Intellectual Property Strategy for 'Interactive Storybook' of the project: Protecting Digital Educational Innovations

1. Introduction

1.1 Securing Innovation: The Role of IP in Digital Educational Tools

In the evolving landscape of educational technology, intellectual property (IP) is a critical basis for supporting innovation and creativity (Lemley, 2004). As digital tools continue to redefine learning paradigms, IP protection can ensure that creators can share their inventions with the confidence that their contributions will be recognised and protected. This section discusses the importance of IP in the area of digital educational resources and emphasises its key role in creating a secure environment for educational innovation and sharing. To clarify, consider the case of educational applications that have transformed traditional learning paradigms through interactive experiences; such innovations succeed when their unique methodologies and content are secured by meaningful intellectual property rights (Lemley, 2004). For example, applications such as Duolingo have used IP rights to protect their unique interactive language learning methods, establishing a precedent for digital educational tools (WIPO, 2021).

1.2 Navigating the Chapter: Aims and Importance of IP Considerations

The aim of this chapter is to provide an overview of the IP strategy that has been developed for the 'Interactive Storybook', a digital educational tool created as part of a PhD research project. This discourse is not only about claiming intellectual property rights but also about exploring a framework that maintains the integrity of academic and creative activity (Lessig, 2004). In defining this IP strategy, the chapter aims to emphasise the project's commitment to ethical practice while navigating the complexities of IP law in the digital era. This chapter aims to bridge the gap between theoretical IP constructs and their practical application in the edtech sector, providing insights into how creators can navigate the IP landscape to secure and enhance the value of their educational innovations (Lessig, 2004). Specifically for the 'Interactive Storybook', understanding IP is key to protecting the creative storytelling approach that distinguishes this tool from traditional educational resources.

1.3 Blueprint for Analysis: Structuring the IP Discourse

The structure of this chapter is designed to provide a coherent flow from the introduction of basic IP concepts to the strategic application of these principles to the 'Interactive Storybook'. It begins with a basic understanding of intellectual property rights and proceeds to identify the specific components of the prototype that are subject to protection (Bently et al., 2022). The discussion then moves to a review of relevant IP legislation, followed by a strategic approach to securing and managing these rights. The chapter considers potential challenges, addresses ethical considerations and concludes with a view to the future implications of this IP strategy for the development of the research project. To keep the discourse accessible, complex legal principles are deconstructed and related to the practical aspects of the Interactive Storybook project, providing practical insights for educators and creators in the digital environment (Bently et al., 2022). Each section methodically builds on the previous one, culminating in an exploration of the particular IP challenges and opportunities presented by the 'Interactive Storybook', thereby providing a comprehensive guide for similar digital education initiatives.

2. Understanding Intellectual Property

2.1 IP basics: Understanding Intellectual Property

Intellectual property (IP) is the foundation upon which the creation of digital educational content is supported. At its core, IP refers to creations of the intellect, such as inventions, literary and artistic creations, designs, and symbols, names and images used in commerce. In the context of educational technology, IP covers a wide range of elements - from written content and curricula to software, applications and user interfaces. Understanding these elements is important for educators and developers to create and share digital content in an ethically responsible and legally compliant manner. Intellectual property rights not only facilitate innovation by protecting the interests of creators, but also play a key role in the sharing and development of educational methods in a digital context. This basic understanding is further supported by the World Intellectual Property Organisation (2021), which provides insights into what constitutes intellectual property, while Bently et al. (2022) represents a comprehensive view of the scope of intellectual property rights. Lloyd (2020) explores the legal aspects of software, applications and user interfaces. In addition, Litman (2006) focuses specifically on the application of copyright law in the digital realm, which is directly relevant to the creation of digital educational content. The rapidly evolving digital landscape has led to significant changes in intellectual property law, particularly in education, where new forms of content creation and distribution are constantly emerging (Hargreaves, 2011).

2.2 IP in EdTech: Understanding copyright, trademarks and patents in digital education

There are three primary forms of intellectual property in digital education: copyright, trademarks and patents. Copyright protects original creations, including literary works, graphics, and software, as discussed in World Intellectual Property Organization (2016). Trademarks protect symbols, names and slogans that identify and distinguish products or services, a concept described in detail in the WIPO Intellectual Property Handbook (2004). Patents protect new inventions or technical solutions in accordance with the standards defined by World Trade Organization (1994). Each type of intellectual property plays a critical role in protecting the assets and efforts of creators who create innovations at the convergence of education and technology. For example, the distinctive branding of educational software through trademarks can significantly impact market awareness, while patents in educational hardware showcase the technological advancements that enhance the learning experience. These concepts are summarised in 'The Digital Dilemma' by the National Research Council (2000), which explores the intricacies of IP in the digital environment. The intersection of IP and education is also explored by Willinsky (2017), providing a context for securing digital content in the education sector.

2.3 Identification of IP elements: Distinctive features for IP protection: Identifying the protectable aspects of this project's 'Interactive Storybook'.

The Interactive Storybook includes several specific elements that may be eligible for IP protection. The narrative method, referred to as ‘Literary Relay’, is a specific approach to storytelling that could be protected by copyright, as described in ‘Understanding Copyright and Related Rights’ by the WIPO (2016). The original written content, story structures and possibly even the method of storytelling, if thoroughly documented and original, could be considered for protection. ‘Copyright Law in a Nutshell’ by Mary LaFrance (2017) provides a clear understanding of how copyright law relates to original written content and story structures. To qualify for such protection, the Literary Relay method needs to demonstrate a level of originality and innovation that distinguishes it from a basic storytelling technique to a pedagogical innovation, a concept further explored in ‘Intellectual Property: The Law and Practice of Copyright, Trademarks, Patents, and Trade Secrets’ by Bouchoux (2013). Considering the widespread use of various educational methods, it might be challenging to establish the originality of the literary relay method, which requires detailed documentation and innovative application.

2.4 Multiple forms of IP: aligning project features with appropriate IP protection

It is important to consider the appropriate form of IP protection for each element of the project. While textual content is automatically protected by copyright on creation, the name of the storybook and any individual logos or branding materials can be trademarked. This protects against unauthorised use and indicates to consumers the source of the educational content. The process of trademarking educational content, especially in the digital education context, requires strategic consideration of legal eligibility and potential educational impact. For comprehensive guidance on intellectual property policy and trademark use, the ‘WIPO Intellectual Property Handbook’ (2004) is an important resource. ‘The Trademark Manual of Examining Procedure (TMEP)’ (2023) details the procedures for the trademark process, and ‘Kerly's Law of Trade Marks and Trade Names’ (Mellor et al., 2011) provides an in-depth insight into the protection of branded materials through trademarks. In addition, ‘Strategic Brand Management’ by Keller et al. (2008) offers a strategic perspective on managing IP assets such as names and logos in the digital education space.

2.5 Creative expression and legal protection: The Case for Protecting the Literary Relay and Branding Features

The ‘Literary Relay’ method and the distinctive logos or icons created for the storybook are the creative expressions of the project. While protecting the method as a process may present challenges, thorough documentation of its distinctive application could support a trade secret or copyright claim if it can be demonstrated to be original and unique (Scotchmer, 2004). The logos and icons, as the visual identity of the storybook, could be protected through trademark registration, providing a legal defence against unauthorised use. The balance between intellectual property protection and the educational sharing philosophy is a delicate one; legal protections are essential but should be carefully designed so as not to stifle the collaborative and open approach to educational efforts. Understanding how intellectual property rights interact with open educational resources is important, as excessively strict enforcement of intellectual property rights could impede the collaborative approach inherent in modern educational initiatives.

2.6 Beyond templates: Claiming original content within a pre-designed framework

While using the Wix platform provides a stable starting point for design and functionality, it is the original content such as the text, custom graphics and structural changes that becomes protectable intellectual property. Although the Wix template itself is not individually protectable, the unique combination of elements and the way they are presented can create a distinct intellectual creation eligible for copyright protection. This distinction is based on the legal principle that while templates serve as a canvas, the resulting educational content, infused with original thought and educational purpose, may become a protected expression under copyright law. This aspect of copyright protection for original content added to templates is explained in ‘Copyright Law in a Nutshell’ by LaFrance (2017). For a more in-depth understanding of the legal considerations for digital content created using platforms such as Wix, ‘Legal Protection of Digital Information’ by Hollaar (2002) is a useful resource. In addition, ‘Intellectual Property in the New Technological Age’ by Lemley et al. (2020) provides comprehensive information on how intellectual property law applies to digital innovation and content creation on online platforms. The increasing role of user-generated content on platforms such as Wix emphasises the importance of distinguishing between the template and the original educational content added by users, which may be eligible for copyright protection.

3. IP components of the pilot prototype

The protection of Intellectual Property (IP) is key to securing the innovative aspects of any digital educational resource. For the Interactive Storybook of this project, identifying and protecting the valuable IP assets is important to maintain its sustainability and usefulness.

3.1 Identification of IP assets in this project's Interactive Storybook

The Interactive Storybook is an intellectual asset at the convergence of creativity and pedagogy. At the core of this digital creation is the 'Literary Relay' methodology, a pedagogical approach that facilitates collaborative storytelling. This methodology, combined with the storybook's unique narrative and design elements, are potential IP assets. The originality and documentation of these elements are key to establishing copyright claims, providing legal support for the intellectual effort and creative imagination behind this initiative (Bently et al., 2022). Understanding the intricacies of IP protection in the digital context is further informed by Cole’s (2009) perspective on copyright. In addition, the distinctive brand elements of the Interactive Storybook can be protected under trademark law, as discussed in ‘Trademarks and Unfair Competition: Law and Policy’ by Dinwoodie and Janis (Dinwoodie and Janis, 2018).

3.2 Distinguishing between copyright, trademarks and trade secrets

In outlining the boundaries of the intellectual property associated with the storybook, it is important to distinguish between the different forms of protection available. Copyright covers the original literary content of the interactive storybook, and this is documented by Bouchoux (2013). Trademark law could protect the unique symbols and titles that form the storybook's brand identity, a concept further clarified in ‘Principles of Intellectual Property Law’ (Colston, 1999). Trade secrets might include proprietary methodologies and development processes that must be confidential and provide a competitive advantage, as discussed in the study by Klasa et al. (2018) on trade secret protection. Each form of IP right provides a different dimension of legal support, which collectively form a solid defence of the Storybook's intellectual assets. Each form of IP protection, while distinct, contributes to a comprehensive legal framework for the ‘Interactive Storybook’, providing protection for all aspects of its creation.

3.3 Specificity of IP Claims for Literary Relay and Branding Elements

The ‘Literary Relay’ approach, a key element of the Storybook, could be protected as a trade secret or copyrightable process, depending on its originality, documentation and lack of clarity, which may mean that the process or method is not publicly known or easily understood, a characteristic that may make it eligible for trade secret protection, as discussed in the work of Klasa et al. (2018). At the same time, the Storybook's title and distinctive logos, key to its identity and market presence, are prime targets for trademark registration, guided by the authoritative insights of McCarthy (1996). This dual strategy of IP claims strengthens the legal position of the educational resource, securing exclusive rights to its use and laying the foundations for its brand value in the competitive environment of educational resources (Stokes, 2019).

Clarity:

This new approach to storytelling, based on a collaborative and sequential design, can enable the continuous development of a narrative by various contributors. It's an intellectual creation, potentially copyrightable as an original pedagogical method because of its structured and original approach to storytelling. This aspect of the work may be protected under copyright law, as discussed in ‘Digital Copyright’ by Litman (2006), which provides insights into how such structured and original storytelling methods can be protected when adapted into digital formats.

Evidence and examples:

Historical precedents, such as the protection of the 'Choose Your Own Adventure' storytelling method, may provide an opportunity for unique storytelling techniques to be granted intellectual property protection (Vicary and Fraley, 2007). Similar protection strategies can be considered for the 'Literary Relay' method, adapting these precedents to the digital context. This is supported by Blair (2020) providing a contemporary perspective at the legal challenges surrounding 'Choose Your Own Adventure', and Halbert (2000) whose analysis of the politics of intellectual property rights can provide insights into how such unique methods have been legally approached.

Choose Your Own Adventure uses a unique digital storytelling approach, characterised by several key elements

Interactive and collaborative storytelling: This approach abandons traditional linear storytelling and enables readers to make choices that control the narrative, making them active participants. This shift is in line with the principles discussed by Rajendran and Md Yunus (2021).

Branched narrative structure: The story uses a branching structure, providing multiple paths and endings, which increases reader engagement, as described by Petousi et al. (2022).

User-driven narrative development: By enabling readers to contribute to the development of the story, this method facilitates collective creativity, which is explored in "Creating a Choose-Your-Own-Adventure Library Orientation by Sewell (2021).

Digital Adaptation and Preservation: The translation of 'Choose Your Own Adventure' to digital platforms enhances interactivity and preserves these narratives for future generations. The development of such digital platforms is explored in "Interactive storytelling for video games: A player-centred approach to creating memorable characters and stories by Lebowitz and Klug (2011), and Melcer et al. (2020).

In summary, this method revolutionises storytelling by placing the reader at the core of the narrative, creating a unique and memorable experience. The historical and current impact of 'Choose Your Own Adventure' on digital storytelling can be reviewed through the study of Smed et al. (2021), and the key factors behind successful interactive narratives are referenced as by Eric and Franklin (2016).

The report's statements on IP protection are based on the legal framework of the Copyright, Designs and Patents Act 1988, which is a cornerstone of UK IP law (Carty and Hodkinson, 1989). In addition, the report is informed by contemporary academic perspectives, such as those provided by Lemley et al. (2020) which discusses current IP challenges and strategies, particularly relevant to digital educational resources.

4. Legislation and IP Law Review

In the context of digital educational tools such as the 'Interactive Storybook' of this project, understanding the legal landscape is important to secure the creative and pedagogical resources involved. This section reviews the key legal frameworks and their applicability to the project.

4.1 Key UK intellectual property legislation

The UK legal environment is established by the ‘Copyright, Designs and Patents Act 1988’ and the ‘Trade Marks Act 1994’, which collectively provide a solid framework for the effective protection of intellectual creations(Carty and Hodkinson, 1989, GOV.UK, 2023b). These laws might be particularly relevant to the Interactive Storybook, as they provide the basis for copyright and trademark registration. Recent amendments to cater for the digital environment emphasise the legal recognition of the evolving landscape of educational technology (GOV.UK, 2021). An examination of recent cases in the UK courts applying the Copyright, Designs and Patents Act 1988 to digital educational resources would provide practical insights into its application and interpretation in practice (GOV.UK, 2023a).

4.2 International IP protection and agreements

Global treaties, including the Berne Convention and the TRIPS Agreement, provide a framework for international IP protection (Carlos Maria, 2020, Organization, 2023b). For a tool such as the Interactive Storybook, which has the potential for global educational impact, these agreements may provide assurance of protection beyond the UK's boundaries (Lewinski and Lewinski, 2008, Organization, 1996a, Organization, 1996b). The Madrid system further facilitates the process of registering trademarks internationally, potentially reducing barriers to global sharing (Organization, 2023a). In addition, the complexities of pursuing IP rights in different jurisdictions, particularly in the digital environment where geographical boundaries are less clear, should be taken into account to fully understand the global IP landscape.

4.3 Applicability to educational technology

The intersection of IP law and educational technology raises questions of accessibility versus protection. Open source licences and creative community frameworks, such as those described by Kim (2007), provide alternative models that could complement traditional IP protection and offer a balanced approach to the 'interactive storybook' (Zhang and Gourley, 2009). These models support wider sharing and collaborative enhancement, which are frequently key goals for educational resources.

To exploit the potential of open-source licences and Creative Commons frameworks, the ‘Interactive Storybook’ of this project could adopt a Creative Commons Attribution-ShareAlike licence, which would enable educators and students to freely adapt and share the storybook's content, provided they attribute it correctly and distribute their contributions under the same licence. This model, which supports the educational sharing aspect of the project while protecting core intellectual property such as the literary relay method and distinctive branding, is consistent with the principles outlined by Miao et al. (2016).

An illustrative case study for the ‘Interactive Storybook’ of this project could be the approach taken by the Khan Academy, which uses a combination of copyright and open-source licensing to protect and share its educational content. The Academy's intellectual property strategy, as discussed by Inside Higher Ed (2016), provides a relevant example of how intellectual property rights can be reconciled with broad educational access, and provides valuable insights for similar digital educational tools. Exploring case studies where open source models have been successfully integrated with traditional intellectual property rights in educational settings could provide valuable lessons for implementing a similar strategy in the Interactive Storybook project.

5. IP strategy to protect the prototype

5.1 Strategy for securing intellectual property rights

In order to secure legal protection for the unique features of this project's Interactive Storybook, a multi-faceted IP strategy can be implemented. Copyright, as described by Bently et al. (2022), can protect the original narrative content and literary methods (WIPO, 1996). Trademarks, as advised by Mellor et al. (2011), can be sought for the distinctive logos. The process will include a careful review of existing trademarks, in line with official UK Intellectual Property Office guidelines (GOV.UK, 2023a), to avoid conflicts and to confirm that the Storybook brand is clear and defensible. Where there may be new technological features, Pressman and Blau (2020) can provide insight into the patent search and application process to protect these innovations.

5.2 Registration and documentation procedures

Trademarks would be registered through the UK Intellectual Property Office to secure the use of the Storybook logos and names, as their guidance is important in understanding the specifics of trademark registration in the UK, including the distinction between word and figurative marks (GOV.UK, 2023a). The strategy for securing IP rights is to distinguish between these types of marks to ensure that both the visual and verbal elements of the project's 'Interactive Storybook' are fully protected. Copyrights, which are automatically granted on creation, will be supported by careful documentation in line with GOV.UK's procedures for filing documents with the Intellectual Property Office (GOV.UK, 2022). This documentation is also vital for protecting trade secrets, with confidentiality agreements strictly managing access to sensitive information, as advised by Perritt (2005).

5.3 Managing IP assets for sustainable use

To maintain the integrity and value of the storybook's IP assets over time, a management plan can be established. This plan may include routine market monitoring to detect possible infringements, as well as periodic IP audits and updating of registration details to reflect any changes or extensions to the project, following the best practices identified in the study by Junghans and Levy (2008). In the event of unauthorised use, enforcement strategies such as cease and desist letters can be used, a process which can be guided by the strategies discussed in Reitzig's research (2004).

To illustrate real-world applications, a case study of a successful digital educational tool may be included to demonstrate effective implementation of the IP strategy. All strategies and actions will be supported by current IP law and best practice, with references to authoritative sources such as UK Intellectual Property Office guidance and case law where appropriate.

6. Challenges in IP management

6.1 Navigating IP protection for methodological processes

The protection of innovative educational methodologies such as ‘Literary Relay’ may be challenging due to their intangible characteristics. To navigate this, detailed documentation of the creation process and the application of the methodology in educational contexts is important. Alternatively, it may be worth exploring whether such methods are suitable for a utility model or a less common form of intellectual property protection, which provides a viable alternative where traditional patents don't apply (Idris, 2003). A utility model is often referred to as a "petty patent" or "innovation patent", providing protection for incremental innovations which may not meet the criteria for patentability. This may be relevant to the "literary relay" method, which may not qualify for a complete patent, but could benefit from utility model protection where available (GOV.UK, 2018, EC, 2020, WIPO, 2015). In addition, collaboration with IP experts specialising in educational technology can provide valuable insights into securing methodological processes to support the most effective protection of the Literary Relay method.

6.2 Ensuring distinctiveness in branding and design

In a digital age characterised by a proliferation of educational tools, creating a distinctive brand for this project's 'Interactive Storybook' has become increasingly complex. Conducting thorough market and legal research to confirm the uniqueness and non-infringement of the brand's intellectual property is critical. Strategies for developing a solid brand identity that engages users and stands out in the educational technology landscape are key, as detailed by Wheeler (2017). Creating a distinctive brand can benefit considerably from active user engagement and iterative feedback processes, an approach supported by insights from Millman (2011). By incorporating design thinking and UX design principles from the beginning, as suggested by Krug (2000), branding elements such as logos and user interfaces can be closely related to the end user, making the Storybook brand identity both distinctive and meaningful. In addition, the principles outlined by Neumeier (2006) could help guide the integration of brand strategy and design elements.

6.3 Limitations of pre-packaged templates

The use of pre-packaged platforms such as Wix for the storybook framework imposes limitations on the ability to secure intellectual property rights. Overcoming these limitations involves a strategy that incorporates unique design elements and features that transcend the generic template offerings, as discussed by Van Lindberg (2008). This approach can not only enhance originality, but also strengthen intellectual property claims by ensuring that the educational content provided by this project's 'Interactive Storybook' is recognised as a distinct intellectual creation. When using platforms such as Wix, it may be important to refer to the guidelines provided by Haman (2023) regarding derivative works under copyright law. In order to keep adaptations above the generic, the inclusion of unique interactive features or customised graphical elements can be important, which is consistent with the discussions in Goldstein's (1982) research on derivative rights and derivative works in copyright. These adaptations should be purposeful and enhance the educational value of the storybook, thus establishing its status as a new creation that warrants intellectual property protection, a concept further explained by Gardoce (2022) in the context of using designs from platforms such as Canva. Exploring collaborations with custom design agencies or freelance designers could also provide unique design solutions that transcend the limitations of pre-packaged templates, further strengthening the storybook's IP claims.

7. Ethical considerations in IP use

7.1 Ethical use of third-party content

In developing the Interactive Storybook for this project, it is important to use third party content ethically. This includes obtaining permissions, paying appropriate licensing fees where necessary, and providing clear attribution. Otto et al. (2007) discuss the legal and ethical issues in accessing and using third-party information, highlighting the importance of these practices. Ethical use of third-party content not only respects the legal rights of creators, but also supports a culture of mutual respect within the educational community. For example, when including images or excerpts from external sources, proper citation and adherence to copyright terms are important, as emphasised by Yale University’s (2023) guidelines for obtaining permission to use third-party content. To secure ethical use of third-party content, the ‘Interactive Storybook’ of this project is considering establishing a protocol for obtaining permissions. For example, when including an illustration by an external artist, the project will contact the artist with a formal request describing the intended use and negotiate terms, including licensing fees, to make sure that the artist's rights are respected and compensated, in line with Springer Nature’s (2023) suggested practices for third-party permissions.

7.2 Fair use and attribution in educational contexts

Fair use provisions enable limited use of copyrighted material without permission for purposes such as teaching and scholarship, provided that such use is reasonable and does not adversely affect the market for the original creation. The Storybook Project will respect these principles by making sure that any use of third-party content is within the boundaries of fair use and that all sources are accurately attributed. This approach is consistent with the framework provided by Jacob et al. (2021), which provides guidance for educators on the fair use of copyrighted material. The project adheres to fair use guidelines, as defined by the Copyright, Designs and Patents Act 1988, which provide that copyrighted material can be used for educational purposes without diminishing the market value of the original work, as discussed by Carty and Hodkinson (1989). Each use is assessed on a case-by-case basis, considering factors such as purpose and nature, to provide assurance that all borrowed material is fully attributed and used within legal boundaries. To further support fair use practices, the project will also provide clear guidelines and examples for educators and students to help them understand how to ethically and legally use copyrighted material in educational settings.

7.3 Promoting responsible IP practices

The 'Interactive Storybook' of this project aims to facilitate responsible IP practices by providing users and creators with appropriate information on the importance of IP rights. This will involve the development of educational resources on IP rights and the ethical use of content, as recommended in the guide by Illinois Tech (2021), encouraging creators to respect and secure their own and others' IP, and supporting an environment where IP is considered a valuable asset worthy of protection. By establishing a standard for IP ethics, the project expects to serve as a reference within the educational technology landscape.

8. Conclusion and future directions

8.1 Summary of the role of IP protection in the success of the prototype

The strategic use of intellectual property rights can be important for the credibility and educational sustainability of this project's 'Interactive Storybook'. Solid IP protection will not only secure the unique educational content but will also provide a firm foundation for the exploitation of the prototype in the wider community, thereby building the confidence of the creators and attracting potential supporters and partners. This concept is supported by Daly (2020), who emphasises the importance of protecting educational content in the digital space, and by the American Association of University Professors (2023), which emphasises the role of intellectual property and copyright in the academic context. Reflecting on the journey, it's also important to acknowledge the learning curve associated with IP management in digital projects, emphasising the need for ongoing training and professional development in this evolving area.

8.2 Implications for further development

The IP framework established for the Storybook paves the way for its development from a research project to a feasible project. In this section, it is expected that the secured IP rights will be further explored to identify how they can provide a range of opportunities to enhance the Storybook and potentially support innovation in the educational technology sector. In terms of real-world impact, the Interactive Storybook project could learn from the experience of platforms such as Duolingo, which has used IP rights to secure partnerships and expand its educational offering. Licensing agreements could enable the sharing of the Storybook's unique teaching methods between different educational institutions, facilitating innovation and wider reach. This approach is consistent with the findings of Palfrey (2011) which highlights the value of IP, including revenue from licensing, and the importance of IP strategy in leveraging research for commercial success. In addition, the project will explore collaborations with educational institutions and technology partners to not only extend its reach, but also to incorporate feedback for continuous improvement and further exploration.

8.3 Next steps for IP management in digital educational innovation

Ongoing awareness of IP management will be important as the Storybook adapts and grows. The study will identify strategies for tracking legal changes, maintaining IP protection, and facilitating an environment of continuous learning and adaptation. Finally, it will recommend how the experience of managing the Storybook's IP can inform wider practice in the area of digital educational resources, contributing to a dynamic interaction between innovation, law and education. The project's journey is also expected to influence policy by providing a case study for refining IP laws in digital education, advocating a balance between protection and accessibility. Studies such as those of the World Intellectual Property Organization (WIPO) could be used to demonstrate the positive correlation between well-managed IP rights and innovation in educational technologies (Office, 2021).

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