Política Pública para REA: colaboração para inovação e acesso a educaçãoREA Brasil
Carolina Rossini
Simpósio Internacional Educação, cultura e recursos abertos: Compartilhando conhecimentos
através de fronteiras
27 e 28 de Outubro de 2011 – UNICAMP
Campinas, SP
Oficina REA na Semana de Cultura Digital de CampinasREA Brasil
Oficina “Introdução aos Recursos Educacionais Abertos” ministrada pelo prof. Tel Amiel na Semana de Cultura Digital de Campinas e Região em 03/2012.
Fonte: http://educacaoaberta.org/rea/oficina-rea-na-semana-de-cultura-digital-de-campinas
Impact of Open Textbook Adoption on Teaching and LearningREA Brasil
Research Examining the Impact of Open Textbook Adoption on Teaching and Learning: Early Findings
Presentation at CCCOER Meeting , June 22, 2010
Clare Mortensen, Institute for the Study of
Knowledge Management in Education
Licença: CC-BY-SA
Fonte: http://www.slideshare.net/oercommons/iskme-slides-ccotc-062110-sent
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
Technology and Education: The emergency of OpennessREA Brasil
This presentation was part of the Portuguese Speaking Countries Conference on Intellectual Property, hosted by ISEG - UTLisboa, during the days 26 and 27 de February de 2010. It brings the concept of Open Educational Resources, the impact of intellectual property and the case of Brazil.
Technology and Education: The emergency of OpennessCarolina Rossini
This presentation was part of the Portuguese Speaking Countries Conference on Intellectual Property, hosted by ISEG - UTLisboa, during the days 26 and 27 de February de 2010. It brings the concept of Open Educational Resources, the impact of intellectual property and the case of Brazil.
Presentation given for University of British Columbia Oct. 23, 2013 as part of Open Access Week.
Presentation explores open practices throughout society including education with a special focus on what freedoms openness brings and who is using those freedoms.
Presentation in panel “Research Without Borders: Open Access in the Americas” Columbia University, April 29th., 2014. Video of presentation (20 minutes) https://www.youtube.com/watch?v=fNlGabHIHQE
Event program: http://scholcomm.columbia.edu/2014/04/08/research-without-borders-open-access-in-the-americas/
Consultative Forum on Open Access: Towards high level interventions for research and development in Africa
Network of African Science Academies - NASAC Nairobi, Kenia, 29-30 January 2015
Consultative Forum on Open Access: Towards high level interventions for research and development in Africa
Network of African Science Academies - NASAC
Nairobi, Kenia, 29-30 January 2015
Política Pública para REA: colaboração para inovação e acesso a educaçãoREA Brasil
Carolina Rossini
Simpósio Internacional Educação, cultura e recursos abertos: Compartilhando conhecimentos
através de fronteiras
27 e 28 de Outubro de 2011 – UNICAMP
Campinas, SP
Oficina REA na Semana de Cultura Digital de CampinasREA Brasil
Oficina “Introdução aos Recursos Educacionais Abertos” ministrada pelo prof. Tel Amiel na Semana de Cultura Digital de Campinas e Região em 03/2012.
Fonte: http://educacaoaberta.org/rea/oficina-rea-na-semana-de-cultura-digital-de-campinas
Impact of Open Textbook Adoption on Teaching and LearningREA Brasil
Research Examining the Impact of Open Textbook Adoption on Teaching and Learning: Early Findings
Presentation at CCCOER Meeting , June 22, 2010
Clare Mortensen, Institute for the Study of
Knowledge Management in Education
Licença: CC-BY-SA
Fonte: http://www.slideshare.net/oercommons/iskme-slides-ccotc-062110-sent
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
Technology and Education: The emergency of OpennessREA Brasil
This presentation was part of the Portuguese Speaking Countries Conference on Intellectual Property, hosted by ISEG - UTLisboa, during the days 26 and 27 de February de 2010. It brings the concept of Open Educational Resources, the impact of intellectual property and the case of Brazil.
Technology and Education: The emergency of OpennessCarolina Rossini
This presentation was part of the Portuguese Speaking Countries Conference on Intellectual Property, hosted by ISEG - UTLisboa, during the days 26 and 27 de February de 2010. It brings the concept of Open Educational Resources, the impact of intellectual property and the case of Brazil.
Presentation given for University of British Columbia Oct. 23, 2013 as part of Open Access Week.
Presentation explores open practices throughout society including education with a special focus on what freedoms openness brings and who is using those freedoms.
Presentation in panel “Research Without Borders: Open Access in the Americas” Columbia University, April 29th., 2014. Video of presentation (20 minutes) https://www.youtube.com/watch?v=fNlGabHIHQE
Event program: http://scholcomm.columbia.edu/2014/04/08/research-without-borders-open-access-in-the-americas/
Consultative Forum on Open Access: Towards high level interventions for research and development in Africa
Network of African Science Academies - NASAC Nairobi, Kenia, 29-30 January 2015
Consultative Forum on Open Access: Towards high level interventions for research and development in Africa
Network of African Science Academies - NASAC
Nairobi, Kenia, 29-30 January 2015
Presentation in panel "Opening up the world" at the Conference of OASP-Open Access Scholarly Publishers Association. Paris, UNESCO,Headquarters, 17-19 September 2014. http://oaspa.org/coasp-2014-preliminary-program/
Presentation in panel "Opening up the world" at the Conference of OASP-Open Access Scholarly Publishers Association. Paris, UNESCO,Headquarters, 17-19 September 2014. http://oaspa.org/coasp-2014-preliminary-program/
Video of the presentation “Open Access in Latin America” (20 minutes) http://youtu.be/fNlGabHIHQE
“Open Access in Latin America” presented by Dominique Babini (CLACSO-Latin American Council of Social Sciences) in panel “Research without borders: Open Access in the Americas” organized by the Scholarly Communication Program and The Digital Humanities Center, Columbia University, April 29th., 2014
Program of the event: http://scholcomm.columbia.edu/2014/04/08/research-without-borders-open-access-in-the-americas/
CODESRIA-UNESCO –CLACSO Panel: Strengthening Scholarly Community Led open access publishing in the Global South
CODESRIA Conference on Electronic Publishing and Dissemination
CODESRIA-Council for the Development of Social Science Research in Africa
Dakar, Senegal, March 31st., 2016
Presentation at
CODESRIA-UNESCO –CLACSO Panel: Strengthening Scholarly Community Led open access publishing in the Global South
CODESRIA Conference on Electronic Publishing and Dissemination
CODESRIA-Council for the Development of Social Science Research in Africa
Dakar, Senegal, March 31st., 2016
Emerging Technologies in the Workplace For Quality ServiceFe Angela Verzosa
presented at the Seminar on the theme “Basics and Beyond Librarianship: Towards a Compleat Librarian,” held at Holy Angel University, Angeles, Pampanga on September 9, 2009
Similar to Carolina Rossini - Open Education Week (20)
Direitos autorais: Todos x Alguns Direitos ReservadosREA Brasil
Aula parte do curso Recursos Educacionais Abertos: educação e tecnologias: http://www.rea.net.br/site/curso-recursos-educacionais-abertos-educacao-e-tecnologias/
Oficina sobre Recursos Educacionais Abertos na Secretaria de Estado de Educação do Distrito Federal (SEEDF). O evento é uma iniciativa do Grupo de Trabalho Escola na Cultura Digital e da Subsecretaria de Modernização e Tecnologia da SEEDF (SUMTEC).
A convite da Comunidade Curitiba Livre e a Secretaria Municipal de Educação de Curitiba participamos do Education Freedom Day em 08/03/2014 no Campus central da Universidade Tecnológica Federal de Curitiba (UTFPR).
Gestão de Propriedade Intelectual para o Acesso Aberto e ao Conhecimento Científico.
4ª Conferência Luso-Brasileira sobre Acesso Aberto
Universidade de São Paulo - 09/10/2013
Bianca Santana - Recursos Educacionais Abertos e Licenças LivresREA Brasil
Apresentação feita durante o Seminário Conhecimento Aberto, promovido Núcleo de Altos Estudos Amazônicos da Universidade Federal do Pará.
Link original: http://www.slideshare.net/biancasantana/rea-naea
Virtual Educa 2013: Recursos Educativos AbiertosREA Brasil
Oficina Recursos Educativos Abiertos: material didáctico, producción colaborativa y autoria en la era de la información.
Priscila Gonsales no Virtual Educa Colômbia em 06/2013.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. Carolina Rossini
Open Educational Resources:
Brazilian Challenges and Perspectives
2. 1. Open systems and open networks can create new
modes of innovation and collaboration
2. New modes of innovation can be helped, or hurt,
by institutional and government policies and design
3. Brazil and Brazilian institutions are
experimenting with openness, but it is just in the
beginning
3. Networked Information Economy*
• Network of connectivity enables new forms of productive activity
• Large-scale, distributed collaboration
• Non-market, commons-based peer production or social production
• User-driven innovation
• Nature of digital information goods
• Non-rival, non-excludable
• “Replicability” of digital goods
• near zero marginal cost of reproduction
• Disintermediation
* Benkler, Y. 2006. The Wealth of Networks: How Social
Production Transforms Markets and Freedoms. New
Haven: Yale University Press
4. Free Software
GNU General Public License:
The use of IPs to create freedom
9. Tech
Intellectual
Content Property
Intellectual
Full courses, Software to support the creation, property licenses
course materials, delivery, use and improvement of to promote open
content modules, open learning content including
publishing of
learning objects, searching and organization of
content, content and learning materials, design-
collections, journals principles, and
management systems, content
development tools, and on-line localization of
learning communities. content.
10. “OER are teaching, learning, and research materials in
any medium that reside in the public domain or have
been released under an open licence that permits
their free use and re-purposing by others. An open
license is one that allows anyone to access, reuse,
modify and share the OER. The use of open technical
standard for OER platforms and files improves access
and reuse potential of OERs which are developed and
published digitally.”
17. Terms that can be used for a derivative work or adaptation
Compatibility chart
by by-nc by-nc-nd by-nc-sa by-nd by-sa pd
pd
by
by-nc
Status of
by-nc-nd
original
work
by-nc-sa
by-nd
by-sa
18.
19.
20. Introduction to
Economic Analysis
R. Preston McAfee, Caltech
ISBN: 160049000X
Online: Free
PDF/Word: Free
Hard copy: $11.10
Used at:
Harvard, NYU, Cal Poly, UC-Santa
Barbara, Caltech, Oregon State,
Claremont McKenna….
www.introecon.com
21. Collaborative
Statistics
Barbara Illowsky & Susan Dean
ISBN: 9780978745973
Online: Free
PDF/Word: Free
Hard copy: $31.98
For more information:
www.collegeopentextbooks.org
22. Publisher: Wiley Open: Connexions &
QOOP
Downloadable version: Downloadable & online
$77.50 versions:
FREE
Printed bound version: Printed bound version:
$141.95 new $31.98 new
$110.25 used
28. The proposal
To rethink the access and development of knowldge
and the use of technology....
Not just as a way of accessing “free stuff”, but as a
new way of knowldge governance for innovation,
through sharing and collaboration
PLUS
Recognize the we pay a lot and many times twice!
29.
30. OSI-Cape Town Open
Education Declaration
“A revolution of sorts is sweeping education...In another
promising development, a coalition of educators, foundations
and Internet pioneers in January signed a declaration urging
governments and publishers to make publicly funded
educational material available free over the Internet. The Cape
Town Open Education Declaration has so far been signed by
more than 140 organizations and nearly 1,500 individuals.”
Wall Street Journal, March 28, 2008
31. Challenges to OER
1.Legal > Copyright Licenses, Copyright Law, Public Purchase
Contracts
2.Economic > Sustainability
3.Social > Fear and System of Incentives
32.
33. The Green Paper*
There are four axes of structure to the OER context in Brazil, echoing internal
structures of traditional education as well as the new opportunities afforded by the
move to digital networks for dissemination and use of educational materials:
• public access to educational materials in general, as an open education strategy to
include the individual, the family, the community and the whole society in the process of
learning and of collaborative knowledge production;
• the economic cycle of educational materials production and its impact on the “right of
citizens to learn”;
• the possible benefits OER may bring to learning strategies, the production of
educational resources more sensitive to issues driven regional diversity and regional
standards of quality;
• the impact of digital, online, open resources on teachers’ continuous professional
development
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1549922.
37. Case Studies
• Analysis of more that 14 Brazilian Projects which missions
are to provide (open) educational recourses.
• The analysis was done on its legal and technical
interoperability, and in regard to who owns the rights over
the content.
• Conclusions and recommendations were built.
38.
39.
40.
41.
42. Debate around Textbooks
•The right to copy books;
•Value Chain of books
Production;
•Taxpayer funding;
•Government funding
and buying.
43. Debate around Textbooks
In addition to direct public expenditures, since 1960 and reaffirmed by article 150 of the 1988
Brazilian Constitution, the publishing industry (books in all its forms, newspapers, and
magazines) is tax-exempt.
In 2004, the publishing industry was granted additional benefits and freed from an obligation to
make contributions such as Social Integration Programme fees (PIS/PASEP) and the Contribution
for the Financing of Social Security (COFINS). These tax and contributions exemptions, which
affect both final product and the production process (including, for instance, the paper used)
are intended to reduce the final price of the product.
GPOPAI (2008) estimated that, from 2001 to 2006, the subsidies (formed by the tax and
contribution exemptions) represented a windfall of around 30% of the equivalent to sales. For
the sake of comparison, this subsidy was roughly double the total budget of the Brazilian
Ministry of Culture over the same period.
44. Textbooks for k-12
2010 – The Federal Government spent R$1.077.805.377,28 to buy, evaluate and distribute
texbooks
2011 – Government spent R$ 1,2 billions to buy textbooks
- introductions of the “consumable texbook” : the student use it for one year and trow it
away, in oposition of many books that one student have to give back at the end of the year
and it is used for up to 3 years
(http://www.fnde.gov.br/index.php/programas-livro-didatico)
2011/2012 – Government debats the use of e-readers in public schools
2013 – Government plans to spend
45. The problem of access in
college education
Course Annual Costs of Books % students with family monthly
income below R$5,000
Information Systems R$ 3915.58 90,6%
Natural science R$ 3640.90 91,3%
Tourism R$ 4572.90 81,3%
Marketing R$ 4242.51 76,1%
Technology of Textiles R$ 4164.79 79,5%
Environmental management R$ 5212.69 84,1%
Medicine – Obstetrics R$ 5810.46 86,7%
Medicine – Gerontology R$ 4417.19 91,2%
Physics R$ 3344.75 88,3%
Public Policy Management R$ 5343.02 78,1%
Source: GPOPAI-USP (2008) (pp. 36)
http://www.gpopai.usp.br/wiki/images/b/b5/Relatorio_livros_ingles.pdf
46. Who pays? Yes – we pay twice!
86% of the books (sample of 1,910 books adopted by 25 different courses in more
than 14 institutions) were authored by full-time, employed professors from public
institutions.
the total invested by universities and public financial agencies (such as the Sao
Paulo Research Foundation - FAPESP), through scholarships and publication grants,
is R$78,410 over three years per master’s thesis per student and R$155,344 over
three years per doctoral thesis per student.
By comparing these values with that invested by publishers of books derived from
theses, the GPOPAI (2008) study concluded that 17.9% of the total cost of a book
based on a master thesis comes from private investment, while 82.1% comes from
public investment.
For doctoral theses, 9.9% is from private sources, while the remaining 90.1%
comes from public investment.
47.
48. The National Plan of Education (PNE) represents the
highest level of educational policy in Brazil.
Discussions to include OER in the PNE directives started in
2008.
More than 3,000 changes until now, the Plan sets
guidelines, goals, and priorities to be implemented by
2020.
OER is mentioned in two guidelines (7.10 and 7.12)
http://www.camara.gov.br/proposicoesWeb/fichadetramitacao?idProposicao=490116
49.
50. “Há muitos anos trabalho a questão de acesso ao conhecimento e entendo a
Internet como instrumento fundamental a tal fim. Ao repensar a educação
na era da sociedade do conhecimento, me deparei com o conceito de
recursos educacionais abertos e percebi como nossa legislação não trabalha
esta questão. O Brasil não pode ficar de fora deste debate, ainda mais
porque nosso governo é um dos maiores financiadores de recursos
educacionais, seja por meio de compras públicas, seja por meio de salários e
bolsas de estudo e pesquisa, seja por meio de isenção de impostos em toda
a cadeia produtiva de livros. Os números impressionam! Creio que todos,
empresas e pessoas, que recebem tal montanha de dinheiro vindo dos
cofres públicos, têm uma obrigação para com a sociedade: compartilhar o
resultado de suas pesquisas e o desenvolvimento delas com a sociedade que
o/a financiou, permitindo o uso livre de tal recurso educacional”
Deputado Paulo Teixeira
51.
52. Sao Paulo City OER Decree
Art. 1º. As obras intelectuais produzidas pela Secretaria Municipal de Educação
para utilização pelas unidades da rede pública municipal de ensino, com objetivos
educacionais, pedagógicos e afins, tais como livros e materiais didáticos, orientações
curriculares e manuais de orientação para o programa de alimentação escolar, deverão
ser disponibilizadas no sítio eletrônico daquela Secretaria no Portal da Prefeitura do
Município de São Paulo na Internet e licenciadas para livre utilização,
compreendendo a cópia, a distribuição e a transmissão, observadas as seguintes
condições:
I – preservação do direito de atribuição ao autor;
II – utilização para fins não comerciais.
Parágrafo único. A licença obrigatória de que trata o “caput” deste artigo compreende o
direito de criação de obras derivadas, desde que sejam licenciadas sob a
mesma licença da obra original.
Art. 2º. Os contratos celebrados pela Administração Municipal visando à produção
das obras referidas no artigo 1º ou à cessão de direitos autorais de terceiros, quando
necessária, nos termos da Lei Federal nº 9.610, de 19 de fevereiro de 1998, deverão
prever expressamente a obrigatoriedade de divulgação e licenciamento das obras,
na forma estabelecida por este decreto.
http://rea.net.br/2011/10/03/decreto-sobre-rea-em-vigor-em-sao-paulo/
53. Impact of the Decree
Explicando o Decreto sobre REA de São Paulo e suas implições
legais e práticas
http://rea.net.br/2011/10/06/explicando-o-decreto-sobre-rea-
de-sao-paulo-e-suas-implicoes-legais-e-praticas/
57. Why Invest in Open?
1.If you are publicly funded;
2.Digital technology will surpass current teaching and learning structures;
3.Cost implications on continuing to rely on Statutory License schemes and
only very restrictive uses permitted (down size transaction costs);
4.OER are easier to manage (down size transaction costs):
• No complex copying limits;
• No restrictions on audience ie. Parents, community members and
lifelong learners;
• Allows teachers and students to modify and share resources.
58. Why Invest in Open?
5. Public Access - Educational institutions (particularly those
publicly funded) should leverage taxpayers money by allowing
free sharing and reuse of resources.
6. Quality can be improved and costs of content development
reduced by sharing and reusing.
7. Open sharing will speed up development of learning resources.
8. New opportunities for non-mainstream authors/content.
60. Why Invest in Open?
Inclusion/cooperation
Wide dissemination of education contributes to more
inclusive and cohesive societies, fosters equal
opportunities and innovation in line with the priorities
of a renewed social agenda focused on the knowledge
society. In this sense, this study brings a series of
recommendations to foster this dialogue.
61. Cape Town Declaration and Brazil
Encourage educators and learners to actively participate in
the emerging open education movement. Creating and using
open resources should be considered integral to education
and should be supported and rewarded accordingly;
Open educational resources should be freely shared through
open licenses which facilitate use, revision, translation,
improvement and sharing by anyone. Resources should be
published in formats that facilitate both use and editing, and
that accommodate a diversity of technical platforms.
Governments, school boards, colleges and universities
should make open education a high priority. Ideally, taxpayer-
funded educational resources should be open educational
resources. Accreditation and adoption processes should give
preference to open educational resources.
62. 1. Open systems and open networks can create new
modes of innovation
2. New modes of innovation can be helped, or hurt,
by institutional and government policies and design
3. Brazil is experimenting with openness, but it is
just in the beginning
63. “Thus, this book
speaks. It has a voice
that allows you to
read yourself and you
are invited to
contribute to its
writing.”
Pierre Lévy
Thank you!!!!
carolina.rossini@gmail.com