Information Underload?

ISSN： 1470-6725

Source： Education, Communication and Information, Vol.2, Iss.2-3, 2002-12, pp. : 235-236

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Abstract

Digitisation has radically enhanced our ability to copy and communicate information. As a result, it presents challenges to existing copyright law, and has precipitated a period of legislative response (represented in Australia by the Copyright Amendment [Digital Agenda] Act, 2001), and renewed contestation between copyright owners and copyright users. Copyright law seeks to balance the interests of copyright owners, who may wish to be financially compensated for the use of their intellectual property, with the wider public interest in the ready circulation of knowledge and ideas. These are issues of vital interest to universities, which have always been heavy users of copyright material, and which at the moment are vigorously investigating the potential of online delivery of their programmes. In a period of declining government funding, and global competition in tertiary education facilitated by the advent of the Internet, it is important that a restrictive copyright regime does not weaken our ability to explore the use of the Internet in education. This article argues that the authors' practical experience in developing online tertiary educational materials supports the contention by the Australian Vice Chancellors' Committee that the Digital Agenda Act inhibits educational use of the new media, through unwieldy acknowledgement requirements, potentially prohibitive cost structures and increased restrictions on usage. Practical examples of difficulties experienced and some possible solutions are provided. The article looks at other legal and protocol issues related to copyright and online delivery of tertiary education programmes, and closes with a consideration of international trends in dealing with the worldwide challenges to copyright represented by digitisation.