Educational resources for use by educators and learners, without an accompanying need to pay royalties or licence fees. New licensing frameworks remove copying / adaptation restrictions OER hold potential for reducing the cost of accessing educational materials
Puneet Kishor - The new Creative Commons 4.0 Licence – what’s new and why it’...dri_ireland
Presentation given by Puneet Kishor (Manager of Science and Data Policy, Creative Commons) on Creative Commons 4.0 and its application to cultural data.
Open Source Organizations and Projects
Dr. Matthias Stürmer, /ch/open and Ernst & Young
NATO Advanced Research Workshop „Creating Awareness for
Using OpenSource Systems in the Public Sector in Afghanistan“
September 15th – 17th, 2012 in Kabul, Afghanistan
Puneet Kishor - The new Creative Commons 4.0 Licence – what’s new and why it’...dri_ireland
Presentation given by Puneet Kishor (Manager of Science and Data Policy, Creative Commons) on Creative Commons 4.0 and its application to cultural data.
Open Source Organizations and Projects
Dr. Matthias Stürmer, /ch/open and Ernst & Young
NATO Advanced Research Workshop „Creating Awareness for
Using OpenSource Systems in the Public Sector in Afghanistan“
September 15th – 17th, 2012 in Kabul, Afghanistan
Technology in ELT: Challenges and Salutation.Monjur Mahmud
I believe that this process can fully improve students’ ideation and practical language skills, which is helpful and useful to ensure and fulfill an effective result of teaching and learning.
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
Technology in ELT: Challenges and Salutation.Monjur Mahmud
I believe that this process can fully improve students’ ideation and practical language skills, which is helpful and useful to ensure and fulfill an effective result of teaching and learning.
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
Creating and Managing Open Educational ResourcesPaul_Stacey
Presentation for TAACCCT grantees given at the TAACCCT On! grantee conference organized and hosted by the Kansas Round 1 TRAC-7 Consortium at Washburn Institute of Technology in Topeka September 18-19, 2013.
This animation can be used to demonstrate how this sensitive procedure is performed to medical students.
This resource can be used to illustrate the gastric lavage procedure. Gastric lavage is the standard method of obtaining specimens for Tuberculosis (TB) diagnosis in young children. It is generally carried out only in infants and children below the age of two years. In older children specimens for TB microscopy and culture are better obtained by sputum induction, or voluntary coughing.
There are two items included here:
Gastric lavage Presentation.PPT - presentation that illustrates and explains the procedure with text
Gastric lavage Animation sequence.PPT - Animation which demonstrates how this procedure can be performed
Art work in this animation should be attributed to Stacey Stent. Conceptualisation and the description of the content in the teaching materials should be attributed to Rupesh Daya and Professor Maurice Kibel.
This interactive template was created for HIBBs module developers or users of HIBBs in training activities as a tool to create a simple game for any content. Game adaptors can identify the content to be covered, create questions and answers for each gameboard block, and paste them into the game template. The game can be used in a classroom setting with teams of players competing against each other or it can be modified for use by an independent learner as an aid in reviewing material. Instructions for adapting the game: 1) Select the content to be learned from a Health Informatics textbook, class lecture, or other learning resource; 2) Create questions and answers for each block on the gameboard; 3) Have questions and answers reviewed by a content specialist; 4) Replace existing questions and answers by pasting your content into the game template. LINKS TO RELATED HIBBS MODULES: Managing Change in Healthcare IT Implementations: an Introduction; Ethics and Integrity in Data Use and Management; Data Quality: Missing Data. AUXILIARY MATERIALS: HIBBs Game Scoresheet in Microsoft Excel 97-2003
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
This HIBBS presentation provides background on how to assess the value of a medical informatics solution, explains implementation issues with regard to rolling out any type of electronic medical record system, and mentions points that will help ensure the successful implementation of a medical informatics solution.
Learning Objectives:
Assess the value of a medical informatics solution
Be aware of issues associated with the rolling out of any type of electronic medical record system
Explain what is necessary for a successful implementation of a medical informatics solution
These resources were taken from the Research Ethics Program Website, University of California at San Diego (http://ethics.ucsd.edu/resources/resources-data.html). All web links have been verified and updated by the HIBBs project, as of 8/2101.
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Management of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Introduction to childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Diagnosis of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Clinical presentation of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
"Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society."
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare: The history and examinationPiLNAfrica
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
OUT Institutional Policy Workshop Open University of Tanzania 12th January, 2009
1. OER Africa
An introduction to Open Educational
Resources
OUT Institutional Policy Workshop
Open University of Tanzania
12th January, 2009
CC 3.0 BY –SA
2. Who we are
OER Africa is an innovative new project,
headquartered in Nairobi, under the
auspices of SAIDE.
Established to play a leading role in driving
the development and use of OER in Africa.
Seed funding from the William & Flora
Hewlett Foundation to harness African
experts and expertise to deploy OER to the
benefit of Africa’s higher education systems.
OUT Policy and OER Workshop
January 12, 2009
2
3. Why do we exist?
OER Africa believes that OER can positively
support development and capacity of
higher education systems and institutions
across Africa
OER Africa is concerned that if the concept
and practice of OER evolves predominantly
outside and for Africa – we will not be able to
liberate its potential
January 12, 2009
OUT Policy and OER Workshop 3
4. What is the OER Africa
premise?
To ensure that the power of OER is harnessed
by Africans for Africans by building
collaborative networks across the continent.
To facilitate the aggregation of information and
human expertise that produces knowledge
There is a need to establish, encourage, and
promote African communities of practice for
OER that support the entire process of
educational design, not simply use of external
content
January 12, 2009 OUT Policy and OER Workshop
4
5. A Vision for Higher Education in
Africa:
Vibrant, sustainable African higher
education institutions that play a critical role
in building and sustaining African societies
and economies, by producing the
continent’s future intellectual leaders
through free and open development and
sharing of common intellectual capital
January 12, 2009
OUT Policy and OER Workshop 5
6. Our Mission
to establish vibrant networks of African OER
practitioners by connecting like-minded
academics from across the continent to
develop, share, and adapt OER to meet the
higher education needs of African societies.
January 12, 2009
OUT Policy and OER Workshop 6
7. Value Proposition
By creating and sustaining human networks
of collaboration, face-to-face and online –
OER Africa will enable African academics to
harness the power of OER, develop their
capacity, and become integrated into the
emerging global OER networks as active
participants rather than passive consumers.
January 12, 2009
OUT Policy and OER Workshop 7
8. A proposed approach:
• Work together to enhance higher education
institutional capacity to design, develop,
and deliver quality higher education
programmes and materials;
• Advocate the merits of collaboratively
creating and sharing intellectual capital in
higher education as a mechanism to
improve quality and enhance long-term
cost-effectiveness;
January 12, 2009
OUT Policy and OER Workshop 8
9. Approach (cont’d)
• Establish an online platform that facilitates
African collaboration in OER development and
sharing, while inter-connecting this platform
with the many OER communities emerging
globally [www.oerafrica.org] ;
• Facilitate the re-development and reinvention
of African higher education programme
curricula and course materials in order to
ensure that higher education programmes on
the continent are of exceptional quality and
direct contextual relevance, producing world
class graduates.
January 12, 2009
OUT Policy and OER Workshop 9
10. INTRODUCING
OPEN EDUCATIONAL
RESOURCES
January 12, 2009 OUT Policy and OER Workshop 10
11. Why Open Educational
Resources?
Concept:
Concept
Educational resources for use by educators
and learners, without an accompanying
need to pay royalties or licence fees.
New licensing frameworks remove copying /
adaptation restrictions
OER hold potential for reducing the cost of
accessing educational materials.
OUT Policy and OER Workshop
January 12, 2009
11
12. What Potential Lies in OER?
Access to the means of production enables
development of educators’ competence in
producing educational materials
Access to instructional design necessary to
integrate such materials into high quality
programmes of learning.
Principle of allowing adaptation of materials
enables learners to be active participants in
educational processes
OUT Policy and OER Workshop
January 12, 2009
12
13. How do we Capture this
Potential?
Through the potential of a collaborative
partnership of people...
working in communities of practice
focussed on the four main elements of the
OER evolutionary process:
Creation, Organization, Dissemination and
Use.
Use
OUT Policy and OER Workshop
January 12, 2009
13
14. Dispelling Some Myths
Content = education
Good content will overcome institutional
capacity constraints
OER should be a process of voluntarism
OER will make education cheaper in the short-
term
Openness automatically equates with quality
OER is about e-learning
OUT Policy and OER Workshop
January 12, 2009
14
15. INTRODUCING
CREATIVE COMMONS
LICENSING
January 12, 2009 OUT Policy and OER Workshop 15
16. What is the most commonly used
Alternative License Framework?
Most developed alterative licensing approach is
that developed by Larry Lessig of Stanford
University in 2001, called Creative Commons
(CC).
CC licences most often used for OER work and
provide various options.
The CC approach provides user-friendly open
licences for digital materials and so avoids the
automatically applied copyright restrictions.
OUT Policy and OER Workshop
January 12, 2009
16
17. How do CC Licenses Work?
CC licences are based on four specific conditions:
attribution,
share alike,
non-commercial and
no derivative works
OUT Policy and OER Workshop
January 12, 2009
17
18. What are the CC License
Conditions? (1)
Creators choose a set of conditions they wish to
apply to their work.
Attribution Share Alike
You let others copy, You allow others to
distribute, display, and distribute derivative
perform your copyrighted works only under a
work — and derivative license identical to the
works based upon it — license that governs your
but only if they give credit work.
the way you request.Policy and OER Workshop
OUT
January 12, 2009
18
19. What are the CC License
Conditions? (2)
Non-commercial No Derivative
You let others copy, Works
distribute, display, and
You let others copy,
perform your work — and
distribute, display, and
derivative works based upon
perform only verbatim
it — but for non-commercial
copies of your work, not
purposes only.
derivative works based
upon it.
http://creative commons .org
OUT Policy and OER Workshop
January 12, 2009
19
20. How do CC Licenses Protect
Intellectual Property?
All CC Licenses assert the author’s right over
copyright and the granting of copyright freedoms
and require licensees to:
Obtain permission should they wish to use the resource in a
manner that has been restricted;
Keep the copyright notice intact on all copies of the work;
Publish the licence with the work or include a link to the
licence from any copies of the work;
Not change the licence terms in anyway;
Not use technology or other means to restrict other licences’
lawful use of the work.
OUT Policy and OER Workshop
January 12, 2009
20
21. What are the various CC Licenses?
Based on your choices, CC will suggest a license
. formulation that clearly indicates how other
people may use your work.
Attribution (By)
Attribution — Share Alike
Attribution — No Derivatives
January 12, 2009 OUT Policy and OER Workshop
21
http://creative commons .org
22. What are the various CC Licenses?
. Attribution — Non-Commercial
Attribution — Non-Commercial —
Share Alike
Attribution — Non-Commercial
— No Derivatives
OUT Policy and OER Workshop
January 12, 2009
22
http://creative commons .org
23. What can Creative Commons
Do for Me?
CC licenses give you flexibility
e.g. you can choose to only pre-clear non-commercial
uses or to combine several license conditions
CC Licenses protect the people who use your work
As long as they abide by the terms you have specified,
they don’t have to worry about copyright infringement.
Relevant content is available to you under various
CC Licenses
If you are looking for content that you can freely and
legally use, there is a giant pool of CC-licensed creativity
available to you.OUT Policy and OER Workshop
January 12, 2009
23
24. Q & A
January 12, 2009 OUT Policy and OER Workshop 24
25. Thank you
Catherine Ngugi Neil Butcher
Project Director OER Strategist
catherine.ngugi@gmail.com neilshel@icon.co.za
CC 3.0 BY –SA
Editor's Notes
As some of you may know, OER Africa was officially launched in February 2008, and is headquartered in Nairobi, under the auspices of the South Institute for Distance Education. The project seeks to play a key role in driving in the development and use of Open Educational Resources on the continent. Seed funding from the Hewlett Foundation has been provided to support African academics in the use of OER in support of the continent’s higher education systems.
Accordingly, OER Africa has been established in the firm belief that OER does indeed have a tremendous potential to positively influence the development and capacity of Africa’s higher education systems and institutions. In establishing OER Africa, we are also clear of the very real possibility that the potential of this movement might bypass Africa if a concerted effort is not made to include African academics in this global movement.
Our premise, therefore is threefold: to help ensure that the power of OER is harnessed by Africans for Africans. to build collaborative networks across the continent and thereby facilitate the aggregation of information and expertise that produces knowledge; to targetiour intervention at both an individual, and an inter-institutional level, so as to encourage, and promote African communities of practice for OER that support the entire process of educational design - not merely the use of content authored elsewhere. All of this can be summed up in our Vision and Mission statements
CATHERINE Our Vision Our vision is one of vibrant, sustainable African higher education institutions that play a critical role in building and sustaining African societies and economies, by producing the continent’s future intellectual leaders through free and open development and sharing of common intellectual capital.
CATHERINE Our Mission (1) OER Africa ’s mission is to establish vibrant networks of African OER practitioners by connecting like-minded academics from across the continent to develop, share, and adapt OER to meet the higher education needs of African societies.
Our Mission (2) ... We believe that by creating and sustaining human networks of collaboration – face-to-face and online – OER Africa will enable African academics to harness the power of OER, develop their capacity, and become integrated into the emerging global OER networks as active participants rather than passive consumers.
Given our understanding of the concepts and principles of the OER movement and our rationale for setting up OER Africa, we hope to make the following specific contributions to higher education on the continent: Enhance institutional capacity in higher education, to design, develop and deliver quality higher education programmes and materials; Advocate collaborative creation and sharing of intellectual capital as a mechanism to improve quality and long-term cost-effectiveness;
Other contributions which OER Africa intends to make to higher education on the continent include: Providing access to an online platform that facilitates this collaboration in OER development and sharing – both for Africa and across the world, and as importantly, face-to-face and online training in how to use the site and customise a space that responds to your specific needs; Finally, in the next session, you will hear from Prof. Mbwette about one of the ways in which we are working with African institutions of higher education – specifically member institutions of the African Council for Distance Education, to facilitate the re-development and reinvention of curricula and course materials of exceptional quality and direct contextual relevance, thereby producing world class graduates.
The concept of OER describes educational resources that are freely available for use by educators and learners, without an accompanying need to pay royalties or licence fees. OER are supported by a new spectrum of licensing frameworks that provide an alternative to copyright, which is often expensive and prohibitive in terms of use. These alternative licenses govern how OERs are used and make various provision for users to adapt the resources or simply to copy them – at no cost – except of course those accrued directly by a user who wishes to make copies or distribute them!
A second question is WHY the concept of OER is so potentially powerful for education in Africa? This access, at low or no cost , to the means of producing educational resources allows educators to develop their capacity and in producing educational materials as well as the skills and competences necessary to integrate these new resources into high quality learning programmes. The principle of allowing adaptation of materials also allows l earners to be active participants in educational processes – they can now learn by doing and creating, not just by passively reading and absorbing. In short, OER has the potential to build capacity in African education systems, of both learners and educators.
The next logical question would then be, how do we capture this potential for education in Africa? This is the issue we shall be interrogating over the next hour and a half – how the potential of OER, so powerful as to have influenced what can now be described as a full fledged OER Movement, can be liberated for the benefit of Higher education in Africa. We at OER Africa believe that collaborative partnerships of people working in communities of practice that focus on the Creation, Organization, Dissemination, and Use of OER, is a powerful means of turning this potential to the benefit of Africa’s HE systems.
NEIL
Like Open Educational Resources, New Licensing frameworks emanated as a logical consequence of a clear need felt by many educators and non-educators alike, to share their work with others, without insisting that these others incur huge costs. Whilst retaining the right to be recognised as the creators of their own work. The Creative Commons or CC licensing approach was developed by Professor of Law, Larry Lessig of Stanford University in 2001. This is the most developed of several alternative licensing framework is the Creative Commons. Prof. Lessig borrowed from the concept of the commons – an open space in most traditional European villages – where any villager could graze their cattle or simply enjoy the tranquillity of this commonly held land. As one of the most comprehensive licensing frameworks, CC licenses are most often used for OER work.
Creative Commons provides free, easy-to-use legal tools that give everyone from individual creators to major companies and institutions a simple, standardized way to pre-clear copyrights to their creative work. CC Licences take account of different copyright laws in different countries or jurisdictions and also allow for different language versions. Four basic conditions underlie this licensing framework: [read slide]
The creator or author of a work can choose any one of the following four conditions to license their work. You can choose Attribution Share-Alike
Non-commercial and finally, no derivative works, OR You can mix and match them to suit your particular needs [The aspect of CC licensing that is most controversial is the non-commercia l (NC) clause. There are several reasons for this, including at the most basic level, what ‘non-commercial’ in fact means. Since CC licences are a new phenomenon within copyright law, little previous case history exists to assist in interpreting this clause. ]
In the absence of a stipulated license , copyright restrictions automatically apply; an inherent challenge of copy-right is that whilst it automatically protects the rights of an author to be recognised as the owner-originator of their intellectual property, it also automatically prohibits the re-use or adaptation of works – even if the author had wished or intended to share their work with others. CC licenses let people easily change their copyright terms from the default of “all rights reserved” to “some rights reserved.” Creative Commons licenses apply on top of copyright, so you can modify your copyright terms to best suit your needs.
If someone wishes to ensure that their IP is recognised AND that it can be shared by others, they can access the Creative Commons site and make use of a licence generator . This license generator suggests the most appropriate licence based on a user’s response to specific questions regarding how their work can be used. There are six main license combinations: [see this slide and next]
If you’ve created something and want people to know that you’re happy to have them share, use, and build upon your work, CC’s legal infrastructure gives you flexibility (for example, you can choose to only pre-clear non-commercial uses) and protects the people who use your work (so that they don’t have to worry about copyright infringement,; If you’re an artist, student, educator, scientist, or other creator looking for content that you can freely and legally use, there are many millions of works — from scientific and academic content to songs and videos— that you can use under the terms of the CC copyright licenses.