1. Cheryl Hodgkinson-Williams Creative Commons Workshop, UCT 20 October 2009 http://www.flickr.com/photos/27518426@N03/3654281977/in/photostream//

2. http://www.flickr.com/photos/27518426@N03/3654281977/in/photostream/

3. Commons Movement Open Source Software Open Access Open Science Open Society Open Data Open Licences Open Educational Resources

4. OER from MIT

5. OER Portal – OER Commons

6. Open Access – HSRC Press

7. Open Access - RoMEO

8. Open Access and OER – Microsoft Research Copyright © 2009 Microsoft Corporation Except where otherwise noted, content in this publication is licensed under the Creative Commons Attribution- Share Alike 3.0 United States license, available at http://creativecommons. org/licenses/by-sa/3.0. Second printing, version 1.1, October 2009. ISBN 978-0-9825442-0-4

9. Alternative Copyright Licensing A range of financial models Affordances of the Internet Change in philosophy SocialTechnical LegalFinancial What has enabled OER/OA?

10. Change in philosophy The Open Source Software movement led the way in showcasing the value of openness and the ‘ architecture of participation ’ (O’Reilly 2003) OER is based on the philosophical view of ‘knowledge as a collective social product and the desirability of making it a social property’ (Prasad & Ambedkar cited in Downes 2007:1)

11. Affordances of the Internet OER is premised on the ‘simple and powerful idea that the world’s knowledge is a public good and that technology in general and the World Wide Web in particular provides an extraordinary opportunity for everyone to share, use, and reuse knowledge’ (Hewlett Foundation)

12. Alternative copyright licensing Previously copyright was binary: All rights retained or public domain Now alternative licensing options such as the GNU General Public License and Creative Commons provide a range of options where some rights are reserved Copyright © Public domain Copyright © Some rights reservedPublic domain

13. Creative Commons: making OER possible http://www.youtube.com/watch?v=1DKm96Ftfko

14. Degrees of openness Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town. International Journal of Education and Development using ICT, 5(5): 1-16. Available online: http://ijedict.dec.uwi.edu/viewarticle.php?id=864http://ijedict.dec.uwi.edu/viewarticle.php?id=864

15. Financial models Donor funding – e.g. Hewlett Foundation Marketing budget – e.g. Open University Commission – e.g. MIT and Amazon Endowment – e.g. Stanford Encyclopedia of Philosophy Membership – e.g. Sakai Consortium Government – e.g. UK £7.8 million grant

16. Why now? Globally Institutionally Individually

17. Why now – globally? Advance knowledge by unlocking information for the benefit of all Provide open access to high-quality educational content to educators and learners Provide a model demonstrating the value of openness Provide an opportunity to display various perspectives – not only Northern/ Western perspectives Global

18. Why now – institutionally? Increase institutional visibility, advancing competitiveness, attracting students and resources Promote effective social responsiveness Improve learning experience by selecting materials in pedagogically sound and innovative ways Improve recruitment by helping the right students find the right programmes Enhance teaching coherence across courses Ensure better long-term archiving, curation and reuse of teaching materials Attract alumni as life-long learners Institutional

19. Why now – individually? Profile teaching as well as research Create record of teaching for teaching portfolio Foster connections between other colleagues, departments and even other universities (especially cross-disciplinary studies) Increase impact of teaching materials Extend use of teaching materials to high school learners and life-long learners Individual

20. References Attwood, R (2009) Get it out in the open. Online: http://www.timeshighereducation.co.uk/story.asp?storycode=408300 24 SeptemberDownes S (2007) Models for sustainable open educational resources. Interdisciplinary Journal of Knowledge and Learning Objects 3: 29-44. http://www.timeshighereducation.co.uk/story.asp?storycode=408300 Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town. International Journal of Education and Development using ICT, 5(5): 1-16. Available online: http://ijedict.dec.uwi.edu/viewarticle.php?id=864 http://ijedict.dec.uwi.edu/viewarticle.php?id=864 Iiyoshi, T & Kumar, MSV (Eds) (2008) Opening Up Education: The collective advancement of Education through Open Technology, Open Content, and Open Knowledge. Cambridge, Massachusetts: The MIT Press. O’Reilly, T (2003) The Architecture of Participation. Available online: http://www.oreillynet.com/pub/wlg/3017 (Checked 4 October 2009) Yuan, L, MacNeill, S and Kraan W (2008). Open Educational Resources – Opportunities and Challenges for Higher Education. JISC CETIS. Available at http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pdf [Accessed 4 February 2009].

21. This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creativecommons.org/licenses/by- sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Created by Cheryl Hodgkinson-Williams Cheryl.Hodgkinson-Williams@uct.ac.za Companion site on Vula: https://vula.uct.ac.za/portal/site/openucthttps://vula.uct.ac.za/portal/site/openuct OER UCT project blog: http://blogs.uct.ac.za/blog/oer-ucthttp://blogs.uct.ac.za/blog/oer-uct