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Finding, Using, and Sharing Free Online Learning Materials
August 24, 2016
Mathieu Plourde
About
• Mathieu PlourdeEd.D. in Educational Leadership CandidateM.B.A.
• Educational Technologist/LMS Project LeaderIT-Academic Technology ServicesUniversity of Delaware
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www.google.com/+MathieuPlourde
@mathplourdebit.ly/mathplourde
HISTORY LESSON
A little
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Traditional software model
Credit: somethingstartedcrazy and Rob on Flickr.
Open source software
USERS DEVELOPERS
Source: Apple Just Ended the Era of Paid Operating Systems (Wired)
Open encyclopedia
Gratis
Libre&
(free of charge)
(freedom of use)
Credit: Empty pocket graphic by USW-UniLife on Flickr.
COPYRIGHT AND FAIR USE
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“The Congress shall have Power … To promote the Progress of Science
and useful Arts, by securing for limited Times to Authors and
Inventors the exclusive Right to their respective Writings and
Discoveries.”
- United States Constitution, Article I, Section 8
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Fair Use
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https://youtu.be/8tWhKeb-fUQ
Four Factors
• The purpose of the use.
• The nature of the use.
• The amount copied.
• The effect on the market.
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PURPOSE OF THE USE NATURE OF THE COPYRIGHTED MATERIAL
Favoring Fair Use Weighing against Fair Use Favoring Fair Use Weighing against Fair Use
Educational Teaching (including
multiple copies for classroom use)
Research Scholarship Criticism Comment Parody
Transformative or changes the work to a new purpose
Nonprofit use
Commercial, entertainment or for profit
Public distribution Verbatim or exact copy, not
transformative
Factual, nonfiction, news Published Work
Creative (art, music, fiction) or consumable work (workbook, test)
Unpublished work
AMOUNT COPIED EFFECT ON THE MARKET FOR THE ORIGINAL
Favoring Fair Use Weighing against Fair Use Favoring Fair Use Weighing against Fair Use
Small quantity (e.g. single chapter or journal article, other short excerpt consisting of less than 10% of the work)
Portion used is not central to work as a whole
Amount is appropriate to the educational purpose
Large portion or entire work Portion used is central or the
“heart” of the work Includes more than necessary
for the educational purpose
No significant effect on the market or potential market for the copyrighted work
One or few copies made and/or distributed
No longer in print; absence of a licensing mechanism
Restrict access (limited to students in a class or other appropriate group)
One-time, spontaneous use (no time to obtain permission)
Cumulative effect of copying would be to substitute for purchase of work
Numerous copies are made and/or distributed
Reasonably available licensing mechanism for obtaining permission exists (CCC license or off-print for sale)
Repeated or long-term use
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PURPOSE OF THE USE NATURE OF THE COPYRIGHTED MATERIAL
Favoring Fair Use Weighing against Fair Use Favoring Fair Use Weighing against Fair Use
Educational Teaching (including
multiple copies for classroom use)
Research Scholarship Criticism Comment Parody
Transformative or changes the work to a new purpose
Nonprofit use
Commercial, entertainment or for profit
Public distribution Verbatim or exact copy, not
transformative
Factual, nonfiction, news Published Work
Creative (art, music, fiction) or consumable work (workbook, test)
Unpublished work
AMOUNT COPIED EFFECT ON THE MARKET FOR THE ORIGINAL
Favoring Fair Use Weighing against Fair Use Favoring Fair Use Weighing against Fair Use
Small quantity (e.g. single chapter or journal article, other short excerpt consisting of less than 10% of the work)
Portion used is not central to work as a whole
Amount is appropriate to the educational purpose
Large portion or entire work Portion used is central or the
“heart” of the work Includes more than necessary
for the educational purpose
No significant effect on the market or potential market for the copyrighted work
One or few copies made and/or distributed
No longer in print; absence of a licensing mechanism
Restrict access (limited to students in a class or other appropriate group)
One-time, spontaneous use (no time to obtain permission)
Cumulative effect of copying would be to substitute for purchase of work
Numerous copies are made and/or distributed
Reasonably available licensing mechanism for obtaining permission exists (CCC license or off-print for sale)
Repeated or long-term use
™ Disney Corporation
TEXTBOOKS
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http://www.delawareonline.com/story/news/education/2016/08/17/ud-senior-takes-text-book-tyranny/88891288/
Increase in textbook prices and college tuition (GAO)
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Demand for degrees
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McCoy, D., Schiller, S. R., Frank, E., & Schiller, S. (2011, April 4). Textbook Affordability: Emerging Solutions in Ohio. Webinar, . Retrieved from http://www.educause.edu/Resources/TextbookAffordabilityEmergingS/226560
Low-cost pathways
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Open textbooks in K12
• State of Utah pilot provides a printed copy for $5 per student.
• Replaces a 7 year cycle.
• Fresh content every year, students keep the book.
• Open textbook calculator:
• http://openedgroup.org/calculator/
David Wiley, http://www.slideshare.net/opencontent/the-5-texbook
State of Washington
The Open Course Library has saved students $5.5 million in textbook
costs to date, including $2.9 million during the 2012-2013 academic year
alone.”
Tidewater Community College
“For students who pursue the new “textbook-free” degree, the total cost for required textbooks will be zero. Instead, the program will use high quality
open textbooks and other open educational resources, known as OER, which are freely
accessible, openly licensed materials useful for teaching, learning, assessment and research. It is estimated that a TCC student who completes the degree through the textbook-free initiative might
save one-third on the cost of college.”http://www.tcc.edu/news/press/2013/TextbookFreeDegree.htm
http://achievingthedream.org/resources/initiatives/open-educational-resources-oer-degree-initiative
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OPEN EDUCATION
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Open education
"...is the simple and powerful idea that the world’s knowledge is a public good and that
technology in general and the Worldwide Web in particular provide an extraordinary opportunity for everyone to share, use, and
reuse knowledge."
—The William and Flora Hewlett Foundation
Open educational resources
Learning materials
Collection Learning object
Learning materials
Collection Learning object
Whole
Traditional
Fixed
Peer-reviewed
"Nugget"
Innovative
Evolving
"Wisdom of the crowd"
Learning materials
Collection Learning object
Whole
Traditional
Fixed
Peer-reviewed
"Nugget"
Innovative
Evolving
"Wisdom of the crowd"
What makes a resource open?• David Wiley's 5Rs:
• Retain – the right to make, own, and control copies of the content
• Reuse – the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
• Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
• Remix – the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)
• Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)
Copyright licensing
• Open educational resources (OER) are powered by Creative Commons. The author sets the acceptable uses from the get-go.
http://creativecommons.org/licenses/
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BARRIERS TO OPEN
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Perception of quality
• Outside resources:
• “Not mine”
• “Not peer-reviewed”
• “Not someone I know”
• Personal resources:
• Copyright confusion
• “Not perfect enough to share”
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Startup cost and time
• Finding
• Vetting
• Sequencing
• Remixing
• Filling up gaps
• Assembling in a web format
• Missing ancillaries and homework-as-a-service
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CONCLUSION
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Learning resources ecosystem
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UD Library
• Talk to your librarian about:
• Open textbooks
• Special collections
• Databases and e-texts
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Curriculum design
• Commercial textbook selection
• Build from scratch • Learning objectives
• Course outline
• Explore OER
• Identify gaps
• Explore commercial options
• Remix, repurpose
• Build, share, improve
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Course continuous improvement with OER
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Open as a competitive advantage
• Selling your program/course as “textbook-free”
• Custom course content vetted and adapted yearly by professors
• 21st century scholarship (open and networked)
• Faculty development
• Public engagement
Explore OER on your own!
Explore and submit UD resources
http://ats.udel.edu/open
List of global resources
http://sites.udel.edu/open/finding/
OER Treasure Hunt
www.udel.edu/003275
About
• Mathieu PlourdeEd.D. in Educational Leadership CandidateM.B.A.
• Educational Technologist/LMS Project LeaderIT-Academic Technology ServicesUniversity of Delaware
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www.google.com/+MathieuPlourde
@mathplourdebit.ly/mathplourde
