RE: [dvd-discuss] Teach ACT OF2001 -NOTHING to do with Teachingbut DMCATothe Classroom

["Ballowe, Charles" <CBallowe(at)usg.com>]

I have a bigger problem with this:

       (C) the transmission is made solely for, and, to the extent         
   technologically feasible, the reception of such transmission is limited 
   to--                                                                    
       (i) students officially enrolled in the course for which the        
   transmission is made; 

Where I went to school (CMU) it wasn't entirely un-common for students
to sit in on classes that they weren't officially in/had no requirement
to be in/didn't have time to do the work for and would find it quite 
useful to have the course materials other than the text books available
online. Not to mention sitting in just for lectures of interest and/or
guest speakers. Why should the government have the power to regulate who
has access to the resources of a private educational institution? If the 
school has no objections to non-students (or students not in that course)
sitting in on the classes, why should the government stop them?

-Charlie

> -----Original Message-----
> From: Michael A Rolenz [mailto:Michael.A.Rolenz@aero.org]
> Sent: Wednesday, January 30, 2002 6:38 PM
> To: dvd-discuss@eon.law.harvard.edu
> Subject: Re: [dvd-discuss] Teach ACT OF2001 -NOTHING to do with
> Teachingbut DMCATothe Classroom
> 
> 
> My thoughts exactly...except I deleted sonofabitch.....worse 
> than this, it 
> is making the idea that textbooks, lecture notes and all that 
> can be put 
> under a time limit that when it expires POOF, there goes your 
> education. 
> Whole chunks the the curriculum would not be books that you buy and a 
> lecture that you hear and the words on the black board you 
> see but digital 
> works flashing before you, that you can't keep copies 
> of....Consider too 
> that many profs hand out lecture notes that later become text 
> books.....I 
> was among the first guinea pigs for John Fridy's lecture 
> notes that later 
> became his book on advanced calculus (now 2nd. ed.). My advisor has 
> several sets of lecture notes that he could publish (but 
> hasn't). Imagine 
> they can put a DRM on the lecture notes that makes them 
> unreadable when 
> the book is published......
> 
> I need to read the report in moregorydetail but from those 
> two section 
> that caught my eye scanning through it, I'd say the whole point is to 
> prevent ANY use of digital works in the classroom that 
> doesn't expire the 
> moment the students walk out the door at the end of the 
> period.  Totally 
> negating the benefits of digital works and the ease with 
> which they can be 
> created and distributed. Personally, I always got a lot out 
> of taking my 
> own handwritten (or electronic notes that I do now) on things 
> for being 
> able to jot down insights, comments, and remembering things ("now 
> class...write out the fundmental theorem of calculus 100 times")
> 
> Recommendation: Anybody with ties to academia should give 
> this one as much 
> distribution to as many people as they can and maybe start 
> writing letters 
> and following this one NOW. The DMCA got slipped by looks 
> like they want 
> to finish the job. In a choice between progress through education and 
> protection of copyright, the Senatorial direction is clear " 
> Middle Ages 
> Here We Come"
> 
> 
> 
> 
> Ole Craig <olc@cs.umass.edu>
> Sent by: owner-dvd-discuss@eon.law.harvard.edu
> 01/30/02 03:13 PM
> Please respond to dvd-discuss
> 
>  
>         To:     <dvd-discuss@eon.law.harvard.edu>
>         cc: 
>         Subject:        Re: [dvd-discuss] Teach ACT OF2001 
> -NOTHING to do with Teachingbut DMCA 
> Tothe Classroom
> 
> 
> On 01/30/02 at 14:58, 'twas brillig and Michael A Rolenz scrobe:
> > 
> > Sorry to double post but 
> > 
> > ftp://ftp.loc.gov/pub/thomas/cp107/sr031.txt 
> > 
> [...]
> 
> >       Second, in the case of a digital transmission, the 
> transmitting 
> body 
> > 
> >    or institution is required to apply technological 
> measures to prevent 
> 
> >    (i) retention of the work in accessible form by 
> recipients to which 
> it 
> >    sends the work for longer than the class session, and (ii) 
> unauthorized 
> > 
> >    further dissemination of the work in accessible form by such 
> > recipients.
> >    Measures intended to limit access to authorized recipients of 
> >    transmissions from the transmitting body or institution are not 
> >    addressed in this subparagraph (2)(D). Rather, they are 
> the subjects 
> of 
> > 
> >    subparagraphs (2)(C). 
> >       The requirement that technological measures be 
> applied to limit 
> >    retention for no longer than the ``class session'' 
> refers back to the 
> 
> >    requirement that the performance be made as an 
> ``integral part of a 
> >    class session.'' The duration of a ``class session'' in 
> asynchronous 
> >    distance education would generally be that period during which a 
> > student
> >    is logged on to the server of the institution or 
> governmental body 
> >    making the display or performance, but is likely to vary 
> with the 
> needs 
> > 
> >    of the student and with the design of the particular 
> course. It does 
> > not
> >    mean the duration of a particular course (i.e., a 
> semester or term), 
> > but
> >    rather is intended to describe the equivalent of an 
> actual single 
> >    face-to-face mediated class session (although it may be 
> asynchronous 
> > and
> >    one student may remain online or retain access to the 
> performance or 
> >    display for longer than another student as needed to 
> complete the 
> class 
> > 
> >    session). Although flexibility is necessary to accomplish the 
> >    pedagogical goals of distance education, the Committee 
> expects that a 
> 
> >    common sense construction will be applied so that a copy or 
> phonorecord 
> > 
> >    displayed or performed in the course of a distance 
> education program 
> >    would not remain in the possession of the recipient in a 
> way that 
> could 
> > 
> >    substitute for acquisition or for uses other than use in the 
> particular 
> > 
> >    class session.
> 
>                  SonofaBITCH! I'm supposed to institute DRMs so that 
> students
> can't keep their class notes, just because the professor included a
> snippet of Knuth or Comer & Stevens?! Fsck that!
> 
>                  And from the student perspective -- the 
> long-term utility 
> of
> the lecture notes and handouts of a technical course can be enormous.
> I was checking the lecture notes for some of my programming classes
> *long* after I'd ceased being an undergrad. 
> 
>                                  Ole
> --
> Ole Craig * olc@cs.umass.edu * UNIX; postmaster, news, web; 
> SGI martyr *
> CS Computing Facility, UMass * <www.cs.umass.edu/~olc/> for 
> public key 
> 
> perl -e 
> 'print$i=pack(c5,(41*2),sqrt(7056),(unpack(c,H)-2),oct(115),10);'
> 
> 
> 
>