1. Carolina Rossini, LL.M., MBA, JD
OER-Brazil
www.rea.net.br
Open Educational Resources
Concepts, Environment, Policies and Brazil

3. Paul Baran (1964)

5. GNU General Public License:
The use of IPs to create freedom

7. Open Science

8. “Information is an activity; information is a life form;
and information is a relation.”
John. P. Barlow

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.”

12. “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.”

13. The OER 4 freedoms
Reuse the right to reuse the content in its unaltered /
verbatim form
Revise the right to adapt, adjust, modify, or alter the
content itself
Remix the right to combine the original or revised
content with
other content to create something new
Redistribute the right to share copies of the original
content, your revisions, or your remixes with
others
http://opencontent.org/definition/

15. Interoperability
(legal and technical)
as essential condition
for new institutions
=
An issue of design

17. the opposite of open isn’t “closed”

18. the opposite of open is “broken”

19. “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.”

20. The OER 4 freedoms
Reuse the right to reuse the content in its
unaltered / verbatim form
Revise the right to adapt, adjust, modify, or alter
the content itself
Remix the right to combine the original or revised
content with
other content to create something new
Redistribute the right to share copies of the original
content, your revisions, or your remixes
with others
http://opencontent.org/definition/

27. • Open education policy: Governments, school
boards, colleges and universities should make
taxpayer- funded educational resources OER.
• Open content licenses: OER should be freely
shared through open licenses which facilitate use,
revision, translation, improvement and sharing.
• Collaborative production: Educators and students
can participate in creating, using, adapting and
improving OER.
Strategies for OE

29. “Social inclusion has today a new and important
dimension: digital inclusion. Digital inclusion is an
attribute of citizenship: a new right in itself and a way to
ensure basic rights to people, such as free expression and
access to culture and education. For Brazil, digital inclusion
is a tool to ensure that citizens and institutions have the
means to access, use, produce and distribute information
and knowledge through Information and Communication
Technologies (ICT) so that they can participate actively in
Information Society, as receivers and providers of
knowledge.”
Brazilian Ministry of Foreign Affairs at
UNECO OER@Paris Conference

31. http://a2knetwork.org/sites/default/files/IPWatchlist-2012-ENG.pdf

32. • The right to copy books;
• Taxpayer funding;
• Government providing tax
• exemptions, funding and buying;
• 30% out of print
• Problems access due to high cost
• 90% covered by state through scholarships
http://www.gpopai.usp.br/

34. 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.
Who pays? Yes – we pay twice!

38. 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.

39. 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.

40. http://rea.net.br/site/rea-no-brasil-e-no-mundo/rea-no-brasil/
http://rea.net.br/site/rea-no-brasil-e-no-mundo/projetos-mistos/

43. http://www.livrorea.net.br/livro/home.html

44. 47 questions and answers
http://rea.net.br/site/faq/

47. Partner with Legislators
who care about:
• efficient use of national / state money coming from taxes;
• saving students money;
• increasing access to education;
• Understand the need to innovate in educational
methodology.

48. • Efficient use of public funds to
increase student success and
access to quality educational
materials.

49. 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

51. “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

60. http://wiki.creativecommons.org/OER_Policy_Registry

61. Conclusions

62. if you care about the emergence of
knowledge federation systems that
allow broader access to
knowledge) you may have to have
some kind of intervention…and not
wait for organic emergence.

63. 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.

64. the opposite of open isn’t “closed”

65. the opposite of open is “broken”

66. “It just takes all of some
of us!”
@wilbanks

67. Thank you!
Gracias!
Obrigada!
Carolina.rossini@gmail.com