Jisc Casper Cetis Oer Meeting 270209

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Cetis/Openlearn OER meeting presentation

Cetis/Openlearn OER meeting presentation

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