 The fourth context is actually the international one. So earlier this afternoon, I think, Sir John Daniel provoked us a little bit by saying, well, you know, that's been a lot of emphasis on the US context and now let's go international. Here is certainly a second opportunity to look at the international dimension and though we are in the international context. I should also say, actually, the four case studies we presented here, of course, are in imitation to have deep dives in the four areas we suggested here today, as it can take from the program, the informal learning, but then also the domestic and the international dimension. And we hope tomorrow morning, actually, for the breakout sessions that these four contexts may be a way how you could connect with each other. And one thing that would be very helpful if you could tonight essentially sign up on the wiki, which session you would like to participate in, which breakout session you would like to attend. That would make it a little bit easier for us to allocate the different rooms to the sessions because we have rooms of various size. So if you wouldn't mind to pre-select, add your name to the wiki for which session you would like to be in. And if you want to create a new session, that's fine too with us, of course. Just let us know, again, Armory is the person. With that, I think we start with Anka. Well, hello, everybody. My name is Anka Mulder. I'm the president of the OpenCourseWare consortium and I realize that I'm one of the last speakers. It's the end of the day. I will talk for 10 minutes. I will not talk about rock snot nor pornography, but about OpenCourseWare, so I hope you will bear with me. So this is what I will be talking about for the next 10 minutes, the OpenCourseWare story, although I think many of the things in that part will be familiar to you. A little bit about international development and then I'll go back to the OpenCourseWare consortium. Let's see. Now, I think most of you will know what OpenCourseWare is about. It's actually, it's a form of OER, quite structured, it's structured in a way of a course and it consists of almost anything here. You find some examples of that. It's mostly courses for higher education, but more and more we include secondary education as well. Started 10 years ago, just had our 10th anniversary by MIT when MIT decided to put all this educational materials online. Now, quite soon after MIT started, some other universities decided to join this movement and together we set up an OpenCourseWare consortium supported by MIT itself, but also by the Hewlett Foundation. And I think without Hewlett, we would never have come as far as we are now. And here you find our mission. And I will give you some figures. Yeah, here it says we have 260 members, but our executive director just counted them and we have 280, so we've been growing. And one of the nice things is that it's a truly global movement. We have members from all over the world. Here you find some of them, members in the United States, Asia, Africa, everywhere. Some of our members have set up national consortia. For example, in Japan, we have Japan OpenCourseWare in Korea, in China, and Universidad we have in Spain. Now, oops, these are our board members and also the board membership reflects the global character of our consortium. The consortium, there were some questions about sustainability. This is always an issue for the consortium as well. We work on a membership fee basis, so I think you call it membership dues. And so we all pay a small fee and that pays for about half of the running costs of the organization. So right now we continue to be dependent on funding by organizations and we're very happy that Hewlett is still funding us. Here you find some information about courses because the big thing we do is that we publish courses. Now there on the very left, you see the start of the organization, where we had a few hundred courses and all of those were published by MIT. Now we have 21,000, more than 21,000, and of course they've been published by all our members. So from every single country we have courses published now. We do not only publish courses, the consortium helps organizations to start up if they want to set up open courses for themselves. We have an annual conference, we have a website with a very useful toolkit about legal issues or technical issues or how to convince your management issues. So very useful information on the website. Now international developments, I've been asked to say something about international developments and I don't think it's useful to discuss every single country or see what's actually happening to open course around these countries, but this is a very important thing we all have to think about and that's what do governments need? I think government needs for higher education can vary per country, but there are some issues which are similar in almost every country. Here you find some of them, they're about competition, they're about lifelong learning or how to bridge the gap between secondary education and higher education. I think these are pretty universal problems, but I personally think that the most important thing we have to address is the growing number of students. You just saw John Daniels, he said something about this and I found one of his quotes which says that if we want to meet demand in higher education, we will have to build three universities for 20,000 students each per week and it's pretty clear that we're not going to do that. So governments have found out that they have different expectations from higher education, which is to teach more students for a lower price, higher quality, all kinds of types of students and to be global as well and this is really difficult for higher education institutions and we realize that we need open educational resources to help us and governments realize this too. So John Daniels already mentioned that more and more governments are adopting OER, some of them have specific policies or financial support measures. I think UNESCO has played an important role, the European Union perhaps not relevant for most people here in the audience, but for me very relevant, European Union is also adopting OER more and more, but I also think that OER is not mainstream yet, some people have claimed that OER is mainstream, also for governments, I don't think that is the case, we will continue, we need to continue to convince governments to help us here. Now, back to open courseware and the open courseware consortium. Vick and Kathy yesterday mentioned something about their ideas about the open educational resources movement and in our board and in our organization we have discussed this too and I think our conclusions are quite similar. In the first 10 years of our movement we have focused on providing information, so putting information online and I think this will continue to be important but a much more difficult question to address and a question we have to address is what does the learner do with it? What does the learner need? So we discussed things like perhaps open courseware is a building block, something really useful but you have to do something with it. I don't know, if you ever try to study something online, do an online course, Philip already mentioned that can be quite tedious and hard, I find it really, really hard to complete a course online because you need so much self-discipline and so much motivation to do that on your own, so I think what we should do here as open educational resources people is make it more attractive and focus on what learners actually want to do with our information, so paths of instruction, build communities or also find ways to connect with employers, see that open courseware courses can help people find a job. So focus on demand rather than supply, on learning rather than information, addressing government's needs and taking new developments into account. I just have, as a last thing, I have some examples which I find particularly interesting because they are about services around open courseware and this is one of them, so this is I think using open courseware as a building block, this is open study. Open study is a tiny little organisation here in the US and what it does is it just uses open courseware, it asks you, can I use your materials and then it just invites lots and lots of students or self-learners to register and it's the sheer numbers that count so if you have thousands of learners in the group of maths or accounting and you're studying this online, you're studying it together with other students, you can post your ideas or you can post your questions and because there are so many of you you will get an answer within minutes. I think a very interesting development. Here's another one many of you may know, MITx but also FDV online in Brazil. What they're doing is looking into certificates of attendance after you've completed an open courseware course. Of course an example for my own university, Delft University of Technology. We have developed a water management programme for our own students and we put that online and we had a chat with the University of Bandung in Indonesia and they're now using this course 100% so nothing new about it, very efficient and the only thing they've added to the course is they've translated some of the videos and they added local case studies because you can imagine that some water issues are different in Indonesia than they are in the Netherlands. What we also do is continue to express how important open education is. Kathy yesterday mentioned the Open Education Week. That was an initiative of the Open Courser Consortium and we've been very happy with the effect of it. We had media coverage from the times higher in the UK but also the New York Times International Herald Tribune because we believe it's very important to tell the world about open education. Finally addressing government's needs. This is the European Union one of the challenges of the European Union is to make students more mobile between countries so to increase mobility and what the consortium is doing is it's running a project doing exactly that and using open educational resources. Now that was an overview of OpenCourseWare and the OpenCourseWare Consortium. If you want to hear more then join us and Ginesco next week in the other Cambridge on the other side of the world. Thank you. Thank you again. We have time for questions or thoughts. I have one to start off. Especially considering the European context and you have one bullet point that said different or kind of legal regimes. How important would you say is it for an open educational resource platform to figure out how to reconcile the different legal regimes? Obviously a problem that is almost appears all the time when doing something across Europe has that been a problem in this context? Or would you say for instance countries like US have an advantage here comparatively speaking? I mean just to give you an example one could wonder looking at cloud computing and cloud computing companies. It's heavily dominated by US companies obviously for a number of reasons but one argument is that European cloud providers have a disadvantage because they have to struggle with many many different jurisdictions with different rules for instance about privacy of course copyright and so forth despite some high level harmonization at the level. Does the same dynamics play out in this context or isn't it that much of a problem? Well I think creative comments can say more about this particular issue to be honest. And one advantage of the European Union is that we have European law on many things and if I compare Europe to the United States I sometimes have the feeling that the differences between states here may be bigger than they are even in the European Union. So legal issues are important but I think look at our toolkits and find solutions we have creative comments I think we shouldn't spend too much time on we shouldn't be bogged down on that issue I think.