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 *Direct use – The aim is for a learner to be able to use the resource independently, so it needs to be complete.
 * Reuse – ­In contrast to the previous purpose, here access by the learner is usually mediated by reuse by another party, such as an educator. Creating material for teachers to use places a different emphasis on the characteristics required than one aimed directly at the end learner.
 * Transparency/­consultation – ­The purpose here is to inform users about how the subject is taught.

Motivations may intersect and complement each other. For ­example, the open textbook movement is largely justified in terms of cost, in that it creates free textbooks and leads to significant savings for students, but there is also the motivation for reuse, since educators are free to adapt the book to their particular needs.

Open Education – A­ Brief History

When did the current open education movement start? This is a difficult question to answer, as the answer will inevitably be, ‘It depends what you mean by the current open education movement.’ This response is telling because it illustrates that the open education movement is not easily defined. In fact, like the definition of openness itself, it is probably best viewed not as a single entity but rather a collection of intersecting principles and ideas. This section will draw out these principles and ideas, by focusing on the roots of open education.

I would suggest that there are three key strands that lead to the current set of open education core concepts: open access education, open source software and web 2.0 culture.