Is Your Copyright in Jeopardy?: A Creative Commons Game for All Levels

Concurrent Session 6
Streamed Session

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Brief Abstract

Teach educators, librarians, etc. about Creative Commons utilizing a Jeopardy-style game that opens up discussion about common misconceptions regarding copyright, open licenses, fair use, and more. This session will encourage people to participate actively, learn more about categories they didn’t know about, and (for those in-person) collaborate on responses.

Extended Abstract

This session introduces and addresses topics relating to Creative Commons licensing in education. The Jeopardy-style format of the game allows both entry-level participants to chime in with their thoughts, as well as more advanced participants to share their knowledge. The facilitators will reveal correct answers and provide context and nuance to the discussion, and encourage an exploration of inaccurate assumptions.

The target audience includes educators of all types, librarians and support staff, and other interested parties with all levels of experience with and knowledge of Creative Commons licensing. By engaging with high-difficulty questions, we hope that audience participation will facilitate peer-learning. Low-difficulty questions allow less-knowledgeable participants to remain engaged and reinforce or correct their understanding of CC topics. Those in the middle may gain the most out of the session, by both validating previous experience and knowledge as well as encouraging further study of CC licenses.

The game format of the presentation is designed to make learning about Creative Commons a less-threatening and more entertaining prospect for people at any stage of understanding of CC. Licensing may not seem like an exciting topic to newcomers, and an introduction to CC typically offers little to those well-versed in copyright and licensing. But by using a Jeopardy-style game, participants will be faced with new concepts in a quizzing format rather than a more traditional information-dump. Those with more knowledge and experience may also be inclined to show off their knowledge, and in the process provide personal opinions on topics like creativity and copyright. The additional excitement generated by a quiz format should also encourage information recall on finer points that an audience would not usually retain in a more standard presentation.  

To reinforce the value of openly licensing educational content, the questions and answers will be made available to anyone online. The game can continue to be shared with participants’ colleagues and played at their institutions. The contents will be licensed CC-BY, Attribution. Links to sources and further reading will be embedded for those attempting the game without all of the necessary background knowledge. This means that even new initiates could use the slides as an entertaining introduction to Creative Commons.

The game itself, hosted on Factile, allows for up to 100 teams (could be individuals, or cohorts from institutions playing together), and has a “buzz-in” feature that participants will be able to access through phone, tablet, or computer. Virtual dollar amounts will be awarded by the facilitators based off of the accuracy of the answers and the totals will determine the winner. 

The categories will include: Copyright, The CC Licenses, The Public Domain, The Fine Print, and OER & CC. 

Some of the common misconceptions and questions will include:

  • What does the Non-Commercial designation apply to? 

  • Does a Creative Commons license automatically make a work an Open Educational Resource? 

  • What rights are included under Creative Commons, and what are not?

  • In what ways can Creative Commons licensing benefit educators? 


Session outcomes:

  • Introduce Creative Commons concepts to those with no familiarity with CC

  • Encourage adoption, familiarization, or further research into CC

  • Discuss Creative Commons, Open Educational Resources, and pedagogy best practices

  • Explain why online learning in particular benefits from CC and OER

  • Address access issues in emergency remote teaching, pedagogy, and equity and inclusion