1. Information as a Global Public Good Enabling Access to Knowledge Through Open Licenses Ted Hanss, Angela Miller ICTD2010 16 December 2010 Copyright 2010 Ted Hanss and Angela Miller. This work is licensed under the Creative Commons Attribution 3.0 United States License. To view a copy of this license, visit.

2. 2 Objective The big picture Definition of OER Public goods opportunities and risks OER production processes Health OER Network case study Discussion of projects, opportunities, … Agenda

3. 3 Objectives Understand and recognize the terminology, policy issues, and appropriate role for OER Through a case study example, understand the steps a community can take to publish learning materials as OER Engage in an exploration of current, planned, or potential projects

4. 4 The Big Picture Access “Everyone has a right to education” (UN, 1948) Need to open a new university every week to meet capacity demands (Daniel, 1996) Transforming education Supporting life long learning Developing countries as sources of knowledge Unbundling education E.g., separating certification from learning

5. 5 Open Michigan Developing a culture of openness Open access Open educational resources Open science Open source Open standards Open participatory learning

6. 6 Public Domain: Michael Reschke http://commons.wikimedia.org/wiki/File:OERlogo.svg

7. 7 Atkins et al. Definition (2007) “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.”

8. 8 OA ≠ OER Open access does not necessarily mean that you can modify, create derivative works, or re-distribute.

9. 9 E-Learning ≠ OER OER can be paper or electronic and may not contain enough context to be instructional by itself. E-learning materials are electronic, are typically capable of being stand-alone, and imply no particular license for use.

10. 10 Who Benefits from OER? Faculty Across institutions and across disciplines Students at all levels Alumni Self-learners …

11. 11 Policy Implications What are the national, international, and transnational information policies and actions that will further enable OER production and use?

12. Copyright “All rights reserved” vs. “Some rights reserved”

13. 13 U.S. Constitution “The Congress shall have the power … To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries.”

14. 14 International Legislation “To encourage a dynamic culture, while returning value to creators so that they can lead a dignified economic existence, and to provide widespread, affordable access to content for the public.”

15. 15 Obtaining U.S. Copyright Copyright vests once an original work is “fixed in a tangible medium of expression” Copyright does not protect ideas, procedures, processes, systems, methods of operation, concepts, principles, or discoveries The “limited Times” have changed dramatically over the years

16. 16 Copyright: UK and Europe UK. Copyright, Designs and Patents Act 1988 Europe – attempts to harmonise legislation throughout Europe through a number of directives and the Berne Convention for the Protection of Literary and Artistic Works 1886

17. 17 Obtaining Copyright-UK/Europe Similar to US Copyright Automatic (no need for registration/file) Copyright work must be original and in a tangible form Length of right varies depending on the type of copyright and jurisdiction. E.g., literary work in UK, life of author + 70 years.

18. 18 Obtaining Copyright-UK/Europe Similar to US Copyright has two subsets: Economic Right (can be licensed, assigned and mortgaged) and Moral Right a includes the right of attribution, the right to have a work published anonymously and the right to the integrity of the work. Moral rights always resides with the creator however can be waived in some jurisdictions.

19. 19 Creative Commons Licensing Creativecommons.org

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21. 21 The Range of Licenses Public Domain All Rights Reserved Least RestrictiveMost Restrictive

22. Public Goods

23. 23 OER as Global Public Goods Non-rival through electronic publishing and distribution Non-excludable through open licenses

24. 24 Risks Market can undersupply public goods Lack of incentives Free riders Sovereignty can limit global coordination and compliance monitoring of production and distribution under non-market interventions

25. Recommendations

26. 26 Financial Recommendations Financial investments (e.g., by governments and foundations) in the creation of scholarly works licensed as OER Start with existing programs (Public pays, public benefits) Funding of research into the effectiveness of OER

27. 27 Awareness Recommendations Governments/school boards authorize the acceptance of open textbooks and actively promote their availability Global advocacy campaigns (e.g., by NGOs)

28. 28 Copyright Recommendations WTO TRIPS copyright exceptions for education (as with public health, but without geographic limitations) Easier path to putting things in the public domain Harmonization of Creative Commons licenses Governments step in and clarify educational fair use through statutory exceptions Clear designation of copyright ownership (e.g., works for hire doctrines)

29. 29 Technical Recommendations Interoperability The “piece-parts” of OER will work together Portability Materials can be easily imported and exported (e.g., from learning management systems)

30. 30 Public/Private Partnership Recommendations Permit government funding to go to public/private partnerships to facilitate sustainability (private partners create value- add products and services) Investigate models where private investment incentives facilitate OER development (e.g., tax breaks, exclusive removal of CC NC clauses)

31. OER Life Cycle

32. 32 Authoring Clearing Editing Archiving Publishing

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35. 35 Publishing Models Staff-centric (as established by MIT) High quality; but expensive, faculty are difficult to reach, long refresh rates dScribe approach developed at Michigan Intended to be scalable, participatory, and to drive down the cost of production

36. 36 and a team of OER specialists... for use by students, educators and self-learners... Motivated students... collaborate with faculty... to gather, review, edit, and publish course materials... worldwide. BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell

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39. 39 dScribes outside of Michigan openmichigan, Flickr (UCT, South Africa) openmichigan, Flickr (KNUST, Ghana) openmichigan, Flickr (UCT, South Africa)

40. 40 OERca

41. 41 https://open.umich.edu/wiki/index.php5/Open_Content_Search

42. 42 http://commons.wikimedia.orghttp://commons.wikimedia.org/

43. 43 Challenges Balance of student incentives Faculty motivation/incentives Metadata Prospective versus retrospective clearing Clearing issues (copyright, privacy, endorsements)

44. Motivation for Health OER

45. 45 Life expectancy in years: North America: 76 Latin America: 69 Africa: 51 Life Expectancy

46. 46 Large differences in quality of and access to care between developing and developed countries Large differences in quality and access to care within countries Global epidemics The successful treatment of acute disease has left an epidemic of chronic disease Global Health Crisis

47. 47 Reduce Child Mortality Drop the under-five rate by two thirds Improve Maternal Health Reduce maternal mortality by three quarters Combat HIV/AIDS, malaria, and other diseases Halt and begin to reverse the spread of HIV/AIDS and the incidence of the others Millennium Development Goals

48. 48 Any long-term solution to the global health crisis requires investment in human resources. Only well-trained health providers can ensure: Achievement of the UN’s Millennium Development Goals, Implementation of global vaccination and medication distribution, and Preparation for the next epidemic Human Resources for Health

49. 49 60 million healthcare workers 9 million are MDs (1M in the US, 3M in China) 75% are in government-run organizations Ghana case study One half of Ghanaian med school grads practice outside the country U-M OBGYN specialist training as an exception to brain drain Ghana has goal of tripling the number of healthcare workers Already at 15:1 student:teacher ratio on wards Global Health Workers

50. 50 Distribution of Health Workers

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52. Health OER Network This work has been financially supported by the Hewlett Foundation, the Gates Foundation, the Open Society Institute, and the University of Michigan

53. 53 U-M held a Health OER workshop in Ghana with participants from multiple countries Reviewed opportunities, benefits, and challenges for OER Consensus to move forward with community building proposal (“walk before we run”) May 2008 Africa Workshop

54. 54 U-M and OER Africa working with University of Ghana, Kwame Nkrumah University of Science and Technology, University of Cape Town, and University of the Western Cape. Hold policy/sensitization workshops Identify curricular needs Emphasis on co-creation of OER that work in respective local contexts Assess capacity to collaborate and design framework for assessing OER use 2009 Health OER Design Phase

55. 55 University of Ghana Workshop

56. 56 A long term logic model and sustainable, scalable, collaborative content development programs for comprehensive, open health professions curricula. Major Deliverable

57. 57 2009 Health OER Workshop

58. 58 The African Health OER Network The African Health OER Network fosters co-creation of resources, enabling institutions to share knowledge, address curriculum gaps, and use OER for improving the delivery of health education in Africa. The Network is building the socio-technical infrastructure to draw in more African and, eventually, global participants, while also developing models of collaboration and sustainability that can be replicated in other regions of the world.

59. 59 Participating Institutions University of Michigan OER Africa Kwame Nkrumah University of Science and Technology University of Ghana University of Cape Town University of the Western Cape University of Malawi’s Kamuzu College of Nursing University of Botswana Health Education and Training in Africa Project of the Open University University of Nairobi

60. 60 A Dental School for Liberia Kathleen Ludewig Omollo, Matt Simpson, Nejay Ananaba

61. Health OER Examples

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69. 69 Motivation and Examples Motivations and examples from African institutions http://www.youtube.com/user/openmichigan#grid/user/DF41389B70169F26

70. 70 Links open.umich.edu www.oerafrica.org/healthoer

71. 71 Contacts Ted Hanss Chief Information Officer University of Michigan Medical School ted@umich.edu Dr. Angela Miller Intellectual Property and Contracts St George’s, University of London amiller@sgul.ac.uk