This document discusses open educational resources (OER) policy in Brazil. It notes that while Brazil and other countries are experimenting with openness, more work needs to be done to build capacity within institutions. It highlights several Brazilian OER projects and initiatives, including Rede Anthropic and discussions to include OER in Brazil's National Education Plan. The document emphasizes that open policy cannot be built without involving people from within educational institutions to promote empowerment and engagement.

1. You Cannot Build Open Policy Without People
The OER Brazil Case and Beyond
Carolina Rossini
Director for International Intellectual Property
@EFF
@carolinarossini
#OpenEd2012

2. “Informa(on
is
an
ac(vity;
informa(on
is
a
life
form;
and
informa(on
is
a
rela(on.”
John.
P.
Barlow

3. 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 (and many countries around the
world) institutions are experimenting with openness, but
it is just in the beginning

4. “Nearly one-third of the world’s population
(29.3%) is under 15.Today there are 158 million
people enrolled in tertiary education1. Projections
suggest that that participation will peak at 263
million2 in 2025.
Accommodating the additional 105 million
students would require more than four
major universities (30,000 students) to
open every week for the next 15 years.”
1
ISCED
levels
5
&
6
UNESCO
Ins(tute
of
Sta(s(cs
figures
2
Bri(sh
Council
and
IDP
Australia
projec(ons

6. • Open education policy: Governments, school
boards, colleges and universities should make taxpayer-
funded educational resources OER.
• Open content licenses: OER should be freely
shared through open licenses which facilitate use,
revision, translation, improvement and sharing.
• Collaborative production: Educators and students
can participate in creating, using, adapting and improving
OER.

7. The OER 4 freedoms
Reuse
the right to reuse the content in its unaltered /
verbatim form
Revise
the right to adapt, adjust, modify, or alter the
content itself
Remix
the right to combine the original or revised
content with
other content to create something new
Redistribute
the right to share copies of the original content,
your revisions, or your remixes with others
http://opencontent.org/definition/

9. • think
beyond
content
>
Design
• think
beyond
content
>
People
Photo
credit:
Maxim
Malevich

11. Interoperability
(legal and technical)
as essential condition
for new institutions
=
An issue of design

13. Paul
Baran
(1964)

15. GNU
General
Public
License:
The
use
of
IPs
to
create
freedom

18. Open Science

20. "Under the right
circumstances, groups are
remarkably intelligent, and are
often smarter than the
smartest people in them.”
@The Wisdom of the Crowd

21. “What do Wikipedia, Zip Car’s business
model, Barack Obama's presidential
campaign, and a small group of lobster
fishermen have in common? They all
show the power and promise of
human cooperation in
transforming our businesses, our
government, and our society at
large. Because today, when the costs of
collaborating are lower than ever before,
there are no limits to what we can achieve
by working together.”
@The Penguin and the Leviathan:
How cooperation Thriumphs Over
Self-Interest
Yochai Benkler

22. the
opposite
of
open
isn’t
“closed”

23. the
opposite
of
open
is
“broken”

25. Terms
that
can
be
used
for
a
derivaHve
work
or
adaptaHon
Compa<bility
chart
by
by-­‐nc
by-­‐nc-­‐nd
by-­‐nc-­‐sa
by-­‐nd
by-­‐sa
pd
pd
by
by-­‐nc
Status
of
original
by-­‐nc-­‐nd
work
by-­‐nc-­‐sa
by-­‐nd
by-­‐sa

27. Reasons to join the OER movement:
1. In you are public 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;
4. OER are easier to manage:
• No complex copying limits;
• No restrictions on audience ie. Parents, community members and lifelong learners;
• Allows teachers and students to modify and share resources.
5. 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.

28. • ImplementaHon
needs
to
be
relevant
naHon-­‐
to-­‐naHon;
• ImplementaHon
needs
to
be
relevant
to
different
insHtuHonal
cultures;
• We
need
to
build
capacity
inside
the
insHtuHons;

29. People
>
empowerment
+
engagement

30. Who
are
our
people?
Everybody!

32. Partner with Legislators
who care about:
• efficient use of national / state money coming from taxes;
• saving students money;
• increasing access to education;
• Understand the need to innovate in educational methodology.

33. hTp://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=educ_figdplang=en

34. • Efficient use of public funds to increase
student success and access to quality
educational materials.

36. hTp://a2knetwork.org/sites/default/files/IPWatchlist-­‐2012-­‐ENG.pdf

37. • The right to copy books;
• Taxpayer funding;
• Government providing tax
• exemptions, funding and buying;
• 30% out of print
• Problems access due to high cost
• 90% covered by state through scholarships
http://www.gpopai.usp.br/

39. 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.

41. 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

42. 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.

44. 47
quesHons
and
answers

45. hTp://www.flickr.com/photos/reanetbr/

46. hTp://rea.net.br/site/rea-­‐no-­‐brasil-­‐e-­‐no-­‐mundo/rea-­‐no-­‐brasil/
hTp://rea.net.br/site/rea-­‐no-­‐brasil-­‐e-­‐no-­‐mundo/projetos-­‐mistos/

48. The
NaHonal
Plan
of
EducaHon
(PNE)
represents
the
highest
level
of
educaHonal
policy
in
Brazil.
Discussions
to
include
OER
in
the
PNE
direcHves
started
in
2008.
More
than
3,000
changes
unHl
now,
the
Plan
sets
guidelines,
goals,
and
prioriHes
to
be
implemented
by
2020.
OER
is
menHoned
in
two
guidelines
(7.10
and
7.12)
hTp://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
produva
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:
comparHlhar
o
resultado
de
suas
pesquisas
e
o
desenvolvimento
delas
com
a
sociedade
que
o/a
financiou,
permiHndo
o
uso
livre
de
tal
recurso
educacional”
Deputado
Paulo
Teixeira

51. 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
-­‐
introducHons
of
the
“consumable
texbook”
:
the
student
use
it
for
one
year
and
trow
it
away,
in
oposiHon
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
(hTp://www.fnde.gov.br/index.php/programas-­‐livro-­‐didaHco)
2011/2012
–
Government
debats
the
use
of
e-­‐readers
in
public
schools

55. hTp://www.reformadireitoautoral.org/

57. hTp://cyber.law.harvard.edu/interacHve/events/luncheon/2010/06/rossini

58. www.access2research.org

59. • “There
is
no
doubt
that
e-­‐books
are
a
bright
spot
in
the
dismal
economics
of
publishing.
The
current
market
is
strong
—
according
to
a
recent
Harris
InteracHve
poll,
one
in
six
Americans
now
uses
an
e-­‐reader,
and
that
number
will
grow
as
consumers
become
more
comfortable
with
the
technology.”
• The
AssociaHon
of
American
Publishers
reports
that
e-­‐books
have
risen
in
2010
to
6.4%
of
the
trade
market,
up
from
0.6%
in
2008.
The
InsHtute
for
Publishing
Research
predicts
that
by
2015,
e-­‐book
sales
will
increase
to
$3.6
billion,
from
$78
million
in
2008.
In
publishing
terms,
that’s
petrodollars.
hTp://www.forward.com/arHcles/148713/the-­‐future-­‐of-­‐publishing/?
p=all#ixzz1qYt50Lzq

60. Naonal
Context
• For
the
first
Hme
in
history,
most
states
are
implemenHng
Common
College
and
Career
Ready
Standards
in
Reading,
Language
Arts,
and
MathemaHcs,
providing
an
unprecedented
opportunity
for
collaboraHon.
• New
telecommunicaHons
and
informaHon
technologies
support
intra/
inter-­‐state
collaboraHon
and
provide
opportuniHes
to
improve
the
coverage,
interacHvity,
and
Hmeliness
of
instrucHonal
materials
and
help
teachers
beTer
understand
student
engagement
and
understanding.
• These
historic
developments
are
catalyzing
educaHon
innovaHon,
including
causing
states
to
review
and
modernize
policies
for
evaluaHng
and
selecHng
instrucHonal
materials

61. Emerging
State
Reform
Vision
–
OER
moves
into
the
mainstream
State
collaboraHon
aimed
at
supporHng
Common
Core
implementaHon,
has
led
to
the
idenHficaHon
of
shared
state
concerns
about
historic
(typically
pre-­‐digital
age)
instrucHonal
materials
policies
and
a
vision
for
updaHng
them.
Among
other
policy
reforms
in
this
area,
states
seek
to
provide
teachers/students
with:
• More
flexible
use
and
control
of
content
to
meet
a
range
of
instrucHonal
approaches
aimed
at
individualizing
instrucHon
• Engaging,
interacHve
material
available
through
a
range
of
media
(print,
online,
audio,
video)
• Material
that
are
updated/improved
frequently
and
available
on
demand
at
the
Hme
and
place
of
learning
(in
and
out
of
school)
• The
ability
to
more
easily
parHcipate
in
content
development
and
systems
of
ongoing
improvement
and
enhancements.
• Embedded
formaHve
assessment,
stronger
feedback
loops,
and
a
focus
on
performance
based
systems.
• Easily
discoverable
(tagged
to
standards),
affordable
and
high
quality
materials.

62. What are OER's Advantages?
• Support personalization by providing teachers and
learners the ability to remix and customize content
• Promote educator/student collaboration by supporting
sharing, adaption and reuse.
• Providing a pathway supporting educator developed
content and timely updates.
• Supports anytime/any place learning models.

63. hTp://creaHvecommons.org/tag/taaccct

64. “All digital software, educational resources and knowledge
produced through competitive grants, offered through
and/or managed by the SBCTC, will carry a Creative
Commons attribution license; and the open licensing
policy applies to all funding sources (state, federal,
foundation and/or other fund sources) that flow through
SBCTC as a competitive grant to any party...”

65. “Open High School of Utah curriculum is built from open educational
resources. These resources are the foundation for their content and are
aligned with Utah state standards to ensure the highest quality
educational experience. The teachers enhance with screencasts,
interactive components, and engaging activities to create high quality
curricula for their students...”

69. Impact
Physics!
Sociology!
Psychology!
Law!
Management!
Education!
Business!
Health Sci!
Political Sci!
Economics!
Biology!
0! 50! 100! 150! 200! 250!
% increase in citations with Open Access!
Range = 36%-200%
(Data: Stevan Harnad and co-workers)

73. Conclusions

74. if you care about the emergence of
knowledge federation systems that
allow broader access to knowledge)
you may have to have some kind of
intervention…and not wait for organic
emergence.

75. 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.

76. “Social
inclusion
has
today
a
new
and
important
dimension:
digital
inclusion.
Digital
inclusion
is
an
aTribute
of
ciHzenship:
a
new
right
in
itself
and
a
way
to
ensure
basic
rights
to
people,
such
as
free
expression
and
access
to
culture
and
educaHon.
For
Brazil,
digital
inclusion
is
a
tool
to
ensure
that
ciHzens
and
insHtuHons
have
the
means
to
access,
use,
produce
and
distribute
informaHon
and
knowledge
through
InformaHon
and
CommunicaHon
Technologies
(ICT)
so
that
they
can
parHcipate
acHvely
in
InformaHon
Society,
as
receivers
and
providers
of
knowledge.”
Brazilian
Ministry
of
Foreign
Affairs
at
UNECO
OER@Paris
Conference

78. 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 (and many countries around the
world) institutions are experimenting with openness, but
it is just in the beginning

79. “It
just
takes
all
of
some
of
us!”
@wilbanks

81. Thank you!
Carolina@eff.org
@EFF
Defending your rights in the Digital World!