C O L AND DISTANCE LEARNING AND DISTANCE PERSPECTIVES ON OPEN C O L PERSPECTIVES ON OPEN AND DISTANCE LEARNING Open Educational Resources: Policy, Costs and Transformation Open Educational Resources (OER) — teaching, learning and research materials that their owners make free for others to use, revise and share — offer a powerful means of expanding the reach and effectiveness of worldwide education. Costs and Transformation Policy, Open Educational Resources: The Commonwealth of Learning (COL) and UNESCO co-organised the World OER Congress in 2012 in Paris. That Congress resulted in the OER Paris Declaration: a statement that urged governments around the world to release, as OER, all teaching, learning and research materials developed with public funds. Open Educational This book, drawing on 15 case studies contributed by 29 OER researchers and policy-makers from 15 countries across six continents, examines the implementation of the pivotal declaration through the thematic lenses of policy, costs and transformation. Resources: The case studies provide a detailed picture of OER policies and initiatives as they are unfolding in different country contexts and adopting a range of approaches, from bottom-up to top-down. The book illuminates the impacts of OER on the costs of producing, distributing and providing access Policy, Costs and to learning materials, and shows the way that OER can transform the teaching and learning methodology mindset. Recommendations on key actions to be taken by policy-makers, practitioners, OER developers Transformation and users are also outlined, particularly within the context of Education 2030. Clearly, progress is being made, although more work must be done if the international community is to realise the full potential of OER. Fengchun Miao, Sanjaya Mishra and Rory McGreal Editors Education Sector United Nations Educational, Scientific and Cultural Organization PERSPECTIVES ON OPEN AND DISTANCE LEARNING 9 789231 001482 Open Educational Resources: Policy, Costs and Transformation Fengchun Miao, Sanjaya Mishra and Rory McGreal Editors Published by the United Nations Educational, Scientific and Cultural Organization (UNESCO), 7, place de Fontenoy, 75352 Paris 07 SP, France, and Commonwealth of Learning (COL), 4710 Kingsway, Suite 2500, Burnaby, BC V5H 4M2, Canada. © UNESCO and Commonwealth of Learning, 2016 ISBN: 978-92-3-100148-2 (print/pdf) 978-92-3-100158-1 (ePub) This publication is available in Open Access under the Attribution ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/ by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http:// www.unesco.org/open-access/terms-use-ccbysa-en) and the Commonwealth of Learning’s Open Access Repository (http://oasis.col.org). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or COL concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO or COL and do not commit the organizations. Editors: Fengchun Miao, Sanjaya Mishra and Rory McGreal Designed by Commonwealth of Learning Printed by UNESCO Printed in France Contents Foreword by the President and CEO, Commonwealth of Learning ...................v Foreword by the Assistant Director-General for Education, UNESCO ............ vii Contributors ......................................................................................................... ix Acknowledgements .......................................................................................... xv Introduction Open Educational Resources: Policy, Costs and Transformation .................1 Rory McGreal, Fengchun Miao and Sanjaya Mishra Chapter 1 Open Educational Practices in Australia ......................................................13 Carina Bossu Chapter 2 Open Educational Resources Policy for Developing a Knowledge-Based Economy in the Kingdom of Bahrain ..........................................................27 Nawal Ebrahim Al Khater, Hala Amer and Fadheela Tallaq Chapter 3 The State of Open Educational Resources in Brazil: Policies and Realities....43 Carolina Rossini and Oona Castro Chapter 4 Open Educational Resources in Canada .....................................................63 Rory McGreal, Terry Anderson and Dianne Conrad Chapter 5 Caribbean Open Textbooks Initiative ..........................................................77 Neil Butcher, Andrew Moore and Sarah Hoosen Chapter 6 Open Educational Resources in Germany ...................................................87 Ulf-Daniel Ehlers Chapter 7 Copyrights in OER Publishing in India: The Case of the National Programme on Technology-Enhanced Learning ........................................99 Mangala Sunder Krishnan iii Chapter 8 The Promise of Open Educational Resources in Indonesia ......................105 Petra Wiyakti Bodrogini and Mohammad Rinaldi Chapter 9 Using Open Educational Resources for Undergraduate Programme Development at Wawasan Open University ...............................................119 Teik Kooi Liew Chapter 10 OERu: Realising Sustainable Education Futures ......................................129 Wayne Mackintosh Chapter 11 Integrating ICT for Innovative Educational Solutions in Oman: Leveraging OER Policy to Enhance Teaching and Learning ........................................147 Maimoona Al Abri and Saif Hamed Hilal Al Busaidi Chapter 12 The Polish Open e-Textbooks Project as a Policy Model for Openness of Public Educational Resources ..................................................................161 Alek Tarkowski Chapter 13 Open Access to Educational Resources Through Federal Portals and OER in Russia .......................................................................................................175 Svetlana Knyazeva and Aleksei Sigalov Chapter 14 Open Educational Resources for Early Literacy in Africa: The Role of the African Storybook Initiative ........................................................................195 Tessa Welch and Jennifer Glennie Chapter 15 Developing an Infrastructure Support for Faculty Use of Open Educational Resources: The Case of the Washington State Community and Technical Colleges System ........................................................................................211 Boyoung Chae and Mark Jenkins Conclusions ......................................................................................................223 Fengchun Miao, Sanjaya Mishra and Rory McGreal iv Foreword by the President and CEO, Commonwealth of Learning The Commonwealth of Learning (COL) is a leader in technology-mediated teaching and learning, and it is mandated by the Commonwealth Heads of Governments to promote distance education knowledge and technologies. In this way, COL has been engaged in promoting the sharing of knowledge resources in Commonwealth countries ever since its establishment in 1987. The STAMP 2000+, a free resource to train school teachers, was developed collaboratively by teachers in eight Southern African countries and was a precursor of Open Educational Resources (OER). The teacher training materials in Science, Technology and Mathematics were opened up for free use by teachers anywhere in the Commonwealth. Since the early days of STAMP 2000+, COL has been working to promote the development and sharing of quality teaching and learning materials; and, in 2011, it became the first intergovernmental organisation to adopt an open licence policy. In 2012, in collaboration with UNESCO and with the financial support of the William and Flora Hewlett Foundation, COL played a key role in organising the World OER Congress in Paris. That Congress resulted in the OER Paris Declaration, which explicitly urged governments to release, as OER, teaching, learning and research materials developed with public funds as OER. COL and UNESCO have worked with several governments and educational institutions since the OER Paris Declaration to promote the use and adoption of appropriate OER policies and practices. COL has also published several monographs and reports on OER, in many instances jointly with UNESCO, as a strategy to provide concrete evidence to its various stakeholders on the benefits of adopting OER for improving quality and cutting the costs of education. The current publication is a continuation of our shared objective of providing thought leadership in this field. It is also part of the joint work plan that UNESCO and COL elaborate every three years. This UNESCO-COL joint publication brings together examples of OER policy development and implementation in various countries where the two organisations are active. This is particularly significant in the context of the need for collaborative engagements to achieve Sustainable Development Goal 4 and the targets outlined in Education 2030: Framework for Action. The editors of the book have identified 15 case studies that document the developments since the 2012 Paris Declaration on OER from the lens of policy, costs and transformation. While national policy development and adoption have been modest, the case studies show the preliminary successes and pitfalls v in changing mindsets from a copyright-only regime