EDUCATION 2.

0: TOWARDS OPEN KNOWLEDGE SOCIETY

Adam Pietrzykowski
Abstract
In the time of network society the ICT give the worldwide community of teachers and
learners a groundbreaking possibility of fulfilling the Enlightenment ideas that make the
fundaments of education – knowledge sharing. The technology, social and intellectual
propriety constitute today a proper context to fully materialize that idea. Online courses,
textbooks, articles, science books and many others freely shared through Internet are
reshaping the reality of education leading us to a paradigm shift. Are our societies evolving to
a new form – an open knowledge society - or is it only a temporary trend is a question this
paper addresses.

1 Introduction
Looking through literature one can found that knowledge is beneath the most important
attribute of a perfect society. Beginning with Plato’s Republic through Thomas More’s Utopia
and Thomas Campanella’s City of Sun ending with contemporary Herbert G. Weels Man Like
Gods humans put hope in knowledge and reason as the main fundament social and individual
well-being. Today there is a great opportunity to fully materialize this part of human utopia
that can be defined as knowledge democratisation. Knowledge accessible everywhere, every
time and by everybody. As modern economies main resource is knowledge it’s even more
important to put into effect this honourable idea and adapt education to a globalized reality.

Open Education is an idea that uses the possibilities given by Information and
Communication Technology (ICT) to form new knowledge production and distribution
patterns. Based on international communities of teachers and learners that freely share
knowledge and cooperate at producing new one, this model seems to be something more than
a temporary trend. To find whether “opening the knowledge” in such manner together with
collaborative potential of voluntary teachers can lead to an evolution step in the shape of
modern societies, to an open knowledge society, the idea of Open Education will be presented
in its full spectrum.

Firstly a historical outline showing the arising and developing of the idea will be presented.
The second part will present technology, culture and law policy context as the main
determinants for Open Education to arise and function. After that a topology of initiatives
within the idea based on examples will be given. One particular type of initiatives, defined as
“amateur-made”, will be presented in a separate part as they’re provoking some problematic
issues related to knowledge and society. As the Open Education functions between two poles,
the next part will focus on some positive and negative changes when local perspective
confront global. The last part before final conclusions will show the main problems and
priorities both for developed and developing countries that must be overcome to unleash the
revolutionary potential of Open Education idea.
2 Rising of the idea
In 2001 Massachusetts Institute of Technology (MIT) made their digital educational resources
widely available. The project called MIT OpenCourseWare (OCW) shared educational
materials through a website aiming to support the stationary education. These included
syllabi, lecture notes, assignments and examinations. The decision behind it was precede by a
large discussion about the MIT’s strategy on the field of e-learning. The model to share
materials for classroom-based learning has won with the second option to create new online
courses for sale. The announcement was covered on the front page of The New York Times and
in the article MIT’s President Charles Vest described the vision of the project:

“This is a natural fit to what the Web is really all about,' Dr. Vest said. 'We've learned this
lesson over and over again. You can't have tight, closed-up systems. We've tried to open
up software infrastructure in a variety of ways and that's what unleashed the creativity of
software developers; I think the same thing can happen in education.”(Goldberg, 2001)

The MIT OCW initiative was a breakthrough in the education world beginning a year later an
international discussion about the role of open resources in today’s time higher education. The
2002 Forum on the impact of open courseware for higher education in developing countries
organized by UNESCO in cooperation with William and Flora Hewlett Foundation came to a
conclusion that such open resources are highly important as today the knowledge has become
a principal force of global transformation. (UNESCO, 2002). Also a name and strict
characteristic of open resources was proposed. Open Educational Resources (OER) that are
digitised materials offered freely and openly for educators, students and self-learners to use
and reuse for teaching, learning and research.

From that moment the amount of initiatives and reports about OER’s potential have been
rising in enormous speed. One of the report OECD Giving knowledge for free.. shows that in
2007 there were 3000 open online courses in over 300 universities (OECD, 2007). Beside
courses a new initiatives addressing different needs of education have appeared. Open
textbooks, collaboration platforms, resource collectors and many other countless individual
actions. All that diversity lead from a single perspective of OER, free materials to wider way
of thinking about this trend , a new global pedagogy model – Open Education.

The 2008 Cape Town Open Education Declaration was the act of that change. An
international community of interest has made a worldwide manifesto directed to governments,
institutions and individuals to raise the awareness and stimulate actions accelerating the
process of shifting into this new pedagogical paradigm where knowledge, ideas, teaching
methodology and technological solutions related to education are open in the sense of
availability, changeability and free distribution. Looking at the educational landscape the
declaration seems slowly achieving its success.

3 Open Education’s perfect storm

The situation in which the idea of Open Education appeared seems very promising. The
synergy of technology, culture behaviours and law policy is creating a fruitful environment for
this idea to develop. These three determinants include ICT along with hardware/software
characteristic, a sharing-friendly digital commons culture oriented on non-economical values
and a specific philosophy of intellectual propriety. Presenting them will help in understanding
the complexity of levels on which Open Education idea functions.

3.1 Technology

Thinking about technology determinant we can point three fields which create a
complementary system of coding, distributing and manipulating the information: the
characteristic of digital information storage, second the World Access Network that is Internet
and the software its runs.

Numerical representation of information

The specific of digital information is that on the upper symbolical level it is represented by
digits. This fact implicate three important capacities: lossless replication, any-where-any-time
modification and eternal durability. The lossless replication of information means that copying
an information do not affect its quality. There first and the million copy are the same. Any-
where-any-time modification is the ability to change, delete or modify, every segment of
information on every moment of time. The last capacity - eternal durability - means that the
information is independent from its material base and do not disintegrate through time as the
hardware base does. Summing these capacities, it can be said that the information has merely
transcend the physical level of dependence and has given a new possibility in storing
immaterial culture artefacts like educational resources.

Together with cheap computers and storing devices it has given the education a possibility of
transcoding analogue didactic materials into digital information and replicate it infinite times
nearly without costs.

Connecting islands

The arise of networks has showed the full potential of shifting from analogue to digital. The
isolated PC users were now connected to one virtual space of communication. A
superstructure made of optic fibre with a specific set of computers running 24/7 to serve their
requests. Today the global meta-network Internet gives the education the fastest, the widest
and the most interactive knowledge distribution channel that technology can ever give.

Programming the digital realm

This determinant is about software that shape the Internet giving some possibilities. It can be
divided into two separate issues. The Web software and the proliferation of free/open source
software. First issue is strictly connected with the WWW and the way of presenting and
interacting with hypertext content. The paradigm shift called by Tim O’Reilly Web 2.0 is a
change from read-only Web software architecture to the architecture of participation
(O’Reilly, 2005). It means that users are no longer consumers. They are the creators who
define the content of Web. This change was possible by building a simple yet powerful
interfaces of Web and convergence of different Internet services into one browser based. For
education this fact is important because of the development of easy-to-use collaboration and
sharing Web software. Often available as an free/open source software.

Free and open source software gives a set of technological tools which can be used or adapted
for the needs of education. This costless commercial alternatives are available for all kind of
software: operating systems, educational programs, games, media object creating tools to
others. Therefore it’s not a surprise that open source software is recommended by European
Union as one of the remedies for digital divide and as most appropriate type of software to use
with Open Educational Resources (UNESCO OER Community, 2006).

2.2 Sharing culture

Earlier determinants showed that the technology is the most important factor as it makes an
appropriate environment. But as we shape our tools they afterwards shape us to recall the
famous McLuhan expression. The social context of Open Educational idea is culture that is
inherit to Internet. As file sharing is nearly costless a culture of sharing has easily arisen in
cyberspace. This gift culture include also a new model of production that’s defined by Yoachi
Benkler as peer production – a self-organizing communities of individuals who come together
to produce a shared outcome (Benkler, 2006) or Wikinomics (Tampscot, Williams, 2006).
This new model of production was not meant to be according to our widely spread view on
human economical behaviour. The well known examples of it are open encyclopaedia
Wikipedia and free/open source operating system GNU/Linux. Aside from their origin they
are competitive for their commercial equivalents.

Internet is as social space filled with sharing and producing actions that are strongly affecting
the society awareness. It builds an new form of social interaction which is oriented for non-
economical values. For open education this status quo cannot be better. Moreover, social
movements that have arisen from this sharing atmosphere like for example Open Access,
focused on opening science articles, Open Data, opening science data or more general ,Free
Culture, opening all cultural artefacts, are creating supportive “ideosphere” for education 2.0.
As new generations are growing up shaped by this situation there is a strong assumption that
the digital natives will continue this direction.(Tampscot, 1998).

2.3 Law regulations

Sharing culture born within Internet has showed how inadequate and unprepared are our law
structures for such technological change. The clash of digital era reality with copyrights
regulations from the industrial, analogue era leads to a dissonance between the technological
possibility of sharing and present intellectual propriety regime. The protection of intellectual
goods that serve the rights of individual cause that using of materials accessible in network
have become inconvenient or even impossible. But this situation has changed along with
strengthening of an alternative way of thinking about intellectual propriety and its role in
society. This new philosophy highly valuate creativity in culture and try to change the way of
perceiving intellectual propriety rights from traditional that is oppressive, limiting the
creativity force within culture to facilitating that helps culture to flourish (Lessing, 2004).
Today there are more than dozen of free and open licenses and they address all types of
creation software, music, video, art and general (Liang, 2004). Amongst them there are
bottom-up initiatives but also top-down like European Union Public License created by
European Commission as a free software license. Open licences are forming a law fundament
for any act of sharing and using the Internet resources and are effectively reshaping old
propriety schemes. The most common are software license GNU Public License (GPL) and
general culture licence Creative Commons (CC). As GPL defines one particular type of
license the CC is in fact a set of licenses allowing the author to balance his own interest and
the interest of public domain. The only thing that author must do is to mark his work with a
specific sign informing about the licence. The shift in comprehending the role of intellectual
propriety allows education to function in a new manner possible by technology and the
sharing ethos of cyberculture. It is the last determinant that builds the top of open ecosystem
for education and knowledge.

4 Embodying the idea

Open Education is a series of initiatives behind the facade of sharing knowledge. Let us look
closer on them to see what educational needs are they addressing and what spaces are they
influencing. To do that I’ll differ them in terms of particular goal they want to achieve. By
applying that variable a following topology of Open Education initiatives can be build:
electronic materials for blended learning, full online courses, open textbooks, sharing and
collaboration platforms and OER resource collectors. Supported by open libraries and open
science articles these initiatives create a complementary environment for the Open Education
idea to function. An environment that allows searching, adapting, modifying and sharing – the
whole lifecycle of OER (Gurell, 2008). There are both institutional and more often individual
bottom-up activities amongst them.

4.1 Supporting materials

A great range of Open Education initiatives is aimed to share materials for supporting class-
lesson. The MIT OCW and its Consortium initiatives are examples of such approach. The
MIT’s OCW Consortium share 13 000 course support materials which allow to find nearly
every subject formulated from many perspective (MIT, 2009). It consists of syllabi, lecture
notes, lesson plans, assignments and examination. As this kind of OER exist for the internal
purpose of higher education institutions there is no extra effort or founds that are needed to
create them. Moreover there is a strong ethical imperative to share knowledge that has been
produced using public money.

Beside institutional actions its common that individual educators share their resources on
many different ways for example on their home page. Especially if their alma mater doesn’t
have a general sharing platform. The number of such initiatives is incalculable but it definitely
is major.

4.2 Full online courses

Amongst Open Education initiatives there are projects design to deliver a full unit o
knowledge. These solutions are dedicated especially for self-learners that want to acquire new
competence. Youtube.edu is an initiative that can be placed here. In a special category
educational institutions can share their video material. Universities like Stanford University or
University of California, Berkeley are present there with a great set o lectures. But as youtube
is more about individuals there are also many separate teachers who put their lectures
personally like prof. Dona Queskada from Santa Monica Collage who uploads her lectures on
philosophy.

Apart from multimedia lectures there are also text and image oriented courses situated on a e-
learing platforms. OpenLearn is a UK Open University project based on open source platform
Moodle, which aim is to teach using an interactive learning environment. Beside the course
material there is also a virtual space of play, research and collaboration called LabSpace
which allows to create, modify and test the knowledge that’s in the pool.

The last example of full course learning initiatives is p2p university. It’s an effort to built an
online university based on voluntary Internet community in contrary to traditional university
that is a hierarchical and physical structure. According to the idea of university - universitas
magistrorum et scholarium - a community of teachers and scholars, the peer-to-peer university is
fulfilling this idea in a new manner.

4.3 Collaboration platforms

To find, share, remix resources, collaborate at new ones and organize them, a suitable
software solution has to be found. Collaborating and sharing platforms are the type of Open
Educational initiatives that fill this gap. Projects like Connexions from Rice University and
Wikiversity form Wikimedia Foundation are examples of these type of platforms. Connexions
which have today nearly 16 000 reusable modules of knowledge is the best known platform in
Open Education movement. It makes a rich environment to communicate, find, use, create
and recreate learning materials. Wikiversity, a younger project, is based on well-known wiki
engine. Near 12 000 of content pages and 500 active users show a great dynamic behind it.
These platforms are best places to build teachers and learners communities.

4.4 Open textbooks

The main goal of all initiatives focused on textbooks is creating an internet available, costless
and comparable alternative to expensive textbooks used today. The argument behind it is that
high price textbooks lead to inequality in education as it excludes the poorest from fully
benefiting it. Therefore open textbooks projects are especially addressed to elementary and
secondary education and in a less degree also to higher education. Because it’s shared costless
the only expense is printing it. Thanks to print-on-demand technology the final cost of an
open textbook paper version is five times lower that a commercial textbook.

The well know initiative on open textbooks is the California's Digital Textbook Initiative
launched by governor Schwarzenegger in May 2009. It was the first-in-the-nation initiative
that was simply a reaction to the financial crisis in California. The California Learning Resource
Network institution has reviewed textbooks produced in this initiative founding that amongst 16
produced textbooks ten meet California’s standards in 90 percent and four in 100 percent.
That questions the argument about low quality of open materials.

Amongst open textbooks initiatives there is also a commercial example. The Flat World
Knowledge is first commercial publisher of open textbooks. In their business model the
textbooks are available for free but premium services like host of ancillary, study guides, flash
cards, kindle versions, and paper copies of books are to be paid. It also pays authors a 20
percent royalty.

4.5 Resource collectors

As the cycle of working with shared knowledge begins with searching for it, a proper
searching tools and databases are being indispensable. Because ordinary web searchers for
many reasons are not good in this task a solution has to be found. The resource collectors are
filling this gap by allowing easily to find a desired knowledge.

An example of such project is OER Commons and a simple platform OAZE. These two
project allow to search, rate, comment and add an OER. But the last, adding is slightly
different. The OER Commons has his own staff that adds and verify the resources. Although a
user can send an add request, the decision is up to the staff. The OAZE model for a change is
based totally on open community so the added resources are verified by special community
members. As the OER Commons is a large, international initiative made by Institute for the
Study of Knowledge Management in Education (ISKME) the OAZE is nearly no budget
doctoral student project which fits all polish Open Education community needs.

The role of resource collectors are highly important because of the plurality of OER and non
effective Web searchers. As the Internet is a deep ocean of information the smaller, individual
initiatives don’t have the chance to reach their goal. This type of tools keeps the knowledge
on the surface.

5 Knowledge and the amateurs

As we already know Open Education is not only about education professionals. Present day
social Internet allows everybody to participate and produce. But the horizontal model of peer-
to-peer production in case of creating knowledge seems to be problematic. A question arises
whether is there a place in education for non-authorized knowledge that is an effect of
amateurs collaboration and what should be its role in our societies? To address this issue I’ll
first define who is an amateur.

The simplest way to define it will be to use the opposition to professional. Amateur is
someone who is not professionally connected to what he/she is doing. Thus amateur can be a
for example a professor that like to engage in something new, someone who is still educating
and thus not yet a pro or simply, a housewife with a hobby. Theoretically the results of
amateurs collaboration should be worse than the results of professionals. But the comparative
studies report between online encyclopaedias, Britannica and Wikipedia, showed a very
similar amount or major and minor mistakes (Nature, 2005). Moreover an event in science
world called ‘the Sokal hoax’ revealed that science journals can be vulnerable for non-
credible knowledge. As this example prove that pros also do mistakes what than is wrong
with “amateur-made knowledge” that we don’t trust it?

As the author’s identity is in professional sources known from the beginning the amateur
author’s identity can only be found after an serious investigation. The anonymity together
with the non-moderated possibility to create are making a vulnerable space for fact
manipulation, creating fiction and political propaganda. Thus using knowledge sources like
Wikipedia is a matter of social trust to unknown personalities of unknown competence unlike
professionals that build their trust on Institutions authority.

What then should we do with such knowledge sources? It can be used as functional tool to
quick recognizing the subjects frame. But the next step should be its verification in
professional sources. Especially when the subject is connected with social subjects where a
great risk of misused interpretations exist. The education 2.0 should then prepare students to
cope with “amateur-made knowledge” and to address it properly. The teacher should be
therefore a guide over the knowledge ocean.

6 When local meets global

Open Education with its various examples has a great impact potential on worldwide
education in general. The situation when local order meets global, open and collaborative
framework leads to a levelled educational perspective. Something that globalisation processes
are making from their beginning, creating one global westernized “axiosphere”. In this case
the process is valuated positively because it seems to have no harmful effect. To paraphrase
the famous thesis of William Friedman - the world of knowledge is flat. But it’s not a simple
reverse of vertical order, with old institutional structures, to horizontal based on network
communities and distribution. It’s a remix of these two perspectives that constitute a more
dynamic and flexible education reality. This “globalized” – “localized” interaction has both
positive and negative effect.

7.1 Positive interaction

Global community of educators and worldwide accessible OER can implicate many changes
for local entities. The most important are removing qualitative and quantitative knowledge
differences and blurring the types of education.

The first is derived from the fact that educators are no longer limited to their local perspective.
By having access to different approach on the subject, different methodologies, lesson plans
or reading selections the educators can enrich their lecture, correct mistakes and update it with
new facts. This theoretically leads to more equalized knowledge worldwide.

The second is connected with new education patterns. OECD Giving Knowledge for free
report states that Open Education accelerates the blurring of learning types and can bridge the
gap between non-formal, informal and formal learning (OECD,2007). Lifelong learning is the
most that can benefit here. A great number of self-learners have access to thousands of online
high quality material and acquire the same knowledge as in formal class-based learning.
Therefore the need for a new form of accreditation arises.
7.2 Possible problems

The first problem is connected with interpreting history and ideology. It can reveal itself when
a teacher/learner will use some shared resource or collaborate with others. Teachers and
learners may have a different local perspectives connected with the nationality, ethnicity and
believed ideology and therefore differently interpret some facts. This ‘clash of localisation’
can affect in such events like Californian Hindu textbook controversy where Hindu
organization found a misleading facts on their history. But the delicate matter of war history
where every nation has its own truths can lead to a far greater controversy than that. Writing
one, free from local perspectives history would be a remedy for this problem but it’s rather
impossible to do.

The second problem is connected with a form of digital inequality. It’s the problem of third
level digital divide that is the language competence (Castells, 2003). As the OER are mainly
in English the language competence is essential to enter the global community of knowledge.
The language skills will determine who can benefit from that situation. The Anglo-Saxons are
on a privilege position. From the perspective of non-English countries the language
competence will change the local situation of institutions and individuals. Those who can
adapt will be the leaders.

7 The way forward

Open education is nowadays a fast materializing idea. Yet it has many obstacles to overcome
especially as it functions on many levels: technology, social mentality and law regulations.
Thanks to many discussions Open Education movement is today more aware of problematic
issues that must be faced and the priorities to achieve.

Between 2005 and 2007 a community of interest of more than 600 members from a great
number of UNESCOs member states took part in on-line discussion on Open Educational
resources. The essence of this discussions was a report OER:The way forward. Amongst the
most discussed priorities there were: awareness raising, building communities, capacity
development, sustainability, quality assurance, copyright, learning support services and
technology tools (UNESCO OER Community, 2007). The report shows that priorities for
developed and developing countries are different. As there are now many initiatives running
in developed countries the priorities were focused on financial sustainability, quality-
assurance mechanisms and rising awareness about intellectual propriety rights and open
licences. The developing countries in contrary are still facing the basic problems of digital
divide therefore the priorities were oriented on building technological tools, rising computer
competence to enable creation and use of OER and creating learning support services to help
achieving these priorities.

But for both developed and developing countries awareness raising and building communities
emerge as the main priorities for promoting the advancement of the OER movement. If OER
is contribute to increasing access to knowledge worldwide, it is crucial that actors on all level
decision-makers, teachers and academics – must be aware of its existence and potential. As
the strength of OER is based upon community of interest building and supporting such a
community is the second crucial priority. The 2007 Cape Town Open Education Declaration
was the last undertaking to realize these priorities.

8 Conclusions
Open Education is still a young idea. Nevertheless it has many initiatives addressing all kind
of educational needs. Moreover the technology, social mentality and intellectual propriety
rights context in which it functions could not been better. As computers and Internet
connection are getting cheaper more and more people have access to the prosperity of digital
goods. “Social Internet” with easy-to-use software is strengthening the revitalized gift
economy which recently has been influencing all culture especially the way of perceiving
propriety rights. From an economical point of view Open Education seems to fill the gap
between globalized market needs and optimal education patterns. It gives a possibility of
more flexible, qualitative and cheaper way of acquiring new competence and improve already
possessed. In the time of global financial crisis it seems even more valuable than ever before.
Apart from economical advantage there is also an ethical premise behind it. As Koïchiro
Matsuura, General Director of UNESCO states “To remain human and liveable, knowledge
societies will have to be societies of shared knowledge.” (UNESCO,2005). Knowledge has
the power to shape reality and change life for better so it should be shared for the purpose of
all human beings. Supported by organizations, foundations and recently also governments
Open Education movement are overcoming obstacles to let that happen. Summing up all
premises Open Knowledge Society seems to be only a matter of time.

References
Benkler, Y. (2006), The Wealth of Networks: How Social Production Transforms Markets and
Freedom [in polish], WPIA
Castells, M. (2003), The internet galaxy: reflections on the internet, business and society [in
polish], Rebis
Goldberg, C. (2001), Auditing classes at M.I.T., on the web and free, The New York Times,
online at http://www.nytimes.com/2001/04/04/technology/04MIT.html?pagewanted=1,
accessed 14.01.2010
Gurell, S. (2008), OER Handbook for Educators 1.0, The Center for Open and Sustainable
Learning, online at http://www.wikieducator.org/OER_Handbook/educator_version_one,
accessed 14.01.2010
Lessing, L. (2004), Free Culture, The Penguin Press, online at http://www.free-
culture.cc/freeculture.pdf , accessed 14.01.2010
Liang, L. (2004) A Guide To Open Content Licences, Piet Zwart Institute, online at
http://pzwart.wdka.hro.nl/mdr/research/lliang/open_content_guide, accessed 14.01.2010
MIT (2009), OCW Summary report 2009, online at
http://ocw.mit.edu/ans7870/global/09_Eval_Summary.pdf , accessed 14.01.2010
Nature, (2005), Internet encyclopaedias go head to head, No 438, online
at http://www.nature.com/nature/journal/v438/n7070/pdf/438900a.pdf accessed 14.10.2010
OECD (2007), Giving knowledge for free: the emergence of Open Educational Resources,
Paris: OECD, online at http://www.oecdbookshop.org/oecd/display.asp?
SF1=DI&CID=&LANG=EN&ST1=5L4S6TNG3F9X|, accessed 14.01.2010
O’Reilly, T. (2005), What Is Web 2.0. Design
Patterns and Business Models for the Next Generation of Software, online at
http://oreilly.com/web2/archive/what-is-web-20.html, accessed 14.01.2010
Tapscott, D. (1998), Growing Up
Digital: The Rise of the Net Generationby Don Tapscott, McGraw-Hill Companie, online at
http://www.ncsu.edu/meridian/jan98/feat_6/digital.html, accessed 14.01.2010
Tapscott, D., Williams A., (2006)
Wikinomics: How Mass Collaboration Changes Everything [in polish], WPIA
The Cape Town Open Education
Declaration (2007), Cape Town Open Education Declaration: Unlocking the Promise of Open
Educational Resources, online at http://www.capetowndeclaration.org/read-the-declaration,
accessed 14.01.2010 UNESCO (2002), Forum on the impact of open courseware for
higher education in developing countries: final report. Paris: UNESCO, online at
http://unesdoc.unesco.org/images/0012/001285/128515e.pdf, accessed 14.01.2010
UNESCO (2005), Towards knowledge societies. UNESCO world report. Paris: UNESCO,
online at http://unesdoc.unesco.org/images/0014/001418/141843e.pdf, accessed 14.01.2010
UNESCO OER Community (2007) Report of the discussion on Free and Open Source
Software (FOSS) for Open Educational Resources, online at http://oerwiki.iiep-
unesco.org/images/4/45/FOSS_for_OER_report.pdf, accessed 14.01.2010