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

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Presentation on theme: "Instructional Content & Digital Rights Management The Role of Digital Rights Management in Kentucky Barbara Kinney, Center for Innovation and Instruction."— Presentation transcript:

1 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

2 4/13/2015Digital Rights Management2 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?

3 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 4/13/20153Digital Rights Management

4 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) 4/13/20154Digital Rights Management

5 Readable text formats:  Internet Explorer (.html)  Word (.doc or.rtf)  Adobe (.pdf)  Text (.txt)  Daisy 4/13/20155Digital Rights Management

6 Other formats:  Images -.jpeg.bmp.gif  Audio/visual -.mp3.mpeg  Proprietary 4/13/20156Digital Rights Management

7 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 4/13/20157Digital Rights Management

8 What does ‘accessible’ mean? Accessible Digital Curriculum 4/13/20158Digital Rights Management Accessible Textbooks IDEA: NIMAS Accessible Technology ADA: Section 508

9 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 4/13/20159Digital Rights Management

10 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 4/13/201510Digital Rights Management

11 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 4/13/201511Digital Rights Management

12 Who should be a DRM?  Library Media Specialist,  Special Ed Teacher,  Regular Ed Teacher,  School Technology Coordinator, or  Principal 4/13/201512Digital Rights Management

13 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 4/13/201513Digital Rights Management

14 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 4/13/201514Digital Rights Management

15 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 4/13/201515Digital Rights Management

16 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 4/13/201516Digital Rights Management

17 IDEA 2004 and NIMAS

18 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 4/13/201518Digital Rights Management

19 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. 4/13/201519Digital Rights Management

20 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 4/13/201520Digital Rights Management

21 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

22 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

23 4/13/201523Digital Rights Management

24 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 4/13/201524Digital Rights Management

25 What do you mean “conversion to student ready digital format”? 4/13/2015Digital Rights Management25 Print Version

26 Raw NIMAS File Page 74 Previous page: 73 | Next page: 75 Everyday Magnets Many things use magnetic force to help them work. Computer games have magnetsin them. Magnets help keep refrigerator doors closed. Some toy cars have magnets in them. The magnets make their motors run. A can opener cuts the lid of a can. A magnet lifts the lid off the can. 4/13/2015Digital Rights Management26

27 Student Ready Digital Format 4/13/2015Digital Rights Management27

28  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 4/13/201528Digital Rights Management

29 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 4/13/201529Digital Rights Management

30 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)]. 4/13/201530Digital Rights Management

31 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. Who qualifies for use? 4/13/201531Digital Rights Management

32  (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.) 4/13/201532Digital Rights Management

33 What does “organic dysfunction” mean? 4/13/2015Digital Rights Management33 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.”

34 What is a “competent authority”? 4/13/2015Digital Rights Management34 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.”

35 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 materialsfreely available accessible curriculum materials  Purchase audio book  Use alternate text 4/13/201535Digital Rights Management

36 DRM Resources  NIMAS Question and Answers  NIMAC  NIMAS  KAMD 4/13/201536Digital Rights Management

37 Other Digital Resources  “Accessible Textbooks in the Classroom” NIMAS report Accessible_Textbooks_in_the_Classroom.doc  Teaching Every Student Blog (June 11, 2007)  “Teaching Every Student” (online book)  CAST UDL Bookbuilder 4/13/201537Digital Rights Management


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