 let's get cracking good morning everybody good morning i'm chris morrison i'm jane secker so we're the co-chairs of the copyright online learning special interest group which is um especially interest group of the association for learning technology who are hosting and have been hosting us for 50 webinars now 50 webinars yes so this is amazing we do have the webinar balloon can we actually unshare the slides for a moment so that we get it on the on the video um we can do that yeah you just need to click that little square thing oh okay fair enough just like that this is this is for the benefit of everyone now 50 webinars since March 2020 yep um we are delighted to be uh joining you again we are we are absolutely yeah it feels like quite a milestone it felt like it was worthy of the two ninety nine i spent on this two ninety nine yes last of the big spenders i am yes yes okay right back to the slide back to the slides um let's uh go through what we've got today we've got quite a packed one today we have yes so we've got quite a few special guests as well we do so we've got quite a few items of copyright news um but we're delighted that Lisa Redmond for the intellectual from the intellectual property office is joining us today to talk about the intellectual property education framework as everyone knows subjects dear to our hearts now the UK government has released this new framework um so thanks Lisa for for joining us we'll give the foreman introduction in a moment uh but we've got a really a great one today so i think let's get crack on with copyright news um well first of all just a reminder if you go to the next slide of course there are a few things before copyright news don't jump ahead since we last since we last met what's happening so we don't have a jingle for that we don't have enough no oh good we could either make a jingle another time yeah there's a lot of jingle what have you been up to you've been turned into that uh Hugh Bonneville character in w1a haven't you with your folding bike well it's it's not actually my folding bike um i'm i'm it's a really exciting piece of news that i hired a folding bike when i went to oxford last time and they are great i would like my news it's more exciting you're okay let's go on to to your news yes you you actually met the queen did you well there was you know there was talk that she wasn't feeling up to you know she was tired and exhausted and it was probably because i you know was chatting to her she hasn't listened to me i was chatting to her about copyright no this is obviously i'm sure you can work out this is jubilee celebrations um even favechum where i live and the queen was not there at is a car will cut out the queen but it caused me much amusement and um yes i had a very nice weekend of celebrations lovely okay well if anyone wants to suggest a caption um or anything make any comment about either of those please feel free to do so at the end i might tell people the fun story of what i got up to on the sunday when i was singing so okay yes lovely right i'll say that one okay uh folding bike folding queen yes yes very good okay let's let's crack on with the copyright news then well it's just first of all of course a reminder that we have an archive of the blog uh record on our blog and also recordings on youtube channel so you want me to pop those into the chat for us yeah okay um and then um while you do that of course uh uh maybe we can go on to copyright news now let's do that okay uh i'll pop the youtube link in as well we're seamless this one there we are so what's the copyright news so the first piece of copyright news is uh the fact that ice pops ice pops it's still coming still coming yes yeah it's still happening it's still happening um we um have actually kept the call for contributions open for another week we know um that having it closed just straight after that long bank holiday weekend probably wasn't very sensible so if you haven't put in um a slot we're particularly looking for people who might want to join the world cafe um i'm just going to pop the link in um to uh where you can find out more all about ice pops so it's going to be at this fantastic venue um the oxford university museum of natural history we have some great keynote speakers one of him's on the call emily hello emily looking forward to that so yeah it's we're getting very excited but still time you've got till next um monday monday to put in a uh a contribution so we have got we've got lightning talks coming in um we've got quite a few of those but could probably squeeze in a few more we definitely as long as they're definitely good yes um nice and world cafe sessions don't worry you don't have a finished product it's just an idea for something come and share us your thoughts ideas prototypes anything you get a table basically a table and you get to chat to people so yeah please you could just give them cake really yeah that's probably what i'll do so the next item of use is so exciting so this is our latest podcast it's the one that we've been getting very excited we've been working off for quite some time it's actually part one of a conversation with mark lewison who is the leading expert on beetles he's a beetles historian he's uh writing a trilogy of the the definitive trilogy of the beetles history um and mark agreed to talk to us about the beetles and copyright and actually there is quite a lot there there's loads there's loads there's some un unheard footage as well of the beetles well let's it it's really it's amazing we were super excited and yeah mark's a really lovely guy and uh we yeah i mean we talked for him to him for so long that we've got a second episode that we hope to get out quite soon which is where we go into his even more library and archive it is first one because we actually got to visit mark at his archive which is he doesn't say the phrase information literally but he does talk about how he does his research yeah and i'm very excited this this probably isn't the last deal you've heard us going on about this but the first episode it's so cool it really is mark is just fantastic so yeah yeah so have a listen and in case you haven't guessed there is some new singles associated with it which people have to stay to the end all right i shall talk about it but also before we just go move on thank you again to chris jones from redding for once again helping with this amazing piece of artwork as i'm wearing chris's sergeant pepper t-shirt that he did for us for my leaving too so thank you again chris for your fiftieth for my fiftieth there we go uh what what is he gonna do for your fiftieth you better start creating it soon right we need to keep going okay let's get going okay okay right uh next up we've got um a webinar coming up that we thought we'd highlight um being organized by ifla um it's called how to copy right in digitization projects um i'll put the link into that one it's a free webinar um and i think that just takes you in the ninth that's yesterday isn't it oh it's happened yes apologies for that so you might yeah it's probably a bit late for that probably a bit late for that one okay all right well we're trying to get the recording of that one so we are uh just to let you know that we i think we mentioned it before but playful learning conference is happening in july yeah in leicester in on what are the dates it is the seventh to the ninth of july i think so we're doing was that talking about uh yes um it was um so we're we're doing a keynote and we're really looking forward to sharing our copyright games um there we absolutely are yes um next up we've got a new story um that we've um we've heard about mainly actually via social media some of the australian copyright people from the library and archive world joined us at a webinar um earlier on this year um and um there's been um a kind of case going through the australian copyright tribunal um that was between uh the copyright agency in um or their requirement of cla and universities australia um and the decisions actually um found um in favor of the copyright agency um and the license so we're gonna we haven't actually managed to find a huge amount about this online apart from this news item um that's on the copyright agency website yeah we haven't seen anything from universities australia but we are in touch with australian colleagues i think even in this this piece which is from ca um they are saying there's more detail to be worked through uh so there's more into it my understanding of it is that uh there is a requirement for australian universities to pay um the the license fees yeah yeah that's really the crux of it okay next up we have uh a very interesting um judgment emily sent us this earlier in the week chris do you want to tell us more about yeah so we mentioned this a while back it's the cushy dining experience um which is was an unofficial um uh thing your mom went into she did my mom did get to a cushy dining experience and the um the case was saying it was copyright infringement so the owners of copyright in emily fields and horses um and effectively the judgment says it was not fair dealing that it was an infringement of copyright um but we expect to hear more of this once again plug for ice pops emily hudson on the call today we'll be talking about parody caricature and pastiche and the insights of what comes from that case because as ever with these cases there's a lot more in what the the judge says about the overall questions not just about whether it was fair dealing or not in this particular instance it helps give some shape to what parody caricature and pastiche means under uk law and now the fact that we've moved away from the eu um it's it's it's actually vital as emily says first uk decision to consider pastiche and it does make reference to the deckman case and other things so we this is going to be great um so yeah excellent we will i say great great for a copyright noby perspective yeah yeah so we'll absolutely hear more from from emily on that yeah um our next item um is uh really just to kind of report on some uh work in progress that's going on over in the us um will cross um is one of the contributors to what they're calling the scholarly communications notebook um will join us um for a webinar again earlier this year where we were talking about oer's um and um they're basically going to be creating um a sort of like an open textbook effectively all about open access and scholarly comms and there's a team that have got together to do this and they've just announced it so it sounds really exciting it sounds like something um would be really interesting to see what might happen in the uk whether it might inspire some of our colleagues it might do it's going to be an open open resource so it's one of those funds that as with the the oer code of best practice in fair use has the opportunity to adapt and build on what's already there yeah yeah yeah so that's great and our final piece is a reminder there's not much time left on this but this is spark europe's open education resource survey the oer survey on european libraries of higher education which we know many people on the call are part of so if you still have the opportunity to look into this and respond on behalf of your institution it's certainly very useful because spark europe are constantly keeping a track on the extent to which open education is being implemented policies practices where responsibility lies all of those things which is i think i did share this on this copy seek a while ago but um i know um venessa at spark europe was really keen that we share this with our network and see if we can get some more responses from uk libraries about you know how they might be thinking about open education at the moment so i think that's it for the copyright news isn't it that's it for the news and so we are delighted now to introduce our guest speaker so we have lisa redmond who's the senior policy advisor at the intellectual property office so uh we were involved in this i'm a member of the copyright education awareness group which is convened by the intellectual property office and one thing that that group's been working on for some time is is how to get intellectual property into the curriculum or or even if it's not in the curriculum try to get a framework that allows it throughout the whole of education to be incorporated into the various uh subjects and and disciplines so um lisa thank you so much for joining us can we check can you uh can we hear you want to get check that your mic's working yep i think so can you can you hear me ah thank you a sound we can see you as well yeah so um lisa over to you okay thank you chris thank you jane uh good morning we have made you a presenter hopefully you can move through the slides okay now i just did that a moment ago so but give us a shout if that's a problem okay dope thanks jane thank you both and good morning everyone um yeah as chris said and as the slide says my name is lisa redmond and i'm a senior policy advisor on the knowledge exchange and education policy team at the intellectual property office so i lead on developing and implementing the ipo's education policy which includes our flagship product the ip education framework and i should say as well that i'm very pleased to be talking to you all on the 50th anniversary webinar um so yes i'll be providing a brief introduction to the ip education framework which was recently published by the ipo um and i'll also talk a little bit about our plans and next steps so there will be time for questions at the end but i think jane will also stop me during the presentation if there's a need to address something as we're going through so a little bit about the intellectual property office um so the ipo is the official government body responsible for the administration and granting of ip rights in the uk it is also responsible for developing the necessary legislative and policy frameworks around ip and for educating businesses and consumers about ip now part of that education remit involves raising awareness of ip in schools colleges and universities and we have a suite of free teaching and learning resources that i will say a little bit more about in the next couple of slides um but our education programs and policy are constantly evolving from feedback from education sectors and other professional working groups including across government so at the ipo um we've been developing teaching and learning resources since the early 2000s our resources for primary and secondary education levels can be found on our cracking ideas site which is now hosted on tes.com the times education supplement site our range of engaging curriculum linked resources explore different aspects of ip for ages 4 to 16 at primary and secondary level so the resources include teacher notes lesson plans power points and scenarios to help to bring ip to life we also have a suite of resources for universities and for businesses on our ip support platform so some of you may may be aware of some of these resources ip tutor is an online learning tool for undergraduate students it provides basic information for all the ip rights and includes case studies to bring ip to life and quizzes to check understanding afterwards and that training tool is actually tailored to four areas of study so we've got law business and accounting stem humanities and creative or shape ip tutor plus is set of lecturer resources to help educators engage with university students on on what ip and the associated ip rights are and why these are important to their lives their study their research and their future career and finally the other square on the on the slide refers to our ip for research program which helps phd students and researchers understand how ip fits into their research and the commercialization process you can access the ip education framework from our ip support platform and in addition we also have a range of short videos and case studies on our youtube channel so the ipos approach to ip education has been shaped by the findings of a review of its education resources which took place back in 2018 the education review which was conducted by an external education consultancy was commissioned to enable us to better understand the social and economic impact of our education resources the results of the review revealed that educators in further and higher education institutions often use lesson plans and resources aimed at younger students to help them introduce ip concepts however teachers and educators at all levels said that case studies and real life examples were valued as ways to break down the complexity of the topic and to engage with students so the ipos education policy sets out a holistic long-term approach to to ip education which goes from primary right up to higher education levels and a key product of our education policy is the ip education framework which we launched in march this year so the framework embodies the ipos holistic approach as it shows how ip can be integrated into curricula at all levels and in subjects with strong links to ip and common to all education levels and it also helps to improve access to our full suite of education resources by referencing and linking to them all in the framework so the framework was developed in consultation with teachers from across the four uk nations and with input from industry and from professional bodies the framework sets out the ip knowledge skills and attitudes needed by young people from primary right up to higher education and the ip knowledge needed by young people is expressed in the framework through age appropriate competency statements and we developed the competency statements by drawing upon a range of of sources including the the review of our education resources we also drew on the national curricula of england wales scotland and northern ireland we looked at the the learning outcomes in our education resources and we referred to the quality assurance agency for higher education subject benchmark statements so in our research we looked for different for sorry for direct references to ip in curricula and we also looked for opportunities to introduce ip concepts around references to creativity innovation and invention so following feedback received from primary and secondary teachers during the development of the framework about the importance of teachers easily accessing the parts of most relevant to their teaching of most relevance to their teaching we developed versions of the framework for each uk nation of primary and secondary levels there is a single uk version for further and higher education levels but the premise of the framework to enable teachers and educators to easily access the parts of most relevance to their teaching is the same across all levels and at fe and he we break down the competencies by age alone we don't link into the curricula so much because it is so much broader but in this way and with accessible supporting resources teachers and educators are assisted to introduce ip concepts into everyday lessons and we just have an example there of the the various versions of the framework so i'm going to talk you through the style and typical content of the ip education framework using the journey through art and design as an example so this is an example of the framework at primary level key stage one so for this age group we are suggesting that young people should understand that we use imagination to create that naming work shows ownership and that the everyday the everyday items around us have been designed and created by someone we also introduce a slightly more explicit ip reference for this age group by referencing logos and we talk about logos healthness to identify products at key stage two we suggest that young people should understand that creative work can be protected from copying and that there are names for different types of protection so we start to introduce explicit references to copyright and trademarks at this age we suggest that young people should understand that identifying who owns a piece of creative work is possible because we name our work so again reinforcing that key stage one concept of you know the importance of naming work and we introduce here the the importance of seeking permission before copying someone else's work at key stage three art and design we are suggesting that young people should know that there is a place for a conversation about ip when problem solving with creative design solutions we suggest that they should understand the purpose of the four main ip rights although not in any technical detail at this stage we introduce the idea that well-known artists and designers creative work may be protected by one or more of the main ip rights and we also introduce the idea that you can take inspiration from others work but must seek permission before copying and also acknowledge the original creator key stage four we suggest that young people should understand that there is a place for a conversation about ip when developing design solutions to a design brief and that language is based on the language in the key stage four curriculum we suggest that young people should understand the meaning of the broad term intellectual property rights so evidence from the review of our resources suggested that very often teachers didn't necessarily understand the term intellectual property rights we also suggest that young people should understand which ip rights apply to their creative work and which rights are automatic and which night rights need to be registered and we also introduce the idea of the importance of applying for registered rights before exhibiting creative work or discussing creative work with investors so at further education level 16 to 18 we are suggesting that young people should know that there is a place for a conversation about ip when developing innovative design solutions and again that language is actually based on the a-level art and design curriculum we suggest that young people should know about the different forms of ip rights what they protect and how long protection lasts so we're expecting you know an understanding of more technical detail at this stage we suggest that young people should know what to do if they have to discuss or share their work before they have applied for registered rights so for example they might need a non-disclosure agreement we introduce copyright exceptions and suggest that young people should understand that those exceptions exist and that they allow limited use of others work without permission we also introduce some other technical terms so fair dealing moral rights and we also introduce licensing so we through the through the through the sense that we suggest that young people understand that you can choose to share your work but you can still set conditions legally through licensing and at higher education we are suggesting that young people understand that there is a place for a conversation about ip when generating communicating and applying ideas and that language is based around language used in the qa a benchmark statement for art and design we suggest that young people should know how to manage and use the ip generated in their creative work and the detail that will help them understand how to do that will be found in our supporting resources and that is the same all the way through for all the age groups we suggest that young people are aware that ownership of ip might be assigned according to the university or the employer's ip policy we suggest that young people understand the importance of establishing ip ownership when working collaboratively and at this stage we are suggesting that young people understand how to apply copyright exceptions and the principle of fair dealing to their own work so not just knowing that they exist but but having a better idea of how to apply them at this stage and the same for creative commons licensing so that that was a really quick run through of some of the content contained within the framework so we are currently scoping plans to pilot the framework with schools across the uk and we're hoping to be able to work with the four educational authorities to recruit schools to participate in the pilot and as i i should stress that the the current framework or the framework in its current form is very much of first iteration um and although it was developed with with teachers we still need to and to test how it works in the classroom um with primary and secondary schools and with teachers that that represent all the subjects contained in the framework and we need to understand how well the competency statements support the integration of of ip concepts are there other concepts that should be in there and we need to understand how well the supporting resources enable the application of the competency statement competency statements so as well as piloting the framework we are also looking to develop some new resources so we've identified obvious gaps in science and computing and we will be developing resources to meet those gaps and which will also be framed around the competency statements in those subjects however we will also be looking at where we need to update our existing resources especially in light of the feedback that we receive from the pilots we are scoping out a train the trainer resource for further and higher education at a fundamental level um and and those resources will also include reference to the high level concepts contained in the ip education framework so i've talked about the need for us to trial the framework with schools but there is also a strong need to pilot the framework and to gain feedback from further and higher education institutions and we will be looking at the best way to do that in due course and that's it from me thank you for listening very well yeah thank you thank you i'm going to go back to our our slides now and i think we just have a couple of things to wrap up before um we let everybody go so yeah so as ever we will be having more so we've had 50 yes 50 50 webinars this is not the last oh all right let's go to slide number 30 so 51 is coming up so on the first of july becoming a copyright specialist we have some people who will be joining us we have some victims who have agreed it was a fantastic session wasn't it last time we had Kate Vassili we had Simon Cox we had Hannah Pyman now Hannah Grego yes um but we have some more people telling us about their journeys to becoming press gang into the copyright community we still need some more volunteers we do actually so if anybody there is interested uh please drop us an idea and we want people you know from it's not about it's about becoming a copyright specialist it's not just for people who feel like they are one already it's about we definitely would like some people who are early on in that journey to talk about um they're they're kind of you know how they're trying to learn about this so that would be great um yeah worth saying no webinar in august no webinar in august i'm sure like many people summer break people will be on holiday so we thought we would skip that um and we haven't yet agreed um completely the date for our september uh webinar yet in light of ice pops being on the eighth of september or in fact what the topic is going to be any topics that people would like probably be the week before ice pops weren't it i think probably um and we've also we're lining up um we haven't yet fixed on a complete date yet but we're lining up um a webinar about open textbooks and we've got um speakers from UCL and University of Edinburgh to talk about the work they're doing on open textbooks so that's very exciting it is so is it one last thing time it is one last thing we're going to play that song we're going to time for everyone to get those lights we're not i wasn't going to play the one last thing so because as soon as i do that everyone leaves the session so if you go to the next slide what i am going to do is share with you this is the sneak peek of the new thing we did especially for mark so you will hear this if you listen to the podcast but here's a sneak peek just to to wet your interest let's see if we can get it to work nice little baseline at the end well done there chris so thank you very much for having us again do you share the the link to the the podcast again just so that we can oh blimey i'm asking you to do too many things you are you're asking me to do far too many things at one time yeah so no i can't do that okay right there enough hang on give me a moment okay i can do it let's stop that recording as well now