Building Open Bridges: Collaborative Remixing and Reuse of Open Educational Resources across Organisations Tim Coughlan Rebecca Pitt Patrick McAndrew Horizon Digital Economy Institute of Educational Institute of Educational Research Technology Technology University of Nottingham, UK The Open University, UK The Open University, UK [email protected] [email protected] [email protected] ABSTRACT also evolving and integrating with broader forms of In this paper we analyse the remixing and reuse of online knowledge work in organisations [4,21]. To broaden learning materials offered as Open Educational Resources understanding, we present an in-depth case study of (OER). We explore the practices that developed as a set of innovative collaborative practices around the remixing and course materials were released as OER from the UK, reuse of OER. We study an initiative that took materials remixed for a US context by a cross-organisational, cross- originally devised as an introduction to entering higher cultural team, and then reused in a broad range of education at a UK-based university, and collaboratively educational settings. We analyse the approaches taken remixed them for reuse across a broad US audience. One during these remixing and reuse activities as novel forms of UK-based and three US-based organisations worked to creative collaboration. As a basis for comparison, we remix the content, and more than 16 diverse educational explore similarities and differences with other Open institutions have since been involved in reusing it. practices. We identify how openness provoked novel inter- organisational collaboration and forms of ownership; define A research team was embedded in the initiative, and we forms of open practice that need support, and present issues draw upon a large set of documents, interviews, that should be considered in devising and supporting open communications and observational data to explore the projects in education and beyond. practices and experiences of those involved. Our contribution is to develop broader understanding of Author Keywords collaborative interactions around openness, as the concept Open; Education; OER; Collaboration; proliferates and evolves through the development of practices across organisations. Key research questions are: ACM Classification Keywords How do the issues raised around OER relate to other H.5.m. Information interfaces and presentation (e.g., HCI): domains where openness has been studied? How do Miscellaneous. projects based around openness integrate with organisational cultures? More specifically, what practices INTRODUCTION develop, and where are the challenges in supporting OER Open practices in education are felt by many experts to be remixing and reuse for educational establishments? essential to changing the way we learn to meet 21st century challenges [1,14,27,28], yet the interactions around these BACKGROUND practices have been little studied to date. Open Education In this section, we review the concept of Openness, and Resources (OERs) are a central component in these give a background to its application in education. We then practices. These are teaching, learning and research discuss how creative collaboration provides a lens through resources that reside in the public domain, or have been which to understand remixing and reuse of materials. released under an intellectual property license that permits their use and re-purposing by others [1]. Interactions around Openness Openness has had a recognised impact in open source The concept of Openness has proliferated across domains software development [4,7,18,21,29] and online creativity from roots in software and academia. In response to diverse [2,5,13]. However other forms of openness are emerging, uses of the term, efforts have been made to maintain a and understanding of these is limited. Open approaches are strong definition by the Open Knowledge Foundation. This states that “A piece of content or data is open if anyone is free to use, reuse, and redistribute it – subject only, at most, Permission to make digital or hard copies of all or part of this work for to the requirement to attribute and / or share-alike” [20]. personal or classroom use is granted without fee provided that copies are While the concept is not bound to technology, it has not made or distributed for profit or commercial advantage and that copies emerged to prominence through the ability of digital objects bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior to be shared without being lost [10]. Practically, openness is specific permission and/or a fee. defined in terms of licensing works for distribution, and CHI’13, April 27 --- May 2, 2013, Paris, France. supporting their reuse as widely as possible. The concept is Copyright 2013 ACM 978-1-4503-1899-0/13/04...$15.00. ACM, (2013). This is the author’s version of the work. It is posted here by permission of the ACM for your personal use. Not for redistribution. The definitive version is published in the proceedings of the ACM Conference on Human Factors in Computing Systems, April 2013. being applied in a wide range of domains, such as open data contribute to value creation outside the firm, and to manage [26] open hardware [15,16] and open publishing models differences between the logic of the firm and of open source [27]. However, the major focus for research in HCI and communities. Overall, they find this “may enable CSCW to date has been open source software (OSS) individuals to improvise and innovate in their daily work, development, which represents the most mature form of but their professional strategies will still be conditioned by openness. A further theme has been structures for loose the organizational context in which they work” [21]. collaboration, providing the basis for ‘commons-based peer production’ (CBPP) such as Wikipedia and ccMixter [2,5]. Openness can also be seen to be provoking complex changes in research collaborations and cultures. For In its commonly understood form, OSS provides a contrast example Vertesi and Dourish contrast data sharing cultures to commercial software development, in that it is created by in two large-scale, long-term space exploration projects. partly voluntary, geographically dispersed communities. It While one project collects and shares data in an open, has been a remarkable success, producing building blocks interdependent culture, the imposition of an open approach of modern computing such as Apache and Linux. Yamauchi to data sharing in another project was internally divisive et al. found that OSS development is biased towards and contrary to existing processes. Here, independent sub- spontaneous action by individuals, rather than relying on teams within the project had strongly protected their own the strong coordinated planning expected in commercial data until fully analysed, both to avoid misinterpretation development [29]. Gutwin et al. found however that both and to prevent ‘scoops’ by others [26]. However, open data general awareness of on-going work, and specific and open access to publications are both argued to hold awareness of relevant people, was maintained in OSS benefits for research in general. For example there is communities through mailing lists and text chat [7]. evidence that citation rates for open access articles are While OSS and CBPP often involve large numbers of higher than for those requiring payment [27]. independent people loosely working together, approaches to Open Educational Practices open collaboration do not always take this form. Luther et Although OER has a shorter history than OSS, and could be al contrast OSS development with ‘collabs’ – small online said to be at an earlier stage in its development, it is a group projects to create animated movies. In these, rapidly growing area of educational practice and research. planning, strong leadership and consistent communication Reviewing the movement in 2007, Atkins et al. describe a were essential to success [13]. Mellis and Buechley studied “possible perfect storm of innovation in discovery and open source hardware development around the Arduino learning”. Greater demand for access to education, coupled platform, finding that the different characteristics of the with a shortage of places and high costs are a major product changed the nature of open collaboration. The worldwide problem that open education can help to solve constraints of manufacturing a physical object led to less [1]. Open approaches can support lifelong learning tinkering or spontaneous work, and a focus on agreement practices, where individuals can balance the needs of work towards investment in a specific new design by small and responsibilities with the continual learning needed in a groups [15]. Even within OSS, distinctions between user changing world [14]. As resources are online, open interface design and more technical work were drawn from approaches are often linked to distanced learning. However Moghaddam et al., who studied a corpus of discussion data they can also be integrated with face to face teaching, with and conducted interviews in the Drupal and Ubuntu a study showing that hybrid courses combining open communities. They found UI discussions lengthier and materials with traditional instruction accelerated learning, more subjective in nature. There was often difficulty in with equal or better results for students achieved in half as producing supporting evidence for UI designs, and using much time as traditional university teaching [11]. processes designed for technical development work [18]. As openness proliferates it interacts with other Early examples of OER were often provided ‘as is’ from organisational models and working practices. In computing the context they were devised for. However in making these this can be seen as commercial giants such as Sun, IBM, resources relevant to the needs of different audiences, there and Microsoft work with OSS communities (e.g. [17]). is a desire to encourage new ‘Open Educational Practices’, Surveying OSS research, Crowston et al.