Download - Instructional Content & Digital Rights Management11/5/2015 Digital Rights Management 10 The Digital Rights Manager (DRM) Staff member designated annually by the school principal to

Instructional Content & Digital

Rights Management The Role of Digital Rights Management in

Kentucky

Regina Hirn, Kentucky Accessible Materials Database

Marlene Parish, Kentucky Accessible Materials Database

11/5/2015 Digital Rights Management 2

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?

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 11/5/2015 3 Digital Rights Management

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)

11/5/2015 4 Digital Rights Management

Readable text formats:

Internet Explorer (.html)

Word (.doc or .rtf)

Adobe (.pdf)

Text (.txt)

Daisy 11/5/2015 5 Digital Rights Management

Other formats:

Images - .jpeg .bmp .gif

Audio/visual - .mp3 .mpeg

Proprietary


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


What does ‘accessible’ mean?

Accessible Digital Curriculum


Accessible

Textbooks

IDEA:

NIMAS

Accessible

Technology

ADA:

Section 508

../My Documents/presentations/Local Settings/Local Settings/Temp/XPgrpwise/KY AIT Law.rtf

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 instruction


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


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


Who should be a DRM?

Library Media Specialist,

Special Ed Teacher,

Regular Ed Teacher,

School Technology Coordinator, or

Principal


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


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


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


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


IDEA 2004 and NIMAS

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


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.


Why is the NIMAC important ?

Supports copyright indemnification for publishers

Helps to develop a national bank of source files

More economical

Reduces duplication of effort

Improved quality of accessible student products

Supports existing systems while improving timeliness


The NIMAS Process

1—

SEAs &

LEAs

“adoption”

2—

K-12 publishers

submit file sets

3—

NIMAC does

its magic!

4—

Authorized

users prepare

specialized

formats for

children 5—

Guess

what

happens

here.

Produced by NICHCY, 2007

The NIMAS Process

1—

SEAs &

LEAs

“adoption”

2—

K-12 publishers

submit file sets

3—

NIMAC does

its magic!

4—

Authorized

users prepare

specialized

formats for

children

Produced by NICHCY, 2007

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 11/5/2015 24 Digital Rights Management

What do you mean “conversion to student

ready digital format”?


Print Version

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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>


Student Ready Digital Format


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


Benefit of NIMAS Digital 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


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)].


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?


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

(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.)


What does “organic dysfunction” mean?


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.”

What is a “competent authority”?


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.”

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


http://louisville.edu/education/ciidl/acms/acms.html

http://louisville.edu/education/ciidl/acms/acms.html

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

http://apps.kde.state.ky.us/kamd/ 11/5/2015 36 Digital Rights Management

http://www.nimac.us/

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

http://apps.kde.state.ky.us/kamd/

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/

CAST UDL Bookbuilder

http://bookbuilder.cast.org/


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



http://www.teachingeverystudent.blogspot.com/

http://bookbuilder.cast.org/