James L. Hilton Associate Provost for Academic IT Interim University Librarian University of Michigan James L. Hilton Associate Provost for Academic IT Interim University Librarian University of Michigan Higher Education Cyberinfrastructure and the Knowledge Economy

Guiding Beliefs Higher education is in the process of being redefined. In terms of scale, the redefinition is likely to compare with the redefinition that occurred around the rise of research universities following WWII. How we will fare on the other side of this transformation is unclear. Higher education is in the process of being redefined. In terms of scale, the redefinition is likely to compare with the redefinition that occurred around the rise of research universities following WWII. How we will fare on the other side of this transformation is unclear.

Two framings of this future Dawn © Photohome.com

Outline Formidable Forces Unbundling The emergence of the “pure property” view of ideas Forces of Hope Open Source Movement Digital Repositories and Open Access Creative Commons Cost curves and managing to abundance Mass Digitization Formidable Forces Unbundling The emergence of the “pure property” view of ideas Forces of Hope Open Source Movement Digital Repositories and Open Access Creative Commons Cost curves and managing to abundance Mass Digitization

Formidable Force I: Unbundling

Publishing

Banking

“Mass” media

Unbundling Higher Ed

Knowledge vs. Information

Projecting Value in the Audit Society

Scholarship Unbundled

Challenges Digital Divides Which students are we losing? Models of authorship Archiving interactive scholarship Oh yeah, and then there’s the question of literacy Challenges Digital Divides Which students are we losing? Models of authorship Archiving interactive scholarship Oh yeah, and then there’s the question of literacy

Formidable Force II: The Emergence of the Pure Property View of Ideas

Copyright Tour Guide

“To protect the author’s intellectual property (ideas).” If I asked, “What’s the primary purpose of copyright,” what would you answer? SURPRISE!!! The primary purpose of copyright is to promote learning. Giving authors control over their works is simply a means to that end. SURPRISE!!! The primary purpose of copyright is to promote learning. Giving authors control over their works is simply a means to that end.

How do we know that the primary goal of copyright is to promote learning? First, it says so. The Congress shall have Power…To promote the Progress of Science and the useful Arts, by securing for limited times to Authors and Inventors the exclusive right to their respective Writings and Discoveries…” United States Constitution, Article I Second, it’s a monopoly. Third, the original requirements for gaining copyright protection (i.e., registration, publication, & limited scope and endurance) were more consistent with “learning” and promoting access than with promoting property. First, it says so. The Congress shall have Power…To promote the Progress of Science and the useful Arts, by securing for limited times to Authors and Inventors the exclusive right to their respective Writings and Discoveries…” United States Constitution, Article I Second, it’s a monopoly. Third, the original requirements for gaining copyright protection (i.e., registration, publication, & limited scope and endurance) were more consistent with “learning” and promoting access than with promoting property.

The Evolution of Copyright “He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine receives light without darkening me.” The Reduced Shakespeare tm guide to 200 years of copyright OR How we got from “promoting access” to “protecting property” The Reduced Shakespeare tm guide to 200 years of copyright OR How we got from “promoting access” to “protecting property”

A few copyright surprises What do you have to do to gain copyright protection? Absolutely nothing What works are protected by copyright? Virtually everything If I contribute an idea, does copyright protect me? Nope, copyright protects expressions not ideas. Are out of print books in the public domain? Nope, protection is practically “forever” Are there simple guidelines that tell me what is and isn’t a “fair use?” Nope, only a judge can answer the question. You pay a royalty every time you buy a blank video or audio tape. What do you have to do to gain copyright protection? Absolutely nothing What works are protected by copyright? Virtually everything If I contribute an idea, does copyright protect me? Nope, copyright protects expressions not ideas. Are out of print books in the public domain? Nope, protection is practically “forever” Are there simple guidelines that tell me what is and isn’t a “fair use?” Nope, only a judge can answer the question. You pay a royalty every time you buy a blank video or audio tape.

The Evolution of Patents: “Genius” preferred but not necessary MODB Patents –Amazon.com patent # (1999) -- “One- click” buying –Priceline.com patent # (2000) -- “Buyer pricing” Defensive Patenting (e.g., IBM) Patent Office Funding Model MODB Patents –Amazon.com patent # (1999) -- “One- click” buying –Priceline.com patent # (2000) -- “Buyer pricing” Defensive Patenting (e.g., IBM) Patent Office Funding Model

At a macro level, what is happening is that copyright and patent law are moving aggressively in the direction of protecting owners and away from promoting access and learning. More importantly, our cultural understanding of the nature of ideas is shifting--even within the academy.

Who “Owns” Class Notes?

Who “Owns” the right to Publish

Who “owns” class materials?

Are Saturday game films publicity or intellectual property?Are Saturday game films publicity or intellectual property? What do we think about students asking their professors sign non-disclosure forms?What do we think about students asking their professors sign non-disclosure forms? What about professors who hesitate to work with students because they fear that the collaboration will mean that they will lose control over their intellectual property?What about professors who hesitate to work with students because they fear that the collaboration will mean that they will lose control over their intellectual property? Are Saturday game films publicity or intellectual property?Are Saturday game films publicity or intellectual property? What do we think about students asking their professors sign non-disclosure forms?What do we think about students asking their professors sign non-disclosure forms? What about professors who hesitate to work with students because they fear that the collaboration will mean that they will lose control over their intellectual property?What about professors who hesitate to work with students because they fear that the collaboration will mean that they will lose control over their intellectual property? And just when you thought it was safe…

The Punch Line For better or worse, the future of ideas is being defined by the entertainment industry via the battle between technology that is predisposed to liberate information and business models that seek to lock information down. Within the academy, how do we preserve sharing and collaboration in a world that views ideas as property? For better or worse, the future of ideas is being defined by the entertainment industry via the battle between technology that is predisposed to liberate information and business models that seek to lock information down. Within the academy, how do we preserve sharing and collaboration in a world that views ideas as property?

Force of Hope I: Open (a.k.a., Community) Source Software Movement Chandler/Westwood

The Sakai Project The University of Michigan, MIT, Stanford, Indiana University, and now over 60 other institutions have joined in an international effort to develop the next generation of software infrastructure and tools to support research and teaching. –Complete Course Management System –Research Support Collaboration System –Enterprise Services-based Portal –Tool Portability Profile Tool (i.e., clear standard for writing future tools that can extend this core set of applications) –Community (i.e., development, implementation and support) Broad Goal – interchangeable tools, components built at different places all work together and implemented at different institutions

Why UM went down the Sakai path Legacy system with no positive trajectory forward Saw market consolidation in CMS Saw the potential of tapping core competence and starting a virtuous cycle of development/teaching/research Strategic desire to blur the distinction between the laboratory/classroom between knowledge creation/digestion NRC report and the need for collaboration A moment in time opportunity (Mellon and synchronization) Leverage links between open source, open access and culture of the academy/wider world

What is SAKAI? Sakai ≠ Course Management System Sakai = Collaboration & Learning Environment

Supporting the Class

Supporting the Lab

Bringing the lab to the classroom Bringing the lab to the classroom

Jan 04 July 04May 05 Michigan CHEF Framework CourseTools WorkTools Indiana Navigo Assessment Eden Workflow Oncourse MIT Stellar Stanford CourseWork Assessment OKI OSIDs uPortal SAKAI 1.0 Release Tool Portability Profile Framework Services-based Portal Refined OSIDs & implementations SAKAI Tools Complete CMS Assessment SAKAI 2.0 Release Tool Portability Profile Framework Services-based Portal SAKAI Tools Complete CMS Assessment Workflow Research Tools Authoring Tools Dec 05 Activity: Maintenance & Transition from a project to a community SAKAI Roadmap

Sakai Community Support Developer and Adopter Support –Sakai Educational Partner’s Program (SEPP) Commercial Support –Open-open licensing – open source, open for commercialization –For fee services from some vendors will include… Installation/integration, On-going support, Training

Sakai Educational Partner’s Program (SEPP) Membership Fee: US$10K per year, 3 years Access to SEPP staff –Community development manager –SEPP developers, documentation writers Knowledgebase Developer training for the TPP Exchange for partner-developed tools Strategy and implementation workshops Seat at the Table as Sakai/SEPP develop

Force of Hope II: Digital Repository Technology/Polices and New Forms of Publishing

Force of Hope III: Emergence of the Creative Commons “some rights reserved” Approach to Copyright

Force of Hope IV: Cost Curves and Managing to Abundance

Force of Hope V: Mass Digitization

Mass Digitization Beliefs –Announcement changes the world (from “whether” to “when” from “how” to “to what ends”) –Highlights age of ubiquitous access and throws in sharp relief “information” vs. “knowledge” –If it’s not online, it won’t be read--but most monograph-length material won’t be read online

Timeline Google has been at UM for over a year working on the project. They have already begun large-scale UM has started to receive content Samples are in Google Print Large amounts in … Q2? Q3? Project “complete” in approx. 5 years (7.5 Million volumes)

Transformative Implications Broad, efficient, democratizing of access to public domain works Project as driver for … –Rationalizing IP issues –Creation of cooperative “universal” library –Exacerbating paradox of “library as place” –Facilitating “specialization” (ceding “generalist” role to Google) –Freeing up resources for related issues (e.g., institutional repositories, scholarly communication)

Final Thoughts The “transformed” university will be all about Collaboration Learning by doing Engagement with the world Access to knowledge Research a.k.a., CLEAR

Questions/Discussion