What we have here is a collision of the educational realm, where "content" needs to be "distributed" to students with maximum learning, and the entertainment realm, where content needs to be distributed to consumers with maximum profit.
What they need is a presentation on how to create content that can be legally shared (history of GNU, Creative Commons, and so on).
What we have here is a collision of the educational realm, where "content" needs to be "distributed" to students with maximum learning, and the entertainment realm, where content needs to be distributed to consumers with maximum profit.
The media companies have never accepted that distinction. Indeed, students have traditionally paid more for their content than entertainment consumers. If DVDs or bestsellers cost $100 each and became unusable in a couple of years, consumers would revolt. But students are a
Academic people don't bypass restrictions on content redistribution because they need to "maximize learning". They do it because they can.
While I'm sure that in many cases non-Free copyrighted material is redistributed beyond fair use in educational settings, the actual "content" is ideas, which are not subject to copyright. Therefore when a schoolteacher or professor talks about, for example, "social capital" they may or may not require their students to buy or even read Robert Putnam's books.
That sai
The amount of weight an evangelist carries with the almighty is measured
in billigrahams.
Collision of worldviews (Score:5, Insightful)
What they need is a presentation on how to create content that can be legally shared (history of GNU, Creative Commons, and so on).
Re:Collision of worldviews (Score:2)
The media companies have never accepted that distinction. Indeed, students have traditionally paid more for their content than entertainment consumers. If DVDs or bestsellers cost $100 each and became unusable in a couple of years, consumers would revolt. But students are a
Re:Collision of worldviews (Score:2)
While I'm sure that in many cases non-Free copyrighted material is redistributed beyond fair use in educational settings, the actual "content" is ideas, which are not subject to copyright. Therefore when a schoolteacher or professor talks about, for example, "social capital" they may or may not require their students to buy or even read Robert Putnam's books.
That sai