Rethinking the Role of the University in the Internet Era

http://www.flickr.com/photos/dlisbona/343802807/sizes/m/in/photostream/

Cristobal Cobo, phdResearch Fellow

http://www.oii.ox.ac.uk/

“En cuestiones de cultura y de saber, solo se pierde lo que se guarda, solo se gana lo que se

da” (A.Machado)

1. Transformation2. Complexity3. Challenges

Technologies -> Radical InnovationPractices -> Incremental Innovation

Open Educational Resources "…digitised materials offered freely and openly for educators,

students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences." (OECD, 2007)

Image by opensource.com

”…teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge." (The William and Flora Hewlett Foundation in Atkins, Seely Brown & Hammond, 2007:4)

“Open educational resource, (n). Any artifact that is either (1) licensed under an open copyright license or (2) in the public domain” (Wiley, 2011)

Big - visibilityVisible reuse & production of licensed (institutional) OER.

Institutional repositories.Governments

Little - visibilityStaff &students reuse of digital resources in /around the curriculum.Folksonomies (co-creation) {UGC in flickr, scribd, slideshare, youtube}

“White, D. Manton, M. JISC-funded OER Impact Study, University of Oxford, 2011” http://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf

1. The term OER is broad and still under discussion.2. OER come in all shapes and sizes.3. Licensing is important.4. The difference between use and reuse.5. Sharing and reuse are not new.

“preferential attachment”(Barabási, 2000)

”… promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path” (The International Council for Open and Distance Education)

”… implies changes throughout the entire educational system: Publishing (authorship & review); Tenure; Curriculum Design / IP; Opening up educational institutions and making knowledge public…” (Weller, 2011).

It makes little sense to talk about OER independently of Open Educational Practices (OEP) {Farrow, 2011}

The 4 R's of Openness

Hilton, J. W. (2010, January 11). The 4 R's of Openness and the ALMS Analysis: Frameworks for Open Educational Resources.

Reuse—The most basic level of openness. People are allowed to use all or part of the work for their own purposes (e.g. download an educational video to watch at a later time).

Remix—People can take two or more existing resources and combine them to create a new resource

(e.g. take audio lectures from one course and combine them with slides from another course to create a new derivative work).

Redistribute—People can share the work with others

(e.g. email a digital article to a colleague).

Revise—People can adapt, modify, translate, or change the form the work

(e.g. take a book written in English and turn it into a Spanish audio book).

1.Transformation

The Berlin Declaration on Open Access to Scientific Knowledge -344 universities (2003)200 educational organizations signed OER declaration (Cape Town, 2007)

Some rights reserved by MΛЯK

(active)audiences-user generated contents

University

Civil SocietyPublic Sector

Business

International OrganizationsLocal/National GovernmentRegulator bodies (e.g. IP)

ExpertsProfessional AssociationsSuppliers

Teaching CommunityResearchersAdministrators

MediaTechnology providersCultural & Leisure ServicesPress/Editorial ( e.g.Journals, Libraries)Industry – SMECompetitors

General public / self-lernersActivist, Contributors, NGOsSocial EnterpriseCommunities of InternestOpen Source Community

Scientific CommunityStudents

2001 William and Flora Hewlett Foundation

Self-learners

Students

EducatorsOthers

"Introduction to Artificial Intelligence" October 10th to December 18th 2011University of Stanford

Stanford University's School of Engineering

Offers complete online courses at no cost. www.ai-class.com

160,000+ Sign Up

Google moderator service (best questions)

Over 40 languages

Sebastian Thrun+Peter Norvig2011

Online [audio] lectures

10 educational channels (science-related).

“This is good business for Google, hopefully bringing with it more traffic and advertising revenue". youtube.com/creators/original-channels.html

First Monday: (1ST of its kind)15-year-old open access journal about the internet.

PLoS ONE: peer-reviewed, open-access resource from the Public Library Of Science

Open Learning Communities[formal & informal]

http://education.ted.com/

Open Educational Hub

www.jorum.ac.uk

openlearn.open.ac.uk

open.umich.edu

bbc.co.uk/learning

Online [open] books

online digital editions free of charge

00:25-02:22Flat World Knowledge Open source textbooks and technology

free online textbooks and other OER

Peer-based-Learning Networks[the rise of amateur culture] Keen, 2007

Institutional Implications OER University #oeru• Free learning to all students using OER learning materials• Courses based solely on OER and open textbooks• Not a formal teaching institution and does not confer degrees or qualifications.

OAR (Open Assessment Resources)Existing assessments neither reusable, revisable, remixable, or redistributable

Peer-to-Peer University * University of the People* Massive Open Online Course (MOOC) * OER University *

Online [open] data repositoriesRadical transparency

00:11-01:11

A network of tools / agents

2. Complexity

[everything is miscellaneous]mapping the knowledge flow

Weinberger, David. 2007. Everything is miscellaneous. The power of the new digital disorder. Times Books.

Production of knowledgeDistribution of knowledge

Production of knowledge

Colla

bora

tion

Co

mpl

exity

Computational Complexity

OCW AI(open access) (hybrid models of teaching &

researching)

2001 2011

Bulger, Meyer, De la Flor, et al. (2011) Reinventing research? Information practices in the humanities. A Research Information Network Report

P: Haraway+Gibbons+…informal comm…

A variety of labels, such as Mode 2 (Nowotny, Scott and Gibbons, 2001); post-normal science (Funtowicz and Ravetz 1993); technoscience (Latour 1987; Haraway 1985) and the triple helix (Leydesdorff and Etzkowitz 1998).

M1-M2

Mode 1 Mode 2

Pardo, H.; Cobo, C. and Scolari, C. (2011) Death of the University? Knowledge Production and Disemination in the desitermediation Era. In McLuhan Galaxy “Understanding Media, Today”, International Conference. Universidad Oberta de Catalunya.

http://w

ww

.flickr.com/photos/m

ckln/4815025704/sizes/l/in/photostream/

Mode 1: isolated, objective, decontextualized, traditional, restricted to scientific communities.

Mode 2: open, context based, not restricted to scientific communities,

transdisciplinary, demand-driven.

{R}

Open

Closed

Peer reviewUser comments,

user ratings

Internal quality procedures

Word of mouth

Quality management in OER initiativesHylén (2006)

Centralised Decentralised

{R}

Research Driven

-Moti

vatio

ns to

Sha

re

Public Driven

Data Producers Data Users

Reproduce or to verify research

Making the results of public funds available to the public

Enabling others to ask new questions

To advance the state of R+I

Borgman (2011)The conundrum of sharing research data

Incentives

{R} {R}

Distribution of knowledge

Understanding Knowledge as a Commons Hess & Ostrom + Lessig + Benkler

Level of Restriction

OnlineResearch(CC)

public

private

low

ResearchPublicationPrinted (CC)

(Ed.) Hess and Ostrom (2007) Understanding Knowledge as a Commons: From Theory to Practice. MIT, Cambridge, USA

high

© Printed Publication

Prop

erty

© OnlineBook

{R}

How does a University deliver knowledge (research & teaching) today?

Distribution and Device Platforms

Produced byProfessionals

Private Open

Cont

ent S

ourc

e

Traditional University

Professional branded content “walled”

access environment incumbent have a legacy position

User/community contributions

Content Hyper –syndication

Model with secure, professional content available online and on standard devices

New Platform Aggregation

Model relies on user-generated contents and open distribution platforms

E-Learning University

Model integrates user/community contents with a “walled” access environment

IBM Institute for Business Value (IBV) Modified by Chris Sparshott for Education Sector

{R}

The Political Economy of Intellectual Property in the Educational Material Market. Carolina Rossini and Erhardt Graef. Industrial Cooperation Project, Berkman Center for Internet & Society (Work in Progress)

The evolving model of textbooksUnregulated

-Regulated

Closed Open

Text books with adds(BookBoon)24symbols.comAmazon Renting B.Google Books (only read)Print-based journals

- Self-publishing & free distribution (CreateSpace)

- OER materials sharedamong colleagues

/students

-Used Books- Copies

- Curse Pack- Print on demand

(lulu.com)

New business models – Increasing demand

Flat World of KnowledgeBloomsbury Academic

{R}

Teaching

Application Integration

Discovery

(transdisciplinary)(experimentation)

Open Course Ware Consortium

iTunesU Open Learning Initiative

Academic Earth

Polimedia

OpenLearn

Flatworldknowledge

iLabs Project

Directory of Open Access Journals (DOAJ)

Closed/Open Initiatives

P2P University

Khan Academy

OER Commons

dobleclick.catbancocomun.orgshibuya-univ.net

Academia.eduiCamp

ResearchGate Public Library of Science

SciVee

Edufire

schoolfactory.org

Living Labs

hyperisland.se

Bookcamps

Wikipedia

Knowmad School

Open/Open Initiatives

youtube edu

openedpractices.org

lecturefox

forum-network.org

openculture.com

researchchannel.com

textbookrevolution

coursesmarthowstuffworks

cramster.com

gradeguru.com

sharenotes.com

Boyer (1990) • Categories of scholarship : discovery, teaching, application & integration of knowledge.

SCOLARI, C. COBO, C. and PARDO, H. (forthcoming) Should We Take Disintermediation In Higher Education Seriously? Expertise, Knowledge Brokering, and Knowledge Translation in the Age of Disintermediation. In Takševa, T. (coord.) Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination.

Open/Closed Production - Distribution

Prod

uctio

n of

kno

wle

dge

Distribution of knowledge Innocentives

{R} {R}

SCOLARI, C. COBO, C. and PARDO, H. (forthcoming) Should We Take Disintermediation In Higher Education Seriously? Expertise, Knowledge Brokering, and Knowledge Translation in the Age of Disintermediation. In Takševa, T. (coord.) Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination.

3. Challenges

Now what?

a. Access: from archipelago to spaghettiFrom the long tail towards the semantic [Metadata]

b. Platforms: from mono- to multi- Interoperability (technic- & institutional )

c. Licenses: awarenesscreate-remix-preserve-propagate

AttributionShare-AlikeNon-commercialNo-modifyEducational

d. Literacies (awareness): prosumer - filter & (re)use [economy of attention]Bulger, Meyer, De la Flor, Terras, Wyatt, Jirotka, Eccles, Madsen (2011) Reinventing Research in the Humanities: Information Practices

The distribution of all the Wikipedia articles

Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of the Worlds Knowledge. Ed. Flick, C. M., London, Convoco! Edition.

e. Incentives: produce & use quality –New teaching/researching and business models

-> hybridization [transition]: new agents & transactions + formal & informal mechanisms

http://mediacommons.futureofthebook.org/mcpress/plannedobsolescence

Kathleen Fitzpatrick

OportUnidad - OEP: a bottom up approach in Latin America and Europe to develop a common Higher Education Area.30 months

Bolivia, Brazil, Colombia, Costa Rica, Ecuador, Italy, Mexico, Peru, Portugal, Spain, UK, Uruguay.

To promote the increasing use of OEP and resources.

Specific objectives are:• Raise awareness and widen HEI participation in open educational

practices and resources• Define a mid-term strategic roadmap for the implementation of the OER• Agenda at local-institutional level (participation of 60 regional

universities) according to the cultural and institutional needs.• Pilot start-up open educational practices.• Increased managers' and educators' awareness on benefits of OER and

OEP.

Università degli Studi “Guglielmo Marconi” – Universitat Oberta de Catalunya (UOC) & University of Oxford.

Criticism1. Sustainable? (practical

and economical)2. Contents need to be

inter-culturally adjusted (contextual and epistemological).

3. Static vision on knowledge.

4. Content-centric vision on learning.

5. OEP is more relevant (LLL)6. OER movement remains

fragmented insufficiently documented.

7. Need of clear evidence about the best use of OER.

8. Culture of amateur. Quality?

9. Paternalistic agenda (e.g. third world institutions).

Benefits1. Expand student access to high-

quality & up-to-date contents. 2. Unlock the educational ROI.3. Support better equipped

teachers.4. Stimulate the self and life long

learning.5. Stimulate the exchange (and

combination) of knowledge (disciplines).

6. Reputational benefits: Visibility, recognition, traffic.

7. Student/user feedback and open peer review.

8. More focus on the learning experience.

9. Engagement with a wider community (transdisciplinarity)

10. Brokering collaborations and partnerships (experimentation)

teşekkürler*(thank you)

Cristobal Cobo, phdResearch Fellow

http://www.oii.ox.ac.uk/

http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

http://tinyurl.com/oer2011