Instructional Content & Digital Rights Management The Role of Digital Rights Management in Kentucky...

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Instructional Content & Digital Rights Management The Role of Digital Rights Management in Kentucky Barbara Kinney, Center for Innovation and Instruction for Diverse Learners Michael Abell, Center for Innovation and Instruction for Diverse Learners Linnie Lee, Kentucky Department of Education

Transcript of Instructional Content & Digital Rights Management The Role of Digital Rights Management in Kentucky...

Page 1: Instructional Content & Digital Rights Management The Role of Digital Rights Management in Kentucky Barbara Kinney, Center for Innovation and Instruction.

Instructional Content & Digital Rights ManagementThe Role of Digital Rights Management in Kentucky

Barbara Kinney, Center for Innovation and Instruction for Diverse Learners

Michael Abell, Center for Innovation and Instruction for Diverse Learners

Linnie Lee, Kentucky Department of Education

Page 2: Instructional Content & Digital Rights Management The Role of Digital Rights Management in Kentucky Barbara Kinney, Center for Innovation and Instruction.

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Webinar Goals

What does digital rights management involve?

What are the roles and responsibilities of a Digital Rights Manager (DRM)?

What are the federal eligibility regulations that impact the use of digital content?

What does the future hold for digital instructional materials?

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What is Digital Content? Definition: Text, images, audio, and video that has

been digitized; collection of reusable learning assets Purposes/Benefits

Flexible (re-size; highlight; change font, color, style; read by screen/text reader; transform into alternate media)

Reusable Dynamic Interactive Engaging Customizable Equitable access to the curriculum

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Why is file format important?

Assistive technology can “read” a limited number of file formats

Text embedded in images is not accessible Some formats are proprietary (only work

within one program)

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Readable text formats:

Internet Explorer (.html)

Word (.doc or .rtf)

Adobe (.pdf)

Text (.txt)

Daisy 04/18/23 5Digital Rights Management

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Other formats:

Images - .jpeg .bmp .gif

Audio/visual - .mp3 .mpeg

Proprietary

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Digital Content vs. Accessible Digital Content

Locked vs. Unlocked Files – study by the American Association of the Blind found that more than 50% of electronic book titles offered for digital sale were “locked” and therefore not available to common screen reader software

Digital Millennium Copyright Act (DMCA) of 1998 – prevents the “circumvention of technological measures used by copyright owners to protect their works” and “tampering with copyright management information”; includes unauthorized access and unauthorized copying of copyrighted works

Accessible Content - next generation digital content offering built in scaffolding (i.e. audio, maps, questioning, video, images, etc) that can be accessed by the student at any time and does not require the teacher to do extra work differentiating the material

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What does ‘accessible’ mean?

Accessible Digital Curriculum

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Accessible Textbooks

IDEA: NIMAS

Accessible Technology

ADA: Section 508

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How Will This Help Students and Teachers? Students with disabilities have increased access

to the general curriculum Students can work more independently Less staff time needed to provide reading

accommodations Supports student inclusion in general education

settings Text-to-speech compliments traditional reading

instruction04/18/23 9Digital Rights Management

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What is Digital Rights Management?

A system to protect digital assets and to control the distribution and usage of those digital assets.

“DRM technology is to control access to, track and limit uses of digital works”

- American Library Association

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The Digital Rights Manager (DRM)

Staff member designated annually by the school principal to request, receive, and track the usage of copyrighted accessible digital materials for students with print disabilities

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Who should be a DRM?

Library Media Specialist, Special Ed Teacher, Regular Ed Teacher, School Technology Coordinator, or Principal

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Responsibilities of the DRM Identify and request digital content from KAMD Receive and log requested content; maintain documentation

regarding student eligibility Disseminate copyrighted digital content to teachers of

qualifying student user on an “as needed” basis; unused files must be store in a secure location

Maintain Digital Textbook Usage Tracking Form Ensure teacher and student copyright compliance

Files are not being copied on computers Content is not being provided to students who are not

qualified or being posted to the internet

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What are the issues?

Copyright compliance Fair Use  (using digital content for purposes such

as research, teaching, criticism, review, or news reporting is not an infringement of copyright)

Inventory Maintenance Access control IDEA 2004 and NIMAS

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Monitoring Copyright Compliance

Electronic materials (CDs) only issued to authorized DRMs

Each CD has a unique identifier embedded to track any unauthorized release or use

Improper school use of KAMD material will result in termination of access to KAMD and possible penalties related to copyright infringement

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Other copyright requirements in KY

Copyrighted materials (i.e.,CDs) may not be reproduced or distributed to non-authorized users (i.e., students without disabilities)

Only students with print disabilities covered under federal law may use copyrighted materials on CD from KAMD

Use of CDs cannot replace purchase of textbooks

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IDEA 2004 and NIMAS

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What is NIMAS? The National Instructional Materials Accessibility

Standard

NIMAS outlines a set of consistent and valid XML-based source files created by K–12 curriculum publishers or other content producers.

NIMAS is the standard that publishers now use when creating source files of digital content used for conversion into specialized formats, such as; Braille, Large Print, HTML, PDF, Audio/MP3

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What is the NIMAC?(Part D, Sec. 674)• Establish and support, through the APH, a center to be known as the 'National Instructional Materials Access Center' not later than 1 year after IDEA 2004 (OverDrive)• Receive and maintain a catalog of NIMAS print instructional materials• Provide access to print instructional materials in accessible media (source files)• Develop procedures to protect against copyright infringement.

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Why is the NIMAC important ?

Supports copyright indemnification for publishers Helps to develop a national bank of source files

More economicalReduces duplication of effortImproved quality of accessible student products

Supports existing systems while improving timeliness

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The NIMAS Process

1—SEAs & LEAs “adoption”

2—K-12 publisherssubmit file sets

3—NIMAC does its magic!

4—Authorized users prepare specialized formats for children

5—Guess what

happens here.

Produced by NICHCY, 2007

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The NIMAS Process

1—SEAs & LEAs “adoption”

2—K-12 publisherssubmit file sets

3—NIMAC does its magic!

4—Authorized users prepare specialized formats for children

Produced by NICHCY, 2007

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NIMAS Responsibilities SEA: textbook adoption process, Kentucky statute

and regulations LEA: off-list adoption process, documentation of

print disability Publisher: file upload to NIMAC CIIDL: file download and conversion to student-

ready digital format; duplication and delivery to schools upon request

KSB: assign conversion to AMP for braille and large print

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What do you mean “conversion to student ready digital format”?

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Print Version

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Raw NIMAS File <p class="pagenum" id="p74">Page 74</p><p><a class="pageHyperlink"

href="bodymatter.htm#p73">Previous page: 73</a>&nbsp;&nbsp;|&nbsp;&nbsp;<a class="pageHyperlink" href="bodymatter.htm#p75">Next page: 75</a></p></div><a name="1185"></a><h3 id="1185">Everyday Magnets</h3><p>Many things use magnetic force to help them work.</p><p>Computer games have magnetsin them.</p><p>Magnets help keep refrigerator doors closed.</p><p>Some toy cars have magnets in them.</p><p>The magnets make their motors run.</p><div class="imggroup"><img src=".\images\U00C04\965502-0074-01.jpg" alt="Can" id="p965502-0074-01"></img><p class="caption"><strong>A can opener cuts the lid of a can. A magnet lifts the lid off the can.</strong></p></div><div>

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Student Ready Digital Format

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Standardizes production of accessible curriculum materials.

Establishes concept of universally designed curriculum materials

Helps to move “Market Model” further into reality of publishers.

Benefits of NIMAS

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Benefit of NIMASDigital content can be “tagged” and read by consumer technology such as laptop computers or MP3 players.

….The summer evenings were long. It was not dark,… Tom Sawyer

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Who qualifies for use? The definition used within IDEA 2004:

“Blind or other persons with print disabilities”

Children served under IDEA who may qualify in accordance with the act entitled, “An Act to provide books for the adult blind,” approved March 31, 1931 (2 U.S.C. 135a; 46 Stat. 1487) to receive books and other publications produced in specialized formats [674(e)(3)(A)].

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OSEP NIMAS Regulations Summary "(i) Blind persons whose visual acuity, as determined

by competent authority, is 20/200 or less in the better eye with correcting glasses, or whose widest diameter if visual field subtends an angular distance no greater than 20 degrees.

(ii) Persons whose visual disability, with correction and regardless of optical measurement, is certified by competent authority as preventing the reading of standard printed material.

http://nimas.cast.org/about/regulations/osep_summary.html

Who qualifies for use?

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(iii) Persons certified by competent authority as unable to read or unable to use standard printed material as a result of physical limitations.

(iv) Persons certified by competent authority as having a reading disability resulting from organic dysfunction and of sufficient severity to prevent their reading printed material in a normal manner."

Who qualifies for use? (cont.)

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What does “organic dysfunction” mean?

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From the Library of Congress’ National Library Service for the Blind and Physically Handicapped (NLS) :

“Nonorganic factors--such as emotional or environmental causes, intellectual or educational deficiencies, or other possible nonorganic or nonphysical causes--must be ruled out and cannot be taken into consideration. When certifying applications for service for persons with reading disabilities, certifying medical authorities are encouraged to consult with colleagues in associated disciplines.”

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What is a “competent authority”?

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From the Library of Congress’ National Library Service for the Blind and Physically Handicapped (NLS) :

“The signature of a doctor of medicine is required by federal regulation on the application to certify not only that a reading disability exists and is serious enough to prevent reading regular printed material in a normal manner, but also that the identified condition has a physical basis.”

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Options for students who do not qualify:

Purchase from publishers who offer instructional materials in an accessible digital format

Identify sources of freely available accessible curriculum materials

Purchase audio book Use alternate text

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DRM Resources NIMAS Question and Answers

www.louisville.edu/education/ciidl NIMAC

http://www.nimac.us/ NIMAS

http://nimas.cast.org/about/resources/index.html KAMD

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Other Digital Resources “Accessible Textbooks in the Classroom” NIMAS

report

http://nimas.cast.org/downloads/NIMAS-Accessible_Textbooks_in_the_Classroom.doc

Teaching Every Student Blog (June 11, 2007)

http://www.teachingeverystudent.blogspot.com/ “Teaching Every Student” (online book)

http://www.cast.org/teachingeverystudent/ CAST UDL Bookbuilder

http://bookbuilder.cast.org/04/18/23 37Digital Rights Management