Creative Commons - User contributions [en]

US: Department of Education: Final Priorities, Requirements, Definitions, and Selection Criteria: Supporting Effective Educator Development

2013-02-11T17:43:28Z

Anna Daniel:

{{OER Policy
|OER Policy Title=Final Priorities, Requirements, Definitions, and Selection Criteria: Supporting Effective Educator Development
|OER Policy URL=https://www.federalregister.gov/articles/2013/02/12/2013-03210/supporting-effective-educator-development-final-priorities-requirements-definitions-and-selection
|Description=Priority 6: Improving Efficiency (Cost-Effectiveness).
The Assistant Deputy Secretary for Innovation and Improvement establishes a priority that funds projects that will identify strategies for providing cost-effective, high-quality services at the State, regional, or local level by making better use of available resources. Such projects may include innovative and sustainable uses of technology, modification of school schedules and teacher compensation systems, use of open educational resources (as defined in this notice), or other strategies.
|Author=United States Department of Education,
|OER Policy Date=2013/02/11
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=National
|Country=United States
|OER Policy Institution=United States Department of Education
|License short name=copyright
}}

US: Department of Education: Final Priorities, Requirements, Definitions, and Selection Criteria: Supporting Effective Educator Development

2013-02-11T17:37:15Z

Anna Daniel:

{{OER Policy
|OER Policy Title=Final Priorities, Requirements, Definitions, and Selection Criteria: Supporting Effective Educator Development
|OER Policy URL=https://www.federalregister.gov/articles/2013/02/12/2013-03210/supporting-effective-educator-development-final-priorities-requirements-definitions-and-selection
|Description=Priority 6: Improving Efficiency (Cost-Effectiveness).
The Assistant Deputy Secretary for Innovation and Improvement establishes a priority that funds projects that will identify strategies for providing cost-effective, high-quality services at the State, regional, or local level by making better use of available resources. Such projects may include innovative and sustainable uses of technology, modification of school schedules and teacher compensation systems, use of open educational resources (as defined in this notice), or other strategies.
|Author=United States Department of Education,
|OER Policy Date=2013/02/11
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=National
|Country=United States
|OER Policy Institution=Department of Education
|License short name=copyright
}}

US: Department of Education: Final Priorities, Requirements, Definitions, and Selection Criteria: Supporting Effective Educator Development

2013-02-11T17:34:45Z

Anna Daniel: Created page with "{{OER Policy |OER Policy Title=Final Priorities, Requirements, Definitions, and Selection Criteria: Supporting Effective Educator Development |OER Policy URL=https://www.feder..."

{{OER Policy
|OER Policy Title=Final Priorities, Requirements, Definitions, and Selection Criteria: Supporting Effective Educator Development
|OER Policy URL=https://www.federalregister.gov/articles/2013/02/12/2013-03210/supporting-effective-educator-development-final-priorities-requirements-definitions-and-selection
|Description= Priority 6: Improving Efficiency (Cost-Effectiveness).
The Assistant Deputy Secretary for Innovation and Improvement establishes a priority that funds projects that will
identify strategies for providing cost-effective, high-quality services at the State, regional, or local level by making better
use of available resources. Such projects may include innovative and sustainable uses of technology, modification of
school schedules and teacher compensation systems, use of open educational resources (as defined in this notice),
or other strategies.

|Author=U.S. Department of Education,
|OER Policy Date=2013/02/11
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=National
|Country=United States
|OER Policy Institution=Department of Education
|License short name=copyright
}}

US: Federal: H.R. 521 Transforming Education Through Technology Act

2013-02-11T17:32:27Z

Anna Daniel:

{{OER Policy
|OER Policy Title=H.R. 521 Transforming Education Through Technology Act
|OER Policy URL=link to the Bill is at the bottom of the page : http://democrats.edworkforce.house.gov/bill/transforming-education-through-technology-act
|Description=The Act would help schools, districts, and states transform learning systems by utilizing innovative technology. Specifically the legislation would:

1. Support teachers and principals in using technology to increase college and career readiness, close achievement gaps, and engage all students
2. Help school districts build a technology infrastructure to make sure schools take full advantage of what technology has to offer
3. Help states improve student learning, upgrade assessments, and improve educator preparation and support
4. Seed innovation to create the learning environment of tomorrow using the best technology of today

Moreover, the legislation includes prominent roles for OER in two explicit ways. First, all U.S. states would be required to "consider making content widely available through open educational resources when making purchasing decisions with funds received" under the Act and OER is explicitly called out as an efficiency/productivity strategy that grantees could pursue to extend the 'reach of of high-quality materials, tools, curriculum, instruction, or teachers".
|Author=Rep. George Miller
|OER Policy Date=2013/02/05
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=National
|Country=United States
|OER Policy Institution=House
|Tag=K-12
|License short name=copyright
}}
Link to the Bill is at the bottom of the page

US: Virginia: H.B. 1777 Virginia Open Education Resources Council and the Virginia Digital Open Source Textbook Library

2013-02-11T17:30:47Z

Anna Daniel:

{{OER Policy
|OER Policy Title=H.B. 1777 Virginia Open Education Resources Council and the Virginia Digital Open Source Textbook Library
|OER Policy URL=http://lis.virginia.gov/cgi-bin/legp604.exe?131+ful+HB1777
|Description=A Bill to amend the Code of Virginia by adding a section numbered 23-4.3:01, relating to the Virginia Open Education Resources Council and the Virginia Digital Open Source Textbook Library.
|Author=Filler-Corn, Albo, Kory, Krupicka, Lewis, Lopez, May, McQuinn, Plum, Scott, J.M., Surovell, Toscano, Tyler
|OER Policy Date=2013/01/09
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=Province / State
|Country=United States
|OER Policy Institution=Virginia State Legislature
|Tag=OER Council, Open Textbooks
|License short name=copyright
}}

OER Policy Registry/Supporting Documents

2013-02-08T00:01:04Z

Anna Daniel: /* Guides */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://cdn.efquel.org/wp-content/uploads/2012/03/Policy_Support_OEP.pdf?a6409c Mainstreaming Open Educational Practices] 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
* [http://www.ictinedtoolkit.org/usere/login.php ICT in Education Toolkit for Policy Makers, Planners and Practitioners] 2007
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://iite.unesco.org/publications/3214700/ Open Educational Resources in the People’s Republic of China: Achievements, Challenges and Prospects for Development] 2011
* [http://www.oecd-ilibrary.org/education/open-educational-resources_5k990rjhvtlv-en Open Educational Resources Analysis of Responses to the OECD Country Questionnaire] 2012
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada - Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

OER Policy Registry/Supporting Documents

2013-02-07T23:51:09Z

Anna Daniel: /* Guides */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
* [http://www.ictinedtoolkit.org/usere/login.php ICT in Education Toolkit for Policy Makers, Planners and Practitioners] 2007
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://iite.unesco.org/publications/3214700/ Open Educational Resources in the People’s Republic of China: Achievements, Challenges and Prospects for Development] 2011
* [http://www.oecd-ilibrary.org/education/open-educational-resources_5k990rjhvtlv-en Open Educational Resources Analysis of Responses to the OECD Country Questionnaire] 2012
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada - Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

US: Federal: H.R. 521 Transforming Education Through Technology Act

2013-02-06T20:02:55Z

Anna Daniel:

{{OER Policy
|OER Policy Title=H.R. 521 Transforming Education Through Technology Act
|OER Policy URL=link to the Bill is at the bottom of the page : http://democrats.edworkforce.house.gov/bill/transforming-education-through-technology-act
|Description=The Act would help schools, districts, and states transform learning systems by utilizing innovative technology. Specifically the legislation would:

1. Support teachers and principals in using technology to increase college and career readiness, close achievement gaps, and engage all students
2. Help school districts build a technology infrastructure to make sure schools take full advantage of what technology has to offer
3. Help states improve student learning, upgrade assessments, and improve educator preparation and support
4. Seed innovation to create the learning environment of tomorrow using the best technology of today

Moreover, the legislation includes prominent roles for OER in two explicit ways. First, all U.S. states would be required to "consider making content widely available through open educational resources when making purchasing decisions with funds received" under the Act and OER is explicitly called out as an efficiency/productivity strategy that grantees could pursue to extend the 'reach of of high-quality materials, tools, curriculum, instruction, or teachers".
|Author=Rep. George Miller
|OER Policy Date=2013/02/05
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=National
|Country=United States of America,
|OER Policy Institution=House
|Tag=K-12
|License short name=copyright
}}
Link to the Bill is at the bottom of the page

US: Federal: H.R. 521 Transforming Education Through Technology Act

2013-02-06T20:00:45Z

Anna Daniel: Created page with "{{OER Policy |OER Policy Title=H.R. 521 Transforming Education Through Technology Act |OER Policy URL=http://democrats.edworkforce.house.gov/bill/transforming-education-throug..."

{{OER Policy
|OER Policy Title=H.R. 521 Transforming Education Through Technology Act
|OER Policy URL=http://democrats.edworkforce.house.gov/bill/transforming-education-through-technology-act
|Description=The Act would help schools, districts, and states transform learning systems by utilizing innovative technology. Specifically the legislation would:

1. Support teachers and principals in using technology to increase college and career readiness, close achievement gaps, and engage all students
2. Help school districts build a technology infrastructure to make sure schools take full advantage of what technology has to offer
3. Help states improve student learning, upgrade assessments, and improve educator preparation and support
4. Seed innovation to create the learning environment of tomorrow using the best technology of today

Moreover, the legislation includes prominent roles for OER in two explicit ways. First, all U.S. states would be required to "consider making content widely available through open educational resources when making purchasing decisions with funds received" under the Act and OER is explicitly called out as an efficiency/productivity strategy that grantees could pursue to extend the 'reach of of high-quality materials, tools, curriculum, instruction, or teachers".
|Author=Rep. George Miller
|OER Policy Date=2013/02/05
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=National
|Country=United States of America,
|OER Policy Institution=House
|Tag=K-12
|License short name=copyright
}}
Link to the Bill is at the bottom of the page

US: Virginia: H.B. 1777 Virginia Open Education Resources Council and the Virginia Digital Open Source Textbook Library

2013-02-01T22:46:29Z

Anna Daniel:

{{OER Policy
|OER Policy Title=H.B. 1777 Virginia Open Education Resources Council and the Virginia Digital Open Source Textbook Library
|OER Policy URL=http://lis.virginia.gov/cgi-bin/legp604.exe?131+ful+HB1777
|Description=A Bill to amend the Code of Virginia by adding a section numbered 23-4.3:01, relating to the Virginia Open Education Resources Council and the Virginia Digital Open Source Textbook Library.
|Author=Filler-Corn, Albo, Kory, Krupicka, Lewis, Lopez, May, McQuinn, Plum, Scott, J.M., Surovell, Toscano, Tyler
|OER Policy Date=2013/01/09
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=Province / State
|Country=United States of America,
|OER Policy Institution=Virginia State Legislature
|Tag=OER Council, Open Textbooks
|License short name=copyright
}}

US: Virginia: H.B. 1777 Virginia Open Education Resources Council and the Virginia Digital Open Source Textbook Library

2013-02-01T22:44:51Z

Anna Daniel: Created page with "{{OER Policy |OER Policy Title=Virginia Open Education Resources Council and the Virginia Digital Open Source Textbook Library |OER Policy URL=http://lis.virginia.gov/cgi-bin/..."

{{OER Policy
|OER Policy Title=Virginia Open Education Resources Council and the Virginia Digital Open Source Textbook Library
|OER Policy URL=http://lis.virginia.gov/cgi-bin/legp604.exe?131+ful+HB1777
|Description=A Bill to amend the Code of Virginia by adding a section numbered 23-4.3:01, relating to the Virginia Open Education Resources Council and the Virginia Digital Open Source Textbook Library.
|Author=Filler-Corn, Albo, Kory, Krupicka, Lewis, Lopez, May, McQuinn, Plum, Scott, J.M., Surovell, Toscano, Tyler
|OER Policy Date=2013/01/09
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=Province / State
|Country=United States of America,
|OER Policy Institution=Virginia State Legislature
|Tag=OER Council, Open Textbooks
|License short name=copyright
}}

UK: University of Leeds Open Educational Resources guidance

2013-01-24T16:34:47Z

Anna Daniel:

{{OER Policy
|OER Policy Title=University of Leeds Open Educational Resources guidance
|OER Policy URL=https://elgg.leeds.ac.uk/eoeri/weblog/22664.html
|Description=This document sets out the University’s position and guidance on the use and publication of Open Educational Resources (OERs) within educational situations at the University of Leeds.
|Author=University of Leeds
|OER Policy Date=2012/12/19
|OER Policy Status=Current
|Language code=en
|Country=United Kingdom,
|OER Policy Institution=University of Leeds
|Tag=university
|License short name=CC BY-NC-SA
}}
It was endorsed by the Vice Chancellor’s Executive Group and the Taught Student Education Board (as TSEB/12-15). Posted by Neil P. Morris.

UK: University of Leeds Open Educational Resources guidance

2013-01-24T16:34:05Z

Anna Daniel: Created page with "{{OER Policy |OER Policy Title=University of Leeds Open Educational Resources guidance |OER Policy URL=https://elgg.leeds.ac.uk/eoeri/weblog/22664.html |Description=This docum..."

{{OER Policy
|OER Policy Title=University of Leeds Open Educational Resources guidance
|OER Policy URL=https://elgg.leeds.ac.uk/eoeri/weblog/22664.html
|Description=This document sets out the University’s position and guidance on the use and publication of Open Educational Resources (OERs) within educational situations at the University of Leeds.
|Author=University of Leeds
|OER Policy Date=2012/12/19
|OER Policy Status=Current
|Language code=en
|Country=United Kingdom,
|OER Policy Institution=University of Leeds
|Tag=university
|License short name=CC BY-NC-SA
}}
t was endorsed by the Vice Chancellor’s Executive Group and the Taught Student Education Board (as TSEB/12-15). Posted by Neil P. Morris.

Research

2012-11-05T23:53:27Z

Anna Daniel: /* Purpose */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Because minimal data exists on usage of CC tools, those who share content openly are denied knowledge of the impact of their contribution and CC lacks evidence to promote the value of its licenses. We want creators of open content to understand how their actions contribute to the broader commons.
* Creative Commons needs to measure the impact of its licenses to better make the case for the social and economic value of open licensing.
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed by Creative Commons (CC) to inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. At its core, CC facilitates the legal sharing of digital content. Changes to our licenses may impact how people - across our key communities of Affiliates and users in the GLAM, Education, Public sector, Science and Data fields, as well as Policymakers - license materials and use them. The adoption and use of 4.0 licenses and changes in use of CC licensed materials will reflect the impact of the new version. We need to examine data on license use (applying the license and using licensed materials) to identify that impact. For example: will there be less porting? will adoption amongst key communities increase? will licensing and use of works such as databases and others protected by 'neighboring rights' increase?

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis and reporting of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase (commenced in July 2012) will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify: what is the ratio of 'best practice' attribution and 'best practice' reuse of CC licensed materials to total CC licensed materials? 
5. What is the ecosystem in which CC operates? 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://creativecommons.org/science
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!

Research

2012-11-05T23:52:20Z

Anna Daniel: /* Purpose */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Because minimal data exists on usage of CC tools, those who share content openly are denied knowledge of the impact of their contribution and CC lacks evidence to promote the value of its licenses. We want creators of open content to understand how their actions contribute to the broader commons.
* Creative Commons needs to measure the impact of its licenses to better make the case for the social and economic value of open licensing.
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed to properly reflect the impact of Creative Commons (CC) and inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. At its core, CC facilitates the legal sharing of digital content. Changes to our licenses may impact how people - across our key communities of Affiliates and users in the GLAM, Education, Public sector, Science and Data fields, as well as Policymakers - license materials and use them. The adoption and use of 4.0 licenses and changes in use of CC licensed materials will reflect the impact of the new version. We need to examine data on license use (applying the license and using licensed materials) to identify that impact. For example: will there be less porting? will adoption amongst key communities increase? will licensing and use of works such as databases and others protected by 'neighboring rights' increase?

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis and reporting of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase (commenced in July 2012) will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify: what is the ratio of 'best practice' attribution and 'best practice' reuse of CC licensed materials to total CC licensed materials? 
5. What is the ecosystem in which CC operates? 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://creativecommons.org/science
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!

OER archive

2012-11-05T20:41:00Z

Anna Daniel:

OER Policy Registry/Supporting Documents

2012-10-26T23:26:17Z

Anna Daniel: /* Case Studies */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/.../HQ/CI/.../Paris%20OER%20Declaration.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
* [http://www.ictinedtoolkit.org/usere/login.php ICT in Education Toolkit for Policy Makers, Planners and Practitioners] 2007
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://iite.unesco.org/publications/3214700/ Open Educational Resources in the People’s Republic of China: Achievements, Challenges and Prospects for Development] 2011
* [http://www.oecd-ilibrary.org/education/open-educational-resources_5k990rjhvtlv-en Open Educational Resources Analysis of Responses to the OECD Country Questionnaire] 2012
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada - Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

OER Policy Registry/Supporting Documents

2012-10-26T23:25:45Z

Anna Daniel: /* Case Studies */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/.../HQ/CI/.../Paris%20OER%20Declaration.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
* [http://www.ictinedtoolkit.org/usere/login.php ICT in Education Toolkit for Policy Makers, Planners and Practitioners] 2007
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://iite.unesco.org/publications/3214700/ Open Educational Resources in the People’s Republic of China: Achievements, Challenges and Prospects for Development] 2012
* [http://www.oecd-ilibrary.org/education/open-educational-resources_5k990rjhvtlv-en Open Educational Resources Analysis of Responses to the OECD Country Questionnaire] 2012
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada - Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

OER Policy Registry Instructions

2012-10-26T22:44:00Z

Anna Daniel:

The OER Policy Registry can be found at: http://oerpolicies.org

'''To add or edit a policy''' you'll need to create an account. If you don't have one, it's fast and easy.

{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! 'Log in/create account'
|-
| http://wiki.creativecommons.org/images/1/1e/Screen_Shot_2012-10-24_at_2.41.23_PM.png
|}

'''To search the wiki''' you may sort by tags (jurisdictions, keywords etc.) by clicking the arrows near the list headers.

{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! Sort the list of policies
|-
| http://wiki.creativecommons.org/images/7/7b/Screen_Shot_2012-10-26_at_2.40.04_PM.png
|}

'''See something that could be corrected?''' For example has a proposed policy become current? Go to the policy page and edit it. 
Note: your edits are not immediately created, but should be viewable within 2 hours.

{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! 'Edit this policy'
|-
| http://wiki.creativecommons.org/images/3/33/Screen_Shot_2012-10-24_at_11.56.06_AM.png
|}

'''Have a policy to contribute?''' 
1. Log in 
2. Firstly check that it already isn't on the Registry. 
3. Click on ‘Add a Policy’ and fill in the form details. 
4. At the bottom of the page click on the ‘Save Page’ button. 
Note: The policy may not appear in the list immediately but will do when servers are updated. If you saved it and then would like to edit it you can as soon as it appears, and anytime thereafter.

{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! 'Add a Policy'
|-
| http://wiki.creativecommons.org/images/b/b1/Screen_Shot_2012-10-24_at_2.44.38_PM.png
|}

OER Policy Registry Instructions

2012-10-26T22:42:17Z

Anna Daniel:

The OER Policy Registry can be found at: http://oerpolicies.org

'''To add or edit a policy''' you'll need to create an account. If you don't have one, it's fast and easy.
|
{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! 'Log in/create account'
|-
| http://wiki.creativecommons.org/images/1/1e/Screen_Shot_2012-10-24_at_2.41.23_PM.png
|}

'''To search the wiki''' you may sort by tags (jurisdictions, keywords etc.) by clicking the arrows near the list headers.
|
{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! Sort the list of policies
|-
| http://wiki.creativecommons.org/images/7/7b/Screen_Shot_2012-10-26_at_2.40.04_PM.png
|}

'''See something that could be corrected?''' For example has a proposed policy become current? Go to the policy page and edit it:
Note: your edits are not immediately created, but should be viewable within 2 hours.
|
{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! 'Edit this policy'
|-
| http://wiki.creativecommons.org/images/3/33/Screen_Shot_2012-10-24_at_11.56.06_AM.png
|}

'''Have a policy to contribute?''' 
1. Log in 
2. Firstly check that it already isn't on the Registry. 
3. Click on ‘Add a Policy’ and fill in the form details. 
4. At the bottom of the page click on the ‘Save Page’ button. 
Note: The policy may not appear in the list immediately but will do when servers are updated. If you saved it and then would like to edit it you can as soon as it appears, and anytime thereafter.
|
{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! 'Add a Policy'
|-
| http://wiki.creativecommons.org/images/b/b1/Screen_Shot_2012-10-24_at_2.44.38_PM.png
|}

OER Policy Registry Instructions

2012-10-26T22:40:55Z

Anna Daniel: Created page with "The OER Policy Registry can be found at: http://oerpolicies.org '''To add or edit a policy''' you'll need to create an account. If you don't have one, it's fast and easy. |<..."

The OER Policy Registry can be found at: http://oerpolicies.org

'''To add or edit a policy''' you'll need to create an account. If you don't have one, it's fast and easy.
|
{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! 'Log in/create account'
|-
| http://wiki.creativecommons.org/images/1/1e/Screen_Shot_2012-10-24_at_2.41.23_PM.png
|}

'''To search the wiki''' you may sort by tags (jurisdictions, keywords etc.) by clicking the arrows near the list headers.
|
{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! Sorting the list
|-
| http://wiki.creativecommons.org/images/7/7b/Screen_Shot_2012-10-26_at_2.40.04_PM.png
|}

'''See something that could be corrected?''' For example has a proposed policy become current? Go to the policy page and edit it:
Note: your edits are not immediately created, but should be viewable within 2 hours.
|
{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! 'Edit this policy'
|-
| http://wiki.creativecommons.org/images/3/33/Screen_Shot_2012-10-24_at_11.56.06_AM.png
|}

'''Have a policy to contribute?''' 
1. Log in 
2. Firstly check that it already isn't on the Registry. 
3. Click on ‘Add a Policy’ and fill in the form details. 
4. At the bottom of the page click on the ‘Save Page’ button. 
Note: The policy may not appear in the list immediately but will do when servers are updated. If you saved it and then would like to edit it you can as soon as it appears, and anytime thereafter.
|
{| class="wikitable mw-collapsible mw-collapsed" style="width: 100%;"
! 'Add a Policy'
|-
| http://wiki.creativecommons.org/images/b/b1/Screen_Shot_2012-10-24_at_2.44.38_PM.png
|}

OER Policy Registry/Supporting Documents

2012-10-23T22:52:54Z

Anna Daniel: /* Case Studies */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/.../HQ/CI/.../Paris%20OER%20Declaration.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
* [http://www.ictinedtoolkit.org/usere/login.php ICT in Education Toolkit for Policy Makers, Planners and Practitioners] 2007
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://www.oecd-ilibrary.org/education/open-educational-resources_5k990rjhvtlv-en Open Educational Resources Analysis of Responses to the OECD Country Questionnaire] 2012
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada - Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

OER Policy Registry/Supporting Documents

2012-10-23T22:52:00Z

Anna Daniel: /* Case Studies */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/.../HQ/CI/.../Paris%20OER%20Declaration.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
* [http://www.ictinedtoolkit.org/usere/login.php ICT in Education Toolkit for Policy Makers, Planners and Practitioners] 2007
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://www.oecd-ilibrary.org/education/open-educational-resources_5k990rjhvtlv-en Open Educational Resources
Analysis of Responses to the OECD Country Questionnaire] 2012
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada - Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

OER Policy Registry/Supporting Documents

2012-10-23T22:51:27Z

Anna Daniel: /* Case Studies */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/.../HQ/CI/.../Paris%20OER%20Declaration.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
* [http://www.ictinedtoolkit.org/usere/login.php ICT in Education Toolkit for Policy Makers, Planners and Practitioners] 2007
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://www.oecd-ilibrary.org/education/open-educational-resources_5k990rjhvtlv-en Open Educational Resources
Analysis of Responses to the OECD Country Questionnaire] 2012
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada - Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

OER Policy Registry/Supporting Documents

2012-10-23T18:23:24Z

Anna Daniel: /* Guides */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/.../HQ/CI/.../Paris%20OER%20Declaration.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
* [http://www.ictinedtoolkit.org/usere/login.php ICT in Education Toolkit for Policy Makers, Planners and Practitioners] 2007
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada - Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

OER Policy Registry/Supporting Documents

2012-10-23T18:23:05Z

Anna Daniel: /* Guides */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/.../HQ/CI/.../Paris%20OER%20Declaration.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
*[http://www.ictinedtoolkit.org/usere/login.php ICT in Education Toolkit for Policy Makers, Planners and Practitioners] 2007
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada - Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

Mauritius: Education and Human Resources Strategy Plan 2008-2020

2012-10-23T17:47:33Z

Anna Daniel:

{{OER Policy
|OER Policy Title=Education and Human Resources Strategy Plan 2008-2020
|OER Policy URL=http://www.gov.mu/portal/goc/educationsite/file/EHRSP%202008-2020.pdf
|Description=Page 119 of the PDF lists the promotion of OER and establishment of an Online Learner Support System as a strategic priority
|Author=Ministry of Education, Culture and Human Resources
|OER Policy Date=2009/10/01
|OER Policy Status=Current
|Language code=en
|OER Policy Jurisdiction=National
|Country=Mauritius
|Tag=education
|License short name=copyright
}}

Mauritius: Education and Human Resources Strategy Plan 2008-2020

2012-10-23T17:41:44Z

Anna Daniel: Created page with "{{OER Policy |OER Policy Title=Education and Human Resources Strategy Plan 2008-2020 |OER Policy URL=www.gov.mu/portal/goc/educationsite/file/EHRSP%202008-2020.pdf |Descripti..."

{{OER Policy
|OER Policy Title=Education and Human Resources Strategy Plan 2008-2020
|OER Policy URL=www.gov.mu/portal/goc/educationsite/file/EHRSP%202008-2020.pdf
|Description=Page 119 of the PDF lists the promotion of OER and establishment of an Online Learner Support System as a strategic priority
|Author=Ministry of Education, Culture and Human Resources
|OER Policy Date=2009/10/01
|OER Policy Status=Current
|Language code=en
|OER Policy Jurisdiction=National
|Country=Mauritius
|Tag=education
|License short name=copyright
}}

US: Washington State: SBCTC Open Policy for Open Licensing on Competitive Grants

2012-10-22T23:22:53Z

Anna Daniel:

{{OER Policy
|OER Policy Title=SBCTC Open Policy for Open Licensing on Competitive Grants
|OER Policy URL=http://www.sbctc.edu/general/admin/Tab_9_Open_Licensing_Policy.pdf
|Description=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.
|Author=Cable Green
|OER Policy Date=2010-07-01
|OER Policy Status=Current
|Language code=en
|OER Policy Jurisdiction=System
|Country=United States
|OER Policy Institution=Washington State Board for Community and Technical Colleges
}}
This policy built on the system's strategic technology plan: http://www.sbctc.edu/general/a_strategictechplan.aspx and open course library: www.opencourselibrary.org

US: Federal: H.R. 1464 Learning Opportunities With Creation of Open Source Textbooks

2012-10-22T23:19:08Z

Anna Daniel:

{{OER Policy
|OER Policy Title=H.R. 1464 Learning Opportunities With Creation of Open Source Textbooks (LOW COST)
|OER Policy URL=http://www.govtrack.us/congress/billtext.xpd?bill=h111-1464
|Description=To require Federal agencies to collaborate in the development of freely-available open source educational materials in college-level physics, chemistry, and math, and for other purposes.
|Author=Bill Foster
|OER Policy Date=2009/03/12
|Language code=en
|OER Policy Jurisdiction=Province / State
|Country=United States
|OER Policy Institution=U.S. Congress
|Tag=Bill, Draft law
|License short name=copyright
}}
Bill Died - referred to Committee

OER Policy Registry/Supporting Documents

2012-10-22T23:01:34Z

Anna Daniel: /* Case Studies */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/.../HQ/CI/.../Paris%20OER%20Declaration.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada - Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

OER Policy Registry/Supporting Documents

2012-10-22T23:01:03Z

Anna Daniel: /* Case Studies */

The resources below are not policies, they are materials that may help policy making activities. They are broadly grouped as case studies, guides, presentations and other directories.

==Guides==
* [http://www.oerafrica.org/policy/PolicyReviewandDevelopmentHome/tabid/914/Default.aspx (OER) Policy Development and Review Toolkit] 2012
* [http://www.unesco.org/new/.../HQ/CI/.../Paris%20OER%20Declaration.pdf UNESCO World Open Educational Resources Declaration] (PDF) 2012
* [http://www.capetowndeclaration.org/read-the-declaration Cape Town Open Education Declaration] 2008
* [http://wiki.creativecommons.org/Free_to_Learn_Guide Free to Learn Guide - Hall Plotkin] 2010
* [http://iskme.org/our-work/achieve-oer-online-evaluation-tool Achieve OER Online Evaluation Tool] 2011
* [http://oerconsortium.org/campus-kit/ Campus OER Promotion Kit] 2005
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for OER in Higher Education] n.d.
* [http://wikieducator.org/OER_Handbook/educator OER Handbook for Educators] 2010
* [http://collegeopentextbooks.org/34-cot/cot-category/98-guide-for-adopting Guide for Adopting Open Textbooks: A Tutorial] n.d.
* [http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf Models for Sustainable Open Educational Resources] (PDF) 2007
* [http://www2.ed.gov/about/bdscomm/list/acsfa/.../beshearspresent.pdf A Sustainable Business Model for Open Electronic Textbooks ] (PDF) 2007
* [http://www.openaccesstextbooks.org/symposium/Checklists/Washington_SBCTC_Checklist.pdf Open Policy and Open Educational Resources Implementation Checklist] (PDF) 2012
* [http://www.elearningeuropa.info/en/communities/mainstreaming-elearning-national-policies-digital-agenda-assembly Mainstreaming eLearning in National Policies] n.d.
* [http://www.americanprogress.org/issues/2012/02/open_education_resources.html Dramatically Bringing Down the Cost of Education with OER. How Open Education Resources Unlock the Door to Free Learning] n.d.
* [http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1037&format=HTML&aged=0&language=EN&guiLanguage=en Modernisation of Higher Education in Europe: Funding and the Social Dimension] 2011
* [http://projects.siyavula.com/blog/2008/05/27/who-should-make-oers/ Who should make OERs?] 2008
* [http://www.youtube.com/watch?v=xcYAdkeOnxo&list=UUr6e584trUZQu69lOhv5n5Q&index=13&feature=plcp How are OER Evaluated and So What? ] (Video) 2011
* [http://edtechfrontier.com/tag/funding-models/ Foundation Funded OER vs. Tax Payer Funded OER – A Tale of Two Mandates] 2010
 

==Presentations==

* [http://sloanconsortium.org/conferences/2011/aln/obviousness-open-policy Obviousness of Open Policy] 2011
* [http://www.tvw.org/index.php?option=com_tvwplayer&eventID=2012010137 US Washington State House Bill 2336: Relating to access to taxpayer-funded educational materials. Testimony, Cable Green of Creative Commons] 2012
* [http://www.youtube.com/watch?v=GmTHEbUMPGg&list=UUr6e584trUZQu69lOhv5n5Q&index=35&feature=plcp Assessment and Accreditation of OER: An Update] (Video) 2011
* [http://www.youtube.com/watch?v=e1u_hBWVvo4&feature=related Open Education and the Future - David Wiley presentation to TEDxNYED] (Video) 2010
 

==Directories==

* [http://wikieducator.org/Exemplary_Collection_of_institutions_with_OER_policy Exemplary Collection of Institutions with OER Policy] n.d.
* [http://poerup.referata.com/wiki/In_Search_of_National_OER_Policies In Search of National OER Policies] 2011
* [http://ci.olnet.org/explore.php?id=1371081452500116756001298904737 OLnet Open Education Evidence Hub - Policy theme] n.d.
 

==Case Studies==
* [http://www.col.org/resources/publications/Pages/detail.aspx?PID=408 Survey on Governments’ Open Educational Resources (OER) Policies (UNESCO)] 2012
* [http://creativecommons.org/weblog/entry/21786 Interview with Karen Fasimpaur: Open Education and Policy] 2010
* [http://cldd.athabascau.ca/open-educational-resources/plan.php Athabasca University Centre for Learning Design and Development Open Educational Resources- Draft Plan] 2006
* [http://wikieducator.org/BCcampus/Case_study BCcampus (British Columbia, Canada) - Building Sustainable OER Ecosystems] 2010
* [http://www.openschool.bc.ca/k12/oer_faq.html Open School of British Columbia, Canada Frequently Asked Questions about OER] n.d.
* [http://www.eurodl.org/?article=419 OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius] 2011
* [http://www.blurb.com/bookstore/detail/1578859?utm_source=badge&utm_medium=banner&utm_content=140x240 OER Readiness in Africa] 2010
* [http://www.oerafrica.org/ OER Africa - Building African Education Capacity Through Openness] n.d.
* [http://www.timeslive.co.za/local/2012/03/18/free-textbooks-project-helps-sa Free Textbooks Project Helps South Africa] 2012
* [http://www.col.org/SiteCollectionDocuments/OER_Midwifery_CaseStudy.pdf OER Basic Competencies in Midwifery, University of Malawi — Kamuzu College of Nursing] (PDF) 2009?
* [http://www.col.org/SiteCollectionDocuments/OER_The_Use_ofOERs_University_Malawi.pdf The Use of Open Education Resources at the University of Malawi (UNIMA) ] (PDF), 2009?
* [http://www.knowledgecommission.gov.in/downloads/documents/wg_open_course.pdf Report of the Working Group on Open Access and Open Educational Resources (India) ] (PDF), 2007?
* [http://blogs.tdl.org/tamu-scholarly-communication/2011/02/24/new-federal-funding-program-requires-creative-commons-licensing/ USA TAACCCT Federal Grant Program Creative Commons License Brief ] 2011
* [http://www.schools.utah.gov/main/INFORMATION/Online-Newsroom/DOCS/01252012OpenTextbook.aspx Utah State Office of Education to Create Open Textbooks] 2012
* [http://www.openhighschool.org Open High School of Utah ] (PDF) n.d.
* [http://www.theorangegrove.org/OGTtest.htm Florida Orange Grove Texts Plus] n.d.
* [http://www.marylandpublicschools.org/NR/rdonlyres/67A63BA5-099E-4BD6-AA8B-CACE3FD0305C/22302/RFA_for_ARRA_Funds_2009.doc Maryland Enhancing Education through Technology (Ed Tech ARRA)] (Doc.) 2009
* [http://www.maine.gov/education/nclb/tiid/arrarfp1-2120209.pdf RFP for the Identification of Open Educational Resources at Maine State] (PDF) n.d.
* [http://sd06.senate.ca.gov/sites/sd06.senate.ca.gov/files/TriSchoolSlide%201%202.pdf Open Books Savings for California Students] 2011
* [http://www.clrn.org/fdti/ California Free Digital Textbook Initiative] 2009
* [http://creativecommons.org/weblog/entry/31756 US Washington State OER K-12 Bill Passes] 2012

Creative Commons and Open Educational Resources

2012-10-15T21:35:53Z

Anna Daniel:

<div style="font-size:125%; line-height:1.75em; margin-bottom:1.25em;text-align:justify;">The Internet and digital technologies have transformed how people learn. Educational resources are no longer static and scarce, but adaptable and widely available, allowing educational institutions, teachers, and learners to actively participate in a global exchange of knowledge via '''Open Educational Resources''' (OER). Creative Commons provides the legal and technical infrastructure essential to the long-term success of OER, making it possible for educational resources to be widely '''accessible''', '''adaptable''', '''interoperable''', and '''discoverable'''.</div>

==Creative Commons Facilitates Innovation and Collaboration in Education==

<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">CC licenses help educators to broaden the impact of their own educational resources, to customize resources made similarly available by others to suit their own curriculum needs and the needs of their students, and to easily search for and find relevant OER.

<div style="padding-left: 40px; padding-right: 40px;padding-top:1.5em;padding-bottom:1.5em;">
'''CC enables translation of educational resources into different languages.''' A growing number of creators of educational resources are self-distributing their works openly via the Internet. When educational resources are released under a CC license permitting adaptations, anyone interested in the subject matter may translate those resources and otherwise customize them for local needs. For example, CC-licensed courses made available by MIT OpenCourseWare have been [http://ocw.mit.edu/OcwWeb/web/courses/lang/index.htm translated into at least 10 languages], including Spanish, Portuguese, Chinese, French, German, Vietnamese, and Ukrainian.

'''CC enables educational resources to evolve and be improved through peer and student edits.''' CC licensed OER are living documents that can be built upon and improved not only by authors and publishers, but by colleagues and students as well. For example, when a University of Michigan professor was dissatisfied with currently available textbooks in his area of computer science, [http://creativecommons.org/weblog/entry/20559 he was able to] use an existing openly licensed textbook as the basis for developing [https://source.sakaiproject.org/contrib//csev/trunk/pyinf/tex/book.pdf a new book] that met his needs, by changing the overall focus of the book, adding his own original content, and restructuring the original text.

'''CC enables easier discovery of educational resources on the web.''' CC licenses provide the legal infrastructure that allows OER to be shared, but there is an important technical component to sharing successfully as well. Creators of OER want to make sure their work is visible to users, and learners and educators need to be able to find resources relevant to their chosen subject. CC has further broadened the impact of OER by embedding each of its licenses with software code that makes the license terms machine-readable—that is—discoverable by a search engine. In addition to creating licenses that can be indexed by prominent search engines such as Google and Yahoo! CC is also exploring ways to improve search and discovery of OER by helping to build a common metadata vocabulary for educational resources via the Learning Resource Metadata Initiative ([[LRMI]]).</div>

These are just a few examples of the kinds of innovative educational activity that CC’s legal and technical tools have enabled–not to mention opening up opportunities for new business models in educational publishing (e.g., [http://ck12.org/flexr/ CK-12 Foundation], [http://www.flatworldknowledge.com/ Flat World Knowledge] and [http://www.bloomsburyacademic.com/ Bloomsbury Academic], that publish textbooks and scholarly journals under CC licenses), new methods for professional development (e.g., the [http://siyavula.org.za/about/ Siyavula project], helping South African teachers learn to share and collaborate around new curricular standards) and democratizing teaching and learning (e.g., [http://p2pu.org/ Peer 2 Peer University], a grassroots education project for peers by peers).</div>

==How Creative Commons Makes Sharing, Adapting and Finding OER Easy==
<div style="line-height:1.5em; margin-bottom:1.25em;margin-top:1.25em;text-align:justify;">
'''CC offers creators a simple, standardized way to grant copyright permissions to their work.''' CC licenses are built on top of copyright law, allowing creators to change their copyright terms from the default "all-rights-reserved" to "some rights reserved." Creators may choose among a suite of six CC licenses that are free-of-charge, easy to use, and help to standardize what is "open" on the Internet. A rights-holder may choose one or more of the following terms:</div>

<div style="padding-left: 40px; padding-right: 40px;">

'''Attribution.''' All CC licenses require that others who use your work must give you credit the way you request, but not in a way that suggests you endorse them or their use. If they want to use your work without giving you credit or for endorsement purposes, they must get your permission first.

'''NonCommercial.''' You let others copy, distribute, display, perform, and (unless you have chosen No Derivative Works) modify your work, but not for commercial purposes unless they get your permission first.

'''ShareAlike.''' You let others copy, distribute, display, perform, and modify your work, as long as they distribute any modified work on the same terms. If they want to distribute your modified work under other terms, they must get your permission first.

'''NoDerivatives.''' You let others copy, distribute, display and perform only original copies of your work. If they want to modify your work, they must get your permission first.
</div>

<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">'''CC is a global standard.''' CC licenses are the most widely used open content licenses in the world, and have been legally and linguistically adapted to more than [http://creativecommons.org/international 70 jurisdictions worldwide]. Government bodies, universities, and libraries around the world leverage CC licenses to increase access to, and the impact of, their educational resources. For example, see [http://www.eun.org/web/guest/home European Schoolnet], a group of 31 Ministries of Education in the EU making educational resources available under CC BY, [http://www.ocwconsortium.org/ The OpenCourseWare Consortium], a collaboration of over 200 universities world-wide making high quality courses available under CC licenses, and [http://www.eifl.net/cps/sections/home eIFL.net], partnering with national library consortia to educate librarians about CC. 

'''CC licenses are available in three different formats.''' The first is a ''human-readable'' deed that simplifies the terms of each license into a few universal icons and non-technical language. The second is the ''lawyer-readable'' terms of the license itself, which have been vetted by a global team of legal experts. And the final layer is the ''machine-readable'' code enables search and discovery.</div>

==The Success of OER Depends on Legal and Technical Interoperability==
<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">The OER movement is poised to greatly further global access to and participation in education, but only if a critical mass of educational institutions and communities interoperate legally and technically via Creative Commons. This will require institutions, teachers, and policymakers in all arenas to implement and recommend use of CC’s tools for educational resources.

Note: One of the fundamental design principles of all CC licenses is that of granting permission in advance to the public, without the need for users of the work to seek permission first. This feature is core to the success of OER and sharing. We [[Frequently_Asked_Questions#Can_I_change_the_license_terms_or_conditions.3F|actively discourage]] practices that interfere with or undermine that feature, particularly when those policies expressly require that users or some subset of users must ask permission first. Read more about the [[Modifying_the_CC_licenses|benefits]] of this feature.

Find more information about CC, including helpful [[Frequently Asked Questions|FAQs]] and [http://creativecommons.org/videos videos] at [http://creativecommons.org creativecommons.org].</div>
 

'''Disclaimer:''' CREATIVE COMMONS DOES NOT PROVIDE LEGAL ADVICE OR REPRESENTATION. CONSULT YOUR OWN LEGAL COUNSEL FOR LEGAL ADVICE. 
 
{{Protected}}
{{OER Nav}}

{{Translations
| articles = {{:{{PAGENAME}}/Translations}}
}}

__NOTOC__
__NOEDITSECTION__

Creative Commons and Open Educational Resources

2012-10-15T21:34:38Z

Anna Daniel:

<div style="font-size:125%; line-height:1.75em; margin-bottom:1.25em;text-align:justify;">The Internet and digital technologies have transformed how people learn. Educational resources are no longer static and scarce, but adaptable and widely available, allowing educational institutions, teachers, and learners to actively participate in a global exchange of knowledge via '''Open Educational Resources''' (OER). Creative Commons provides the legal and technical infrastructure essential to the long-term success of OER, making it possible for educational resources to be widely '''accessible''', '''adaptable''', '''interoperable''', and '''discoverable'''.</div>

==Creative Commons Facilitates Innovation and Collaboration in Education==

<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">CC licenses help educators to broaden the impact of their own educational resources, to customize resources made similarly available by others to suit their own curriculum needs and the needs of their students, and to easily search for and find relevant OER.

<div style="padding-left: 40px; padding-right: 40px;padding-top:1.5em;padding-bottom:1.5em;">
'''CC enables translation of educational resources into different languages.''' A growing number of creators of educational resources are self-distributing their works openly via the Internet. When educational resources are released under a CC license permitting adaptations, anyone interested in the subject matter may translate those resources and otherwise customize them for local needs. For example, CC-licensed courses made available by MIT OpenCourseWare have been [http://ocw.mit.edu/OcwWeb/web/courses/lang/index.htm translated into at least 10 languages], including Spanish, Portuguese, Chinese, French, German, Vietnamese, and Ukrainian.

'''CC enables educational resources to evolve and be improved through peer and student edits.''' CC licensed OER are living documents that can be built upon and improved not only by authors and publishers, but by colleagues and students as well. For example, when a University of Michigan professor was dissatisfied with currently available textbooks in his area of computer science, [http://creativecommons.org/weblog/entry/20559 he was able to] use an existing openly licensed textbook as the basis for developing [https://source.sakaiproject.org/contrib//csev/trunk/pyinf/tex/book.pdf a new book] that met his needs, by changing the overall focus of the book, adding his own original content, and restructuring the original text.

'''CC enables easier discovery of educational resources on the web.''' CC licenses provide the legal infrastructure that allows OER to be shared, but there is an important technical component to sharing successfully as well. Creators of OER want to make sure their work is visible to users, and learners and educators need to be able to find resources relevant to their chosen subject. CC has further broadened the impact of OER by embedding each of its licenses with software code that makes the license terms machine-readable—that is—discoverable by a search engine. In addition to creating licenses that can be indexed by prominent search engines such as Google and Yahoo! CC is also exploring ways to improve search and discovery of OER by helping to build a common metadata vocabulary for educational resources via the Learning Resource Metadata Initiative ([[LRMI]]).</div>

These are just a few examples of the kinds of innovative educational activity that CC’s legal and technical tools have enabled–not to mention opening up opportunities for new business models in educational publishing (e.g., [http://ck12.org/flexr/ CK-12 Foundation] and [http://www.flatworldknowledge.com/ Flat World Knowledge], that publish textbooks and scholarly journals under CC licenses), new methods for professional development (e.g., the [http://siyavula.org.za/about/ Siyavula project], helping South African teachers learn to share and collaborate around new curricular standards) and democratizing teaching and learning (e.g., [http://p2pu.org/ Peer 2 Peer University], a grassroots education project for peers by peers).</div>

==How Creative Commons Makes Sharing, Adapting and Finding OER Easy==
<div style="line-height:1.5em; margin-bottom:1.25em;margin-top:1.25em;text-align:justify;">
'''CC offers creators a simple, standardized way to grant copyright permissions to their work.''' CC licenses are built on top of copyright law, allowing creators to change their copyright terms from the default "all-rights-reserved" to "some rights reserved." Creators may choose among a suite of six CC licenses that are free-of-charge, easy to use, and help to standardize what is "open" on the Internet. A rights-holder may choose one or more of the following terms:</div>

<div style="padding-left: 40px; padding-right: 40px;">

'''Attribution.''' All CC licenses require that others who use your work must give you credit the way you request, but not in a way that suggests you endorse them or their use. If they want to use your work without giving you credit or for endorsement purposes, they must get your permission first.

'''NonCommercial.''' You let others copy, distribute, display, perform, and (unless you have chosen No Derivative Works) modify your work, but not for commercial purposes unless they get your permission first.

'''ShareAlike.''' You let others copy, distribute, display, perform, and modify your work, as long as they distribute any modified work on the same terms. If they want to distribute your modified work under other terms, they must get your permission first.

'''NoDerivatives.''' You let others copy, distribute, display and perform only original copies of your work. If they want to modify your work, they must get your permission first.
</div>

<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">'''CC is a global standard.''' CC licenses are the most widely used open content licenses in the world, and have been legally and linguistically adapted to more than [http://creativecommons.org/international 70 jurisdictions worldwide]. Government bodies, universities, and libraries around the world leverage CC licenses to increase access to, and the impact of, their educational resources. For example, see [http://www.eun.org/web/guest/home European Schoolnet], a group of 31 Ministries of Education in the EU making educational resources available under CC BY, [http://www.ocwconsortium.org/ The OpenCourseWare Consortium], a collaboration of over 200 universities world-wide making high quality courses available under CC licenses, and [http://www.eifl.net/cps/sections/home eIFL.net], partnering with national library consortia to educate librarians about CC. 

'''CC licenses are available in three different formats.''' The first is a ''human-readable'' deed that simplifies the terms of each license into a few universal icons and non-technical language. The second is the ''lawyer-readable'' terms of the license itself, which have been vetted by a global team of legal experts. And the final layer is the ''machine-readable'' code enables search and discovery.</div>

==The Success of OER Depends on Legal and Technical Interoperability==
<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">The OER movement is poised to greatly further global access to and participation in education, but only if a critical mass of educational institutions and communities interoperate legally and technically via Creative Commons. This will require institutions, teachers, and policymakers in all arenas to implement and recommend use of CC’s tools for educational resources.

Note: One of the fundamental design principles of all CC licenses is that of granting permission in advance to the public, without the need for users of the work to seek permission first. This feature is core to the success of OER and sharing. We [[Frequently_Asked_Questions#Can_I_change_the_license_terms_or_conditions.3F|actively discourage]] practices that interfere with or undermine that feature, particularly when those policies expressly require that users or some subset of users must ask permission first. Read more about the [[Modifying_the_CC_licenses|benefits]] of this feature.

Find more information about CC, including helpful [[Frequently Asked Questions|FAQs]] and [http://creativecommons.org/videos videos] at [http://creativecommons.org creativecommons.org].</div>
 

'''Disclaimer:''' CREATIVE COMMONS DOES NOT PROVIDE LEGAL ADVICE OR REPRESENTATION. CONSULT YOUR OWN LEGAL COUNSEL FOR LEGAL ADVICE. 
 
{{Protected}}
{{OER Nav}}

{{Translations
| articles = {{:{{PAGENAME}}/Translations}}
}}

__NOTOC__
__NOEDITSECTION__

Creative Commons and Open Educational Resources

2012-10-15T21:12:22Z

Anna Daniel:

<div style="font-size:125%; line-height:1.75em; margin-bottom:1.25em;text-align:justify;">The Internet and digital technologies have transformed how people learn. Educational resources are no longer static and scarce, but adaptable and widely available, allowing educational institutions, teachers, and learners to actively participate in a global exchange of knowledge via '''Open Educational Resources''' (OER). Creative Commons provides the legal and technical infrastructure essential to the long-term success of OER, making it possible for educational resources to be widely '''accessible''', '''adaptable''', '''interoperable''', and '''discoverable'''.</div>

==Creative Commons Facilitates Innovation and Collaboration in Education==

<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">CC licenses help educators to broaden the impact of their own educational resources, to customize resources made similarly available by others to suit their own curriculum needs and the needs of their students, and to easily search for and find relevant OER.

<div style="padding-left: 40px; padding-right: 40px;padding-top:1.5em;padding-bottom:1.5em;">
'''CC enables translation of educational resources into different languages.''' A growing number of creators of educational resources are self-distributing their works openly via the Internet. When educational resources are released under a CC license permitting adaptations, anyone interested in the subject matter may translate those resources and otherwise customize them for local needs. For example, CC-licensed courses made available by MIT OpenCourseWare have been [http://ocw.mit.edu/OcwWeb/web/courses/lang/index.htm translated into at least 10 languages], including Spanish, Portuguese, Chinese, French, German, Vietnamese, and Ukrainian.

'''CC enables educational resources to evolve and be improved through peer and student edits.''' CC licensed OER are living documents that can be built upon and improved not only by authors and publishers, but by colleagues and students as well. For example, when a University of Michigan professor was dissatisfied with currently available textbooks in his area of computer science, [http://creativecommons.org/weblog/entry/20559 he was able to] use an existing openly licensed textbook as the basis for developing [https://source.sakaiproject.org/contrib//csev/trunk/pyinf/tex/book.pdf a new book] that met his needs, by changing the overall focus of the book, adding his own original content, and restructuring the original text.

'''CC enables easier discovery of educational resources on the web.''' CC licenses provide the legal infrastructure that allows OER to be shared, but there is an important technical component to sharing successfully as well. Creators of OER want to make sure their work is visible to users, and learners and educators need to be able to find resources relevant to their chosen subject. CC has further broadened the impact of OER by embedding each of its licenses with software code that makes the license terms machine-readable—that is—discoverable by a search engine. In addition to creating licenses that can be indexed by prominent search engines such as Google and Yahoo! CC is also exploring ways to improve search and discovery of OER by helping to build a common metadata vocabulary for educational resources via the Learning Resource Metadata Initiative ([[LRMI]]).</div>

These are just a few examples of the kinds of innovative educational activity that CC’s legal and technical tools have enabled–not to mention opening up opportunities for new business models in educational publishing (e.g., [http://ck12.org/flexr/ CK-12 Foundation], and [http://www.flatworldknowledge.com/ Flat World Knowledge], which publish textbooks and scholarly journals under CC licenses), new methods for professional development (e.g., the [http://siyavula.org.za/about/ Siyavula project], helping South African teachers learn to share and collaborate around new curricular standards) and democratizing teaching and learning (e.g., [http://p2pu.org/ Peer 2 Peer University], a grassroots education project for peers by peers).</div>

==How Creative Commons Makes Sharing, Adapting and Finding OER Easy==
<div style="line-height:1.5em; margin-bottom:1.25em;margin-top:1.25em;text-align:justify;">
'''CC offers creators a simple, standardized way to grant copyright permissions to their work.''' CC licenses are built on top of copyright law, allowing creators to change their copyright terms from the default "all-rights-reserved" to "some rights reserved." Creators may choose among a suite of six CC licenses that are free-of-charge, easy to use, and help to standardize what is "open" on the Internet. A rights-holder may choose one or more of the following terms:</div>

<div style="padding-left: 40px; padding-right: 40px;">

'''Attribution.''' All CC licenses require that others who use your work must give you credit the way you request, but not in a way that suggests you endorse them or their use. If they want to use your work without giving you credit or for endorsement purposes, they must get your permission first.

'''NonCommercial.''' You let others copy, distribute, display, perform, and (unless you have chosen No Derivative Works) modify your work, but not for commercial purposes unless they get your permission first.

'''ShareAlike.''' You let others copy, distribute, display, perform, and modify your work, as long as they distribute any modified work on the same terms. If they want to distribute your modified work under other terms, they must get your permission first.

'''NoDerivatives.''' You let others copy, distribute, display and perform only original copies of your work. If they want to modify your work, they must get your permission first.
</div>

<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">'''CC is a global standard.''' CC licenses are the most widely used open content licenses in the world, and have been legally and linguistically adapted to more than [http://creativecommons.org/international 70 jurisdictions worldwide]. Government bodies, universities, and libraries around the world leverage CC licenses to increase access to, and the impact of, their educational resources. For example, see [http://www.eun.org/web/guest/home European Schoolnet], a group of 31 Ministries of Education in the EU making educational resources available under CC BY, [http://www.ocwconsortium.org/ The OpenCourseWare Consortium], a collaboration of over 200 universities world-wide making high quality courses available under CC licenses, and [http://www.eifl.net/cps/sections/home eIFL.net], partnering with national library consortia to educate librarians about CC. 

'''CC licenses are available in three different formats.''' The first is a ''human-readable'' deed that simplifies the terms of each license into a few universal icons and non-technical language. The second is the ''lawyer-readable'' terms of the license itself, which have been vetted by a global team of legal experts. And the final layer is the ''machine-readable'' code enables search and discovery.</div>

==The Success of OER Depends on Legal and Technical Interoperability==
<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">The OER movement is poised to greatly further global access to and participation in education, but only if a critical mass of educational institutions and communities interoperate legally and technically via Creative Commons. This will require institutions, teachers, and policymakers in all arenas to implement and recommend use of CC’s tools for educational resources.

Note: One of the fundamental design principles of all CC licenses is that of granting permission in advance to the public, without the need for users of the work to seek permission first. This feature is core to the success of OER and sharing. We [[Frequently_Asked_Questions#Can_I_change_the_license_terms_or_conditions.3F|actively discourage]] practices that interfere with or undermine that feature, particularly when those policies expressly require that users or some subset of users must ask permission first. Read more about the [[Modifying_the_CC_licenses|benefits]] of this feature.

Find more information about CC, including helpful [[Frequently Asked Questions|FAQs]] and [http://creativecommons.org/videos videos] at [http://creativecommons.org creativecommons.org].</div>
 

'''Disclaimer:''' CREATIVE COMMONS DOES NOT PROVIDE LEGAL ADVICE OR REPRESENTATION. CONSULT YOUR OWN LEGAL COUNSEL FOR LEGAL ADVICE. 
 
{{Protected}}
{{OER Nav}}

{{Translations
| articles = {{:{{PAGENAME}}/Translations}}
}}

__NOTOC__
__NOEDITSECTION__

Creative Commons and Open Educational Resources

2012-10-15T21:09:26Z

Anna Daniel:

<div style="font-size:125%; line-height:1.75em; margin-bottom:1.25em;text-align:justify;">The Internet and digital technologies have transformed how people learn. Educational resources are no longer static and scarce, but adaptable and widely available, allowing educational institutions, teachers, and learners to actively participate in a global exchange of knowledge via '''Open Educational Resources''' (OER). Creative Commons provides the legal and technical infrastructure essential to the long-term success of OER, making it possible for educational resources to be widely '''accessible''', '''adaptable''', '''interoperable''', and '''discoverable'''.</div>

==Creative Commons Facilitates Innovation and Collaboration in Education==

<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">CC licenses help educators to broaden the impact of their own educational resources, to customize resources made similarly available by others to suit their own curriculum needs and the needs of their students, and to easily search for and find relevant OER.

<div style="padding-left: 40px; padding-right: 40px;padding-top:1.5em;padding-bottom:1.5em;">
'''CC enables translation of educational resources into different languages.''' A growing number of creators of educational resources are self-distributing their works openly via the Internet. When educational resources are released under a CC license permitting adaptations, anyone interested in the subject matter may translate those resources and otherwise customize them for local needs. For example, CC-licensed courses made available by MIT OpenCourseWare have been [http://ocw.mit.edu/OcwWeb/web/courses/lang/index.htm translated into at least 10 languages], including Spanish, Portuguese, Chinese, French, German, Vietnamese, and Ukrainian.

'''CC enables educational resources to evolve and be improved through peer and student edits.''' CC licensed OER are living documents that can be built upon and improved not only by authors and publishers, but by colleagues and students as well. For example, when a University of Michigan professor was dissatisfied with currently available textbooks in his area of computer science, [http://creativecommons.org/weblog/entry/20559 he was able to] use an existing openly licensed textbook as the basis for developing [https://source.sakaiproject.org/contrib//csev/trunk/pyinf/tex/book.pdf a new book] that met his needs, by changing the overall focus of the book, adding his own original content, and restructuring the original text.

'''CC enables easier discovery of educational resources on the web.''' CC licenses provide the legal infrastructure that allows OER to be shared, but there is an important technical component to sharing successfully as well. Creators of OER want to make sure their work is visible to users, and learners and educators need to be able to find resources relevant to their chosen subject. CC has further broadened the impact of OER by embedding each of its licenses with software code that makes the license terms machine-readable—that is—discoverable by a search engine. In addition to creating licenses that can be indexed by prominent search engines such as Google and Yahoo! CC is also exploring ways to improve search and discovery of OER by helping to build a common metadata vocabulary for educational resources via the Learning Resource Metadata Initiative ([[LRMI]]).</div>

These are just a few examples of the kinds of innovative educational activity that CC’s legal and technical tools have enabled–not to mention opening up opportunities for new business models in educational publishing (e.g., [http://ck12.org/flexr/ CK-12 Foundation], [http://www.flatworldknowledge.com/ Flat World Knowledge], and [http://www.bloomsburyacademic.com/index.html Bloomsbury Academic], which publish textbooks and scholarly journals under CC licenses), new methods for professional development (e.g., the [http://siyavula.org.za/about/ Siyavula project], helping South African teachers learn to share and collaborate around new curricular standards) and democratizing teaching and learning (e.g., [http://p2pu.org/ Peer 2 Peer University], a grassroots education project for peers by peers).</div>

==How Creative Commons Makes Sharing, Adapting and Finding OER Easy==
<div style="line-height:1.5em; margin-bottom:1.25em;margin-top:1.25em;text-align:justify;">
'''CC offers creators a simple, standardized way to grant copyright permissions to their work.''' CC licenses are built on top of copyright law, allowing creators to change their copyright terms from the default "all-rights-reserved" to "some rights reserved." Creators may choose among a suite of six CC licenses that are free-of-charge, easy to use, and help to standardize what is "open" on the Internet. A rights-holder may choose one or more of the following terms:</div>

<div style="padding-left: 40px; padding-right: 40px;">

'''Attribution.''' All CC licenses require that others who use your work must give you credit the way you request, but not in a way that suggests you endorse them or their use. If they want to use your work without giving you credit or for endorsement purposes, they must get your permission first.

'''NonCommercial.''' You let others copy, distribute, display, perform, and (unless you have chosen No Derivative Works) modify your work, but not for commercial purposes unless they get your permission first.

'''ShareAlike.''' You let others copy, distribute, display, perform, and modify your work, as long as they distribute any modified work on the same terms. If they want to distribute your modified work under other terms, they must get your permission first.

'''NoDerivatives.''' You let others copy, distribute, display and perform only original copies of your work. If they want to modify your work, they must get your permission first.
</div>

<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">'''CC is a global standard.''' CC licenses are the most widely used open content licenses in the world, and have been legally and linguistically adapted to more than [http://creativecommons.org/international 70 jurisdictions worldwide]. Government bodies, universities, and libraries around the world leverage CC licenses to increase access to, and the impact of, their educational resources. For example, see [http://www.eun.org/web/guest/home European Schoolnet], a group of 31 Ministries of Education in the EU making educational resources available under CC BY, [http://www.ocwconsortium.org/ The OpenCourseWare Consortium], a collaboration of over 200 universities world-wide making high quality courses available under CC licenses, and [http://www.eifl.net/cps/sections/home eIFL.net], partnering with national library consortia to educate librarians about CC. 

'''CC licenses are available in three different formats.''' The first is a ''human-readable'' deed that simplifies the terms of each license into a few universal icons and non-technical language. The second is the ''lawyer-readable'' terms of the license itself, which have been vetted by a global team of legal experts. And the final layer is the ''machine-readable'' code enables search and discovery.</div>

==The Success of OER Depends on Legal and Technical Interoperability==
<div style="line-height:1.5em; margin-bottom:1.25em;text-align:justify;">The OER movement is poised to greatly further global access to and participation in education, but only if a critical mass of educational institutions and communities interoperate legally and technically via Creative Commons. This will require institutions, teachers, and policymakers in all arenas to implement and recommend use of CC’s tools for educational resources.

Note: One of the fundamental design principles of all CC licenses is that of granting permission in advance to the public, without the need for users of the work to seek permission first. This feature is core to the success of OER and sharing. We [[Frequently_Asked_Questions#Can_I_change_the_license_terms_or_conditions.3F|actively discourage]] practices that interfere with or undermine that feature, particularly when those policies expressly require that users or some subset of users must ask permission first. Read more about the [[Modifying_the_CC_licenses|benefits]] of this feature.

Find more information about CC, including helpful [[Frequently Asked Questions|FAQs]] and [http://creativecommons.org/videos videos] at [http://creativecommons.org creativecommons.org].</div>
 

'''Disclaimer:''' CREATIVE COMMONS DOES NOT PROVIDE LEGAL ADVICE OR REPRESENTATION. CONSULT YOUR OWN LEGAL COUNSEL FOR LEGAL ADVICE. 
 
{{Protected}}
{{OER Nav}}

{{Translations
| articles = {{:{{PAGENAME}}/Translations}}
}}

__NOTOC__
__NOEDITSECTION__

Netherlands: Program Plan: Wikiwijs 2011 – 2013

2012-09-21T23:57:26Z

Anna Daniel: Created page with "{{OER Policy |OER Policy Title=Program Plan: Wikiwijs 2011 – 2013 |OER Policy URL=http://openserviceblog.files.wordpress.com/2011/05/programmaplan-wikiwijs-2011-2013.pdf (Pd..."

{{OER Policy
|OER Policy Title=Program Plan: Wikiwijs 2011 – 2013
|OER Policy URL=http://openserviceblog.files.wordpress.com/2011/05/programmaplan-wikiwijs-2011-2013.pdf (Pdf)
|Description=Program plan for mainstreaming OER across the entire educational system via the Wikiwijs Platform. Document also contains links to preliminary policies.
|Author=Ministry of Education
|OER Policy Date=2011/05/19
|OER Policy Status=Current
|Language code=nl
|OER Policy Jurisdiction=National
|Country=Netherlands,
|OER Policy Institution=Ministry of Education
|License short name=copyright
}}

Lithuania: Provisions of the National Education Strategy 2003-2012

2012-09-21T23:53:04Z

Anna Daniel: Created page with "{{OER Policy |OER Policy Title=Provisions of the National Education Strategy 2003-2012 |OER Policy URL=http://www.smm.lt/en/stofedu/docs/edu_reform/LRV_Svietimo_gaires_2012_en..."

{{OER Policy
|OER Policy Title=Provisions of the National Education Strategy 2003-2012
|OER Policy URL=http://www.smm.lt/en/stofedu/docs/edu_reform/LRV_Svietimo_gaires_2012_engl.doc (Doc)
|Description=Proposal to develop a program for implementation of the Provisions for the National Education Strategy 2003–2012. P. 8 describes the development of a flexible and open structure of education with flexible programs, within the context of the broader education strategy.
|Author=Ministry of Education and Science
|OER Policy Date=2003/10/01
|OER Policy Status=Current
|Language code=en, lt
|OER Policy Jurisdiction=National
|Country=Lithuania
|OER Policy Institution=Ministry of Education and Science
|License short name=copyright
}}
More details at: http://www.smm.lt/en/stofedu/reports.htm and http://www.itc.smm.lt/?page_id=601

US: California: S.B. 1053 Creates the California Open Source Digital Library

2012-09-17T22:43:49Z

Anna Daniel:

{{OER Policy
|OER Policy Title=S.B. 1053 Creates the California Open Source Digital Library
|OER Policy URL=http://legiscan.com/gaits/text/662938
|Description=Bill for the purpose of housing open source materials while providing an Internet Web-based way for students, faculty, and staff to easily find, adopt, utilize, or modify course materials for little or no cost. The bill would require that the materials in the library bear a Creative Commons attribution license that allows others to use, distribute, and create derivative works based upon the digital material while still allowing the authors or creators of the material to receive credit for their efforts.
The bill would become operative only if SB 1052 becomes operative on or before January 1, 2013, and establishes the California Open Education Resources Council.
|Author=Darrell Steinberg, Elaine Alquist
|OER Policy Date=2012/09/06
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=Province / State
|Country=United States,
|OER Policy Institution=California legislature
|Tag=Public postsecondary education: California Digital Open
|License short name=copyright
}}

US: California: S.B. 1053 Creates the California Open Source Digital Library

2012-09-17T22:41:10Z

Anna Daniel:

{{OER Policy
|OER Policy Title=S.B.1053 (Creates the California Open Source Digital Library)
|OER Policy URL=http://legiscan.com/gaits/view/393759
|Description=Bill for the purpose of housing open source materials while providing an Internet Web-based way for students, faculty, and staff to easily find, adopt, utilize, or modify course materials for little or no cost. The bill would require that the materials in the library bear a Creative Commons attribution license that allows others to use, distribute, and create derivative works based upon the digital material while still allowing the authors or creators of the material to receive credit for their efforts.
The bill would become operative only if SB 1052 becomes operative on or before January 1, 2013, and establishes the California Open Education Resources Council.
|Author=Asm Blumenfield, Asm Sororio, Sen Alquist, Sen Steinberg, Sen Liu, Sen Pavley, Sen Yee, Sen De León
|OER Policy Date=2012/09/06
|OER Policy Status=Proposed
|Language code=en
|OER Policy Jurisdiction=Province / State
|Country=United States,
|OER Policy Institution=California
|Tag=Public postsecondary education: California Digital Open
|License short name=copyright
}}

US: California: S.B. 1053 Creates the California Open Source Digital Library

2012-09-17T22:40:38Z

Anna Daniel: Created page with "{{OER Policy |OER Policy Title=S.B.1053 (Creates the California Open Source Digital Library) |OER Policy URL=http://legiscan.com/gaits/view/393759 |Description=Bill for the pu..."

Research

2012-09-06T17:11:58Z

Anna Daniel: /* Purpose */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed to properly reflect the impact of Creative Commons (CC) and inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. At its core, CC facilitates the legal sharing of digital content. Changes to our licenses may impact how people - across our key communities of Affiliates and users in the GLAM, Education, Public sector, Science and Data fields, as well as Policymakers - license materials and use them. The adoption and use of 4.0 licenses and changes in use of CC licensed materials will reflect the impact of the new version. We need to examine data on license use (applying the license and using licensed materials) to identify that impact. For example: will there be less porting? will adoption amongst key communities increase? will licensing and use of works such as databases and others protected by 'neighboring rights' increase?

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis and reporting of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase (commenced in July 2012) will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify: what is the ratio of 'best practice' attribution and 'best practice' reuse of CC licensed materials to total CC licensed materials? 
5. What is the ecosystem in which CC operates? 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://sciencecommons.org
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!

Research

2012-09-05T18:39:36Z

Anna Daniel: /* We intend to measure our impact */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed to properly reflect the impact of Creative Commons (CC) and inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. The 4.0 launch is also a unique opportunity to capture CC’s impact because it resonates across all CC activities. That is, activities undertaken by CC staff revolve around use of CC licenses.

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis and reporting of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase (commenced in July 2012) will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify: what is the ratio of 'best practice' attribution and 'best practice' reuse of CC licensed materials to total CC licensed materials? 
5. What is the ecosystem in which CC operates? 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://sciencecommons.org
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!

Research

2012-09-05T18:39:12Z

Anna Daniel: /* We intend to measure our impact */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed to properly reflect the impact of Creative Commons (CC) and inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. The 4.0 launch is also a unique opportunity to capture CC’s impact because it resonates across all CC activities. That is, activities undertaken by CC staff revolve around use of CC licenses.

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis and reporting of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase (commenced in July 2012) will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify: what is the ratio of 'best practice' attribution and 'best practice' reuse of CC licensed materials to total CC licensed materials? 
5. What is the ecosystem in which CC operates? 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://sciencecommons.org
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!

Research

2012-09-05T17:02:31Z

Anna Daniel: /* We intend to measure our impact */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed to properly reflect the impact of Creative Commons (CC) and inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. The 4.0 launch is also a unique opportunity to capture CC’s impact because it resonates across all CC activities. That is, activities undertaken by CC staff revolve around use of CC licenses.

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis and reporting of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase (commenced in July 2012) will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify: what is the ratio of 'best practice' attribution and 'best practice' reuse of CC licensed materials to total CC licensed materials? 
5. What is the ecosystem in which CC operates? 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://sciencecommons.org
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!

Research

2012-09-05T17:00:04Z

Anna Daniel: /* We intend to measure our impact */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed to properly reflect the impact of Creative Commons (CC) and inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. The 4.0 launch is also a unique opportunity to capture CC’s impact because it resonates across all CC activities. That is, activities undertaken by CC staff revolve around use of CC licenses.

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis and reporting of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify: what is the ratio of 'best practice' attribution and 'best practice' reuse of CC licensed materials to total CC licensed materials? 
5. What is the ecosystem in which CC operates? 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://sciencecommons.org
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!

Research

2012-09-05T16:50:17Z

Anna Daniel: /* We intend to measure our impact */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed to properly reflect the impact of Creative Commons (CC) and inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. The 4.0 launch is also a unique opportunity to capture CC’s impact because it resonates across all CC activities. That is, activities undertaken by CC staff revolve around use of CC licenses.

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis/reportage of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify: what is the ratio of 'best practice' attribution and 'best practice' reuse of CC licensed materials to total CC licensed materials? 
5. What is the ecosystem in which CC operates? 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://sciencecommons.org
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!

Research

2012-09-05T16:49:23Z

Anna Daniel: /* We intend to measure our impact */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed to properly reflect the impact of Creative Commons (CC) and inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. The 4.0 launch is also a unique opportunity to capture CC’s impact because it resonates across all CC activities. That is, activities undertaken by CC staff revolve around use of CC licenses.

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis/reportage of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify: what is the ratio of 'best practice' attribution and 'best practice' reuse of CC licensed materials? 
5. What is the ecosystem in which CC operates? 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://sciencecommons.org
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!

Research

2012-09-05T16:47:29Z

Anna Daniel: /* We intend to measure our impact */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed to properly reflect the impact of Creative Commons (CC) and inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. The 4.0 launch is also a unique opportunity to capture CC’s impact because it resonates across all CC activities. That is, activities undertaken by CC staff revolve around use of CC licenses.

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis/reportage of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify: What are best practices in attribution and reuse of CC licensed materials? 
5. What is the ecosystem in which CC operates? 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://sciencecommons.org
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!

Research

2012-09-04T22:26:19Z

Anna Daniel: /* Purpose */

__NOTOC__
== The 2012-13 Creative Commons Research agenda ==

=== Purpose ===
* Successful organizations collect data on activities and use it to iteratively improve performance.
* Facts are needed to properly reflect the impact of Creative Commons (CC) and inform our direction.
* We are excited by new tools that enable CC to measure and highlight impact.
* Questions arising from data analysis will drive the future research agenda.

The research agenda initially responds to two factors - minimal data exists on the impact of CC, and the launch of version 4.0 of the suite of CC licenses represents a significant intervention by CC in the open community. The 4.0 launch is also a unique opportunity to capture CC’s impact because it resonates across all CC activities. That is, activities undertaken by CC staff revolve around use of CC licenses.

=== We intend to measure our impact ===
CC intends to initiate an ongoing process for analysis/reportage of metrics to gauge impact. Measuring impact is a challenging research goal and we aim to put in place an ongoing analytical framework before 4.0 is launched (estimate launch date is December 2012). This first six-month phase will set a baseline and foundation for data driven analysis. Qualitative analysis may commence in January 2013 and will be directed by questions arising from data results. Initially data will be captured to answer the following questions that reflect CC impact (via the 4.0 intervention):

1. What is the number and growth rate of CC licensed materials worldwide? 
2. What is the use of CC licensed materials worldwide? 
3. We aspire to answer: what is the reuse of CC licensed materials worldwide? 
4. We aspire to identify best practices in attribution of CC licensed materials; 
5. Map the ecosystem in which CC operates; 
6. We aspire to answer: in the absence of CC what would the open ecosystem look like? 
7. What is the broader public perception of CC? and 
8. What is the impact of CC activities? 

To achieve this before December 2012 is an aggressive but vital ambition, and is a rare opportunity to show how the work of CC (4.0 is core to all CC operations) affects the commons.

Other important performance metrics to be captured within the CC organization include: 
9. Large scale/high profile adopters of CC licenses; 
10. Translations of CC license deeds; 
11. Indications of a strengthening CC Affiliate network; and 
12. Diversification in the funding base of CC. 
 
Concurrent with the above metrics is an ongoing case study of CC impact. It seeks to highlight the performance of CC intervention in the open education field, specifically by answering: 
13. How does the active CC-led intervention for U.S. Dept. of Labor (US DOL) Trade Adjustment Assistance Community College Career Training ([http://www.doleta.gov/taaccct/ TAACCCT]) grantees achieve the goals of the US DOL TAACCCT program?

Data derived from these thirteen focal points will be made publicly available (CC BY licensed). CC metrics may ultimately be available directly in real time. This is a first step towards that goal.

=== Five projects address the thirteen research questions ===
# CC Licensed material metrics
# CC Ecosystem
# Public perception of CC
# Impact of CC activities
# Open Educational Resources (OER) case study

Details of each project are below. If you have any feedback, can help and/or contribute please contact Anna at creativecommons dot org . 

== 1. CC Licensed material metrics ==
The objectives for the version 4.0 suite of CC licences include:
* Support existing adoption models and frameworks;
* Interoperability;
* Internationalization;
* Recognize and address impediments to adoption amongst key communities (data, public sector information, education, science, GLAM etc.);
* Long lasting. 

The Research questions we seek to answer that will measure the impact of CC licenses are:
# What’s the number and growth rate of CC licensed materials worldwide?
# What’s the use of CC licensed materials worldwide?
# We aspire to answer: What’s the volume of re-use/remixing of CC licensed materials worldwide?
# We aspire to identify how well the terms of CC-licenses are complied with. Of all of the re-use/remixing we identify, how much comes with proper attribution, for example?

These questions are asked by our friends in the open community, funders, and CC needs greater visibility to where, how and which CC licenses are being used. Reuse is critical to measure as an indicator of quality and collaboration. Because licenses are central to CC and the open community, this data may reflect the value of investment in CC and guide future CC initiatives. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

We intend to initiate a systematic process of gathering and analyzing data, with the aim of capturing metrics before, during, and after the 4.0 launch. We will target emerging areas of public sector information, data and education, and will highlight large and/or significant adopters of CC licenses. This preliminary phase is dependent upon data availability.

The data described below is needed to answer the research questions. It is segmented into 2 data collections: world (total overall) and specific sites (as case studies with more detailed data).

http://wiki.creativecommons.org/images/a/a7/Screen_Shot_2012-08-15_at_12.12.06_PM.png

=== World data ===
The ‘world’ data represents a top level number that best represents the total number of CC licensed materials worldwide and their use. Previously we obtained this data via [http://wiki.creativecommons.org/Metrics/License_statistics search engines] and we aim to use an improved approach, as outlined below:

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials worldwide? || Marking - applying a CC license to content|| Daily time series of total CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| What’s the use of CC licensed materials worldwide? || Use || Daily time series of total use of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials worldwide? || Re-use, Remix || Daily time series of total remix of CC marked works by Jurisdiction, License type, License version, Domain (Site)
|-
| We aspire to explore how well the terms of CC-licenses are complied with. Of reuse we identify, how much comes with proper attribution? || Best practice attribution || To be explored
|-
|}

A possible source for this data may be the CC server/s, and CC may develop a [http://wiki.creativecommons.org/Reuse_tracking tool] by which users of CC licenses may track use and reuse of materials to which they have applied CC licenses. The tool may indicate use and attribution practices.

=== Key Sites ===

We have nominated sites that contain CC licensed materials for deeper analysis.

{| class="wikitable"
|-
! We seek to answer !! by indicating: !! using data:
|-
| What’s the number and growth rate of CC licensed materials on the site?|| Marking - applying a CC license to content || Time series of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| What’s the use of CC licensed materials on the site? ||Use || Time series of use of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to answer: What’s the re-use of CC licensed materials on the site? || Re-use, Remix || Time series of remix of CC marked works by Jurisdiction, License type, License version, Domain (site)
|-
| We aspire to explore how well the terms of CC licenses are complied with. Of re-use we identify, how much comes with proper attribution?|| Best practice attribution || To be explored
|-
| How many people are impacted by CC licenses? ||Number of users of CC licensed content || Number of users of largest sites holding CC content - as an indicator
|-
|}

Data is being obtained via specific sites and personal contacts at those sites (where it is not publicly available). CC staff have enthusiastically nominated over fifty large repositories with CC content but due to limited resources we will refine it to a maximum of twenty. As an indication they currently include:

{| class="wikitable sortable mw-collapsible"
! Nominated Sites
|-
| [http://www.bandcamp.com Bandcamp ]
| [http://www.blip.tv Blip.Tv]
| [http://www.ccmixter.org CCMixter]
|-
| [http://www.ck12.org CK12 Open Textbooks]
| [http://www.collegeopentextbooks.org College Open Textbooks]
| [http://www.cnx.org Connexions]
|-
| [http://www.curriki.org Curriki ]
| [http://www.thedatahub.org Datahub]
| [http://www.flatworldknowledge.com Flat World Knowledge]
|-
| [http://www.flickr.com Flickr]
| [http://www.hindawi.com Hindawi Publishing ]
| [http://www.archive.org Internet Archive ]
|-
| [http://www.jamendo.com Jamendo]
| [http://www.khanacademy.org Khan Academy]
| [http://data.govt.nz/ Data.govt.nz ]
|-
| [https://p2pu.org/en/ P2PU]
| [http://phet.colorado.edu/ Phet Interactive Simulations]
| [http://picasa.google.com/ Picasa ]
|-
| [http://www.plos.org/publications/ Public Library of Science (PLOS) ]
| [http://soundcloud.com/ Soundcloud ]
| [http://www.springeropen.com/ Springer Open ]
|-
| [http://www.vimeo.com/ Vimeo ]
| [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons ]
| [http://www.wikipedia.org Wikipedia ]
|-
| [http://www.worldbank.org/reference/ World Bank ]
| [http://www.youtube.com/ YouTube ]
|}

If you would like to suggest another major site or source of CC licensed materials please contact Anna at creativecommons dot org directly. Key sites for deeper analysis will be selected on the basis that they contain predominantly CC licensed materials, are large, obtaining license data is relatively straightforward and new/ anticipated fast growth sites. Where data is available it will be obtained to the highest granularity (article, page, blogpost, image, video, song) possible. We are able to provide a deeper level of data from key sites, for example, CCMixter data clearly indicates remixing, PLOS articles are all CC BY and their site provides rich data on article use, and from MOOCs (Massive Online Open Course) we can show trends in the number of people using CC licensed content. In the future we hope to work closely with key sites to analyze their data. Data may be aggregated by medium (e.g. total number of CC licensed photos across Flickr, Wikimedia Commons, Internet Archive etc.). Ultimately we aspire to establish a real time data feed but during this first phase we are collecting data in a variety of ways.

A site-by-site approach creates several data issues: different items of measurement; different data collation methods (personal contacts, websites, scripts etc); poor visibility to metrics methods of many sites etc. This is discussed in more detail in notes below. There will be data gaps in this data collection as the data availability is dependent upon each site. It is expected that the ‘world’ data will include site specific data - it can be used as a cross check at this stage.

== 2. The CC Ecosystem ==

Potential funders often ask questions similar to “how would the Open ecosystem look if CC didn’t exist? How would the ecosystem be affected without CC?” Secondly explicitness about the CC network may assist decisions and policy making by changing the framing of how people think about CC, indicating the intangible value of CC by pinpointing our visibility worldwide, and as a demonstration of our openness and transparency. Ultimately we may show how CC licenses and activities have facilitated growth in the value of the global commons.

=== What is the CC ecosystem? ===
Initially we define the ecosystem as the network in which CC operates. Creative Commons often must respond to events over which we have little control or influence. These events arise from the fields of technology, society and non-users of CC licenses, and economic, regulatory and environmental influences. CC exerts some control and influence over licensing of digital content; users of CC licenses, our Affiliates and the digital commons, and the technical infrastructure we use. CC has a high degree of control over our internal processes, how we communicate and promote our work and our suppliers.

=== Phase 1 ===
Understanding the current state of our ecosystem. We firstly need to identify the CC ecosystem and create a base for conversations about CC. This will provide a tool for answering key questions about intangible value.

To do this CC staff brainstormed a list of entities they are proud to name as contacts and informally allocated them to groups. We nominated the groups as: Legal, Education, GLAM, Technology, Science, Policy, Business, Funders, and International. From this we will create a publicly available, mapped dynamic network that reflects the global spread and depth of CC networks. Specifically, we will map key entities that CC works with regularly and/or considers an important friend. A first draft shall be completed for internal feedback in September 2012.

=== Phase 2 ===
A public draft for comment is aimed for release in December 2012. It may be initially used to create ongoing conversations aimed at answering:
# Who is affected by CC interventions?
# What is the place and importance of CC within the ecosystem?
# In the absence of CC in the ecosystem, what would the ecosystem look like?
# How do we work with other entities in the space to achieve mutual goals?
# Is this space growing?
# Where are the gaps and weaknesses in the CC ecosystem?
# Is there a role for CC to address any gaps and weaknesses?

The map will develop iteratively, for instance more detailed public information may be added to our contacts, indicators of network depth, and more! 

Dovetailing the two major projects described above are two smaller important projects and a large ongoing case study of CC impact.

== 3. What is the public perception of CC? ==
Phase 1: We intend to create a system for ongoing monitoring public perception of CC, as indicated by mentions in Twitter, Blogger and Wordpress.
Phase 2: Longitudinal analysis of trends in public perception may reflect development of Creative Commons and its role within the global commons. Significant findings may lead to deeper qualitative analysis. Ultimately public perception influences the intangible value of the CC brand.

== 4. What is the impact of CC activities? ==
Phase 1: A frequent outcome of CC activities is that interest is generated and that drives people to look at the CC website. We intend to initiate a systematic process of regular analysis of website metrics (initially via Google Analytics) - to highlight indications of increased awareness of CC, outcomes from campaigns, and long term growth in the CC profile. This may ultimately merge with the license metrics project. Initially we can show hits to license deeds for [https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=MAP&gco_region=world&gco_dataMode=regions&containerId=gviz_canvas&q=select+gvizcountry%28col1%29,+col2,+col1+from+1mzuUaOUSfTqzSEIXsxIhRzZbT5kDW1JSX_vwT98&qrs=+where+gvizcountry%28col1%29+%3E%3D+&qre=+and+gvizcountry%28col1%29+%3C%3D+&qe=+limit+223&width=500&height=300 H1+2 of 2012] (Source: Google Analytics and Fusion Tables). We will also note major milestones such as: major adopters; translations of CC license deeds; the strength of our affiliate network and others.

Phase 2: Significant findings may lead to deeper qualitative analysis. Ultimately we may show how growth in the value of the global commons has been enabled by our activities.

== 5. OER Case study ==
We intend to describe the performance of CC intervention in the open education field (a sector of high opportunity), specifically by answering: How does the active CC-led intervention for DOL TAACCCT grantees achieve the goals of the US DOL TAACCCT program?
The DOL TAACCCT program is a high profile, large scale project reflecting use of CC licenses by U.S. TAACCCT Community College Grantees. Materials created via TAACCCT funding must be CC BY licensed. Potential impact indicators we are watching for include: increased access to education worldwide; cost savings; reduced teacher/faculty preparation time; enhanced quality; accelerated learning; innovations through collaboration. Research relating to this project is available at [http://open4us.org/resources/#Research http://open4us.org/resources/#Research] . Ultimately this OER case study may show how CC licenses and activities have facilitated growth in the value of the global open education movement.

== Notes, disclaimers and caveats==
Definitions of non-technically correct terms used:
*''Marking'' - applying a CC license (or CC0 public domain mark) to content. This is a once off event that occurs usually when the item is made available.
*''Use'' - the viewing/reading/listening/linking to a CC licensed item.
*''Re-use/Remix'' - actively taking parts of the CC licensed item/s and merging (mixing) them into other items to create a new item (e.g. video and music remixes, remixed open textbooks or mixed open courseware).
*''Site'' - domain/platform e.g. Flickr, Wikipedia, YouTube, CC Mixter, Vimeo, Bandcamp, Soundcloud, Wordpress, Blogger, Public Library of Science, Directory of Open Journals, Khan Academy, Science Commons, Government sites.
*''Type'' - CC BY; CC BY-SA; CC BY-ND; CC BY-NC; CC BY-NC-SA; CC BY-NC-ND. Also includes CC0.
*''Version'' - version 1.0 (Dec 2002), version 2.0 (May 2004), version 2.5 (June 2005), version 3.0 (Feb 2007).
Consistency is a major challenge with this data. This work uses materials from a wide variety of sources that use different collation techniques and so may not be consistent. This includes data across different time periods - where data is unavailable estimates have been made. A decision was made to obtain the highest possible granularity in each item of measurement, but each item differs, for example one photo does not equal one educational course or one journal article as an item of measurement. Every effort has been made to standardize the data for consistency, however inaccuracies may result, especially in this early draft phase. To address this sources have been made available wherever practical for the reader to investigate calculation methods within each source. Data used may also have been cleaned.

Data will been obtained ethically from publicly available sources (websites) or inhouse (Google Analytics), however some data has been supplied using personal contacts within key sites - we have little influence in how it is calculated by others and are very grateful to these sources for going beyond their remit to supply us with any data. In many instances we have no visibility to detailed breakdowns of the data (by license type, jurisdiction) but data is made available by us to the fullest extent of availability. This is why details of license type/jurisdiction is available for some sites but not all - it is dependent upon data availability and reliability.

Time series data is essential to highlight patterns of use, and the data to be used is specific enough to be measured over the long term. Any time series data is influenced by the different dates of introduction of Creative Commons licenses into jurisdictions, and versions (4.0 anticipated Dec 12). An intention was to build upon prior work undertaken by Creative Commons concerning license statistics, however that work was heavily caveated with reliability concerns (e.g. volatility in the estimation algorithm, differences between Google and Yahoo results relating to license types, although positively correlated by jurisdiction and volume) and the method used can no longer be replicated, so we advise that the two time series be kept separate, although both are estimates only. We believe using CC servers will result in more accurate statistics. Secondly, we advise that the ‘global’ data and site data be kept separately and not summed. This is because there may be double counting between the two sources.

This study is not exhaustive nor does it reflect the totality of Creative Commons licensed materials and where estimations have been required they have been conservative. As such these representations may be considered conservative, low baselines.

All care has been taken to compile this data but Creative Commons accepts no responsibility for the ways in which it may be used by others. This is a first draft and we are still in the initial phase of this project so inaccuracies and corrections are expected.

http://wiki.creativecommons.org/images/4/4a/Screen_Shot_2012-05-21_at_3.44.17_PM.png

== Discussion ==

Please email Anna at creativecommons dot org and/or
join the [http://lists.ibiblio.org/mailman/listinfo/commons-research commons-research mailing list].

----

Previous entries:

== Open Research ==
CC and related tools and movements for open research:
* http://sciencecommons.org
* http://learn.creativecommons.org
* http://en.wikipedia.org/wiki/Open_Access

== Research about CC and the commons generally ==

=== Resources ===

* [http://pml.wikidot.com Participatory Media Lab] at Singapore Management University run by Giorgos Cheliotis
* [[Debate]] page listing articles and critiques concerning CC.
* [[Metrics]] - Creative Commons metrics portal for getting data about CC, processing it and viewing it
* [[ODEPO]] - A SMW-based database of online educational projects.
* [[OER Resources]] - A SMW-based database of resources about OER.
* http://theinfo.org/ - Studying large datasets, with a particular emphasis on access to these datasets
* Add more!