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Whoever Reads the T&Cs Anyway?
Citation
Fluck, AE, Whoever Reads the T&Cs Anyway?, Empowering Teaching for Digital Equity and Agency: International Federation for Information Processing Technical Committee 3 Open Conference on Computers in Education (OCCE 2020), Springer Nature, T Brinda, D Passey and T Keane (ed), Switzerland, pp. 119-128. ISBN 978-3-030-59847-1 (2020) [Research Book Chapter]
Copyright Statement
Copyright 2020 IFIP International Federation for Information Processing
DOI: doi:10.1007/978-3-030-59847-1_13
Abstract
Can a teacher enrol the whole class in an online service? Is she obliged to read the terms and conditions and legally agree on behalf of the students? What if the associated privacy policy sends data overseas? Should all the parents/guardians approve instead – and how long would that take? Copyright and copyleft concepts are contested, with each of them subject to disparate terms and conditions (T&Cs). With airlines, shops and even governments providing services online, these legal agreements pose an increasing burden on the populace. This paper traces the historical invention of copyright legislation, global agreements such as the Berne convention, and subsequent dissolution of that situation. The auto-ethnographic data from 48 online services over an entire year tracks the T&Cs presented to a single individual, and the estimated professional cost of their perusal. From these data can be deduced a AU$9b per annum cost burden to Australia alone, and a more global estimate can be made of the reading burden of such agreementsworldwide. This is important to busy teachers who provide access to online educational resources in their classrooms, since their time is particularly valuable.
Item Details
Item Type: | Research Book Chapter |
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Keywords: | Terms & conditions · Privacy policies · Education · Online services |
Research Division: | Education |
Research Group: | Specialist studies in education |
Research Field: | Educational technology and computing |
Objective Division: | Expanding Knowledge |
Objective Group: | Expanding knowledge |
Objective Field: | Expanding knowledge in education |
UTAS Author: | Fluck, AE (Associate Professor Andrew Fluck) |
ID Code: | 141099 |
Year Published: | 2020 |
Deposited By: | Education |
Deposited On: | 2020-09-24 |
Last Modified: | 2020-10-16 |
Downloads: | 0 |
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