Apresentação do webinar de Carolina Rossini -Coordenadora do Projeto REA-Brasil no Open Education Week 2012

1. Carolina Rossini
Open Educational Resources:
Brazilian Challenges and Perspectives

2. 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

3. 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

4. Free Software
GNU General Public License:
The use of IPs to create freedom

5. Free Culture

7. Open Science

8. Open Business and Open
Innovation

9. Tech
Intellectual
Content Property
Intellectual
Full courses, Software to support the creation, property licenses
course materials, delivery, use and improvement of to promote open
content modules, open learning content including
publishing of
learning objects, searching and organization of
content, content and learning materials, design-
collections, journals principles, and
management systems, content
development tools, and on-line localization of
learning communities. content.

10. “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.”

13. Paul Baran (1964)

15. interoperability as essential
condition
for new institutions

17. Terms that can be used for a derivative work or adaptation
Compatibility chart
by by-nc by-nc-nd by-nc-sa by-nd by-sa pd
pd
by
by-nc
Status of
by-nc-nd
original
work
by-nc-sa
by-nd
by-sa

20. Introduction to
Economic Analysis
R. Preston McAfee, Caltech
ISBN: 160049000X
Online: Free
PDF/Word: Free
Hard copy: $11.10
Used at:
Harvard, NYU, Cal Poly, UC-Santa
Barbara, Caltech, Oregon State,
Claremont McKenna….
www.introecon.com

21. Collaborative
Statistics
Barbara Illowsky & Susan Dean
ISBN: 9780978745973
Online: Free
PDF/Word: Free
Hard copy: $31.98
For more information:
www.collegeopentextbooks.org

22. Publisher: Wiley Open: Connexions &
QOOP
Downloadable version: Downloadable & online
$77.50 versions:
FREE
Printed bound version: Printed bound version:
$141.95 new $31.98 new
$110.25 used

24. http://www.flatworldknowledge.com

28. 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!

30. 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

31. Challenges to OER
1.Legal > Copyright Licenses, Copyright Law, Public Purchase
Contracts
2.Economic > Sustainability
3.Social > Fear and System of Incentives

33. 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.

34. http://papers.ssrn.c
om/sol3/papers.cfm
?abstract_id=15499
22
www.rea.net.br

35. Materials

36. Awareness Raising and Community
Building
http://www.flickr.com/photos/reanetbr/

37. 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.

42. Debate around Textbooks
•The right to copy books;
•Value Chain of books
Production;
•Taxpayer funding;
•Government funding
and buying.

43. Debate around Textbooks
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.

44. 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

45. The problem of access in
college education
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

46. Who pays? Yes – we pay twice!
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.

48. 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

50. “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

52. 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/

53. 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/

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

57. 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.

58. 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.

59. Why Invest in Open?
innovation

60. 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.

61. 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.

62. 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

63. “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