Carolina Rossini

Open Educational Resources:

Brazilian Challenges and Perspectives

1. Open systems and open networks can create new modes of innovation and collaboration

2. New modes of innovation can be helped, or hurt, by institutional and government policies and design

3. Brazil and Brazilian institutions are experimenting with openness, but it is just in the beginning

Networked Information Economy*

• Network of connectivity enables new forms of productive activity

• Large-scale, distributed collaboration

• Non-market, commons-based peer production or social production

• User-driven innovation

• Nature of digital information goods

• Non-rival, non-excludable

• “Replicability” of digital goods

• near zero marginal cost of reproduction

• Disintermediation

* Benkler, Y. 2006. The Wealth of Networks: How Social

Production Transforms Markets and Freedoms. New

Haven: Yale University Press

Free Software

GNU General Public License: The use of IPs to create freedom

Free Culture

Open Science

Open Business and Open

Innovation

Content

Tech

Intellectual property licenses to promote open publishing of materials, design-principles, and localization of content.

Full courses, course materials, content modules, learning objects, collections, journals

Software to support the creation, delivery, use and improvement of open learning content including searching and organization of content, content and learning management systems, content development tools, and on-line learning communities.

Intellectual

Property

“OER are teaching, learning, and research materials in any medium that reside in the public domain or have

been released under an open licence that permits their free use and re-purposing by others. An open

license is one that allows anyone to access, reuse, modify and share the OER. The use of open technical standard for OER platforms and files improves access and reuse potential of OERs which are developed and

published digitally.”

Paul Baran (1964)

interoperability as essential condition

for new institutions

Compatibility chart

Terms that can be used for a derivative work or adaptation

by by-nc by-nc-nd by-nc-sa by-nd by-sa pd

Status of original work

pd

by

by-nc

by-nc-nd

by-nc-sa

by-nd

by-sa

Introduction to Economic Analysis

R. Preston McAfee, Caltech

ISBN: 160049000X

Used at: Harvard, NYU, Cal Poly, UC-Santa Barbara, Caltech, Oregon State,

Claremont McKenna….

www.introecon.com

Online: Free PDF/Word: Free

Hard copy: $11.10

Collaborative Statistics

Barbara Illowsky & Susan Dean

ISBN: 9780978745973

Online: Free PDF/Word: Free

Hard copy: $31.98

For more information: www.collegeopentextbooks.org

Publisher: Wiley Open: Connexions &

QOOP

Downloadable version:

$77.50

Downloadable & online

versions:

FREE

Printed bound version:

$141.95 new

$110.25 used

Printed bound version:

$31.98 new

http://www.flatworldknowledge.com

The proposal

To rethink the access and development of knowldge and the use of technology....

Not just as a way of accessing “free stuff”, but as a new way of knowldge governance for innovation,

through sharing and collaboration

PLUS

Recognize the we pay a lot and many times twice!

http://www.capetowndeclaration.org/

OSI-Cape Town Open Education Declaration

“A revolution of sorts is sweeping education...In another

promising development, a coalition of educators, foundations

and Internet pioneers in January signed a declaration urging

governments and publishers to make publicly funded

educational material available free over the Internet. The Cape

Town Open Education Declaration has so far been signed by

more than 140 organizations and nearly 1,500 individuals.”

Wall Street Journal, March 28, 2008

Challenges to OER

1.Legal > Copyright Licenses, Copyright Law, Public Purchase Contracts

2.Economic > Sustainability

3.Social > Fear and System of Incentives

The Green Paper*

There are four axes of structure to the OER context in Brazil, echoing internal structures of traditional education as well as the new opportunities afforded by the move to digital networks for dissemination and use of educational materials: • public access to educational materials in general, as an open education strategy to include the individual, the family, the community and the whole society in the process of learning and of collaborative knowledge production; • the economic cycle of educational materials production and its impact on the “right of citizens to learn”; • the possible benefits OER may bring to learning strategies, the production of educational resources more sensitive to issues driven regional diversity and regional standards of quality; • the impact of digital, online, open resources on teachers’ continuous professional development

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1549922.

www.rea.net.br

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1549922

Materials

Awareness Raising and Community Building

http://www.flickr.com/photos/reanetbr/

Case Studies

• Analysis of more that 14 Brazilian Projects which missions are to provide (open) educational recourses.

• The analysis was done on its legal and technical interoperability, and in regard to who owns the rights over the content.

• Conclusions and recommendations were built.

Debate around Textbooks

•The right to copy books;

•Value Chain of books

Production;

•Taxpayer funding;

•Government funding

and buying.

In addition to direct public expenditures, since 1960 and reaffirmed by article 150 of the 1988 Brazilian Constitution, the publishing industry (books in all its forms, newspapers, and magazines) is tax-exempt. In 2004, the publishing industry was granted additional benefits and freed from an obligation to make contributions such as Social Integration Programme fees (PIS/PASEP) and the Contribution for the Financing of Social Security (COFINS). These tax and contributions exemptions, which affect both final product and the production process (including, for instance, the paper used) are intended to reduce the final price of the product. GPOPAI (2008) estimated that, from 2001 to 2006, the subsidies (formed by the tax and contribution exemptions) represented a windfall of around 30% of the equivalent to sales. For the sake of comparison, this subsidy was roughly double the total budget of the Brazilian Ministry of Culture over the same period.

Debate around Textbooks

Textbooks for k-12

2010 – The Federal Government spent R$1.077.805.377,28 to buy, evaluate and distribute texbooks 2011 – Government spent R$ 1,2 billions to buy textbooks - introductions of the “consumable texbook” : the student use it for one year and trow it away, in oposition of many books that one student have to give back at the end of the year and it is used for up to 3 years (http://www.fnde.gov.br/index.php/programas-livro-didatico) 2011/2012 – Government debats the use of e-readers in public schools 2013 – Government plans to spend

Course Annual Costs of Books % students with family monthly

income below R$5,000

Information Systems R$ 3915.58 90,6%

Natural science R$ 3640.90 91,3%

Tourism R$ 4572.90 81,3%

Marketing R$ 4242.51 76,1%

Technology of Textiles R$ 4164.79 79,5%

Environmental management R$ 5212.69 84,1%

Medicine – Obstetrics R$ 5810.46 86,7%

Medicine – Gerontology R$ 4417.19 91,2%

Physics R$ 3344.75 88,3%

Public Policy Management R$ 5343.02 78,1%

Source: GPOPAI-USP (2008) (pp. 36) http://www.gpopai.usp.br/wiki/images/b/b5/Relatorio_livros_ingles.pdf

The problem of access in college education

86% of the books (sample of 1,910 books adopted by 25 different courses in more than 14 institutions) were authored by full-time, employed professors from public institutions. the total invested by universities and public financial agencies (such as the Sao Paulo Research Foundation - FAPESP), through scholarships and publication grants, is R$78,410 over three years per master’s thesis per student and R$155,344 over three years per doctoral thesis per student. By comparing these values with that invested by publishers of books derived from theses, the GPOPAI (2008) study concluded that 17.9% of the total cost of a book based on a master thesis comes from private investment, while 82.1% comes from public investment. For doctoral theses, 9.9% is from private sources, while the remaining 90.1% comes from public investment.

Who pays? Yes – we pay twice!

The National Plan of Education (PNE) represents the highest level of educational policy in Brazil. Discussions to include OER in the PNE directives started in 2008. More than 3,000 changes until now, the Plan sets guidelines, goals, and priorities to be implemented by 2020. OER is mentioned in two guidelines (7.10 and 7.12) http://www.camara.gov.br/proposicoesWeb/fichadetramitacao?idProposicao=490116

“Há muitos anos trabalho a questão de acesso ao conhecimento e entendo a Internet como instrumento fundamental a tal fim. Ao repensar a educação

na era da sociedade do conhecimento, me deparei com o conceito de recursos educacionais abertos e percebi como nossa legislação não trabalha

esta questão. O Brasil não pode ficar de fora deste debate, ainda mais porque nosso governo é um dos maiores financiadores de recursos

educacionais, seja por meio de compras públicas, seja por meio de salários e bolsas de estudo e pesquisa, seja por meio de isenção de impostos em toda

a cadeia produtiva de livros. Os números impressionam! Creio que todos, empresas e pessoas, que recebem tal montanha de dinheiro vindo dos

cofres públicos, têm uma obrigação para com a sociedade: compartilhar o resultado de suas pesquisas e o desenvolvimento delas com a sociedade que

o/a financiou, permitindo o uso livre de tal recurso educacional”

Deputado Paulo Teixeira

Sao Paulo City OER Decree Art. 1º. As obras intelectuais produzidas pela Secretaria Municipal de Educação

para utilização pelas unidades da rede pública municipal de ensino, com objetivos educacionais, pedagógicos e afins, tais como livros e materiais didáticos, orientações curriculares e manuais de orientação para o programa de alimentação escolar, deverão ser disponibilizadas no sítio eletrônico daquela Secretaria no Portal da Prefeitura do Município de São Paulo na Internet e licenciadas para livre utilização, compreendendo a cópia, a distribuição e a transmissão, observadas as seguintes condições:

I – preservação do direito de atribuição ao autor;

II – utilização para fins não comerciais.

Parágrafo único. A licença obrigatória de que trata o “caput” deste artigo compreende o direito de criação de obras derivadas, desde que sejam licenciadas sob a mesma licença da obra original.

Art. 2º. Os contratos celebrados pela Administração Municipal visando à produção das obras referidas no artigo 1º ou à cessão de direitos autorais de terceiros, quando necessária, nos termos da Lei Federal nº 9.610, de 19 de fevereiro de 1998, deverão prever expressamente a obrigatoriedade de divulgação e licenciamento das obras, na forma estabelecida por este decreto.

http://rea.net.br/2011/10/03/decreto-sobre-rea-em-vigor-em-sao-paulo/

Impact of the Decree

Explicando o Decreto sobre REA de São Paulo e suas implições legais e práticas http://rea.net.br/2011/10/06/explicando-o-decreto-sobre-rea-de-sao-paulo-e-suas-implicoes-legais-e-praticas/

http://www.estadao.com.br/noticias/impresso,sp-vai-colocar-todo-seu-material-pedagogico-na-internet,728448,0.htm

http://www5.fgv.br/fgvonline/cursosgratuitos.aspx

Why Invest in Open?

1.If you are publicly funded;

2.Digital technology will surpass current teaching and learning structures;

3.Cost implications on continuing to rely on Statutory License schemes and

only very restrictive uses permitted (down size transaction costs);

4.OER are easier to manage (down size transaction costs):

• No complex copying limits;

• No restrictions on audience ie. Parents, community members and

lifelong learners;

• Allows teachers and students to modify and share resources.

Why Invest in Open?

5. Public Access - Educational institutions (particularly those publicly funded) should leverage taxpayers money by allowing free sharing and reuse of resources.

6. Quality can be improved and costs of content development reduced by sharing and reusing.

7. Open sharing will speed up development of learning resources.

8. New opportunities for non-mainstream authors/content.

innovation

Why Invest in Open?

Why Invest in Open?

Inclusion/cooperation

Wide dissemination of education contributes to more inclusive and cohesive societies, fosters equal

opportunities and innovation in line with the priorities of a renewed social agenda focused on the knowledge

society. In this sense, this study brings a series of recommendations to foster this dialogue.

Cape Town Declaration and Brazil

Encourage educators and learners to actively participate in the emerging open education movement. Creating and using open resources should be considered integral to education and should be supported and rewarded accordingly;

Open educational resources should be freely shared through open licenses which facilitate use, revision, translation, improvement and sharing by anyone. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms.

Governments, school boards, colleges and universities should make open education a high priority. Ideally, taxpayer-funded educational resources should be open educational resources. Accreditation and adoption processes should give preference to open educational resources.

1. Open systems and open networks can create new modes of innovation

2. New modes of innovation can be helped, or hurt, by institutional and government policies and design

3. Brazil is experimenting with openness, but it is just in the beginning

“Thus, this book speaks. It has a voice

that allows you to read yourself and you

are invited to contribute to its

writing.”

Pierre Lévy Thank you!!!!

carolina.rossini@gmail.com