open.michigan we want to work with you. garin fons pieter kleymeer greg grossmeier guest presentation Susan Kornfield’s Advanced Copyright Practice University of Michigan Law School

the end evolving landscape the challenges & questions a beginning: working together

Mark Shandro Begin at the end.

toward a culture of “OPEN-ness” a Global Learning Commons a culture sharing creative materials for a variety of purposes: art, music, education, research, etc. cooperative resource creation, collaboration, evaluation. defining the 21st century education landscape Where does this all lead?

faculty & students using and creating openly licensed educational media institutions supporting open access journals and open textbooks developers building openly licensed software tools on open source platforms all parties participating in innovative teaching and learning exercises How do we get there? Best highlighted by Cape Town Open Education Declaration

Public Domain: Michael Reschke From the JISC report: “potential and promise to obviate demographic, economic, and geographic educational boundaries and to promote life-long learning and personalised learning. From the JISC report: “potential and promise to obviate demographic, economic, and geographic educational boundaries and to promote life-long learning and personalised learning.

What are the main features of OER? “...educational materials and resources offered freely and openly for anyone to use and under some license to re-mix, improve and redistribute.” the content (courses & learning assets) the delivery (electronic & print media) the use and remix (copyright licensing) More in OECD, Giving Knowledge for Free: The Emergence of Open Educational Resources, 2007

What do we mean by open? “...educational materials and resources offered freely and openly for anyone to use and under some license to re-mix, improve and redistribute.”

Open licensing: Creative Commons

Public Domain All Rights Reserved Some rights reserved: a spectrum. least restrictivemost restrictive

A couple of important distinctions free, as in no fees, does not mean open open access does not mean openly licensed

The difference between OA and OER. OA: Open Access OER: Open Educational Resources OA focuses on sharing content, but no underlying licensing requirement OER includes any educational content that is shared under an open license (nix ND) OER and OA are friends

OA // OER - buddies OA OER openly licensed educational content free, permanent, full-text, online access to scientific and scholarly works

The difference between OCW and OER. OCW: Open CourseWare OER: Open Educational Resources OCW focuses on sharing open content that is developed specifically to instruct a course (locally taught) OER includes any educational content that is shared under an open license, whether or not it is a part of a course OCW is a subset of OER

OCW // OER - overlap OER OCW syllabi, lecture notes, presentation slides, assignments, lecture videos - all related to a course OCW, single images, general campus lectures, image collections, singular learning modules, paper or article

OER and eLearning: a relationship. OER may exist in electronic or paper form may not contain enough context to be “instructional” are always licensed for reuse, redistribution, and re-mixing eLearning resources exist only in electronic form are generally designed to be instructional may not always be licensed for open use

eLearning // OER - intersection OER eLearning intersection represents open, electronic, instructional resources

“culture of open-ness”

the end evolving landscape the challenges & questions a beginning: working together

source: The New York Times source: MIT

OCW Domestic

OCW International

Recent Developments source: OCW Consortium

the end evolving landscape the challenges & questions a beginning: working together

two the model for creating OER/OCW. the changing nature of teaching and learning. one CC: BY-SACC: BY-SA jfabra (flickr) CC: BY-SACC: BY-SA jfabra (flickr)

C THE challenge

one CC: BY-SACC: BY-SA jfabra (flickr) models of OCW/OER creation the model is changing

convert OER curriculum materials c into creating OER who are these people? people

need training in copyright, decision management, communication, etc. people

= time, money, training, knowledge people = risk

curriculum materials c need to be gathered, organized, managed

curriculum materials c = hard to solicit = hard to scale

staff oriented model

how else can we do this?

what about students?

Source: Regents of the University of Michigan

and a team of U-M OER specialists... for use by students, educators and self-learners... Motivated students... collaborate with faculty... to gather, review, edit, and publish course materials... worldwide.

dScribe model

dScribe Publishin g Process roles dScribe2 dScribe instructor faculty transfers course material to dScribe dScribe attends training course led by dScribe2 dScribe identifies & documents potential IP issues Class #1 Agenda: find dScribe for open.michi gan OER team reviews & clears IP issues clear IP BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell dScribe makes necessary edits to course material Class #1 Agenda: find dScribe for open.michi gan faculty reviews material: publish to U-M OER site Class #1 Agenda: find dScribe for open.michi gan publish to OER site faculty & dScribe2 connect: license material as OER faculty & dScribe2 recruit dScribe

C THE challenge

Question: Can non-lawyers make legal decisions?

our approach: Worked with legal team to craft a framework for decision-making. Built a casebook to guide dScribes in the identification and clearing process. conduct training and workshops on copyright our assertion: given an appropriate process, the right education, and moderate resources, non-lawyers can make intelligent decisions about copyright.

> breakout < Question: Can non-lawyers make copyright decisions?

What should we do with these objects? Clear objects: retain, remove, replace new yorker: 1. what’s the context? new yorker: 1. what’s the context?

New Question: Can we crowdsource copyright analysis? How can we get as many eyes on the content as possible to clear the content? What communities do this analysis already? Are there domain expert communities we could target? What resources and tools can people use? What restrictions must be in place around the content? Questions you can help us ask.

the classroom is changing two CC: BY-SACC: BY-SA jfabra (flickr) social view of learning & learning 2.0

teacher students knowledge learning happens in there somewhere? CC:BY-NC-NDCC:BY-NC-ND kioko (flickr)

learning characteristics :: connected : students, staff, & faculty :: global audience : facebook, slideshare, YouTube :: participatory : commenting as part of assignments :: project based learning : authentic assessments and real clients :: technology as a mindset, not a skill : blogs, wikis, multimedia, social networking : collaborative virtual spaces : permanent records of work and conversations more here in Kim Cofino’s presentation - “The 21st Century Classroom”

C THE challenge

the learning 2.0 experience requires openness. yet teachers and students still use non-open content

Global Learning Commons: If this is going to happen it needs to be open from the start. Question: How do we encourage faculty, staff and students to use open content from the start?

our assertion: given an appropriate resources, encouragement, and incentives faculty, staff, and students can create content that is open and can legally be shared as OER. our approach: We have resources that provide people with guidance. We have student dScribes who can assist in creating OER. We can publish content on our Open.Michigan OER site. We offer workshops and other consulting.

> breakout < Question: What suggestions do you have to encourage creating open content from the start? What incentives are there for participation? How do we encourage creators to think beyond “tech transfer”? How do we assist faculty in holding on to the copyright they have? What policies might we encourage the institution / departments to adopt open? How do we navigate the fact that we will using technologies we cannot envision today? Will faculty see this as meddling in their autonomy or is it an opportunity for collaboration?

the end evolving landscape the challenges & questions a beginning: working together

Colin Rhinesmith -

We were made BY Ryan Junell