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OPEN EDUCATIONAL RESOURCES: MOTIVATIONS,GOVERNANCE, AND CONTENT PROTECTION
byMónica Joana MoraA thesis submitted to the Faculty of Graduate Studies and Researchin partial fulfillment of the requirements for the degree of Master of Applied Science in Technology Innovation ManagementDepartment of Systems and Computer EngineeringCarleton UniversityOttawa, Canada, K1S 5B6August, 2008© Copyright 2008 Mónica Joana Mora
iiThe undersigned hereby recommend tothe Faculty of Graduate Studies and Research acceptance of the thesis
OPEN EDUCATIONAL RESOURCES: MOTIVATIONS,GOVERNANCE, AND CONTENT PROTECTION
Submitted byMónica Joana MoraIn partial fulfillment of the requirements for the degree of Master of Applied Science in Technology Innovation ManagementDr. Victor C. Aitken, Department ChairDr. Tony Bailetti, Thesis SupervisorCarleton UniversityAugust, 2008
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ABSTRACT
This research uses data from 12 Open Educational Resource (OER) projects and 14interviews and email responses from OER and Open Source Software (OSS) experts toidentify: i) motives for establishing OER projects, ii) differences in governance betweenOER projects that use the co-production and the producer-consumer model for contentdevelopment, iii) ways OER projects protect their content and, iv) uniqueness of OERrelative to OSS.The results of this research suggest that academic institutions and non profitorganizations are establishing OER projects for social reasons more than for economic ortechnological reasons.This study adds the governance dimension of intellectual property licenses to establishdifferences between OER projects that use the co-production and the producer-consumermodel.In addition, this study identifies five tactics used by OER projects to protect their content.Finally, the results suggest six aspects that are unique to OER when compared to OSS.
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