Authors:
Ville Isomöttönen
and
Tommi Kärkkäinen
Affiliation:
University of Jyväskylä, Finland
Keyword(s):
Intellectual Property Rights, Project-Based, Creativity.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Learning/Teaching Methodologies and Assessment
;
Project Based Learning and Engineering Education
Abstract:
Intellectual property rights (IPR) constitute a topic that is unavoidably encountered in digitalizing learning
environments but that has received little attention as a separate educational research topic. In a project course
context where students ideate and implement open data-themed projects, and hence IPR questions are highly
relevant, we have learned that students readily perceive this matter as a side topic and tackle it without much
deliberation. To improve students’ awareness of IPR questions, we modified our course arrangements. This
article analyzes and discusses students’ responses to IPR in this setting. We found that students consider
IPR a challenge, and we argue that they must be “habituated” to think over this matter. The temporariness,
incompleteness, and potential humor of educational projects constrain students’ interest in IPR, while the
perceived relevance of a project topic increases their interest. Students altogether appreciate that IPR questions
are raised and
need to be agreed on within teams.
(More)