Volume 1 Issue 1 - June 2002
Sloan Consoritum

Welcome, p.2
A letter from the Editors

News, p.2
Announcements from the Online Learning Community

Courseware Ownership, p.3
Featured article by Kimberly Bonner and Kimberly Kelly, both of the University of Maryland University College

Elements of Quality Online Education, p.8
The third volume in the Sloan Consortium series on quality in online education is now available.

Want to Have Your Say and Change the World? p.9
Professor Virginia Murphy-Berman wins the Sloan-C Survey drawing.

Improving Quality in Online Education, A
Sloan-C Workshop, p.10
How do learners want to learn? How do teachers want to teach? Which practices are most effective for online learning?

Calendar, p.11
Upcoming events in Online Learning

Newsletter Registration



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Intellectual Property in Online Learning

Who owns your ideas? Who profits from them? Why should you care?

These ancient questions are now of urgent concern to higher education. As the unprecedented power of electronic communication transforms the creation and delivery of courses, intellectual property policy is central to ensuring that the best academic traditions survive and thrive.

Traditionally, faculty publications brought royalties to faculty and prestige to their institutions. Today, that custom is in question as digital publication by faculty — online courses, learning objects, simulations, interactive spreadsheets, video lectures and more — extends institutional influence to much wider markets. When faculty in for-profit schools act as purveyors rather than creators of knowledge, they "work for hire." Does undervaluation of digital work threaten faculty in non-profits with a similar kind of deprofessionalization? Does undervaluation of faculty work online threaten the quality of online learning?

Sloan-C View's answer is that the creative spirit of the academy resides with the faculty: it makes sense to accord faculty rights in proportion to the additional work that produces online learning. "Control and revenue are two sides of the coin," write Kim Bonner and Kim Kelley of the University of Maryland's Center for Intellectual Property. Their insight explains how the best thinking about IP supports faculty parity and insures that the quality of education is consistent in all the delivery modes that institutions develop. To understand who gets the glory and who gets the money, read on. . . .


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