opened2012 - carolina rossini

Carolina Rossini

Director for International Intellectual Property @EFF

@carolinarossini #OpenEd2012

You Cannot Build Open Policy Without People The OER Brazil Case and Beyond

“Informa(on is an ac(vity; informa(on is a life form; and informa(on is a rela(on.”

John. P. Barlow

1. Open systems and open networks can create new modes of innovation and collaboration

2. New modes of innovation can be helped, or hurt, by institutional and government policies and design

3. Brazil and Brazilian (and many countries around the world) institutions are experimenting with openness, but it is just in the beginning

“Nearly one-third of the world’s population (29.3%) is under 15. Today there are 158 million people enrolled in tertiary education1. Projections suggest that that participation will peak at 263 million2 in 2025.

Accommodating the additional 105 million students would require more than four major universities (30,000 students) to open every week for the next 15 years.”

1 ISCED levels 5 & 6 UNESCO Ins(tute of Sta(s(cs figures 2 Bri(sh Council and IDP Australia projec(ons

•  Open education policy: Governments, school boards, colleges and universities should make taxpayer- funded educational resources OER.

•  Open content licenses: OER should be freely shared through open licenses which facilitate use, revision, translation, improvement and sharing.

•  Collaborative production: Educators and students can participate in creating, using, adapting and improving OER.

The OER 4 freedoms

Reuse the right to reuse the content in its unaltered / verbatim form

Revise the right to adapt, adjust, modify, or alter the content itself

Remix the right to combine the original or revised content with other content to create something new

Redistribute the right to share copies of the original content, your revisions, or your remixes with others

http://opencontent.org/definition/

•  think beyond content > Design

•  think beyond content > People

Photo credit: Maxim Malevich

Interoperability (legal and technical)

as essential condition for new institutions

= An issue of design

Paul Baran (1964)

GNU General Public License: The use of IPs to create freedom

Open Science

"Under the right circumstances, groups are

remarkably intelligent, and are often smarter than the

smartest people in them.”

@The Wisdom of the Crowd

“What do Wikipedia, Zip Car’s business model, Barack Obama's presidential campaign, and a small group of lobster fishermen have in common? They all show the power and promise of human cooperation in transforming our businesses, our government, and our society at large. Because today, when the costs of collaborating are lower than ever before, there are no limits to what we can achieve by working together.”

@The Penguin and the Leviathan: How cooperation Thriumphs Over

Self-Interest Yochai Benkler

the opposite of open isn’t “closed”

the opposite of open is “broken”

Compa<bility chart

Terms that can be used for a derivaHve work or adaptaHon

by by-‐nc by-‐nc-‐nd by-‐nc-‐sa by-‐nd by-‐sa pd

Status of original work

pd

by

by-‐nc

by-‐nc-‐nd

by-‐nc-‐sa

by-‐nd

by-‐sa

Reasons to join the OER movement:

1.  In you are public funded;

2.  Digital technology will surpass current teaching and learning structures;

3.  Cost implications on continuing to rely on Statutory License schemes and only very restrictive uses permitted;

4.  OER are easier to manage:

•  No complex copying limits; •  No restrictions on audience ie. Parents, community members and lifelong learners; •  Allows teachers and students to modify and share resources.

5.  Educational institutions (particularly those publicly funded) should leverage taxpayers money by allowing free sharing and reuse of resources.

6.  Quality can be improved and costs of content development reduced by sharing and reusing.

7.  Open sharing will speed up development of learning resources.

•  ImplementaHon needs to be relevant naHon-‐to-‐naHon;

•  ImplementaHon needs to be relevant to different insHtuHonal cultures;

•  We need to build capacity inside the insHtuHons;

People > empowerment + engagement

Who are our people?

Everybody!

Partner with Legislators ��

who care about:

•  efficient use of national / state money coming from taxes;

•  saving students money;

•  increasing access to education;

•  Understand the need to innovate in educational methodology.

hTp://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=educ_figdp&lang=en

•  Efficient use of public funds to increase student success and access to quality educational materials.

hTp://a2knetwork.org/sites/default/files/IPWatchlist-‐2012-‐ENG.pdf

•  The right to copy books;

•  Taxpayer funding;

•  Government providing tax

•  exemptions, funding and buying;

•  30% out of print

•  Problems access due to high cost

•  90% covered by state through scholarships

http://www.gpopai.usp.br/

86% of the books (sample of 1,910 books adopted by 25 different courses in more than 14 institutions) were authored by full-time, employed professors from public institutions. the total invested by universities and public financial agencies (such as the Sao Paulo Research Foundation - FAPESP), through scholarships and publication grants, is R$78,410 over three years per master’s thesis per student and R$155,344 over three years per doctoral thesis per student. By comparing these values with that invested by publishers of books derived from theses, the GPOPAI (2008) study concluded that 17.9% of the total cost of a book based on a master thesis comes from private investment, while 82.1% comes from public investment. For doctoral theses, 9.9% is from private sources, while the remaining 90.1% comes from public investment.

Who pays? Yes – we pay twice!

The Green Paper* There are four axes of structure to the OER context in Brazil, echoing internal

structures of traditional education as well as the new opportunities afforded by the move to digital networks for dissemination and use of educational materials: • public access to educational materials in general, as an open education strategy to include the individual, the family, the community and the whole society in the process of learning and of collaborative knowledge production; • the economic cycle of educational materials production and its impact on the “right of citizens to learn”; • the possible benefits OER may bring to learning strategies, the production of educational resources more sensitive to issues driven regional diversity and regional standards of quality; • the impact of digital, online, open resources on teachers’ continuous professional development

hTp://papers.ssrn.com/sol3/papers.cfm?abstract_id=1549922.

Case Studies •  Analysis of more that 14 Brazilian Projects which missions

are to provide (open) educational recourses.

•  The analysis was done on its legal and technical interoperability, and in regard to who owns the rights over the content.

•  Conclusions and recommendations were built.

47 quesHons and answers

hTp://www.flickr.com/photos/reanetbr/

hTp://rea.net.br/site/rea-‐no-‐brasil-‐e-‐no-‐mundo/rea-‐no-‐brasil/ hTp://rea.net.br/site/rea-‐no-‐brasil-‐e-‐no-‐mundo/projetos-‐mistos/

The NaHonal Plan of EducaHon (PNE) represents the highest level of educaHonal policy in Brazil. Discussions to include OER in the PNE direcHves started in 2008. More than 3,000 changes unHl now, the Plan sets guidelines, goals, and prioriHes to be implemented by 2020. OER is menHoned in two guidelines (7.10 and 7.12) hTp://www.camara.gov.br/proposicoesWeb/fichadetramitacao?idProposicao=490116

“Há muitos anos trabalho a questão de acesso ao conhecimento e entendo a Internet como instrumento fundamental a tal fim. Ao repensar a educação na era da sociedade do conhecimento, me deparei com o conceito de

recursos educacionais abertos e percebi como nossa legislação não trabalha esta questão. O Brasil não pode ficar de fora deste debate, ainda mais porque nosso governo é um dos maiores financiadores de recursos educacionais, seja por meio de compras públicas, seja por meio de

salários e bolsas de estudo e pesquisa, seja por meio de isenção de impostos em toda a cadeia produ<va de livros. Os números impressionam! Creio que todos, empresas e pessoas, que recebem tal montanha de dinheiro vindo dos cofres públicos, têm uma obrigação para com a sociedade:

comparHlhar o resultado de suas pesquisas e o desenvolvimento delas com a sociedade que o/a financiou,

permiHndo o uso livre de tal recurso educacional”

Deputado Paulo Teixeira

2010 – The Federal Government spent R$1.077.805.377,28 to buy, evaluate and distribute texbooks 2011 – Government spent R$ 1,2 billions to buy textbooks -‐ introducHons of the “consumable texbook” : the student use it for one year and trow it away, in oposiHon of many books that one student have to give back at the end of the year and it is used for up to 3 years (hTp://www.fnde.gov.br/index.php/programas-‐livro-‐didaHco) 2011/2012 – Government debats the use of e-‐readers in public schools

hTp://www.reformadireitoautoral.org/

hTp://cyber.law.harvard.edu/interacHve/events/luncheon/2010/06/rossini

www.access2research.org

•  “There is no doubt that e-‐books are a bright spot in the dismal economics of publishing. The current market is strong — according to a recent Harris InteracHve poll, one in six Americans now uses an e-‐reader, and that number will grow as consumers become more comfortable with the technology.”

•  The AssociaHon of American Publishers reports that e-‐books have risen in

2010 to 6.4% of the trade market, up from 0.6% in 2008. The InsHtute for Publishing Research predicts that by 2015, e-‐book sales will increase to $3.6 billion, from $78 million in 2008. In publishing terms, that’s petrodollars.

hTp://www.forward.com/arHcles/148713/the-‐future-‐of-‐publishing/?p=all#ixzz1qYt50Lzq

Na<onal Context •  For the first Hme in history, most states are implemenHng Common

College and Career Ready Standards in Reading, Language Arts, and MathemaHcs, providing an unprecedented opportunity for collaboraHon.

•  New telecommunicaHons and informaHon technologies support intra/inter-‐state collaboraHon and provide opportuniHes to improve the coverage, interacHvity, and Hmeliness of instrucHonal materials and help teachers beTer understand student engagement and understanding.

•  These historic developments are catalyzing educaHon innovaHon, including causing states to review and modernize policies for evaluaHng and selecHng instrucHonal materials

Emerging State Reform Vision – OER moves into the mainstream

State collaboraHon aimed at supporHng Common Core implementaHon, has led to the idenHficaHon of shared state concerns about historic (typically pre-‐digital age) instrucHonal materials policies and a vision for updaHng them. Among other policy reforms in this area, states seek to provide teachers/students with:

• More flexible use and control of content to meet a range of instrucHonal approaches aimed at individualizing instrucHon • Engaging, interacHve material available through a range of media (print, online, audio, video) • Material that are updated/improved frequently and available "on demand" at the Hme and place of learning (in and out of school) • The ability to more easily parHcipate in content development and systems of ongoing improvement and enhancements. • Embedded formaHve assessment, stronger feedback loops, and a focus on performance based systems. • Easily discoverable (tagged to standards), affordable and high quality materials.

What are OER's Advantages?

•  Support personalization by providing teachers and learners the ability to remix and customize content

•  Promote educator/student collaboration by supporting sharing, adaption and reuse.

•  Providing a pathway supporting educator developed content and timely updates.

•  Supports anytime/any place learning models.

hTp://creaHvecommons.org/tag/taaccct

“All digital software, educational resources and knowledge produced through competitive grants, offered through and/or managed by the SBCTC, will carry a Creative Commons attribution license; and the open licensing policy applies to all funding sources (state, federal,

foundation and/or other fund sources) that flow through SBCTC as a competitive grant to any party...”

“Open High School of Utah curriculum is built from open educational

resources. These resources are the foundation for their content and are

aligned with Utah state standards to ensure the highest quality

educational experience. The teachers enhance with screencasts,

interactive components, and engaging activities to create high quality

curricula for their students...”

Impact

0! 50! 100! 150! 200! 250!Biology!

Economics!Political Sci!Health Sci!Business!

Education!Management!

Law!Psychology!

Sociology!Physics!

% increase in citations with Open Access!Range = 36%-200%

(Data: Stevan Harnad and co-workers)

Conclusions

if you care about the emergence of knowledge federation systems that allow broader access to knowledge) you may have to have some kind of

intervention…and not wait for organic emergence.

Inclusion/cooperation

Wide dissemination of education contributes to more inclusive and cohesive societies, fosters equal opportunities and innovation in line with the

priorities of a renewed social agenda focused on the knowledge society. In this sense, this study brings a series of recommendations to foster this dialogue.

“Social inclusion has today a new and important dimension: digital inclusion. Digital inclusion is an aTribute of

ciHzenship: a new right in itself and a way to ensure basic rights to people, such as free expression and access to

culture and educaHon. For Brazil, digital inclusion is a tool to ensure that ciHzens and insHtuHons have the means to

access, use, produce and distribute informaHon and knowledge through InformaHon and CommunicaHon

Technologies (ICT) so that they can parHcipate acHvely in InformaHon Society, as receivers and providers of

knowledge.”

Brazilian Ministry of Foreign Affairs at UNECO OER@Paris Conference

1. Open systems and open networks can create new modes of innovation and collaboration

2. New modes of innovation can be helped, or hurt, by institutional and government policies and design

3. Brazil and Brazilian (and many countries around the world) institutions are experimenting with openness, but it is just in the beginning

“It just takes all of some of us!” @wilbanks

Thank you! [email protected]

@EFF

Defending your rights in the Digital World!