At ALT- C I participated in several discussions around open content, and then this week we ran the closing programme meeting for Phase Two of the HEA/JISC OER programme. I feel that a new perspective on academic-created open content is emerging.
I think it’s sometimes useful to think in terms of foreground and background: most of the elements are there and have been there all along, but some take centre stage. It’s a question of weight and attention given to the different activities, a question of where the discussions happen.
|Focus on provision
||Focus on use
|Focus on educator as provider and user
||Focus on non-educators as users
|Open courseware, the course online
||Rich media, beyond text
|Embedding in courses or free searching online
||Tutor or peer or social recommendation
|CC BY NC ND for editing by educators
||CC BY for remixing by anyone
|Focus on licensing is key
||Focus on licensing might be distracting
||Institutional support for open practice
|Storage and presentation services
Just to stress, all of these views are evident in part in 2009, 2010 and 2011, and even before that. My interest is just in what is shifting in the foreground. This is just my first take and I hope it will stimulate discussion. It would be really interesting for others to write their own lists.
I think that enough of the focus has shifted that the space has changed. I christen this The OER Turn. The OER Turn is characterised by the working through of the following topics:
- visible and invisible use
- the importance of licensing
- the role of the university
Visible and Invisible Use
The Value of Reuse Report by Marion Manton and Dave White of Oxford, produced for the OER programme, uses an iceberg analogy of visible and invisible use. It helpfully guided our discussions at the end of phase two programme meeting. Previous to this, David Wiley’s “toothbrush” post was the example cited of this conundrum. The fact that it was so divisive amongst OER people shows that it hit a nerve (excuse the pun). I think the iceberg diagram draws on this and illustrates the problem of visibility.
The general consensus amongst people involved in UK OER Programme is that reuse of web-based resources does happen, all the time, but it is usually private, mostly invisible to the providers and often not strictly legal. So there is above waterline use and below the waterline use.
The visible use of open content tends to be institutional-level use that is itself more visible because it is openly shared again: it is being relicensed out again. Where institutions want to reuse content in aggregate open resources, it may influence the types of content they reuse, and they way in which they do it.
- Visible use has characteristics that may not be shared by invisible use: we should not extrapolate too far from the visible uses to the invisible uses
- Institutional content might make more use of resources that are clearly pedagogically described and fit with their structures course provision. So the most visible reuse we see might be that. But that might not be the main use case for open content.
On reflection, perhaps the top of the iceberg fits most closely with 2009 foregrounded conception of OER, the majority of the iceberg is what is being given more attention in the 2011 conception.
The importance of licensing?
Naomi Korn’s video introduction to licensing and IPR issues illustrates the concept of rights in > rights out. The more rights you want to give out to users, the more you have to restrict yourself to content you have obtained broad rights in for. As the risk management calculator illustrates, if you use content licensed as CC BY NC ND, you cannot licence it out as CC BY NC, because that doesn’t not include the ND clause. And CC BY SA can only be licensed out as CC BY SA, so cannot be remixed with anything less than CC BY or more CC BY SA. Share-Alike is quite restrictive. This is counter-intuitive but true. Play with the calculator and find out for yourself.
It may be only when reuse is more visible, such as formal institutional adoption of third party resources (above the waterline) that the risk of reusing un-cleared content is high enough to make the open license a key aspect of OER.Institutions as providers of content may wish to choose different licences to what institutions as users of content want. They may want to publish content as (c) all rights reserved. If it is a choice between that or nothing, what should they choose? Note that they could publish something as (c) all rights reserved unless otherwise stated, and have clearly marked CC elements. Polarising a simple open or not open isn’t helpful. As Naomi Korn put it, “what is the opposite of open”? Paid-for? Authenticated? Not editable? Open content needs to be viewed as part of the wider ecosystem of content. What it “affords” will be specific to the use case. Interestingly this is a good parallel with accessibility: “accessible to who to do what?”
Reflecting with Naomi Korn we shifted our recommendation from “whichever CC licence suits” (1) in phase one to “ideally CC BY” in phase two. John Robertson has summarised licensing choices made by the projects. This is an example of how the programme has pushed forward our understanding of this area, including that of the legal experts. If we knew the answers at the start, it wouldn’t be an innovation programme!
Thinking above to the points about visibility: if the open content is not shared out again under an open licence then it might be being used but not so visibly. It might show up as web stats, but even then, once the content has been copied to another place, as any CC licence lets you do, then the content proliferates, as does the usage. Usage becomes even harder to see.
Another implication of described use as above below the waterline is that the risk is significantly less. The feeling was that this is an appropriate risk evaluation. So, open licensing does matter for formal institutional use, less so for practice that is “under the waterline”.
- Mixed economy of content is the reality for most end use cases.
- The benefits of licensing to providers and users are different; of courses users would like as many rights as they can have, but which use cases really need those rights? Can the content be made available under a more restrictive licence and still be useful to the majority of use cases?
- There is an emerging use case of intermediary/brokering services: aggregation, fusion, curation, which perhaps does require CC BY. Not because the end user needs them but because the middleware needs them in order to remix and represent content. Often though I suspect it is the feed or metadata that needs to be licensed rather than the content. Open metadata might turn out to be more important to open academic content than open content licensing.
We are genuinely learning together on this: as open licensing spreads and models of use develop, we will need to be alert to the mechanics of remixing content. And also open to the possibility that the end point of the supply chain need not be open: not all content will be licensed out again.
A great example of the OER Turn is how OER Commons includes resources described as “read the fine print” licenses. Or Therese Bird’s work on iTunesU.
However … I still want to hear more about the rights that Creative Commons licenses grant to translate and shift formats, for above the waterline activities. Examples please! This could be key.
The role of the university
Alongside the previously dominant narrative of OERs as exchanges between educators and each other, and educators and their learners, there is also the potential for academic open content to connect academics with the public. I explored that a little in a previous post, Tony Hirst further in his post on OERs and public service education, University of Nottingham, Oxford University and other institutions also see their open content as part of their public engagement.
In some scenarios opening up universities through open practice is about OER, in the top of the iceberg sense. But much of the benefits of opening up knowledge to the public can be achieved without open content licensing (unless the brokering services need it). Initiatives like Warwick Knowledge also draw on the notion of the university as a pubic knowledge organisation.
So there is a strong argument for focussing more on the public and global use of open content.
Sidenote: Critics of the toothbrush analogy might say that this is what they meant all along. I’m not sure that is true. If it is, it wasn’t very well articulated. Because we still need to understand the drivers behind provision and how the benefits of public engagement can be articulated. Academic staff are a university’s most precious resource. The needs of institutions, who pay academic’s wages, need to be factored in to how open practice can be supported.
The pursuit of global knowledge is not owned by universities. Wikipedia, Slideshare, YouTube, Twitter, Delicious have all seen a blossoming of thoughtful quality input from a huge range of sources. The role that academics play in this open content space is as one type of contribution. Learners contribute too. But so do millions who are outside of formal education.
OER is dead. Long live academically-created content appropriately licensed and formatted to support intended users
Not quite as catchy, is it? However I am increasingly hearing suggestions that OER is not a useful term any more, aside from a supply-side term relating to the visible tip of the iceberg. I have recommended for some time that we drop the term and focus instead on open content and open practice.
Having asked a year ago what the “O” in OER means, now I find myself asking what the “Open” in Open Content means. Well, it definitely means free (not paid). And it means easily linkable, which means not authenticated (not closed). However what about near-ubiquitous controlled access through gmail or facebook? Sometimes the format matters, sometimes the licensing matters. Maybe this matters a lot for content to cross language boundaries, maybe it matters a lot for accessibility. In which case do we need to articulate the costs and benefits of open content for those use cases? We don’t want to kill open practice dead by focusing too strictly on definitions of openness any more than we want to kill open content by diluting the promise to users seeking editable re-licensable content. What questions should be asking about open content?
What do you think?
OER Digital Infrastructure Update by Amber Thomas is licensed under a Creative Commons Attribution 3.0 Unported License.
Permissions beyond the scope of this license may be available at http://www.jisc.ac.uk/contactus
Footnote (1) The wording was “Examples of suitable licences include those with the “Attribution” and “Share-Alike” clauses. We would encourage projects not to use the non-free Creative Commons variants (such as “Non Commercial” and “No Derivatives”), as these negatively affect the reusability of resources. However, we do recognise that in some specific circumstances this may not be possible.” (Thanks to David Kernohan for extracting)