著作權法修正草案 – 數位學習面的衝擊

早上便看到這則新聞：『賣盜版光碟最高罰800萬』。標題定的不是很好，讓人有似乎著作權爭議僅是在盜版議題上打轉的印象。草案內容，還沒有看到，但根據報上所載，有些條款實在頗令人氣短。

Creative Commons 特別在 educational purpose 方面作的授權條款延伸，由 Rob Hallman(a Stanford Law School student) 所起草：

Educational Purposes. The licensor permits students or educators to copy, distribute, display, and perform the Work in whole or in part for educational purposes as defined in this section.

Educational purposes include classroom use affiliated with an educational institution, research or other projects developed and displayed exclusively for classroom use, or for the review of instructor(s), or degree-conferring committees, where:

Educational institutions include individuals, corporations or trusts, commercial or noncommercial, whose primary purpose is educational, and whose educational purpose is demonstrable through governmental recognition or through comportment consistent with a customary understanding of educational purpose among practitioners in the field.

Classrooms include the traditional classroom setting as well as other recognized forums for instruction or coursework that are administered by an educational institution. On-line and other nontraditional ‘classrooms’ will be considered classrooms for the purposes of this definition where they are the forum for a legitimate course, seminar, or instructional program administered by an educational institution.

Students are a distinct, limited community currently participating with the permission of an educational institution in a course, seminar, or other program with an educational purpose offered by that institution. Student status is coextensive with the duration of the course, seminar, or program.

Educators are full-time or part-time/adjunct faculty, administration or staff of an educational institution.

又，另有一文"Slow Start for Long-Awaited Easing of Copyright Restriction“介紹教育工作者在課堂上所可能遇到的智財權問題。

回到淡江大學的企圖。沒有類似 copyleft 或 creative commons 的解套模式出現之前，想要仿效 open courseware, 那在課程上線後，真正的問題可能才要開始。廖漢騰在『台灣文化研究失職了嗎？數位學習及數位典藏的沈默』一文中提到：

台灣文化研究選擇不介入「數位學習」及「數位典藏」這兩個國家計劃是背離了其批評又創造的心靈活動的。

與著作權使用息息相關的教育界，在此次草案擬定當中的立場為何？

同樣的，如果著作權新聞還是會以「盜版」來架構陳述新聞脈絡，或是視盜版為著作權首要「對抗」之敵人，那我們的數位學習環境，恐怕在可見的未來，仍難讓學生跳脫出只是蒐集 information source 的大倉庫(too much information, too little wisdom?)。這個趨勢，我們已經可以在鄒景平老師的這篇 blog 中，瞧出一些端倪。