 You'll have to, first of all, forgive the accent. Secondly, I'm fighting a bit of a cold, so bear with me. First of all, thanks for the invitation to come. It's a real honor to be asked. This is also my first time in Scotland, and so it's a pleasure to be here. I was in Bath yesterday at the university giving a talk for the web leaders and their IT teams from around the United Kingdom, and they too reminded me that my accent was a bit off. So I'm going to talk about some of the big trends that we're seeing and hope mostly to be short and to get to a conversation, and I look forward to spending the rest of the day with you. Let me first say that I'm a huge fan of JISC and of CEDIS and I've been a student of their work now for almost a decade. I've been things like director of academic technology and director of e-learning for various universities and states, and most recently in community and technical colleges in the state of Washington where we had approximately 500,000 students and 34 colleges, and we were involved in both a significant amount of online learning but also open educational resources and I'll talk a bit about that. So I feel very much at home with my colleagues from JISC. Of course all of these slides are under an open license and Lorna has them and will make them available. I always like to start with the big idea of why we're here and what we're talking about and fundamentally in education we're talking about people having the right and in fact a human right to an education. And if you look at the United Nations Bill of Human Rights you'll see that recently they've actually added the right to an education which is somewhat interesting. They've not had this in the past and this is really because the capabilities that we have today and have had for roughly the last 10 years have changed significantly. And the main reason that we're talking about and having a serious conversation about making sure that everybody on the planet has access to educational resources and a quality education is because what we produce today and what we have produced for approximately a decade in education is digital resources. So what we produce in video, audio, slide decks, curriculum, textbooks, yes we may still use printed materials but there are digital versions of those things. And as we'll talk today, digital things have unique characteristics mainly that you can store them for almost zero cost, you can distribute them for almost zero cost and you can replicate them. So we can make a million or a billion copies of this slide deck, store it, distribute it for almost nothing. And that's different. Think about how educational resources have been distributed throughout human history, how they've been controlled first in the monasteries and you can go down the timeline. It's a very different world that we live in today and yet our structures in how we think about education, how we fund education, who gets access to education is very much bound up in old models of thinking around distribution and storage of knowledge. And it need not be that way anymore. So if I accomplish one thing today I hope to break old models a bit more and get us thinking a little bit more creatively about how we can share learning resources. Why is this important? Why have we dedicated our careers to education? Fundamentally because we believe that an education is a good thing. We believe it's a good thing for individuals, for families, for societies to have an educated citizenry. And if you look at the amount of money that governments spend around the world they spend roughly 5% of their GDP on education investments. And so the question, who's here from government? Okay, so the question is that governments are asking around the world and we'll be specific in a moment is how can we maximize the public's dollar in the education investments that we make? And I would argue that fundamentally right now we're doing a relatively poor job at that because our investments are based on old models and not models that take advantage of the affordances of digital things and of open licensing. So we'll talk about both. So not only do we, John Daniels mentioned a minute ago which was fun because here's a slide. Not only do we have this opportunity but there's tremendous demand for a higher education and it's increasing because more and more people around the world sort of are getting it that if you want to have a good life and you want to be recession proof and you want to have more money and have a better lifestyle and do well by your family that you need to have a higher education. It's simply a prerequisite to having a good job and being a contributing member to society these days. And so I'll let you read the statistics here but I want you to ask is you're reading this what do you think the odds are that the world will build four major universities that serve 30,000 students each to open every week for the next 15 years? Is that in the budgets of Scotland right now? From what I've heard this morning, I think not. And so that calls upon us to think in new ways about how we dedicate our educational investments. So the good news is this is not some crazy dream not something I cooked up on my way up from Bath last night on the easy jet but this is actually a decade long plus conversation that folks have been having about if educational resources are digital if we can truly share them at the marginal cost of zero and if we've got the licensing structure to do it what's possible? And so my boss at Creative Commons her name is Catherine Casserly when Cathy was at the Hewlett Foundation as a program officer she did a lot of the early investments in open educational resources. So Cathy and her colleagues funded MIT to go open Carnegie Mellon to go open they funded the Open University their open learn project to get started and many many other projects around the world and this is a quote from Cathy in 2006 she said quote at the heart of the movement toward open educational resources is the simple and powerful idea that the world's knowledge is a public good and that technology in general and the web in particular provide an opportunity for everyone to share use and reuse it end quote. The very next year there was a meeting in Cape Town, South Africa that was hosted by Desmond Tutu and out of it came the Cape Town Declaration which is a really excellent document I recommend reading it if you've not seen it it's short the first sentence of the Cape Town Declaration says we are on the cusp of a global revolution in teaching and learning educators worldwide are developing a vast pool of educational resources on the internet open and free for all to use these educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. So again amplifying this idea UNESCO actually coined the term open educational resources at a meeting in 2002 and what's more important is last year there was a big meeting some of you were there in Paris called the Paris or what came out of it is called the Paris OER Declaration it's a big OER conference there were 195 countries from around the world and there was unanimous consent around the Paris OER Declaration and it said many things about and in your I think in the openness handout that was provided for this conference you'll see the main points it's A through H but it said things like support open educational resources support resource around it support innovative faculty who want to step forward and do this but it also said point H which I'll harp on a bit today that governments should actually adopt open policies and an open policy is very simple it says publicly funded resources should be openly licensed resources even better publicly funded resources should go straight into the public domain which is even more free and gives you more access than under an open license and governments were having serious conversations about this so what are we talking about here with open licensing I think we all intuitively understand the affordances of digital things we understand when we've got a digital textbook that yes the production costs are high and yes the maintenance costs are also high but if we do that once and we've got that digital object we can actually share it with everybody at the marginal cost of zero we get that what was a bit of a challenge a decade ago is we had two choices in most countries around the world you had public domain and I'm not familiar with the laws in Scotland about how something gets in the public domain can anybody tell me yeah same in the US it's a rather unfortunate set of circumstances to get your work into the public domain in the United States first you have to die and then after you're dead you have to wait 70 years or not you because you're gone but the rest of the society has to wait 70 years and then your work goes into the public domain so that was option A for sharing your resources and option B was all rights reserved copyright where no one could use your work because it was all rights reserved you held all the rights there's nothing wrong with copyright it's just that 10 years ago or so when the internet allowed us all to share knowledge and information that's in education, culture, data, government data all sorts of information and our intention was to share what we had was all rights reserved assuming we were living and so what you had to do if you wanted to share is you had to have a lawyer and your lawyer had to talk with somebody else's lawyer and you had to write a contract that said here's our agreement to share these resources at no cost and these are the rights that I give you well most people in education most faculty and teachers don't have their own personal attorneys believe it or not and even if they could they probably couldn't afford them and so this was a problem there was nothing in between these extremes so a bunch of lawyers from around the world got together and said this is not a difficult problem what we need are simple free open copyright licenses that anybody on the planet can add to their all rights reserved work so the genius of Creative Commons a decade ago was it said we're not going to try to replace copyright we're not going to try to usurp that regime although there were several that said that that's exactly what should be done rather Creative Commons respects copyright says keep your ownership keep your intellectual property you the author you should not give that up and if you want to share you can add an open license to your work so when people do this so this is the basic idea of Creative Commons simple standardized way to grant copyright permissions to your work you don't need a lawyer it's free simple that's the idea by the way a colleague from open source software here we're having a conversation all these ideas are not new ideas these were ideas that were really developed by the open source software community for many many years before Creative Commons existed and all of the principles and ideas about sharing really come from from software all all the Creative Commons did was said we're going to take those ideas and we're going to enable you to apply them to creative works which are under copyright so when people choose a license you you have choice all of our licenses require attribution which means if you use my textbook use my course whatever it is you must give me attribution you must give me credit and that's we understand that in the academy right you use somebody's work you you cite them you give them credit the other three are options share like essentially says if you take my work and you make a derivative work you make an adaptation you make a big change to it that that new work that you produce must be licensed under the same terms so this is what wikipedia uses they use attribution share like non-commercial says what you would think it says you can take my work you can distribute it you can perform it you can use it for free you can make changes to it but you may not sell it you can't put it on the web and sell it for nineteen ninety five no derivatives says you can take my work but you can't change it can't make any modifications in education we tend to stay away from this one in fact the no derivatives uh... clause violates open educational resources definitions because of course educators change stuff right they take a little bit from here and a little bit from there and they mix it up and they change it and they modify it to meet the needs of their learners and to meet the needs of of the business community that they're sending their students into so when you mix and match those different conditions you get one of these six open copyright licenses uh... and again that these are free they don't cost anything i should say right up front people always say you know what's the angle what are you trying to sell how are you funded is this some corporate scheme uh... creative commons is a very small organization uh... about twenty five people headquarters uh... and we've got teams around uh... the world we're funded mostly by foundations who simply are glad that we exist because we make it easier to share on the web so we're not selling anything just to be clear if you look at our licenses on a continuum uh... when i say at least free to most free we're not talking about costs there is no cost to use the licenses we're talking about degrees of freedom that you're extending to other people uh... if something's in the public domain people can use it to do anything they want with it they don't even have to give you attribution they don't have to give you credit creative commons attribution or cc by so the by is like a byline this book is by uh... lorna cambell that's that's what by and then by essay etc so you don't kind of go down this the licenses get uh... more restrictive not to say that that one is better than the other we have six licenses because different people uh... need different restrictions on their work for different reasons uh... and so we maintain all six licenses uh... but more often than not an education we try to stay toward the top of that continuum and here's why uh... if you uh... if you line up the licenses and ask what can you remix together so one of the benefits in education materials that are openly licensed is that you can take up something from m it open courseware and something from the open university and something from uh... university of glass gal that all have open licenses on them and you can mix them together and create something new uh... and that's a benefit and you can see where there's a green check you're allowed to remix different license works and where there's an x you're not and so to be up toward uh... up toward these gives you more degrees of freedom one of the reasons why people around the world use uh... open licensing and creative commons in particular is not only do we have uh... teams of lawyers around the world that makes sure the licenses work in every uh... country and every legal jurisdiction on the planet but our licenses also come in three layers so you would imagine a legal document would have legal code it would be a big long any lawyers in here no good let's talk about anybody have any good lawyer jokes so uh... it's a you know it's a twenty page document and it's what you would expect it's about a bunch of legal jargon that you would take to court if anybody ever violated your your copyright and that's good to have because it's you feel good about your rights being protected uh... but most of us don't read that and really frankly don't want to read that and so most people read this what we which we call the human readable deed which is i think kind of funny it's like lawyers aren't human so we have this human readable deed for the rest of us and it's written at a grade six level uh... at the bottom of the deed you can see a variety of different languages that you can quickly translate the license into and the idea here is to make these licenses accessible to everybody so if i'm a teenager uh... in the Czech Republic and i'm looking at this MIT course and i want to know what rights i have to modify it to use it uh... to share it forward uh... that should be accessible to everybody and not just somebody with a legal degree so that's the human readable deed and this is what most people see on the web and then any tech folks in the room i know there are several appreciate that the licenses are also machine readable so there's actually machine code in the licenses that tools on the web can read so for example if you go to google's advanced search and you search for algebra, textbook or whatever you can actually filter your search results at the bottom of the screen by usage rights and what google's searching against our creative commons licenses on the web uh... we try to make this very simple even though this is our license chooser it is pretty simple most of us still think it's too complicated and we've actually just stolen the top product development guy from mozilla uh... to redesign all of the tools around uh... creative commons technologies to make it even easier for people to use. Our goal is to have this be a one-click thing. I'm going to add my license add the license to my work uh... but nevertheless if you go to our homepage and click on get a license you answer two questions it tells you what the license is you put in any metadata about it what's the title of your work who should get attribution and then you copy the code you drop it in your web page and you're done if it's a different work like a word document or a pdf or something you can change the format and apply the license most people though actually don't get licenses from our website they get them on the web on different platforms so people that upload images to flicker flicker allows you to add a creative commons license to your work people who upload videos to youtube we've all heard of youtube uh... you can choose a creative commons attribution license and put it on your youtube video and this is growing so fast that might my stats are out of date but i think there's something like forty or fifty years of cc by licensed video now on youtube that you can remix in youtube actually gives you a remix video tool so you can leverage that so there are just a few items out there on the web uh... this number is probably low by half our our data analytics are frankly lousy and that's something else that we're working on right now not just for us to know how much is out there uh... but what's important is we want to enable you to know how much of your work is being used and by whom and what the derivatives are so our goal is to give every license or every author who is licensed their works with open licenses actually have a nice little dashboard where they can say i'm a faculty at the university of glass go and i've shared my textbook under an open license how many people have used it how many uh... different translations have their benefit my book how many classrooms around the world are taking advantage of this has my book forked other different versions of my book out there and so we're working on on that right now this is not some uh... some u.s. centric in fact we've got teams in seventy four countries around the world you'll see that there's actually a uh... scottish affiliate uh... these are teams of lawyers educators sometimes people from government uh... people from uh... culture so there's musicians artists all share this this basic idea that they want to share what they produce and they want to help other people learn about that as well and so uh... these are fairly eclectic teams some of them are small two three people uh... some of them are very large uh... fifteen so like the team in australia uh... it depends on on which country were adding more all the time i think mongolia was just added a few weeks ago uh... creative commons as an organist as a global organization works across uh... several areas education is that the unit that i lead uh... but also we work in uh... science and data somebody from okfn no but uh... open knowledge foundation i think many of you know we work very closely with them on science and data uh... government philanthropy i'll talk about that in a moment uh... culture which is really where creative commons came from came out of the uh... artists and musicians uh... photographers who wanted to share their works online and glam glam is galleries libraries archives and museums so this was something that i had no idea about when i came to creative commons two years ago uh... but libraries are actually wanting to share their works online and the metadata about their works uh... online uh... in museums as you might expect they have this mission to share uh... their works with the world uh... and then a median platforms we talked about how we integrate with platforms uh... there are several big adoptions out there wikipedia obviously has just a few materials online uh... flicker there's something like one hundred seventy five million cc licensed images uh... and then of course higher education which is where we work the open university has an amazing site called open learn where currently they take about five percent of all their content and put it under a creative commons license and they share it with the world this has this has real impacts lorna mentioned when i was with the community colleges in the state of washington uh... we built something uh... called the open course library which is the entire general education curriculum and we put it under a creative commons attribution license anything that we built was under a cc by license but we took before we built anything we looked around the world at at other projects were willing to share with us because why in the world when we recreate the wheel right we might be revised and took so we took from m it open coursework which they've got their twenty six hundred courses online all openly licensed we took from the open university and we translated uh... some things so that it was appropriate for community college and technical students because an m it physics course or an open university physics course was a little bit too high of a level so we we modified it but we didn't start from zero so the uh... this organization the open coursework consortium was mentioned uh... this is also ten years old this is uh... really all the universities around the world who have this idea of sharing and are openly licensing their content uh... they get together annually and and share more this is also happening in primary and secondary uh... schools uh... in the united states we call it k-twelve kindergarten uh... big oer projects uh... all over the world one of them nearby in poland uh... where uh... we've got a very strong team in worcester and they help the government understand that not all polish uh... primary school students had access to textbooks because the parents uh... have to buy the books and the net result of that is that roughly half of the kids didn't have the government looked at that and said you know what that's unacceptable how can you learn if you don't have the learning resources that you need and so for a uh... about fourteen million uh... u s a year i don't know what that translate to and in polish currency i'd have to look uh... but for you know for for a national government that's a very modest investment uh... they're actually putting out our piece so anyone can can build these books including the uh... commercial textbook publishing industry uh... but the condition is is that on all the books there will be a creative commons attribution and so the different school districts in poland if they want to make modifications they've got the legal rights to do so it's all in polish it meets the national standards now all the kids can have it was a relatively simple solution so we don't have time today but there are literally hundreds of open educational resource projects around the world we've thrown this term around a bit but what does it mean this is the definition that the hewlett foundation uses that most uh... project key off of so the u nesco definition that we see the others use very similar definitions and i'll let you read it but what's really important is that for something to be or it must have to uh... characteristics one is that it must be free at meaning no cost it must be gratis or is the open source software community likes to say uh... free is in free beer uh... but it also must you must have the legal rights to repurpose the resource uh... so you must be able to change it in the or our space we say you must have the legal rights to do the four ours and the four are so that the rights to reuse so i can take your thing and just use it as it is i must be able to revise it so i must be able to change it and make it my own so that it meets my needs i must be able to remix it so take some of your work and some of your work and some of mine and mush it together and create something new and i must be able to redistribute that new thing that i've created or or the thing i took from you i must be able to share it with everyone else and if i don't have the legal rights the legal rights to do those four things it's not an open educational resource so we've talked a little bit about mucs uh... you know today uh... most mucs out there are not truly open they're not all we are uh... the good news is the europeans are starting to uh... show the world how to do that properly so there's uh... the uh... what is it open ed up or open up opening up education and there's a series of mucs around that uh... not just in in uh... europe but uh... they've got they've got israel now and and russia and several other countries uh... and they're actually starting with the idea that mucs should actually be openly licensed and they're making that up a bit of a precondition to join so um... this is spreading right and what's interesting is that funders are now starting to say we like these ideas and in fact uh... purely from a funders perspective one of the things that funders governments foundations other people that have money that want things done uh... they want to see impact for their investments and they want to see a return on investment they want the highest uh... efficiency that they can possibly get for the dollar invested and i know that that those are discussions that are happening here i was watching on the news last night uh... you've got less money and you're trying to figure out how to be more efficient with the dollars uh... that you're spending i should say the pounds that you're spending uh... and and foundations are no different we'll get the government's in a moment uh... so the punchline on foundations is that they're starting to require if you take their money you put an open license on what you build you don't like those terms don't apply for the grant it's that simple so some of the benefits of all we are uh... search and discovery so be able to filter on the web and and have tools that can actually see all we are helpful uh... here's what the legal rights give you and let's be very clear if i uh... to everybody knows coursera the the mook right so universities big universities are giving coursera content if you and i work at uh... the university of edinburgh and this afternoon we say wow look at that really great coursera course let's take that or take parts of it and use it in our course for our lectures tomorrow uh... if there's no open license on it if it's all rights reserved we just violated their copyright uh... we are subject to prosecution under u.s. copyright law because it's a u.s. organization and we could be sued under international uh... copyright treaties it's it's serious business uh... if it has an open license on it the the the story would be we don't even ask need to ask permission the permissions are given to us in advance because there's an open license on it and as long as we comply with the terms of the license which it would depend on which creative commons license it is we can just take it and we can use it tomorrow that's the difference right so it really is uh... meaningful some of the things the legal rights get you is the ability to make a translation so we're talking about the polish uh... uh... k-12 books if you wanted to use those here in scotland uh... that them being in polish probably isn't useful to you and your students but you could translate them uh... into whatever language you wanted uh... making books accessible is also critical do you have national accessibility laws about every it doesn't matter what disability somebody might have you must provide the educational resources in a way that meets their needs uh... i don't know about your universities but universities where i'm from i do a very lousy job at that for the most part and we tend to retrofit courses only when students come to those classes uh... so if there's an open license on something if you didn't do a good enough job somebody else can fix it and they don't need to ask your permission before they modify your course to make it accessible these are probably the two most important aspects though of oer if you can't customize materials in the twenty-first century and you're a teacher you're working with the wrong material so i i i live in washington state in the northwest uh... in in my state uh... are and i'm a little upset about this because i have two young boys they're eight and five years old they're in the public schools the books that the government provides to my boys are on average ten years old uh... including their political science books and their uh... so you know pluto is still a planet and all this garbage and outdated information and the books are only available in paper and i i talked to the teachers in the schools uh... where my kids go to school and i say you know how do you feel about that and they're very upset right because they know better and what they really like to do is modify those resources or use other resources but they're required to use these outdated uh... materials and my boys are actually afraid to use their learning resources because their paper uh... we have to sign something that says if my kid loses the book i have to pay for the book and my sons know that a hundred and fifty dollars is a lot of money and so the net result of that is they refuse to take their books back and forth to school because they're afraid to lose the books because they don't want me to pay me what kind of system is this right this is nuts and so the uh... the ability for uh... for faculty and teachers to be able to do that is critical affordability obviously important as well uh... i i anybody know how much textbooks cost on average for higher ed in a year in the u.s. about roughly a thousand u.s. dollars that's good that's a good thing so the united states especially in the community and technical colleges which is about one half of the population of higher education uh... the costs of textbooks can be twenty five to fifty percent of the cost of going to college or to university so it's it's uh... it's very high so to the extent that uh... open educational resources have a cost of uh... that's meaningful and it allows people to get to their degree faster it allows them to get that job faster allows them to get back into the economy quicker than they might have otherwise so uh... so that's all nice and sweet and wouldn't it be wonderful if we had world peace but is this really gonna happen and how what are the arguments with governments specifically about how to do this so with governments it really comes down to this uh... they need to understand that uh... most of our systems in education are built on this concept of rivalrous resources if i have something i have it and you don't right and we that our systems are built that way it which makes a lot of sense because uh... resources a lot of resources are rivalrous and it is a zero-sum game uh... but digital resources are not and so to the extent that what we're using for resources are digital and they can be shared the marginal cost of zero uh... we need to think about that so a couple uh... quick models i don't know if you can see this but slides will be available we actually uh... we made this up for a uh... a government recently who needed to understand the current structure of academic research and what open access research looks like and the current structure of funding educational resources and what open educational resources looks like so this first is how research tends to work in most governments around the world government announces an RFP you want to uh... fund the research on pancreatic cancer right so you announce an RFP uh... scholars uh... then get that grant they do the research they write the papers they submit to the articles they submit to journals on submission they must turn their copyright over to the journal so now the author no longer owns or the public owns nothing and the professor who wrote the article owns nothing the journals then published mainly closed access journals your libraries have to subscribe to those journals again using public funds now the public's paid for it not twice but how many universities are there in scotland twenty four okay so now the government's paid another twenty four times and if there's multiple libraries on the same campus maybe more than that the public is granted little or no reuse rights to those articles because if you're not a student or a faculty member at those universities you don't have access to that research and the net result is slow scientific progress why well because if you can't afford a fifteen or twenty thousand dollar your journal you're out of luck you can't read the research that's the model today this is a new model around open access governments are putting out money putting out our fees for pancreatic research but they're saying there's an open license requirement in the money so if you take this money uh... after embargo period you will share what you all the same stuff happened scientific research happened they submit they tell the journals upon submission look i i i my hands are tied i've got this requirement i have to share what i write it goes into the traditional journals under embargo period meaning the public doesn't get access for six months or twelve months something like that it's a negotiated time period but then after that the public and download the articles from an open access repository in many cases full reuse rights are granted meaning there's a creative commons license on the articles and what does that result in well a lot more people in fact anybody in the world can get access to that research now and uh... and in fact science moves faster big surprise uh... there was a case in the united states recently uh... high school kid anybody see this is actually pancreatic cancer research basically this is high school kid he's in classes teacher gives him an assignment assignment is find a medical test and improve it what kind of assignment is that for a high school kid right kid has a biology class he says okay so he picks pancreatic cancer because i think somebody's family had had it personal issue for him so he looks in the current test in the u.s. is takes something like three days the blood test cost five hundred dollars seems reasonable to me right that's not long to wait for a test kid says too long cost too much so he goes he does research he keeps hitting these paywalls can't get access to the articles goes to his his library at the high school they've got nothing goes to the university library oh sorry government has trimmed our budget we've had to cut journals so he couldn't get access to the journal so he ended up doing all of his research or most of it in open access journals where he could get access to this and that result punchline on this is the kid redesigns the medical test so now it doesn't take three days it takes five minutes it doesn't cost five hundred dollars it costs three cents it's a factor of something like twenty thousand percent cheaper and much faster and you don't pull blood anymore you can take a q-tip and swab the inside of your mouth use the dna to do the test and his test is ninety nine point nine nine nine percent effective which is a higher rate of effectiveness so the point here is what might be accomplished if you start to make information make research make knowledge available we don't know because we've never done it before right but the fact of the matter is there's roughly five percent of the world's populations got access to high quality education higher education today there's a whole lot more people that want to come in that aren't able to get in because of the way that we structure similarly here's what it looks like for education two minutes okay so these are the arguments for government right we say what government here's how much this is what textbooks look like if you took a two hundred fifty page textbook you would could you copy by hand you could do print on demand but here's how much it cost a copy by computer point zero zero zero eight four cents here's what distribution costs look like right so for all intents and purposes copying and distribution is free here's what properly disrupted markets look like so here's movie television songs etc this is what you can get today for about eight u.s. dollars a month here's what music looks like anybody subscribe to spotify or any of these services right it's amazing fifteen million songs for you know ten dollars a month and it's free if you're on your desktop it's just if you want them on your mobile phone you pay the ten bucks a month so why would you even paid ninety nine cents a song anymore you basically get access to all of the music in the world for ten dollars a month not a bad deal here's here's here's the comparison right for twenty dollars a month you kind of get access to all the movies and all the television or you can lease one textbook uh... from a commercial textbook company now which markets have been properly disrupted by the fact that their services and their products are digital it's a government's are starting to ask and educators are starting to ask when the marginal cost of sharing these resources is digital what should we do with that capability because clearly this isn't doing cap so and then and then uh... frankly this i asked three questions when i sit down with governments uh... and i tend to get answers yes to all three right do you understand efficient use of dollars saving students money increasing access so this is happening california just put out five million to build fifty cc by licensed open textbooks british columbia saw that and said that's a good idea they put down another uh... money for another sixty u.s. department of labor put out two billion u.s. dollars two years ago for u.s. community college to build next generation programs in green technologies advanced manufacturing allied health guess what they put a creative commons attribution license requirement in the grant it says this as if you take the money whatever you build or revise with public money you will share it you don't like those terms don't apply for the grant you think anybody didn't apply for twenty million dollar grant they all took the money and they said we're happy to share so just uh... to wrap up couple more points uh... this also the white house just on the uh... open access and academic research just told it's twenty three largest agencies n i h national science foundation nasa department of education said from now on we're not doing that old academic research model now on if people take public money after a twelve month embargo period they'll have free access to it this is what all these things are talking about it publicly funded resources should be openly licensed let me just get to a final slide here since i'm out of time so maybe my favorite church ill quote to close it up so church ill uh... said if you have knowledge light up let others light their candles with it right and what he's getting at here is that if i share my knowledge with you it actually does no harm in fact uh... we're both better off it's a non rival risk knowledge is what we pedal in higher education and given that it's digital now and we can share things at the marginal cost of zero with open licensing we should do so and this is what's important to keep in mind and frankly this is uh... where we need to stiffen our backbones because the fight against these ideas is significant from existing business models which don't like these conversations so the open access model is being fought strongly right now by a big company called el severe which is right across uh... the ocean here in in the Netherlands that owns a big chunk of the academic journals and why are they fighting well because they're a multi-billion-dollar industry that makes forty six percent profit i'm sorry thirty six percent profit margins on their income there's no other business on the planet that makes thirty six percent profit margins why do they well because you the government's are paying for all this they pay for nothing they get all the copyright and then they sell it back to you twenty six times i mean it's a great business model if you can get it uh... is it a good deal for us and so this is what we need to do but what we also need to keep in mind is we have to hold all existing business models as secondary priorities to our goals of being efficient with public monies and with foundation because if we're not leveraging the tools of the day uh... then that's that's our fault if we've got students that can't afford and can't get into education it's only because we're not leveraging the tools the technical tools and the legal tools that we can so uh... my organization stands with you if you like these ideas in a final thought for the twenty-first century the opposite of open is no longer closed the opposite of open is broken thank you very much thanks cable a few minutes for questions for you some like presentations from summer all other aspects questions for cable you skipped over particularly because you ran out of time you talked about what is given up for free fully by internet and you talked about efficient models how do you the various peaks how do we retain what we do sell there are aspects of accreditation student support materials absolutely how do we find that sweet spot between the closed system how do we fund it and the system still funds that support accreditation yes i was asked to repeat the question so people online can hear i'll summarize if that's okay uh... so given given these trends uh... and if universities fully engage in these ideas how do they what's the economic model how do they still make money and i would extend your question to say if universities get involved in mooks and you know online learning at a mass scale will people still come will they still pay tuition what does this mean for universities so i think there are several answers to that one answer is well several of you are probably familiar with clayton christensen's disruptive innovations theory right disruptive innovation so christensen if you don't know him as a Harvard business scholar and basically what he says is if your business or service you know goes digital especially what happens is that new entrance to the market can come in relatively easily because the cost or the barriers to joining that market are lower than they ever have been so think about newspapers today if you wanted to start a newspaper twenty years ago you'd better have several hundred million pounds in your back pocket if you want to start a blog you can be up and running in five minutes not the same thing but anyone can start to contribute so i think part of the answer to your question is universities today don't really sell content well universities sell is access to great faculty they sell student services they sell an experience of getting away from home and joining a new community they sell access to colleagues that you're going to be peers with in your professional career they sell finding your mate they sell all sorts of things and i think a lot of people will still pay for those experiences so i think it's erroneous to say that students are paying for access to content if that were true why does anybody go to MIT anymore MIT has been giving away their content for a decade when MIT said they were going to give away their content everybody said you're nuts nobody will go to MIT anymore and big surprise their admissions have only gone up and i don't know of any university that's opened up its content that's seen a decline in admissions people go for different reasons so i think universities don't have much to fear about open educational resources i also don't think open access is just a huge win on academic research if you're a scholar a university to get access to knowledge faster and less expensive and remove the middleman and the inefficient processes that's only a good thing i think what universities have to fear most is that they have not been disrupted yet by digital technologies we've not yet seen online learning in particular seriously disrupt higher education i think it's coming i don't know when we'll just have to think about that but again my boys are 8 and 5 i have no idea what their options for college are going to look like i expect that what they're going to be able to do is to take some of their courses in something like a MOOC and get credit for it very easily because pathways are already being created from non-traditional sources like MOOCs or other learning experiences into traditional accreditation i was with Mozilla yesterday we were talking about open badges when we were in Bath Mozilla is actually talking directly to Fortune 500 companies and other big multinationals and saying what skills and competencies do you need in your employees what do you want including good writing skills and diplomatic skills the ability to work with international teams and so not just tactical skills and they're backing those skills and competencies into badges so was anybody in the Boy Scouts or Girl Scouts or anything like that we had badge sashes if you think about badges they were discreet information about what you knew and what you could do and you had to perform those tasks i have to put band-aids and put a tourniquet on you before i get my emergency preparedness badge so if you think about that that's much more information and better discreet information that you can do as opposed to walking into my office and you can see all my pretty degrees that are on my wall but they don't tell you anything about what i can do and in fact you called Ohio State University and says so what can cable green do we're thinking of hiring him there's not a single thing that Ohio State could tell you about me and so we have a really lousy way i mean degrees think about a degree a piece of paper that's used as a proxy to tell businesses whether or not they should hire somebody so i think that these bad systems are going to be replaced and disrupted we just don't know how