The document summarizes discussions from a workshop at the 2014 Open Education Leadership Summit about developing institutional policies related to open educational resources (OER). Key topics discussed included defining a vision and purpose for OER, addressing intellectual property issues, and developing frameworks and case studies to guide the creation of OER policies. Participants agreed there is no one-size-fits-all approach. Next steps proposed continuing the policy dialogue and collaborating on initiatives like supporting OER adoption at military-serving institutions.

1. #openls
|
Portland
OR
4-­‐6
Jun
2014
OPEN EDUCATION
leadership summit
2014
Ins:tu:onal
Policy
Workshop
Presenta:on
Group
Leader:
Daniel
DeMarte
Group
Facilitator:
Julie
Cur:s
(@juliekcur:s)

2. #openls
|
Portland
OR
4-­‐6
Jun
2014
Summary
of
Issues
● Vision
● Purpose
● Barriers
● Give
shape
to
faculty
about
rules
for
engaging
in
OER
● OER
as
solu:on
for
military
students
● Legal
counsel
-­‐
when
do
we
need
legal
review
● Ownership/licensing
● Strategy
● What
can
be
addressed
by
policy?
(and
what
can’t?)
● Intersec:on
of
culture
and
policy
● Ecosystem

3. #openls
|
Portland
OR
4-­‐6
Jun
2014
What
Said
We
Would
Focus
On
Assump9on:
There
are
different
states
or
categories
of
ac:vity
associated
with
OER,
depending
on
what
you’re
trying
to
accomplish
as
an
organiza:on:
● Adapt
● Adopt
● Build
Capture:
What
policy
and
culture-­‐related
issues,
challenges,
opportuni:es,
pi^alls,
experiences
apply
to
each
state
of
OER
ac:vity?
Summit
Output:
Framework
of
policy
issues
and
what
to
pay
a`en:on
to
at
each
state
and
reference
materials
Eventual
Goal:
Build
out
this
framework
with
addi:onal
reference
materials,
case
studies,
etc.

4. #openls
|
Portland
OR
4-­‐6
Jun
2014
What
Actually
Happened
Different
types
of
ins:tu:ons
Different
levels
of
OER
ac:vity
Different
organiza:onal
goals
+
Different
organiza:onal
cultures
No
One-­‐Size-­‐Fits-­‐All
Policy
Discussion

5. #openls
|
Portland
OR
4-­‐6
Jun
2014
Revised
Approach
● Capture
issues,
insights,
experiences
around
hot
bu`on
areas
of
OER-­‐related
policy
and
prac:ce
● Build
out
a
statement
of
principles
about
the
role
of
OER
in
higher
educa:on
o Elaborate
on
Daniel’s
“Purposes
of
OER”
material

6. #openls
|
Portland
OR
4-­‐6
Jun
2014
Policy
Areas
• Defining
vision
&
purpose
• Defining
desired
outcomes
• Securing
stakeholder
support
• Crea:ng
a
policy
ecosystem
to
support
open
• Incorpora:ng
OER
into
exis:ng
policy
/
process
• Cultural
shig
to
encourage
recep:vity
• Faculty
professional
development
• Intellectual
property
/
copyright
• Quality
assurance
• The
dance
of
policy
and
culture

7. #openls
|
Portland
OR
4-­‐6
Jun
2014
Purpose
Statement
for
OER
Advocacy
3
See
Google
Doc:
Purpose
Statement
for
OER

8. #openls
|
Portland
OR
4-­‐6
Jun
2014
Proposed
Work
Products
&
Resources
6
Concept
Descrip:on
Open
Policy
Case
Study
“Toolkit”
Compile
useful
set
of
case
studies
about
various
dimensions
of
OER
policy.
Highlight
What
worked?
What
didn’t?
Why
not.
Intellectual
Property
Policy
Handbook
Have
boilerplate
language
at
my
disposal:
1)
both
par:es
have
non-­‐
exclusive;
2)
both
par:es
have
non-­‐exclusive
and
faculty
member
can
put
a
CC
license.
Handbook
for
if/then
approaches.
Add
examples
and
principles
each
one
inflected.
Policy
Framework
/
Guide
Develop
framework
of
issues
for
thinking
about
policy
regarding
Open.
Iden:fy
available
resources
to
guide
and
inform
policy
work,
and
compile
them
into
a
policy
guide.
OER
Statement
of
Purpose
“Touchstone”
resource
for
developing
vision,
policy,
advocacy
efforts,
etc.

9. #openls
|
Portland
OR
4-­‐6
Jun
2014
Next
Steps
● Con9nue
discussion
about
policy:
Define
key
issues,
opportuni:es
to
con:nue
dialogue
and
collabora:on
● Collabora9ve
ini9a9ve:
Military-­‐serving
ins:tu:ons
&
DOD
restric:ons
on
spending
federal
$
on
textbooks
o Interested:
SPARC,
Crea:ve
Commons,
Pierce
College,
UMD,
Tidewater,
others
7

10. #openls
|
Portland
OR
4-­‐6
Jun
2014
Discussion
+
Q&A
● Comments?
● Ques:ons?
● What
did
we
miss?
● What
would
you
add?
● Direc:ons
for
further
explora:on?
8

11. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Defining
Vision
&
Purpose
5
Discussion
Output
Lessons
&
Insights:
● Essen:al
star:ng
point:
Define
what
are
you
trying
to
do
and
let
this
dictate
vision
and
purpose.
● Students
will
always
care
most
about
reducing
textbook
cost.
● Don’t
let
current
business
model
dictate
what
approach
you
take
to
innova:on
and
OER.
Old
business
model
(like
bookstore)
shouldn’t
hold
this
up
Examples
of
What
Works:
● Cerritos
College
&
Mercy
College:
Use
a
three
step
process
in
defining
purpose
and
evangelizing
ac:vity:
1)
emphasize
reducing
textbook
cost;
2)
OER
as
a
solu:on;
3)
academic
innova:on
made
possible
with
OER
● Washington
SBCTC:
Galvanize
ac:on
with
a
visionary
leader
(Cable
Green)
to
establish
a
common
vision
across
administra:on
for
everyone
to
align
around
● Tidewater:
Ini:al
white
paper
to
govern
approach

12. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Defining
Desired
Outcomes
5
Discussion
Output
Lessons
&
Insights
● Important
to
set
goals
and
measure
results
from
OER.
● OER
should
support
the
ins:tu:onal
mission,
goals
and
metrics
you
already
care
about.
Examples
of
What
Works
● Tidewater:
How
to
think
about
ini:al
policy
framework
to
support
OER
ini:a:ves:
○ Stage
1)Is
this
possible
and
how
do
we
prove
the
concept?
What
policy
is
needed
to
support
and
protect
faculty
and
the
ins:tu:on?
Once
you
prove
the
concept,
move
to
○ Stage
2)
How
do
we
ins:tu:onalize
it
and
what
policies
are
needed
to
make
it
ins:tu:onal?
○ Acknowledge
con:nuous
improvement
process
from
the
beginning.
● Crea9ve
Commons:
Ar:culate
the
metrics
and
outcomes
you
care
about,
and
then
define
an
OER
vision
and
approach
to
align
with
what
you
already
measure
and
care
about.

13. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Securing
Stakeholder
Support
5
Discussion
Output
Challenges
● How
do
we
navigate
the
path
between
fostering
grassroots
support
vs.
admin/execu:ve
support?
Where
to
start?
● Who
do
you
start
with?
Willing
faculty
vs.
execu:ve
champion?
Lessons
&
Insights
● Ins:tu:onal
Commitment:
Someone
at
the
budget
level
needs
to
put
resources
in
support
of
OER
(grants,
general
budget,
etc.)
Without
budget
it
won’t
progress.
● Case
studies
are
helpful
to
educate
about
what’s
possible.
● Sample
policies
are
helpful
to
inform
process
of
hammering
out
your
own
path.
● Funding
for
OER
alone
doesn’t
offer
sustainability.
You
also
have
to
create
commitment
to
what
comes
ager
funding
is
gone.
● Gain
ini:al
trac:on
trac:on
by
talking
about
reducing
textbook
costs
first,
not
OER
for
the
sake
of
OER
● It
needs
a
spark
to
get
started.
Eventually
you
need
stakeholders
around
the
table
who
can
represent
their
colleagues
and
bring
everyone
along,
including
budget
alignment.
Coordinate
and
bring
together
pockets
of
innova:on.
● Faculty
have
a
big
fear
factor
about
open,
puung
courses
out
for
others
to
cri:que,
etc.
Training
and
professional
development
help
them
overcome
the
fear
and
resistance.

14. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Securing
Stakeholder
Support
5
Discussion
Output
Examples
of
What
Works
● VCCS:
Start
ini:a:ves
with
le`er
of
support
from
dean
/
dept
to
give
faculty
“coverage”
and
support
● Washington
SBCTC:
Don’t
treat
OER
as
just
a
one-­‐off
project
that
isn’t
sustainable.
Treat
it
as
core
to
what
you’re
about.
It
becomes
simply
part
of
how
the
organiza:on
operates,
and
needs
to
be
funded
accordingly:
OER
is
the
tool
of
the
day.

15. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Crea9ng
a
Policy
Ecosystem
in
Support
of
Open
5
Discussion
Output
Lessons
&
Insights
● It
isn’t
just
about
“open”
policy.
It’s
about
how
all
policy
can
support
“open”
effec:vely.
● Apply
policy
appropriate
to
the
stage
of
“product
development”
○ Early
stage:
Can
this
be
done?
Ini:al
experimenta:on
and
policy
to
encourage
innova:on
○ Later
stage:
Ins:tu:onalize
success.
Steep
adop:on
and
policy
for
effec:ve
management
and
coordina:on
● Think
hard
about
carrots
vs.
s:cks.
Carrots
are
much
much
easier.
S:cks
cause
fights.
● Treat
OER
as
core
to
what
you’re
about,
not
just
a
one-­‐off
project.
Sustain
it
because
it
is
core
to
what
you
are.
● Look
at
policies
on
adjacent
programs
that
can
support
OER,
and
how
to
create
alignment.
● Apply
the
same
policies
across
the
board,
not
just
to
open.
● Level/type
of
adop:on
will
help
determine
appropriate
“policy”
pathway:
policy
around
what
Open
will
require
of
stakeholders.
● Need
to
work
carefully
through:
Does
“ins:tu:onal
policy”
mean
the
system?
the
campus?
departments?
faculty?
How
do
these
levels
of
policy
align
and
scale?
● Policy
needs
to
create
a
suppor:ve
environment
and
remove
obstacles:
awareness-­‐building,
training,
professional
development,
etc.
● Help
students
understand
clear
differences
between
“open”
and
“plagiarism”

16. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Crea9ng
a
Policy
Ecosystem
in
Support
of
Open
5
Discussion
Output
Examples
of
What
Works
● Crea9ve
Commons:
Use
voluntary
measures
like
discre:onary
money
or
release
:me
to
create
voluntary
incen:ves
associated
with
open
and
simultaneously
eliminate
concerns
about
academic
freedom.
● Washington
SBCTC:
Write
OER
support
into
RFPs
for
learning
tools.
(See
SBCTC
technology
strategic
plan);
Faculty
learning
community
/
innova:on
grants
:ed
to
OER
one
year.
● Washington
SBCTC
/
Open
Library:
Establish
mul:ple
quality
“shields”
around
open
content
-­‐
501k
accessibility,
Quality
Ma`ers,
etc.
Use
OER
to
model
quality
for
all
courses.

17. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Incorpora9ng
OER
into
Exis9ng
Policy/Prac9ce
5
Discussion
Output
Lessons
&
Insights
● Policies
don’t
operate
in
a
vacuum.
They
need
to
work
on
top
of
the
rest
of
the
fragile
policy
structure.
● How
can
you
adjust
a
variety
of
exis:ng
policies
to
support
and
remove
barriers
to
Open?
○ Intellectual
Property
policy
○ Promo:on
and
tenure
policy
Examples
of
What
Works
● Washington
SBCTC:
Align
peripheral
policies
and
prac:ces
around
support
of
OER:
how
can
we
support
OER
with
how
we
spend
various
pots
of
money?
● Crea9ve
Commons:
OER
carries
addi:onal
weight
in
promo:on/tenure
considera:on
(:ed
to
affordability,
publica:on
record,
etc.)

18. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Cultural
ShiT
to
Encourage
Recep9vity
5
Discussion
Output
Lessons
&
Insights
● Frame
discussion
around
how
OER
benefits
faculty.
“Federal
funding
is
:ed
increasingly
to
open
licensing.
I
want
to
help
you
respond
successfully
to
this
changing
environment.”
Examples
of
What
Works
● Tidewater:
Academic
freedom
as
a
“carrot”
for
faculty
associated
with
OER.
Offer
OER
as
a
tool
or
op:on
to
have
much
more
academic
freedom.
Conversa:on
is
about
lots
of
available
resources,
in
addi:on
to
cost
savings.
● Cerritos:
Evangelize
cost
savings
benefits
of
OER
to
galvanize
student
demand;
use
this
to
create
momentum
in
other
parts
of
organiza:on.
● Washington
SBCTC:
Using
a
faculty
professional
development
course
about
OER;
training
opens
their
eyes
and
how
it
can
improve
their
teaching
prac:ce.
This
has
become
a
powerful
tool
to
shig
culture
and
build
awareness.
● Martha
Kanter,
Chancellor
at
Foothill-­‐De
Anza
Community
College:
Applied
a
variety
of
Carrot-­‐type
policies,
not
s:cks

19. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Faculty
Professional
Development
5
Discussion
Output
Lessons
&
Insights
● Help
faculty
understand
how
tradi:onal
publishers
are
trying
to
reduce
access
to
knowledge
in
an
age
when
knowledge
is
abundant.
Examples
of
What
Works
● Washington
SBCTC:
Set
policy
around
training/professional
development.
Offer
a
professional
development
course
about
OER;
training
can
open
their
eyes
and
how
it
can
improve
their
teaching
prac:ce.
This
has
become
a
powerful
tool
to
shig
culture
and
build
awareness.
● Crea9ve
Commons:
Talk
to
faculty
about
how
if
their
library
stops
subscribing
to
a
journal
where
they
publish,
they
are
no
longer
en:tled
to
use
their
own
ar:cles
with
their
students

20. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Intellectual
Property
/
Copyright
5
Discussion
Output
Challenges
● Are
ins:tu:ons
going
to
get
more
possessive
as
“courseware”
represents
value?
Get
more
concerned
about
giving
up
any
rights?
● Is
OER
more
like
journal
ar:cles
or
more
like
textbooks?
How
do
ins:tu:ons
dis:nguish
between
these
items?
Does
the
fact
that
ins:tu:ons
don’t
enforce
IP
with
textbooks
create
an
opening
for
how
to
deal
with
OER
IP?
Courseware,
course
notes,
etc.
are
more
ambiguous.
● Faculty
fear
that
ins:tu:on
will
fire
them
and
hire
adjuncts
using
their
course
materials
Lessons
&
Insights
● For
many
people,
this
is
not
clear.
Every
ins:tu:on
should
be
transparent
about
this:
Who
owns
what
when
someone
is
crea:ng
content.
There
is
a
legal
answer
and
a
cultural
answer,
not
always
the
same.
● Intellectual
Property
policies
become
an
opportunity
for
union/labor/working
environment
discussions.
People
have
to
feel
the
“carrot”
isn’t
in
some
other
trap
related
to
IP.
● It
is
in
the
interests
of
faculty
to
address
intellectual
proper:es
clearly
and
transparently.

21. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Intellectual
Property
/
Copyright
5
Discussion
Output
Desired
Outcomes
● How
to
help
faculty
move
ahead
with
OER,
without
fear
● Don’t
believe
it’s
do-­‐about
to
redefine
IP.
● Would
like
to
see
addendum:
Colleges
s:ll
own
work,
but
allow
faculty
to
openly
license
with
colleges
as
the
copyright
holder.
College
acknowledge
as
copyright
holder,
but
give
freedom
to
faculty
to
openly
license
the
work.
● Define
copyright
to
allow
holders
to
reuse
content
● Put
system
in
place
where
faculty
can
request
open
licensing.
Ac9ons
We
Can
Take
to
Help
Resolve
Issues
● When
contracts
are
up
for
renewal,
make
amendments
to
contract.
● Develop
a
handbook:
Have
boilerplate
language
at
my
disposal:
1)
both
par:es
have
non-­‐exclusive;
2)
both
par:es
have
non-­‐exclusive
and
faculty
member
can
put
a
CC
license.
Handbook
for
if/then
approaches.
Add
exaamples
and
principles
each
one
inflected.

22. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Intellectual
Property
/
Copyright
5
Discussion
Output
Examples
of
What
Works
● Crea9ve
Commons:
Amend
employment
contract
so
college
and
faculty
have
nonexclusive
rights
over
copyright.
● VCCS:
Shared,
non-­‐exclusive
copyright
is
the
spirit
of
VCCS
copyright
approach.
Reference:
h`p://cdn.vccs.edu/wp-­‐content/uploads/2013/07/sec12.pdf
● Utah
K12
System:
Adjust
copyright
to
be
more
open-­‐friendly.
Allow
open
license/sharing
on
instructors’
work
and
require
they
submit
content
for
review
before
sharing.
● Athabasca
University:
In
separate
discussions,
the
university
claimed
to
own
faculty
works
but
faculty
claimed
they
owned
their
own
works.
When
legal
contract
revealed
university
as
copyright
holder,
faculty
became
very
suppor:ve
of
open
licensing
and
the
university
became
more
concerned.
This
is
leading
to
produc:ve
discussion
and
movement.

23. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Quality
Assurance
5
Discussion
Output
Lessons
and
Insights
● “Open”
alone
is
not
a
stamp
of
quality.
● Textbook
publisher’s
name
alone
is
not
a
stamp
of
quality.
Examples
of
What
Works
● Crea9ve
Commons
/
Washington
SBCTC:
Apply
consistent
policies
around
course/content
quality
to
open
and
proprietary
materials.
Example:
Invest
in
mul:ple
quality
“shields”
around
open
content
-­‐
501k
accessibility,
Quality
Ma`ers,
etc.
Use
OER
to
model
quality
for
all
courses.

24. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Dance
of
Policy
and
Culture
5
Discussion
Output
Lessons
and
Insights
● Policy
may
not
be
needed
urgently
at
the
earliest
adop:on
stage
when
instead
it’s
important
to
seed
innova:on.
● As
things
progress,
policy
signals
support
and
endorsement:
OER
is
a
priority.
● Policy
is
needed
to
to
help
ins:tu:onalize
and
coordinate
the
innova:ons
you
want
to
build
successfully
into
how
you
operate.
● At
any
stage,
adop:on
and
use
of
OER
depends
on
making
it
“safe”
culturally
● When
policy
clashes
with
culture,
usually
policy
isn’t
enforced
or
followed.
Solu:on:
create
different
incen:ves
to
comply
with
policy.
● In
early
stages,
you’re
trying
to
change
culture.
○ What
structure
is
helpful
at
beginning
stage
-­‐
what
is
commitment?
What
is
the
purpose?
○ If
you
ins:tu:onalize
it
too
soon,
you
miss
out
on
some
of
the
posi:ve
“messiness”
of
innova:on
○ You
won’t
know
what
supports
the
culture
un:l
you
see
some
of
that
innova:on
in
ac:on

25. #openls
|
Portland
OR
4-­‐6
Jun
2014
POLICY
AREA
Dance
of
Policy
and
Culture
5
Discussion
Output
Examples
of
What
Works
● NIH
open
access
policy:
All
publica:ons
must
be
publicly
available
within
12
months
of
publica:on.
NIH
published
note
saying
they
take
it
seriously
and
likelihood
of
geung
addi:onal
grants
diminishes
if
you
don’t
comply.
Within
days,
compliance
went
from
35%
to
75%.