Beyond Open Access: OER - Open Access Week 2009

Beyond Open Access: OER

/ open access week workshop
/ march 2009

< Open.Michigan >
< U-M Libraries >
Except where otherwise noted, this work is available
under a Creative Commons Attribution 3.0 License. Copyright © 2009 The Regents of the University of Michigan

Tuesday, March 31, 2009

Open.Michigan

We help content creators maximize
the return on digital resources by
helping make these resources free
and open for use and reuse by people
worldwide.


Workshop objectives. together.
• explore the concept of Open Educational Resources (OER)
and its potential contribution to the University of Michigan
and other communities of sharing

• understand the challenges of producing OER and get a
glimpse of the process of developing openly licensed
resources

• sort through copyright and open licensing issues
• learn how you can begin to effectively create OER

the deliverable: a perfect score in copyright jeopardy


the end
current landscape
life cycle
challenges
the beginning


Mark Shandro - http://www.flickr.com/photos/mshandro/
http://creativecommons.org/licenses/by-nc/2.0/deed.en

Begin at the end.


Where does this all lead?

toward a culture of “OPEN-ness”:
• a culture using creative materials for a variety
of purposes: art, music, education, etc.

• holistic view--how we get there is important
• defining the 21st century education landscape


How do we get there?

• faculty & students using and creating openly
licensed educational media

• institutions supporting open access journals
and textbooks

• developers building openly licensed software
tools on open source platforms

• all parties participating in innovative teaching
and learning exercises


Public Domain: Michael Reschke
http://commons.wikimedia.org/wiki/File:OERlogo.svg


What are the main features of OER?

“...educational materials and resources offered
freely and openly for anyone to use and under
some license to re-mix, improve and redistribute.”

• the content (courses & learning assets)
• the delivery (electronic & print media)
• the use and reuse (copyright licensing)


What are the institutional goals for OER?

• share and make teaching and learning
resources easier to reuse for your community
and for people everywhere

• increase collaboration across institutions and
disciplines through sharing educational
content, courses, and curricula

• support the mission of the university


Who benefits from OER production?

• you • classmates
• students • friends
• faculty • family
• alumni • self-learners
• partner universities • public knowledge
centers
• outside universities

OER can benefit all these groups simultaneously

A few specific benefits.

• recognition :: faculty showcase work and connect
with other researchers

• participatory learning :: students participate in
helping with publishing, content creation

• curriculum development :: faculty and institutions
increase curriculum collaboration with outside
universities by opening and sharing resources

• transparency :: staff have a more transparent view
of university efforts and materials, which allows
them to participate in the education process and
better assist faculty research and instruction


What do we mean by open?

“...educational materials and resources offered freely
and openly for anyone to use and under some
license to re-mix, improve and redistribute.”

• free, as in no fees, does not mean open
• open access does not mean openly licensed


Important differences

“wait a second... this is open access week! you
can’t tell us we’re not open! go home!”

okay, but we’re going beyond open access -
we’re going beyond open use and onto re:use
and re:mix and re:distribution and re:re:re:re::::::


Open licensing: Creative Commons

http://creativecommons.org/license/

Creative Commons: license conditions

BY :: Attribution

You let others copy, distribute,
display, and perform your copyrighted
work — and derivative works based
upon it — but only if they give credit
the way you request.



SA :: Share Alike

You allow others to distribute
derivative works only under a license
identical to the license that governs
your work.



NC :: Noncommercial

display, and perform your work — and
derivative works based upon it — but
for noncommercial purposes only.



ND :: No derivatives

display, and perform only verbatim
copies of your work, not derivative
works based upon it.


Creative Commons: licenses


Some rights reserved: a spectrum.

Public All Rights
Domain Reserved

least restrictive most restrictive


A couple of important distinctions


The difference between OA and OER.

OA: Open Access
OER: Open Educational Resources

• OA focuses on sharing content, but no
underlying licensing requirement

• OER includes any educational content that
is shared under an open license (nix ND)

• OER and OA are friends


OA // OER - buddies

OA
free, permanent,
full-text, online
access to
scientific and
scholarly works
OER
openly licensed
educational content


The difference between OCW and OER.

OCW: Open CourseWare
OER: Open Educational Resources

• OCW focuses on sharing open content
that is developed specifically to instruct a
course (locally taught)

• OER includes any educational content that
is shared under an open license, whether
or not it is a part of a course

• OCW is a subset of OER

OCW // OER - overlap

OER
OCW, single
images, general
campus lectures,
image collections,
singular learning
OCW
modules, paper
or article syllabi, lecture
notes, presentation
slides, assignments,
lecture videos - all
related to a course


OER and eLearning: a relationship.

OER
• may exist in electronic or paper form
• may not contain enough context to be
“instructional”
• are always licensed for reuse, redistribution,
and re-mixing

eLearning resources
• exist only in electronic form
• are generally designed to be instructional
• may not always be licensed for open use

eLearning // OER - intersection

OER

eLearning

intersection represents
open, electronic,
instructional resources

the end

current landscape
life cycle
challenges
the beginning


http://ocw.mit.edu/

source: The New York Times

source: MIT


Recent Developments

source: OCW Consortium


http://ocwconsortium.org/

http://www.oerafrica.org/

http://www.tessafrica.net/

http://open.umich.edu/

http://creativecommons.org/

http://learn.creativecommons.org/

http://sciencecommons.org/

the end
current landscape

life cycle
challenges
the beginning


The OER life cycle.

Authoring

Clearing

Editing

Publishing

Archiving

The OER life cycle.

Authoring

creating resources
designing learning experiences
granting permission - licensing


The OER life cycle.

Clearing

dealing with policy issues
tracking content use
attaching metadata


The OER life cycle.

Editing

editing and formatting the
resource
converting the resource to
various distribution media


The OER life cycle.

distributing the resource
adding value to the resource
(creative uses of metadata,
search, online communities, etc.)


The OER life cycle.

Publishing

distributing the resource
adding value to the resource
(creative uses of metadata,
search, online communities, etc.)


The OER life cycle.

Archiving

refreshing/retiring resources
preserving past resources
maintaining access to past
resources


U-M OER life cycle.

Authoring

Clearing

Editing

Publishing

Archiving

U-M OER life cycle.

various techniques & tools
Authoring

Clearing

Editing

Publishing

Archiving

U-M OER life cycle.

Authoring

Clearing OERca software

Editing

Publishing

Archiving

U-M OER life cycle.

Authoring


authoring tools Editing

Publishing

Archiving

U-M OER life cycle.

Authoring



Open.Michigan &
Publishing
eduCommons

Archiving

U-M OER life cycle.

Authoring



Open.Michigan &
Publishing
eduCommons

DSpace (?) Archiving

Publishing U-M OER.

http://open.umich.edu/

http://michigan.educommons.net/


Publishing U-M OER.


Producing OER.

c

curriculum
OER
people into
convert
materials

Who are these people?


How it’s being done, elsewhere.

Traditional OCW/OER
Challenges
publication model

• cost
• Staff Centric
• access to faculty
• Retroactive
• scale
• refresh rate


how else can we do this?


dScribe


dScribe publishing model

goals:
• scalable
• sustainable
• participatory

approach:
• automate and simplify a complex process
• leverage capacity of institutional technologies
and talents


Motivated
students...


Motivated
students...

collaborate with faculty...


Motivated
students...


and a team of U-M OER specialists...


Motivated
students...



to gather, review, edit, and publish
course materials...


Motivated
students...



course materials...

for use by students, educators and self-learners...


Motivated
students...



course materials...

for use by students, educators and self-learners...
worldwide.

“dScribes”

do-it-yourself, digital, distributed

motivated students or individuals who:
• organize, clear, tag course materials
• are familiar with technology and software
• learn about intellectual property & copyright
• engage with content in new ways


faculty & dScribe2 dScribe attends
faculty & dScribe2
connect: license training course led
recruit dScribe
material as OER by dScribe2

publish

dScribe to OER
site
Publishing faculty transfers course
material to dScribe
Process
Class #1 Agenda:
Class #1 Agenda:

roles dScribe identiﬁes
faculty reviews
& documents
material: publish
potential IP issues
to U-M OER site
dScribe
clear IP
Class #1 Agenda:

dScribe2
dScribe makes
OER team reviews &
necessary edits to
clears IP issues
course material
instructor BY: Garin Fons, Pieter Kleymeer
characters by Ryan Junell


dScribe cast of characters

dScribe Faculty dScribe2


license material


license material

That’s
easy!


select a dScribe

Class #1 Agenda:
ﬁnd dScribe for
this course


select a dScribe

I’ll do it!
Class #1 Agenda:
ﬁnd dScribe for
this course


dScribe training course


dScribe training course
decision
trees
open
resources
fun!
copyright


transfer material

Class #1 Agenda:


vet material

Class #1 Agenda:

ﬁnd dScribe for open.michigan
Class #1 Agenda:


vet material OERca:
Content & Decision
Management Software

Class #1 Agenda:

Class #1 Agenda:


OERca


Modeling workflow


review material

Content Processing
Class #1 Agenda:


review material OERca:
Content & Decision
Management Software

Content Processing
Where does this
image come from? Class #1 Agenda:


edit material

Class #1 Agenda:



ﬁnal review

Class #1 Agenda:



ﬁnal review

Looks
Class #1 Agenda:


good!


publication

open.michigan
Class #1 Agenda:


dScribe publication model

benefits to students:
• master course content
• learn about copyright and copyleft
• establish unique connection w/ faculty
• potential to get course credit
• collaborate w/ other dedicated classmates
• make resources available to everyone



benefits to faculty:
• students in course know best!
• establishing unique connection w/ students
• quality assurance of materials
• obtain user feedback on content >>
improve content



issues we have noted:
• difference between student quality and
faculty quality of work
• limited expertise in subject area
• limited time to devote to OER production
• difficult to obtain the right balance of
incentives for participation and production


What we have experienced.
OER production challenges:
• cost
• scale
• access to faculty
• content delivery
• metadata
• refresh rate
• active vs. retroactive publishing
• risk management
• defining OER as a service

Reducing risk: production policies.

policies create an infrastructure to deal with
issues.

OER production typically involves three main
policy areas:

• copyright and other intellectual property
• endorsement of products or people
• privacy of students or patients


Main policy areas.

• copyright :: U.S. law grants limited exclusive
rights to authors of creative works

• endorsement :: U-M has a policy restricting
what representatives of our institution may
endorse

• privacy :: the U.S. government tends to
protect patient and student privacy


Identify potential issues.

• policies will determine publishing limits and
publishing processes

• we want to know what types of content may
cause problems when publishing to a wide
audience

• we quickly identify these issues, document
them, and deal with them


Artwork

these images used under section 107, U.S. copyright law: fair use


Charts


Graphs


Illustrations: Cartoons

these images used under section 107, U.S. copyright law: fair use


Illustrations: Chemical Representations


Drawings and Diagrams

some of these images used under section 107, U.S. copyright law: fair use


Graphics



Scientific Images


Ads, CD/Book/Movie Covers, Screenshots



Photographs



Text: Quotes, Passages, Poems

The Mesh

We have come to the cross-roads
And I must either leave or come with you.
I lingered over the choice
But in the darkness of my doubts
You lifted the lamp of love
And I saw in your face
The road that I should take.

- Kwesi Brew



Dealing with issues.

• retainment :: you may already have or
choose to obtain permission to use content
from a 3rd party (must be openly licensed),
or the content does not have a policy issue

• replacement :: you may want to replace
content that cannot be shared with open
content that can be distributed through
copyright licensing (Creative Commons)

• removal :: you may need to remove content
due to privacy, endorsement or copyright
concerns

the end
current landscape
life cycle
challenges

the beginning


Remember the OER life cycle.

Authoring With pre-production
clearing, content
moves through the
Clearing process smoothly

Editing

Publishing

Archiving

Pre-production clearing - stages.

Authoring + Clearing

use content created locally (from U-M)
choose 3rd party content from open
sources that give explicit open licenses
(or content that is in the public domain)
document all 3rd party content with
pertinent source information


Pre-production clearing - stages.

Editing

display a clear notice of how others may
use your work (Open.Michigan uses a
CC: BY license)
edit the resource to include 3rd party
licenses and source citations



Authoring

Clearing

Editing

With post-production Publishing
clearing, the system
gets clogged up and
becomes less efficient Archiving

Post-production clearing - stages.

Clearing 1

search through materials to be
published and identify potentially
problematic content
document all problematic content with
pertinent information



Clearing 2

based on your “policy,” analyze the
problematic content and decide what to
do with it
depending on your decision, clear
content (retainment, replacement,
removal)



Editing

edit the resource to replace/remove
problematic content
edit the resource to include 3rd party
licenses and source citations
display a clear notice of how others may
use your work (Open.Michigan uses a
CC: BY license)



Authoring

Clearing

Editing

The clearing+editing Publishing
process can eat up a lot
of time if you do post-
production clearing. Archiving

Pre-production clearing - examples.

the scenario:
you are putting together a presentation on
pancreatic disorders. you have a few images
to use as examples from your own portfolio
as well as a few with permission from your
colleague. however, you’re missing a good
example on pancreatic hematoma. while you
could start with a Google image search, you
decide to begin looking through open
content repositories.


https://open.umich.edu/wiki/index.php5/Open_Content_Search

http://commons.wikimedia.org/

Image courtesy of Herbert L. Fred, MD and Hendrik A. van Dijk - <http://cnx.org/content/m14942/latest/>
Creative Commons Attribution 2.0 License <http://creativecommons.org/licenses/by/2.0/>


Pre-production clearing - examples.


Post-production clearing - examples.

the scenario:
you are converting a presentation you
gave last year into OER. this means you
need to use the post-production clearing
process to make sure the content is
ready for OER publication. you start by
identifying and documenting all the 3rd
party content you used.


Post-production clearing - examples.


Colin Rhinesmith - http://www.flickr.com/photos/colinrhinesmith/
http://creativecommons.org/licenses/by-nc-sa/2.0/deed.en


Beyond Open Access: OER - Open Access Week 2009

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