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