Exploring Copyright: A case study in practical copyright education for college educators
Bibliographic record
Abstract
An accelerated transition from in-person to online learning at Centennial College, an art and applied technology college in Toronto, Ontario, was catalyzed by the pandemic starting in early 2020. This change led to a significant rise in copyright inquiries to the library's copyright office, highlighting an immediate need for enhanced copyright education and support for effective application of copyright knowledge in online teaching environments. In response to this need, the Exploring Copyright series was created by the library's copyright librarian. This outer-space themed series consisted of eight copyright “missions” tailored for faculty and staff involved in online teaching and course development. The series was presented online in sessions delivered every other week over the course of a semester. The material was subsequently compiled into a course environment with asynchronous modules and resources. This paper will explore the evidence-based development, initial delivery, and evaluation of the Exploring Copyright series. It will examine how this initiative complemented the existing copyright literacy programs at Centennial College, addressing the evolving needs of the academic community. Copyright education and outreach professionals in higher education may find this approach particularly useful. The Exploring Copyright series offered a flexible, community-driven model for adapting copyright education to suit a rapidly changing online environment.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.006 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".