oportunidad 2014 concepts, oportunities & networks

OportUnidad 2014Concepts, Oportunities & Networks

Carolina Rossini, VP for International Policy at Public Knowledge

Founder of the www.rea.net.br (2008)Monterrey, Mexico

June 10 and 11, 2014

http://www.rea.net.br

Demand for Higher Education

“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 fifteen years.

1 ISCED levels 5 & 6 UNESCO Institute of Statistics figures2 British Council and IDP Australia projections

By: COL http://www.col.org/SiteCollectionDocume

nts/JohnDaniel_2008_3x5.jpg

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And the world needs this dream to come true … and quickly… if we are to meet the global demand for higher / tertiary education. Sir John Daniel, Former President & CEO of the Commonwealth of Learning notes: What do you think the odds are the world will build four major universities (30,000 students) to open every week for the next fifteen years?

Student Debt / Perceived Value

(**) Even bigger challenges in the Global South

Key challenges facing education in the Global South

Growing numbers of students in the education sector

Education institutions under financial pressure

Limited teaching and learning resources

Employability of graduates

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Image 1: http://commons.wikimedia.org/wiki/File%3APCoE_students_at_AICTE_Regional_Office_in_Mumbai.jpg Image 2: https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTldmyTz6kF0Gb_FJVcjnyD537LUQTyCTueBRX7kYwf-j86c-YgiQ

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

attribute of citizenship: a new right in itself and a way to ensure basic rights to people, such as free expression and

access to culture and education. For Brazil, digital inclusion is a tool to ensure that citizens and institutions have the

means to access, use, produce and distribute information and knowledge through Information and Communication Technologies (ICT) so that they can participate actively in

Information Society, as receivers and providers of knowledge.”

Brazilian Ministry of Foreign Affairs at UNECO OER@Paris Conference

http://ww

w.capetow

ndeclaration.org

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In 2007, there was a meeting in Cape Town, South Africa. We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge.

http://www.capetowndeclaration.org

REA

Content

Tools andPlatforms

Intellectual Property

“4Rs” – Freedoms

review

remixredistribute

reuse

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/

Interoperability (legal and technical)

as essential conditionfor new institutions

= An issue of design

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within the jurisdiction, public and legal lead volunteers help to make the licenses work in their individual countries’ legal system we have 75 active affiliate teams with several more in process

www.google.com.br/advanced_search

http://www.google.com.br/advanced_search

http://search.creativecommons.org/?lang=pt

http://search.creativecommons.org/?lang=pt

Find, Use & Share

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

Open Science

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reat

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“An open license is one that allows anyone to access, reuse, modify and share the OER. The

use of open technical standard for OER platforms and files improves access and reuse

potential of OERs which are developed and published digitally.”

most free

least free

• SITE REA

Um livro REA sobre REA

http://livrorea.net.br/

http://livrorea.net.br/

Políticas Públicas

ComunidadeEducação em

tempos de Cultura Digital

-50%

0%

50%

100%

150%

200%

250%

300%

350%

400%

1986 1988 1990 1992 1994 1996 1998 2000 2002 2004

Year

MIT Libraries Materials Purchases vs. CPI % Increase 1986-2006

Consumer Price Index % + Serial Expenditures % + # Serials Purchased % + # Books Purchased % + Book Expenditures % +

Journal expenditure

Inflation

http://www.gao.gov/products/GAO-13-368

http://www.gao.gov/products/GAO-13-368

$500 million – Round 2($2 billion over four years)

A Growing Library

CC BY: OpenStax College

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We will expand to have an additional 8 books by the end of this year. In fact Statistics and the three Econ titles have already published year. In order to handle this load we scaled our production team to be able to run many more books in parallel. Our first five books took nearly 3 years to complete, but Stats and econ were completed in just under 1 ½ And we will have four more available by the end of this year. As you know, writing a textbook is not easy and takes quite a bit of time, but we have been working to maximize our efficiencies to get more books in to the hands of the students who need them as quickly as possible, without sacrificing quality.

Mission Driving Growth

0

100

200

300

400

500

600

Adoptions

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Define an adoption. An adoption is defined as one title being used at 1 school. If Kelly Damphousse at the University of Oklahoma chose to adopt Sociology that would be considered 1 adoption. If later his colleague also chose to adopt sociology that will still be only 1 adoption. But if Dr. Morvant starts using Chemistry once it has published, then we would now count this as two adoptions. What we have been really impressed with beyond the rapid but steady increase in the number of adoptions is the increase in the number of students

$9.3 MILLION SAVED!

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And because of all the support from the fantastic faculty using OpenStax College books, we estimate that we are saving students more than $9.3 Million!

Europeana: 30M metadata items under CC0, 5 million digital object with PDM and 2.8 million digital objects under one of the CC licenses

Higher Ed(by: Cable Green)

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Open Learn at the Open University Try over 650 free Open University courses online. OpenLearn aims to break the barriers to education by reaching millions of learners around the world, providing free educational resources and inviting all to sample courses that our registered students take – for free!

Primary(by: Cable Green)

(by: Cable Green)

OER Enhances Academic Freedom

• OER provides faculty with more choices for their courses• OER allows for permission free editing and adaptation• OER prevents faculty from being locked into a particular

platform or system

At the course level:

In the market place:• OER should not be legislated or mandated• OER needs to stand on it’s own vis a vis publisher material


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(by: Cable Green) OER enhance academic freedom in several ways. Because you are free to choose and use any OER materials you like, without asking for permission. ------ Let’s be honest, YOU are the best one to make decisions on what is best for the student in your course. It is just that simple. Being from Rice we understand the value of academic freedom and believe that OER should never be mandated.

X Limits access

Digital Rights Management:

Open Licenses:

Unlimited Access (never expires) Unlimited printing/use across devices Encourages sharing on informal learning networks

Digital Rights Management


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(by: Cable Green) Digital Rights Management is non-issue for OER as our licensing allows for anybody including students to use it and reproduce in any way they see fit. With publishers DRM protected electronic copies, we are forcing students to disconnect themselves from the digital and social world where they exist… In addition, DRM limits access with subscriptions that expire after a semester, limited ability to print off pages, limited access points from different devices. However OER… solves all these issues.

Translations & Accessibility

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(by: Cable Green) CC licensed OER address language and accessibility concerns OER 800 MIT OCW courses have been translated into languages other than English, all without needing to ask permission from the copyright holder Open textbooks can be converted into accessible formats, such as audiobooks and Braille refresh; no additional royalty costs since the rights are pre-cleared via the CC license

Customization & Affordability

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(by: Cable Green) CC licensed open textbooks is one solution to enable creativity, customizability, keep materials up to date, and make learning materials more affordable CK-12 has produced several open textbooks called “flexbooks”, and their Physics Flexbook is in use in Virginia high schools; developed and delivered within 6 months a professor at the UMICH School of Information, took an existing Computer Science Python textbook that was licensed under an open license and remixed the book in only 11 days, Michigan’s espresso book machine printed copies for $10

There is a direct relationship between textbook costs and student success

60%+ do not purchase textbooks at some point due to cost

35% take fewer courses due to textbook cost

31% choose not to register for a course due to textbook cost

23% regularly go without textbooks due to cost

14% have dropped a course due to textbook cost10% have withdrawn from a course due to textbook cost

Source: 2012 student survey by Florida Virtual Campus

www.projectkaleidoscope.org

The Vision

100% of students have

100% free, digital access to all materials on day 1

Drive student success by designing, adopting, measuring and improving OER-based courses

www.projectkaleidoscope.org

• 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.

Strategies for OE

5 Challenges of OER

(1) Faculty Doesn't Know what To Do with OER(2) Not Everyone Trusts Free Resources

(3) Expectations Around OER Quality are High(4) Institutional Processes Aren't Always Flexible

(5) No Effective Discovery and Assessment OER Tool

http://campustechnology.com/Articles/2013/04/24/5-Hurdles-to-OER-Adoption.aspx?Page=2

College Leadership:

• Add OER / OA to strategic plans;

• Open Policy on discretionary grants;;

• Support faculty: time/money;

• Make this a Univ-wide conversation

• Make heroes out of open leaders;

• Track & report cost savings, KPIs;

• CC licenses on your MOOCs.

http://roer4d.org/

http://roer4d.org/

Research on Open Educational Resources (OER) for Development

in the Global South

• In what ways, and under what circumstances can the adoption of OER address the increasing demand for accessible, relevant, high-quality and affordable education and what is its impact in the Global South?

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To address this gap, the Research on Open Educational Resources (OER) for Development Project was launched in mid-2013 with the ambitious aim to establish in what ways, and under what circumstances the adoption of OER can address the increasing demand for accessible, relevant, high-quality and affordable education and what its impact is in the Global South.

Overview of the ROER4D projects 7 Project Clusters

ROER4DNetwork hub

OER Desktop overview

Survey of OER adoption by academics & students

Academics’ adoption of OER

Teacher educators’ adoption of OER

OER adoption in one country

OER impact studies

Baseline educational expenditure

New

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The R

ROER4D Objectives1. Build an empirical knowledge base on the use and impact of OER in education2. Develop the capacity of OER researchers3. Build a network of OER scholars4. Curate and communicate research to inform education policy and practice

Call for proposals: Impact studies

www.oer-impact.net

• Asia and Sub-Saharan Africa

• CAD 50 000 each• 18 months• South-North

partnerships

http://www.oer-impact.net/

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/cooperationWide 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.

Paul Baran (1964)

the opposite of open isn’t “closed”

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A closing thought, in the 21st century…

the opposite of open is “broken”

“It just takes all of some of us!”

@wilbanks

Thank you!Gracias!

Obrigada!

[email protected]

http://creativecommons.org/licenses/by/3.0/

http://creativecommons.org/licenses/by/3.0/

http://www.rea.net.br

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