This document discusses open educational resources and computing. It provides an overview of computing curriculum guidelines from different key stages of education in the UK. It also discusses issues around intellectual property and sharing educational resources openly. Some key ideas discussed include making textbooks freely available online, taking a collaborative approach to developing curriculum materials, and licensing student works under Creative Commons to allow sharing and remixing.

1. Open education
resources and computing
Miles Berry
29 January 2015
@mberry | #oersch15

2. .
History at KS1
The lives of significant
individuals in the past who
have contributed to national
and international
achievements. Some should
be used to compare aspects
of life in different periods [for
example … William Caxton
and Tim Berners-Lee]
DfE, 2013

3. Caxton and Berners-Lee

4. Open Educational Resources?
CC by-sa J Brew

5. Open Educational Resources?
© CERN

6. Open Educational Resources?
CC by-sa Justin14

7. .
Free beer!
Just the other day a leading
private school in Cambridge,
announced they were
making 12 multimedia
textbooks available online for
all to use.
And of course the world’s
largest online collection of
free education content is
already available on Apple’s
iTunes U platform. Morgan, 2015

8. Free speech!
terms and conditions apply...

9. .
The wiki curriculum?
In an open-source world, why should we
accept that a curriculum is a single, static
document? A statement of priorities frozen
in time; a blunt instrument landing with a
thunk on teachers’ desks and updated
only centrally and only infrequently?... we
need to consider how we can take a wiki,
collaborative approach to developing new
curriculum materials; using technological
platforms to their full advantage in
creating something far more sophisticated
than anything previously available.
Gove, 2012

10. You are free to:
● copy, publish, distribute and transmit the Information;
● adapt the Information;
● exploit the Information commercially and non-commercially for
example, by combining it with other Information, or by including it in
your own product or application.
You must (where you do any of the above):
● acknowledge the source of the Information in your product or
application by including or linking to any attribution statement
specified by the Information Provider(s) and, where possible,
provide a link to this licence;

12. .
Computing in KS1
use technology purposefully
to create, organise, store,
manipulate and retrieve
digital content
use technology respectfully
DfE, 2013

13. .
Computing in KS2
understand the opportunities
computer networks offer for
collaboration
use search technologies
effectively ... be discerning in
evaluating digital content
use technology respectfully
and responsibly; recognise
acceptable/unacceptable
behaviour
DfE, 2013

14. .
Computing in KS3
create, reuse, revise and
repurpose digital artefacts
for a given audience, with
attention to trustworthiness,
design and usability
understand a range of ways
to use technology
respectfully and responsibly;
recognise inappropriate
conduct, and know how to
report concerns DfE, 2013

15. .
Computing in KS4
develop their capability,
creativity and knowledge in
digital media
DfE, 2013

16. Computing resources

19. .
It’s fine in Leicester!
2. Outputs and Intellectual Property created
by community school and voluntary
controlled school staff in Leicester City in
the course of their employment are owned
by Leicester City Council unless specific
agreements have been put in place.
3. The council provides permission for
educational resources created by
community and voluntary aided school
employees to be released under open
licence. The council encourages schools to
share materials under an open licence
wherever possible.
CC by LCC, 2014

20. .
Fast food?
All the preparation is done for you
by someone else
The instructions for use are simple
and laid out in steps
It is superficially attractive but turns
out to lack flavour
It does you little good; it tends to
pass through quickly
All the real nutrient is removed and
substitutes have been added
Better Mathematics, 1987

21. .
Slow food!
Quality matters
Time to enjoy both
production and consumption
Co-producers, not
consumers
Each individual’s contribution
matters
Recognition of family,
community, locality, society
image: CC by Windell Oskay

23. Scratch

27. .
Share and remix
4.2 The Scratch Team encourages everyone to foster
creativity by freely sharing code, art, music, and other
works. However, we also understand the need for
individuals and companies to protect their intellectual
property rights. You are responsible for making sure
you have the necessary rights, licenses, or permission
for any user-generated content you submit to Scratch.
4.3 All user-generated content you submit to Scratch
is licensed to and through Scratch under the Creative
Commons Attribution-ShareAlike 2.0 license. This
allows others to view and remix your content. This
license also allows the Scratch Team to display,
distribute, and reproduce your content on the Scratch
website. If you do not want to license your content
under this license, then do not share it on Scratch.
MIT LLK

28. (copy)rights and
responsibilities
Works created by students
There is nothing in the Copyright, Designs and Patents Act
1988 which relates specifically to ownership of copyright in
works created by students. Therefore, the normal rules of
ownership will apply as outlined in sections 9-11 of the Act.
A teacher/lecturer should not be able to claim joint
ownership on a student’s work unless they have made a
substantial contribution to that work (this may occasionally
occur with primary school children, where a teacher’s
involvement with a pupil’s work would usually be more
considerable than the interaction with an A-level student).
IPO, 2014

29. Creating a culture of collaboration

30. @mberry
m.berry@roehampton.ac.uk
milesberry.net
These slides: bit.ly/oersch15
Questions?