Slides for a speech given at the 3rd Global Congress on IPR and Public Interest in Cape Town, on 11th December 2014. The talk was a remixed and updated version of one given several weeks earlier at the Berlin11 Satellite Event on Open Access. The key idea of "Open All" is the same, but focus is shifted from an OA perspective to one that deals more with educational issues as well

1. Open All
Open Policies for
User Rights and Freedoms
in science and education
(and elsewhere)
Alek Tarkowski
Centrum Cyfrowe Projekt: Polska
Creative Commons Poland

2. Open …. ?
• OA has developed multiple
standards, tools, models that can be
reused in other sectors

3. „Open All”
• Open = Access to Content + User
Rights
• Everyone has a particular point of
entry / point of reference
• Access vs. (Re)use – the latter
more problematic

4. „Open All”
• Free / Open Software
• Open Access … and Open Science
• Open education (HE, K-12,
preschool)
• Open data: Public Sector Information,
Public Data
• Open GLAM: heritage, cultural sector
content

5. „Open All”
• An ongoing, gradual extension of the
open model / philosophy to all
spheres of activity.
• What is the key area of activity?
• Is „open convergence” possible,
towards a single standard of open?
• What are key areas of activity?
• What are strategic areas of activity?

6. From grassroots activity
to top-down policies
• „Open anything” begins with grassroots
activity and develops into a policy debate
over time
• Open data / PSI an obvious outlier

7. From grassroots activity
to top-down policies
• Policies provide strong leverage for
implementation of open standards
• Public character of content a strong
argument for openness: the commons
• Policies lack the element of personal,
voluntary decision

8. point of reference: OA
• Advantages:
• Mature content production and distribution
model (also from an economic perspective)
• 20+ years of experience w/ implementation
• Precise goals / tools / theory of change –
„modest” in a good sense (vs. open science)
• Clear institutional policy model
• Challenges:
• (relatively) low attention paid to licensing
• Low content reuse

9. point of reference: OER
• Advantages:
• Clear arguments about importance of reuse
• Greater potential for grassroots involvement
• Challenges:
• Less mature implementation model
• Tools / standards for OER
• Ongoing licensing debate
• More varied content makes developing a theory
of change di"cult
• Reuse: high potential / still little proof

10. Open all: template
• Repositories
• Metadata
• Author / publisher /
intermediary compliance
• Legal / licensing standards
• Use / reuse practices (by users)

11. LAW

12. OER de"nition
• Hewlett Foundation
„OER are 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 and repurposing by others.”

13. OER de"nition
• UNESCO
„teaching, learning and research
materials in any medium, digital or
otherwise, that reside in the public
domain or have been released under
an open license that permits no-cost
access, use, adaptation and
redistribution by others with no or
limited restrictions.”

14. OER de"nition
• UNESCO
„teaching, learning and research
materials in any medium, digital or
otherwise, that reside in the public
domain or have been released under
an open license that permits no-cost
access, use, adaptation and
redistribution by others with no or
limited restrictions.”

15. Licensing debate
• Strong open licensing is crucial for
OER and other areas, where reuse is
of key importance (open data)
• Public funding – strong argument for
fully open licensing
• Open Knowledge De#nition as a
underlying / uni#ying mechanism for
standards negotiation

16. Beyond the licensing debate
• Open Access vs. Text and Data
Mining

17. Poland

18. Poland: Open Textbooks
• Context: OER in Poland in last 5 years
• Coalition for Open Education (KOED)
• Public OER projects
• Grassroots activities
• 2012: Open Textbooks project
• CC BY + WCAG + open format
• No policy behind it

19. Open Public Resources Act
• General model from the „Open
textbooks” project
• Complimentary to Public Sector
Information rules -> together would
form a general open norm for public
content
• Education + science + culture
• 2013: Bill proposal

20. Europe: Open all?
• OA: Framework Programs -> Horizon
20202
• OER: „Opening Up Educaton”
• Open data: Reuse Directive
• But also … Copyright Directive:
exceptions & limitations

21. Openwashing
• MOOC (MOPENOC)
• Mark Lester – how are MOOCs open:
• Non-selective
• Not tied to physical location
• No limitations on number of students
• Non full-time, no long commitment
• Low or no cost
• MFLEXIBLEOC?
• Why don’t MOOCs „get” openness?

22. Opening Up Education
• „Thanks to Open Educational
Resources (OER), and namely
MOOCs, teachers and education
institutions can now reach thousands
of learners from all #ve continents
simultaneously, showcasing that
language is not always a barrier.”

23. Opening Up Education
• Pragmatic approach instead of an
ideological one?
• (which OA already knows this very well)
• Educators, students don’t necessarily
care about openness – they care about
a$ordability, e"ciency, ease of use,
quality
• And therefore policymakers care about
this too

24. Thank you!