Innovate 2014 | Cable Green: Open Education - The Business & Policy Case for OER

Subtitles section Play video

Good morning everybody. How are you doing today?
Who tweets? Good I expect to see your cell phones out.
Here's my hashtag. I am @cgreen and if there's something you don't like
or something that you want to make fun of our challenge or talk about later then start tweeting
and a promise to look at all of those later and we can have an ongoing conversation.
Is my e-mail if you like anything are don't like anything that I talk about today, feel free to reach out to me.
Here is what we will talk about today and will talk about open education resources and open access
and open science and a little bit about open data. Will get to all of that in a moment.
Of course all of the slides in the presentation will be under open license
and you will learn more about what that means which means you don't have to take notes and you can all have a copy.
Before I dive in, I first need to say a few think use.
First is that Ohio State has been a very important part of my life. This is my wife Leslie
and she went to veterinary school here. At the Masters and PhD in the school of communication
and we were actually married when we were in Ohio State work which eventually led to this happening.
And then that led to this. And Leslie and I did not have family and Ohio and the McCains, Tom and Jan, 2%.
Tom was my advisor and on the doctoral committee and the professor in the school of communication.
This by the way is the proper way to hold the new baby but this is not.
So our first assigned group at the McCains home and there was a lot of gardening and music and plenty of sweets.
I'm here today because of Dr. Tom McCain.
My job description at creative Commons is to ensure that everyone on the planet has access to a high-quality
affordable education. I wrote that because Tom told me that I have a responsibility as an educator.
You told me that my job was to help others learn and use the tools of our time to make sure that they Ted.,
That a phrase for his grad students and he called them young Turks
and he settled us with the responsibility to change the world for the better. And Tom is with us today.
Tom will you please stand up? There he is.
Thank you Tom. So here's what Tom taught me.
First, that everybody in the world has a right to an education and that an education is a good thing.
We are a all here at higher state not because we want to be multimillionaires but if you want to do that you work
somewhere else.
We work in higher education because we have a fundamental belief that education helps people's lives
and their families and it is good for society and liberal democracies and it helps people contribute and help them
and their families I have a better economic life.
We believe all these things fundamentally and all of your jobs that Ohio State are to help the faculty here
and the students leverage the tools of the day and the technologies of the day and the legal tools of the day
and the content of the day and the new pedagogy's to help everybody accomplish this team.
So before we jump into some of the open stuff,
I want to talk briefly about some of the global trends that we are seeing as we work in global comments.
One is that the demand for higher education is skyrocketing.
I will not read this and I want you to read this.
This by the way is the former chancellor of the open University in England.
Also the president and CEO of the Commonwealth of learning this new research I
and I ask you what you think the odds are that the world will build for major universities that serve 30,000 students
each to open every week for the next 15 years? Is that going to happen in the state of Ohio?
Probably not.
Certainly not going to happen in Washington state where I live I can say was a travel the world there are only two
or three countries making those kinds of investments.
India Brazil and China and they're not coming anywhere close to the growth rate.
So we are going to meet the global demand for higher education, we are going to have to have other systems that we use.
That will have to be online learning.
MOOCs are probably part of that work there are probably other ways for people to get in is if we don't think that way
than is literally today over 100 people were ready to go to higher education who don't have the opportunity to do so.
Second time the student that continues to rise
and then the higher education is falling see probably so these headlines of the past couple of years
and student debt cost $1 trillion in the United States that is more than all of the credit card debt and the entire US.
The average student debt coming out of a bachelors degree is now North of $27,000 a year.
So that's what your students are saddled with as they're coming up.
So people ask is college with that? Of course college is worth a. We know to get investment
and it's worth taking out that that the public is asking this question
and so does the question back to us of what can we do to make college more affordable.
We will talk about some of these ideas today.
The next big trend in this is probably the most important trend as it relates to open education resources is the
affordable of digital things. We know this every day and that is with something as digital we can start a for free
and distributed around the world for free and we can wait 1 billion or 2 billion copies of that thing for free.
We have been doing this for 10 or 15 years and education. Remember the days of Scantron sheets
and we made the rocks copies? We don't do any of that anymore.
Everything we build today is born digital. The video shoot the audio we capture the PowerPoint slides
and books we build everything is created digitally.
Because of cloud computing and because of mass storage and the falling price of computers can do things like this.
Here is just one example.
If you take it average textbook rather different things you can do with that but only to focus on the bottom number
and that's how much it cost to copy the text a computer. So how many students that Ohio State on this campus?
Tune of 50,000? Somebody would about the iPhone by 52,000x.0084 and then shouted out have the number.
Here is how much it costs to distribute. Yes it is expensive to put it in the mail
and she but that is not that expensive to put it over the Internet
So the question is, who has $37 in their pocket? We can buy every Ohio State student textbook tomorrow.
These are the economies of scale. So the question is when copying distribution
and storage of the core resources that we use that Ohio State University become free, what do we do with that?
To give you an example of how we have not been fundamentally disrupted yet in higher education,
let's look at other industries that have. Does anyone subscribe to any of these services? Of a lot of people.
This is a pretty good deal for about eight dollars a month I can get access to way more movies
and television that I could ever consume.
Does anyone subscribe to these music services? If you have not checked this out I do spot if I am the take $10 a month.
But now I spend $10 a month and I've access to 15 million songs.
I don't know about you but 15 million songs is enough for me.
Is only so much music I can listen to were flying to Seattle to Columbus. So here's the comparison.
For $20 a month you can kind of have access to all of the music on the planet plus anything that has ever come out of
Hollywood or television for 20 bucks a month or you can lease one textbook for your class.
And when you stop paying the 20 bucks a month for your textbook, what happens to access? It goes away.
You own nothing. You are leasing. So I ask you which industries have been properly disrupted by digital technologies? This is what we are talking about. So the fourth big trend, this is been going on for over a decade in this of the open educational resources.
So what happened is roughly 10 or 12 years ago,
educators around the world started to ask that if we are building stuff digitally, if we can store, distribute
or make copies of those digital things for near zero cost. Not quite zero base of the costs are.
So close to zero that we will call it zero.
What can we do with that?
So there was a big meeting in Cape Town called the Cape Town declaration. If you have not seen it look it up on the web.
The first paragraph is we are in the cusp of a global revolution in teaching and learning.
Educators worldwide it to building a vast pool of educational resources on the Internet, open and free for all to use.
These educators are creating a world where each and every person on earth can access
and contribute to the sum of all human knowledge.
This goes right to the term of open educational resources.
The United Nations is a set of human rights which appeared very basic things like the right not to get shot,
the right to have a basic shelter.
The right to have food so you are not starving to death. We're talking about basic level rights
and have added the right to education to that list. Why? It's a fairly recent ad by the way.
They're doing it because of the tools of the day.
The another we can share with everybody on the planet the marginal cars -- cost is zero but which is not doing it yet.
Then we had a big conference and debated what is called the Paris OER declaration.
195 nations around the world find it including the United States and moving us toward open policies.
I talked about the technological tools. So we will have to living in the information age
and will more than happy to share course of anybody on the world
and we put it up online was that the other educators his the course in the files and take it and run with it
and very few people dead because at the bottom of the screen, what did it say?
Anybody who knows anything about copyright knows that if they took the course and modified it
or translated it in a new language or changed it around permitted derivative or somehow change that work,
in fact they could be violating the copyright in Ohio could see them in the court of law
and they would lose so nobody touched her with a 10 foot pole that we did not know about credit, that the time
and was just getting started. By creative Commons is the solution to the problem.
So we are nonprofit organization would not try charge anything for our free copyright licenses
and we are 10 years old and we hang out around the world. We have teams in 75 countries including the United States.
So credit comments was started for this reason.
When you build something anywhere in the world the automatically have ownership to it and copyright.
That's a good thing. When you build something your rights should be protected.
This is true of the faculty at Ohio State is there building content as well.
Does anybody know how something gets in the public domain?
What has to happen first? You have to dive. It's an unfortunate set of events.
Then after you are dead what has to happen?
Not 60 but 70. And if you are Mexico you have to wait 100 years so now you are really dead work so the question is,
I have got this great course at Ohio State and I want to share it on Tuesday and 10 years ago Tom
and I said we are happy to share, but we don't know how
and we don't have access to expensive lawyers who can write custom licenses that we could share with people in
Australia or was someone in Bucharest. And we don't want to die first and wait 70 years. So there's nothing between.
Creative Commons is the him between thing. Rid of comments as keep your copyrighted don't give that to anybody. That's yours
and a roof you want to add an open license to it so that you are communicating with the rest of the world,
the rights and permissions that you want them to have, you can do that and have the best of both worlds.
You keep your ownership and share the terms and conditions that you want.
This attitude the conditions that all of our licenses require attribution which with that if they use my stuff the
have to give me credit. That if you change it then you have to share your changes forward with the world.
Is anyone heard of Wikipedia?
Will keep you use the attribution share alike license of every Wikipedia article.
So when you change an article in Wikipedia was thing yes I will show that forward. Noncommercial is with something .
You can use my work for free and modified but you cannot sell it and you cannot put online in charge $20.
No derivatives means you cannot change a.
So you have to leave my work as it is.
When you mention match those different conditions you get one of the six open copyright licenses.
When you lay those out like this,
when I say most free to least create -- let most free to least free I'm talking about not cost because there is no
cost but it is the degrees of freedom your communicating to other people in an education this is really important.
Because if we're going to share our course architect the core video, somebody else might want to change it.
So I will give an example later about that we built a big OER project in Washington state
and Brazil's community colleges are taking our works
and throwing out all of the silly examples of Northwest salmon and Verizon trees
and they're putting in Amazonian rain forest examples and it's not in English it's all in Portuguese.
And so the purpose of license under work,
other people can do that work so public domain is always in the most permissive
and is not even attribution required to have a tool that lets it works in the public domain.
But in education we try to step towards the top of the list.
But the by life in meaning that the other thing required is attribution. The next one down is shareable.
You get the idea.
I license are global and work in a retention the one which is cool because you can share something at Ohio State
and the belts around the world can pick it up.
So you saw some great examples of what Ohio State is doing to put resources online and make them free.
But don't call into the same trap that,
use it because more and more people around the world are educated about what that means
and they don't want to get sued. And if your intention is to share it,
put it open license on the work so that people can actually use it. So people actually use creative, licenses
and this is little project called Wikipedia and everything on Wikipedia is credit card once licenses.
So the any of your readers Flickr? I'm sure none of your faculty ever go on the web
and Grabow photo violate someone's copyright.
It does not happen here at Ohio State but I can tell you that it does happen at other universities.
What you might is work with faculty to take them to Flickr
and did a search but filter the search break creative Commons licensed images.
I did a call when I was here and is now over 305 million could've Commons licensed images up in Flickr.
Any scientists in the room? Any physics?
You know CERN. They're doing. The triggering how Adams work and smashing them together and this
and this is important information.
We this is video were going to put it under a crate of common license because it's happening in education
and music and journalism and broadcast.
It's happening in traditional publishing, both open access journals, but also textbook publishers.
This happen in the glamour sector like Valerie's, libraries, archives and make Iams -- museums.
Libraries are taking all of the metadata so here now here is Armenta catalog and every somebody build something that.
That is a huge project in Europe over there taking all of the digital images of their work and putting it online.
I was on the phone with the Smithsonian two weeks ago
and they said we have 30 years of stuff involves that were not the dialectic is not have enough museums space
and I said what you did on of high-resolution digital cameras and 3-D scanners
and put it all up on the web under an open license so the public that owns all of these resources can actually see
them get access to it and use it in the Ohio State our courses for example.
All of these are contributions in the White House under creative Commons and the list goes on and on.
So we are in higher Ed.
There are literally north of 650 universities website six 553 open courses that are up right now if you go to the open
courseware Consortium site and some universities like MIT have gone completely open.
Has anyone heard of MIT open courseware?
10 years ago the MIT president stood up to the content is not a strategic advantage.
Content is infrastructure. It's really important than it has got to be great. But it is not what makes MIT great.
The reason people come to MIT or Ohio State or Stanford or take your pick that they come for the great faculty.
Become the programs. The student support services the career mentoring. The living in a community with other students.
The professional networks that develop. The did not come because of your statistics 101 content. MIT realize that
and hundreds of other universities have followed MIT's lead and are now opening up
and actually putting a crate of Commons license on the works so that one University can take a course or textbook
or something else from another university and legally reuse it and revise it and share it work
This is also happening in K-12 all around the world.
One of my favorite examples is our team in Poland that worked with the president's office because half the kids in
Poland did not have access to a textbook it may launch the OER project another do.
Because the whole country about $15 million and every kid now has a textbook.
So there are hundreds of projects around the world the window have time to go to all of them.
I am running a session this afternoon and we can talk more if you want.
I have been on this time open educational resources and this is the Hewlett term and its will to go through.
It's anything we use in any medium I have been talking about digital but open could be picked as well.
So we have teams in Africa over there is not high-speed bandwidth or collectivity to every village
and we move OER as paper. We put out DVDs across the country . Anything to get the information
and the knowledge up to the people were using it.
So doesn't matter the format that it is it's the license the gives people the right to use it.
The content I just be the public domain or under an open license that permits two things. It has got the free
and no cost. And, you have got to have the legal rights to repurpose the materials to meet your needs.
If it doesn't have those two components, it's not an open educational resource. So what we're talking about MOOCs a minute ago, as anyone heard of course there or Utah city or any of these things?
So most of the MOOCs that are out there are free but they're not open. Because if you go to a Corsair of course,
let's say is there any faculty in the room?
Gene what you teach? The team goes that he finds a photography course and he says this is really great.
I don't want the whole course the want part of the course from Coursera two thirds downloading the course but it's is
is filing copyright law and to get sued.
Is violating the terms of service on Coursera the the the cannot do that please also violating the copyright of
another university you may be thought it online and free so what's the problem. That there is a problem.
The most MOOCs are free but they're not open. Some MOOCs that have an open license on them are open.
Why does that matter?
Because gene would very much like to legally use the photography content that he found up the MOOC.
So we are working with the MOOCs right now to say look at,
when the University of Minnesota was to openly license their course in Coursera so that you can use it here at Ohio
State, make that easy to do.
I want to distinguish. This is important. Free versus open. Free is good but free is just free.
Open is better because free is open free is no cost does the legal rights to revise and remix and redistribute
and maintain. So we refer to this as the 4R's. RIAs it is to take part of the Coursera course and revise it
and modified somehow so it's ready for the course. Remixes to take some of that and some of this
and much in a great something new.
We distribute is that Jean is going to share with the world the put it on his blog
and that retain will be that because the legal rights to keep a copy.
Nobody will come into his class
and say sorry again three months is up any have not paid a license these we are going to take it away from you now.
That would not make any sense
and a lot of the commercial content is moving towards the right away soon as the lease is up.
Other reasons that open is important is that one other people can improve on your work.
We are talking about accessibility in terms of the table that you have in your room
and content needs to be accessible as well. Any accessibility experts in the room?
No? I guarantee you have got them here. What is the name of your group here? You have a really great group.
Somebody shouted out?
Web accessibility centers one of the best in the country. The idea is that you
and to the 508 federal guidelines most of the content accessible but whenever do a good enough job an issue what we do
is direct affiliate afterwards the realize with someone in our class that needs that and that's not good enough.
So with open education resources other people can make your content more accessible then it is.
Translation is huge. Anyone have any students in the class that speak something other than English?
Or maybe want to something in another country here at Ohio State that's written in another language
and you want to translate it into English?
If it is open license you have the right to do that. These are the two most important things in open education.
If you're working with faculty,
what they need is the legal rights to customize content so it is exactly what the one for the class.
So when an old account Tom here for a minute when I took versus from tom-tom that say here are five books they need to
buy for my seminar and then Tom because it was only today said yes redo the chapters of this one
and one chapter out of here
and we will not read the rest because the rest is not very good but that's how we customized.
Not the best deal for the students because the books are really expensive than we so the back to the bookstore
and we got $.10 on the dollar but without that part of the cost of going to higher education.
With open education resources, competent settlor want to this chapter and this piece and I can customize it
and build just what I want for the students.
At Ohio State the average cost of textbooks for students is about $1200 a year.
That's a big number. I know that does not approach tuition but if you get into community colleges,
we talk about Columbus community college, is probably a third to 40% of the cost of going to college.
So there are major efforts underway to reduce those costs.
So this is not all peaches and cream. If this was easy it would just be done.
That are big challenges and will bang on some of these in a session later today.
But a lot of faculty don't even know what is OER is.
How many people did not know about creative Commons licensing before he came today? This is a common thing.
We are not all copyright experts.
We are not IP lawyers by training.
So a lot of people don't know about this
and they don't know that OER is out there that don't know that universities
and educators around the world have been sharing content for 10 years
and that they're these massive repositories of really great stuff. Not everybody tests for you.
People think that's free of my be garbage because you get what you pay for. But in fact the dispenser to sit here.
-- A few bouts out to a site here at Rice University.
These folks are spending upwards of $400,000 per book which is not chump change
and there building intro to sociology and biology and anatomy physiology
and a general education courses that you had on the screen is this list.
All of these books are under creative Commons attribution licenses
and they're free any can take I'm in one of five different digital versions of because as an open license you can
modify
and use them anyway the you wants you could say to students is the Ohio State University version of economics from
open stacks college and a faculty is meant a better
and I do not have to pay for any textbook cost for the course tech how students feel about that?
My guess is that they would be happy.
So let's jump on textbooks for a minute. One of the big problems
and it's not just textbooks but any required instructional materials for the class, the stats are,
and this was a Florida's study.
The California study came out with a point about 10% higher but 60% to 70% of students did not purchase textbooks for
the course every single quarter or semester.
This is a national phenomenon. Why? Somebody shouted out? Where the students not buying textbooks?
They're too expensive.
Why else?
That's right. My professors I did a we don't use it and I'm sick of that. $.
10 on the dollar when I sell it back for sometimes I cannot even sell about because the publishers spin the version
and the DVD changer covered call it a new versions and I cannot sell it back.
But we ask students what they say is that it's just not worth the. I'm tired of spending $175
or whatever the number is for textbook.
And by the way, if you look at the top 50 textbooks sold in Ohio State bookstore,
the average cost of the top 50 books for your student is $175.46. So the students are just not going to do it.
So wise is problematic of students are showing up to Ohio State classes
and they don't have the educational resources that the faculty has designed to be used in the class? Is that a problem?
Yes. The faculty member went to a lot of trouble to design the class
and then instructor designers went to a lot of trouble to think about what educational resources for needed
and 60% to 70% of the students are not buying it.
So this is a problem. We ran this project called Kaleidoscope. The idea was can we take it listing open education resources
and put them into an educational setting so that every student had 100% of the educational resources that they needed
that would design for the course on day one?
Guess what happened? First everybody saved a lot of money.
We knew that would happen because the take the cost of textbooks 20. Check that one of the list.
Students were super happy and that was great. What really happened though was that student success rates went up across the board and they went up
and things like developmental math. If you think about things like development around the development of writing,
when he come in the course you are already bad at math
and I have to wait three weeks for my financial aid check to come in
and now I can buy the resources but maybe I don't because 60% of the students don't buy them anyway so now holiday
developmental math that is my trajectory?
No surprise that people get stuck in a loop have to take it over and over. The students did not have the problem.
We sit here it's free.
Not only the free but it up to date and your faculty are put together the set of resources with exactly what they want.
So that I have with the arrows here to show the date. At enough you can see this March 22,
2014 so this just came on in the Baltimore Sun and the University of Maryland system. And a strategy
and are moving towards what they call textbooks zero. So if you go to you
and you see in a few years you will pay not textbook costs and the faculty at you and you see are saying,
we are going to borrow OER from around the world
and we are going to contribute what we build as open educational resources
and we will have state of the art curriculum and you don't have to buy new textbooks.
This was an article in the Seattle Times also March 21, 2014 last Friday.
Editorial in the Seattle Times.
That textbook prices a barrier to hire and then they sit the projects we have been working on.
A colleague of mine at the University of Minnesota who could not be here today but just got a healer grant
and he can come here and work with you work with your faculty if you want work it will be on the slide.
Here is his information. But, he is actually really likes this at the University of Minnesota.
So he has figured out what are the barriers and what kind of conversations do have a faculty
and had to go to the cultural change. How to get them to share?
How to get them to use other people's open educational resources? So there are people out there that can help. States and countries are starting to say that this is an interesting idea.
In California recently the take $5 million of state funds and they said, we are tired of expensive textbooks.
We are going to have the 50 highest and will textbooks in the California you the California state
and community college system, they're all going to be under the creative Commons activation license.
5 million books and faculty you can choose which books and how they're built and we will put them out RFP
and build them and have started that.
But if Columbia saw that it said that the particular again were going to do the same thing and creative, said cool.
So California you do those 50 and British Columbia done to those 50 because they will be open
and free so don't be redundant.
You do a different 20 so now we have 70 and also schedule on, Alberta, Washington state and Oregon,
with this pan Pacific thing going on are all meeting
and having her second meeting coming up in ideas that if we all work together
and put an open license on what we build, then we all benefit.
So California does not have to pay for 250 textbooks but that's what they're going to get. That they for 50.
So does Ohio State want to play in this is one of my questions. Are most welcome even though you are not on the Pacific coast, we still invite you.
Before I was a credit comments for four years, first at work here,
is to work in the college here in the network to the Ohio learning network with my friend Cheryl Hansen
and I worked at the state. Then I went to work at the community colleges in Washington state. And,
we decided that textbooks were too expensive.
We decided that it was a waste of faculty time that every faculty member in our system was prepping for tomorrow's
course and not sharing with each other. Work she did an analysis
and just ask questions like how many paps are happening for Spanish 1011 answer was 150 was that okay so are you are
working together and sharing? The answer was no.
Decided since all of these people were being paid with state tax dollars that probably wasn't the best use of public
money so we said things like, this is another Ohio State professor, put this,
we need to get rid of not invented here about other people's content and move to probably borrowed from there.
So not invented here is that if I do not Bill did it is crap, which of course is a silly thing to say.
And probably barred from there is that my role in the 21st century is a faculty member is to take the very best
content from wherever might find it and expertise from around the world
and other people in my professional network who can help my students learn.
That may be that I take a little bit about physics course from MIT
and a little bit from the University of Barcelona and then I fill in the other 80% of my stuff.
I'm going to probably borrowed from there
and Russell said content is not a strategic advantage taking a page out of MIT book.
And we cannot afford it. A third of our faculty time and the community colleges been building content
and prepping courses and nobody was sharing with anybody else. That was a third where they could have been mentoring.
Sunday talk about putting money back to students, our idea was how to put time and money back to students.
How do focus on what really matters and where is the value at. So here's the highest
and road course in the community colleges.
English 101 and the basic writing course. With 60,000 students a year and would look through the textbook cost
and also much money we were spinning in one system just in Washington state on one book every year.
$10.5 million. So one thing that you should do here at Ohio State is one the data
and asked to register office to run the top 100 courses
and how mean Roman to have an figure out how much the books cost for the courses and multiplied out
and are job will drop. This is where our jaw dropped was that this is unacceptable. Anyone over the money comes from?
Is a third and a third and a third. Where the first third?
Financial aid from why?
Federal. Where is the other financial aid come from?
The second third is from the state. With the final third? The students pocket and that or cash but had to work an extra job or more often than not
and community college's I cannot take two classes but I can only afford one because you have an expensive textbook in
place. So we went to the state legislature was that you realize you're spending $3.
2 million right out of the state general funds every year for one textbook for one course? Did you realize that
and the legislature said no that's awful. But what could we do?
We said may be an issue the RFP for $1 million to get the smart faculty at Ohio State faculty to build wonderful open
education resources and given ongoing contractor $250,000 a year to have a set of resources update
and put the creative caught attributions so now your legislative ongoing spend is not $2.2 million its $200,000.
Would there be a good deal for the state of Washington? Is not just to the for one course bullets to the fraud courses.
We decided this was insane behavior and I hope that you do your data run
and decide that it's insane behavior what your students are spinning the textbooks as well.
So about something called "library with the legislature said you are right
and let's change the so about the entire general education curriculum as OER. So if you go to open course library.
org and you'll find the highest quality to courses and most of them have open textbooks and him
and all of the content is open educational resources and 60
or 70% of it came from elsewhere it is probably borrowed from there.
Then we about the final 30% 40% in our faculty know what the students need in the shuffle the courses.
Here's what's happening in K-12 and were talking about this at dinner little but the last thing.
This is my state in your state is a most identical for this.
Somebody last night that every 10 years there is a Levy the goes out and that's when you can replace the textbooks.
But in Washington state its local control but still her books 07 to 10 years out of date.
My state is tiny small landmass with Wally one that schoolkids
and we spent 130 state is tiny small landmass with Wally one that schoolkids
and we spent $130 million years you think for $130 million your pathetic is then we can get some good stop the fact is
I don't it has what we get.
I have two kids in public skill -- school so I get angry at PTA meetings that are books are 7 to 10 years out of date
so is it okay that you're giving young minds educational resources that is 7 to 10 years out of date?
Political science.
When we read the public hearing what one of the legislators said that here is my daughter's political science textbook
and the copyright data on it was 1998. Is anything happened in politics the geopolitical since 1998? A few things.
Then paper only are a digital anything because they have devices, a lot of them do. But what do we give them? Paper.
We tell them you cannot write in the book is we have to keep this for a decade to don't write another put stickers on
it or do anything that would customize e-learning resources. Can you keep her books at the end of the year?
Welcome to 10th grade chemistry and things for learning and give me her books back.
We cannot have them anymore but that's what we tell students is what kind of stupid system is that.
Even if they wanted to then they cannot updated so the workaround it. So the last one here
and I'll try not to get too angry, but the school district makes me sign something
and I said it up with my two boys every year so if your kids lose any of the paper textbooks,
what do I have to do is apparent? I have to pay for them and their $150 per book because that's the replacement fee.
So I do my best to teach my boys and part of the missed teaching them the value of money
and then other one of $50,000 is more than I get any year or two allowances they don't want to be down $150.
So my kids refuse to take their textbooks between home and school because they think they might lose them
and when I try to put their textbooks in a backpack and tell them it's okay and don't worry about it
and please take your learning resources the school, they cry.
This is the system that we have built around proprietary content when we don't share.
Now Ohio State is doing some really fabulous work. We talked about this earlier
and let me show you a proper example from Gabe. Gave has got this. Is Gabe here today? Areas.
It does not know this but Gabe has this great resource appear called hacking the thesis.
He is all this great information about how you work on your thesis and he worked on this last night
and I wish you had this when I was here but if you go to the bottom it says hacking the thesis licensed under the
creative Commons share international license and I say what does that mean?
When I click on it he's linked onto the human readable did of the license
and I say I'm not a lawyer so what does this mean? That says that you are free to share this resource
and adopted for any purpose even commercially under the following terms and you must give attribution
and Yuma share as you make changes.
And then I say what I speak German is my first language and I come down here and translated into German or French
or whatever language that I want to read the legal rights that Gabe has extended to me. Thank you Gabe.
And although that I will not concede if I take his work and I use it in the way that I want to.
That's the difference between free and open.
So wonderful work happening here as well.
If the intent of all of this group projects is to share them with the world which clearly your turn to share any would
not put the stuff on the web on the first place.
Just number that free is free but if you really want other people to be able to reuse something,
put an open license on it as well. Is another example. Arata,
this great book called plan for opportunity for the Mississippi both coast past Katrina
and I said this is great so I get into it and I'm looking through it and I make this bigger and I scroll down
and it says the prices free. Free is good and I'm looking and looking but I say where the license? Is no information.
So if I'm at the University of Washington and I see the book and I want to use it than am I going to use the book?
No because I don't want to get sued.
It am going to take the time to contact Jennifer and ask for special permission
or maybe I don't have time for that but if the intent is to go broad
and all that I have to do is stick the open license on that.
That is really fabulous content going up in iTunes and I was talking with the team yesterday
and actually going to make sure that all of this content that is coming out of the digital first project in iTunes
University will be under the credit Commons attribution license.
So thank you well done that's really great.
We have called something the school so the door member what I said if you need a little more information
or if you want to send somebody from your team or faculty member to learn about open licensing
or resources we have a preschool called the school of open so just type in school of open on the web.
Let me shift not policy. What do you do Jensen people to actually start to do this?
Does anyone remember Joe Brandon from the library? Joe unfortunately recently passed away
and Joe was the head of the OSU library system. Wonderful man and he taught me about open.
Joe was talking about open access one day and is explaining all of this and I said I don't get it.
And he says he grabs me by the lapel and he says get over here
and he introduces me to a chemistry professor at Ohio State need to tell them your story.
So this chemistry professor at Ohio State had done what you have got to do for promotion and he was peer-reviewed
and journal articles
and had submitted it to the journal which is a commercial publishing house out of the Netherlands
and he had in the process of submitting had to turn over his copyright is that's what the journal asks you to do.
You have to give them your ownership they don't own them anymore. So even though this was an NSF funded grant,
we all pay for it then Ohio State of this big background which was great but he wrote the article
and submitted it to the journal and then Joe was in budget cuts at the Ohio State library time
and Joe had to cut the terminal but the guy had published in.
So the guy did not have access to the journal to use it in his own class
and therefore even though we got the grant and did the research
and wrote the article it's against the law for him to use his own article and his own course.
Do understand now the problem with the publishing system? I said yes Joe, I do. Because his what he was talking about.
He said governments give out money and scientific research is done
and articles are submitted any have to turn over your copyrighted everything is locked up in the library subscribe to
the journals not just Ohio State that every library in the state of Ohio and community college
and around the world subscribes to the journal and it's very expensive.
The generous can run not the $15,000 per year each.} Are cutting them left and right.
Harvard put out a press release that asked because we can no longer afford the journals that we subscribe to. Armored.
The house so how's the Ohio State library going to affordable of these journals?
There very few rights. The beauty that the Tommy's I have to do is change one thing.
The very first part of the model and everything else stays the same.
The first part of the model is open source policy. The government or the funder or the foundation
or whoever's giving the money
and I may pick on you just a little bit be talk about our you have granted me give out grants and articles
and all of that,
then all you have to do as a funder in your grant program is say that if you take this money as a requirement of the
grant, and you share what you create work it's an optional grant and you are not forcing this on anybody.
But if you take this NSF money or the NIH money, you share we build.
So tactically speaking we do the right the creative Commons attribution requirement
and if you take this money show you build. The rest is the same and you still do the articles
and he still submits whatever article that you want and maybe there's a period we don't get access for a while.
Than the public has access to what the public rate for and it under an open license. What do you get?
Big surprise of people actually read that interest then it may say less than three people read academic research when
it's published. Wise that? Because people don't have access. So here's the challenge of our day ?
This would ask you to think about.
When the marginal cost of sharing is zero, but ethical and professional
and moral obligations do we have as educators and as staff who assist educators?
How do we get the maximum return on investment for the public funds that is but here at Ohio State University
and should we start require open licensing on discretionary optional grant? I'm not talking about your base budgets
or forcing anybody to do anything. I'm talking about your optional grants.
President Obama recently told his largest federal agencies that from now on when you put out money for research
grants, you will require that the articles are open access.
The US Department of Labor a few years ago put other two billion-dollar grant that is billion with the BS and boy.
A lot of money.
They said if you take this money integrative comments activation license that will be on what you build in these
academic programs being built the granted $20 million apiece and people are building programs in allied health
and green technology and advanced manufacturing.
Where there are jobs to put Americans back to work in every single program that is being built will be under an open
license. So whatever that New York is building you can use here at Ohio State.
We are building aerospace programs in Washington state and that's all yours.
You don't have to ask permission and it's free and it has an open license on it so you can change a.
I just prefer the community college Chancellor's office
and work about $120 million you through optional grants in the say from now on if you want money from us to do
anything you will put the creative Commons attribution license on what you build.
Because publicly funded resources ought to be openly licensed resources. We are spinning up the open policy network right now to support these efforts
and the institute of leadership to train people around the world on how to do this. But of course,
this is not without its challenges. As you might guess,
existing business models don't particularly like this conversation.
When the $2 million Department of Labor grant came out, they put this
and this was the American Association of publishers but this into congressional bill language in-house
and if you read this it essentially says that you may not get a grant from the Department of Labor to build anything
if I can be purchased from a commercial provider or, and this is my favorite part,
if they are thinking about building it. If it is under development.
So I'm sorry Ohio State the really want to build that great new program to teach people about sustainability
and marshlands but you can purchase that next year, publisher who is considering building it.
So this is a really dumb idea and it was defeated. But the point is,
we are in the fight stage now talking with Tom last night that Gandhi talked about for stages. First they ignore you,
then they laugh at you then they fight and then you win.
We are in the fight stage. So if you choose to engage this topic, just know that this is not all peaches
and cream but that there are some robes with existing models that don't particularly like those.
The important thing is did not say by the old rules. So for example in Washington state with open course library,
we said that we are changing the rules. The new rule is that textbooks in our classes don't cost more than $30.
Invited all of the publishers then we said if you can play by those rules where your new best partners
and we will put out million-dollar RFPs to build content and we hope the take that
and build stuff but we will hold the copyright will put the credit Commons attribution license
and everything that we build.
If you do not like those rules, you do not have to play.
And if you try to get in our way you don't have to do that because we have all the arguments on our side
and we are on the right side of history on this.
There's a guy at Harvard called a professor
and he reminds us that we openly leverage the work as a free distribution channel we put the creator
and the author and not the distributor in control of human knowledge. His quote is that we make things
and we give them away. Here we made this. Would you like it? Take some.
It's free. Is no retort to that.
Other than thank you I suppose. So Churchill said if you have knowledge, that others right there can do with it.
This is the opportunity of our time.
Will will leverage the technical
and legal tools of the day to help everybody at Ohio State get a more affordable education
and get access to the best content around the world?
Will Ohio State fulfill its mission as a land-grant institution
and share what it is producing to the maximum degree possible? Which is part of what you do.
And probably is funds to increase access to educational resources? Here's the tricky part. Can you hold all else in advance?
Can you hold everything else including existing business models secondary to the primary call?
That for the fight comes.
Then look at open textbooks and the OER and putting together the course.
Than the college leadership in there several folks in the room. Look at your strategic plans. What is open educational resources and open access fit in?
Will you put the Suzy by licensing requirement under discretionary grants? How we support faculty with time
and money and innovation grants around these ideas? Make this the instructional designers and everyone involved.
Work with the MOOCs and put the open license on your MOOC and track the success.
If you want to talk more about this I will be here 2:30 PM today and if you like these ideas and want to work on this,
my organization stands with you.
The final thought for the 21st-century is off opposite of open is no longer closed. The opposite of open is broken.
Thank you.
Thank you so much. We have about 10 min.
for questions.
Cable obviously has a lot to say and a fantastic of aging keynote and we thank them for that.
I want to remind everyone that a question is typically something we consider about 2 to 3 sentences long so we will
take as many of those as we can right now
and for those of you who want to have a more in-depth conversation he will be available for one of the breakout
sessions this afternoon.
If you have a question please come up to the mic because we're streaming
and we would like to hear voices you ask you questions so let's keep the conversation going for a few more minutes
before we had out
Hello there that the great talk.
I just want to know, I know that this has been challenged in court.
Has the been the credit Commons challenged legally and what was the outcome of that?
Greg Preston.
This open up this case on the screen here. If you going to Google and type in creative Commons case law
and we keep in track every time they goes to court on the planet and as you can see there are not very many
and that's it right there. Those all of the legal cases
and they could've Commons licenses have been upheld every time
and have never lost once in court work one of the reasons they don't go to court very often is because these are
written by the best IP attorneys on the planet and by law school professors at Harvard and Stanford Danielle
and University of Barcelona. Literally thousands around the world. Which is had from version 3 to reason for
and one is that the copyright laws always changing and on the planet governments are changing the rules
or licenses adjust to make sure that they're always compliant with copyright law in every country in the planet is we
need to make sure that when Ohio State with the could've Commons license on a network that anyone else in the world
can pick it up and they can legally use it. The second reason is the communities change.
Educators around the world change the behaviors and practices. Scientist the using big data now.
We will talk about big data last night at dinner.
One of the things that's happening that Europe is pouring money right now and the big data research.
In Europe that something called generous database rights which we don't have an the United States.
Essentially how you build a database you can put the copyright on and build the structure.
So said could've Commons you have to change your licensable can license those database rights because they are
important to us in Europe.
So we change the licenses. No questions?
We will convert now?
Join us. Here come the questions now there's lots of them.
First of all in 10 years I think it's great to see how this content has just exploded.
Not only in terms of quantity and quality.
But I'm curious what creative Commons as an organization, with the stances as piracy?
Basically what flouts traditional copyright.
The ticket question.
So this works with copyright and is not an alternative to copyright. So we say keep your copyright and be legal and if your intent is to share,
we give you tools to keep your copyright and share I do the terms of conditions.
But it comes to policy and violating copyright, we did not agree with that. That being said,
then there is a need for copyright reform.
If we go to our blog you will see that we just issued a big word approved copyright reform statement that basically
says copyright continues to be extended
and it's primarily extend for commercial interests excellent operate started in the United States was 14 years.
This is death +70 years and if your corporation you can add more years to that.
So it on a few know your copyright history but a negative incentive Bonnell was in Congress
and Mickey Mouse the Disney's about going to the public domain.
It is nothing Mickey Mouse going into the public domain was a good thing and not to say that anyone got bribed
or took their money and change their vote or in any way, but there was money and how we extended copyright.
This what they're working on right now is the corruption of money in politics.
And the other thing is that there are fair use rights in the United States and other countries
and those are exceptions to copyright. So the librarians of the room teach faculty about fair use rights.
and especially as an educator you can still use that work for limited purposes without seeking permission.
But fair use and fair dealing rights are fairly narrow
and fairly limited tech so one of our stances I could've Commons that those should be brought into the should be more
fair use and fair dealing rights. All of that said, if you want to avoid those problems it's very simple.
Let the copyright lobby what it is and at the could've Commons license to it
and you can clear all of those hurdles out of the way
and you let people use it with the terms of conditions that you yes.
Are there resources available to teach her students about creative Commons?
Because it seems to me that the younger that you start with K-12 to get them to understand this,
then the better off we would all be.
I know. Anyone from the college of education on here? Good.
Call me and I want to talk to you. One of the things that we are doing, here is the school of open that I mentioned.
And I will scroll down here. Work should have right here that the creative Commons for K-12 educators.
So this course is running right now.
And we are focusing on K-12 in a big way right now for exactly the reasons he said.
We learned and not to pick on a particular organization but I well.
The motion picture Association of America recently contacted the California K-12 system said goodness we want to put
new curriculum in a school system all about how sharing is bad. And the videos are that my dad is a musician
and when you share music I'm a you are taking food off our table so sharing is pattern please don't share digital
content. This is kind of the message and we don't think that is the right message for kids..
Shipping sharing is a good thing. They should teach both sides of the issue. Their reasons
and ways to make money especially if you are an artist but if you want to share it then here are the tools to do that.
So we are actually working in California alongside in a pleasant way with the motion picture Association to ensure
that the curriculum goes in. We also need every law school in the world to have an open licensing course because,
the lawyers that are in power right now in any particular organization,
the graduated of the time before could've Commons existed so when they had could've, the said what is this
and I don't know what this is so a lot of times that's enough to stop legislation
or to stop the policy of the University.
See me to have your lawyers involved.
Yes?
If we do want to keep the MOOC open, to whom do we go? What platforms do we use?
Coursera is now requiring instructor contracts that seed all rights to materials to the University
or Coursera Let's talk about that.
So I'm sure you. And it to bring up my Coursera folder here. And here's the Michigan example.
Sorry to the Michigan example. I know it's bad form. But our Ohio State does not have an open example on Coursera or I would use yours.
So wrong button here. So Michigan has this course with methods in health professionals
and yes Michigan has the silly rules that you just that as well and they said Coursera that's not your call.
Where the copyright holders this is your platform in your set of tools for our content.
The faculty at Michigan and the University are the copyright holders and not you Coursera.
So what they did if you scroll down as you should always do and see if the resources are open.
If you scroll down to the bottom of the page here and the Maple this up, what do you say?
2 this is under creative Commons attribution share alike license.
Michigan said even further, so you want something? Take it. And has an open license on it and that's why.
Then they want to step even further and I said,
if you want to download all of the files for our course because Coursera does that make it easy for you to do,
we are going to set up another version of this course on the open Michigan site
and here's that same course with all of the downloadable files also under the open license so that the other open.
I would say if you want of the open MOOC on course just do it and put that on the landing page of records
and you do not have to ask anybody's permission.
Then this is the copyright and you make the decision were you share or not and it's not your call.
Thank you again.
So again you will get the chance to see cable again this afternoon if you like to have a more in-depth discussion you
will find this room information in a program guide those at the front table. We are very committed to sharing
and to communicating and to connecting with people
and exchanging ideas so want to take just a minute to ask each of you. Not 1 min.
but 20 seconds to ask each of you to turn in front somebody don't know sitting near you and tell them your name
and where you are from work these go.
All right great thank you. 20 seconds is up to people. Great job. Wrap it up the people. Okay we are done
and cut it off and bring it back. All right folks so nicely done. This is your 22nd warning.
So carry on those conversations in the hall and that's great.
We know that everyone in this room has something to share
and another everyone here has something to learn that's absolutely what we are about at this conference.
One of the things that we are very committed to
and it becomes increasingly challenging is as confidence grows is keeping a free
and accessible to everyone who wants to come. It is something that we've done for five years
and we intend to keep doing it and it would absolutely not be possible without the support of our sponsors and vendors.
So I like to thank all of responses from the conference and the particular platinum sponsor this year
and the desire to learn and they have made the conference possible so think you for the desire to learn
and thank you to all of our sponsors.
We encourage you to visit them at the tables in the hallway along with poster sessions.
Today you can grab your lunch and have it not now but when it's lunchtime anywhere in the building.
The breakout rooms will be open so feel free to grab any space you would like to or grab some friends
or some new people that you meet to continue conversations over lunch.
We will have an absolutely fantastic raffle or I'm sorry door prize.
The legal situation around the language. We are giving some stuff away with really fantastic. It includes iPads,
chairs, microphones, some really phenomenal stuff.
You have a ticket on the back of your name tag that needs to go on one of the bucket outside
and you must be present to win and we will be drawing the said 4:15 PM.
One other quick know. We are having a social hour today at 4:30 PM and everyone is welcome to attend that
and we hope that you will come. The anything else that I'm forgetting? Now. Have a fantastic -- right.
So it is five years of innovate, we have to make things a little extra exciting,
put five gift cards underneath five chairs in this round. There set of taped it to the bar in the chair.
Just rub around under there for a second and some of you will get really excited in the second
and jump up screaming that you found a gift card.
If you're not that's really awkward because you're on your hands and needs now trying to find the gift card.
I guarantee you guys a little metal rail right under your chair and tape to that
and the chair -- yes we have one right here. One right there and one right over here. Now two. Keep digging people.
Those of you want to see the session and the gift card, roll around on the floor for a while there two more out there. 882 01:19:34,000 Have a great day and thank you so much for coming.