You have questions about how to open your content. Open.Michigan has solutions to help you share your materials openly and connect yourself to a global learning community.
2. Open.Michigan
We help content creators maximize
the return on digital resources by
helping make these resources free
and open for use and reuse by people
worldwide.
Tuesday, March 31, 2009
3. Workshop objectives. together.
• explore the concept of Open Educational Resources (OER)
and its potential contribution to the University of Michigan
and other communities of sharing
• understand the challenges of producing OER and get a
glimpse of the process of developing openly licensed
resources
• sort through copyright and open licensing issues
• learn how you can begin to effectively create OER
the deliverable: a perfect score in copyright jeopardy
Tuesday, March 31, 2009
4. the end
current landscape
life cycle
challenges
the beginning
Tuesday, March 31, 2009
5. Mark Shandro - http://www.flickr.com/photos/mshandro/
http://creativecommons.org/licenses/by-nc/2.0/deed.en
Begin at the end.
Tuesday, March 31, 2009
6. Where does this all lead?
toward a culture of “OPEN-ness”:
• a culture using creative materials for a variety
of purposes: art, music, education, etc.
• holistic view--how we get there is important
• defining the 21st century education landscape
Tuesday, March 31, 2009
7. How do we get there?
• faculty & students using and creating openly
licensed educational media
• institutions supporting open access journals
and textbooks
• developers building openly licensed software
tools on open source platforms
• all parties participating in innovative teaching
and learning exercises
Tuesday, March 31, 2009
8. Public Domain: Michael Reschke
http://commons.wikimedia.org/wiki/File:OERlogo.svg
Tuesday, March 31, 2009
9. What are the main features of OER?
“...educational materials and resources offered
freely and openly for anyone to use and under
some license to re-mix, improve and redistribute.”
• the content (courses & learning assets)
• the delivery (electronic & print media)
• the use and reuse (copyright licensing)
Tuesday, March 31, 2009
10. What are the institutional goals for OER?
• share and make teaching and learning
resources easier to reuse for your community
and for people everywhere
• increase collaboration across institutions and
disciplines through sharing educational
content, courses, and curricula
• support the mission of the university
Tuesday, March 31, 2009
11. Who benefits from OER production?
• you • classmates
• students • friends
• faculty • family
• alumni • self-learners
• partner universities • public knowledge
centers
• outside universities
OER can benefit all these groups simultaneously
Tuesday, March 31, 2009
12. A few specific benefits.
• recognition :: faculty showcase work and connect
with other researchers
• participatory learning :: students participate in
helping with publishing, content creation
• curriculum development :: faculty and institutions
increase curriculum collaboration with outside
universities by opening and sharing resources
• transparency :: staff have a more transparent view
of university efforts and materials, which allows
them to participate in the education process and
better assist faculty research and instruction
Tuesday, March 31, 2009
13. What do we mean by open?
“...educational materials and resources offered freely
and openly for anyone to use and under some
license to re-mix, improve and redistribute.”
• free, as in no fees, does not mean open
• open access does not mean openly licensed
Tuesday, March 31, 2009
14. Important differences
“wait a second... this is open access week! you
can’t tell us we’re not open! go home!”
okay, but we’re going beyond open access -
we’re going beyond open use and onto re:use
and re:mix and re:distribution and re:re:re:re::::::
Tuesday, March 31, 2009
16. Creative Commons: license conditions
BY :: Attribution
You let others copy, distribute,
display, and perform your copyrighted
work — and derivative works based
upon it — but only if they give credit
the way you request.
http://creativecommons.org/license/
Tuesday, March 31, 2009
17. Creative Commons: license conditions
SA :: Share Alike
You allow others to distribute
derivative works only under a license
identical to the license that governs
your work.
http://creativecommons.org/license/
Tuesday, March 31, 2009
18. Creative Commons: license conditions
NC :: Noncommercial
You let others copy, distribute,
display, and perform your work — and
derivative works based upon it — but
for noncommercial purposes only.
http://creativecommons.org/license/
Tuesday, March 31, 2009
19. Creative Commons: license conditions
ND :: No derivatives
You let others copy, distribute,
display, and perform only verbatim
copies of your work, not derivative
works based upon it.
http://creativecommons.org/license/
Tuesday, March 31, 2009
21. Some rights reserved: a spectrum.
Public All Rights
Domain Reserved
least restrictive most restrictive
http://creativecommons.org/license/
Tuesday, March 31, 2009
22. A couple of important distinctions
Tuesday, March 31, 2009
23. The difference between OA and OER.
OA: Open Access
OER: Open Educational Resources
• OA focuses on sharing content, but no
underlying licensing requirement
• OER includes any educational content that
is shared under an open license (nix ND)
• OER and OA are friends
Tuesday, March 31, 2009
24. OA // OER - buddies
OA
free, permanent,
full-text, online
access to
scientific and
scholarly works
OER
openly licensed
educational content
Tuesday, March 31, 2009
25. The difference between OCW and OER.
OCW: Open CourseWare
OER: Open Educational Resources
• OCW focuses on sharing open content
that is developed specifically to instruct a
course (locally taught)
• OER includes any educational content that
is shared under an open license, whether
or not it is a part of a course
• OCW is a subset of OER
Tuesday, March 31, 2009
26. OCW // OER - overlap
OER
OCW, single
images, general
campus lectures,
image collections,
singular learning
OCW
modules, paper
or article syllabi, lecture
notes, presentation
slides, assignments,
lecture videos - all
related to a course
Tuesday, March 31, 2009
27. OER and eLearning: a relationship.
OER
• may exist in electronic or paper form
• may not contain enough context to be
“instructional”
• are always licensed for reuse, redistribution,
and re-mixing
eLearning resources
• exist only in electronic form
• are generally designed to be instructional
• may not always be licensed for open use
Tuesday, March 31, 2009
28. eLearning // OER - intersection
OER
eLearning
intersection represents
open, electronic,
instructional resources
Tuesday, March 31, 2009
29. the end
current landscape
life cycle
challenges
the beginning
Tuesday, March 31, 2009
42. the end
current landscape
life cycle
challenges
the beginning
Tuesday, March 31, 2009
43. The OER life cycle.
Authoring
Clearing
Editing
Publishing
Archiving
Tuesday, March 31, 2009
44. The OER life cycle.
Authoring
creating resources
designing learning experiences
granting permission - licensing
Tuesday, March 31, 2009
45. The OER life cycle.
Clearing
dealing with policy issues
tracking content use
attaching metadata
Tuesday, March 31, 2009
46. The OER life cycle.
Editing
editing and formatting the
resource
converting the resource to
various distribution media
Tuesday, March 31, 2009
47. The OER life cycle.
distributing the resource
adding value to the resource
(creative uses of metadata,
search, online communities, etc.)
Tuesday, March 31, 2009
48. The OER life cycle.
Publishing
distributing the resource
adding value to the resource
(creative uses of metadata,
search, online communities, etc.)
Tuesday, March 31, 2009
49. The OER life cycle.
Archiving
refreshing/retiring resources
preserving past resources
maintaining access to past
resources
Tuesday, March 31, 2009
50. U-M OER life cycle.
Authoring
Clearing
Editing
Publishing
Archiving
Tuesday, March 31, 2009
51. U-M OER life cycle.
various techniques & tools
Authoring
Clearing
Editing
Publishing
Archiving
Tuesday, March 31, 2009
52. U-M OER life cycle.
various techniques & tools
Authoring
Clearing OERca software
Editing
Publishing
Archiving
Tuesday, March 31, 2009
53. U-M OER life cycle.
various techniques & tools
Authoring
Clearing OERca software
authoring tools Editing
Publishing
Archiving
Tuesday, March 31, 2009
54. U-M OER life cycle.
various techniques & tools
Authoring
Clearing OERca software
authoring tools Editing
Open.Michigan &
Publishing
eduCommons
Archiving
Tuesday, March 31, 2009
55. U-M OER life cycle.
various techniques & tools
Authoring
Clearing OERca software
authoring tools Editing
Open.Michigan &
Publishing
eduCommons
DSpace (?) Archiving
Tuesday, March 31, 2009
56. Publishing U-M OER.
http://open.umich.edu/
http://michigan.educommons.net/
Tuesday, March 31, 2009
66. dScribe publishing model
goals:
• scalable
• sustainable
• participatory
approach:
• automate and simplify a complex process
• leverage capacity of institutional technologies
and talents
Tuesday, March 31, 2009
69. Motivated
students...
collaborate with faculty...
Tuesday, March 31, 2009
70. Motivated
students...
collaborate with faculty...
and a team of U-M OER specialists...
Tuesday, March 31, 2009
71. Motivated
students...
collaborate with faculty...
and a team of U-M OER specialists...
to gather, review, edit, and publish
course materials...
Tuesday, March 31, 2009
72. Motivated
students...
collaborate with faculty...
and a team of U-M OER specialists...
to gather, review, edit, and publish
course materials...
for use by students, educators and self-learners...
Tuesday, March 31, 2009
73. Motivated
students...
collaborate with faculty...
and a team of U-M OER specialists...
to gather, review, edit, and publish
course materials...
for use by students, educators and self-learners...
worldwide.
Tuesday, March 31, 2009
74. “dScribes”
do-it-yourself, digital, distributed
motivated students or individuals who:
• organize, clear, tag course materials
• are familiar with technology and software
• learn about intellectual property & copyright
• engage with content in new ways
Tuesday, March 31, 2009
75. faculty & dScribe2 dScribe attends
faculty & dScribe2
connect: license training course led
recruit dScribe
material as OER by dScribe2
publish
dScribe to OER
site
Publishing faculty transfers course
material to dScribe
Process
Class #1 Agenda:
Class #1 Agenda:
roles dScribe identifies
faculty reviews
& documents
material: publish
potential IP issues
to U-M OER site
dScribe
clear IP
Class #1 Agenda:
dScribe2
dScribe makes
OER team reviews &
necessary edits to
clears IP issues
course material
instructor BY: Garin Fons, Pieter Kleymeer
characters by Ryan Junell
Tuesday, March 31, 2009
76. dScribe cast of characters
dScribe Faculty dScribe2
Tuesday, March 31, 2009
89. review material
Content Processing
Class #1 Agenda:
Tuesday, March 31, 2009
90. review material OERca:
Content & Decision
Management Software
Content Processing
Where does this
image come from? Class #1 Agenda:
Tuesday, March 31, 2009
91. edit material
Class #1 Agenda:
find dScribe for open.michigan
Tuesday, March 31, 2009
92. edit material
Class #1 Agenda:
find dScribe for open.michigan
Tuesday, March 31, 2009
93. final review
Class #1 Agenda:
find dScribe for open.michigan
Tuesday, March 31, 2009
94. final review
Looks
Class #1 Agenda:
find dScribe for open.michigan
good!
Tuesday, March 31, 2009
95. publication
open.michigan
Class #1 Agenda:
Tuesday, March 31, 2009
96. faculty & dScribe2 dScribe attends
faculty & dScribe2
connect: license training course led
recruit dScribe
material as OER by dScribe2
publish
dScribe to OER
site
Publishing faculty transfers course
material to dScribe
Process
Class #1 Agenda:
Class #1 Agenda:
roles dScribe identifies
faculty reviews
& documents
material: publish
potential IP issues
to U-M OER site
dScribe
clear IP
Class #1 Agenda:
dScribe2
dScribe makes
OER team reviews &
necessary edits to
clears IP issues
course material
instructor BY: Garin Fons, Pieter Kleymeer
characters by Ryan Junell
Tuesday, March 31, 2009
97. dScribe publication model
benefits to students:
• master course content
• learn about copyright and copyleft
• establish unique connection w/ faculty
• potential to get course credit
• collaborate w/ other dedicated classmates
• make resources available to everyone
Tuesday, March 31, 2009
98. dScribe publication model
benefits to faculty:
• students in course know best!
• establishing unique connection w/ students
• quality assurance of materials
• obtain user feedback on content >>
improve content
Tuesday, March 31, 2009
99. dScribe publication model
issues we have noted:
• difference between student quality and
faculty quality of work
• limited expertise in subject area
• limited time to devote to OER production
• difficult to obtain the right balance of
incentives for participation and production
Tuesday, March 31, 2009
101. What we have experienced.
OER production challenges:
• cost
• scale
• access to faculty
• content delivery
• metadata
• refresh rate
• active vs. retroactive publishing
• risk management
• defining OER as a service
Tuesday, March 31, 2009
102. Reducing risk: production policies.
policies create an infrastructure to deal with
issues.
OER production typically involves three main
policy areas:
• copyright and other intellectual property
• endorsement of products or people
• privacy of students or patients
Tuesday, March 31, 2009
103. Main policy areas.
• copyright :: U.S. law grants limited exclusive
rights to authors of creative works
• endorsement :: U-M has a policy restricting
what representatives of our institution may
endorse
• privacy :: the U.S. government tends to
protect patient and student privacy
Tuesday, March 31, 2009
104. Identify potential issues.
• policies will determine publishing limits and
publishing processes
• we want to know what types of content may
cause problems when publishing to a wide
audience
• we quickly identify these issues, document
them, and deal with them
Tuesday, March 31, 2009
114. Ads, CD/Book/Movie Covers, Screenshots
some of these images used under section 107, U.S. copyright law: fair use
Tuesday, March 31, 2009
115. Photographs
some of these images used under section 107, U.S. copyright law: fair use
Tuesday, March 31, 2009
116. Text: Quotes, Passages, Poems
The Mesh
We have come to the cross-roads
And I must either leave or come with you.
I lingered over the choice
But in the darkness of my doubts
You lifted the lamp of love
And I saw in your face
The road that I should take.
- Kwesi Brew
some of these images used under section 107, U.S. copyright law: fair use
Tuesday, March 31, 2009
117. Dealing with issues.
• retainment :: you may already have or
choose to obtain permission to use content
from a 3rd party (must be openly licensed),
or the content does not have a policy issue
• replacement :: you may want to replace
content that cannot be shared with open
content that can be distributed through
copyright licensing (Creative Commons)
• removal :: you may need to remove content
due to privacy, endorsement or copyright
concerns
Tuesday, March 31, 2009
118. the end
current landscape
life cycle
challenges
the beginning
Tuesday, March 31, 2009
119. Remember the OER life cycle.
Authoring With pre-production
clearing, content
moves through the
Clearing process smoothly
Editing
Publishing
Archiving
Tuesday, March 31, 2009
120. Remember the OER life cycle.
Authoring With pre-production
clearing, content
moves through the
Clearing process smoothly
Editing
Publishing
Archiving
Tuesday, March 31, 2009
121. Remember the OER life cycle.
Authoring With pre-production
clearing, content
moves through the
Clearing process smoothly
Editing
Publishing
Archiving
Tuesday, March 31, 2009
122. Remember the OER life cycle.
Authoring With pre-production
clearing, content
moves through the
Clearing process smoothly
Editing
Publishing
Archiving
Tuesday, March 31, 2009
123. Remember the OER life cycle.
Authoring With pre-production
clearing, content
moves through the
Clearing process smoothly
Editing
Publishing
Archiving
Tuesday, March 31, 2009
124. Remember the OER life cycle.
Authoring With pre-production
clearing, content
moves through the
Clearing process smoothly
Editing
Publishing
Archiving
Tuesday, March 31, 2009
125. Pre-production clearing - stages.
Authoring + Clearing
use content created locally (from U-M)
choose 3rd party content from open
sources that give explicit open licenses
(or content that is in the public domain)
document all 3rd party content with
pertinent source information
Tuesday, March 31, 2009
126. Pre-production clearing - stages.
Editing
display a clear notice of how others may
use your work (Open.Michigan uses a
CC: BY license)
edit the resource to include 3rd party
licenses and source citations
Tuesday, March 31, 2009
127. Remember the OER life cycle.
Authoring
Clearing
Editing
With post-production Publishing
clearing, the system
gets clogged up and
becomes less efficient Archiving
Tuesday, March 31, 2009
128. Remember the OER life cycle.
Authoring
Clearing
Editing
With post-production Publishing
clearing, the system
gets clogged up and
becomes less efficient Archiving
Tuesday, March 31, 2009
129. Remember the OER life cycle.
Authoring
Clearing
Editing
With post-production Publishing
clearing, the system
gets clogged up and
becomes less efficient Archiving
Tuesday, March 31, 2009
130. Remember the OER life cycle.
Authoring
Clearing
Editing
With post-production Publishing
clearing, the system
gets clogged up and
becomes less efficient Archiving
Tuesday, March 31, 2009
131. Remember the OER life cycle.
Authoring
Clearing
Editing
With post-production Publishing
clearing, the system
gets clogged up and
becomes less efficient Archiving
Tuesday, March 31, 2009
132. Remember the OER life cycle.
Authoring
Clearing
Editing
With post-production Publishing
clearing, the system
gets clogged up and
becomes less efficient Archiving
Tuesday, March 31, 2009
133. Remember the OER life cycle.
Authoring
Clearing
Editing
With post-production Publishing
clearing, the system
gets clogged up and
becomes less efficient Archiving
Tuesday, March 31, 2009
134. Post-production clearing - stages.
Clearing 1
search through materials to be
published and identify potentially
problematic content
document all problematic content with
pertinent information
Tuesday, March 31, 2009
135. Post-production clearing - stages.
Clearing 2
based on your “policy,” analyze the
problematic content and decide what to
do with it
depending on your decision, clear
content (retainment, replacement,
removal)
Tuesday, March 31, 2009
136. Post-production clearing - stages.
Editing
edit the resource to replace/remove
problematic content
edit the resource to include 3rd party
licenses and source citations
display a clear notice of how others may
use your work (Open.Michigan uses a
CC: BY license)
Tuesday, March 31, 2009
137. Remember the OER life cycle.
Authoring
Clearing
Editing
The clearing+editing Publishing
process can eat up a lot
of time if you do post-
production clearing. Archiving
Tuesday, March 31, 2009
138. Remember the OER life cycle.
Authoring
Clearing
Editing
The clearing+editing Publishing
process can eat up a lot
of time if you do post-
production clearing. Archiving
Tuesday, March 31, 2009
139. Pre-production clearing - examples.
the scenario:
you are putting together a presentation on
pancreatic disorders. you have a few images
to use as examples from your own portfolio
as well as a few with permission from your
colleague. however, you’re missing a good
example on pancreatic hematoma. while you
could start with a Google image search, you
decide to begin looking through open
content repositories.
Tuesday, March 31, 2009
145. Image courtesy of Herbert L. Fred, MD and Hendrik A. van Dijk - <http://cnx.org/content/m14942/latest/>
Creative Commons Attribution 2.0 License <http://creativecommons.org/licenses/by/2.0/>
Tuesday, March 31, 2009
147. Post-production clearing - examples.
the scenario:
you are converting a presentation you
gave last year into OER. this means you
need to use the post-production clearing
process to make sure the content is
ready for OER publication. you start by
identifying and documenting all the 3rd
party content you used.
Tuesday, March 31, 2009