The document discusses the concept of 'Open All', advocating for broader access to not just scientific articles but also educational resources, cultural content, and public sector information. It emphasizes the need for strong policies and definitions regarding publicly funded content and open educational resources (OER), highlighting key historical milestones in the OER movement. Additionally, the document critiques the commercialization of educational materials and the importance of openness in fostering accessibility and quality in education.

1. From Open Access
to Open All.
On User Rights and Freedoms
(and maybe also something else)
in science and education
(and elsewhere)
Alek Tarkowski
Centrum Cyfrowe Projekt: Polska
Creative Commons

2. „Open All”
• Beyond OA in science: open scienti!c
data, open metadata, other
publications than peer-review
articles
• Also educational content for HE,
K-12, preschool
• Heritage, cultural sector content
• Public Sector Information, Public
Data

3. „Open All”
• A policy-based approach: all publicly
funded content
• Good reasons to extend this
approach to other funding sources
• and to a generalized sharing
philosophy
• (policy as a key, strong tool – but at same
time lacks the personal choice aspect)

4. Maybe OA is enough?
• Mature publishing model (in
particular in economic terms)
• 20+ years of experience
• Precise goals – „modest” in a good
sense
• Still a lot of work ahead

5. OA is not enough?
• If we believe in OA for scienti!c
articles, then why not believe in
openness of other types of content?
• If OA for scienti!c articles makes
pragmatic sense, then why won’t it
make sense for other types of
content?

6. OA is not enough?
• OA has developed multiple
standards, tools, models that can be
reused in other sectors
• Multiple, cross-sector uses of
content (between science,
education, cultural sector, etc.)

7. OA is not enough?
• OA has developed multiple
standards, tools, models that can be
reused in other sectors

8. Public Open Content
• „public” or „publicly funded” is the
crucial distinction, and the rationale
for openness
• (a de!nition for „publicly funded” is
needed, and sometimes in controversial)

9. Open
Educational
Resources
movement

10. OA + OER
• „natural !t” – connecting element:
HE educational resources
• OA + OER as core of the „Open All”
concept
• (with heritage being a low-hanging
fruit, and other cultural works
remaining fast impossible to open)

11. OER de"ned
• „teaching, learning and research
materials in any medium, digital or
otherwise, that reside in the public
domain or have been released under
an open license that permits no-cost
access, use, adaptation and
redistribution by others with no or
limited restrictions.”
UNESCO

12. OER: shortest history
• 2002: MIT OpenCourseWare
• 2007: Cape Town Declaration
• 2008: Coalition for Open Education
(PL)
• 2008: Wikiwijs (NL)
• (2004) 2009: Khan Academy
• 2011: Polish Open Textbooks project
• 2012: Paris UNESCO Declaration

13. OER: shortest history
• An ecosystem similar to the OA
ecosystem:
• Repositories
• Metadata
• Author compliance
• Law / licensing
• Use / reuse

14. LAW

15. OER de"ned
• Hewlett Foundation
„OER are 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 and repurposing by others.”

16. OER de"ned
• UNESCO
„teaching, learning and research
materials in any medium, digital or
otherwise, that reside in the public
domain or have been released under
an open license that permits no-cost
access, use, adaptation and
redistribution by others with no or
limited restrictions.”

17. Licensing debate
• Is crucial for OER – much more than
for OA
• Why CC BY?

18. Licensing debate
• Is crucial for OER – much more than
for OA
• Why CC BY?
• The importance of reuse / remix in
educational practice
• Translation into local languages

19. Licensing debate
• OA also needs this debate – for
example with regard to text/data
mining
• US: FASTR + executive order
• Terrain is muddled – con#icting
de!nitions - Traditional stronger vs.
broader debate
• At the same time, still low proof /
few cases of reuse

20. Licensing debate
• Strong standards are
the more important,
the higher level a policy
• Strongest standards for
public funded content –
to ensure real right to
information /
education / knowledge

21. Polish Open Textbooks
• Context: OER in Poland in last 5 years
• Coalition for Open Education (KOED)
• Public OERs:
• „Polish Aid” program
• „Włącz Polskę” - Polish schools abroad
• Grassroots activities
• Wolne lektury: open books portal for
schools
• Active Wikipedia community
• Khan Academy localization

22. Polish Open Textbooks
• Polish textbook model: commercial
production → public certi!cation →
teacher's choice – parents purchase
• Lack of high quality digital
educational resources in Poland.
• Failure of previous public projects
(Scholaris portal)
• Commercial publishers slow to
develop electronic content

23. Polish Open Textbooks
• Approximately 56m PLN for
content creation, of which 45m
PLN (12m EUR) assigned for etextbooks
• 18 textbooks covering K12 core
courses until 2015

24. Polish Open Textbooks
• Who is most vehemently
opposed to the project?

25. Open Public Resources Act
• General model from the „Open
textbooks” project
• Complimentary to Public Sector
Information rules -> together would
form a general open norm for public
content
• Education + science + culture
• 2013: Bill proposal

26. Openwashing
• MOOC (MOPENOC)
• Mark Lester – how are MOOCs open:
• Non-selective
• Not tied to physical location
• No limitations on number of students
• Non full-time, no long commitment
• Low or no cost
• MFLEXIBLEOC?
• Why don’t MOOCs „get” openness?

27. Opening Up Education
• „Thanks to Open Educational
Resources (OER), and namely
MOOCs, teachers and education
institutions can now reach thousands
of learners from all !ve continents
simultaneously, showcasing that
language is not always a barrier.”

28. Opening Up Education
• helping everyone to acquire digital skills
and learning methods
• supporting development and
availability of open educational
resources
• connecting classrooms and deploying
digital devices and content
• mobilizing all stakeholders to change the
role of digital technologies at education
institutions

29. Opening Up Education
• Pragmatic approach instead of an
ideological one?
• (which OA already knows this very well)
• Educators, students don’t necessarily
care about openness – they care about
a'ordability, e(ciency, ease of use,
quality
• And therefore policymakers care about
this too

30. Opening Up Education
• Three strategies:
• Raise awareness about All
Things Open
• Build pragmatic arguments
• Mythbusting