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Page 1: Beyond Open Access: OER - Open Access Week 2009

Beyond Open Access: OER

/ open access week workshop/ march 2009

< Open.Michigan >< U-M Libraries >

Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright © 2009 The Regents of the University of Michigan

Tuesday, March 31, 2009

Page 2: Beyond Open Access: OER - Open Access Week 2009

We help content creators maximize the return on digital resources by helping make these resources free and open for use and reuse by people worldwide.

Open.Michigan

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the deliverable: a perfect score in copyright jeopardy

• explore the concept of Open Educational Resources (OER) and its potential contribution to the University of Michigan and other communities of sharing

• understand the challenges of producing OER and get a glimpse of the process of developing openly licensed resources

• sort through copyright and open licensing issues

• learn how you can begin to effectively create OER

Workshop objectives. together.

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the end

current landscapelife cyclechallengesthe beginning

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Mark Shandro - http://www.flickr.com/photos/mshandro/http://creativecommons.org/licenses/by-nc/2.0/deed.en

Begin at the end.

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toward a culture of “OPEN-ness”:

• a culture using creative materials for a variety of purposes: art, music, education, etc.

• holistic view--how we get there is important

• defining the 21st century education landscape

Where does this all lead?

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• faculty & students using and creating openly licensed educational media

• institutions supporting open access journals and textbooks

• developers building openly licensed software tools on open source platforms

• all parties participating in innovative teaching and learning exercises

How do we get there?

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Public Domain: Michael Reschkehttp://commons.wikimedia.org/wiki/File:OERlogo.svg

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What are the main features of OER?

“...educational materials and resources offered freely and openly for anyone to use and under some license to re-mix, improve and redistribute.”

• the content (courses & learning assets)

• the delivery (electronic & print media)

• the use and reuse (copyright licensing)

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What are the institutional goals for OER?

• share and make teaching and learning resources easier to reuse for your community and for people everywhere

• increase collaboration across institutions and disciplines through sharing educational content, courses, and curricula

• support the mission of the university

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• you

• students

• faculty

• alumni

• partner universities

• outside universities

OER can benefit all these groups simultaneously

Who benefits from OER production?

• classmates

• friends

• family

• self-learners

• public knowledge centers

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• recognition :: faculty showcase work and connect with other researchers

• participatory learning :: students participate in helping with publishing, content creation

• curriculum development :: faculty and institutions increase curriculum collaboration with outside universities by opening and sharing resources

• transparency :: staff have a more transparent view of university efforts and materials, which allows them to participate in the education process and better assist faculty research and instruction

A few specific benefits.

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What do we mean by open?

“...educational materials and resources offered freely and openly for anyone to use and under some license to re-mix, improve and redistribute.”

• free, as in no fees, does not mean open

• open access does not mean openly licensed

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Important differences

“wait a second... this is open access week! you can’t tell us we’re not open! go home!”

okay, but we’re going beyond open access - we’re going beyond open use and onto re:use and re:mix and re:distribution and re:re:re:re::::::

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http://creativecommons.org/license/

Open licensing: Creative Commons

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http://creativecommons.org/license/

Creative Commons: license conditions

BY :: Attribution

You let others copy, distribute, display, and perform your copyrighted work — and derivative works based upon it — but only if they give credit the way you request.

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http://creativecommons.org/license/

Creative Commons: license conditions

SA :: Share Alike

You allow others to distribute derivative works only under a license identical to the license that governs your work.

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http://creativecommons.org/license/

Creative Commons: license conditions

NC :: Noncommercial

You let others copy, distribute, display, and perform your work — and derivative works based upon it — but for noncommercial purposes only.

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http://creativecommons.org/license/

Creative Commons: license conditions

ND :: No derivatives

You let others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it.

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http://creativecommons.org/license/

Creative Commons: licenses

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http://creativecommons.org/license/

Public Domain

All Rights Reserved

Some rights reserved: a spectrum.

least restrictive most restrictive

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A couple of important distinctions

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The difference between OA and OER.

OA: Open AccessOER: Open Educational Resources

• OA focuses on sharing content, but no underlying licensing requirement

• OER includes any educational content that is shared under an open license (nix ND)

• OER and OA are friends

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OA // OER - buddies

OA

OERopenly licensed educational content

free, permanent, full-text, online

access to scientific and

scholarly works

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The difference between OCW and OER.

OCW: Open CourseWareOER: Open Educational Resources

• OCW focuses on sharing open content that is developed specifically to instruct a course (locally taught)

• OER includes any educational content that is shared under an open license, whether or not it is a part of a course

• OCW is a subset of OERTuesday, March 31, 2009

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OCW // OER - overlap

OER

OCWsyllabi, lecture notes, presentation slides, assignments, lecture videos - all related to a course

OCW, single images, general

campus lectures, image collections,

singular learning modules, paper

or article

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OER and eLearning: a relationship.

OER• may exist in electronic or paper form• may not contain enough context to be

“instructional”• are always licensed for reuse, redistribution,

and re-mixing

eLearning resources• exist only in electronic form• are generally designed to be instructional• may not always be licensed for open use

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eLearning // OER - intersection

OER

eLearning

intersection represents open, electronic, instructional resources

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the end

current landscape

life cyclechallengesthe beginning

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http://ocw.mit.edu/Tuesday, March 31, 2009

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source: The New York Times

source: MIT

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Recent Developments

source: OCW Consortium

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http://ocwconsortium.org/Tuesday, March 31, 2009

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http://www.oerafrica.org/Tuesday, March 31, 2009

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http://www.tessafrica.net/Tuesday, March 31, 2009

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http://open.umich.edu/Tuesday, March 31, 2009

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http://creativecommons.org/Tuesday, March 31, 2009

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http://learn.creativecommons.org/Tuesday, March 31, 2009

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http://sciencecommons.org/Tuesday, March 31, 2009

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the endcurrent landscape

life cycle

challengesthe beginning

Tuesday, March 31, 2009

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The OER life cycle.

Authoring

Clearing

Editing

Archiving

Publishing

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The OER life cycle.

Authoring

creating resources

designing learning experiences

granting permission - licensing

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The OER life cycle.

Clearing

dealing with policy issues

tracking content use

attaching metadata

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The OER life cycle.

Editing

editing and formatting the resource

converting the resource to various distribution media

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The OER life cycle.

distributing the resource

adding value to the resource (creative uses of metadata, search, online communities, etc.)

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The OER life cycle.

distributing the resource

adding value to the resource (creative uses of metadata, search, online communities, etc.)

Publishing

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The OER life cycle.

Archiving

refreshing/retiring resources

preserving past resources

maintaining access to past resources

Tuesday, March 31, 2009

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U-M OER life cycle.

Authoring

Clearing

Editing

Archiving

Publishing

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U-M OER life cycle.

Authoring

Clearing

Editing

Archiving

Publishing

various techniques & tools

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U-M OER life cycle.

Authoring

Clearing

Editing

Archiving

Publishing

various techniques & tools

OERca software

Tuesday, March 31, 2009

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U-M OER life cycle.

Authoring

Clearing

Editing

Archiving

Publishing

various techniques & tools

OERca software

authoring tools

Tuesday, March 31, 2009

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U-M OER life cycle.

Authoring

Clearing

Editing

Archiving

Publishing

various techniques & tools

OERca software

authoring tools

Open.Michigan & eduCommons

Tuesday, March 31, 2009

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U-M OER life cycle.

Authoring

Clearing

Editing

Archiving

Publishing

various techniques & tools

OERca software

authoring tools

Open.Michigan & eduCommons

DSpace (?)

Tuesday, March 31, 2009

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Publishing U-M OER.

http://michigan.educommons.net/

http://open.umich.edu/

Tuesday, March 31, 2009

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Publishing U-M OER.

Tuesday, March 31, 2009

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Publishing U-M OER.

Tuesday, March 31, 2009

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Publishing U-M OER.

Tuesday, March 31, 2009

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Publishing U-M OER.

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Publishing U-M OER.

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convertpeople OERcurriculum materials

c

into

Producing OER.

Who are these people?

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• cost• access to faculty• scale• refresh rate

How it’s being done, elsewhere.

Traditional OCW/OER publication model

• Staff Centric• Retroactive

Challenges

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how else can we do this?

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dScribe

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goals:• scalable• sustainable• participatory

approach:• automate and simplify a complex process• leverage capacity of institutional technologies

and talents

dScribe publishing model

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Tuesday, March 31, 2009

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Motivatedstudents...

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Motivatedstudents...

collaborate with faculty...

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and a team of U-M OER specialists...

Motivatedstudents...

collaborate with faculty...

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and a team of U-M OER specialists...

Motivatedstudents...

collaborate with faculty...

to gather, review, edit, and publish

course materials...

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and a team of U-M OER specialists...

for use by students, educators and self-learners...

Motivatedstudents...

collaborate with faculty...

to gather, review, edit, and publish

course materials...

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and a team of U-M OER specialists...

for use by students, educators and self-learners...

Motivatedstudents...

collaborate with faculty...

to gather, review, edit, and publish

course materials...

worldwide.Tuesday, March 31, 2009

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do-it-yourself, digital, distributed

motivated students or individuals who:• organize, clear, tag course materials• are familiar with technology and software• learn about intellectual property & copyright• engage with content in new ways

“dScribes”

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dScribe Publishing Process

roles

dScribe2

dScribe

instructor

faculty transfers course material to dScribe

dScribe attends training course led

by dScribe2

dScribe identifies & documents

potential IP issues

Class #1 Agenda:

OER team reviews & clears IP issues

clear IP

BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell

dScribe makes necessary edits to course material

Class #1 Agenda:

faculty reviews material: publish to U-M OER site

Class #1 Agenda:

publish to OER

site

faculty & dScribe2 connect: license material as OER

faculty & dScribe2 recruit dScribe

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dScribe cast of characters

dScribe Faculty dScribe2

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license material

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license material

That’s easy!

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Class #1 Agenda:find dScribe for this course

select a dScribe

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Class #1 Agenda:find dScribe for this course

I’ll do it!

select a dScribe

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dScribe training course

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copyright

open resources

dScribe training course

fun!

decision trees

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transfer material

Class #1 Agenda:

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transfer material

Class #1 Agenda:

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Class #1 Agenda:

find dScribe for open.michiganClass #1 Agenda:

vet material

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Class #1 Agenda:

find dScribe for open.michiganClass #1 Agenda:

vet material OERca: Content & Decision

Management Software

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OERca

Tuesday, March 31, 2009

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Modeling workflow

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Content ProcessingClass #1 Agenda:

review material

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Content ProcessingClass #1 Agenda:

review material

Where does this image come from?

OERca: Content & Decision

Management Software

Tuesday, March 31, 2009

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Class #1 Agenda:

find dScribe for open.michigan

edit material

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Class #1 Agenda:

find dScribe for open.michigan

edit material

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final review

Class #1 Agenda:

find dScribe for open.michigan

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final review

Class #1 Agenda:

find dScribe for open.michigan

Looksgood!

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publication

open.michigan

Class #1 Agenda:

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dScribe Publishing Process

roles

dScribe2

dScribe

instructor

faculty transfers course material to dScribe

dScribe attends training course led

by dScribe2

dScribe identifies & documents

potential IP issues

Class #1 Agenda:

OER team reviews & clears IP issues

clear IP

BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell

dScribe makes necessary edits to course material

Class #1 Agenda:

faculty reviews material: publish to U-M OER site

Class #1 Agenda:

publish to OER

site

faculty & dScribe2 connect: license material as OER

faculty & dScribe2 recruit dScribe

Tuesday, March 31, 2009

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benefits to students:• master course content• learn about copyright and copyleft• establish unique connection w/ faculty• potential to get course credit• collaborate w/ other dedicated classmates• make resources available to everyone

dScribe publication model

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benefits to faculty:• students in course know best!• establishing unique connection w/ students• quality assurance of materials• obtain user feedback on content >>

improve content

dScribe publication model

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issues we have noted:• difference between student quality and

faculty quality of work• limited expertise in subject area• limited time to devote to OER production• difficult to obtain the right balance of

incentives for participation and production

dScribe publication model

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the endcurrent landscapelife cycle

challenges ©

the beginning

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OER production challenges: • cost• scale• access to faculty• content delivery• metadata • refresh rate• active vs. retroactive publishing• risk management• defining OER as a service

What we have experienced.

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policies create an infrastructure to deal with issues.

OER production typically involves three main policy areas:

• copyright and other intellectual property

• endorsement of products or people

• privacy of students or patients

Reducing risk: production policies.

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• copyright :: U.S. law grants limited exclusive rights to authors of creative works

• endorsement :: U-M has a policy restricting what representatives of our institution may endorse

• privacy :: the U.S. government tends to protect patient and student privacy

Main policy areas.

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• policies will determine publishing limits and publishing processes

• we want to know what types of content may cause problems when publishing to a wide audience

• we quickly identify these issues, document them, and deal with them

Identify potential issues.

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©Tuesday, March 31, 2009

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Artwork

these images used under section 107, U.S. copyright law: fair use

Tuesday, March 31, 2009

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Charts

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Graphs

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Illustrations: Cartoons

these images used under section 107, U.S. copyright law: fair use

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Illustrations: Chemical Representations

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Drawings and Diagrams

some of these images used under section 107, U.S. copyright law: fair use

Tuesday, March 31, 2009

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Graphics

some of these images used under section 107, U.S. copyright law: fair use

Tuesday, March 31, 2009

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Scientific Images

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Ads, CD/Book/Movie Covers, Screenshots

some of these images used under section 107, U.S. copyright law: fair use

Tuesday, March 31, 2009

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Photographs

some of these images used under section 107, U.S. copyright law: fair use

Tuesday, March 31, 2009

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Text: Quotes, Passages, Poems

The Mesh

We have come to the cross-roadsAnd I must either leave or come with you.I lingered over the choiceBut in the darkness of my doubtsYou lifted the lamp of loveAnd I saw in your faceThe road that I should take.

- Kwesi Brew

some of these images used under section 107, U.S. copyright law: fair use

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• retainment :: you may already have or choose to obtain permission to use content from a 3rd party (must be openly licensed), or the content does not have a policy issue

• replacement :: you may want to replace content that cannot be shared with open content that can be distributed through copyright licensing (Creative Commons)

• removal :: you may need to remove content due to privacy, endorsement or copyright concerns

Dealing with issues.

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the endcurrent landscapelife cyclechallenges

the beginning

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Remember the OER life cycle.

Authoring

Clearing

Editing

Publishing

Archiving

With pre-production clearing, content moves through the process smoothly

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Publishing

Archiving

With pre-production clearing, content moves through the process smoothly

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Publishing

Archiving

With pre-production clearing, content moves through the process smoothly

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Publishing

Archiving

With pre-production clearing, content moves through the process smoothly

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Publishing

Archiving

With pre-production clearing, content moves through the process smoothly

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Publishing

Archiving

With pre-production clearing, content moves through the process smoothly

Tuesday, March 31, 2009

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Pre-production clearing - stages.

Authoring + Clearing

use content created locally (from U-M)

choose 3rd party content from open sources that give explicit open licenses (or content that is in the public domain)

document all 3rd party content with pertinent source information

Tuesday, March 31, 2009

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Editing

display a clear notice of how others may use your work (Open.Michigan uses a CC: BY license)

edit the resource to include 3rd party licenses and source citations

Pre-production clearing - stages.

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Archiving

With post-production clearing, the system gets clogged up and becomes less efficient

Publishing

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Archiving

With post-production clearing, the system gets clogged up and becomes less efficient

Publishing

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Archiving

With post-production clearing, the system gets clogged up and becomes less efficient

Publishing

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Archiving

With post-production clearing, the system gets clogged up and becomes less efficient

Publishing

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Archiving

With post-production clearing, the system gets clogged up and becomes less efficient

Publishing

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Archiving

With post-production clearing, the system gets clogged up and becomes less efficient

Publishing

Tuesday, March 31, 2009

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Remember the OER life cycle.

Authoring

Clearing

Editing

Archiving

With post-production clearing, the system gets clogged up and becomes less efficient

Publishing

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Post-production clearing - stages.

Clearing 1

search through materials to be published and identify potentially problematic content

document all problematic content with pertinent information

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based on your “policy,” analyze the problematic content and decide what to do with it

depending on your decision, clear content (retainment, replacement, removal)

Post-production clearing - stages.

Clearing 2

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edit the resource to replace/remove problematic content

edit the resource to include 3rd party licenses and source citations

display a clear notice of how others may use your work (Open.Michigan uses a CC: BY license)

Post-production clearing - stages.

Editing

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Remember the OER life cycle.

Authoring

Clearing

Editing

Publishing

Archiving

The clearing+editing process can eat up a lot of time if you do post-production clearing.

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Remember the OER life cycle.

Authoring

Clearing

Editing

Publishing

Archiving

The clearing+editing process can eat up a lot of time if you do post-production clearing.

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Pre-production clearing - examples.

the scenario: you are putting together a presentation on pancreatic disorders. you have a few images to use as examples from your own portfolio as well as a few with permission from your colleague. however, you’re missing a good example on pancreatic hematoma. while you could start with a Google image search, you decide to begin looking through open content repositories.

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https://open.umich.edu/wiki/index.php5/Open_Content_SearchTuesday, March 31, 2009

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http://commons.wikimedia.org/Tuesday, March 31, 2009

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Image courtesy of Herbert L. Fred, MD and Hendrik A. van Dijk - <http://cnx.org/content/m14942/latest/> Creative Commons Attribution 2.0 License <http://creativecommons.org/licenses/by/2.0/>

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Pre-production clearing - examples.

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Post-production clearing - examples.

the scenario: you are converting a presentation you gave last year into OER. this means you need to use the post-production clearing process to make sure the content is ready for OER publication. you start by identifying and documenting all the 3rd party content you used.

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Post-production clearing - examples.

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Colin Rhinesmith - http://www.flickr.com/photos/colinrhinesmith/http://creativecommons.org/licenses/by-nc-sa/2.0/deed.en

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