Lessons and Reflections from RepRODUCE JISC CETIS Educational Content SIG - OER meeting
Lesson and reflections from REPRODUCE JISC CETIS Educational Content SIG - OER meeting  Liam Earney
<ul><li>About CASPER </li></ul><ul><li>Have we learnt any lessons as a result of this? </li></ul><ul><ul><li>Some findings...
Aims and Objectives Square. Circle. Facets by  http:// snow.ipernity.com http://creativecommons.org/licenses/by-nd/2.0/dee...
Was it worth it? <ul><li>How important an issue was IPR impacting the success of their project? </li></ul><ul><ul><li>89% ...
<ul><li>What recommendations would you now make to staff dealing with IPR issues?  </li></ul><ul><li>“ try and avoid it fr...
Lessons Learnt <ul><li>Wider context </li></ul><ul><ul><li>Balance between legitimate claims of content owners, creators a...
Lessons learnt <ul><li>Public sector needs to get it’s own house in order </li></ul><ul><ul><li>Only 14% of Reproduce proj...
Lessons learnt <ul><li>Lack of commonly accepted terminology and narrative </li></ul><ul><ul><li>What do we mean by re-pur...
Lessons learnt <ul><li>Are academic timetables and rights clearance timetables compatible? </li></ul><ul><ul><li>This is a...
Lessons Learnt <ul><li>Is it enough to provide templates without additional support and expertise to adapt them for instit...
Lessons learnt <ul><li>What advice would they give to JISC? </li></ul><ul><ul><li>Don’t fund the creation of content where...
Are there implications for the Open Educational Resources Programme?
Implications for OER Programme? <ul><li>There has never been a better time to stimulate and support the provision of freel...
Implications for OER Programme? ≠
Thank you <ul><li>Contact Details </li></ul><ul><ul><li>Liam Earney –  [email_address]  Tel: 0203 3006 6002 </li></ul></ul...
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Jisc Casper Cetis Oer Meeting 270209

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Jisc Casper Cetis Oer Meeting 270209

  1. 1. Lessons and Reflections from RepRODUCE JISC CETIS Educational Content SIG - OER meeting
  2. 2. Lesson and reflections from REPRODUCE JISC CETIS Educational Content SIG - OER meeting Liam Earney
  3. 3. <ul><li>About CASPER </li></ul><ul><li>Have we learnt any lessons as a result of this? </li></ul><ul><ul><li>Some findings from survey </li></ul></ul><ul><li>What are the implications for the OER programme? </li></ul>Introduction
  4. 4. Aims and Objectives Square. Circle. Facets by http:// snow.ipernity.com http://creativecommons.org/licenses/by-nd/2.0/deed.en_GB Copyright all rights reserved symbols (white on black and black on white) http://flickr.com/photos/mikeblogs/3020966666/ http://creativecommons.org/licenses/by/2.0/deed.en_GB ≠
  5. 5. Was it worth it? <ul><li>How important an issue was IPR impacting the success of their project? </li></ul><ul><ul><li>89% of projects found it was somewhat, very or critically important </li></ul></ul><ul><ul><ul><li>45% said it was critical </li></ul></ul></ul><ul><li>How helpful was support received from CASPER? </li></ul><ul><ul><li>100% found CASPER’s support Very or Critically helpful </li></ul></ul>
  6. 6. <ul><li>What recommendations would you now make to staff dealing with IPR issues? </li></ul><ul><li>“ try and avoid it from outset “ </li></ul>
  7. 7. Lessons Learnt <ul><li>Wider context </li></ul><ul><ul><li>Balance between legitimate claims of content owners, creators and users </li></ul></ul><ul><li>Lessons at the JISC level </li></ul><ul><ul><li>Put in place support infrastructures in advance of projects </li></ul></ul><ul><li>Lessons at the cross-institutional level </li></ul><ul><ul><li>Getting buy in from multiple institutions and fulfilment of responsibilities is hard when licensing is involved </li></ul></ul><ul><li>Lessons at the institutional level </li></ul><ul><ul><li>Conflicting and contradictory attitudes towards content creation, ownership and dissemination – who’s responsible? </li></ul></ul><ul><ul><li>Are the workflows and infrastructure in place to support use and re-use? </li></ul></ul><ul><li>Lessons at the departmental and academic level </li></ul><ul><ul><li>What can and should be made available? For what purposes? How long? </li></ul></ul>
  8. 8. Lessons learnt <ul><li>Public sector needs to get it’s own house in order </li></ul><ul><ul><li>Only 14% of Reproduce projects found it easy to clear rights from other UK universities </li></ul></ul><ul><ul><li>100% found it somewhat or very challenging to clear them from other Public sector organisations </li></ul></ul><ul><ul><li>Rights status of content created and hosted by is often unclear – staff have moved, lack of policy, lack of documentation </li></ul></ul><ul><ul><ul><li>Gentleman’s agreements vs formal arrangements </li></ul></ul></ul><ul><ul><li>Generally an absence of clear rights statements especially around non-personal educational use </li></ul></ul><ul><ul><ul><li>Ambivalence and opposition to permission for use and re-use </li></ul></ul></ul><ul><ul><li>Universities will want to be paid to clear up rights issues </li></ul></ul><ul><ul><li>Identifying people with responsibility and ability to grant permissions and make decisions </li></ul></ul>
  9. 9. Lessons learnt <ul><li>Lack of commonly accepted terminology and narrative </li></ul><ul><ul><li>What do we mean by re-purpose and re-use? </li></ul></ul><ul><ul><li>What do we mean by open? </li></ul></ul><ul><ul><ul><li>BBC </li></ul></ul></ul><ul><ul><ul><li>CETLs </li></ul></ul></ul><ul><ul><li>How do other academics feel about use and re-use of their materials? </li></ul></ul><ul><li>And if we don’t how can we explain it to anyone else? </li></ul><ul><ul><li>Explaining to rights owners what projects were doing and how rights owners processed these responses </li></ul></ul><ul><ul><ul><li>‘ I presume this is a joke’ </li></ul></ul></ul><ul><li>In 62.5% of cases where permission was refused it was due to the type of rights that were being sought </li></ul>
  10. 10. Lessons learnt <ul><li>Are academic timetables and rights clearance timetables compatible? </li></ul><ul><ul><li>This is a time consuming and as a result costly exercise </li></ul></ul><ul><ul><li>“ All this on top of everything else” </li></ul></ul><ul><li>How long did RePRODUCE projects spend on rights clearance: </li></ul><ul><ul><li>“ About 10 hours” </li></ul></ul><ul><ul><li>“ Months of negotiations” </li></ul></ul><ul><ul><li>“ 10 person weeks including identifying rights holders. This will increase as still chasing copyright” </li></ul></ul><ul><ul><li>“ Very hard to say state clearly as this wasn't monitored , from the start, by all the team members.” </li></ul></ul><ul><ul><li>“ Only really addressing this issue now” </li></ul></ul>
  11. 11. Lessons Learnt <ul><li>Is it enough to provide templates without additional support and expertise to adapt them for institutional needs? </li></ul><ul><ul><li>Model rights clearance letters seen as much more helpful than licences </li></ul></ul><ul><ul><ul><li>Are licences too ‘un-friendly’? </li></ul></ul></ul><ul><ul><ul><li>Require some expertise and experience </li></ul></ul></ul><ul><ul><li>Some evidence that other materials provided were under used/ignored </li></ul></ul><ul><ul><ul><li>Either processes already in place </li></ul></ul></ul><ul><ul><ul><li>Lack of engagement/record keeping of rights clearance </li></ul></ul></ul>
  12. 12. Lessons learnt <ul><li>What advice would they give to JISC? </li></ul><ul><ul><li>Don’t fund the creation of content where use and re-use isn’t allowed </li></ul></ul><ul><ul><li>Develop workflows that map the process an academic would undertake </li></ul></ul><ul><ul><li>Work with institutions to ensure that there is much greater certainty about who can grant what to whom </li></ul></ul><ul><ul><li>Provide more guidance on where to find resources that are in the public domain and don't require rights clearance. </li></ul></ul><ul><ul><li>Develop subject specific copyright tools and consent forms e.g. medicine and healthcare </li></ul></ul><ul><ul><li>Take the burden off projects and handle all IPR for JISC projects </li></ul></ul><ul><ul><ul><li>How many institutions can sustain this activity? </li></ul></ul></ul>
  13. 13. Are there implications for the Open Educational Resources Programme?
  14. 14. Implications for OER Programme? <ul><li>There has never been a better time to stimulate and support the provision of freely available content </li></ul><ul><ul><li>Financial and economic crisis will mean significant cuts in institutional expenditure on licensed content </li></ul></ul><ul><li>Provision of a critical mass of OER is absolutely essential for the widespread embedding of use and re-use </li></ul><ul><li>Putting in place the licensing requirements at the start and keeping variation to a minimum will be essential to long term success </li></ul><ul><li>Discoverability of those resources will be essential </li></ul><ul><li>Risk management and acceptance </li></ul><ul><li>Moral rights and acknowledgement of the content creators </li></ul><ul><li>Sustainability - how does one develop the communities of users around these resources that will keep them up to date, available and used </li></ul><ul><li>Use beyond HE? Schools can’t use Flickr, YouTube etc </li></ul>
  15. 15. Implications for OER Programme? ≠
  16. 16. Thank you <ul><li>Contact Details </li></ul><ul><ul><li>Liam Earney – [email_address] Tel: 0203 3006 6002 </li></ul></ul><ul><li>Any Questions? </li></ul>

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