1. Policies for Success on the New Learning Object Frontier Veronica Diaz, University of Arizona Patricia McGee, The University of Texas at San Antonio Copyright 2004. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.

2. Definition A Learning Object is considered to be any digital asset that is intended to be used to achieve a learning objective and can be re-used in different contexts

3. Ownership Models Sharing/Reciprocal Model  Focus is on support of learning activities; sharing occurs across institutions Contribution Pedagogy Model  Focus is on objects embedded with pedagogy; participants contribute to object development Intellectual Capital/Appropriative Model  Focus is on ownership/control of object; contribution of resources is significant

4. Policy Considerations Institutional Intellectual Property Policies Ownership & Control Management Distribution Support Maintenance

5. Intellectual Capital Rise of centers and Use of institutional resources  Distributed Learning Continuum  Team of specialists Disconnection of product from institution  Instructional product disaggregation

6. Intellectual property policy study 3 Models  Instructional technology  Distance education  Exemplary distance education Analytical categories  Ownership & control  Product disaggregation  Scope  Exemplary distributed learning

7. Intellectual property policy study 46 institutional policies Findings  Change in academic tradition in copyright  Models were active in addressing distributed learning  Reference to learning technology centers and use of institutional resources  Institutions are revising policies to capture new technological products  Instructional products are increasingly disaggregated in policy language

8. Key Policy Decisions For whom are the objects being designed? How will you control quality? Who will be responsible? Will objects be considered intellectual capital or intellectual philanthropy? How will objects be distributed and accessed?

9. Key Policy Decisions In what context will objects be used? How will you track use? How will you deal with student-generated objects?

10. Key Policy Decisions Which model is best for our institution/center? Who will participate in the policy negotiation/development processes? Who will define the development process and terms of ownership and control?