Developing educational software requires a complex environment and a range of specialized skills. The ideas that lie behind successful software are drawn from a broad pool of talent and, as mobility increases, ideas are disseminated through informal and new work practices into a wider community. This paper addresses how participants in the development process can receive appropriate acknowledgement for their contribution, even after leaving a project. It will identify team dependencies and highlight three channels for dissemination (publication, portfolio and product). Eight common myths relating to intellectual property and educational software development are explored. Finally, practices that can be applied to the software development process to ensure that all team members receive appropriate recognition. In particular, emphasis is placed on the need for strong project management practices and the up-front articulation of expectations. Copyright © 2003 The Association for Advancement of Computing in Education.
|Title of host publication||Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003|
|Editors||David LASSNER, Carmel MCNAUGHT|
|Place of Publication||Chesapeake, VA|
|Publisher||The Association for Advancement of Computing in Education|
|Publication status||Published - 2003|
CitationWilliamson, A., Kennedy, D., McNaught, C. & DeSouza, R. (2003). Credit where credit’s due: Myths about intellectual property in educational software development teams. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 3303-3311). Chesapeake, VA: The Association for Advancement of Computing in Education.