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 Thus, commitment to OER implies increased investment in teaching and learning, but promises to increase the efficiency and productivity of those investments by providing new ways of developing better programmes, courses and materials. Importantly, this implies a demand-driven approach to OER, where the initial rationale for embracing open licensing environments is not to release an institution’s own intellectual capital, but rather to draw in the growing wealth of openly available OER to improve the quality of the institution’s own teaching and learning.

Taking a demand-driven approach can be justified in terms of the improvements in quality that can flow from it. In addition, though, this approach to materials development is cost effective. A further advantage is that, as an obvious by- product, it will typically lead to institutions starting to share a growing percentage of their own educational materials online, released under an open licence. Most institutions and educators are instinctively nervous about this, but evidence is now starting to emerge that institutions that share their materials online are attracting increased interest from students in enrolling in their programmes. This in turn brings potential commercial benefits, because the sharing of materials online raises an institution’s ‘visibility’ on the Internet, while also providing students more opportunities to investigate the quality of the educational experience they will receive there. As students in both developed and developing countries are relying increasingly heavily on using the Internet to research their educational options, sharing of OER may well become an increasingly important marketing tool for institutions.

Most importantly, harnessing of OER requires institutions to invest – in programme, course and materials development. Costs will include the time of people in developing curricula and materials, adapting existing OER, dealing with copyright licensing and so on. (See Appendix Nine for a full list of the skills related to OER.) Costs also include associated costs, such as ICT infrastructure (for authoring and content-sharing purposes), bandwidth, running content development workshops and meetings, and so on.

However, these costs are a function of investing in better teaching and learning environments, not a function of investing in OER. All governments and educational institutions in all education sectors, regardless of their primary modes of delivery, need to be making these investments on an ongoing basis if they are serious about improving the quality of teaching and learning. Within the framework of investing in materials design and development, though, the most cost-effective approach is to harness OER. This is because:
 * It eliminates unnecessary duplication of effort by building on what already exists elsewhere;
 * It removes costs of copyright negotiation and clearance; and
 * Over time, it can engage open communities of practice in ongoing quality improvement and assurance.