Report for Business Development Assignment: Media4teachers

Report for Business Development

Susan J. Maunders, Executive Director School of Education maunders@ stanford.edu

Hiroshi Sasaki, Project Manager Learning Design & Technology School of Education [email protected] Report for Business Development: Media4Teachers

Table of Contents

PART A: PROBLEM STATEMENT AND LITERATURE REVIEW...... 3

PROBLEM STATEMENT...... 3

REVIEW OF THE LITERATURE...... 4

PART B: DESIGN OF SOLUTION...... 6

OVERARCHING DESIGN ASSUMPTIONS...... 6

RESULTS OF ABCD ANALYSIS...... 6

DESIGN DECISIONS...... 8

DESIGN OF KEY WEBSITE PAGES...... 9

SUPPORTING WEBSITE PAGES...... 15

PART C: BUSINESS DEVELOPMENT: SUSTAINABILITY AND SCALABILITY...... 20

REQUIREMENTS FOR START-UP STAGES...... 20

THREE-YEAR PLAN...... 20

FINANCIAL PROJECTIONS...... 21

MARKETING PLAN...... 23

PART D: FEEDBACK FROM ORGANIZATIONAL REVIEWERS...... 25

FEEDBACK FROM JENNY YANCEY, YOUTHGIVE.ORG AND NEW VISIONS PRD...... 25

FEEDBACK FROM BRUCE KARMAZIN AND MARY EDDY OF THE LUMPKIN FAMILY FOUNDATION...... 27

REFERENCES CITED...... 29 APPENDIX A...... 32

2 Report for Business Development: Media4Teachers

Part A: Problem Statement and Literature Review

Problem Statement

To be prepared for the future, children need to be able to use computers for various tasks. Those tasks, and the standards which American schools need to meet, are listed in the National Technology Standards (ISTE, 2004). However, the need to get all children to a certain level of technology literacy is global.

The need is global, and it intersects with what is called the “global digital divide,” in that the greater the poverty of the child's environment, the greater the divide separating that child from participating in the knowledge economy.

Our project concerns teachers in K-12 schools throughout the world who do not know how to make or use the media they need to teach the lessons they want to teach. Schools with technology-support personnel who maintain hardware and provide up-to-date software can help teachers learn to make and use media. Other well-resourced schools can afford to send teachers to learn how to develop media at special workshops and classes.

In contrast, poorer schools, smaller schools, and schools with less support from school leadership do not have these much-needed advantages. For this reason, this issue is an education inequality issue. The children in less technologically literate schools will be less prepared to participate in the global knowledge economy.

This is a worldwide issue that touches on meeting the future needs of children everywhere. The problem is not the availability of technology. In many schools, computers sit unused because the teachers do not know how to use them.

The missing knowledge is of two types: 1) knowledge to create content to present to a class for group learning or 2) knowledge to support students in their use of computers for individual learning. In addition to the knowledge teachers need, they need other emotional and motivational supports for their learning.

In fact, many researchers are now talking of a second "digital divide," the one between media-shy teachers and tech-savvy students.

This divide must be closed before the other one can be.

Review of the Literature

There are many researchers and reporters of educational policy debates who note that education must change to support a change in the world economy that is based on innovation and knowledge (Gee, 2000, and Friedman, 2006). Some of the changes envisioned are: 1) greater global collaboration and teamwork, 2) need for deeper knowledge about subject matter, and 3) a greater need for innovative solutions in all aspects of work (Sawyer, 2006).

To prepare for participation in a knowledge economy, children need to learn in equally knowledge-rich environments now. In the need to create learning environments that stimulate collaboration, deep knowledge, and innovation, the use of media is seen as especially useful in promoting these changes.

In addition, the more an educational experience can engage all of the senses (or modalities) using multimedia, the more the student is likely to learn (Mayer, 2006). Generation M, the “millennials,” are being characterized as becoming so used to highly interactive online environments that any other form of interaction is “too slow” and not stimulating enough (McLester, 2007). As the highly interactive environments both stimulate and support those who use them more and more completely, the “digital divide” between the children who have these interactive “tools” and all of the other children worldwide without these tools, and all of the advantages those tools bring with them, grows wider.

Teachers are in a similar predicament, except that their loss is greater: they cannot keep up with their tech-savvy students and they cannot help bridge the gap for their have- not students (Bracey, 2000). “The technology gap between the schools and the rest of the world is real and it is growing,” according to Dr. Frank Press former president of the National Academy of Sciences (Bracey, 2000). Teachers are also experiencing a widening gap between themselves and other working professionals, so there are being denied equal employment opportunities.

To bridge the divide between teachers and other professionals, teachers need chances to work with media and other forms of technology. To bridge the divide between tech-savvy children and those who are not, the same exposure needs to occur. To bridge the divide between teachers and students, the exposure need is thereby doubled. Because of the stature of the teacher as cultural leader in many classrooms throughout the world, it is critical that the skills of media use be modeled by teachers so their children can see its use, even if they do not have access at home. In this way, teachers will be creating a path to the future for their students through innovative learning environments. (Brown & Campione, 1996).

Using the idea of “creating a path to the future,” the gaining of expertise by the teacher becomes a way teachers can bridge the digital divide. When teachers strive to gain expertise in a new subject, they increase the learning possibilities for more than themselves; their entire classroom learns more (Bereiter & Scardamalia, 1993). For older teachers, gaining expertise in media use is especially important because they are very uncomfortable with the possibility of being shown to have a lack of technology skills. If the gaining of expertise can occur in a community of practice, teachers will feel they have a safe place to learn (Grossman & Wineburg, 2001).

The theoretical ideas surrounding communities of learners (Brown & Campione, 1994) and communities of practice (Lave & Wenger, 1991) are important to the problem of creating an environment where teachers can learn to make and use media. If there is a way a learner can feel welcome to watch as others learn or do complex tasks, the learner can move from being a “newcomer” to that practice to being an “old timer” who has expertise and helps others much more quickly (Lave & Wenger, 1991). If the learning can occur where there is a sense of everyone learning together, even with widely varying levels of proficiency, all learners will feel more free to discover solutions for themselves (Rogoff, 2003; Brown & Campione, 1994). The new Web 2.0 tools such as social networking sites fit well with these well-supported community of practice ideas.

As the power of online learning environments becomes better understood, many researchers are talking about them as “ecosystems of activity” (Barab, Kling and Gray, 2004). In these ecosystems, a community of practice is enlarged to include the practitioners as well as coordinated system of tools to support them. If a community can create its own culture and support its members within it, its usefulness is greater. In addition, if an acceptance of seeking ideas and colleagues outside a teacher’s own local 5 Report for Business Development: Media4Teachers practice is part of that culture, the community will grow and evolve to become more and more useful to the teachers who use it (Schlager and Fusco, 2004).

The power of collaborative learning within computer environments (CSCL) has also been an area of active research which may lend ideas to our challenge. In these studies, collaborative learning is described as “how people can learn together with the help of computers” (Stahl, Koschmann & Suthers, 2006). The result is that, like other collaborative situations, the learning takes place to a large extent in the interactions among group members, yielding for each learner a greater result than he or she would have had alone. In addition, having those interactions online and archivable can greatly increase the number of people who can benefit from a shared learning environment.

The research included in this review of the literature is only the proverbial tip of the iceberg. Each area of inquiry, from the global digital divide to CSCL, has depth and breadth that is increasing exponentially as the knowledge economy gains stream. And so it shall continue to grow. Teachers and their students worldwide need to be encompassed in this exciting growth, not left behind to wonder what they are missing.

Part B: Design of Solution

Overarching Design Assumptions

We are dedicated to supporting teachers throughout the world who are attempting to bring media of all types into the educational experiences of their students. To best help these teachers, we have created the website media4teachers.org, which will offer all members of the Media4Teacherscommunity opportunities for social networking, knowledge sharing, and use of a media library.

Our design reflects our commitment to a vision of the future where teachers use media to add excitement, accuracy, and visual richness to students' learning experiences.

Our design is based on our belief that the best knowledge exchange is personal and specific to each member's needs. For this reason, we designed a solution which brings media professionals to the site to work in direct ways with teachers all over the world. We believe that the socially concerned media professionals who join the Media4Teachers community will be the best possible source of help for our teachers.

It is our hope that "each one will teach one" in a community of practice for teachers as they seek to gain skills in the creation and use of media. We anticipate that our media professionals will be proud to donate their skills and expertise to those who can benefit from them the most.

The design solution is also based on the belief that it is critical to think of media as either supplementary or participatory and support the use of both. In addition to using media to supplement classroom presentations, the design solution will encourage teachers to create opportunities for student participation in making make media to further enrich their learning.

Results of ABCD Analysis

In order to better understand the learning needs of our audience, we did an ABCE analysis. The findings were as follows:

A = Audience

Our audience is all educators who use or are interested in multimedia for teaching.

Mainly, we will focus on:

 Teachers (basically in developing countries)

 Educators doing relevant work

 Instructional designers

 Gamers

 Multimedia Developers

 Web Developers

B = Behavior

The following behaviors signal the learning problem:

 Teachers who are lacking in technology knowledge

 Teachers who don’t know how to use technology in learning settings

 Teachers who don’t have confidence about technology

 Teachers who don’t have much time to study

 Teachers who enthusiastic about integrating technologies into teaching environment

 Professionals who are interested in contributing to education in developing countries

 Professionals who are interested in multimedia pervasion in learning environments

C = Condition

Learning needs to occur because of the following conditions:

 Many students hope to use learning tools utilizing technologies even in developing countries

 Most students may have a certain level of technology knowledge and skills (depends on the situation)

 Social environment seems to require technology solution into real classroom settings

 Many schools have invested in considerable numbers of ICT devices, such as computers, printers, scanners, PC projectors, DVD players, and the like.

 Most teachers must have own PC and internet connections. (This site is assuming its users will have Internet connections.)

D = Degree

The degree to which learning is needed is:

 The audience needs to learn how they utilize those tools to help their students but not how to use it. (This purpose is not an instruction of software.)

 The audience needs to have confidence in own abilities

Design Decisions

A) Membership will be required

Everyone using the site will need to become a member before they can interact with other members. There will be two membership categories:

 Teachers /educators

 Media professionals

B) Membership will be gained by fee

Media4Teachers will require the following annual membership fees:

 Teachers/educators US $100.00 (Scholarships available)

 Media professionals US $100.00

C) Participants must qualify for membership

Media4Teachers members will be earnest teachers and relevant media professionals and must satisfy the following requirements:

 Apply for membership and be approved byMedia4Teachers membership committee  Provide a recommendation from an educational expert or professional organization  Complete an application essay which indicates commitment to the improvement of educational environments through passion for education with technology utilization D) Scholarships will be given to most teachers

Media4Teachers will provide as many scholarships as possible for teachers/educators only. Potential members will be evaluated on application essay and professional needs. This scholarship will cover annual membership fee. 10 Report for Business Development: Media4Teachers

E) Service format is for web-enabled computers (not for mobiles or PDAs for now)

F) Language of publication will be English initially. Multiple languages will be applicable in a future

G) Media assets will use Creative Commons License

Media4Teachers is adopting the Creative Commons licensing concept. All who upload any learning objects are encouraged to display the specific sign in accordance with the Creative Commons principles. See Appendix A for details.

Design of Key Website Pages

The website is a merging of three separate, successful technologies:

 Social networking

 Wiki

 Media library

The next pages show what the website looks like. Of course, the pages shown here are only screen captures of the actual HTML pages and cannot demonstrate the capacities of the pages themselves. To get a complete experience of the site, go to www.media4teachers.org.

Meet Our Members page

From this page, the social networking features of the site emerge.

Knowledge Sharing page

This page has the features of a wiki. Any information can be posted and any information can be accessed by members of the site. The search engine for this feature is integrated with the rest of the site, so information is not lost.

Media Library page Sharable learning objects are stored in the media library. All members are permitted to upload or download. The right of use is provided for all members, as is the right to post your own contributions, as long as you own the rights and can sign a Creative Commons License (see Appendix A).

In the image library, this page offers photographs that can be downloaded for the member’s own non-commercial use. To upload, use the Media Upload form shown at bottom.

Supporting Website Pages

Message Board page All members can exchange any kind of ideas, questions, concerns, etc. This is a kind of a conversation (common) room for members.

Our Mission page

To assure that members stay within the spirit of the website and the organization’s mission, the mission is posted here on the “Our Mission” page.

About this Site page

To help new members navigate through the site, the “About this Site pages helps convey where you go to do what.

How to Apply page

Because Media4Teachers works on a membership model, the interested person applies using the page.

How to Give page

There are several ways to give at Media4Teachers.org. They are giving of their time, or giving media assts they no longer need orsue.

Part C: Business Development: Sustainability and Scalability

Requirements for Start-up Stages Personnel

 Recruitment of one engineering (programming) professional

 Recruitment of one management professional (should be in charge of financial issue as well)

 Recruitment of some tech management professionals (depends on users increase)

Facilities and Equipment

 Office space (might not be necessary for initial stage)

 Office equipment

 IT equipment (computer hardware and software)

 Need to contract with rental server company

Possible Sources of Revenue

 Membership fees

 Donations

 Company Sponsorships/Site Advertising

 Grants from foundations

Three-Year Plan Planned phase Timeframe Membership Goals

Beta: Develop and test Jan 2008 to June 2008 Test members only

Phase 1: Seeding July 2008 to Jan 2009 50 members (to end of Year 1)

Phase 2: Expansion Jan 2009 to Dec 2009 500 members (to end of Year 2)

Phase 3: Sustain site Jan 2010 to Dec 2010 5000 members – or more (to end of Year 3)

Financial Projections

Income Projections 1st year Income (Beta and Phase 1)

Members Category # of members fee expected income

Scholarships for Teacher/Educator Members 25 $100.00 $2500.00

Paid Teacher/Educator Members 0 $100.00 $0.00

Professional Members 25 $100.00 $2500.00

Grant for Site Development Beta $20,000.00

Grant for Phase 1 $100,000.00

Total 50 $125,000.00

2nd year (Phase 2)

Scholarships for Teacher/EducatorMembers 150 $100.00 $15,000.00

Paid Teacher/Educator Members 100 $100.00 $10,000.00

Professional Members 250 $100.00 $25,000.00

Company sponsors/Advertising revenues 5 sponsors $10,000.00 $50,000.00

Grant for Phase 2 $100,000.00

Total 500 $200,000.00

*3rd year (Phase 3)

Scholarships for Teacher/Educators 1,500 $100.00 $150,000.00 Members

Paid Teacher/Educators Members 1,000 $100.00 $100,000.00

Professional Members 2500 $100.00 $250,000.00

Company Sponsors/Advertising revenues 8 sponsors $10,000.00 $80,000.00

Grant for Phase 3 ? ?

Total 5,000 $580,000.00

Profit/Loss Statement 1st year 2nd year 3rd year

Revenue Total $5,000.00 $50,000.00 $580,000.00

Additional Investment $120,000.00 $150,000.00 $0.00 (Grants/donations)

Personnel Expenses $80,000.00 $100,000.00 $200,000.00

Facilities $20,000.00 $50,000.00 $100,000.00

Development Related $10,000.00 $20,000.00 $10,000.00

Marketing Related $10,000.00 $10,000.00 $100,000.00

Other Costs $5,000.00 $10,000.00 $10,000.00

Expenses Total -$125,000.00 -$190,000.00 -$420,000.00

Net Income $0.00 $10,000.00 $160,000.00

Marketing Plan 1st year initial marketing plan

Period: Jan 2008 – Dec 2008

Target: Teachers/Educators and Professionals = 50

Short-term initiatives:

 Launch campaign

 Press Releases (for media/relevant associations)

 Web-based advertising

 Events (seminars for promotion purposes)

 Promotion

 Access to relevant associations

 Attending educational conferences (have a booth)

 Viral Marketing -Word of mouth through popular bloggers

Mid-to-Long-term Initiatives (Years 2 and 3):

 SEM – Keyword advertising/SEO/Web Analysis

 PR

 User Analysis

 Web initiatives –Update & fresh/on-site events & activities/Mail magazines

 Events-Contests/Competitions

Marketing Milestones

Part D: Feedback from Organizational Reviewers

Feedback from Jenny Yancey, YouthGive.org and New Visions PRD

 Presentation Date: 11/29/2007

 Participants: Jenny Yancy, Sue Maunders, and Hiro Sasaki

 Location and media: In person meeting in Mill Valley, California. Website viewed by group on large screen. Session recorded on digital recorder, with Jenny’s permission.

About this Reviewer Jenny is co-founder (with Dan Siegel) of New Visions PRD, an international philanthropic research and development organization that has consulted to major foundations and individual donors, and undertaken cutting edge research to advance philanthropy.

In 2003 they co-authored a two-year national study of the donor education field, Philanthropy's Forgotten Resource? Engaging the Individual Donor, in partnership with the Ford, Hewlett, Kellogg and Packard foundations. Siegel and Yancey have worked with numerous financial advisors on philanthropic giving with clients of wealth, and have personally advised individual donors and families in the creation and development of their strategic giving plans.

Top Line Comments from this Reviewer’s Feedback  Concept is good. Think of yourselves as “social entrepreneurs!”  The most important point is to research how to recruit members. Consider forming alliances with professional organizations for teachers.  Need to show clearly how you would begin if someone gave you money tomorrow.  Find an incubator to be non-profit organization to receive funds and lend server space

Specific Feedback about Concept and Business  “How fun” (looking at the first page and hearing the concept of site)

 The second digital divide between teachers and students is “huge” because the people overseeing the construct of training teachers for the future do not know about what teachers need to know.

 NPR story today on online learning in Springfield, IN. All about the growth of online learning programs and global impact. So much is in the press now about this issue.

 Agrees with idea that education is going to change more in the next 10 years than in the past 100.

 The most important point is to research how to recruit members, which is very much connected to sustainability and scalability.

Advice for Improvement of Concept and Business

 Need to figure out how to access to large number of teachers and media people (Needs lowest hanging fruit)

 Find out the most powerful association or organization. Need to clarify why media4teachers should be chosen. What is the differentiation in comparison to others?

 Attend educational conference or even make a booth

 Access any educational association or do networking

 Need to make marketing plan (think numbers)

 X group (which type of group?) x $ x how many people? Think of the equation for teachers and media people

 What % of paid members vs. scholarship members?

 How many years will plans cover? How long plan should be for depends on whether we would like to ask money from foundations or we would like to sustain by membership fee only. Maybe 3-5 years…might be 10 years (No rules standard)

 Make scenario if for a profit or non-profit (No formula), whether to do a for- profit or non-profit is trade-off

 Additional funds? Based on investment or organization grant? Even though grant is a little at the first stage, it will be getting larger as business grows.

 Need to think about your financial equation

 How much money do we need for this for start up and maintenance?

 If we are planning multiple language settings, need to find out that cost as well.

 Then, think financial plan

 Can we cover the cost by membership fee?

 In a sense, we need to be steward of site for all users, which will keep it sustainable by keeping the membership valuable.

Advice for Improvement of Website  Someone needs to be in a leadership role in social networking part of site

 At “Meet Our Members” page, need to add searching function to find the teachers in the same field or in the same grade, and so forth.

 User group research (for real teachers or for tech people) is needed. Feedback from real professionals will support the validity of this project. Classmates would be fine, too.

Feedback from Bruce Karmazin and Mary Eddy of The Lumpkin Family Foundation  Presentation Date: 11/30/2007

 Participants: Bruce Karmazin, Dr. Mary Eddy, Sue Maunders, and Hiro Sasaki

 Location and media: By conference phone. Reviewers were in central Illinois. Website viewed by individuals on own computers during conference call.

About these Reviewers Bruce Karmazin is the Executive Director of the foundation, with a background in law, financial planning and philanthropy. Dr. Mary Eddy is the educational consultant for the foundation, currently working on several programs in the local schools.

The Lumpkin Family Foundation states its mission as “dedicated to supporting education, preserving and protecting the environment and fostering opportunities for leadership, with special consideration to our heritage in Central Illinois.” A member of the family is a personal friend of Sue Maunders’ and introduced her to Mr. Karmazin.

Top Line Comments from this Reviewers’ Feedback

• The teachers we work with need this type of support, so need is real.

• Use grass roots strategy to grow. Using Facebook is a good idea. Also, using school network is also good idea. Like Stanford engineers group, social innovation group, and the like.

• What you are making is a conduit between teachers and media people, which could be a very powerful contribution to the education of kids.

• Understood quickly about the “peace corps for multimedia professionals” idea and saw it as a source of company sponsorships.

Specific Feedback about Concept and Business  What is teacher’s “fear” in school settings? Clarify it. For example, students have their own programs on their PC, what are they used to working with and could the teachers learn more about those?

 Clarify why technology is interesting for teachers. Some are so, but some are not. Need to think more about how this site works for teachers.

 Mission is valuable. Think about it more carefully. What are outcomes? Possible expectations teachers using site will have?

 Clarify how, at the end of the whole thing, how teachers are going to be?

 Also try to show possible effects on students

Advice for Improvement of Concept and Business  Emphasize outcomes strongly. We should say…. If you go to this site, eventually, you become like this…

 When teachers who have already known that kind of technology usage knowledge, comes to this site, what happens? Clarify their benefit to share the experience.

 Approach associations or groups of teachers and professionals.

 Clarify the real cost of programming. Actually, how many programmers or staff members do you need?

 Clarify user volume. For the time being, like up to 5,000 users?

 Marketing will be a challenging issue (getting more users).

 What about advertising? Do you plan to sell space on the site? Sponsorship with major company is also good idea before thinking about advertising. Something like… 10,000 scholarship members sponsored by Apple.

Advice for Improvement of Website  Make the site looks actively in use by more members.

 What about easy entry? Such as 30 days free trial? That gives them huge freedom. The worst that could happen is that the users may never come back. Something like easy entry and easy leave so this site could be more active, like Wikipedia.

 What about providing online interactive seminars by experts? That could make users feel there is more value from their $100 membership fee.

References Cited

Barab, S., Kling, R., & Gray, J.H. (2004). Introduction, Designing for virtual communities in the service of learning. New York, NY: Cambridge University Press.

Bereiter, C., & Scardamalia, (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.

Bracey, B. (2000). A different divide: Teachers and other professionals. Edutopia, published online 5/1/2000, accessed 11/24/07 at www.edutopia.org.

Brown, A.L. & Campione, J.C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge: The MIT Press. pp. 229-270.

Brown, A.L. & Campione, J.C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.) Inovations in learning: New environments for education. Mahwah, N.J.: Erlbaum. pp. 289- 325.

Friedman, T., (2006). The world is flat: A brief history of the twenty-first century. New York, NY: Farrar, Straus and Giroux.

Gee, J.P. (2000). Communities of Practice in the New Capitalism, Journal of the Learning Sciences.

Grossman, P. and Wineburg, S. (2001). Toward a theory of teacher community, Teachers College Record (103) 6, pp. 942-1012.

ISTE, (2004). New technology standards. Accessed 11/24/07 from www.iste.org.

Lave, J. and Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

Mayer, R. (2006). Ten research-based principles. In H. O’Neil & R. Perez (Eds.) Web-Based Learning, Mahwah, N.J.: Erlbaum. pp. 371- 390.

McLester, S. (2007) Technology literacy and the MySpace generation.

Rogoff, B., Paradise, R., Arauz, R.M., Correa-Chavez, M. & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology (2003), 54, 175-203.

Stahl, G., Koschmann, T., & Suthers, D. D. (2006). Computer-supported collaborative learning. In R. K. Sawyer, (Ed.), The Cambridge handbook of the learning sciences (pp. 409- 425). New York, NY: Cambridge University Press.

Sawyer, R. K. (2006). Conclusion: The schools of the future. In R. K. Sawyer, (Ed.), The Cambridge handbook of the learning sciences (pp. 569-580). New York, NY: Cambridge University Press.

Appendix A

Media4Teachers is adopting the Creative Commons licensing concept. All who upload any learning objects are encouraged to display the specific sign in accordance with the Creative Commons principles.

Attribution: You agree to let others copy, distribute, display, and perform your copyrighted work — and derivative works based upon it — but only if they give credit the way you request.

Noncommercial: You agree to let others copy, distribute, display, and perform your work — and derivative works based upon it — but for noncommercial purposes only.

No Derivative Works: You agree to let others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it.

Share Alike: You allow others to distribute derivative works only under a license identical to the license that governs your work.