Cheryl Hodgkinson-WilliamsCreative Commons Workshop, UCT20 October 2009

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Commons Movement

Open Source Software

Open Access

Open ScienceOpen Society

Open Data

Open Licences

Open Educational Resources

OER from MIT

OER Portal – OER Commons

Open Access – HSRC Press

Open Access - RoMEO

Open Access and OER – Microsoft Research

Copyright © 2009 Microsoft Corporation

Except where otherwise noted, content in this publication is licensed under the Creative Commons Attribution- Share Alike 3.0 United States license, available at http://creativecommons.org/licenses/by-sa/3.0.

Second printing, version 1.1, October 2009.

ISBN 978-0-9825442-0-4

What has enabled OER/OA?

Change in philosophy• The Open Source Software

movement led the way in showcasing the value of openness

and the ‘architecture of participation’ (O’Reilly 2003)

• OER is based on the philosophical view of ‘knowledge as a

collective social product and the desirability of making it a social property’ (Prasad & Ambedkar cited in Downes 2007:1)

Affordances of the Internet

OER is premised on the ‘simple and powerful idea that the world’s knowledge is a public good and that

technology in general and the World Wide Web in particular provides an extraordinary opportunity for everyone to share, use, and reuse knowledge’ (Hewlett Foundation)

Alternative copyright licensing Previously copyright was binary: All rights retained or

public domain

Now alternative licensing options such as the GNU General Public License and Creative Commons provide a range of options where some rights are reserved

Copyright©

Public domain

Copyright©

Some rights reserved Public domain

Creative Commons: making OER possible

http://www.youtube.com/watch?v=1DKm96Ftfko

Degrees of openness

Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town. International Journal of Education and Development using ICT, 5(5): 1-16. Available online: http://ijedict.dec.uwi.edu/viewarticle.php?id=864

Financial models

• Donor funding – e.g. Hewlett Foundation• Marketing budget – e.g. Open University• Commission – e.g. MIT and Amazon• Endowment – e.g. Stanford Encyclopedia of

Philosophy• Membership – e.g. Sakai Consortium• Government – e.g. UK £7.8 million grant

Why now?

Why now – globally?

• Advance knowledge by unlocking information for the benefit of all

• Provide open access to high-quality educational content to educators and learners

• Provide a model demonstrating the value of openness

• Provide an opportunity to display various perspectives – not only Northern/ Western perspectives

Why now – institutionally?• Increase institutional visibility, advancing

competitiveness, attracting students and resources

• Promote effective social responsiveness• Improve learning experience by selecting

materials in pedagogically sound and innovative ways

• Improve recruitment by helping the right students find the right programmes

• Enhance teaching coherence across courses• Ensure better long-term archiving, curation

and reuse of teaching materials• Attract alumni as life-long learners

Why now – individually?

• Profile teaching as well as research• Create record of teaching for teaching

portfolio• Foster connections between other

colleagues, departments and even other universities (especially cross-disciplinary studies)

• Increase impact of teaching materials• Extend use of teaching materials to high

school learners and life-long learners

References• Attwood, R (2009) Get it out in the open. Online:

http://www.timeshighereducation.co.uk/story.asp?storycode=408300 24 SeptemberDownes S (2007) Models for sustainable open educational resources. Interdisciplinary Journal of Knowledge and Learning Objects 3: 29-44.

• Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town. International Journal of Education and Development using ICT, 5(5): 1-16. Available online: http://ijedict.dec.uwi.edu/viewarticle.php?id=864

• Iiyoshi, T & Kumar, MSV (Eds) (2008) Opening Up Education: The collective advancement of Education through Open Technology, Open Content, and Open Knowledge. Cambridge, Massachusetts: The MIT Press.

• O’Reilly, T (2003) The Architecture of Participation. Available online: http://www.oreillynet.com/pub/wlg/3017 (Checked 4 October 2009)

• Yuan, L, MacNeill, S and Kraan W (2008). Open Educational Resources – Opportunities and Challenges for Higher Education. JISC CETIS. Available at http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pdf [Accessed 4 February 2009].

This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa

License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/z

a/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco,

California, 94105, USA.

Created by Cheryl Hodgkinson-WilliamsCheryl.Hodgkinson-Williams@uct.ac.za

Companion site on Vula: https://vula.uct.ac.za/portal/site/openuctOER UCT project blog: http://blogs.uct.ac.za/blog/oer-uct