Teaching segment
| 2.Task in progress
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Main Quest 1:Definition of AIGC Legal Attributes
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Link1. Theoretical Review 1
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Teaching ContentDesign
| Teacher activities
| Student activities
| Design intent
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5 minute
| Combinethe content of the first module "Knowing Works" from the professional foundational course "Copyright Law" from last semester, guiding students to review the provisions of China's copyright law regarding the elements of the works that are protected.
Platform/Resource: “Fayi Technology” Legal DatabaseAI Generation Tool
| 1Guide students to review the content learned in the "Knowing Works" module of the Copyright Law course, revisiting the basic theoretical knowledge: the conditions for recognizing a work.
| 1Review the basic theoretical knowledge of the criteria for recognizing works with the teacher.
| Guide students to review the knowledge points learned in their major foundational courses, incorporating examples and encouraging reflection。
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| | 2In conjunction with "gorilla selfies""pig painting"and other examples, reviewthe knowledge of Article 3, Paragraph 1 of the Copyright Law.
| 2.Considering whether the works protected by copyright law must be "the intellectual achievements of humans."
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Link 2.GroupFirst round of discussion
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Teaching ContentDesign
| Teacher activities
| Student activities
| Design intent
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10minutes
| Guide students to discuss and think about the task issues through examples1
Platform/Resource:AIGeneration Tool
| Show different AIgeneration tools based onthe same language description conditions generated result examples (text to image),guiding students to analyze and discuss question 1: "Must works protected by copyright law be the intellectual achievements of humans?" and "Can AIgeneration be recognized as human intellectual achievements?", exploring the possibility of copyright protection for AIgenerated works.
| Watch different AIexamples of results generated by tools based on the same language description conditions, and discuss the questions raised by the teacher.
| Combine basic knowledge points, discuss in groups, exchange views, think deeply about problems, immerse yourself in the process of operation, and seek answers.
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Link2.Theoretical Review2
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Teaching ContentDesign
| Teacher activities
| Student activities
| Design intent
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10 minute
| Review the provisions of copyright law on "originality," and reflect on the definition of originality through the discussion of the originality of internet buzzwords.
Platform/Resource: Chaoxing Learning Pass
| 1Publish online quick response: Give examples of short titles or trending words that students are familiar with.
Using the case of "A Bite of China" as a guide, organize students to conduct original analysis on short titles or internet buzzwords, and organize students into groups to review the definition of "originality" in the work.
| 1Participate in the quiz, give examples of familiar short titles (such as "The Besieged City", "The Three-Body Problem", "The Awakening Era") and the latest internet buzzwords (such as“Life should be full ofpassion”“Class flavor””“New quality productivity”“Lying flat”etc.), each group chooses a title or phrase fororiginal analysis.
| 1. Through online quizzes and hot topics, stimulate students' enthusiasm for thinking and discussion. Combine hot examples to guide students in understanding key theoretical knowledge.
2. Ideological and Political Education in Courses: When discussing hot topics, intentionally select examples with ideological and political elements for originaldiscussion, guiding students towards positive and constructive online thoughts.
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Step 2.Group Round Two Discussion
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Teaching ContentDesign
| Teacher activities
| Student activities
| Design intent
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10minutes
| Around the knowledge point of "originality of works"studentsconduct group discussions and think about this taskquestion2.
| 1Combine“originality”theory to guide students in analyzing and discussing issues2: “Does theA I generated work meet the originality requirements stipulated by copyright law?”
| 1Discussion on the issue2: "AIDoes the generated work meet the originality requirements stipulated by copyright law?"
| Combine basic knowledge points, discuss in groups, exchange views, think deeply about problems, immerse yourself in the process of operation, and seek answers.
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| | 2Guide students to share online, using their own AIgenerated works as examples to analyze whether they possess originality.
| 2Participate in the online sharing, using your ownAI-generated work as an examplefor originalanalysis.
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Link 3:Theoretical Review 3
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Teaching ContentDesign
| Teacher activities
| Student activities
| Design intent
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30 minute
| Lead students to reviewthe basics of copyrightprinciplesthe "idea-expression dichotomy".
Platform/Resource:
Good-looking video resourceshttps://haokan.baidu.com/v?pd=wisenatural&vid=11112721721744844548
CCTV Video Resources:http://tv.cctv.com/2012/12/03/VIDA1354512311612143.shtml
Tencent Video Resources:https://v.qq.com/x/cover/yxy6gf3b0p5zc37/e0017v43c9t.html?ptag=10523
| 1. Usingthe story of "Literature and the Paintable Bamboo"to explain the basic meaning of the "idea-expression" dichotomy in copyright law.
| 1.Watch the video "With a Well-Formed Plan,"listen to the teacher's explanation, and review the basic principles of copyright law "Idea-Expression" dichotomy's fundamental meaning.
| 1.Introduce classic stories to connect knowledge points withstories and programs familiar to students, increasing the fun of learning,while provoking thought, helping students recallthe "thought-expression" dichotomybasic legal principles.
2.Course Ideology: Infiltrating the spirit of the red revolution into students through excellent clips from anti-Japanese war films and television dramas.
3Through brainstormingand discussions of hot cases, improve students' ability to analyze problems using the "thought-expression dichotomy",stimulate learning enthusiasm, and overcome learning difficulties.
4Course Ideology: Guide students to discuss the Vietnamese imitation of China's "Li Ziqi" case, helping them to establish awareness of copyright and broaden their perspectives, while also building confidence in national culture and understanding the urgency and necessity of protecting traditional national culture.
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| | 2. Combination of video materials on the War of Resistance and the "DBIT v. Motorola case", to elaborate on the category of "ideas" that copyright does not protect.
| 2. Watch comparison videos "The Sword" "Wolf Poison Flower" clips, compare the same elements in the dramas, think: whether similar themed films and TV shows infringe copyright. Listen to the teacher explain the category of "ideas" that copyright does not protect.
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| Set up a brainstorming session and hot topic discussions to analyze specific issues using the copyright "idea-expression dichotomy" principle, deepening the understanding of this fundamental theoretical knowledge.
Platform/Resource:
Beijing Newsreported "Li Ziqi suspected of being plagiarized by a Vietnamese food blogger, lawyer: the difficulty of protecting rights is relatively high"https://baijiahao.baidu.com/s?id=1670990092197719713&wfr=spider&for=pc
| 3Let students brainstorm in small groupsonlinefor ideas.
| 3Ideas in the brainstorming network.Such asshort videos, model ideas, game ideas, AIgenerated ideas, etc., freely discuss whether these ideas can be protected by copyright law.
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| | 4. Combining Vietnam's version of China's "Li Ziqi," guide students to discuss whether imitating Li Ziqi's short video shooting creativity constitutes copyright infringement.
| 4. Online Discussion: (1) Can the pastoral scenes of life filmed by Li Ziqi, the authentic living environment, and the daily labor itself be protected by copyright law?
Does a Vietnamese blogger copying the filming techniques and creativity of Li Ziqi's short videos infringe on Li Ziqi's copyright?
(3) Suggestions for copyright law protection of the traditional Chinese crafts and some intangible cultural heritage reflected in Li Ziqi and her videos.
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Link3.Group three-round discussion
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Teaching ContentDesign
| Teacher activities
| Student activities
| Design intent
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10minutes
| Guidance on the basic knowledge of copyright surrounding the "thought-expression dichotomy"studentsto conduct group discussions and reflect on this taskissues3.
| Guide students to analyze and discuss issues using the "thought-expression dichotomy" theory3:“AIIs the generated product conceptually similar to or expressively similar to the original training data?”
| Regarding the issue3: “AIIs the generated product conceptually similar to or expressively similar to the original training data?”
| Combine basic knowledge points, discuss in groups, exchange views, think deeply about problems, immerse yourself in the process of operation, and seek answers.
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3. Task completed
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Teaching ContentDesign
| Teacher activities
| Student activities
| Design intent
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5 minute
| In conjunction with the task scenario of this lesson,by reviewing the knowledge points of the foundational courses,usemultiple rounds of discussion to guide studentstodraw their own opinions and conclusions onmain task1.
| Combining the theoretical knowledge points reviewed in this lesson, namely the analysis and discussion of the three elements defining a work: "the intellectual achievements of humanity," "originality," and "the dichotomy of expression of ideas," guide students to explore the main task, that isthe legal attributes of AIGC,AIGCwhether it constitutes copyright, and the corresponding reasons。
| Follow the teacher, combine the content and discussion of this lesson, and draw your own views and conclusions on the main task of this lesson
| Summarize,enhance the ability to apply the law, and evaluate learning, discussionresults, and form your own opinions.
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