Openness means different things, and poses substantial challenges to the education system and to publicly funded institutions. The biggest of these perhaps is the increasingly polarised internal struggle faced by institutions as HEIs are expected to be open, transparent, and accessible, and at the same time requires them to be protective of their constituency and engage in competitive battles with peer institutions, private education providers, and the wider economy at large. The question arises, whether the concepts of a highly competitive global knowledge economy and those of global openness are mutually exclusive or whether institutions can balance these in their favour and for the benefit of wider society. The presentation highlights some of the issues that lie beneath the surface, leading to tensions in and around the education system. It will also touch upon the search for OER business models that are compatible with the demands put to institutions and that can secure their longer term future.

1. OERs and the UniversityInstitutional Aspects of OpennessWolfgang Greller, Open University of the Netherlands

2. The Meaning of Openness The concept of „open“ is not new: e.g. public libraries, open universities Now: Open Source, Open Access, Open Data, Open Educational Resources, Open Course Ware, Open Assessment, Open Networks, Open Online Courses (MOOC), Open Standards... Open = Free of charges Free to edit Free to distribute/share But: different for each concept!

3. Demands on HEIs Competitiveness Income Generation Privacy Protection Openness Transparency Accessible Open ethos: Publicly funded research should be publicly available! Funding bodies insist on free availability of education and research products. This leads to dispute with publishing industry.

4. Drivers/ Reasons for OERs Ethical (= myth) Funding (= unsustainable) Marketing/Branding (e.g. tasters) Sustainability of content (internal openness) Standardisation of process (internal) Innovative business models Engine for change (surfaces systemic ‘soft’ issues) OER engagement adds a range of additional needs: IPR, de-contextualisation, presentational and media design (quality standards), learning design for ‘strangers’, curation and long-term access issues = COST! Need to move from OER subsistence to sustainability

5. Where OERs are Cloud Institution repository Managed (Web1.0) Federated repositories and collections Informally shared (Web2.0) Most OERs are personally shared items, not institutionally organised or managed Knowledge increasingly located/stored outside institutions (open scholarship)

6. OER use Institutional use of open content is still rather limited GIVERS TAKERS

7. Licence Compatibility Barriers and hesitations on licence issues in „official“ use of OERs

8. Learning Networks Learning Networks are fed by OERs. Institutions still largely content providers. Intangible (O)ERs Advice Community Open Assessments Expertise Participation Tangible OERs OCW Lesson plans Video/audio lectures Simulations Shift Learning Resources Human Resources Move from OER to Open Practice (content ► process | delivery ► collaboration) Move from repository to eco-system

9. Process University courses are linear OERs don’t make a course! LiveBinders.com OERGlue.com OER organisers

10. Open University of the Netherlands OpenU Shift Business Case Business Model Make your case for OERs in the institution Build your business on OERs

12. Generate new revenue streams (from services surrounding OERs)

13. Widen participation (in Dutch context)

15. Benefits: Low threshold entry to HE and professional learners Attracting new learners (e.g. for short term commitment) Customer loyalty Living up to Open University name and mission New Business Model

17. Clear licencing policies

18. Building internal quality processes

19. Clear business model (marketing driver is not enough)

20. Clear distribution model (e.g. app store model)

21. Increased use of third party content in course curricula