The document discusses Open Educational Resources (OERs) and copyright/licensing issues related to their use and reuse. It begins with an introduction to copyright and fair use exemptions. It then explains various open licensing frameworks, particularly Creative Commons licenses, and provides examples of different licenses and their permissions. The document discusses how OERs can be incorporated into teaching practice and lists some OER repositories and resources.

1. Let’s not reinvent the wheel; what can Open
Educational Resources (OERs) offer us?
Niall Barr
Craig Brown
Vicki Dale
Sarah Honeychurch
This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License.

2. • Creative Commons and other licensing
frameworks
• Examples of OER repositories
• Discussion: how might you incorporate
OERs into teaching practice
• Discussion: relative merits and drawbacks
of OERs in particular disciplines

3. Niall

4. Copyright and Licensing
Introduction
 Copyright covers “recorded work” - not
concepts such as ideas or inventions.
 Copyright is automatic (unless first publication
is in the U.S.A)
 Where something is protected by copyright,
your rights to reproduce it without permission
are very limited.
 After copyright expires work is in “Public
Domain”
 Licences provide a means of giving permission
to reuse before copyright expiration.

5. Copyright and Licensing
Copyright
 Berne Convention (1886)
 Copyright is intended to protect the rights of individual creators of
“Literary and Artistic Works”
 In the UK software is explicitly defined as “literary work”
 Minimum copyright periods from publication
 Default: Life of (longest surviving) author + 50 years
 Film: 50 years from publication
 Anonymous: 50 years from publication
 Photographs and art: 25 years from creation
 Sound recordings and photographs have separate copyright from music or
play or artwork being recorded or photographed
 Copyright lasts the time defined in the country of first publication, or the
minimum in the case of multiple simultaneous (<30 days) publication.
 Other treaties: UCC, TRIPS, WCT.

6. Copyright and Licensing
Fair dealing (1/3)
 Copyright material may be used without explicit
permission, in a limited manner for:
 Research and private study
 The copy is made for the purposes of research or
private study.
 The copy is made for non-commercial purposes.
 The source of the material is acknowledged.
 The person making the copy does not make copies of
the material available for a number of people.

7. Copyright and Licensing
Fair dealing (2/3)
 Copyright material may be used without explicit
permission, in a limited manner for:
 Instruction or examination
 The copying is done by the student or the person giving
instruction.
 The copying is not done via a reprographic process.
 The source of the material is acknowledged.
 The instruction is for a non-commercial purpose.

8. Copyright and Licensing
Fair dealing (3/3)
 Copyright material may be used without explicit
permission, in a limited manner for:
 Criticism or review
 Must be real
 News reporting
 Not photographs
 Incidental inclusion
 e.g. Background music accidentally recorded, or artwork
in a room that is being used for filming.
 Accessibility for someone with a visual impairment

9. Copyright and Licensing
Licensing
 Pre-internet, effectively was just individual
agreements.
 Source-code sharing & reuse changed this:
 Berkeley Software Distribution (BSD) License (1978)
 Originally a pragmatic agreement due to inadvertent
copyright infringement by postgraduate students.
 Donated to / placed in Public Domain
 Debatable legitimacy in many countries. (OK in U.K.)
 GPL
 Introduced concept of “free software”

10. Copyright and Licensing
Creative Commons
 Creative Commons provides a set of licences
for sharing copyright works (other than
software)
 Allow reuse provided the the original creator is
credited.
 Various optional restrictions
 Also provide a CC0 licence, which is similar to
donating to public domain, and a logo which can be
used to indicate work that is known to be in the
public domain.
 Widely used by OER repositories

11. Copyright and Licensing
CC Licenses
 Attribution (CC BY)
 Attribution-ShareAlike (CC BY-SA )
 Attribution-NoDerivs (CC BY-ND)
 Attribution-NonCommercial (CC BY-NC)
 Attribution-NonCommercial-ShareAlike
(CC BY-NC-SA)
 Attribution-NonCommercial-NoDerivs
(CC BY-NC-ND)

12. Copyright and Licensing
CC License details
Creative Commons logo + options
Reuse with attribution
No reuse of parts, the work must remain intact.
Reuse of parts or as part of another work only if
that is released under the same licence.
No commercial use of the work or derivatives.
{

13. Copyright and Licensing
A couple of CC examples
 Jorum sometimes uses:
 Attribution - Non-Commercial - Share-Alike 2.0
England and Wales
 Exactly the same as CC BY-NC-SA, except explicitly
covered by English law.
 OpenLearn also uses CC BY-NC-SA, but...
 Acknowledgements sections identify work that does
not belong to the OU, and is not CC

14. Copyright and Licensing
Other licences
 YouTube Standard licence (a fairly typical example)
 No commercial use
 “to YouTube, a worldwide, non-exclusive, royalty-free, transferable licence (with right to sub-licence) to use, reproduce, distribute,
prepare derivative works of, display, and perform that Content in connection with the provision of the Service and otherwise in
connection with the provision of the Service and YouTube's business, including without limitation for promoting and redistributing part
or all of the Service (and derivative works thereof) in any media formats and through any media channels;”
 “to each user of the Service, a worldwide, non-exclusive, royalty-free licence to access your Content through the Service, and to use,
reproduce, distribute, prepare derivative works of, display and perform such Content to the extent permitted by the functionality of the
Service and under these Terms”
 Licence expires when content is deleted.
 Wikimedia Commons
 Lots of CC-BY, but also many other free content licences.
 Open Publication License
 Against DRM license
 GNU Free Documentation License
 Open Game License (a license designed for role-playing games by Wizards of
the Coast)
 Free Art License

15. Copyright and Licensing
Watch out for...
 Accidental infringement
 Clipart may limit what licence can be used and the
content's author may not have realised this
 Photographs etc. of public domain content may be
copyrighted.
 Public Domain in the USA ≠ Public Domain
 Many works on Project Gutenberg etc. are still
copyrighted outside the U.S.A.

16. Copyright and Licensing
Useful links
Creative Commons licence choice
http://creativecommons.org/choose/
UK Copyright service
https://www.copyrightservice.co.uk/
JISC OER infoKit
https://openeducationalresources.pbworks.com/
w/page/24836480/Home

17. Craig

18. Range of content in online learning
• Interactive content
– Quizzes
– Wikis
– Discussion boards
• Visuals including photos, diagrams, 3D models,
infographics
• Animations
• Audio, video, Camtasia mini lectureshttp://www.jorum.ac.uk/

19. Practical demonstration
• Go to Jorum
• Find OER that we want to use
• Download OER
• Prepare OER and add to Moodle

20. Vicki

21. How might you incorporate OERs
into your teaching practice?
Discussion prompts and case studies from a workshop on
Open Educational Resources facilitated by Sarah
Honeychurch, Craig Brown, Niall Barr and Vicki Dale,
Learning Technology Unit, University of Glasgow
31st April 2015
This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License.

22. Discuss …
• Case studies – review & discuss
– What are the motivations and enablers for using OERs?
– What are the challenges and barriers?
– What support is needed to overcome these?
(20 minutes)
• How might you incorporate OERs into your own
teaching practice (either producing and/or
consuming)?
(15 minutes)
• What should a Glasgow approach to OERs look
like? Do we need a strategy?
(15 minutes)

23. OU OpenLearn
www.open.edu/openlearn/
• Free access to over 800 open courses
• Originated from institution-wide, action research
• Teaching & business models based on economies of scale
• Congruent with OU’s open media policy
• OER activity embedded in university’s strategic plan
• Used to support outreach & other public engagement activities
• Conceptualised as “a reciprocal contract of sharing within a “gift
economy””
• However, still an fraction of annual expenditure (£10M over 5 years
despite £450M annual expenditure)
Lane, A. (2012). "Case Studies on Institutional Open Approaches: The Open
University." Retrieved 28 April, 2015, from http://oro.open.ac.uk/33245/.
• Also seen to be competing financially with core business of distance
learning (McAndrew 2006, cited in Gomez et al 2012)

24. Massachusetts Institute of Technology
MIT OpenCourseWare: http://ocw.mit.edu/index.htm
“The idea is simple: to publish all of our course materials online and make
them widely available to everyone.”
(Dick K.P. Yue, Professor, MIT School of Engineering)
• After early adopters, gained universal staff buy-in from outset into
“altruistic and philanthropic ethos of openness” (Gomez et al 2012)
• Sought to cascade concept of openness to other HEIs
• Aspiration to be a ‘trailblazer’ in online learning
• Benefited from central, dedicated OER team (handled IP issues, supported
faculty & published OERs for them) led by executive-level manager
• Statistics:
– Materials from 2150 courses
– 125 million visitors to the site
Gomez, S., L. Callaghan, S. A. Eick, D. Carchidi, S. Carson and H. Andersson (2012). "An institutional approach to
supporting open education: A case study of OpenCourseWare at Massachusetts Institute of Technology."
Proceedings of Cambridge 2012: Innovation and Impact-Openly Collaborating to Enhance Education: 29-37.

25. Athabasca University, Canada
http://cldd.athabascau.ca/open-educational-resources/index.php
• Association with the Commonwealth of Learning & charter member of the OER
University
• Has a UNESCO/Commonwealth of Learning Chair in Open Educational Resources
• Recognises itself as an open university:
– No entrance requirements, year-round entry
– Open source software (Moodle, Mahara, Elgg, Alfresco)
– Open scholarship & open access research policy
– Exploration of open pedagogies (MOOCs)
• Working to bypass substantially increased licensing costs for copyrighted materials
• OERs a priority in revised course development policy; focus on active learning
activities
• Pilot study included local adaptation of MIT OERs
• Students contribute links to open resources
• Staff workshops for learning & capacity building
Ives, C. and M. M. Pringle (2013). "Moving to open educational resources at Athabasca University: A case study." The
International Review of Research in Open and Distributed Learning 14(2). www.irrodl.org/index.php/irrodl/article/view/1534

26. Broward College, Florida
https://bconline.broward.edu/shared/Tutorials/Instructors/Publishers/
oer.html
• Committed to affordability of college education in a move against
>80% textbook price increase
• State of Florida senators created ‘Affordable College Textbook Act’
• Contracted with Flat World Knowledge to embed OER and develop
custom e-books, and with Lumen Learning for OER staff workshops
• Overall saving for students of $250,000/term
• OERs currently comprise 30% of online programme content
• Some subjects lend themselves better to OERs; more difficult for
maths, anatomy & physiology, and computer science
• Almost all courses being designed with OER in mind
• Increased student engagement, retention & completion
Shulman, D. (no date). "Broward College Online Case Study: Diving into Open
Educational Resources." Retrieved 29 April, 2015, from
http://www.oeconsortium.org/projects/showcases/oer-at-broward-college-online/.

27. University of Edinburgh
http://www.ed.ac.uk/studying/online-learning/special/special
OER Task Force established in 2013-14, produced an OER strategy with
a view to publishing OERs ‘at scale’:
1. ‘For the common good’
• Support for UoE staff to publish & share learning materials as OERs
• Support to help staff find and use high quality OERs
2. ‘Edinburgh at its best’
• To identify high quality learning materials in every school department and
research institution, to be published online for flexible use
• To facilitate discovery of such materials, to enhance institutional
reputation
3. ‘Edinburgh’s treasures’
• To identify major collections, archives, treasures & museum resources to
be digitised, curated & shared for the greater good
• To develop policy & infrastructure to ensure these collections are
sustainable & useable longer term
Highton, M. (2015). "A vision for Open Educational Resources at University of Edinburgh."
Retrieved 30 April, 2015, from http://thinking.is.ed.ac.uk/melissa/2015/04/13/a-vision-for-open-
educational-resources-at-university-of-edinburgh/.

28. Case study references
Gomez, S., L. Callaghan, S. A. Eick, D. Carchidi, S. Carson and H. Andersson (2012). "An
institutional approach to supporting open education: A case study of
OpenCourseWare at Massachusetts Institute of Technology." Proceedings of
Cambridge 2012: Innovation and Impact-Openly Collaborating to Enhance
Education: 29-37.
Highton, M. (2015). "A vision for Open Educational Resources at University of
Edinburgh." Retrieved 30 April, 2015, from
http://thinking.is.ed.ac.uk/melissa/2015/04/13/a-vision-for-open-educational-
resources-at-university-of-edinburgh/.
Ives, C. and M. M. Pringle (2013). "Moving to open educational resources at Athabasca
University: A case study." The International Review of Research in Open and
Distributed Learning 14(2). www.irrodl.org/index.php/irrodl/article/view/1534
Lane, A. (2012). "Case Studies on Institutional Open Approaches: The Open
University." Retrieved 28 April, 2015, from http://oro.open.ac.uk/33245/.
Shulman, D. (no date). "Broward College Online Case Study: Diving into Open
Educational Resources." Retrieved 29 April, 2015, from
http://www.oeconsortium.org/projects/showcases/oer-at-broward-college-
online/.

29. OER Resources
Flickr: https://www.flickr.com/ (see next slide)
Humbox: http://humbox.ac.uk/
iTunes University: http://www.apple.com/ca/apps/itunes-u/
Jorum: http://www.jorum.ac.uk/
Khan Academy: https://www.khanacademy.org/
MIT OpenCourseWare: http://ocw.mit.edu/index.htm
OpenLearn: http://www.open.edu/openlearn/
Pubmed: http://www.ncbi.nlm.nih.gov/pubmed
Ted Talks: http://www.ted.com/talks/browse

30. Flickr Attribution Tool
A handy tool for finding the code for this to put into
your web pages:
http://cogdog.github.io/flickr-cc-helper/
YouTube explanation
https://www.youtube.com/watch?v=iBY1ZGAKvqk

31. Google Images
A short video showing how to select images from Google
by usage rights:
https://www.youtube.com/watch?v=XHpIpXljoUo