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Synergies with Other Forms of Open [clear filter]
Wednesday, November 6


Perceptions of Public Libraries in the U.S. on Public Domain and Creative Commons
A quantitative survey was administered to public library staff across the United States via an email inquiry and an anonymous online Web survey form as can be seen at http://www.ourdeskdrawer.com/librarysurvey/index.php?sid=49372&lang=en which asked their thoughts on public domain, creative commons, and CCO. Of 715 inquiries sent, 113 responses were received. Overall, our results were surprising in that while all librarians who completed the full survey (n=54) knew at least to some level the definition of public domain, only 36% were able to define creative commons and only 19% were able to define CC0. This means that a great majority of librarians were not even aware of these services.

After initial questions on the definitions of public domain, creative commons, and CCO librarians were asked to describe how they see items in the public domain affecting a) social and cultural perceptions of copyright and/or intellectual property; b) legal perceptions or practices of copyright and/or intellectual property, c) practices of citation and attribution, d) public libraries generally, and e) generally negative or positive perceptions. Results in every category were considerably mixed. Next, Everett Rogers? four main elements in the diffusion of innovations were used as the theoretical framework. The four main elements are the innovation itself, communication channels, time, and the social system. Again, the results were mixed.

The book Contemporary Technology, notes technology transfer is ?the process by which technology developed for one purpose is employed either in a different application or by a new user.? (Markert & Backer, 2003). It also describes two important aspects of technology transfer study to include the nature of the transfer item itself and the recipient?s capacity to adopt the technology once it has been transferred. A key aspect of a recipient?s capacity to adopt a technology involves awareness and knowledge. This preliminary research points to only limited knowledge of public domain, the role of creative commons, and the function of CCO even among public library staff whose primary function is to share resources with the local public they serve. This plays a role both directly and indirectly in synergies between open education, creative commons and other alternatives to full copyright restrictions, and more traditional public means to data and information access available via resources such as public libraries.

avatar for Dr. Anne Arendt

Dr. Anne Arendt

Asst. Professor /Asst. Chair - Technology Management, Utah Valley University
Dr. Anne Arendt is an Assistant Professor and Assistant Chair in Technology Management at Utah Valley University. She has a Doctorate of Education in Higher Education from Utah State University, a Master of Business Administration from Carlson School of Management at University of... Read More →
avatar for Dustin Fife

Dustin Fife

Library Director, San Juan County
I am a library director of a rural library system in southeastern Utah and a Library and Information Science graduate student at Emporia State University. I am also involved in an open library resource sharing project through ILEAD USA called Creative Libraries Utah: http://creativelibrariesutah.org/. I... Read More →

Wednesday November 6, 2013 10:45am - 11:10am
Painted Horse


Siyavula: The impacts of our open culture when creating open resources
At Siyavula, we have our own 'open policy' in everything that we do, which feeds back into strengthening the impact of our work. This has been instrumental in our success. The broader community has responded strongly in support of us and our activities, something which we attribute primarily to our culture of openness, transparency and honesty.

Community building and collaborative authoring are key features of the Siyavula business plan and sustainability model. Anything that we produce with the community is made available under an open copy right license. This includes all the textbooks that have been produced using a collaborative authoring model with volunteers. We also believe in leading an open, transparent process in the creation and review of our open resources. We have found that this helps to build an open community around the resources and facilitates adoption of these resources.

The South African government has printed the Siyavula textbooks for the whole country for the past 2 years. This also provides a unique opportunity to start to educate the public about 'openness' through our use of strictly open source software in the production of the resources, as well as drawing on openly licensed videos and simulations with which the books are populated, and creating awareness about citizen science.

I will discuss how our open policy culture at Siyavula has started to impact the broader community in South Africa. From government level in that they are starting to see the benefits of open policy through our unique relationship with them, to educators who are learning about what they can use in their classrooms to create a stimulating environment, to the general public who now has the opportunity to become involved in and contribute to an open, transparent education project, and to the learners who are engaging with a 'living' resource.

avatar for Megan Beckett

Megan Beckett

Learning design and analytics, Siyavula
I very much believe in exploring the intersection of maths, science, art and design and the resulting possibilities once we break down the traditional barriers between these areas, and the barriers to education. I think this is especially true in engaging and inspiring young minds... Read More →

Wednesday November 6, 2013 11:15am - 11:40am
Painted Horse


OER Impact: Towards an Evidence Base
The open education movement has achieved much in the last decade, but there remains wide acknowledgement that the impact of OER has yet to be fully understood. A suggested approach is to address this through collective approaches that collate information and present them back in an integrated way. This has some appeal, particularly in the way it matches to ideals of openness, but needs to be implemented with care.

In this presentation I critically evaluate attempts that have been made to support communication and collaboration through ?mapping? OER. After endorsing the basic rationale for mapping evidence surrounding OER implementation I review two examples of where this has been attempted. The Open Learning Network (OLnet) Evidence Hub used the concept of ?Contested Collective Intelligence? to inform a discourse-centric social-semantic web application that could structure the discourses of the OER community. I provide a short critique of this approach which focuses on the data model and the metadata requirements made upon users. I go on to consider the UNESCO OER Mapping Project which set out some quite specific protocols for metadata (despite never getting beyond the prototype stage). The value of a ?mapping? approach is defended at the same time as noting that different audience will likely have very different needs in terms of evidence.

A rationale for a new, improved evidence hub is provided along with a number of design considerations and a proposal for future development. I conclude with a brief presentation of the new Evidence Hub being developed as part of the OER Research Hub (OERRH) project. I describe the ways in which our evidence model tries to overcome some of the issues which were manifest in these earlier projects, a range of different data sources, the importance of data visualization, and account for how different types of evidence might be flexibly accommodated. The final part of the session will be given over to group discussion about the idea of ?mapping? the OER evidence base and what the OER community might want from such services.

avatar for Robert Farrow

Robert Farrow

Research Associate, The Open University
Research Fellow @openuniversity / Open Education through a philosophical lens / Projects: @oer_hub @gogn_oer @oerworldmap @JIME_journal / Cat: @tailz_of_terror Project URLS: http://oerhub.net/ https://oerworldmap.org/ http://go-gn.net/ http://www-jime.open.ac.uk/
avatar for Leigh-Anne Perryman

Leigh-Anne Perryman

Qualification Director, Masters in Online & Distance Education, The Open University
I'm passionate about open education, about social justice, about redressing the imbalance between the world's most and least privileged people, about teaching and learning, about openness and about women's empowerment.

Wednesday November 6, 2013 11:45am - 12:10pm
Painted Horse


Reclaiming the open learning environment
The delivery of open online learning has become a more common practice (or desired practice) in higher education in recent years. In many cases, the desire of an institution or an instructor to provide open educational experiences is not matched by the expertise and capacity available to support them. In this session, two diverse universities will share their lessons learned and ongoing challenges in delivering "xMOOCs", "cMOOCs" and open learning approaches that defy that distinction. The objective is to identify sharable and extensible tools, approaches and means of cooperation that will allow educators and learners to shape these experiences.

Last spring, The University of British Columbia (UBC) launched a research-informed xMOOC pilot through the Coursera consortium, with sign-ups for some of the pilot courses reaching six figures. At the same time, UBC has long embraced open learning projects through a robust MediaWiki and WordPress publishing framework that helped advance a broad range of open educational activities, including student produced OER and open courses. UBC?s embrace of both a self-maintained open infrastructure as well as emerging third party platforms is creating new potentials for open education at UBC.

Meanwhile Thompson Rivers University (TRU) has an ?Open Learning? division with a long history of providing open access post-secondary distance education (online and print) by offering continuous enrolment, flexible scheduling and minimal admission requirements, as well as extensive capacity for Prior Learning Assessment and Recognition (PLAR) and a well-established transfer credit system. It is working to enhance its capacity to support learning and public engagement via open platforms as well, via alignment with the Open Educational Resources university (OERu) and by working with UBC to adapt its MediaWiki and WordPress framework for its own needs. It is also piloting open online courses based on the distributed/syndicated framework modeled by #DS106, #ETMOOC, among others.

The co-facilitators of this session assert that it is vital for educators to be meaningful in their intentions for open learning environments, or risk have having their intentions shaped by others. In addition to discussing their lessons learned, this session hopes to prompt a discussion on the enhanced cooperation that is needed -- whether it be by formal ?shared services? arrangements supported by organizations such as BCcampus, or by more emergent forms of sharing such as an open platform co-op.

avatar for Will Engle

Will Engle

Strategist, Open Education Initiatives, The University of British Columbia
Teaching and Learning Centre Staff
avatar for Jim Groom

Jim Groom

Co-Founder, Reclaim Hosting
I like long walks on the internet, Italian b-grade horror films, and ds106 (#4life). I worked at University of Mary Washington for almost a decade doing instructional technology, and my partner Tim Owens and I have been running the web hosting company Reclaim Hosting for more than... Read More →
avatar for Brian Lamb

Brian Lamb

Director, Learning Technology & Innovation, Thompson Rivers University
I'm most interested in: * a vision of open education in which open practices and open technologies are at least as important as OER. * a vision of higher educational institutions that embraces their mandate as stewards of knowledge and inquiry. To me that means more permeable... Read More →
avatar for Tim Owens

Tim Owens

Co-Founder, Reclaim Hosting
I'm a total hack.
avatar for Novak Rogic

Novak Rogic

Web Strategy Manager, CTLT - UBC

Wednesday November 6, 2013 1:15pm - 1:40pm
Painted Horse


UNESCO/COL OER Chair Report on activities
The UNESCO Chair in OER programme (and the Comonwealth of Learning partners) are focused on strengthening networking, building capacity and promoting research related to the international Open Educational Resources movement. It will be supported by the strong commitment of the four UNESCO Chairholders in OER:
? Fred Mulder, Open University of the Netherlands;
? Wayne Mackintosh, Otago Polytechnic, New Zealand;
? Tel Amiel, UNICAMP, Brazil; and
? Rory McGreal, Athabasca University, Canada).

They are committed to opening access to education and knowledge, and will build from the ongoing interaction and work of the OER Community. This international group resulted from a Hewlett sponsored project at UNESCO to raise awareness of Open Educational Resources worldwide, and a UNESCO Chair, with its function as a think tank and a bridge builder, is the ideal base from which to ensure the sustainability of international interaction on the topic while maintaining a link to UNESCO and its priorities. Broadly, the Chairs in OER promote action at the institutional, national and international levels, and they ensure information sharing within the network and among the international OER community institutions.

The initial international focus is to build on the OER Community and complement it with the formation of an international OER Network,. Importantly, this action will engage the entire network of UNESCO Chairs. Outputs this past year include forming an international OER Graduate Network; maintaining, building the OER Knowledge Cloud, pblishing with COL, an edited book of scholarly research on OER, and planning and adapting the International Review of Research in Open and Distance Learning (IRRODL) as a scholarly journal focusing more on OER for information sharing and dissemination.

The common Plan of Action has been updated and extended on its main lines of action. In this session we will report on the running activities:

1 The Global OER Graduate Network (GO-GN) has successfully started its operation. Currently there are 13 PhD candidates, around 30 experts for supervision, and 15 institutional partners. GO-GN is being funded partly by the Dutch Ministry of Education; other funding sources, including scholarship opportunities, are anticipated.

2 The OER Knowledge Cloud is continuously loaded with relevant new (and existing) publications (scientific and for a broader audience) and reports on OER. It is accessible to anyone and meanwhile is a rich source for all workers in the OER field.
3 The global OER mapping initiative (from Susan D?Antoni) got into an online discussion in November 2012, the primary objective being to explore whether the OER community could collaborate to build a world map of projects.

4 The OERuniversity is steadily developing with more partners endorsing the OERu concept and plan, including some funding support. The OERu pilot courses which are under development incorporate a number of MOOC-like features.

Apart from these focus areas there is involvement of at least one UNESCO Chair in OER (and sometimes more) with international organizations such as COL, OECD, EU, ICDE, OCWC, EADTU, ACDE, AAOU, and others.

avatar for Rory McGreal

Rory McGreal

Professor, Athabasca University
I am the UNESCO/Commonwealth of Learning/International Council for Open and Distance Education Chair in Open Educational Resources and the director of TEKRI at Athabasca University

Wednesday November 6, 2013 1:45pm - 2:10pm
Painted Horse


Seeding an Open Culture at a Research University
Building openness requires creating awareness and solving problems within projects. MSUglobal is a unique unit at a research university. MSUglobal is an innovative thought leader and a partner with many faculty on their research projects. It creates synergies through optimizing open source technologies and open education resources. It is also leveraging the movement toward open research. To build a community which values these methods, faculty training and staff use of open tools are a minimum. The real success comes from having highly successful projects. For MSU, several projects fit that criteria and have provided a base to build this culture. Food Safety Knowledge Network has used OER and a open platform to provide continual service to World Bank selected countries. MSU faculty reuse materials, translate them to locale languages, offer online assessments and have a partner network which helps with on ground support. Continual development of the platform means we are redeploying the platform to integrate AgriDrupal features which provide for rich metadata to enhance harvesting.
MSUglobal is leading development on a Food Fraud MOOC, using moodle as a pilot to maintain open access. Yet another project is continual development of a Metropolitan Agriculture MOOC launched over a year ago which uses OER and WordPress to share resources and developments in the emerging international field. Another pilot with the World Bank, is focusing on practitioners developing skills to help women in agriculture. These open modules will be launched in the summer. All of these projects have built an increasing network of faculty willing to use OER for research and projects. This effort requires staff that can help faculty work through the issues of openness. Furthermore, it requires staff staying current on open source tools. To change the culture at large institution takes time and effort.

avatar for Gwyn Shelle

Gwyn Shelle

Instructional Technology Specialist, Michigan State University
Gwyn Shelle is an Instructional Technology Specialist with Michigan State University Extension offering consultation, training and a connection with eXtension. She has 16 years of experience in higher education focusing on instructional design, program evaluation, organizational development... Read More →

Wednesday November 6, 2013 2:30pm - 2:55pm
Painted Horse


Turning GOV into OER: The eLangdell Press Experience
Christopher Columbus Langdell, professor at the Harvard Law School in the 19th Century,, developed the case law method of legal education, a method that continues to this day. In it, law students learn the law by reading court cases that interpret it. The eLangdell Press was conceived as a way to bring this method into the 21st century by creating open casebooks. After all, law is public domain material, and there are plenty of open source tools available to create the OER materials, so it should be relatively easy, right?


This session will detail the experience of the Center for Computer-Assisted Legal Instruction staff?s quest to open up the Legal Textbook system. Topics covered will include the challenges faced with working with government and legal information, the unique issues of the legal academe, and the best practices we?ve developed in creating our casebooks.

avatar for Sarah Glassmeyer

Sarah Glassmeyer

Director of Community Development, CALI
Open Source, FOSS, Open Access, Scholarly Communication, Data, Being Awesome, Cats, eBooks, Open Law, Free Law, Libraries, Library, Information Literacy, Twitter, Blogs, Blogging, Cupcakes, Rabble Rousing, Coffee, Educational Technology, EdTech, Making lists of my interests, Legal... Read More →
avatar for Elmer Masters

Elmer Masters

Director of Technology, CALI
Elmer R. Masters is the Director of Technology at the Center for Computer-Assisted Legal Instruction (www.cali.org) where he works on interesting projects involving technology and legal education like eLangdell, Classcaster, Lawbooks, and the CALI website. He has over 20 years experience... Read More →

Wednesday November 6, 2013 3:00pm - 3:25pm
Painted Horse