Downloaded 26 times
Uploaded byAhrash Bissell
Open Ed2008 An Analysis Of Open
The document analyzes the diversity of open educational resources (OER) and highlights the importance of policies that promote unrestricted access and adaptation of educational content. It discusses the varying permissions associated with different OER sites and how these affect their openness and utility for educators and students. The analysis suggests that clearer guidelines and fewer restrictions would enhance the effectiveness of OER in the global education commons.
More Related Content
![[CCKOREA 국제컨퍼런스] "Remix & Share" 전시프로젝트](https://cdn.slidesharecdn.com/ss_thumbnails/4-remixshareen3-jun-10-100614073927-phpapp02-thumbnail.jpg?width=600ounds&width=560&fit=bounds)
![[CCKOREA 국제컨퍼런스] 공공저작물의 이용활성화 방안](https://cdn.slidesharecdn.com/ss_thumbnails/3-100614074109-phpapp01-thumbnail.jpg?width=600ounds&width=560&fit=bounds)
![[CCKOREA 국제컨퍼런스] 오픈에 대한 NATE의 생각](https://cdn.slidesharecdn.com/ss_thumbnails/opennate-100614073805-phpapp02-thumbnail.jpg?width=600ounds&width=560&fit=bounds)
![[CC국제컨퍼런스] SNOW2.0 구축 사례](https://cdn.slidesharecdn.com/ss_thumbnails/4-snow-100614073548-phpapp02-thumbnail.jpg?width=600ounds&width=560&fit=bounds)
![[CCKOREA 국제컨퍼런스] OpenCourseware 소개 및 OCW 현황](https://cdn.slidesharecdn.com/ss_thumbnails/3-ocw-100614073635-phpapp01-thumbnail.jpg?width=600ounds&width=560&fit=bounds)
![[CCKOREA 국제컨퍼런스] 정부자원의 민간 개방 및 활용](https://cdn.slidesharecdn.com/ss_thumbnails/4-cclv1-3-100614074152-phpapp01-thumbnail.jpg?width=600ounds&width=560&fit=bounds)
![[CCKOREA 국제컨퍼런스] 호주 정부2.0 민.관의 협력](https://cdn.slidesharecdn.com/ss_thumbnails/1-2-0anne-100614073934-phpapp02-thumbnail.jpg?width=600ounds&width=560&fit=bounds)
![[CCKOREA 국제컨퍼런스] 자발적인 지식공유를 위한 플랫폼, KOCW](https://cdn.slidesharecdn.com/ss_thumbnails/cc2-ccapceduhyekyungyang-100614073620-phpapp02-thumbnail.jpg?width=600ounds&width=560&fit=bounds)
Similar to Open Ed2008 An Analysis Of Open
Open Ed2008 An Analysis Of Open
- 1. An Analysis of“Open” in Education License policy diversity and implications for the global commons Ahrash N Bissell
- 2. An Analysis of“Open” in Education License policy diversity and implications for the global commons Ahrash N Bissell
- 3. The world is changing… Tebndxt by Armel
- 4. “ Content isno longer limited to the books, filmstrips, and videos associated with classroom instruction; networked content today provides a rich immersive learning environment incorporating accessible data using colorful visualizations, animated graphics, and interactive applications.” “ Alongside these technology improvements, “ open educational resources ” offer learning content and software tools that support search, organization, interaction, and distribution of materials.” “ Increasingly,… the Web is being recognized as an enabler for collaborative creation of significant information resources that aggregate contributions from hundreds or thousands of individuals.” What is the future of education…?
- 5. “ Adopt programsand 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
- 6. Text What areOpen Edu c ational Resour c es? 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.
- 7.
- 8. By designating aresource 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?
- 9. What makes resources OPEN? Text The ability to: • Access • Share — Copy, Distribute, Display • Adapt — Perform, Translate • Derive — Remix The openness of a resource increases with the permissions given. But there is substantial variation in site policies…. More permissions = More open.
- 10. Does this patchworkapproach 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.
- 11. 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
- 12. 1006 sites indatabase 696 sites – “Closed” 167 sites – US Government 143 sites – “Open”
- 13. Government educational sitesLicense providers
- 14. “ Open” educationalsites – License providers
- 15.
- 16. “ Open” siteswith amended all-rights-reserved licenses. Permissions granted 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
- 17. “ Open” siteswith 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
- 18. Creative Commons licensesRemixability (interoperability) matrix 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
- 19. Creative Commons licensesRemixability matrix
- 20. © Again – The openness of a resource increases with the permissions given. But this basic schema does not map perfectly to remixability... More permissions = More open.
- 21. © This wouldbe the equivalent schema but with remixability as the dominant determinant of “openness”.
- 22. © This wouldbe the equivalent schema but with remixability as the dominant determinant of “openness”.
- 23. OER Galaxies diagramby David Wiley ( http://opencontent.org/blog ) Silos (or galaxies) of OER…?
- 24. Start with thepresumption 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). What recommendations ? Text
- 25. Ideally, OER inthe global education commons should be: • easy to identify • minimally encumbered • fully adaptable Tebnaxt http://www.flickr.com/photos/mimax/303567279/ by Max
- 26. The Open D atabase of E ducational P rojects and O rganizations Identify potential collaborators Network Add your project Add additional info Search by various properties ODEPO Project Licensing Information Open Education Organizations Affiliated Projects and Organizations Find:
- 27. learn.creativecommons.org Send commentsto: ahrash@creativecommons.org