Internet + Society 2007 - User contributions [en]

Early Beginnings and Evolution

2007-06-01T02:27:49Z

Kmartin:

Early Beginnings 
At Harvard University, instructional technologists have historically experienced difficulties inspiring a critical mass of faculty to innovate with centralized technology. In the late nineties, the University established a central group of developers, i.e., not affiliated with a particular school, called iCommons to assist with this problem. This group began to produce a centralized system of course technologies that all faculty could access and use in their teaching. When the first version of this course management system was deployed in 2001, the problem initially became one of motivation: how do instructional technologists entice Harvard faculty to use these tools appropriately and innovatively? Instructional technologists, ideally, want to work with faculty members who will exchange appropriate and innovative practices with one another and proselytize colleagues in order to achieve an early majority of faculty using the centralized tools. If this early majority of faculty can be formed, instructional technologists could then stop promoting the technology and spend more time consulting about the technology. In other words, the main problem for technology adoption cycles is always to develop a critical mass of interested faculty who will make the technology self-sustainable.

After the new course management system was deployed in 2001, University leaders realized the University was at the stage where only early adopters with a certain level of technical sophistication had the inclination to integrate the new technologies. As a result, Harvard University President Larry Summers et al began an initiative to centrally fund and develop a program where Harvard students could work with local instructional technology staff and faculty with a primary goal of increasing the use of technology in instruction. This program became the Presidential Instructional Technology Fellows (PITF) program and was rolled out initially at the Faculty of Arts and Sciences (FAS) in 2004. From the outset, no formal structures, principles or procedures were established for the PITF program. President Larry Summers and University officials laid out a few main objectives and established a funding model. The programâs modest goals were to help faculty utilize the newly developed centralized tools and increase student face-to-face time with Harvard faculty. 

From such humble beginnings within FAS, the PITF program developed organically into an unprecedented institutional initiative that focused on teaching and technology adoption. Today, the PITF program is a flourishing operation that has a successful impact on technology integration across multiple faculty.

Evolution of the PITF Program 
In April 2004, Harvard President Larry Summers et al instituted the Presidential Instructional Technology Fellows (PITF) program. The program was derived as a collaborative partnership between the Provost office and Harvardâs individual schools. Local schools would recruit and train graduate and undergraduate students to be fellows who work with faculty one-on-one to utilize technology for educational uses (Powell, 2004). During the roll-out, Provost Steven Hyman remarked that âour effort is designed to place resources close to faculty to empower them to better use the remarkable software tools that have developed in recent years. Weâre out of the early adopter phase and ready to use more broadly what weâve created through the diligent efforts of faculty, staff and studentsâ (Powell, 2004). President Summers added that âfinding ways to enhance the student experience and to support our faculty in applying technology is the main goalâ (Powell, 2004). A year after the program began, Summers remarked that ânew technologies hold important promise to improve teaching and learning, and we're fortunate to have a group of talented individuals translating these innovations into practical useâ (Powell, 2005). The program strives to have students benefit from the initiative as much as faculty. Fellows share experiences with other students in regular plenary meetings where work is showcased and ideas are shared (Powell, 2004). They also develop valuable technical skills that enhance resumes and are useful in real life career development. Finally, each spring, awards are handed out to students who have been involved with top projects that have had a major impact on teaching and learning (Powell, 2004).
At present the majority of Harvard schools administrate the PITF program at their local level.

<hr>
Powell, A. (2004). Presidential Technology Initiative Unveiled: New fellows, grants stem from implementation-focused effort. Harvard Gazette, (8 April 2004). http://www.news.harvard.edu/gazette/2004/04.08/13-tech.html.

Powell, A. (2005). First Presidential Instructional Technology Fellows Awarded: Technology fellows teach, learn; help others teach, learn. Harvard Gazette, (2 June 2005). http://www.news.harvard.edu/gazette/2005/06.02/11-preztech.html.

Working Groups

2007-06-01T02:24:40Z

Kmartin: /* Connecting UNIVERSITY to Basic Education */

Session 1

== UNIVERSITY Agenda for Fair Use ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 100'''

"Fair use" is a key part of the social bargain at the heart of copyright law. Copyrights give the privileges of property to creators so as to reward their efforts; fair use carves out of those privileges certain exceptions so as to assure the vitality of ongoing cultural production.

Many users of copyrighted material, however, are confused about their entitlements under the fair use doctrine. There has therefore arisen a movement to help particular "use communities" clarify their own norms in regard to fair use. The recently-published ''Documentary Filmmakers' Statement of Best Practices in Fair Use'' [centerforsocialmedia.org/fairuse] has already been of immense value to the film community in clearing permissions and in reducing the cost of "errors and omissions" insurance for the artists involved.

The time has come for a similar document to be produced to help college classroom teachers articulate their sense of what is fair and reasonable when it comes to educational use of proprietary material.

This working group will focus on how best to go about creating such a statement. Participants will be urged to bring their own practices and puzzles into the discussion for, at the end of the day, the norms of this use community will have to arise from the classroom experience and the ethics of its members.

'''Facilitators'''

* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow
* [http://www.centerforsocialmedia.org/aufderheide.html Patricia Aufderheide] Director, Center for Social Media, American University
* [http://pages.emerson.edu/faculty/E/Eric_Gordon/ Eric Gordon] Assistant Professor of New Media, Emerson College

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* To work toward developing fair use norms for classroom teachers, the following questions will be up for discussion: How in fact do you use copyrighted work in the classroom? What questions and concerns do you have about what is legal regarding the use of copy-righted materials? What are the "gray areas" for you?
* Is fair use merely a stepchild of the proprietary?
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?
* [http://www.is2k7.org/question/60#comments How should universities use technology to help students become civically engaged?]
* [http://www.is2k7.org/question/54#comments Do we have a responsibility to archive the transitorily available media that exists online? If works lose their economic value (go out of print) before they enter the public domain, how can we ensure that they are preserved for later public domain use?]
* How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?

== How universities can support open access ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 101'''

The ways in which professors, academics and students and professionals release their work into the world are changing. The old models of scholarly publishing, in which most work is turned over to a publishing company just to be purchased back by the Universities from which it originated, are challenged as the printing press is replaced by digital distribution. How can Universities advance open access (OA) models of scholarly communication through OA repositories and OA journals?

'''Facilitators'''

* [http://www.eecs.harvard.edu/~shieber/ Stuart Shieber], Welch Professor of Computer Science, Harvard University
* [http://www.earlham.edu/~peters/ Peter Suber], Research Professor of Philosophy at Earlham College and Open Access Project Director at Public Knowledge

'''Participants'''
* Michael Fisher, Editor-in-Chief, Harvard University Press

'''Questions from the website / Starting Points for Discussion '''
* [http://www.is2k7.org/question/38#comments How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?]
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* A lot of people think of property rights as against openness and freedom. Can we conceive of a property scheme that promotes freedom?
* [http://www.is2k7.org/question/43#comments How do you balance benefits and rights of enrolled/paying students and 'open' university participants?]
* How should we define openness, particularly in opposition to some concept or definition of closed?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* [http://www.is2k7.org/question/37#comments How do we create open access journals that are fiscally sustainable?]

== Progressing UNIVERSITY General Counsels on Intellectual Property Issues ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 506'''

How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?

'''Facilitators'''

* [http://www.tfisher.org/ Professor Terry Fisher], Harvard Law School Professor, Berkman Center Director

'''Participants'''
* [http://wendy.seltzer.org/ Wendy Seltzer], Fellow, Berkman Center; Founder, [http://www.chillingeffects.org/ Chilling Effects Clearinghouse]

'''Questions from the website / Starting Points for Discussion '''

* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?
* [http://www.is2k7.org/question/45#comments How is intellectual property defined?]
* How does the internet change models of authority (social, intellectual, hierarchical)? What does this mean for Harvard, the most "authoritative" -- because best known? -- univesity in the world.
* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?

== Connecting UNIVERSITY to Basic Education ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 107'''

What is University's role in guiding elementary education? Through empowering and enabling local teachers and volunteers throughout the world through collaborative development of teaching materials with luminaries in various academic disciplines, we can connect University to all children in the world, offering children who may not necessarily have access to traditional systems that lead them to University the chance to connect nonetheless. With a project such as One Laptop per Child, and its initiative to facilitate a universal library, University can connect in more direct and actionable ways to the basic education movement, and address the needs of local students and teachers across different cultures.

'''Facilitators'''

* [http://www.laptop.org/vision/people/SJKlein/ SJ Klein], Director of Content, One Laptop Per Child
* [http://cyber.law.harvard.edu/home/ethan_zuckerman Ethan Zuckerman], Berkman Center for Internet & Society Fellow, Co-Founder Global Voices
* [http://www.law.harvard.edu/administration/its/faculty/instructional.php#pitf Harvard PITF Program]

'''Participants'''

* [http://conversationbase.com/blog Critt Jarvis], Conversation Base LLC - planning an enabling technology workshop for [http://http://www.projecthonduras.com/conference/ Conference on Honduras 2007] - education, healthcare, community building

'''A Few Notes on the Harvard PITF Program'''
* [[Early Beginnings and Evolution]]
* [[A Model for Faculty Engagement]]

'''Questions from the website / Starting Points for Discussion '''

* How can we make Harvard's course material available to the world, not just those chosen few who can attend in person? How can we harness technology and make distance-learning a richer experience for distance-learners and enrolled students?
* [http://www.is2k7.org/question/13#comments How will bringing this breadth of specialized knowledge (expressed in an accessible way to any school child) change what academics do to remain legitimate and relevant?]
* [http://www.is2k7.org/question/10#comments What role will (and what role should) the libraries and museums play in defining how open our universities should be?]
* [http://www.is2k7.org/question/47#comments Should lectures from the classroom be made available to the world via podcast and web video?]
* [http://www.is2k7.org/question/51#comments Are universities limiting access to knowledge resources by not digitizing or rationalizing collections?}
* [http://www.is2k7.org/question/33#comments How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?]
* Is Harvard prepared to redefine its place in the changing world? The role and job security of professors? The confidentiality of students and research?
* The dissemination of information is the internet's biggest asset. We can allow people to share whatever they want. But, in the end, the success lies in public interest. How can we turn that interest in our favor?
* Is the Internet the best tool ever, for learning ? If so, what does it take to get all the teachers,learners and people from all over the planet(from Kindergarden to the University) to convert from old forms of learning/teaching to this new methodology? And what is the best methodology of learners and teachers in Cyberspace?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* How can the PITF program serve as a model for connecting University to local curricula?

== UNIVERSITY and its Library ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 102'''

Librarians are the navigators of knowledge and access at University. As search and content companies further engage in the realm of University and its Library, how do the roles of library, librarians, and library tools evolve, particularly into digital space? With libraries embracing new content delivery services, creating their own digital taxonomies and resources, and negotiating new relationships with users and vendors, what are the implications for our greatest repositories of knowledge? New tools for mining, mashing up, and networking knowledge are evolving everyday, so how do libraries interface with copyright issues while still forwarding the mission of scholarship? Is there a conflict?

'''Facilitators'''

* [http://www.johotheblog.com David Weinberger], Berkman Center for Internet & Society Fellow
* [http://librarian.net Jessamyn West], Rural Technologist & [http://metafilter.com MetaFilter] moderator
* Cathy Norton, Librarian, Woods Hole Institute

'''Participants'''

* [http://muddyriver.us/newlib/ Ken Liss], Boston College
* [http://store.mfashop.org/mfa-publications.html Matthew Battles], MFA Boston

'''Questions from the website / Starting Points for Discussion '''

* What's the appropriate balance between library ownership of content versus rental of content?
* What is the library's role in advocating for fair use and other approaches to an increasingly restrictive copyright environment?
* In fact, what should librarians be advocating for in general?
* How much control is it appropriate for libraries to exert over vendor choices in an effort to maximize access for themselves and their patrons, both faculty and students?
* If we didn't have a library, what would we build?
* What exactly are librarians expert in?
* How can librarianship usefully become a distributed function?
* Libraries : Knowledge :: Live theater : entertainment?
* What is the role of librarians in the age of "good enough" knowledge?

== The Digital Identity of UNIVERSITY ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 107'''

With digital tools such as message boards, social networks, and search engines making University and its clientsâ identities more public than ever, navigating the integrated media landscape for students and other members of University has become increasingly difficult. In a world where anonymous postings can have lasting effects on the professional and personal lives of students, and when University clients and their digital identities can be expressions of the University as a whole, this workshop will focus on how we begin to navigate this space and how we form the digital identity of University.

'''Facilitators'''

* [http://cyber.law.harvard.edu/home/john_clippinger John Clippinger], Berkman Center for Internet & Society Fellow
* [http://umtentertainment.org/bios/ckelly.html Chris Kelly], Vice President of Corporate Development and Chief Privacy Officer, Facebook
* Anthony Ciolii, AutoAdmit

'''Participants'''

* Jarret Cohen

* [http://conversationbase.com/blog Critt Jarvis], Co-Founder and Lead Architect, Conversation Base LLC

* Matthew Battles

'''Questions from the website / Starting Points for Discussion '''

* Do we need a method for editing our past? *That* is the google question.
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?

'''Resources'''

* [http://media.www.hlrecord.org/media/storage/paper609/news/2007/04/12/Opinion/Free-Expression.On.The.Internet-2838281.shtml Free Expression on the Internet - by Jarrett Cohen]

== UNIVERSITY and the RIAA ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 102'''

Suits brought against members of University by the RIAA bring up issues revolving around the role and identity of University and copyright. Universities are being asked to absorb financial and non-monetary costs of the record companies' enforcement. Is this enforcement also compromising student privacy? Does this limit access to genuine educational resources? How do we provide opportunities for new creative expression through digital mediums?

'''Facilitators'''

* [http://wendy.seltzer.org/ Wendy Seltzer], Berkman Center for Internet & Society Fellow
* [http://cyber.law.harvard.edu/home/doc_searls Doc Searls], Berkman Center for Internet & Society Fellow
* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

'''Resources'''

* [http://www.thecrimson.com/article.aspx?ref=518638 Wendy Seltzer / Charles Nesson Op-Ed on the RIAA to the Harvard Crimson]
* [http://torrentfreak.com/riaas-ip-gathering-techniques-about-to-be-busted/ RIAAâs IP Gathering Techniques About to be Busted | TorrentFreak]
* [http://consumerist.com/consumer/bullying/congressmen-who-took-money-from-the-riaa-send-chiding-letters-to-universities-257422.php Bullying: Congressmen Who Took Money From The RIAA Send Chiding Letters To Universities]
* [http://arstechnica.com/news.ars/post/20070424-judge-denies-riaa-request-to-reconsider-attorneys-fees-award.html Judge denies RIAA request to reconsider attorneys' fees award]
* [http://www.thecrimson.com/article.aspx?ref=518283 The Harvard Crimson :: Opinion :: A Case for Information]

== Open Access at UNIVERSITY â OpenCourseWare and Beyond ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 101'''

MITâs OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the worldâs thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of âlifeâ â how do we make it âlivingâ knowledge to be shared and developed with learners around the world?

'''Facilitators'''

* [http://web.mit.edu/newsoffice/2002/ocw-0424.html Anne Margulies], Executive Director, MIT OpenCourseWare
* [http://www.hewlett.org/Programs/Education/Staff/msmith.htm Marshall Smith], Director, Education, Hewlett Foundation
* Elizabeth Stark, Founder Harvard Free Culture Club, Harvard Law School 3L
* [http://cnx.org/ Joel Thierstein], Executive Director, Rice University Connexions

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* How do we create open access journals that are fiscally sustainable?
* Do extension schools dilute the brand of a university?
* Should that even matter?
* If successful, will anyone take the degrees seriously?
* Will normal graduates resent extension students?
* What are the financial and the business models for making a vision of openness possible and sustainable?
* Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?
* In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?
* What role will (and what role should) the libraries and museums play in defining how open our universities should be?
* How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?
* How do we maintain and guarantee the quality of information as openness increases?
* If you were to create a trustworthy "open" organization (or an organization to which you entreat openness) what would this type of organization look like?
* How should we define openness, particularly in opposition to some concept or definition of closed?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* How do you balance benefits and rights of enrolled/paying students and 'open' university participants?
* Who should pay for the content in open education?
* Is open education elitist?

== UNIVERSITY Relationship Building â Power, Funding and Transparency ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 200'''

The relationships between University and the primary funders of knowledge creation--business, philanthropy, and government--are growing increasingly complicated. How does the open access movement change those relationships? What steps need to be taken to build more fruitful bonds? How can the diversity of interests within University best be accommodated?

'''Facilitators'''

* John Wilbanks, Executive Director, Science Commons
* Christopher J. Mackie, Associate Program Officer, Mellon Foundation

'''Participants'''

'''Questions from the website / Starting points for discussion '''

* What would it mean to create an "open funding relationship" between University and funders? Would it make any practical difference?
* How can funders best encourage openness and transparency within University?
* How can University best encourage openness and transparency among funders? Among other not-for-profits?
* Whose openness? Which transparency? What devils lurk in the details?

== Social and Cultural UNIVERSITY Communities Online and Off ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 100'''

How can University sponsored events leverage their reach, build communities and keep the conversations going after the conference ends? Using as a case study the Dred Scott conference held by the Charles Hamilton Houston Institute for Race and Justice in April, we will discuss how history relates to the present and future. We will consider how the internet and new technologies can help universities as they work to convene social and cultural gatherings (as opposed to purely academic).

'''Facilitators'''

* David Harris, Managing Director, Charles Hamilton Houston Institute for Race and Justice
* Dan Gillmor, Center for Citizen Media
* Darby DeChristopher, Harvard Law School AV

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

A Model for Faculty Engagement

2007-06-01T02:17:42Z

Kmartin:

Zellweger-Moser's model [http://www.educause.edu/apps/eq/eqm07/eqm071_images/EQM07111_figure1.gif] proposes a model for educational technology adoption by faculty. At the center of his model, a track of faculty behavior is subject to positive or negative influences of certain factors that will predict whether time will be committed in the future for another adoption cycle. The first factor is the amount of time a faculty member will commit and contributes to how well an educational technology course design will be produced. The condition of the course design correlates to the quality of the teaching and learning experience. The experience of teaching and learning has a causal relationship with whether the faculty member will reflect positively or negatively about her use of educational technology. The outcome of that reflection will predict whether or not the faculty member will commit successive time towards the use of technology.

From her research, Zellweger-Moser recommends the following techniques to educational technology consultants in order to promote positive faculty educational technology adoption cycles:
1. Engage in continual need analysis. 
2. Provide a well-rehearsed supply of scaleable services that reflect the priorities and skills of the individual support groups. 
3. Implement a solid and efficient process for consulting with individual faculty. 
4. Get involved with a number of larger projects that foster overarching collaboration. 
5. Conduct multifaceted evaluation activities. 
The PITF program could be interpreted to follow a similar model. The PITF and the instructional technologist play a critical role in competence development as a resource and support for faculty.

----
Zellweger-Moser, F. (2007). Educational technology support plays a critical role in helping faculty add technology to their teaching. Educause Quarterly, 30(1), 66-69.

A Model for Faculty Engagement

2007-06-01T02:16:01Z

Kmartin:

Early Beginnings and Evolution

2007-06-01T02:03:53Z

Kmartin:

Early Beginnings 
At Harvard University, instructional technologists have historically experienced difficulties inspiring a critical mass of faculty to innovate with centralized technology. In the late nineties, the University established a central group of developers, i.e., not affiliated with a particular school, called iCommons to assist with this problem. This group began to produce a centralized system of course technologies that all faculty could access and use in their teaching. When the first version of this course management system was deployed in 2001, the problem initially became one of motivation: how do instructional technologists entice Harvard faculty to use these tools appropriately and innovatively? Instructional technologists, ideally, want to work with faculty members who will exchange appropriate and innovative practices with one another and proselytize colleagues in order to achieve an early majority of faculty using the centralized tools. If this early majority of faculty can be formed, instructional technologists could then stop promoting the technology and spend more time consulting about the technology. In other words, the main problem for technology adoption cycles is always to develop a critical mass of interested faculty who will make the technology self-sustainable.

After the new course management system was deployed in 2001, University leaders realized the University was at the stage where only early adopters with a certain level of technical sophistication had the inclination to integrate the new technologies. As a result, Harvard University President Larry Summers et al began an initiative to centrally fund and develop a program where Harvard students could work with local instructional technology staff and faculty with a primary goal of increasing the use of technology in instruction. This program became the Presidential Instructional Technology Fellows (PITF) program and was rolled out initially at the Faculty of Arts and Sciences (FAS) in 2004. From the outset, no formal structures, principles or procedures were established for the PITF program. President Larry Summers and University officials laid out a few main objectives and established a funding model. The programâs modest goals were to help faculty utilize the newly developed centralized tools and increase student face-to-face time with Harvard faculty. 

From such humble beginnings within FAS, the PITF program developed organically into an unprecedented institutional initiative that focused on teaching and technology adoption. Today, the PITF program is a flourishing operation that has a successful impact on technology integration across multiple faculty.

History of the PITF Program 
In April 2004, Harvard President Larry Summers et al instituted the Presidential Instructional Technology Fellows (PITF) program. The program was derived as a collaborative partnership between the Provost office and Harvardâs individual schools. Local schools would recruit and train graduate and undergraduate students to be fellows who work with faculty one-on-one to utilize technology for educational uses (Powell, 2004). During the roll-out, Provost Steven Hyman remarked that âour effort is designed to place resources close to faculty to empower them to better use the remarkable software tools that have developed in recent years. Weâre out of the early adopter phase and ready to use more broadly what weâve created through the diligent efforts of faculty, staff and studentsâ (Powell, 2004). President Summers added that âfinding ways to enhance the student experience and to support our faculty in applying technology is the main goalâ (Powell, 2004). A year after the program began, Summers remarked that ânew technologies hold important promise to improve teaching and learning, and we're fortunate to have a group of talented individuals translating these innovations into practical useâ (Powell, 2005). The program strives to have students benefit from the initiative as much as faculty. Fellows share experiences with other students in regular plenary meetings where work is showcased and ideas are shared (Powell, 2004). They also develop valuable technical skills that enhance resumes and are useful in real life career development. Finally, each spring, awards are handed out to students who have been involved with top projects that have had a major impact on teaching and learning (Powell, 2004).
<hr>
Powell, A. (2004). Presidential Technology Initiative Unveiled: New fellows, grants stem from implementation-focused effort. Harvard Gazette, (8 April 2004). http://www.news.harvard.edu/gazette/2004/04.08/13-tech.html.

Powell, A. (2005). First Presidential Instructional Technology Fellows Awarded: Technology fellows teach, learn; help others teach, learn. Harvard Gazette, (2 June 2005). http://www.news.harvard.edu/gazette/2005/06.02/11-preztech.html.

Working Groups

2007-06-01T02:02:57Z

Kmartin: /* Connecting UNIVERSITY to Basic Education */

Session 1

== UNIVERSITY Agenda for Fair Use ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 100'''

"Fair use" is a key part of the social bargain at the heart of copyright law. Copyrights give the privileges of property to creators so as to reward their efforts; fair use carves out of those privileges certain exceptions so as to assure the vitality of ongoing cultural production.

Many users of copyrighted material, however, are confused about their entitlements under the fair use doctrine. There has therefore arisen a movement to help particular "use communities" clarify their own norms in regard to fair use. The recently-published ''Documentary Filmmakers' Statement of Best Practices in Fair Use'' [centerforsocialmedia.org/fairuse] has already been of immense value to the film community in clearing permissions and in reducing the cost of "errors and omissions" insurance for the artists involved.

The time has come for a similar document to be produced to help college classroom teachers articulate their sense of what is fair and reasonable when it comes to educational use of proprietary material.

This working group will focus on how best to go about creating such a statement. Participants will be urged to bring their own practices and puzzles into the discussion for, at the end of the day, the norms of this use community will have to arise from the classroom experience and the ethics of its members.

'''Facilitators'''

* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow
* [http://www.centerforsocialmedia.org/aufderheide.html Patricia Aufderheide] Director, Center for Social Media, American University
* [http://pages.emerson.edu/faculty/E/Eric_Gordon/ Eric Gordon] Assistant Professor of New Media, Emerson College

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* To work toward developing fair use norms for classroom teachers, the following questions will be up for discussion: How in fact do you use copyrighted work in the classroom? What questions and concerns do you have about what is legal regarding the use of copy-righted materials? What are the "gray areas" for you?
* Is fair use merely a stepchild of the proprietary?
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?
* [http://www.is2k7.org/question/60#comments How should universities use technology to help students become civically engaged?]
* [http://www.is2k7.org/question/54#comments Do we have a responsibility to archive the transitorily available media that exists online? If works lose their economic value (go out of print) before they enter the public domain, how can we ensure that they are preserved for later public domain use?]
* How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?

== How universities can support open access ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 101'''

The ways in which professors, academics and students and professionals release their work into the world are changing. The old models of scholarly publishing, in which most work is turned over to a publishing company just to be purchased back by the Universities from which it originated, are challenged as the printing press is replaced by digital distribution. How can Universities advance open access (OA) models of scholarly communication through OA repositories and OA journals?

'''Facilitators'''

* [http://www.eecs.harvard.edu/~shieber/ Stuart Shieber], Welch Professor of Computer Science, Harvard University
* [http://www.earlham.edu/~peters/ Peter Suber], Research Professor of Philosophy at Earlham College and Open Access Project Director at Public Knowledge

'''Participants'''
* Michael Fisher, Editor-in-Chief, Harvard University Press

'''Questions from the website / Starting Points for Discussion '''
* [http://www.is2k7.org/question/38#comments How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?]
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* A lot of people think of property rights as against openness and freedom. Can we conceive of a property scheme that promotes freedom?
* [http://www.is2k7.org/question/43#comments How do you balance benefits and rights of enrolled/paying students and 'open' university participants?]
* How should we define openness, particularly in opposition to some concept or definition of closed?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* [http://www.is2k7.org/question/37#comments How do we create open access journals that are fiscally sustainable?]

== Progressing UNIVERSITY General Counsels on Intellectual Property Issues ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 506'''

How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?

'''Facilitators'''

* [http://www.tfisher.org/ Professor Terry Fisher], Harvard Law School Professor, Berkman Center Director

'''Participants'''
* [http://wendy.seltzer.org/ Wendy Seltzer], Fellow, Berkman Center; Founder, [http://www.chillingeffects.org/ Chilling Effects Clearinghouse]

'''Questions from the website / Starting Points for Discussion '''

* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?
* [http://www.is2k7.org/question/45#comments How is intellectual property defined?]
* How does the internet change models of authority (social, intellectual, hierarchical)? What does this mean for Harvard, the most "authoritative" -- because best known? -- univesity in the world.
* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?

== Connecting UNIVERSITY to Basic Education ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 107'''

What is University's role in guiding elementary education? Through empowering and enabling local teachers and volunteers throughout the world through collaborative development of teaching materials with luminaries in various academic disciplines, we can connect University to all children in the world, offering children who may not necessarily have access to traditional systems that lead them to University the chance to connect nonetheless. With a project such as One Laptop per Child, and its initiative to facilitate a universal library, University can connect in more direct and actionable ways to the basic education movement, and address the needs of local students and teachers across different cultures.

'''Facilitators'''

* [http://www.laptop.org/vision/people/SJKlein/ SJ Klein], Director of Content, One Laptop Per Child
* [http://cyber.law.harvard.edu/home/ethan_zuckerman Ethan Zuckerman], Berkman Center for Internet & Society Fellow, Co-Founder Global Voices
* [http://www.law.harvard.edu/administration/its/faculty/instructional.php#pitf Harvard PITF Program]

'''Participants'''

* [http://conversationbase.com/blog Critt Jarvis], Conversation Base LLC - planning an enabling technology workshop for [http://http://www.projecthonduras.com/conference/ Conference on Honduras 2007] - education, healthcare, community building

'''A Few Notes on the Harvard PITF Program'''
* [[Early Beginnings and Evolution]]
* [[A Model for Faculty Engagement]]

'''Questions from the website / Starting Points for Discussion '''

* How can we make Harvard's course material available to the world, not just those chosen few who can attend in person? How can we harness technology and make distance-learning a richer experience for distance-learners and enrolled students?
* [http://www.is2k7.org/question/13#comments How will bringing this breadth of specialized knowledge (expressed in an accessible way to any school child) change what academics do to remain legitimate and relevant?]
* [http://www.is2k7.org/question/10#comments What role will (and what role should) the libraries and museums play in defining how open our universities should be?]
* [http://www.is2k7.org/question/47#comments Should lectures from the classroom be made available to the world via podcast and web video?]
* [http://www.is2k7.org/question/51#comments Are universities limiting access to knowledge resources by not digitizing or rationalizing collections?}
* [http://www.is2k7.org/question/33#comments How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?]
* Is Harvard prepared to redefine its place in the changing world? The role and job security of professors? The confidentiality of students and research?
* The dissemination of information is the internet's biggest asset. We can allow people to share whatever they want. But, in the end, the success lies in public interest. How can we turn that interest in our favor?
* Is the Internet the best tool ever, for learning ? If so, what does it take to get all the teachers,learners and people from all over the planet(from Kindergarden to the University) to convert from old forms of learning/teaching to this new methodology? And what is the best methodology of learners and teachers in Cyberspace?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?

== UNIVERSITY and its Library ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 102'''

Librarians are the navigators of knowledge and access at University. As search and content companies further engage in the realm of University and its Library, how do the roles of library, librarians, and library tools evolve, particularly into digital space? With libraries embracing new content delivery services, creating their own digital taxonomies and resources, and negotiating new relationships with users and vendors, what are the implications for our greatest repositories of knowledge? New tools for mining, mashing up, and networking knowledge are evolving everyday, so how do libraries interface with copyright issues while still forwarding the mission of scholarship? Is there a conflict?

'''Facilitators'''

* [http://www.johotheblog.com David Weinberger], Berkman Center for Internet & Society Fellow
* [http://librarian.net Jessamyn West], Rural Technologist & [http://metafilter.com MetaFilter] moderator
* Cathy Norton, Librarian, Woods Hole Institute

'''Participants'''

* [http://muddyriver.us/newlib/ Ken Liss], Boston College
* [http://store.mfashop.org/mfa-publications.html Matthew Battles], MFA Boston

'''Questions from the website / Starting Points for Discussion '''

* What's the appropriate balance between library ownership of content versus rental of content?
* What is the library's role in advocating for fair use and other approaches to an increasingly restrictive copyright environment?
* In fact, what should librarians be advocating for in general?
* How much control is it appropriate for libraries to exert over vendor choices in an effort to maximize access for themselves and their patrons, both faculty and students?
* If we didn't have a library, what would we build?
* What exactly are librarians expert in?
* How can librarianship usefully become a distributed function?
* Libraries : Knowledge :: Live theater : entertainment?
* What is the role of librarians in the age of "good enough" knowledge?

== The Digital Identity of UNIVERSITY ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 107'''

With digital tools such as message boards, social networks, and search engines making University and its clientsâ identities more public than ever, navigating the integrated media landscape for students and other members of University has become increasingly difficult. In a world where anonymous postings can have lasting effects on the professional and personal lives of students, and when University clients and their digital identities can be expressions of the University as a whole, this workshop will focus on how we begin to navigate this space and how we form the digital identity of University.

'''Facilitators'''

* [http://cyber.law.harvard.edu/home/john_clippinger John Clippinger], Berkman Center for Internet & Society Fellow
* [http://umtentertainment.org/bios/ckelly.html Chris Kelly], Vice President of Corporate Development and Chief Privacy Officer, Facebook
* Anthony Ciolii, AutoAdmit

'''Participants'''

* Jarret Cohen

* [http://conversationbase.com/blog Critt Jarvis], Co-Founder and Lead Architect, Conversation Base LLC

* Matthew Battles

'''Questions from the website / Starting Points for Discussion '''

* Do we need a method for editing our past? *That* is the google question.
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?

'''Resources'''

* [http://media.www.hlrecord.org/media/storage/paper609/news/2007/04/12/Opinion/Free-Expression.On.The.Internet-2838281.shtml Free Expression on the Internet - by Jarrett Cohen]

== UNIVERSITY and the RIAA ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 102'''

Suits brought against members of University by the RIAA bring up issues revolving around the role and identity of University and copyright. Universities are being asked to absorb financial and non-monetary costs of the record companies' enforcement. Is this enforcement also compromising student privacy? Does this limit access to genuine educational resources? How do we provide opportunities for new creative expression through digital mediums?

'''Facilitators'''

* [http://wendy.seltzer.org/ Wendy Seltzer], Berkman Center for Internet & Society Fellow
* [http://cyber.law.harvard.edu/home/doc_searls Doc Searls], Berkman Center for Internet & Society Fellow
* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

'''Resources'''

* [http://www.thecrimson.com/article.aspx?ref=518638 Wendy Seltzer / Charles Nesson Op-Ed on the RIAA to the Harvard Crimson]
* [http://torrentfreak.com/riaas-ip-gathering-techniques-about-to-be-busted/ RIAAâs IP Gathering Techniques About to be Busted | TorrentFreak]
* [http://consumerist.com/consumer/bullying/congressmen-who-took-money-from-the-riaa-send-chiding-letters-to-universities-257422.php Bullying: Congressmen Who Took Money From The RIAA Send Chiding Letters To Universities]
* [http://arstechnica.com/news.ars/post/20070424-judge-denies-riaa-request-to-reconsider-attorneys-fees-award.html Judge denies RIAA request to reconsider attorneys' fees award]
* [http://www.thecrimson.com/article.aspx?ref=518283 The Harvard Crimson :: Opinion :: A Case for Information]

== Open Access at UNIVERSITY â OpenCourseWare and Beyond ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 101'''

MITâs OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the worldâs thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of âlifeâ â how do we make it âlivingâ knowledge to be shared and developed with learners around the world?

'''Facilitators'''

* [http://web.mit.edu/newsoffice/2002/ocw-0424.html Anne Margulies], Executive Director, MIT OpenCourseWare
* [http://www.hewlett.org/Programs/Education/Staff/msmith.htm Marshall Smith], Director, Education, Hewlett Foundation
* Elizabeth Stark, Founder Harvard Free Culture Club, Harvard Law School 3L
* [http://cnx.org/ Joel Thierstein], Executive Director, Rice University Connexions

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* How do we create open access journals that are fiscally sustainable?
* Do extension schools dilute the brand of a university?
* Should that even matter?
* If successful, will anyone take the degrees seriously?
* Will normal graduates resent extension students?
* What are the financial and the business models for making a vision of openness possible and sustainable?
* Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?
* In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?
* What role will (and what role should) the libraries and museums play in defining how open our universities should be?
* How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?
* How do we maintain and guarantee the quality of information as openness increases?
* If you were to create a trustworthy "open" organization (or an organization to which you entreat openness) what would this type of organization look like?
* How should we define openness, particularly in opposition to some concept or definition of closed?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* How do you balance benefits and rights of enrolled/paying students and 'open' university participants?
* Who should pay for the content in open education?
* Is open education elitist?

== UNIVERSITY Relationship Building â Power, Funding and Transparency ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 200'''

The relationships between University and the primary funders of knowledge creation--business, philanthropy, and government--are growing increasingly complicated. How does the open access movement change those relationships? What steps need to be taken to build more fruitful bonds? How can the diversity of interests within University best be accommodated?

'''Facilitators'''

* John Wilbanks, Executive Director, Science Commons
* Christopher J. Mackie, Associate Program Officer, Mellon Foundation

'''Participants'''

'''Questions from the website / Starting points for discussion '''

* What would it mean to create an "open funding relationship" between University and funders? Would it make any practical difference?
* How can funders best encourage openness and transparency within University?
* How can University best encourage openness and transparency among funders? Among other not-for-profits?
* Whose openness? Which transparency? What devils lurk in the details?

== Social and Cultural UNIVERSITY Communities Online and Off ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 100'''

How can University sponsored events leverage their reach, build communities and keep the conversations going after the conference ends? Using as a case study the Dred Scott conference held by the Charles Hamilton Houston Institute for Race and Justice in April, we will discuss how history relates to the present and future. We will consider how the internet and new technologies can help universities as they work to convene social and cultural gatherings (as opposed to purely academic).

'''Facilitators'''

* David Harris, Managing Director, Charles Hamilton Houston Institute for Race and Justice
* Dan Gillmor, Center for Citizen Media
* Darby DeChristopher, Harvard Law School AV

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

Working Groups

2007-06-01T01:40:02Z

Kmartin: /* Connecting UNIVERSITY to Basic Education */

Session 1

== UNIVERSITY Agenda for Fair Use ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 100'''

"Fair use" is a key part of the social bargain at the heart of copyright law. Copyrights give the privileges of property to creators so as to reward their efforts; fair use carves out of those privileges certain exceptions so as to assure the vitality of ongoing cultural production.

Many users of copyrighted material, however, are confused about their entitlements under the fair use doctrine. There has therefore arisen a movement to help particular "use communities" clarify their own norms in regard to fair use. The recently-published ''Documentary Filmmakers' Statement of Best Practices in Fair Use'' [centerforsocialmedia.org/fairuse] has already been of immense value to the film community in clearing permissions and in reducing the cost of "errors and omissions" insurance for the artists involved.

The time has come for a similar document to be produced to help college classroom teachers articulate their sense of what is fair and reasonable when it comes to educational use of proprietary material.

This working group will focus on how best to go about creating such a statement. Participants will be urged to bring their own practices and puzzles into the discussion for, at the end of the day, the norms of this use community will have to arise from the classroom experience and the ethics of its members.

'''Facilitators'''

* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow
* [http://www.centerforsocialmedia.org/aufderheide.html Patricia Aufderheide] Director, Center for Social Media, American University
* [http://pages.emerson.edu/faculty/E/Eric_Gordon/ Eric Gordon] Assistant Professor of New Media, Emerson College

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* To work toward developing fair use norms for classroom teachers, the following questions will be up for discussion: How in fact do you use copyrighted work in the classroom? What questions and concerns do you have about what is legal regarding the use of copy-righted materials? What are the "gray areas" for you?
* Is fair use merely a stepchild of the proprietary?
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?
* [http://www.is2k7.org/question/60#comments How should universities use technology to help students become civically engaged?]
* [http://www.is2k7.org/question/54#comments Do we have a responsibility to archive the transitorily available media that exists online? If works lose their economic value (go out of print) before they enter the public domain, how can we ensure that they are preserved for later public domain use?]
* How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?

== How universities can support open access ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 101'''

The ways in which professors, academics and students and professionals release their work into the world are changing. The old models of scholarly publishing, in which most work is turned over to a publishing company just to be purchased back by the Universities from which it originated, are challenged as the printing press is replaced by digital distribution. How can Universities advance open access (OA) models of scholarly communication through OA repositories and OA journals?

'''Facilitators'''

* [http://www.eecs.harvard.edu/~shieber/ Stuart Shieber], Welch Professor of Computer Science, Harvard University
* [http://www.earlham.edu/~peters/ Peter Suber], Research Professor of Philosophy at Earlham College and Open Access Project Director at Public Knowledge

'''Participants'''
* Michael Fisher, Editor-in-Chief, Harvard University Press

'''Questions from the website / Starting Points for Discussion '''
* [http://www.is2k7.org/question/38#comments How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?]
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* A lot of people think of property rights as against openness and freedom. Can we conceive of a property scheme that promotes freedom?
* [http://www.is2k7.org/question/43#comments How do you balance benefits and rights of enrolled/paying students and 'open' university participants?]
* How should we define openness, particularly in opposition to some concept or definition of closed?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* [http://www.is2k7.org/question/37#comments How do we create open access journals that are fiscally sustainable?]

== Progressing UNIVERSITY General Counsels on Intellectual Property Issues ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 506'''

How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?

'''Facilitators'''

* [http://www.tfisher.org/ Professor Terry Fisher], Harvard Law School Professor, Berkman Center Director

'''Participants'''
* [http://wendy.seltzer.org/ Wendy Seltzer], Fellow, Berkman Center; Founder, [http://www.chillingeffects.org/ Chilling Effects Clearinghouse]

'''Questions from the website / Starting Points for Discussion '''

* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?
* [http://www.is2k7.org/question/45#comments How is intellectual property defined?]
* How does the internet change models of authority (social, intellectual, hierarchical)? What does this mean for Harvard, the most "authoritative" -- because best known? -- univesity in the world.
* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?

== Connecting UNIVERSITY to Basic Education ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 107'''

What is University's role in guiding elementary education? Through empowering and enabling local teachers and volunteers throughout the world through collaborative development of teaching materials with luminaries in various academic disciplines, we can connect University to all children in the world, offering children who may not necessarily have access to traditional systems that lead them to University the chance to connect nonetheless. With a project such as One Laptop per Child, and its initiative to facilitate a universal library, University can connect in more direct and actionable ways to the basic education movement, and address the needs of local students and teachers across different cultures.

'''Facilitators'''

* [http://www.laptop.org/vision/people/SJKlein/ SJ Klein], Director of Content, One Laptop Per Child
* [http://cyber.law.harvard.edu/home/ethan_zuckerman Ethan Zuckerman], Berkman Center for Internet & Society Fellow, Co-Founder Global Voices
* [http://www.law.harvard.edu/administration/its/faculty/instructional.php#pitf Harvard PITF Program]

'''Participants'''

* [http://conversationbase.com/blog Critt Jarvis], Conversation Base LLC - planning an enabling technology workshop for [http://http://www.projecthonduras.com/conference/ Conference on Honduras 2007] - education, healthcare, community building

'''A Few Notes on the Harvard PITF Program'''
* Early Beginnings and Evolution
* A Model for Faculty Engagement

'''Questions from the website / Starting Points for Discussion '''

* How can we make Harvard's course material available to the world, not just those chosen few who can attend in person? How can we harness technology and make distance-learning a richer experience for distance-learners and enrolled students?
* [http://www.is2k7.org/question/13#comments How will bringing this breadth of specialized knowledge (expressed in an accessible way to any school child) change what academics do to remain legitimate and relevant?]
* [http://www.is2k7.org/question/10#comments What role will (and what role should) the libraries and museums play in defining how open our universities should be?]
* [http://www.is2k7.org/question/47#comments Should lectures from the classroom be made available to the world via podcast and web video?]
* [http://www.is2k7.org/question/51#comments Are universities limiting access to knowledge resources by not digitizing or rationalizing collections?}
* [http://www.is2k7.org/question/33#comments How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?]
* Is Harvard prepared to redefine its place in the changing world? The role and job security of professors? The confidentiality of students and research?
* The dissemination of information is the internet's biggest asset. We can allow people to share whatever they want. But, in the end, the success lies in public interest. How can we turn that interest in our favor?
* Is the Internet the best tool ever, for learning ? If so, what does it take to get all the teachers,learners and people from all over the planet(from Kindergarden to the University) to convert from old forms of learning/teaching to this new methodology? And what is the best methodology of learners and teachers in Cyberspace?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?

== UNIVERSITY and its Library ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 102'''

Librarians are the navigators of knowledge and access at University. As search and content companies further engage in the realm of University and its Library, how do the roles of library, librarians, and library tools evolve, particularly into digital space? With libraries embracing new content delivery services, creating their own digital taxonomies and resources, and negotiating new relationships with users and vendors, what are the implications for our greatest repositories of knowledge? New tools for mining, mashing up, and networking knowledge are evolving everyday, so how do libraries interface with copyright issues while still forwarding the mission of scholarship? Is there a conflict?

'''Facilitators'''

* [http://www.johotheblog.com David Weinberger], Berkman Center for Internet & Society Fellow
* [http://librarian.net Jessamyn West], Rural Technologist & [http://metafilter.com MetaFilter] moderator
* Cathy Norton, Librarian, Woods Hole Institute

'''Participants'''

* [http://muddyriver.us/newlib/ Ken Liss], Boston College
* [http://store.mfashop.org/mfa-publications.html Matthew Battles], MFA Boston

'''Questions from the website / Starting Points for Discussion '''

* What's the appropriate balance between library ownership of content versus rental of content?
* What is the library's role in advocating for fair use and other approaches to an increasingly restrictive copyright environment?
* In fact, what should librarians be advocating for in general?
* How much control is it appropriate for libraries to exert over vendor choices in an effort to maximize access for themselves and their patrons, both faculty and students?
* If we didn't have a library, what would we build?
* What exactly are librarians expert in?
* How can librarianship usefully become a distributed function?
* Libraries : Knowledge :: Live theater : entertainment?
* What is the role of librarians in the age of "good enough" knowledge?

== The Digital Identity of UNIVERSITY ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 107'''

With digital tools such as message boards, social networks, and search engines making University and its clientsâ identities more public than ever, navigating the integrated media landscape for students and other members of University has become increasingly difficult. In a world where anonymous postings can have lasting effects on the professional and personal lives of students, and when University clients and their digital identities can be expressions of the University as a whole, this workshop will focus on how we begin to navigate this space and how we form the digital identity of University.

'''Facilitators'''

* [http://cyber.law.harvard.edu/home/john_clippinger John Clippinger], Berkman Center for Internet & Society Fellow
* [http://umtentertainment.org/bios/ckelly.html Chris Kelly], Vice President of Corporate Development and Chief Privacy Officer, Facebook
* Anthony Ciolii, AutoAdmit

'''Participants'''

* Jarret Cohen

* [http://conversationbase.com/blog Critt Jarvis], Co-Founder and Lead Architect, Conversation Base LLC

* Matthew Battles

'''Questions from the website / Starting Points for Discussion '''

* Do we need a method for editing our past? *That* is the google question.
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?

'''Resources'''

* [http://media.www.hlrecord.org/media/storage/paper609/news/2007/04/12/Opinion/Free-Expression.On.The.Internet-2838281.shtml Free Expression on the Internet - by Jarrett Cohen]

== UNIVERSITY and the RIAA ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 102'''

Suits brought against members of University by the RIAA bring up issues revolving around the role and identity of University and copyright. Universities are being asked to absorb financial and non-monetary costs of the record companies' enforcement. Is this enforcement also compromising student privacy? Does this limit access to genuine educational resources? How do we provide opportunities for new creative expression through digital mediums?

'''Facilitators'''

* [http://wendy.seltzer.org/ Wendy Seltzer], Berkman Center for Internet & Society Fellow
* [http://cyber.law.harvard.edu/home/doc_searls Doc Searls], Berkman Center for Internet & Society Fellow
* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

'''Resources'''

* [http://www.thecrimson.com/article.aspx?ref=518638 Wendy Seltzer / Charles Nesson Op-Ed on the RIAA to the Harvard Crimson]
* [http://torrentfreak.com/riaas-ip-gathering-techniques-about-to-be-busted/ RIAAâs IP Gathering Techniques About to be Busted | TorrentFreak]
* [http://consumerist.com/consumer/bullying/congressmen-who-took-money-from-the-riaa-send-chiding-letters-to-universities-257422.php Bullying: Congressmen Who Took Money From The RIAA Send Chiding Letters To Universities]
* [http://arstechnica.com/news.ars/post/20070424-judge-denies-riaa-request-to-reconsider-attorneys-fees-award.html Judge denies RIAA request to reconsider attorneys' fees award]
* [http://www.thecrimson.com/article.aspx?ref=518283 The Harvard Crimson :: Opinion :: A Case for Information]

== Open Access at UNIVERSITY â OpenCourseWare and Beyond ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 101'''

MITâs OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the worldâs thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of âlifeâ â how do we make it âlivingâ knowledge to be shared and developed with learners around the world?

'''Facilitators'''

* [http://web.mit.edu/newsoffice/2002/ocw-0424.html Anne Margulies], Executive Director, MIT OpenCourseWare
* [http://www.hewlett.org/Programs/Education/Staff/msmith.htm Marshall Smith], Director, Education, Hewlett Foundation
* Elizabeth Stark, Founder Harvard Free Culture Club, Harvard Law School 3L
* [http://cnx.org/ Joel Thierstein], Executive Director, Rice University Connexions

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* How do we create open access journals that are fiscally sustainable?
* Do extension schools dilute the brand of a university?
* Should that even matter?
* If successful, will anyone take the degrees seriously?
* Will normal graduates resent extension students?
* What are the financial and the business models for making a vision of openness possible and sustainable?
* Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?
* In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?
* What role will (and what role should) the libraries and museums play in defining how open our universities should be?
* How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?
* How do we maintain and guarantee the quality of information as openness increases?
* If you were to create a trustworthy "open" organization (or an organization to which you entreat openness) what would this type of organization look like?
* How should we define openness, particularly in opposition to some concept or definition of closed?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* How do you balance benefits and rights of enrolled/paying students and 'open' university participants?
* Who should pay for the content in open education?
* Is open education elitist?

== UNIVERSITY Relationship Building â Power, Funding and Transparency ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 200'''

The relationships between University and the primary funders of knowledge creation--business, philanthropy, and government--are growing increasingly complicated. How does the open access movement change those relationships? What steps need to be taken to build more fruitful bonds? How can the diversity of interests within University best be accommodated?

'''Facilitators'''

* John Wilbanks, Executive Director, Science Commons
* Christopher J. Mackie, Associate Program Officer, Mellon Foundation

'''Participants'''

'''Questions from the website / Starting points for discussion '''

* What would it mean to create an "open funding relationship" between University and funders? Would it make any practical difference?
* How can funders best encourage openness and transparency within University?
* How can University best encourage openness and transparency among funders? Among other not-for-profits?
* Whose openness? Which transparency? What devils lurk in the details?

== Social and Cultural UNIVERSITY Communities Online and Off ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 100'''

How can University sponsored events leverage their reach, build communities and keep the conversations going after the conference ends? Using as a case study the Dred Scott conference held by the Charles Hamilton Houston Institute for Race and Justice in April, we will discuss how history relates to the present and future. We will consider how the internet and new technologies can help universities as they work to convene social and cultural gatherings (as opposed to purely academic).

'''Facilitators'''

* David Harris, Managing Director, Charles Hamilton Houston Institute for Race and Justice
* Dan Gillmor, Center for Citizen Media
* Darby DeChristopher, Harvard Law School AV

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

Working Groups

2007-06-01T01:39:38Z

Kmartin: /* Connecting UNIVERSITY to Basic Education */

Session 1

== UNIVERSITY Agenda for Fair Use ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 100'''

"Fair use" is a key part of the social bargain at the heart of copyright law. Copyrights give the privileges of property to creators so as to reward their efforts; fair use carves out of those privileges certain exceptions so as to assure the vitality of ongoing cultural production.

Many users of copyrighted material, however, are confused about their entitlements under the fair use doctrine. There has therefore arisen a movement to help particular "use communities" clarify their own norms in regard to fair use. The recently-published ''Documentary Filmmakers' Statement of Best Practices in Fair Use'' [centerforsocialmedia.org/fairuse] has already been of immense value to the film community in clearing permissions and in reducing the cost of "errors and omissions" insurance for the artists involved.

The time has come for a similar document to be produced to help college classroom teachers articulate their sense of what is fair and reasonable when it comes to educational use of proprietary material.

This working group will focus on how best to go about creating such a statement. Participants will be urged to bring their own practices and puzzles into the discussion for, at the end of the day, the norms of this use community will have to arise from the classroom experience and the ethics of its members.

'''Facilitators'''

* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow
* [http://www.centerforsocialmedia.org/aufderheide.html Patricia Aufderheide] Director, Center for Social Media, American University
* [http://pages.emerson.edu/faculty/E/Eric_Gordon/ Eric Gordon] Assistant Professor of New Media, Emerson College

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* To work toward developing fair use norms for classroom teachers, the following questions will be up for discussion: How in fact do you use copyrighted work in the classroom? What questions and concerns do you have about what is legal regarding the use of copy-righted materials? What are the "gray areas" for you?
* Is fair use merely a stepchild of the proprietary?
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?
* [http://www.is2k7.org/question/60#comments How should universities use technology to help students become civically engaged?]
* [http://www.is2k7.org/question/54#comments Do we have a responsibility to archive the transitorily available media that exists online? If works lose their economic value (go out of print) before they enter the public domain, how can we ensure that they are preserved for later public domain use?]
* How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?

== How universities can support open access ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 101'''

The ways in which professors, academics and students and professionals release their work into the world are changing. The old models of scholarly publishing, in which most work is turned over to a publishing company just to be purchased back by the Universities from which it originated, are challenged as the printing press is replaced by digital distribution. How can Universities advance open access (OA) models of scholarly communication through OA repositories and OA journals?

'''Facilitators'''

* [http://www.eecs.harvard.edu/~shieber/ Stuart Shieber], Welch Professor of Computer Science, Harvard University
* [http://www.earlham.edu/~peters/ Peter Suber], Research Professor of Philosophy at Earlham College and Open Access Project Director at Public Knowledge

'''Participants'''
* Michael Fisher, Editor-in-Chief, Harvard University Press

'''Questions from the website / Starting Points for Discussion '''
* [http://www.is2k7.org/question/38#comments How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?]
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* A lot of people think of property rights as against openness and freedom. Can we conceive of a property scheme that promotes freedom?
* [http://www.is2k7.org/question/43#comments How do you balance benefits and rights of enrolled/paying students and 'open' university participants?]
* How should we define openness, particularly in opposition to some concept or definition of closed?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* [http://www.is2k7.org/question/37#comments How do we create open access journals that are fiscally sustainable?]

== Progressing UNIVERSITY General Counsels on Intellectual Property Issues ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 506'''

How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?

'''Facilitators'''

* [http://www.tfisher.org/ Professor Terry Fisher], Harvard Law School Professor, Berkman Center Director

'''Participants'''
* [http://wendy.seltzer.org/ Wendy Seltzer], Fellow, Berkman Center; Founder, [http://www.chillingeffects.org/ Chilling Effects Clearinghouse]

'''Questions from the website / Starting Points for Discussion '''

* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?
* [http://www.is2k7.org/question/45#comments How is intellectual property defined?]
* How does the internet change models of authority (social, intellectual, hierarchical)? What does this mean for Harvard, the most "authoritative" -- because best known? -- univesity in the world.
* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?

== Connecting UNIVERSITY to Basic Education ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 107'''

What is University's role in guiding elementary education? Through empowering and enabling local teachers and volunteers throughout the world through collaborative development of teaching materials with luminaries in various academic disciplines, we can connect University to all children in the world, offering children who may not necessarily have access to traditional systems that lead them to University the chance to connect nonetheless. With a project such as One Laptop per Child, and its initiative to facilitate a universal library, University can connect in more direct and actionable ways to the basic education movement, and address the needs of local students and teachers across different cultures.

'''Facilitators'''

* [http://www.laptop.org/vision/people/SJKlein/ SJ Klein], Director of Content, One Laptop Per Child
* [http://cyber.law.harvard.edu/home/ethan_zuckerman Ethan Zuckerman], Berkman Center for Internet & Society Fellow, Co-Founder Global Voices
* [http://www.law.harvard.edu/administration/its/faculty/instructional.php#pitf Harvard PITF Program]

'''Participants'''

* [http://conversationbase.com/blog Critt Jarvis], Conversation Base LLC - planning an enabling technology workshop for [http://http://www.projecthonduras.com/conference/ Conference on Honduras 2007] - education, healthcare, community building

'''A Few Notes on the Harvard PITF Program'''
* [Early Beginnings and Evolution]
* [A Model for Faculty Engagement]

'''Questions from the website / Starting Points for Discussion '''

* How can we make Harvard's course material available to the world, not just those chosen few who can attend in person? How can we harness technology and make distance-learning a richer experience for distance-learners and enrolled students?
* [http://www.is2k7.org/question/13#comments How will bringing this breadth of specialized knowledge (expressed in an accessible way to any school child) change what academics do to remain legitimate and relevant?]
* [http://www.is2k7.org/question/10#comments What role will (and what role should) the libraries and museums play in defining how open our universities should be?]
* [http://www.is2k7.org/question/47#comments Should lectures from the classroom be made available to the world via podcast and web video?]
* [http://www.is2k7.org/question/51#comments Are universities limiting access to knowledge resources by not digitizing or rationalizing collections?}
* [http://www.is2k7.org/question/33#comments How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?]
* Is Harvard prepared to redefine its place in the changing world? The role and job security of professors? The confidentiality of students and research?
* The dissemination of information is the internet's biggest asset. We can allow people to share whatever they want. But, in the end, the success lies in public interest. How can we turn that interest in our favor?
* Is the Internet the best tool ever, for learning ? If so, what does it take to get all the teachers,learners and people from all over the planet(from Kindergarden to the University) to convert from old forms of learning/teaching to this new methodology? And what is the best methodology of learners and teachers in Cyberspace?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?

== UNIVERSITY and its Library ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 102'''

Librarians are the navigators of knowledge and access at University. As search and content companies further engage in the realm of University and its Library, how do the roles of library, librarians, and library tools evolve, particularly into digital space? With libraries embracing new content delivery services, creating their own digital taxonomies and resources, and negotiating new relationships with users and vendors, what are the implications for our greatest repositories of knowledge? New tools for mining, mashing up, and networking knowledge are evolving everyday, so how do libraries interface with copyright issues while still forwarding the mission of scholarship? Is there a conflict?

'''Facilitators'''

* [http://www.johotheblog.com David Weinberger], Berkman Center for Internet & Society Fellow
* [http://librarian.net Jessamyn West], Rural Technologist & [http://metafilter.com MetaFilter] moderator
* Cathy Norton, Librarian, Woods Hole Institute

'''Participants'''

* [http://muddyriver.us/newlib/ Ken Liss], Boston College
* [http://store.mfashop.org/mfa-publications.html Matthew Battles], MFA Boston

'''Questions from the website / Starting Points for Discussion '''

* What's the appropriate balance between library ownership of content versus rental of content?
* What is the library's role in advocating for fair use and other approaches to an increasingly restrictive copyright environment?
* In fact, what should librarians be advocating for in general?
* How much control is it appropriate for libraries to exert over vendor choices in an effort to maximize access for themselves and their patrons, both faculty and students?
* If we didn't have a library, what would we build?
* What exactly are librarians expert in?
* How can librarianship usefully become a distributed function?
* Libraries : Knowledge :: Live theater : entertainment?
* What is the role of librarians in the age of "good enough" knowledge?

== The Digital Identity of UNIVERSITY ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 107'''

With digital tools such as message boards, social networks, and search engines making University and its clientsâ identities more public than ever, navigating the integrated media landscape for students and other members of University has become increasingly difficult. In a world where anonymous postings can have lasting effects on the professional and personal lives of students, and when University clients and their digital identities can be expressions of the University as a whole, this workshop will focus on how we begin to navigate this space and how we form the digital identity of University.

'''Facilitators'''

* [http://cyber.law.harvard.edu/home/john_clippinger John Clippinger], Berkman Center for Internet & Society Fellow
* [http://umtentertainment.org/bios/ckelly.html Chris Kelly], Vice President of Corporate Development and Chief Privacy Officer, Facebook
* Anthony Ciolii, AutoAdmit

'''Participants'''

* Jarret Cohen

* [http://conversationbase.com/blog Critt Jarvis], Co-Founder and Lead Architect, Conversation Base LLC

* Matthew Battles

'''Questions from the website / Starting Points for Discussion '''

* Do we need a method for editing our past? *That* is the google question.
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?

'''Resources'''

* [http://media.www.hlrecord.org/media/storage/paper609/news/2007/04/12/Opinion/Free-Expression.On.The.Internet-2838281.shtml Free Expression on the Internet - by Jarrett Cohen]

== UNIVERSITY and the RIAA ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 102'''

Suits brought against members of University by the RIAA bring up issues revolving around the role and identity of University and copyright. Universities are being asked to absorb financial and non-monetary costs of the record companies' enforcement. Is this enforcement also compromising student privacy? Does this limit access to genuine educational resources? How do we provide opportunities for new creative expression through digital mediums?

'''Facilitators'''

* [http://wendy.seltzer.org/ Wendy Seltzer], Berkman Center for Internet & Society Fellow
* [http://cyber.law.harvard.edu/home/doc_searls Doc Searls], Berkman Center for Internet & Society Fellow
* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

'''Resources'''

* [http://www.thecrimson.com/article.aspx?ref=518638 Wendy Seltzer / Charles Nesson Op-Ed on the RIAA to the Harvard Crimson]
* [http://torrentfreak.com/riaas-ip-gathering-techniques-about-to-be-busted/ RIAAâs IP Gathering Techniques About to be Busted | TorrentFreak]
* [http://consumerist.com/consumer/bullying/congressmen-who-took-money-from-the-riaa-send-chiding-letters-to-universities-257422.php Bullying: Congressmen Who Took Money From The RIAA Send Chiding Letters To Universities]
* [http://arstechnica.com/news.ars/post/20070424-judge-denies-riaa-request-to-reconsider-attorneys-fees-award.html Judge denies RIAA request to reconsider attorneys' fees award]
* [http://www.thecrimson.com/article.aspx?ref=518283 The Harvard Crimson :: Opinion :: A Case for Information]

== Open Access at UNIVERSITY â OpenCourseWare and Beyond ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 101'''

MITâs OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the worldâs thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of âlifeâ â how do we make it âlivingâ knowledge to be shared and developed with learners around the world?

'''Facilitators'''

* [http://web.mit.edu/newsoffice/2002/ocw-0424.html Anne Margulies], Executive Director, MIT OpenCourseWare
* [http://www.hewlett.org/Programs/Education/Staff/msmith.htm Marshall Smith], Director, Education, Hewlett Foundation
* Elizabeth Stark, Founder Harvard Free Culture Club, Harvard Law School 3L
* [http://cnx.org/ Joel Thierstein], Executive Director, Rice University Connexions

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* How do we create open access journals that are fiscally sustainable?
* Do extension schools dilute the brand of a university?
* Should that even matter?
* If successful, will anyone take the degrees seriously?
* Will normal graduates resent extension students?
* What are the financial and the business models for making a vision of openness possible and sustainable?
* Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?
* In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?
* What role will (and what role should) the libraries and museums play in defining how open our universities should be?
* How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?
* How do we maintain and guarantee the quality of information as openness increases?
* If you were to create a trustworthy "open" organization (or an organization to which you entreat openness) what would this type of organization look like?
* How should we define openness, particularly in opposition to some concept or definition of closed?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* How do you balance benefits and rights of enrolled/paying students and 'open' university participants?
* Who should pay for the content in open education?
* Is open education elitist?

== UNIVERSITY Relationship Building â Power, Funding and Transparency ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 200'''

The relationships between University and the primary funders of knowledge creation--business, philanthropy, and government--are growing increasingly complicated. How does the open access movement change those relationships? What steps need to be taken to build more fruitful bonds? How can the diversity of interests within University best be accommodated?

'''Facilitators'''

* John Wilbanks, Executive Director, Science Commons
* Christopher J. Mackie, Associate Program Officer, Mellon Foundation

'''Participants'''

'''Questions from the website / Starting points for discussion '''

* What would it mean to create an "open funding relationship" between University and funders? Would it make any practical difference?
* How can funders best encourage openness and transparency within University?
* How can University best encourage openness and transparency among funders? Among other not-for-profits?
* Whose openness? Which transparency? What devils lurk in the details?

== Social and Cultural UNIVERSITY Communities Online and Off ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 100'''

How can University sponsored events leverage their reach, build communities and keep the conversations going after the conference ends? Using as a case study the Dred Scott conference held by the Charles Hamilton Houston Institute for Race and Justice in April, we will discuss how history relates to the present and future. We will consider how the internet and new technologies can help universities as they work to convene social and cultural gatherings (as opposed to purely academic).

'''Facilitators'''

* David Harris, Managing Director, Charles Hamilton Houston Institute for Race and Justice
* Dan Gillmor, Center for Citizen Media
* Darby DeChristopher, Harvard Law School AV

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

Working Groups

2007-06-01T01:38:47Z

Kmartin: /* Connecting UNIVERSITY to Basic Education */

Session 1

== UNIVERSITY Agenda for Fair Use ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 100'''

"Fair use" is a key part of the social bargain at the heart of copyright law. Copyrights give the privileges of property to creators so as to reward their efforts; fair use carves out of those privileges certain exceptions so as to assure the vitality of ongoing cultural production.

Many users of copyrighted material, however, are confused about their entitlements under the fair use doctrine. There has therefore arisen a movement to help particular "use communities" clarify their own norms in regard to fair use. The recently-published ''Documentary Filmmakers' Statement of Best Practices in Fair Use'' [centerforsocialmedia.org/fairuse] has already been of immense value to the film community in clearing permissions and in reducing the cost of "errors and omissions" insurance for the artists involved.

The time has come for a similar document to be produced to help college classroom teachers articulate their sense of what is fair and reasonable when it comes to educational use of proprietary material.

This working group will focus on how best to go about creating such a statement. Participants will be urged to bring their own practices and puzzles into the discussion for, at the end of the day, the norms of this use community will have to arise from the classroom experience and the ethics of its members.

'''Facilitators'''

* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow
* [http://www.centerforsocialmedia.org/aufderheide.html Patricia Aufderheide] Director, Center for Social Media, American University
* [http://pages.emerson.edu/faculty/E/Eric_Gordon/ Eric Gordon] Assistant Professor of New Media, Emerson College

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* To work toward developing fair use norms for classroom teachers, the following questions will be up for discussion: How in fact do you use copyrighted work in the classroom? What questions and concerns do you have about what is legal regarding the use of copy-righted materials? What are the "gray areas" for you?
* Is fair use merely a stepchild of the proprietary?
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?
* [http://www.is2k7.org/question/60#comments How should universities use technology to help students become civically engaged?]
* [http://www.is2k7.org/question/54#comments Do we have a responsibility to archive the transitorily available media that exists online? If works lose their economic value (go out of print) before they enter the public domain, how can we ensure that they are preserved for later public domain use?]
* How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?

== How universities can support open access ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 101'''

The ways in which professors, academics and students and professionals release their work into the world are changing. The old models of scholarly publishing, in which most work is turned over to a publishing company just to be purchased back by the Universities from which it originated, are challenged as the printing press is replaced by digital distribution. How can Universities advance open access (OA) models of scholarly communication through OA repositories and OA journals?

'''Facilitators'''

* [http://www.eecs.harvard.edu/~shieber/ Stuart Shieber], Welch Professor of Computer Science, Harvard University
* [http://www.earlham.edu/~peters/ Peter Suber], Research Professor of Philosophy at Earlham College and Open Access Project Director at Public Knowledge

'''Participants'''
* Michael Fisher, Editor-in-Chief, Harvard University Press

'''Questions from the website / Starting Points for Discussion '''
* [http://www.is2k7.org/question/38#comments How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?]
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* A lot of people think of property rights as against openness and freedom. Can we conceive of a property scheme that promotes freedom?
* [http://www.is2k7.org/question/43#comments How do you balance benefits and rights of enrolled/paying students and 'open' university participants?]
* How should we define openness, particularly in opposition to some concept or definition of closed?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* [http://www.is2k7.org/question/37#comments How do we create open access journals that are fiscally sustainable?]

== Progressing UNIVERSITY General Counsels on Intellectual Property Issues ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 506'''

How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?

'''Facilitators'''

* [http://www.tfisher.org/ Professor Terry Fisher], Harvard Law School Professor, Berkman Center Director

'''Participants'''
* [http://wendy.seltzer.org/ Wendy Seltzer], Fellow, Berkman Center; Founder, [http://www.chillingeffects.org/ Chilling Effects Clearinghouse]

'''Questions from the website / Starting Points for Discussion '''

* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?
* [http://www.is2k7.org/question/45#comments How is intellectual property defined?]
* How does the internet change models of authority (social, intellectual, hierarchical)? What does this mean for Harvard, the most "authoritative" -- because best known? -- univesity in the world.
* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?

== Connecting UNIVERSITY to Basic Education ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 107'''

What is University's role in guiding elementary education? Through empowering and enabling local teachers and volunteers throughout the world through collaborative development of teaching materials with luminaries in various academic disciplines, we can connect University to all children in the world, offering children who may not necessarily have access to traditional systems that lead them to University the chance to connect nonetheless. With a project such as One Laptop per Child, and its initiative to facilitate a universal library, University can connect in more direct and actionable ways to the basic education movement, and address the needs of local students and teachers across different cultures.

'''Facilitators'''

* [http://www.laptop.org/vision/people/SJKlein/ SJ Klein], Director of Content, One Laptop Per Child
* [http://cyber.law.harvard.edu/home/ethan_zuckerman Ethan Zuckerman], Berkman Center for Internet & Society Fellow, Co-Founder Global Voices
* [http://www.law.harvard.edu/administration/its/faculty/instructional.php#pitf Harvard PITF Program]

'''Participants'''

* [http://conversationbase.com/blog Critt Jarvis], Conversation Base LLC - planning an enabling technology workshop for [http://http://www.projecthonduras.com/conference/ Conference on Honduras 2007] - education, healthcare, community building

'''A Few Notes on the Harvard PITF Program'''
* Early Beginnings and Evolution
* A Model for Faculty Engagement

'''Questions from the website / Starting Points for Discussion '''

* How can we make Harvard's course material available to the world, not just those chosen few who can attend in person? How can we harness technology and make distance-learning a richer experience for distance-learners and enrolled students?
* [http://www.is2k7.org/question/13#comments How will bringing this breadth of specialized knowledge (expressed in an accessible way to any school child) change what academics do to remain legitimate and relevant?]
* [http://www.is2k7.org/question/10#comments What role will (and what role should) the libraries and museums play in defining how open our universities should be?]
* [http://www.is2k7.org/question/47#comments Should lectures from the classroom be made available to the world via podcast and web video?]
* [http://www.is2k7.org/question/51#comments Are universities limiting access to knowledge resources by not digitizing or rationalizing collections?}
* [http://www.is2k7.org/question/33#comments How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?]
* Is Harvard prepared to redefine its place in the changing world? The role and job security of professors? The confidentiality of students and research?
* The dissemination of information is the internet's biggest asset. We can allow people to share whatever they want. But, in the end, the success lies in public interest. How can we turn that interest in our favor?
* Is the Internet the best tool ever, for learning ? If so, what does it take to get all the teachers,learners and people from all over the planet(from Kindergarden to the University) to convert from old forms of learning/teaching to this new methodology? And what is the best methodology of learners and teachers in Cyberspace?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?

== UNIVERSITY and its Library ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 102'''

Librarians are the navigators of knowledge and access at University. As search and content companies further engage in the realm of University and its Library, how do the roles of library, librarians, and library tools evolve, particularly into digital space? With libraries embracing new content delivery services, creating their own digital taxonomies and resources, and negotiating new relationships with users and vendors, what are the implications for our greatest repositories of knowledge? New tools for mining, mashing up, and networking knowledge are evolving everyday, so how do libraries interface with copyright issues while still forwarding the mission of scholarship? Is there a conflict?

'''Facilitators'''

* [http://www.johotheblog.com David Weinberger], Berkman Center for Internet & Society Fellow
* [http://librarian.net Jessamyn West], Rural Technologist & [http://metafilter.com MetaFilter] moderator
* Cathy Norton, Librarian, Woods Hole Institute

'''Participants'''

* [http://muddyriver.us/newlib/ Ken Liss], Boston College
* [http://store.mfashop.org/mfa-publications.html Matthew Battles], MFA Boston

'''Questions from the website / Starting Points for Discussion '''

* What's the appropriate balance between library ownership of content versus rental of content?
* What is the library's role in advocating for fair use and other approaches to an increasingly restrictive copyright environment?
* In fact, what should librarians be advocating for in general?
* How much control is it appropriate for libraries to exert over vendor choices in an effort to maximize access for themselves and their patrons, both faculty and students?
* If we didn't have a library, what would we build?
* What exactly are librarians expert in?
* How can librarianship usefully become a distributed function?
* Libraries : Knowledge :: Live theater : entertainment?
* What is the role of librarians in the age of "good enough" knowledge?

== The Digital Identity of UNIVERSITY ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 107'''

With digital tools such as message boards, social networks, and search engines making University and its clientsâ identities more public than ever, navigating the integrated media landscape for students and other members of University has become increasingly difficult. In a world where anonymous postings can have lasting effects on the professional and personal lives of students, and when University clients and their digital identities can be expressions of the University as a whole, this workshop will focus on how we begin to navigate this space and how we form the digital identity of University.

'''Facilitators'''

* [http://cyber.law.harvard.edu/home/john_clippinger John Clippinger], Berkman Center for Internet & Society Fellow
* [http://umtentertainment.org/bios/ckelly.html Chris Kelly], Vice President of Corporate Development and Chief Privacy Officer, Facebook
* Anthony Ciolii, AutoAdmit

'''Participants'''

* Jarret Cohen

* [http://conversationbase.com/blog Critt Jarvis], Co-Founder and Lead Architect, Conversation Base LLC

* Matthew Battles

'''Questions from the website / Starting Points for Discussion '''

* Do we need a method for editing our past? *That* is the google question.
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?

'''Resources'''

* [http://media.www.hlrecord.org/media/storage/paper609/news/2007/04/12/Opinion/Free-Expression.On.The.Internet-2838281.shtml Free Expression on the Internet - by Jarrett Cohen]

== UNIVERSITY and the RIAA ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 102'''

Suits brought against members of University by the RIAA bring up issues revolving around the role and identity of University and copyright. Universities are being asked to absorb financial and non-monetary costs of the record companies' enforcement. Is this enforcement also compromising student privacy? Does this limit access to genuine educational resources? How do we provide opportunities for new creative expression through digital mediums?

'''Facilitators'''

* [http://wendy.seltzer.org/ Wendy Seltzer], Berkman Center for Internet & Society Fellow
* [http://cyber.law.harvard.edu/home/doc_searls Doc Searls], Berkman Center for Internet & Society Fellow
* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

'''Resources'''

* [http://www.thecrimson.com/article.aspx?ref=518638 Wendy Seltzer / Charles Nesson Op-Ed on the RIAA to the Harvard Crimson]
* [http://torrentfreak.com/riaas-ip-gathering-techniques-about-to-be-busted/ RIAAâs IP Gathering Techniques About to be Busted | TorrentFreak]
* [http://consumerist.com/consumer/bullying/congressmen-who-took-money-from-the-riaa-send-chiding-letters-to-universities-257422.php Bullying: Congressmen Who Took Money From The RIAA Send Chiding Letters To Universities]
* [http://arstechnica.com/news.ars/post/20070424-judge-denies-riaa-request-to-reconsider-attorneys-fees-award.html Judge denies RIAA request to reconsider attorneys' fees award]
* [http://www.thecrimson.com/article.aspx?ref=518283 The Harvard Crimson :: Opinion :: A Case for Information]

== Open Access at UNIVERSITY â OpenCourseWare and Beyond ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 101'''

MITâs OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the worldâs thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of âlifeâ â how do we make it âlivingâ knowledge to be shared and developed with learners around the world?

'''Facilitators'''

* [http://web.mit.edu/newsoffice/2002/ocw-0424.html Anne Margulies], Executive Director, MIT OpenCourseWare
* [http://www.hewlett.org/Programs/Education/Staff/msmith.htm Marshall Smith], Director, Education, Hewlett Foundation
* Elizabeth Stark, Founder Harvard Free Culture Club, Harvard Law School 3L
* [http://cnx.org/ Joel Thierstein], Executive Director, Rice University Connexions

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* How do we create open access journals that are fiscally sustainable?
* Do extension schools dilute the brand of a university?
* Should that even matter?
* If successful, will anyone take the degrees seriously?
* Will normal graduates resent extension students?
* What are the financial and the business models for making a vision of openness possible and sustainable?
* Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?
* In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?
* What role will (and what role should) the libraries and museums play in defining how open our universities should be?
* How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?
* How do we maintain and guarantee the quality of information as openness increases?
* If you were to create a trustworthy "open" organization (or an organization to which you entreat openness) what would this type of organization look like?
* How should we define openness, particularly in opposition to some concept or definition of closed?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* How do you balance benefits and rights of enrolled/paying students and 'open' university participants?
* Who should pay for the content in open education?
* Is open education elitist?

== UNIVERSITY Relationship Building â Power, Funding and Transparency ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 200'''

The relationships between University and the primary funders of knowledge creation--business, philanthropy, and government--are growing increasingly complicated. How does the open access movement change those relationships? What steps need to be taken to build more fruitful bonds? How can the diversity of interests within University best be accommodated?

'''Facilitators'''

* John Wilbanks, Executive Director, Science Commons
* Christopher J. Mackie, Associate Program Officer, Mellon Foundation

'''Participants'''

'''Questions from the website / Starting points for discussion '''

* What would it mean to create an "open funding relationship" between University and funders? Would it make any practical difference?
* How can funders best encourage openness and transparency within University?
* How can University best encourage openness and transparency among funders? Among other not-for-profits?
* Whose openness? Which transparency? What devils lurk in the details?

== Social and Cultural UNIVERSITY Communities Online and Off ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 100'''

How can University sponsored events leverage their reach, build communities and keep the conversations going after the conference ends? Using as a case study the Dred Scott conference held by the Charles Hamilton Houston Institute for Race and Justice in April, we will discuss how history relates to the present and future. We will consider how the internet and new technologies can help universities as they work to convene social and cultural gatherings (as opposed to purely academic).

'''Facilitators'''

* David Harris, Managing Director, Charles Hamilton Houston Institute for Race and Justice
* Dan Gillmor, Center for Citizen Media
* Darby DeChristopher, Harvard Law School AV

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

Working Groups

2007-06-01T01:38:11Z

Kmartin: /* Connecting UNIVERSITY to Basic Education */

Session 1

== UNIVERSITY Agenda for Fair Use ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 100'''

"Fair use" is a key part of the social bargain at the heart of copyright law. Copyrights give the privileges of property to creators so as to reward their efforts; fair use carves out of those privileges certain exceptions so as to assure the vitality of ongoing cultural production.

Many users of copyrighted material, however, are confused about their entitlements under the fair use doctrine. There has therefore arisen a movement to help particular "use communities" clarify their own norms in regard to fair use. The recently-published ''Documentary Filmmakers' Statement of Best Practices in Fair Use'' [centerforsocialmedia.org/fairuse] has already been of immense value to the film community in clearing permissions and in reducing the cost of "errors and omissions" insurance for the artists involved.

The time has come for a similar document to be produced to help college classroom teachers articulate their sense of what is fair and reasonable when it comes to educational use of proprietary material.

This working group will focus on how best to go about creating such a statement. Participants will be urged to bring their own practices and puzzles into the discussion for, at the end of the day, the norms of this use community will have to arise from the classroom experience and the ethics of its members.

'''Facilitators'''

* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow
* [http://www.centerforsocialmedia.org/aufderheide.html Patricia Aufderheide] Director, Center for Social Media, American University
* [http://pages.emerson.edu/faculty/E/Eric_Gordon/ Eric Gordon] Assistant Professor of New Media, Emerson College

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* To work toward developing fair use norms for classroom teachers, the following questions will be up for discussion: How in fact do you use copyrighted work in the classroom? What questions and concerns do you have about what is legal regarding the use of copy-righted materials? What are the "gray areas" for you?
* Is fair use merely a stepchild of the proprietary?
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?
* [http://www.is2k7.org/question/60#comments How should universities use technology to help students become civically engaged?]
* [http://www.is2k7.org/question/54#comments Do we have a responsibility to archive the transitorily available media that exists online? If works lose their economic value (go out of print) before they enter the public domain, how can we ensure that they are preserved for later public domain use?]
* How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?

== How universities can support open access ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 101'''

The ways in which professors, academics and students and professionals release their work into the world are changing. The old models of scholarly publishing, in which most work is turned over to a publishing company just to be purchased back by the Universities from which it originated, are challenged as the printing press is replaced by digital distribution. How can Universities advance open access (OA) models of scholarly communication through OA repositories and OA journals?

'''Facilitators'''

* [http://www.eecs.harvard.edu/~shieber/ Stuart Shieber], Welch Professor of Computer Science, Harvard University
* [http://www.earlham.edu/~peters/ Peter Suber], Research Professor of Philosophy at Earlham College and Open Access Project Director at Public Knowledge

'''Participants'''
* Michael Fisher, Editor-in-Chief, Harvard University Press

'''Questions from the website / Starting Points for Discussion '''
* [http://www.is2k7.org/question/38#comments How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?]
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* A lot of people think of property rights as against openness and freedom. Can we conceive of a property scheme that promotes freedom?
* [http://www.is2k7.org/question/43#comments How do you balance benefits and rights of enrolled/paying students and 'open' university participants?]
* How should we define openness, particularly in opposition to some concept or definition of closed?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* [http://www.is2k7.org/question/37#comments How do we create open access journals that are fiscally sustainable?]

== Progressing UNIVERSITY General Counsels on Intellectual Property Issues ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 506'''

How are General Counsels at Universities advancing academia into the digitized age and how, as lawyers for Universities, do they view intellectual property issues? In what ways do Universities and their General Counsels need to be on the cutting edge of shared resource and knowledge promotion? How does this counter the position to keep Universities from being sued?

'''Facilitators'''

* [http://www.tfisher.org/ Professor Terry Fisher], Harvard Law School Professor, Berkman Center Director

'''Participants'''
* [http://wendy.seltzer.org/ Wendy Seltzer], Fellow, Berkman Center; Founder, [http://www.chillingeffects.org/ Chilling Effects Clearinghouse]

'''Questions from the website / Starting Points for Discussion '''

* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?
* [http://www.is2k7.org/question/45#comments How is intellectual property defined?]
* How does the internet change models of authority (social, intellectual, hierarchical)? What does this mean for Harvard, the most "authoritative" -- because best known? -- univesity in the world.
* How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?

== Connecting UNIVERSITY to Basic Education ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 107'''

What is University's role in guiding elementary education? Through empowering and enabling local teachers and volunteers throughout the world through collaborative development of teaching materials with luminaries in various academic disciplines, we can connect University to all children in the world, offering children who may not necessarily have access to traditional systems that lead them to University the chance to connect nonetheless. With a project such as One Laptop per Child, and its initiative to facilitate a universal library, University can connect in more direct and actionable ways to the basic education movement, and address the needs of local students and teachers across different cultures.

'''Facilitators'''

* [http://www.laptop.org/vision/people/SJKlein/ SJ Klein], Director of Content, One Laptop Per Child
* [http://cyber.law.harvard.edu/home/ethan_zuckerman Ethan Zuckerman], Berkman Center for Internet & Society Fellow, Co-Founder Global Voices
* [http://www.law.harvard.edu/administration/its/faculty/instructional.php#pitf Harvard PITF Program]

'''Participants'''

* [http://conversationbase.com/blog Critt Jarvis], Conversation Base LLC - planning an enabling technology workshop for [http://http://www.projecthonduras.com/conference/ Conference on Honduras 2007] - education, healthcare, community building

'''A Few Notes on the Harvard PITF Program'''
Early Beginnings and Evolution
A Model for Faculty Engagement

'''Questions from the website / Starting Points for Discussion '''

* How can we make Harvard's course material available to the world, not just those chosen few who can attend in person? How can we harness technology and make distance-learning a richer experience for distance-learners and enrolled students?
* [http://www.is2k7.org/question/13#comments How will bringing this breadth of specialized knowledge (expressed in an accessible way to any school child) change what academics do to remain legitimate and relevant?]
* [http://www.is2k7.org/question/10#comments What role will (and what role should) the libraries and museums play in defining how open our universities should be?]
* [http://www.is2k7.org/question/47#comments Should lectures from the classroom be made available to the world via podcast and web video?]
* [http://www.is2k7.org/question/51#comments Are universities limiting access to knowledge resources by not digitizing or rationalizing collections?}
* [http://www.is2k7.org/question/33#comments How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?]
* Is Harvard prepared to redefine its place in the changing world? The role and job security of professors? The confidentiality of students and research?
* The dissemination of information is the internet's biggest asset. We can allow people to share whatever they want. But, in the end, the success lies in public interest. How can we turn that interest in our favor?
* Is the Internet the best tool ever, for learning ? If so, what does it take to get all the teachers,learners and people from all over the planet(from Kindergarden to the University) to convert from old forms of learning/teaching to this new methodology? And what is the best methodology of learners and teachers in Cyberspace?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?

== UNIVERSITY and its Library ==
'''Time: Working Group Session 1, 11:00a.m.-12:45p.m.'''

'''Location: Pound Hall Room 102'''

Librarians are the navigators of knowledge and access at University. As search and content companies further engage in the realm of University and its Library, how do the roles of library, librarians, and library tools evolve, particularly into digital space? With libraries embracing new content delivery services, creating their own digital taxonomies and resources, and negotiating new relationships with users and vendors, what are the implications for our greatest repositories of knowledge? New tools for mining, mashing up, and networking knowledge are evolving everyday, so how do libraries interface with copyright issues while still forwarding the mission of scholarship? Is there a conflict?

'''Facilitators'''

* [http://www.johotheblog.com David Weinberger], Berkman Center for Internet & Society Fellow
* [http://librarian.net Jessamyn West], Rural Technologist & [http://metafilter.com MetaFilter] moderator
* Cathy Norton, Librarian, Woods Hole Institute

'''Participants'''

* [http://muddyriver.us/newlib/ Ken Liss], Boston College
* [http://store.mfashop.org/mfa-publications.html Matthew Battles], MFA Boston

'''Questions from the website / Starting Points for Discussion '''

* What's the appropriate balance between library ownership of content versus rental of content?
* What is the library's role in advocating for fair use and other approaches to an increasingly restrictive copyright environment?
* In fact, what should librarians be advocating for in general?
* How much control is it appropriate for libraries to exert over vendor choices in an effort to maximize access for themselves and their patrons, both faculty and students?
* If we didn't have a library, what would we build?
* What exactly are librarians expert in?
* How can librarianship usefully become a distributed function?
* Libraries : Knowledge :: Live theater : entertainment?
* What is the role of librarians in the age of "good enough" knowledge?

== The Digital Identity of UNIVERSITY ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 107'''

With digital tools such as message boards, social networks, and search engines making University and its clientsâ identities more public than ever, navigating the integrated media landscape for students and other members of University has become increasingly difficult. In a world where anonymous postings can have lasting effects on the professional and personal lives of students, and when University clients and their digital identities can be expressions of the University as a whole, this workshop will focus on how we begin to navigate this space and how we form the digital identity of University.

'''Facilitators'''

* [http://cyber.law.harvard.edu/home/john_clippinger John Clippinger], Berkman Center for Internet & Society Fellow
* [http://umtentertainment.org/bios/ckelly.html Chris Kelly], Vice President of Corporate Development and Chief Privacy Officer, Facebook
* Anthony Ciolii, AutoAdmit

'''Participants'''

* Jarret Cohen

* [http://conversationbase.com/blog Critt Jarvis], Co-Founder and Lead Architect, Conversation Base LLC

* Matthew Battles

'''Questions from the website / Starting Points for Discussion '''

* Do we need a method for editing our past? *That* is the google question.
* Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?

'''Resources'''

* [http://media.www.hlrecord.org/media/storage/paper609/news/2007/04/12/Opinion/Free-Expression.On.The.Internet-2838281.shtml Free Expression on the Internet - by Jarrett Cohen]

== UNIVERSITY and the RIAA ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 102'''

Suits brought against members of University by the RIAA bring up issues revolving around the role and identity of University and copyright. Universities are being asked to absorb financial and non-monetary costs of the record companies' enforcement. Is this enforcement also compromising student privacy? Does this limit access to genuine educational resources? How do we provide opportunities for new creative expression through digital mediums?

'''Facilitators'''

* [http://wendy.seltzer.org/ Wendy Seltzer], Berkman Center for Internet & Society Fellow
* [http://cyber.law.harvard.edu/home/doc_searls Doc Searls], Berkman Center for Internet & Society Fellow
* [http://www.kenyon.edu/x8146.xml Lewis Hyde], Berkman Center for Internet & Society Fellow

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

'''Resources'''

* [http://www.thecrimson.com/article.aspx?ref=518638 Wendy Seltzer / Charles Nesson Op-Ed on the RIAA to the Harvard Crimson]
* [http://torrentfreak.com/riaas-ip-gathering-techniques-about-to-be-busted/ RIAAâs IP Gathering Techniques About to be Busted | TorrentFreak]
* [http://consumerist.com/consumer/bullying/congressmen-who-took-money-from-the-riaa-send-chiding-letters-to-universities-257422.php Bullying: Congressmen Who Took Money From The RIAA Send Chiding Letters To Universities]
* [http://arstechnica.com/news.ars/post/20070424-judge-denies-riaa-request-to-reconsider-attorneys-fees-award.html Judge denies RIAA request to reconsider attorneys' fees award]
* [http://www.thecrimson.com/article.aspx?ref=518283 The Harvard Crimson :: Opinion :: A Case for Information]

== Open Access at UNIVERSITY â OpenCourseWare and Beyond ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 101'''

MITâs OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the worldâs thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of âlifeâ â how do we make it âlivingâ knowledge to be shared and developed with learners around the world?

'''Facilitators'''

* [http://web.mit.edu/newsoffice/2002/ocw-0424.html Anne Margulies], Executive Director, MIT OpenCourseWare
* [http://www.hewlett.org/Programs/Education/Staff/msmith.htm Marshall Smith], Director, Education, Hewlett Foundation
* Elizabeth Stark, Founder Harvard Free Culture Club, Harvard Law School 3L
* [http://cnx.org/ Joel Thierstein], Executive Director, Rice University Connexions

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''

* How do we create open access journals that are fiscally sustainable?
* Do extension schools dilute the brand of a university?
* Should that even matter?
* If successful, will anyone take the degrees seriously?
* Will normal graduates resent extension students?
* What are the financial and the business models for making a vision of openness possible and sustainable?
* Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?
* In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?
* What role will (and what role should) the libraries and museums play in defining how open our universities should be?
* How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?
* How do we maintain and guarantee the quality of information as openness increases?
* If you were to create a trustworthy "open" organization (or an organization to which you entreat openness) what would this type of organization look like?
* How should we define openness, particularly in opposition to some concept or definition of closed?
* It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
* How open or closed should Harvard university be? What is the most interesting issue in relation to this?
* What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?
* What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
* Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
* How does the university's budget allocation and procurement process create incentives for greater openness?
* How do you balance benefits and rights of enrolled/paying students and 'open' university participants?
* Who should pay for the content in open education?
* Is open education elitist?

== UNIVERSITY Relationship Building â Power, Funding and Transparency ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 200'''

The relationships between University and the primary funders of knowledge creation--business, philanthropy, and government--are growing increasingly complicated. How does the open access movement change those relationships? What steps need to be taken to build more fruitful bonds? How can the diversity of interests within University best be accommodated?

'''Facilitators'''

* John Wilbanks, Executive Director, Science Commons
* Christopher J. Mackie, Associate Program Officer, Mellon Foundation

'''Participants'''

'''Questions from the website / Starting points for discussion '''

* What would it mean to create an "open funding relationship" between University and funders? Would it make any practical difference?
* How can funders best encourage openness and transparency within University?
* How can University best encourage openness and transparency among funders? Among other not-for-profits?
* Whose openness? Which transparency? What devils lurk in the details?

== Social and Cultural UNIVERSITY Communities Online and Off ==
'''Time: Working Group Session 2, 1:45p.m.-3:30p.m.'''

'''Location: Pound Hall Room 100'''

How can University sponsored events leverage their reach, build communities and keep the conversations going after the conference ends? Using as a case study the Dred Scott conference held by the Charles Hamilton Houston Institute for Race and Justice in April, we will discuss how history relates to the present and future. We will consider how the internet and new technologies can help universities as they work to convene social and cultural gatherings (as opposed to purely academic).

'''Facilitators'''

* David Harris, Managing Director, Charles Hamilton Houston Institute for Race and Justice
* Dan Gillmor, Center for Citizen Media
* Darby DeChristopher, Harvard Law School AV

'''Participants'''

'''Questions from the website / Starting Points for Discussion '''