open ed2008 an analysis of open
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An Analysis of “Open” in EducationLicense policy diversity and implications for
the global commons
Ahrash N Bissell
An Analysis of “Open” in EducationLicense policy diversity and implications for
the global commons
Ahrash N Bissell
Tebndxtby Armel
The world is changing…
“Content is no longerlimited to the books, filmstrips, and videosassociated with classroom instruction; networkedcontent today provides a rich immersive learningenvironment incorporating accessible data usingcolorful visualizations, animated graphics, andinteractive applications. ”
“Alongside thesetechnology improvements, “open educationalresources offer ”learning content and softwaretools that support search, organization,interaction, and distribution of materials.”
“Increasingly, …the Web is beingrecognized as an enabler for collaborativecreation of significant information resources thataggregate contributions from hundreds orthousands of individuals.”
What is the future of education ?…
“Adopt programs and policies to promote open educational resources. Materials funded by NSF should be made readily available on the web with permission for unrestricted reuse and recombination.”
http://www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf
What are Open Educational Resources?
Michael Reschke cba
Digitized materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research.*
*UNESCO. 2002. Forum on the impact of Open Courseware for higher education in developing countries. Final report. Paris: UNESCO.
By designating a resource as “open”, creators of OER appear to be inviting others to share and adapt such resources.
But calling an educational resource “open” does not suffice under copyright law to specify which uses of the resource are legal.
What is the issue?
What makes resources OPEN?
The ability to:The ability to:
• • AccessAccess • • ShareShare Copy, Distribute, Display— Copy, Distribute, Display— • • AdaptAdapt Perform, Translate — Perform, Translate — • • DeriveDerive — — RemixRemix
The openness of a resource increases with the permissions given. More permissions = More open.
But there is substantial variation in site policies .…
Does this patchwork approach to copyright undermine the effectiveness of OER to be shared and adapted by educators and students?
b n d a ©We decided to analyze the current state of affairs for OER sites and consider the implications for the global education commons.
Which sites are “open”?
Hard to tell, actually. We coded these sites “presumptively open”.
“The OpenLearn website gives free access to course materials from The Open University. The LearningSpace is open to learners anywhere in the world.”
Open University – OpenLearn – LearningSpace http://openlearn.open.ac.uk/
“LearnHub is free to use. However, teachers may charge a fee for certain courses and for tutoring.”
LearnHub http://learnhub.com/about
1006 sitesin
database
696 sites –
“Closed”
167 sites – US Government
143 sites – “Open”
Government educational sitesLicense providers
“Open” educational sites – License providers
CC-licensed “open” educational sites
Total © sites with additional permissions 27
Free to use for “educators” 3
Free to use, but only “non-commercially” 21
Free to use, but only for “educational use” 11
Free to use, but not to derive 16
Free to use, but limited to one or a few copies 6
Free to use, but only in a specific region 2
Free to use if shared-alike 6
The terms of use were unclear 6
“Open” sites with amended all-rights-reserved licenses.
Permissions granted
“Open” sites with amended all-rights-reserved licenses.
CC license equivalents
Total © sites with additional permissions 27
CC BY 3
CC BY-SA 1
CC BY-NC 0
CC BY-NC-SA 5
CC BY-ND 0
CC BY-ND-NC 16
No equivalent license 2
These CC Licenses ...can be used with these CC Licenses
CC BY CC BY CC BY-NC CC BY-NC-ND CC BY-NC-SA CC BY-ND CC BY-SA
CC BY-NC CC BY CC BY-NC CC BY-NC-ND CC BY-NC-SA CC BY-ND CC BY-SA
CC BY-NC-ND CC BY CC BY-NC CC BY-NC-ND CC BY-NC-SA CC BY-ND CC BY-SA
CC BY-NC-SA CC BY CC BY-NC CC BY-NC-ND CC BY-NC-SA CC BY-ND CC BY-SA
CC BY-ND CC BY CC BY-NC CC BY-NC-ND CC BY-NC-SA CC BY-ND CC BY-SA
CC BY-SA CC BY CC BY-NC CC BY-NC-ND CC BY-NC-SA CC BY-ND CC BY-SA
Creative Commons licensesRemixability (interoperability) matrix
Creative Commons licensesRemixability matrix
©
Again –
The openness of a resource increases with the permissions given. More permissions = More open.
But this basic schema does not map perfectly to remixability...
©
This would be the equivalent schema but with remixability as the dominant determinant of
openness .“ ”
©
This would be the equivalent schema but with remixability as the dominant determinant of
openness .“ ”
OER Galaxies diagram by David Wiley (http://opencontent.org/blog)
Silos (or galaxies) of OER ?…
What recommendations?
• Start with the presumption than WIDE OPEN is the default and most desirable state.
• Only add user constraints as is necessary or desirable, recognizing that there are significant (opportunity) costs involved.
• Make the machines do the work (integrate CC and associated metadata properly using ccREL).
Ideally, OER in the global education commons should be: Ideally, OER in the global education commons should be: easy to identify• easy to identify•
• • minimally encumberedminimally encumbered • • fully adaptablefully adaptable
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