1. Understanding Open Licensing when working with Open Educational Resources
Dr. Cable Green Director of Open Education

2. Except where otherwise noted, this work is licensed under:
Big remix – with special thanks to:
David Wiley
Nicole Allen
John Hilton
Dave Ernst
David Harris
TJ Bliss

3. Handwriting Printing Press Internet
Copying a book
$1000s per copy
$1s per copy
$0.0001s per copy
Distributing a book
CC BY: David Wiley

4. Internet Enables
Copyright Forbids
CC-BY slide by David Wiley

5. Open Educational Resources
Any kind of teaching materials – textbooks, syllabi, lesson plans, videos, readings, exams

6. Open Educational Resources
(1) Free and unfettered access, and
(2) Free copyright permissions to engage in the 5R activities

7. open ≈ free
The ENTIRE INTERNET is free

8. free is assumed online

9. open > free

10. open = free + permissions

11. The 5Rs CC-BY slide by David Wiley Retain Make and own copies Reuse
Use in a wide range of ways
Revise
Adapt, modify, and improve
Remix
Combine two or more
Redistribute
Share with others
CC-BY slide by David Wiley

12. retain is fundamental

13. retain is prerequisite to revise and remix watch out for publisher “artificial scarcity” models

14. Permissions to Teachers and Students
Cost to Students
Permissions to Teachers and Students
Commercial Textbooks
Expensive
Restrictive
Library
Resources
Free
Open Educational Resources
5Rs
CC-BY slide by David Wiley

15. The U.S. Bureau of Labor Statistics has released some comparative data to mark the start of a new academic year.
From January 2006 to July 2016, the Consumer Price Index for college tuition and fees increased 63 percent. That compares to 21 percent for all items.
During the same period, consumer prices for college textbooks increased 88 percent.

16. of students decided against buying a required textbook because of cost
65%
of students decided against buying a required textbook because of cost
US PIRG Report,

17. 50%
of students said that cost of textbooks impacted how many and which classes they took
US PIRG Report,

18. 82%
of students felt they would do significantly better in a course if textbook was available for free
US PIRG Report,

20. Nonprofit organization Open copyright licenses Founded in 2001
Operates worldwide Teams in 87 countries

21. CC is the law catching up with the way the internet actually works.

22. Step 1: Choose Conditions
Attribution
ShareAlike
NonCommercial
NoDerivatives

23. Step 2: Receive a License

24. 2424
most freedom
OER
Not OER
least freedom

25. puts the “open” in OER

26. CC-BY image by Creative Commons

27. CC-BY image by Creative Commons

28. stateof.creativecommons.org/2015
CC-BY image by Creative Commons
stateof.creativecommons.org/2015

29. How is OER changing higher education?

30. Washington Community Colleges
English Composition I
62,000+ enrollments / year
x $128 textbook
≈ $8 Million every year

31. opencourselibrary.org
saved students an estimated $8.3 million dollars to date, more than quadruple the state’s initial investment
One of the earliest major programs to pursue open textbooks as a textbook affordability strategy comes from Washington State. The state legislature recognized that most of the enrollments in community and technical colleges were concentrated in a small number of courses, and therefore state student financial aid was being used to purchase the same textbooks over and over again each year. So, the legislature appropriated funding for a program called the Open Course Library to outfit the system’s 81 largest enrollment courses with OER and other low-cost materials that faculty could optionally use. So far it has saved students an estimated $8.3 million dollars to date, more than quadruple the state’s initial investment. Those savings will only continue to grow as more colleges, students and instructors make use of the materials.
Allen, Nicole (2014). Back to Facts: Washington's Open Course Library [Web log post]. Retrieved from

32. $148M saved to date
+ $70M in
LCC is an institutional partner of OpenStax for along with 10 other institutions across the U.S.
Students that have used OpenStax: 1.5 million
Money saved for students: $148 million
Money saved for students in the academic year: $70 million
Schools that have used OpenStax: 4,375 adoptions

33. Open Textbook Library / Open Textbook Network
+ Open Textbook Alliance – your students -
Open Textbook Library / Open Textbook Network

34. OER Potential in U.S. Higher Education: Save Students: Billions / year
If every:
Based on the National Center for Education Statistics’
most recent enrollment records, there are more than
11 million full-time undergraduates at institutions of
higher education. With the availability of more than 160
open textbooks right now, we stipulate that every
undergraduate takes at least ONE course for which
there is an open textbook available, each year. From
this stipulation, we can estimate that if every student
had just one of their traditional textbooks replaced with
OER or an open textbook, it would save students in this
country more than $1 billion dollars annually.
This is also a conservative estimate. This savings figure
does not include the fact that most students take two semesters of schooling per year (which would double the estimates of savings), or the fact
that the average full-time student takes as many as 5 or 6 courses per semester.
Open textbook saves $128 per course / student

36. The Z-Degree Decreased cost to graduate by 25%
Increased pedagogical flexibility
Improved course completion rates
The Z-Degree
REMOVING TEXTBOOK COSTS AS A BARRIER TO STUDENT SUCCESS THROUGH AN OER-BASED CURRICULUM
Achieving the Dream - $10M

38. OER Degrees Tidewater, NOVA (2013) VCCS Zx23 – 23 colleges (2015)
Achieving the Dream – 38 colleges (2016)
California – 25 colleges (2016)

39. How do I find OER?
How do I share? (Jane) - 10 min Easy to share Do you have copyright to the work? Add a CC license? District web site.... OER platforms we recommend; we’re working with Here are 4 things I should look for… Can I add a CC license easily, etc. How do I use others' works?
How do I give credit / attribution? (Jane) Easy to give credit Basics of BY requirement in licenses TASL - easy! What platforms should enable -- automate attribution Point to resource on best practices

40. Google: “creative commons find OER”
creativecommons.org/about/program-areas/education-oer/education-oer-resources

41. Research on OER

42. The Research on Open Educational Resources for Development (ROER4D) project provides evidence-based research from a number of countries in South America, Sub-Saharan Africa and Southeast Asia.
The primary objective of the programme is to improve educational policy, practice, and research in developing countries by better understanding the use and impact of OER. In order to address this objective, the specific objectives of the programme are to:
1. Build an empirical knowledge base on the use and impact of OER focusing in post-secondary education 2. Develop the capacity of OER researchers 3. Build a network of OER scholars 4. Communicate research to inform education policy and practice.

43. OER Research Hub embraces a collaborative approach to research.  
Their research collaborations are designed to enable joint work across three aspects of OER:
- identifying the issues and barriers of use of OER;
- joint work to find possible solutions, routes forward and assistance that might be needed; and,
- collation and collection of evidence against the research hypotheses.

44. OER Review Project http://openedgroup.org/review
one of the authors Jared Robinson is in the audience since he’s now working for the MI Department of Education
HOT OFF THE PRESS!
Nicole Allen Summary: (thanks Nicole!)
16,000 students across 10 institutions
compares several measures of student academic success between those using open textbooks and those using traditional textbooks. The results show a clear trend that students who use open textbooks do as well or better than those who use traditional textbooks.
Course completion: In all of the courses studied, students who were assigned open textbooks were as likely or more likely to complete their course than those assigned traditional textbooks.
- Grades: Students who were assigned open textbooks tended to have final grades equivalent to or better than those assigned traditional textbooks. In more than a quarter of the courses, students using open textbooks achieved higher grades, and only one course using open textbooks showed lower grades (which is at least partially explained by the course's significantly higher completion rate, which includes the grades of students who would have otherwise dropped out).
- Credit load: Students who were assigned open textbooks took approximately 2 credits more both in the semester of the study and in the following semester. This is a sign that students are reinvesting money saved on textbooks into more courses, which can accelerate graduation times and potentially reduce debt.
- Overall success: Overall, students in more than half of the courses that used open textbooks did better according to at least one academic measure used in the study, and students in 93% of these courses did at least as well by all of the measures.

45. Maintaining Momentum Toward Graduation: OER and the Course Throughput Rate
In this case study, we compared students using traditional textbooks with those using OER at Tidewater Community College to compare their performance on what we call course throughput rates, which is an aggregate of three variables - drop rates, withdrawal rates, and C or better rates.
Two self-selecting cohorts were compared over four semesters, with statistically significant results.
The study found that, subject to the limitations discussed, students who use OER perform significantly better [6% more likely to pass the class] on the course throughput rate than their peers who use traditional textbooks, in both face-to-face and online courses that use OER.
This suggests that OER are a promising avenue for reducing the costs of higher education while increasing academic success.

46. 11 Peer Reviewed Studies:
OER Outcomes vs. Traditional Textbooks
In total, 7,779 students have utilized OER materials across the ten studies that attempted to measure results pertaining to student efficacy. While causality was not claimed by any researcher, the use of OER was sometimes correlated with higher test scores, lower failure, or withdrawal rates. None of the nine studies that measured efficacy had results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Even if the use of OER materials do not significantly increase student learning outcomes, this is a very important finding. Given that (1) students and teachers generally find OER to be as good or better than traditional textbooks, and (2) students do not perform worse when utilizing OER, then (3) students, parents and taxpayers stand to save literally billions of dollars without any negative impact on learning through the adoption of OER.
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp

47. 48,623 Students
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp
person icon by Ferran Brown from the Noun Project

48. 93% Same or Better Outcomes
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp
person icon by Ferran Brown from the Noun Project

49. 9 Peer Reviewed Studies of Perceptions of OER Quality
Wiley: In terms of student and teacher perspective of OER, there were 2,747 students and 847 faculty members whose perceptions were surveyed across the eight studies pertaining to perceptions of OER. In no instance did a majority of students or teachers report that the OER were of inferior quality. Across multiple studies in various settings, students consistently reported that they faced financial difficulties and that OER provided a financial benefit to them. A general finding seems to be that roughly half of teachers and students find OER to be comparable to traditional resources, a sizeable minority believe they are superior, and a smaller minority find them inferior.
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior.
Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).

50. 4,510 Professors and Students
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior.
Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).
person icon by Ferran Brown from the Noun Project

51. 15%
Worse
35%
Better
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior.
Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).

52. Increased efficiencies are the least exciting thing about OER

53. Open Education Practices (OEP) Collaborative practices which include the creation, use and reuse of OER and pedagogical practices employing participatory technologies, peer learning, knowledge creation and sharing, and empowerment of learners. (Cronin, 2016)
Open content is / should be low hanging fruit.
More important is exploring how learning can be improved with OER.
When the content and pedagogies are open in learning spaces, beneficial changes happen, both for students and teachers. Students can contribute to improving the curriculum, work on complex and authentic problems, and have their work be used in the field. Since this work is more meaningful and the stakes are higher, students work harder and learn more. Teachers and professors can reuse others’ OER, share their work, and form communities around programs of study.

54. Open Pedagogy People learn when they do things
Copyright restricts what we’re allowed to do
Open permits us to do new things
How will doing new things impact learning? Will we learn more? more deeply? more quickly? different things?
CC BY: David Wiley

55. “what does open allow me to do?”
Faculty / teachers have expanded academic freedom with open resources

56. Disposable Assignments
Students hate doing them
Teachers hate grading them
Huge waste of time and energy

57. Renewable Assignments
Students see value in doing them
Teachers see value in grading them
The world is a better place at the end

58. How is OER changing K12 education?

59. WA State and K-12 Districts together spend $130M/year
on textbooks and the results are:
Books are (on average) 7-10 years out of date
Paper only / no digital versions.
Students can’t write / highlight in books
Students can’t keep books at end of year
All rights reserved… teachers can’t update
Parents often pay for lost paper books…

61. CC NZ is working with school Boards of Trustees of primary and secondary schools to give teachers permission to CC license works owned by the schools (work for hire).

62. Leicester City Council / CC BY 4.0
Leicester City Council is the first local government authority in the United Kingdom (UK) to provide 84 community schools with blanket permission to openly license their educational resources.
The council is recommending that school staff use the Creative Commons Attribution (CC BY) license to share materials created in the course of their work.

63. With the free primer textbook, the Ministry wants to address the issue of rising textbook prices (average textbook expenditures by families have risen by almost 50% percent since 2007) as well as end a range of unfair practices by publishers (that forced, for example, parents to purchase new textbooks each year by bundling them into a single volume with exercise books).
The Ministry estimates that parents will save 100 million Złoty (approximately 25m Euro) on textbook expenses in the first year, and up to 700 million złoty (approximately 168m Euro) in The costs of the free textbooks will be covered from budget funds previously reserved for subsidies to textbook purchases for poor families.
The Ministry will also subsidise, along the free primer textbook, a range of supplementary materials, including exercise books and a foreign language textbook. In following years, the program will be extended so that it will cover grades from 1 to 9. The program will also be integrated with open e-textbooks from the „Digital school” program.

64. How can OER benefit your College(s)?

65. Increase Equity All students have access to high quality learning materials that have the most up-to-date and relevant content because OER can be freely copied, modified and distributed to anyone.

66. Save Money Switching to OER enables colleges to repurpose financial aid spent on static textbooks for other pressing student financial needs.

67. Open Textbook Savings Calculator

68. Keep Content Relevant, Effective & High Quality Traditional textbooks are perpetually outdated, forcing districts to re-invest to replace them. CC licenses allow educators to maintain the quality and relevance of their OER through continuous updates.

69. Empower Faculty OER empower faculty as creative professionals by giving them the ability to adapt and customize learning materials to meet the needs of their students without breaking copyright laws.

70. What can Colleges do to support OER?
Easy to share
Do you have copyright to the work?
Add a CC license?
District web site....
OER platforms we recommend; we’re working with
Here are 4 things I should look for… Can I add a CC license easily, etc.

71. Raise awareness of the existence of OER and the benefits for your students and faculty.
Awareness should also be raised of the pedagogical and financial benefits of OER to districts (e.g., cost savings, flexible and permanent access, course performance), teachers (e.g., ability to adapt materials, improved learning outcomes, OER creation as course assignments), and institutions (e.g., retention, completion).

72. College support for adaptation and adoption to ensure successful adoption of OER.
Further education is recommended on copyright laws and Creative Commons licenses, preferably through the support of the Library and/or the District’s Copyright Office.

73. Funding (talk with your State Legislature) to support the development or redevelopment of OER curriculum. Partner with other Colleges / States / Nations

74. The creation and adaptation of OER should be appropriately recognized as curricular innovation and service to the academic profession during Promotion & Tenure review.

75. Open Education Licensing Policies

76. What is the Problem?
Governments and public universities use public funds to give grants / contracts for the production of educational resources.

77. What is the Problem?
The default terms on those publicly funded educational resources is typically all rights reserved copyright.

78. What is the Problem?
Because these educational resources are not openly licensed, the public does not have access to the works it funded with public money (i.e., taxpayers do not have access to the works they paid for).

79. What is the Solution?
Governments and public universities require, in their education grants / contracts, that publicly funded educational resources be openly licensed.

80. Publicly funded resources should be
openly licensed resources.

81. $2 billion: new academic programs @ 700+ Community Colleges
DEPT OF ED RULE: June marked the six month anniversary of the public comment period for the Department of Education’s proposed open licensing rule.
The Open Education community celebrated the Department’s proposed rule last fall as the first proposed Federal agency policy that would comprehensively ensure publicly funded educational resources would be openly licensed for the public. Since then the Department has continued to be a vocal advocate for OER through its K-12 #GoOpen campaign. The rule is currently under final review by the White House and could be issued as early as mid-September.
$2 billion: new academic 700+ Community Colleges
Creative Commons Attribution License (CC BY) required
SkillsCommons.org

82. Money is Shifting to Open
Governments
Foundations
Open license requirements on grants and contracts…
Know about this trend
Use the free, open content

83. Open Policy Barriers & Solutions
Vision / Mission: align with values
Open policy text: be clear, specific & accurate
Staff & grantees: teach & support
Good CC marking
Search and Discovery
Enforce the Policy: verify & follow-up
Reuse / remix OER in future projects

84. Q&A on CC licenses and OER (Meredith, Jane, Cable) - 15 min

85. Understanding Open Licensing when working with Open Educational Resources
Dr. Cable Green Director of Open Education

86. How do I share?
How do I share? (Jane) - 10 min Easy to share Do you have copyright to the work? Add a CC license? District web site.... OER platforms we recommend; we’re working with Here are 4 things I should look for… Can I add a CC license easily, etc. How do I use others' works?
How do I give credit / attribution? (Jane) Easy to give credit Basics of BY requirement in licenses TASL - easy! What platforms should enable -- automate attribution Point to resource on best practices

87. Clear the rights.
Do I own the copyright? If yes, I as the rights holder can choose to share under a CC license.
If not, what rights do I have to clear?
Whose permission do I have to seek to share the work more liberally under CC license terms?

88. Where do I share?
My college has a website where we share our materials
My college has a preferred LMS where we share our materials (see link)
My college doesn’t have a central site… Can you recommend one?
wiki.creativecommons.org/Marking

89. What to look for Easy to add a CC license
Resources are clearly marked with a CC license notice
You can search/filter resources by license or usage rights
You can download the resource in editable formats
make it easy for authors to add a (non-ND) CC license to their educational resource
making it OER properly mark the (machine-readable) CC licensed OER on the platform
allow the public to Search / Filter results by CC license
allow the public to download (editable versions when available) OER hosted on the platform

90. How do I attribute?

91. TASL Title Author Source (URL) License
Name + link, eg. CC BY linked to
How do I give credit / attribution? (Jane) Easy to give credit Basics of BY requirement in licenses TASL - easy! What platforms should enable -- automate attribution Point to resource on best practices
wiki.creativecommons.org/Marking