New ideas for updating the software architecture department dating online woomen

When it does take place, curricular redesign tends to focus on particulars rather than the big picture.

Rarely do we step back to fundamentally assess the raison d'etre for a given curriculum — to examine the essential cultural factors that undergird that curriculum and the purposes for which it was created.

In this context, this article presents ideas for an approach based in the principles of instructional design to updating the curriculum for online courses.

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Fair use exemptions and the TEACH Act (and its implications for distance education) allow very narrow uses of some small parts of copyrighted materials.

Faculty members have other pathways to content: They can create their own content; use content released to the public domain; access open-source (and royalty-free) resources; or use content released through various Creative Commons licenses. Apart from those legitimate avenues, course developers are sometimes tempted to take decidedly riskier and ill-advised routes, swiping content off the World Wide Web without checking the content's provenance, ownership, or rights protection.

Before student-created works are used for future courses, publications, or other similar applications, faculty members and administrators need to ensure that students officially release their rights for those purposes in writing.

Commercialization of a curriculum raises its own legal issues, which are often further complicated because commercialization of a curriculum often requires that it be changed substantively.

An academic course becomes a commercial work once it is used as part of a profit-making venture, outside the bounds of the umbrella implicit in an institution's nonprofit status.