The document discusses open educational resources (OER) and the infrastructure needed to support them. It addresses some of the legal, technical, and social barriers to sharing educational content openly. Creative Commons licenses provide an easy way to share materials legally while overcoming technical barriers by specifying permissions in metadata. However, social barriers like standardized curricula, teacher workloads, and cultural views still need to be addressed for open education to reach its full potential.

1. The infrastructure of open educational resources Ahrash N Bissell

4. Licensing Step 1: Choose Conditions Attribution Non-Commercial No Derivative Works Share Alike

5. Licensing Step 2: Receive a License

8. Licensing Mark your website http://creativecommons.org

9. Licensing Mark your creative works http://wiki.creativecommons.org/Marking

10. Our mission is to minimize legal, technical, and social barriers to sharing and reuse of educational materials.

11. The world is changing… Tebndxt by Armel

12. Text What are Open Edu c ational Resour c es? Michael Reschke cba Digitized materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research.* *UNESCO. 2002. Forum on the impact of Open Courseware for higher education in developing countries. Final report. Paris: UNESCO.

13. http://www.capetowndeclaration.org/

14. available for anyone to use, share, and adapt to suit their educational needs. Michael Reschke cba Open education depends on a high-quality pool of freely licensed resources. OER give learners access to a broad array of knowledge materials...

15. What is different about OER? Most digital media = “stuff you can see online for free” fair-use and educational exceptions OER = “stuff you can adapt and then share for others to build on” license to innovate

16. Copyright terms can be used to restrict access, adaptation, and sharing, but OER help to open doors, protecting the right to education. Tebaxt Simon music http://flickr.com/photos/fruey/1368008974/

17. Teaching, Learning, and Sharing Most students begin their education highly motivated to learn ; Most teachers are highly motivated to share knowledge , not only with their students but with anyone who can benefit. CC BY-NC-ND by Lara Eller http://www.flickr.com/photos/99079793@N00/24786113/

23. So the question becomes: How do we tie these systems together, with an emphasis on findability, usability, and interoperability, to achieve a functional global educational commons… … and yet maintain the distinctiveness of the component parts?

24. Text First, a look at the Legal Barriers. Nan c y cbn http://flickr.com/photos/pugno_muliebriter/1384247192/

25. CC offers an easy way to share materials, versus the murky interpretations of fair use in c opyright law. openDemo c ra c y cba http://flickr.com/photos/opendemocracy/542303769/

26. CC-licensed “open” educational sites 75 different OER sites represented.

27. © Creative Commons Licenses – a spectrum of rights The openness of a resource increases with the permissions given. More permissions = More open.

28. CC BY ... Text • Allows the most freedoms without giving up attribution, which is important for credibility in education • Is compatible with every other CC license, allowing the most room for innovation via collaboration b • Does not encroach on the freedom of potential users by enforcing a specified use: e.g., CC BY-SA requires you to share alike, even if the new work is best suited for another license ba

29. Text But what about Te c hni c al Barriers? http://flickr.com/photos/tantek/85610375/ Tantek Çelik cbn

31. There is a significant gap between what computers “see” and what humans see. This is one of the fundamental barriers to the infrastructure of the semantic web, but is also solvable. Ben Adida, CC

32. distributed under a <a href=&quot;http://creativecommons.org/licenses/by/3.0/&quot;> Creative Commons License </a> A Link without Flavor Ben Adida, CC

33. distributed under a <a rel=&quot;license&quot; href=&quot;http://creativecommons.org/licenses/by/3.0/&quot;> Creative Commons License </a> A Link with Flavor Ben Adida, CC

34. <h2>The Trouble with Bob</h2> <h3>Alice</h3> Text without Flavor Ben Adida, CC

46. Content plus metadata (ontologies and specs) Permissions and semantic architecture

47. And finally, the So c ial Barriers to Open Edu c ation Judy Baxter cbna http://flickr.com/photos/judybaxter/501511984/

48. Text Social Barriers Standardized Curricula Tenure Standards n Developed World Developing World Mine vs Commons vs Noncommercial Term Resources Teacher Education Socioeconomic Factors Time Management Teacher Salary (Bissell and Boyle) Technical Unfamiliarity Workload Organizational Pressures Agency Cultural Awareness, Misconceptions

49. learn.creativecommons.org Send comments to: ahrash@creativecommons.org Tebdxt Jeffrey Beall http://flickr.com/photos/denverjeffrey/301014978/