EPUB Accessibility Report

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Title: Distributing Knowledge

(EPUB 3.0)

Violations

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Summary of violations

Violation count, by ruleset and severity.
Critical Serious Moderate Minor Total
WCAG 2.0 A 00000
WCAG 2.0 AA 00000
WCAG 2.0 AAA 00000
WCAG 2.1 A 00000
WCAG 2.1 AA 00000
WCAG 2.1 AAA 00000
WCAG 2.2 A 00000
WCAG 2.2 AA 00000
WCAG 2.2 AAA 00000
EPUB 00000
Best Practice 00000
Other 00000
Total 00000

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Violations in the EPUB, with references to severity, guidelines and specific location of problem.
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Metadata

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Publication metadata.
Name Value
dc:title Distributing Knowledge
dc:date 2026-05-01T12:27:00Z
dc:language en-GB
dc:identifier urn:uuid:29d919dd-24f5-4384-be78-b447c9dc299b | 978-1-80511-850-3 | https://doi.org/10.11647/OBP.0520
generator Adobe InDesign 21.3
cover obp.0520_frontcover.jpg
ibooks:specified-fonts true
dcterms:modified 2026-05-02T13:33:37Z
schema:accessibilitySummary This publication conforms to WCAG 2.0 AA.
schema:accessMode textual | visual
schema:accessModeSufficient textual
schema:accessibilityFeature structuralNavigation | alternativeText
schema:accessibilityHazard none

Accessibility Metadata

The following accessibility metadata is present: schema:accessMode schema:accessibilityFeature schema:accessibilityHazard schema:accessibilitySummary schema:accessModeSufficient

The following accessibility metadata is missing: a11y:certifiedBy a11y:certifierCredential a11y:certifierReport dcterms:conformsTo .

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Outlines

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TOC Outline

  1. Cover
  2. Title page
  3. Copyright
  4. Table of contents
  5. Author’s biography
  6. List of illustrations
  7. Brief overview of the book
  8. PART A. VALUES GUIDING KNOWLEDGE EQUITY
  9. 1. Societal values: Regional, national, and global needs
  10. PART B. REDUCING INEQUITY IN CREATING AND PUBLISHING KNOWLEDGE
  11. 2. Distributed knowledge creation
  12. 3. Open publishing, reviewing, and curating
  13. PART C. REDUCING INEQUITY IN ACCESS TO EDUCATION
  14. 4. Best practice in online education
  15. 5. Distributed education delivery structure
  16. 6. Open educational resources and practices
  17. PART D. INFRASTRUCTURE REQUIREMENTS
  18. 7. Curated repositories for educational resources
  19. 8. Policies and licences
  20. 9. Digital infrastructure
  21. 10. Capacity building
  22. PART E. HOW TO MAKE THE TRANSFORMATION WORK
  23. 11. Collaboration in development and delivery
  24. 12. Getting started on transformation
  25. 13. It’s urgent!
  26. Index
  27. About the Team
  28. This book need not end here…
  29. You may also be interested in:
  30. Back cover

Headings Outline

  • DISTRIBUTING KNOWLEDGE
  • Distributing Knowledge
    • Openness, Equity, and Higher Education Transformation
      • Richard F. Heller
  • Table of contents
  • Author’s biography
  • List of illustrations
  • Brief overview of the book
    • Framework for distributing knowledge for equity
    • References
  • Part A. Values guiding knowledge equity
    • Introduction
  • 1. Societal values: Regional, national, and global needs
    • Regional, national, and global needs
    • Climate change
    • Do we value education enough and who might take responsibility for ensuring access to education?
    • What is the ethical responsibility of universities to tackle inequity?
      • Do good
      • Do no harm
      • Respect autonomy
      • Achieve justice
    • Hypothetical ethical perspectives
      • The student
      • The academic
      • The Vice Chancellor (and other senior administrators)
      • The Vice Chancellor of a university in a developing economy
    • Steps towards distributing knowledge for equity
    • References
  • Part B. Reducing inequity in creating and publishing knowledge
    • Introduction
  • 2. Distributed knowledge creation
    • 1. Research under-represents diverse populations
    • 2. Research publications are biased towards the Global North
    • 3. Educational resources are biased in the same way
    • How can we put distributing knowledge creation into practice?
      • Structural change
      • Co-creation of knowledge
      • Publication
      • Incorporation into educational programmes
      • Building capacity
      • Development of publishing options for researchers in under-represented populations and groups
      • Finally
    • Steps towards distributing knowledge for equity
    • References
  • 3. Open publishing, reviewing, and curating
    • Inequity in availability of published research
    • So what is open publishing?
      • Open reviewing
      • Preprints
      • Curation
      • Journal impact factors
      • Diamond Open Access
      • Open licences
      • Barriers and hurdles to open access publishing
      • In conclusion
    • Steps towards distributing knowledge for equity
    • References
  • Part C. Reducing inequity in access to education
    • Introduction
  • 4. Best practice in online education
    • Institutional support
    • Requirements of the teachers
    • Requirements of the students
    • Curriculum design
    • Finally
    • Steps towards distributing knowledge for equity
    • References
  • 5. Distributed education delivery structure
    • Distributed organisations and leadership
      • Distributing leadership
      • Distributive technology
      • Academic autonomy
      • Letting the students lead
    • Implications for research
    • Steps towards distributing knowledge for equity
    • References
  • 6. Open educational resources and practices
    • Open Educational Resources (OER)
      • AI and OER
      • Influence on educational outcomes?
      • Open access to research
      • Synergy between open education and open publishing
      • Open textbooks
    • Open Educational Practices
      • Open pedagogy
      • Open educational technology infrastructure
      • Collaboration and sharing
      • Structures and regulations
      • Need for advocacy
      • Limitations to the introduction of openness in higher education
    • Steps towards distributing knowledge for equity
    • References
  • Part D. Infrastructure requirements
    • Introduction
  • 7. Curated repositories for educational resources
    • Repositories: Some history
    • Curating repositories
    • Case studies
    • Steps towards distributing knowledge for equity
    • References
  • 8. Policies and licences
    • Part 1: Policies
    • Policies for digital infrastructure
      • At the level of the institution
      • Education interest organisations beyond the institution
      • The broader community
    • Policies for the development of Open Educational Resources (OER)
      • At the level of the institution
      • Education interest organisations beyond the institution
      • The broader community
    • Policies for international student enrolment
      • At the level of the institution
      • Education interest organisations beyond the institution
      • The broader community
    • Requirements for policies to have an evidence base
    • Part 2: Licences and copyright for open access
      • The importance of fair use
      • Open content licences
    • Steps towards distributing knowledge for equity
    • References
  • 9. Digital infrastructure
    • Educational technology
    • The role of AI (Artificial Intelligence)
      • Geographical bias and AI
      • AI and openness
      • Distributed AI
      • Personal or personalised?
      • Some words of caution on AI
    • Digital equity and the digital divide
    • Federated infrastructures and the decentralised web
    • Steps towards distributing knowledge for equity
    • References
  • 10. Capacity building
    • Capacity building within the higher education sector
    • Capacity building outside the higher education sector
    • Certification
    • Steps towards distributing knowledge for equity
    • References
  • Part E. How to make the transformation work
    • Introduction
  • 11. Collaboration in development and delivery
    • Societal values
      • Distributed knowledge creation
      • Best practice in online education
      • Distributed education delivery structure
      • Open Educational Resources and Practices
      • Curated repositories
      • Policies and licences
      • Capacity building
      • Digital infrastructure
    • Steps towards distributing knowledge for equity
    • References
  • 12. Getting started on transformation
    • Funding models
    • How to achieve organisational change
      • System change
    • Who will be the catalysts of change?
    • ‘Proof of concept’: Crisis as a catalyst for change
    • Is university reform really possible?
    • Getting started
    • Steps towards distributing knowledge for equity
    • References
  • 13. It’s urgent!
    • Steps towards distributing knowledge for equity
    • References
  • Index
  • About the Team
  • This book need not end here…
    • Share
    • Donate
    • We invite you to connect with us on our socials!
    • Read more at the Open Book Publishers Blog
  • You may also be interested in:
  • Contents
    • Landmarks

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Images

Images in the EPUB, with their description
Image alt aria-describedby aria-details figcaption Location Role
Book cover for 'Distributing Knowledge: Openness, Equity, and Higher Education Transformation' by Richard Heller. A dark blue background features a digital globe composed of glowing lines of computer code and clusters of golden lights suggesting global networks and data connections. The title is set in large white serif text on the left, while the author’s name appears at the lower right. Book cover image supplied by user; title and author visible on cover. N/A N/A N/A cover.xhtml#epubcfi(/4/2/2) doc-cover
Open Book Publishers logo N/A N/A N/A title.xhtml#epubcfi(/4[Heller-0520]/2[Container002]/8/2[Container001]/2) N/A
Creative Commons logo N/A N/A N/A copyright.xhtml#epubcfi(/4[Heller-0520]/2[Container006]/6/2/2[CC-logo]/2) N/A
Open Access logo N/A N/A N/A copyright.xhtml#epubcfi(/4[Heller-0520]/2[Container006]/6/4/2[CP-logo]/2) N/A
Circular framework diagram centred on Collaboration in development and delivery. Around the outside, connected boxes name elements such as societal values, distributed knowledge creation, open publishing and reviewing, policies and open licences, capacity building, digital infrastructure, curated repositories, open educational resources and practices, distributed education delivery structure, and best-practice online education. N/A N/A N/A preface.xhtml#epubcfi(/4[Heller-0520]/2[Container013]/36/2[Container012]/2) N/A
World map showing the share of people enrolled in tertiary education in 2023, shaded from very low to very high gross enrolment ratios. North America, Europe, Russia, Australia and parts of East Asia appear darkest, while much of Sub-Saharan Africa is lightly shaded or has no data, highlighting large global differences in access to higher education. N/A N/A N/A ch1.xhtml#epubcfi(/4[Heller-0520]/2[Container022]/14/2[Container016]/2) N/A
World map showing the share of the population aged 15 to 64 with no formal education in 2020, using a pale-to-deep red scale. Most of Europe, the Americas and East Asia are near zero, while much higher shares appear across several countries in West and Central Africa and parts of South Asia, revealing the uneven global burden of educational exclusion. N/A N/A N/A ch1.xhtml#epubcfi(/4[Heller-0520]/2[Container022]/20/2[Container017]/2) N/A
World map of learning-adjusted years of schooling among children in 2020, shaded from lower to higher years of effective learning. Countries in Europe, North America and parts of East Asia are darkest green, while many countries in Sub-Saharan Africa are much lighter, illustrating differences in both schooling duration and learning quality. N/A N/A N/A ch1.xhtml#epubcfi(/4[Heller-0520]/2[Container022]/26/2[Container018]/2) N/A
Multi-panel regional line chart of gross graduation ratios from first-degree tertiary programmes between 2000 and 2023. Most regions trend upwards, with especially strong growth in Eastern and South-Eastern Asia, modest gains in Europe and North America, and very low but slightly improving levels in Sub-Saharan Africa; a note highlights that more than one in four young people graduated worldwide in 2023. N/A N/A N/A ch1.xhtml#epubcfi(/4[Heller-0520]/2[Container022]/36/2[Container019]/2) N/A
Four-panel grouped bar chart comparing educational progression by wealth quintile across country income groups. Each panel shows secondary completion, tertiary attendance and two-year tertiary completion rates from the poorest 20% to the richest 20%, with higher values at every step of the wealth scale and the widest disparities in upper-middle- and lower-income settings. N/A N/A N/A ch1.xhtml#epubcfi(/4[Heller-0520]/2[Container022]/40/2[Container020]/2) N/A
Bar chart showing the share of 25–34 year-olds with tertiary education by parental educational attainment across OECD countries in 2023. For every country, the bar for young adults with at least one tertiary-educated parent is much higher than the bar for those whose parents did not complete upper secondary education, underlining strong intergenerational inequality. N/A N/A N/A ch1.xhtml#epubcfi(/4[Heller-0520]/2[Container022]/58/2[Container021]/2) N/A
Illustrated three-stage process graphic with the words Publish, Review and Curate arranged in large angled panels from left to right. White line icons depict research outputs, peer review activity and selection or filtering, suggesting an open workflow for producing, assessing and organising knowledge. N/A N/A N/A ch3.xhtml#epubcfi(/4[Heller-0520]/2[Container028]/80/2[Container027]/2) N/A
Simple Venn-style diagram titled The Four Pillars to Supporting Student Success. A central circle overlaps with four surrounding circles labelled Academic Support, Technology Support, Health and Wellbeing, and Sense of Community, presenting student success as the meeting point of these interconnected supports. N/A N/A N/A ch4.xhtml#epubcfi(/4[Heller-0520]/2[Container032]/24/2[Container031]/2) N/A
Diagram showing an organisational model for collaborative open education delivery. The layout is divided into three columns labelled Inputs, Administration, and Education/Research. On the left, societal values feed into inputs such as community, industry, national needs, and global needs. In the centre, local hubs and central administration coordinate activities. On the right, tutors support researchers and students, with online IT, library, and research support enabling teaching and learning. N/A N/A N/A ch5.xhtml#epubcfi(/4[Heller-0520]/2[Container035]/16/2[Container034]/2) N/A
Framework diagram titled 'OER and AI Approach Framework'. Six boxes outline stages of working with open educational resources and artificial intelligence: curate existing materials, contextualise them for local learners, co‑create new materials with AI, cultivate and quality‑check resources, amplify by publishing materials, and sustain them by keeping resources current and improving them over time. N/A N/A N/A ch6.xhtml#epubcfi(/4[Heller-0520]/2[Container039]/60/2[Container037]/2) N/A
Conceptual diagram with overlapping coloured circles representing collaborative principles in open education. Surrounding bullet points state: seeks diversity of cultural voices as design partners; cultivates a culture of collaborations; embraces learners from non‑academic settings; emphasises a participatory pedagogy; and uses open licences to position learning as a commons. N/A N/A N/A ch6.xhtml#epubcfi(/4[Heller-0520]/2[Container039]/112/2[Container038]/2) N/A
Puzzle‑piece style infographic describing characteristics of open infrastructures. Four interlocking sections state that open infrastructures are accountable to their communities rather than shareholders, add balance to systems often dominated by commercial actors, can interoperate to build networks of open information, and are more transparent in terms of finances and governance. N/A N/A N/A ch7.xhtml#epubcfi(/4[Heller-0520]/2[Container043]/16/2[Container042]/2) N/A
Scatter plot showing the relationship between national GDP and the rate of students in Australian universities per 100,000 home population. Points are labelled for Singapore, Brunei, Malaysia, and a cluster representing all other countries. Singapore appears as a high outlier with both high GDP and a high student rate. N/A N/A N/A ch8.xhtml#epubcfi(/4[Heller-0520]/2[Container047]/88/2[Container045]/2) N/A
Evaluation framework diagram showing three steps within overlapping circles and a surrounding context. Step 1 defines the purpose of the evaluation by asking questions, identifying mechanisms, and defining expected outcomes. Step 2 measures and understands processes and outcomes through collecting, analysing, appraising, interpreting, and synthesising data. Step 3 learns from the evaluation by implementing results, exploring inequity, and reconsidering the evaluation purpose. The diagram emphasises iterative learning and feedback. N/A N/A N/A ch8.xhtml#epubcfi(/4[Heller-0520]/2[Container047]/136/2[Container046]/2) N/A
Mind‑map style diagram titled 'Features of Digital Classroom'. In the centre is the main concept with arrows pointing to surrounding features including collaborative learning, affordable education, ease of teaching process, upgraded learning, innovative contents, interactive learning, accessible resources, and flexible learning. N/A N/A N/A ch9.xhtml#epubcfi(/4[Heller-0520]/2[Container054]/22/2[Container049]/2) N/A
System architecture diagram illustrating interconnected learning platforms and repositories. University 1 and University 2 each have an LMS connected to institutional repositories containing courses, collections, and documents. Metadata flows through a connecting system to a federated referatory, linking to external service providers that host LMS platforms and repositories. N/A N/A N/A ch9.xhtml#epubcfi(/4[Heller-0520]/2[Container054]/30/2[Container050]/2) N/A
Presentation slide titled 'Why Open Education Will Become Generative AI Education'. It credits Dr David Wiley of Lumen Learning and is dated September 19, 2024. Logos for the University of Regina, the Centre for Teaching and Learning, and Open Education and Publishing appear at the bottom. N/A N/A N/A ch9.xhtml#epubcfi(/4[Heller-0520]/2[Container054]/66/2[Container051]/2) N/A
Comparison diagram contrasting two instructional approaches. On the left, 'Personalized – we do for you' shows content defining an ideal state and directing practice, with correction and testing addressing gaps. On the right, 'Personal – you do for yourself' shows practice defining a desired state and informing content through affordances, iteration, and opportunities for learners to try and refine their work. N/A N/A N/A ch9.xhtml#epubcfi(/4[Heller-0520]/2[Container054]/114/2[Container052]/2) N/A
World map titled 'Share of the population using the Internet, 2023'. Countries are shaded from light to dark blue to indicate the percentage of people who used the Internet in the previous three months, ranging from 0% to 100%. Darker shades dominate North America, Europe, Australia, and parts of East Asia, indicating high usage rates above 80–90%. Much of Sub‑Saharan Africa and parts of South Asia appear in lighter shades, indicating lower usage levels. A legend shows percentage ranges, and the data source is the International Telecommunication Union via the World Bank. N/A N/A N/A ch9.xhtml#epubcfi(/4[Heller-0520]/2[Container054]/152/2[Container053]/2) N/A
Conceptual diagram showing organisational change for open or innovative practices in higher education within a broader societal context. Three overlapping central circles represent 'Individual institutions', 'Beyond the institution', and 'The broader community'. The first highlights structural and behavioural change within universities, individual change agents, and capacity building. The second includes accreditation, quality assurance, university and global collaborations, and non‑governmental and funding organisations. The third covers governments, politics and laws, cultural change, and community awareness. Surrounding circles outline steps such as establishing urgency, forming a guiding coalition, creating and communicating a vision, removing obstacles, planning short‑term wins, consolidating improvements, and institutionalising new approaches. The diagram emphasises societal context including equity, climate change, and decentralisation. N/A N/A N/A ch12.xhtml#epubcfi(/4[Heller-0520]/2[Container061]/80/2[Container060]/2) N/A
Bluesky Logo N/A N/A N/A donate.xhtml#epubcfi(/4[Heller-0520]/2[Container070]/16/4/2/2/2) N/A
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LinkedIn Logo N/A N/A N/A donate.xhtml#epubcfi(/4[Heller-0520]/2[Container070]/16/4/6/2/2) N/A
Instagram Logo N/A N/A N/A donate.xhtml#epubcfi(/4[Heller-0520]/2[Container070]/16/4/8/2/2) N/A
Featured book cover N/A N/A N/A further-reading.xhtml#epubcfi(/4[Heller-0520]/2[Container079]/4/4/2[Container072]/2) N/A
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Back cover for 'Distributing Knowledge: Openness, Equity, and Higher Education Transformation' by Richard Heller. N/A N/A N/A back-cover.xhtml#epubcfi(/4/2/2) N/A

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