1. Technology and Education: The emergency of Open Educational Resources I WORKSHOP USP Recursos Educacionais Abertos Sao Paulo, 4 de Dezembro de 2008. Carolina Rossini

2. Participation and Innovation Learning continuityAccumulation ExperimentationReflection Built of Concepts Practice It is not automatic – one has to learn how to learn Nets of learning Interconnection Collaboration Inductor Environment Inductor agents

3. Implementation Resources Learning Content Tools Source: Ahrash Bissel - ccLeran

4. Implementation Resources Learning Content Tools Full courses, course materials, content modules, learning objects, collections, journals Text on OER slides are licensed GNU FDL v1.2 http://www.gnu.org/licenses/fdl.html

5. Implementation Resources Learning Content Tools Software to support the creation, delivery, use and improvement of open learning content including searching and organization of content, content and learning management systems, content development tools, and on-line learning communities.

6. Implementation Resources Learning Content Tools Intellectual property licenses to promote open publishing of materials, design- principles, and localization of content. Text on OER slides are licensed GNU FDL v1.2 http://www.gnu.org/licenses/fdl.html

7. Implementation Resources Learning Content Tools Intellectual property licenses to promote open publishing of materials, design- principles, and localization of content. Full courses, course materials, content modules, learning objects, collections, journals Software to support the creation, delivery, use and improvement of open learning content including searching and organization of content, content and learning management systems, content development tools, and on-line learning communities. Text on OER slides are licensed GNU FDL v1.2 http://www.gnu.org/licenses/fdl.html

8. “…The open provision of educational resources enabled by information and education technologies, for consultation, use and adaptation by a community of users for non- commercial purposes…”

9. Examples Reference materials: Open textbooks/ learning materials: Open courses: Tools:

10. Web 2.0 The rise of Web 2.0 has radically changed the way that online communities evolve and interact; From transactions to interactions

13. Cape Town Declaration 1. Educators and learners: First, we encourage educators and learners to actively participate in the emerging open education movement. Participating includes: creating, using, adapting and improving open educational resources; embracing educational practices built around collaboration, discovery and the creation of knowledge; and inviting peers and colleagues to get involved. Creating and using open resources should be considered integral to education and should be supported and rewarded accordingly. 2. Open educational resources: Second, we call on educators, authors, publishers and institutions to release their resources openly. These open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms. Whenever possible, they should also be available in formats that are accessible to people with disabilities and people who do not yet have access to the Internet. 3. Open education policy: Third, governments, school boards, colleges and universities should make open education a high priority. Ideally, taxpayer-funded educational resources should be open educational resources. Accreditation and adoption processes should give preference to open educational resources. Educational resource repositories should actively include and highlight open educational resources within their collections.

14. Strategies for OE Open education policy: Governments, school boards, colleges and universities should make taxpayer- funded educational resources OER. Open content licenses: OER should be freely shared through open licenses which facilitate use, revision, translation, improvement and sharing. Collaborative production: Educators and students can participate in creating, using, adapting and improving OER.

15. Projects UNESCO-OER (2005) Cadernos Abertos (“open notebooks”)– FGV Law School Brazil (2006) Copyright for Librarians (2007)

16. Lessons learned Implementation needs to be relevant nation-to-nation; Implementation needs to be relevant to diferent institutional cultures; We need to build capacity inside the institutions;

17. Implementation needs to be relevant nation-to-nation

18. Implementation needs to be relevant to diferent institutional cultures

19. We need to build capacity inside the institutions;

20. Why Share for Free? Reasons to join the OER movement: 1.In you are public funded; 2.Digital technology will surpass current teaching and learning structures; 3.Cost implications on continuing to rely on Statutory Licence schemes and only very restrictive uses permitted; 4.OER are easier to manage: No complex copying limits; No restrictions on audience ie. Parents, community members and lifelong learners; Allows teachers and students to modify and share resources.

21. Why Share for Free? 4. Educational institutions (particularly those publicly funded) should leverage taxpayers money by allowing free sharing and reuse of resources. 5. Quality can be improved and costs of content development reduced by sharing and reusing. 6. Open sharing will speed up development of learning resources.

22. Why Share for Free? Sometimes it is just not worth the effort to keep educational resources locked up. If it can be of value to other people, might as well share it for free!

23. Goals Think digital and not digitized Generate “appropriate models” to adress the educational gap; Institutional marketing is a by-product not a meaningful purpose for OER.

24. Barriers to OER 1.Legal 2.Economic 3.Social

25. Legal Barriers OER Model: 1.Jurisdictions and/or Schools institutes create an online repository 2.Content is uploaded into the repository 3.The repository acts as a teaching and learning exchange between Schools

26. Legal Barriers 1.Department of Education 2.Non-government curriculum units 3.Teachers and Students Who are the content contributors?

27. Legal Barriers To ensure there is no copyright breach, content will have to travel through a gateway before it is available on the repository. Those populating the repository will need to be trained in copyright. Who will be the gatekeeper?

28. Legal Barriers Pathway to solution: 1.Provide copyright training 2.Create quality assessment team 3.Develop business rules as a guide 4.Specialist advice available when required Who will be the gatekeeper?

29. Economic Barriers 1.Potential commercialisation of educational product –selling the product internationally. 2.Concern about “freeloading” –don’t want others to use the product as they haven’t spent money on it.

30. Economic Barriers Difficult to assess the profit margin to date from international sales. Pathway to solution: –Advocate the advantages of open education –Lobby for policy change Potential Commercialisation?

31. Economic Barriers Pathway to solution: 1.Showcase limited number of resources. 2.Only part of any resource is available for free. This may act as an effective promotional and sales tool. 3.Consider savings made on purchasing new resources. Freeloading concerns…

32. Social Barriers Sense of personal ownership over the product Anxiety about others modifying the product Personal concerns…

33. Social Barriers Pathway to solution: 1.Promote advantages of open education including the equalization of educational resources internationally. 2.Promote advantages of an exchange system. –ie. able to access and modify other people’s work. 3. Attribution is required. Personal concerns…

34. A Way Forward… 1.Encourage the use of OER through Smartcopying. 2.Develop projects to assess the benefits of OER and to tackle the social barriers to sharing material.

35. A Way forward for OER 3.Create practical tools for teachers and students on how to find OER 4.Create practical tool for teachers and students on how to openly licence their material 5.Education travelling road show to teachers and students about OER

36. Emerging projects in Brazil

37. OER understood in the context of e-learning education. However, there is the necessity of adressing the case of textbooks.

38. BIS - Map of Digital exclusion The low PIB per capita, ally to existing social and regional inequalities, explains the fact that Brazilian users belong, in the great majority, to the higher classes. Source: IBGE - 2003 “In terms of computer access rates, 12,42% of the population living in urbanized areas are included; while the rate is only 0,98% in rural areas” Source: CPS/FGV (using micro data from PNAD/IBGE)

41. Debate around Textbooks The right to copy books; Value Chain of books Production; Taxpayer funding; Government funding and buying.

44. Scielo Books

45. Cape Town Declaration and Brazil Encourage educators and learners to actively participate in the emerging open education movement. Creating and using open resources should be considered integral to education and should be supported and rewarded accordingly; Open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms. Governments, school boards, colleges and universities should make open education a high priority. Ideally, taxpayer-funded educational resources should be open educational resources. Accreditation and adoption processes should give preference to open educational resources.

46. What is ccLearn? Text ccLearn is a division of Creative Commons which is dedicated to realizing the full potential of the Internet to support open learning and open educational resources (OER). Our mission is to minimize barriers to sharing and reuse of educational materials — legal barriers, technical barriers, and social barriers.

47. ccLearn promotes CC Licenses. Text CC Licenses are a form of copyright. They do not replace copyright, but instead grant a priori permissions for certain uses that would otherwise be disallowed. So the author still retains her rights to a work; she simply chooses to give away those rights she does not need or want. This makes perfect sense in education especially, since most people want to share and build off of each other’s work.

50. Text b CC Licenses support Interoperability bn bdba bnd bna p ccLearn wants education to be here: “All rights reserved” Public Domain Attribution Only b CC BY are clear, comprehensible and compatible

51. Because CC BY... Text Allows the most freedoms without giving up attribution, which is important for credibility in education Is compatible with every other CC license, allowing the most room for innovation via collaboration b Does not encroach on the freedom of potential users by enforcing a specified use: i.e. CC BY-SA requires you to share alike, even if the new work is best suited for another license ba

52. Learn Projects

53. CC Portal for Educator s Universal Education Search ODEPO Project

54. Lessons learned Implementation needs to be relevant nation-to-nation; Implementation needs to be relevant to diferent institutional cultures; We need to build capacity inside the institutions;

55. “Thus, this book speaks. It has a voice that allows you to read yourself and you are invited to contribute to its writing.” Pierre Lévy Thank you!!!! crossini@cyber.law.harvard.edu carolina.rossini@gmail.com