Audiovisual OER in a Text World: Breaking Down the License

Concurrent Session 8

Brief Abstract

Grounded in pedagogical and media theories, we want to guide a conversation on media nuances with respect to media literacy, accessibility, remix, and beyond.

Archivist Notes


Adam Croom is a faculty member in the Strategic Communication area of the Gaylord College of Journalism and Mass Communication. Croom also serves the university in a separate capacity as the Director of the Office of Digital Learning. Croom completed his Masters at Pepperdine University where he studied education and learning technologies. His research focused on networked approaches to online learning in public relations design courses.
Rolin Moe is an assistant professor and the Director of the Institute for Academic Innovation at Seattle Pacific University. For over a decade he has worked as an education administrator across multiple institutions: K-12, higher education, and informal/non-formal spaces. Rolin is a prolific author in both popular and scholarly press; his work has appeared across the publishing landscape including at Real Life magazine, the Journal of Learning, Media & Technology, Current Issues in Emerging eLearning and Hybrid Pedagogy. Rolin holds a doctorate in learning technologies from Pepperdine University. His teaching background mixes his unique background as a social scientist with experience in the creative arts, drawing from work as a literary agent for a boutique agency in Los Angeles. A pioneer in online teaching and learning, since 2003 Rolin has taught distance courses on topics ranging from social science research to writing for film and television.

Extended Abstract

While the Creative Commons license can theoretically be applied to any Open Education Resource (OER) in any medium, the structure of the licenses are most valuable to text-based content, potentially to the point of a bias toward text-based use. This is in part because in its final state text still has maximum flexibility for reuse and remixability, as well as the ubiquity of text-based editing options across the globe. However, as more and more global citizens access the Internet through mobile device, what factors to does one need one to consider when looking to create and sustain OER materials for other media?

This discussion aims to explore conversations and theories on how institutions can approach OER production with larger, complex media such as audio and video. What does openness in video look like? How does open matter to the creator, to the user, to the institutions? Is it necessary to even bother with a Creative Commons license on a video that contains no contextual information and has institutional brand marks? Where are the options for sustaining open production of audiovisual materials? What are the obstacles and biases within these systems growing in popularity but widely misunderstood in higher education?

Grounded in pedagogical as well as media theories, we want to guide a conversation on the nuances of the other media with respect to media literacy, accessibility, remix, and beyond. We have ideasóbut in all actuality we need your input. Letís use pushing towards true openness in large-scale media production to assess the affordances, limitations, and existence of ìopen.î