Abstract
<p class="LO-normal">We present an analysis of 50 repositories for educational content conducted through an "audit system" that helped us classify these repositories, their software systems, promoters, and how they communicated their licensing practices. We randomly accessed five resources from each repository to investigate the alignment of licensing information between the resources themselves, metadata pages and overall site policies. We identified a high level of incongruity that could lead to a limited impact in OER use and reuse. We discuss the lack of guidance in implementation of such repositories, particularly to those who do not have wide institutional support to implement such systems. We finalize with a critical discussion on the emphasis given to licensing in the OER movement, and how it may be an evidence of a clash between the social and legal commons.<em></em></p>
Highlights
Over the past decade, the movement for Open Educational Resources (OER) has managed to gain substantial popularity
All the while, sharing, copying and remixing continue without the establishment of regulation. We find it necessary to ask whether the emphasis put on disseminating and promoting open licensing does not overshadow the efforts that must be placed in discussing the actual practices that emerge from these social commons
In this report we were able to present an overview of the investigation of 50 educational repositories in Latin America
Summary
The movement for Open Educational Resources (OER) has managed to gain substantial popularity. As activists for openness, we must be vigilant to avoid constantly replicating inequalities in terms of those who produce, develop skills and revenue, and actively participate in the Identifying Tensions in the Use of Open Licenses in OER Repositories Amiel and Soares commons, and those who are passive observers mostly assimilating the offerings that are made available (Pretto, 2012; see Zancanaro, Todesco, & Ramos, 2015) This is an issue of equity, which is not just of concern to open and distance educators, but has been a mainstay in other areas, such as multicultural education (Sleeter & Grant, 1994). We aimed to develop a wide panorama of these initiatives providing substantial descriptive data in a mapping platform created in free and open software (Figure 1)
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