In 2010 Secker et al., (2010) examined staff attitudes to lecture capture and concerns about copyright and IPR were cited by several academics. Jisc (2010) produced guidance on the legal considerations of lecture recording highlighting the importance of copyright, however, this survey is the first research to be undertaken since changes were made to UK copyright law in October 2014. The amendments widened the educational exceptions to copyright, specifically Section 32 (Illustration for Instruction) and Section 30 (Quotation, Criticism and Review). The survey collected data about how different institutions might be interpreting these exceptions with regards to lecture recordings.
The paper illustrates a mixed picture with regards to institutional policies. For example 31% of institutions have no documented approach or formal IPR policy for lecture recording despite recommendations that they should (Jisc, 2010). Only 29% of respondents have an institutional IPR policy with the remaining 40% having an informal, less well-documented approach. In addition to this nearly half of institutions (45%) did not consult widely with the academic community before introducing lecture capture. Meanwhile 45% of institutions have taken the decision not to ask for individual consent from those being recorded.
The paper will explore some of the conflicts that arise, for example requiring lecturers to obtain permission for the use of third party content as well as advising them to rely on copyright exceptions. In most institutions (94%) lecturers are expected to take responsibility for all rights issues. Even though this responsibility is shared with others, ultimately the lecturer often has to make decisions about which content to include. The majority of respondents (63%) try to give helpful examples to support lecturers make fair dealing choices, but leave the ultimate decision up to them. Only 3% actually monitor recordings to see if uses of copyright material are permitted under law. These findings are particularly interesting to consider in the context of risk-management and attitudes towards open practice.
The findings are being used to develop good practice guidelines for institutions, which will be presented. The paper concludes by sharing the authors’ on-going work to embed copyright literacy into institutional practices as part of digital capabilities and open practices.
Secker, J, Bond, S., and Grussendorf, S. (2010) Lecture capture: rich and strange, or a dark art? Paper presented at ALT-C. Available at: http://eprints.lse.ac.uk/29184/
Jisc (2010) Recording Lectures: legal considerations . Available at: