This presentation explores the implications of Open Educational Resources (OER) in higher education. OER definition: "…digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences." (OECD, 2007)

1. Rethinking the Role of the University in the Internet Era
http://www.flickr.com/photos/dlisbona/343802807/sizes/m/in/photostream/
Cristobal Cobo, phd
Research Fellow
http://www.oii.ox.ac.uk/
“En cuestiones de cultura y de saber, solo se pierde
lo que se guarda, solo se gana lo que se da”
(A.Machado)

2. 1. Transformation
2. Complexity
3. Challenges
Technologies Radical Innovation
Practices Incremental Innovation

3. Open Educational Resources
"…digitised materials offered freely and openly for educators,
students, and self-learners to use and reuse for teaching, learning,
and research. OER includes learning content, software tools to
develop, use, and distribute content, and implementation resources
such as open licences." (OECD, 2007)
Image by opensource.com
”…teaching, learning, and research resources that reside in the public
domain or have been released under an intellectual property license
that permits their free use or re-purposing by others. Open
educational resources include full courses, course materials, modules,
textbooks, streaming videos, tests, software, and any other tools,
materials, or techniques used to support access to knowledge."
(The William and Flora Hewlett Foundation in Atkins, Seely Brown & Hammond, 2007:4)
“Open educational resource, (n). Any artifact that is
either (1) licensed under an open copyright license or
(2) in the public domain” (Wiley, 2011)

4. Big - visibility
Visible reuse & production of
licensed (institutional) OER.
Institutional repositories.
Governments
Little - visibility
Staff &students reuse of digital
resources in /around the curriculum.
Folksonomies (co-creation)
{UGC in flickr, scribd, slideshare, youtube}
“White, D. Manton, M. JISC-funded OER Impact Study, University of Oxford, 2011”
http://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf
1. The term OER is broad
and still under
discussion.
2. OER come in all
shapes and sizes.
3. Licensing is important.
4. The difference
between use and reuse.
5. Sharing and reuse
are not new.
“preferential attachment”
(Barabási, 2000)

5. ”… promote innovative pedagogical
models, and respect and empower
learners as co-producers on their lifelong
learning path”
(The International Council for Open and Distance Education)
”… implies changes throughout the
entire educational system: Publishing
(authorship & review); Tenure; Curriculum
Design / IP; Opening up educational
institutions and making knowledge
public…” (Weller, 2011).
It makes little sense to talk about OER independently
of Open Educational Practices (OEP) {Farrow, 2011}

6. The 4 R's of Openness
Hilton, J. W. (2010, January 11). The 4 R's of Openness and the ALMS Analysis: Frameworks for Open Educational Resources.
Reuse—The most basic level of openness.
People are allowed to use all or part of the
work for their own purposes
(e.g. download an educational video to watch at a later time).
Remix—People can take two or more existing
resources and combine them to create a new resource
(e.g. take audio lectures from one course and combine them with
slides from another course to create a new derivative work).
Redistribute—People can share the
work with others
(e.g. email a digital article to a colleague).
Revise—People can adapt, modify, translate, or
change the form the work
(e.g. take a book written in English and turn it into a Spanish audio book).

7. The Berlin Declaration on Open Access to Scientific Knowledge -344 universities (2003)
200 educational organizations signed OER declaration (Cape Town, 2007)

8. Some rights reserved by MΛЯK
International Organizations
Local/National
Government
Regulator bodies (e.g. IP)
Experts
Professional Associations
Suppliers
Teaching Community
Researchers
Administrators
Media
Technology providers
Cultural & Leisure Services
Press/Editorial ( e.g.Journals, Libraries)
Industry – SME
Competitors
General public / self-lerners
Activist, Contributors, NGOs
Social Enterprise
Communities of Internest
Open Source Community
Scientific Community
Students

9. William and Flora Hewlett Foundation
Self-learners
Students
EducatorsOthers

10. "Introduction to Artificial Intelligence"
October 10th to December 18th 2011
University of Stanford
Stanford University's
School of Engineering
Offers complete online courses at no cost.
www.ai-class.com
160,000+ Sign Up
Google moderator service (best questions)
Over 40 languages
Sebastian Thrun+Peter Norvig

11. Online [audio] lectures

12. 10 educational channels
(science-related).
“This is good business for
Google, hopefully bringing with
it more traffic and advertising
revenue". youtube.com/creators/original-channels.html

13. First Monday: (1ST of its kind)
15-year-old open access journal about the internet.
PLoS ONE: peer-reviewed, open-access
resource from the Public Library Of Science

14. Open Learning Communities
[formal & informal]

15. Open Educational Hub
www.jorum.ac.uk
openlearn.open.ac.uk
open.umich.edu
bbc.co.uk/learning

16. Online [open] books
online digital editions free of charge
00:25-02:22
Flat World Knowledge
Open source textbooks and technology
free online textbooks and other OER

17. Peer-based-Learning Networks
[the rise of amateur culture] Keen, 2007

18. Institutional Implications OER University #oeru
• Free learning to all students using OER learning materials
• Courses based solely on OER and open textbooks
• Not a formal teaching institution and does not confer
degrees or qualifications.
OAR (Open Assessment Resources)
Existing assessments neither reusable, revisable,
remixable, or redistributable
Peer-to-Peer University * University of the People*
Massive Open Online Course (MOOC) * OER University *

19. Online [open] data repositories
Radical transparency
00:11-01:11

20. A network of tools / agents

21. [everything is miscellaneous]
mapping the knowledge flow
Weinberger, David. 2007. Everything is miscellaneous. The power of the new digital disorder. Times Books.

22. Production of knowledge
Distribution of knowledge

23. Production of knowledge

24. CollaborationComplexity
Computational Complexity
OCW AI(open access) (hybrid models of teaching &
researching)
2001 2011
Bulger, Meyer, De la Flor, et al. (2011) Reinventing research? Information
practices in the humanities. A Research Information Network Report

25. P: Haraway+Gibbons+…
informal comm…
A variety of labels, such as Mode 2 (Nowotny, Scott and Gibbons, 2001); post-normal
science (Funtowicz and Ravetz 1993); technoscience (Latour 1987; Haraway 1985) and the
triple helix (Leydesdorff and Etzkowitz 1998).

26. M1-M2
Mode 1 Mode 2
Pardo, H.; Cobo, C. and Scolari, C. (2011) Death of the University? Knowledge Production and Disemination in the desitermediation
Era. In McLuhan Galaxy “Understanding Media, Today”, International Conference. Universidad Oberta de Catalunya.
http://www.flickr.com/photos/mckln/4815025704/sizes/l/in/photostream/
Mode 1: isolated,
objective,
decontextualized,
traditional, restricted to
scientific communities.
Mode 2: open, context
based, not restricted to
scientific communities,
transdisciplinary,
demand-driven.
{R}

27. Open
Closed
Peer review
User comments,
user ratings
Internal quality
procedures
Word of
mouth
Quality management in OER initiatives
Hylén (2006)
Centralised Decentralised
{R}

28. Research Driven
-
MotivationstoShare
Public Driven
Data Producers Data Users
Reproduce or to
verify research
Making the results of
public funds available
to the public
Enabling others to
ask new questions
To advance the
state of R+I
Borgman (2011)The conundrum of sharing research data
Incentives
{R} {R}

29. Distribution of knowledge

30. Understanding Knowledge as a Commons
Hess & Ostrom + Lessig + Benkler
Level of Restriction
Online
Research
(CC)
public
private
low
Research
Publication
Printed (CC)
(Ed.) Hess and Ostrom (2007) Understanding Knowledge as a Commons: From Theory to Practice. MIT, Cambridge, USA
high
© Printed
Publication
Property
© Online
Book
{R}

31. How does a University deliver knowledge (research & teaching) today?
Distribution and
Device Platforms
Produced by
Professionals
Private Open
ContentSource
Traditional
University
Professional branded
content “walled”
access environment
incumbent have a
legacy position
User/community
contributions
Content Hyper –
syndication
Model with secure,
professional content
available online and
on standard devices
New Platform
Aggregation
Model relies on user-
generated contents
and open distribution
platforms
E-Learning
University
Model integrates
user/community
contents with a “walled”
access environment
IBM Institute for Business Value (IBV) Modified by Chris Sparshott for Education Sector
{R}

32. The Political Economy of Intellectual Property in the Educational Material Market. Carolina Rossini and Erhardt Graef.
Industrial Cooperation Project, Berkman Center for Internet & Society (Work in Progress)
The evolving model of textbooks
Unregulated
-Regulated
Closed Open
Text books with adds
(BookBoon)
24symbols.com
Amazon Renting B.
Google Books (only read)
Print-based journals
-Self-publishing & free
distribution (CreateSpace)
-OER materials shared
among colleagues
/students
-Used Books
-Copies
-Curse Pack
-Print on demand
(lulu.com)
New business models – Increasing demand
Flat World of Knowledge
Bloomsbury Academic
{R}

33. Teaching
Application
Integration
Discovery
(transdisciplinary)
(experimentation)
Open Course Ware
Consortium
iTunesU Open Learning Initiative
Academic Earth
Polimedia
OpenLearn
Flatworldknowledge
iLabs Project
Directory of Open Access
Journals (DOAJ)
Closed/Open Initiatives
P2P University
Khan Academy
OER Commons
dobleclick.catbancocomun.org
shibuya-univ.net
Academia.eduiCamp
ResearchGate Public Library of Science
SciVee
Edufire
schoolfactory.org
Living Labs
hyperisland.se
Bookcamps
Wikipedia
Knowmad School
Open/Open Initiatives
youtube edu
openedpractices.org
lecturefox
forum-network.org
openculture.com
researchchannel.com
textbookrevolution
coursesmarthowstuffworks
cramster.com
gradeguru.com
sharenotes.com
Boyer (1990) • Categories of scholarship :
discovery, teaching, application & integration of knowledge.
SCOLARI, C. COBO, C. and PARDO, H. (forthcoming) Should We Take Disintermediation In Higher Education Seriously? Expertise, Knowledge Brokering, and Knowledge Translation in the Age of Disinterme
diation. In Takševa, T. (coord.) Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination.

34. Open/Closed Production - Distribution
Productionofknowledge
Distribution of knowledge
Innocentives
{R} {R}
SCOLARI, C. COBO, C. and PARDO, H. (forthcoming) Should We Take Disintermediation In Higher Education Seriously? Expertise, Knowledge Brokering, and Knowledge Translation in the Age of Disinterme
diation. In Takševa, T. (coord.) Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination.

35. Now what?

36. a. Access: from archipelago to spaghetti
From the long tail towards the semantic [Metadata]

37. b. Platforms: from mono- to multi-
Interoperability (technic- & institutional )

38. c. Licenses: awareness
create-remix-preserve-propagate
Attribution
Share-Alike
Non-commercial
No-modify
Educational

39. d. Literacies (awareness): prosumer - filter & (re)use
[economy of attention]
Bulger, Meyer, De la Flor, Terras, Wyatt, Jirotka, Eccles, Madsen (2011) Reinventing Research in the Humanities: Information Practices
The distribution of all the Wikipedia articles
Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of the
Worlds Knowledge. Ed. Flick, C. M., London, Convoco! Edition.

40. e. Incentives: produce & use quality –
New teaching/researching and business models

41. -> hybridization [transition]: new agents &
transactions + formal & informal mechanisms

42. http://mediacommons.futureofthebook.org/mcpress/plannedobsolescence
Kathleen Fitzpatrick

43. OportUnidad - OEP: a bottom up approach in Latin America
and Europe to develop a common Higher Education Area.
30 months
Bolivia, Brazil, Colombia, Costa Rica, Ecuador, Italy, Mexico, Peru, Portugal, Spain, UK, Uruguay.
To promote the increasing use of OEP and resources.
Specific objectives are:
• Raise awareness and widen HEI participation in open educational
practices and resources
• Define a mid-term strategic roadmap for the implementation of the OER
• Agenda at local-institutional level (participation of 60 regional
universities) according to the cultural and institutional needs.
• Pilot start-up open educational practices.
• Increased managers' and educators' awareness on benefits of OER and
OEP.
Università degli Studi “Guglielmo Marconi” – Universitat Oberta de Catalunya (UOC) & University of Oxford.

44. Criticism
1. Sustainable? (practical
and economical)
2. Contents need to be
inter-culturally adjusted
(contextual and
epistemological).
3. Static vision on
knowledge.
4. Content-centric vision on
learning.
5. OEP is more relevant (LLL)
6. OER movement remains
fragmented insufficiently
documented.
7. Need of clear evidence
about the best use of
OER.
8. Culture of amateur.
Quality?
9. Paternalistic agenda (e.g.
third world institutions).
Benefits
1. Expand student access to high-
quality & up-to-date contents.
2. Unlock the educational ROI.
3. Support better equipped
teachers.
4. Stimulate the self and life long
learning.
5. Stimulate the exchange (and
combination) of knowledge
(disciplines).
6. Reputational benefits:
Visibility, recognition, traffic.
7. Student/user feedback and
open peer review.
8. More focus on the learning
experience.
9. Engagement with a wider
community (transdisciplinarity)
10. Brokering collaborations and
partnerships (experimentation)

45. teşekkürler
*(thank you)
Cristobal Cobo, phd
Research Fellow
http://www.oii.ox.ac.uk/
http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
http://tinyurl.com/oer2011