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Opening up education : creative alternatives to access copyright Stacey, Paul 2011-10-26

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Opening Up Education – Creative Alternatives to Access Copyright   Open Data Open Access Open Pedagogies Common Attributes of Open •  Free •  Access & use is explicitly expressed upfront – not dependent on access copyright, payment of fees, proprietary owner permission •  Easily & quickly adapted •  Customization & enhancements don't require large investments •  Errors, improvements, & feature requests are openly shared & managed •  Development, distribution & use is community/ consortia based •  Sustainability relies on sharing - resources, development, hosting & support •  Users are developers University      Open of Open Pedagogies Open Access Open Data  Benefits: •  $0 licensing fee •  easily and quickly adapted •  customization and enhancements don't require large investments •  not dependent on proprietary vendors implementation decision or timeline •  source code bugs, improvements and feature requests are all openly shared and managed •  education institutions can join forces to form community based developer networks or share hosting & support •  participants in the developer communities are also users of the software  Open Data Open Government: A policy and legal framework to open up access to publicly held information, promoting transparency and enabling wider economic and social gain. •  promote creative and innovative activities, which will deliver social and economic benefits •  make government more transparent and open in its activities, ensuring that the public are better informed about the work of the government and the public sector •  enable more civic and democratic engagement through social enterprise and voluntary and community activities Open Access Free, immediate, permanent online access to the full text of research articles for anyone, webwide. There are two roads to OA:  1. the "golden road" of OA journal-publishing , where journals provide OA to their articles (either by charging the author-institution for refereeing/publishing outgoing articles instead of charging the user-institution for accessing incoming articles, or by simply making their online edition free for all) 2. the "green road" of OA self-archiving, where authors provide OA to their own published articles, by making their own eprints free for all. Open Access Press Open Access Journals Open Access Journals Open Pedagogies Teaching openly in public Massively Open Online Courses Students as co-creators  Open Educational Resources (OERs) are materials used to support education that may be freely accessed, reused, modified and shared by anyone. The 4 R’s of OER: • Reuse • Revise • Remix • Redistribute Open educational resources use open file formats that make it easy to revise, remix, and repurpose. The best OER are interoperable capable of being used across as many delivery environments as possible. Types of OER •  Open educational resources include full courses, course components, modules, textbooks, manuals, research articles, videos, images, simulations, animations and other materials used to support education. •  These resources are also known as open courseware or open content. Open Textbooks An openly-licensed textbook offered online. Can read online, download, or print the book at no cost Foundation Funded OER Publicly Funded OER Open Licenses Continuum  Creative Commons Creative Commons WikiMedia     October 25, 2011 The Chronicle of Higher Education Blackboard announced plans to add a "Share" button that will let professors make learning materials in Bb free and open online. Charges for additional people viewing course materials on Bb will be "liberalized" so that any outsiders who are invited to look in will not bring extra charges to a college or university. Insider Higher Ed Bb going to allow its LMS clients to easily authorize outside auditors -- such as other educators, accreditation teams, and prospective students -- to poke around courses pages in the Blackboard LMS without worrying that the company will bill them for the additional users. Blackboard says it wants to help institutions share the content of their courses with larger, online audiences. blackboard-embraces-sharing Online Program Development •  Starting in 2003 BCcampus issued an annual Online Program Development Fund (OPDF) Request for Proposals (RFP) to all of BC's public post secondary institutions. •  The OPDF call for proposals emphasizes inter- institutional collaboration and partnerships for development of online learning resources. •  Development is focused on for-credit online learning resources that give students access to more programs leading to complete degrees, diplomas and certificates. Online Program Development •  $9 million (2003-2010) •  144 grants awarded (2003-2010) •  100% participation across the post-secondary system •  83% partnerships - mostly inter-institutional but also with K-12, health authorities, not-for-profits, professional associations, e-learning companies, First Nations, foundations, amongst others. •  47 credentials developed in whole or part via OPDF •  355 courses, 12 workshops, 19 web sites/tools and 396 course components (learning objects, labs, textbooks, manuals, videos) developed across almost all academic fields of study •  100% licensed for open free sharing & reuse Shareable Online Learning Resources (SOL*R) 2011 Award of Excellence in Web Design/Innovation Remote Web-based Science Lab North American Network of Science Labs Online Open Textbooks •  An openly-licensed textbook offered online •  Can read online, download, or print the book at no cost Students spend roughly $900-$1,000 a year on texts. Open Textbooks “Gov. Schwarzenegger Launches First-in-Nation Initiative to Develop Free Digital Textbooks for High School Students” “Texas seeks open textbooks.” Open Textbooks  Open Faculty Open Faculty •  Make intellectual projects & processes digitally visible & open to criticism/comment •  Do open research •  Publish in open access journals •  Self archive work for open peer and public review •  Create a new type of education work maximizing social learning, participatory pedagogies, connections •  Teach open courses •  Develop OER with communities of professional peers & students •  Use open educational resources developed by others •  Assign and author open textbooks “This book will not be commercial. Ever. It will be free. Forever. If there are any costs associated with its production or distribution, I will eat them. This is more than just a friendly gesture; it is a philosophical position. I am an academic who has been paid generously from public coffers. You shouldn’t have to pay me twice. I also believe, as my friend Dean Shareski once stated, that sharing is a moral imperative—a responsibility we have as educators—not just a nice thing to do. In addition, the intellectual rights to this book will never be exercised. I’ve licensed it under a Creative Commons attribution license, so you are free to use this stuff any way it can help you. This book also marks my intention to never again transfer control of my own material to any other entity— chiefly refereed journal articles and book chapters—unless the works are open and free. I’ve been leaning this way for a long time.” Richard Schwier Open Student Open Students •  Use OER to select institutions & courses of study •  Use OER for self-study •  Engage in open study around OER with global peers of students •  Assemble OER and open/free software tools into personal learning environments •  Customize, enhance and develop OER (for credit) •  Actively participate in social learning and form networks and connections •  Track and use open data on learning to plan and manage learning process •  Create open e-portfolios making learning projects, processes, and outcomes digitally visible Open Institution Open Institutions •  Work in consortia to develop and use OER for academic programs •  Use OER to market & promote programs & courses of study •  Use Open Source Software and contribute to developer community •  Reward (performance) and support (policy & funds) open access research publishing •  Generate and publish open data around learning, scholarly activities, and outcomes/achievements •  Create unique identity and establish value by extent of open activity and global benefits Q&A – Followup Paul Stacey Director BCcampus 555 Seymour Street, Suite 200 Vancouver, BC V6B 3H6 web site: e-mail: blog: Photos by Paul & Deborah Stacey Special thanks to Dali  & Gaudi


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