a complete interaction with students. It is very easy to record but the length of the video is long and there is a need to read/watch with perseverance.
Special ScenesThis involves filming teachers in special scenes such as offices, laboratories and other teaching videos. This kind of video format can create an immersive feeling for students. In shooting a special scene, it is important to consider the weather, lighting, noise as well as other factors.
Mix Teacher Scenes and PPTAdds an independent recorded teacher to the presentation. The image of the teacher in the picture can be very small and also can be separated. A common form of this is when a teacher is seen explaining and after a PPT turns up.
ComplexAnimation DemoThe teaching content is conveyed through animation. Teachers and real world entities do not appear. It needs a professional design and it involves a high cost of production.
Virtual StudioTeachers stand in front of a green screen whiles facing the camera in the studio during recording. The camera records courses and post-production of scene elements and teaching content are added together to become a complete video. Special lighting, large screen and a green curtain are needed in this type.
Film-level productionAccording to the standard film level of shooting, production of the video needs multiple frames. Shooting must have a rich content such as aerial photography, multi-angle shooting (more than 3 lenses) and many others. It must also use a complex post-production processing technique to process videos

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