The Learning Resource Metadata Initiative (LRMI) specification (14 properties) has been accepted and published as a part of Schema.org, the collaboration between major search engines Google, Bing, Yahoo, and Yandex (press release). This marks the culmination of a year’s worth of open collaboration with the LRMI Technical Working Group and the wider education publishing community. To view the LRMI properties within the context of the full Schema.org hierarchy, visit schema.org/CreativeWork. See this post by Phil Barker for additional detail.
The LRMI, a simple tagging schema that draws from and maps easily to existing metadata frameworks (e.g., IEEE, LOM and Dublin Core), is intended to be an easy way for open and proprietary content publishers to standardize the way they describe the education specific characteristics of their resources.
This is wonderful news as the LRMI specification will be a piece of the future of education, especially as it pertains to Open Educational Resources (OER). Some of the features of LRMI will allow next generation learning systems based on personalized guided learning. To get a better idea of what kinds of things are possible with LRMI, watch this OSCON keynote by Danny Hillis describing the concept of a Learning Map.
Creative Commons is currently working with 10 different OER platforms and repositories to implement LRMI support and we hope to announce the first few complete implementations in the coming months.
To join the ongoing discussions around LRMI support and implementation, please join the public mailing list.
And… Creative Commons is hiring a new LRMI Project Manager. Please send us the best and brightest to lead this important project!Comments Off on LRMI Accepted into Schema.org
A year and a half ago, the Washington State Board for Community and Technical Colleges (SBCTC) released the first 42 of Washington state’s 81 high-enrollment courses under the Creative Commons Attribution license (CC BY). Now they have released the remaining 39 under the same terms, which means that anyone, anywhere, including the state’s 34 public community and technical colleges and four-year colleges and universities, can use, customize, and distribute the course materials.
The Open Course Library project is funded by the Washington State Legislature and the Bill and Melinda Gates Foundation. It adheres to SBCTC’s open policy, which requires that all materials created through system grants be openly licensed for the public to freely use, adapt, and distribute under CC BY.
For further background on the project, read our 2010 feature about the project when it was just beginning. All 81 courses are available at the recently redesigned Open Course Library website where each individual course is marked with the CC BY license to enable discovery through Google and other search services on the web.
The SBCTC held a press call today bringing to light a new Cost Analysis report on savings for students where Open Course Library courses have been used in lieu of traditional course materials. For more info, please see:
- Affordable Textbooks For Washington Students: An Updated Cost Analysis of the Open Course Library – Among other findings, “The Open Course Library has saved students $5.5 million in textbook costs to date, including $2.9 million during the 2012-2013 academic year alone.”
- Official SBCTC press release announcing Phase 2 courses (pdf)
- Audio of the Open Course Library media conference call with Q&A (mp3)
On April 19, 2013 US Acting Secretary of Labor Seth D. Harris announced the third annual round of the Trade Adjustment Assistance Community College and Career Training Program (TAACCCT) grant program. The press release states that the current round of grants available is $474.5 million bringing the total 2011-13 program investment to nearly $1.5 billion. A fourth round is planned for 2014. Information on all the rounds is available here.
Funding is targeted at expanding innovative partnerships between community colleges and employers. All education and career training program strategies developed through grant funds have employer engagement and use labor market information to focus training on local economic needs. This years Solicitation for Grant Applications (SGA) says the TAACCCT programs aim is to help “adults acquire the skills, degrees, and credentials needed for high-wage, high-skill employment while ensuring needs of employers for skilled workers are met”.
In addition to partnerships TAACCCT stimulates innovation by requiring applicants to build five core elements into their initiatives:
1. Evidence-Based Design
2. Stacked and Latticed Credentials
3. Transferability and Articulation of Credit
4. Advanced Online and Technology Enabled Learning
5. Strategic Alignment
This years SGA even encourages the use of Massive Open Online Courses (MOOCs).
Another innovation, which DOL has maintained in all three rounds of the TAACCCT program, is the requirement for TAACCCT grantees to make all grant funded curricula and training materials Open Educational Resources (OER) by licensing them with a Creative Commons Attribution 3.0 license (CC BY).
This year’s SGA states:
- “The purpose of the CC BY licensing requirement is to ensure that materials developed with funds provided by these grants result in Work that can be freely reused and improved by others.”
- “To ensure that the Federal investment of these funds has as broad an impact as possible and to encourage innovation in the development of new learning materials, as a condition of the receipt of a TAACCCT grant, the grantee will be required to license to the public all work (except for computer software source code, discussed below) created with the support of the grant under a Creative Commons Attribution 3.0 (CCBY) license. Work that must be licensed under the CCBY includes both new content created with the grant funds and modifications made to pre-existing, grantee-owned content using grant funds.”
- “This license allows subsequent users to copy, distribute, transmit and adapt the copyrighted Work and requires such users to attribute the Work in the manner specified by the grantee. Notice of the license shall be affixed to the Work. For general information on CCBY, please visit http://creativecommons.org/licenses/by/3.0“
TAACCCT academic resources developed by the first round of grantees for industry sectors such as health, manufacturing, energy, transportation, and information technology, will become available for reuse in 2014 followed by additional resources from subsequent rounds. What a boon to education and the economy.
Congratulations to the Department of Labor and the Department of Education for their leadership and foresight in requiring publicly funded educational resources be openly licensed in a way that allows them to be reused and continuously improved. This innovation will benefit students, educators, and industry.
Creative Commons remains committed to supporting TAACCCT grantees in deploying and leveraging the CC BY requirement. See OPEN4us.org for a current list of TAACCCT grantee services Creative Commons offers in partnership with Carnegie Mellon University Open Learning Initiative, Center for Applied Special Technology, and the Washington State Board for Community & Technical Colleges.Comments Off on Third Round of TAACCCT Grants Announced by US Department of Labor
Today California (CA) Senate President pro Tem Darrell Steinberg (author of the CA open textbook legislation) announced that SB 520 (fact sheet) will be amended to provide open, online college courses for credit. In short, the bill will allow CA students, enrolled in CA public colleges and universities, to take online courses from a pool of 50 high enrollment, introductory courses, offered by 3rd parties, in which CA students cannot currently gain access from their public CA university or community college. Students must already be enrolled in the CA college or university in which they want to receive credit. The 50 courses and plans for their assessment will be reviewed and approved (or not) by a faculty committee prior to being admitted into this new online course marketplace.
See these articles for details about the initiative:
- New York Times
- Chronicle of Higher Education (#2)
- Inside Higher Education (#2)
- San Francisco Chronicle
- Los Angeles Times
- Market Watch
Why is this important?
- 400,000+ California students cannot get a space (in-class or online) in the general education courses they need to progress in their academic career. That’s a major problem. This is one part of the solution.
- Creative Commons (CC) has been actively working with all of the major Massively Open Online Course (MOOC) providers, encouraging them to adopt CC licenses on their courses. These conversations continue, but they have been slowed by the MOOCs’ need to explore revenue models. MOOCs licensing content to education institutions has been floated as one possible revenue model, which has slowed MOOCs’ willingness to make it easy for contributing colleges and universities to CC license their courses.
- CC has learned that this new CA online marketplace will require open licenses on all courses and textbooks as a condition for participation. That is, if Udacity, Coursera, edX, StraighterLine, Future Learn, or anyone else wants its courses to be considered for use in this initiative, the courses and textbooks will first need to be openly licensed. CC is pleased that Senator Steinberg plans to leverage California’s existing open textbook investment (all textbooks will be licensed under CC BY).
CC has recommended the marketplace only allow courses and textbooks openly licensed with any of the CC licenses that allow derivatives (or CC0) or similar open copyright licenses. Specifically, CC recommended that these licenses be allowed:
- BY SA
- BY NC
- BY NC-SA
Conversely, CC recommended not allowing courses into the marketplace if they are licensed:
- all rights reserved
- BY ND
- BY NC-ND
- with any other restrictive licenses that do not comply with the Hewlett OER Definition
The text discussing “open” in SB 520 reads:
(b) For purposes of this article, the following terms have the following meanings:(1) “Online courses of study” means any of the following: (A) Online teaching, learning, and research resources, including, but not necessarily limited to, books, course materials, video materials, interactive lessons, tests, or software, the copyrights of which have expired, or have been released with an intellectual property license that permits their free use or repurposing by others without the permission of the original authors or creators of the learning materials or resources.
Like the CA open textbook bills, this project is being staffed by Dean Florez (former CA Senate President pro Tem) and the staff at the 20MM Foundation. They have done amazing open policy work in CA and should be congratulated! CC worked closely with 20MM on the open textbooks project and will again on this initiative.
- This could be the market demand for openly licensed courses and textbooks that will provide incentives for MOOCs to adopt open licenses.
- If this model is successful in California, it could be adopted in other states, provinces and nations. What if all governments made the following promise to their citizens?
“No college student in [X] will be denied the right to move through their education because they couldn’t get a seat in the course they needed.” – Steinberg, “California Bill Seeks Campus Credit for Online Study” (New York Times)
And as governments innovate and create new education marketplaces for their citizens, to ensure affordable access and academic progress, what if they (like Steinberg) required those education spaces to use openly licensed courses and textbooks?
Senator Steinberg continues to leverage 21st-century technologies, open licensing, and the collective strength of the academy and innovative entrepreneurs to ensure that students can access a high quality, affordable education. That’s leadership. Well done, Senator.4 Comments »
It is time to celebrate and spread the dream that everyone in the world can access a high quality, affordable education if we collectively share our educational resources and spend our public resources wisely!
The second annual Open Education Week will take place March 11-15, 2013 (see schedule). Open Education Week is a five-day celebration of the global Open Education movement, featuring online and local events around the world, video showcases of open education projects, and lots of information. The week is designed to raise awareness of both the movement and its impact on teaching and learning worldwide.
Open Education refers to the growing set of practices that promote the sharing high quality, openly licensed educational resources (OER) and support for learners to access education anywhere, anytime. Open Education incorporates educational networks, open teaching and learning materials, open textbooks, open data, open scholarship, and open-source educational tools.
As part of Open Education Week, Creative Commons and its affiliates are hosting and participating in local events and webinars on OER, Version 4.0 of the CC licenses, the Open Policy Network, School of Open, and more. In addition, the School of Open will officially launch its first set of courses next week, including courses on copyright and Creative Commons for educators. Courses will be free to take and free to reuse and remix under P2PU’s default CC BY-SA licensing policy.
And a special thanks to our friends at the OpenCourseWare Consortium for organizing the 2nd annual Open Education Week.
See you all next week!2 Comments »
Department of State Seal / Public Domain
Earlier today, US Secretary of State Hillary Clinton unveiled the Open Book Project (remarks, project page, press notice), an initiative to expand access to free, high-quality educational materials in Arabic, with a particular focus on science and technology. These resources will be released under open licenses that allow their free use, sharing, and adaptation to local context.
The initiative will:
- Support the creation of Arabic-language Open Educational Resources (OER) and the translation of existing OER into Arabic.
- Disseminate the resources free of charge through project partners and their platforms.
- Offer training and support to governments, educators, and students to put existing OER to use and develop their own.
- Raise awareness of the potential of OER and promote uptake of online learning materials.
Creative Commons is proud to be a part of the Open Book Project, partnering with the Department of State; the Arab League Educational, Cultural and Scientific Organization; and our open colleagues around the world. CC licenses are core to OER, providing the world’s teachers and students the rights needed to legally reuse, revise, remix, and redistribute educational resources. When education content is CC licensed, it may be legally translated into (or from) Arabic and any other language. Using CC licenses provides an unprecedented opportunity to ensure OER are able to bridge cultures and fill educational gaps that exist on a global, regional, and local level.
In Clinton’s words, “Talent is universal, but opportunity is not. It’s incumbent upon all of us to keep opening doors of opportunity, because walking through it may be a young man or young woman who becomes a medical researcher and discovers a cure for a terrible disease, becomes an entrepreneur, or becomes a professor who then creates the next generation of those who contribute.”
When digital learning resources can be openly licensed and shared for the marginal cost of $0, many educators believe we collectively have an ethical and moral obligation to do so. Congratulations to all of the partners who will work together to help more people access high quality, affordable educational resources.
Update (Jan 29): The full text of Secretary Clinton’s speech is now available.10 Comments »
This week, U.S. News and World Report ran an excellent story about the rise of openly-licensed educational materials. Simon Owens’ article touches on many of the open education landmarks we’ve been celebrating over the past year, including the Department of Labor’s TAA-CCCT grant program and open textbook legislation in British Columbia and California. Owens interviewed CC director of global learning Cable Green as well as David Wiley, the Twenty Million Minds Foundation‘s Dean Florez, and several other experts in the space.
Upon its launch a decade ago, Creative Commons was embraced by the artist and literary community, and its iconic logo began appearing on the sidebars of thousands of blogs, web pages, and Flickr photos. By 2005, the nonprofit estimated there were 20 million works that utilized the license, and by 2009 that number had climbed to 350 million. But while the organization has always embraced its grassroots enthusiasm, it continually sought recognition and adoption from larger, more traditional institutions.
The philosophy behind this goal is simple. “The public should have access to what it paid for,” says [Cable Green]. “Free access and legal access to what it bought. The tagline is ‘buy one get one.’ If you buy something, you should get access to it.” And it shouldn’t come as a surprise that Creative Commons activists have identified education materials as a prime target for their view. Earlier this year, the Federal Reserve Bank of New York announced that student loan debt had surpassed auto loans and credit debt, coming in at an estimated $1 trillion. And a not-insignificant contribution to this burden has been the rising cost of textbooks.
4 Comments »
David Wiley, an associate professor of instructional psychology and technology at Brigham University in Utah, has been immersed in the OER community predating the creation of the Creative Commons license. He was inspired by a group of technologists who met in 1998 to rebrand the free software movement as “open source,” and he later worked to develop an “open content” license that would allow content creators to share and distribute their content easily. “The only difference was that all of us who were initially involved weren’t lawyers,” he recalls. “We were just making stuff up. It was scary, because there were hundreds of thousands of people who were using these licenses, and if any of them actually went to court, who knows what would have happened?” Imagine his relief then when the Creative Commons license was formed. “I put a big notice on our website saying, ‘please everyone, run away from our licenses as fast as you can. Here are real lawyers that have done something similar but way better.'”
“We need to improve knowledge transmission through faster adoption of digital textbooks, more widespread use of creative commons licenses for instructional materials developed with taxpayer dollars, and policy changes that speed education innovation.”
“In an era of limited resources, educators must figure out how to do more with fewer financial resources. One action that would improve school efficiency and financing is to have educational resources developed with taxpayer dollars be licensed under a creative commons license that would improve accessibility to instructional materials. Budget circumstances require schools to get more efficient, boost productivity, and make do with fewer financial resources. While this poses obvious problems for school districts, it also creates the possibility of making changes in business operations that are innovative and transformational.”
“Throughout each of these initiatives, we should have metrics assessing education innovation implementation and impact. We should determine how fast we are transitioning from paper to digital textbooks, leverage the use of creative commons licenses, and enforce changes in education policy and accreditation that encourage more innovative approaches to learning and achievement.”
The report also endorses FRPAA legislation that would “mandate public dissemination of federally funded research within six months of publication (for agencies with extramural funding exceeding $100 million).”Comments Off on Building an Innovation-Based Economy with Creative Commons
Here’s an exciting opportunity for the open education community. Susan D’Antoni, a long-time leader in Open Educational Resources (OER), is coordinating an important effort to map the global OER space.
You can join the list by sending an email to: firstname.lastname@example.org and typing “subscribe” in the subject line. I have signed up to contribute. I hope you will too.
Read the complete announcement below for more information.
The following invitation is extended to any of you who might be interested in a discussion of how the OER community at large might design, create and sustain an OER world map of institutional initiatives – to help us connect and communicate.
The objective of this conversation is to consider together whether the global OER community could design and build a world map of OER institutional initiatives.
Over the past decade, there have been more and more initiatives in more and more countries. It has become difficult to have a sense of the global OER landscape. As we seek to communicate with stakeholders, as we seek to connect with potential partners and as we seek to learn from the experience of others, we might find useful a picture of the OER world – a global map of institutional and perhaps national initiatives as a starting point. Over time, an “OER World Map” could be enhanced as the community wished and found feasible.
Maps can be effective in communicating a message visually. There are already several global maps that have been created for specific OER groups, such as, the Open CourseWare Consortium and the Open University OLnet project in the United Kingdom.
As many of you will remember, the former IIEP OER community showed enormous energy in its interaction. And importantly, the community showed a capacity to self-organize. A number of groups came together to translate the report of the group’s consensus on priorities to advance the OER movement. If mapping the OER world were seen to be useful, perhaps the worldwide OER community could self-organize to build and maintain an OER world map together.
Our conversation is scheduled to take place online over a three-week period from 12 – 30 November. At the conclusion of the discussion a draft report will be sent to everyone for review and comment.
In addition to this international discussion in English, some groups have already decided to hold similar interactions in their own languages for their own communities or networks. Their input will be shared with the international group, and incorporated into the final report of our collective deliberation and conclusions. We hope others may also wish to organize separate discussions.
I will be back in contact with further details before we begin. I am very much looking forward to being back together again.
Outline of the international discussion
Week 1: What could an OER world map look like? (12- 16 November)
- Why map the OER landscape?
- Essential information and visual presentation
Week 2: Could a world map be built collaboratively? (19-23 November)
- Organizational approach for collaboration
- Ensuring the quality of the information
Week 3: Reflection and next steps (26-30 November)
- Design of an “OER World Map”
- Resources available/needed
- Next steps
- Send an email to email@example.com and type “subscribe” in the subject line.
- Share this announcement with your colleagues and networks.
- Plan a parallel or follow up discussion in your own language and network and give your feedback for the final report of all the discussions.
Visual Notes of Honourable John Yap’s announcement at #opened12 / Giulia Forsythe / CC BY-NC-SA
The government of British Columbia, Canada’s westernmost province, has announced its support for the creation of open textbooks for the 40 most popular first- and second-year courses in the province’s public post-secondary system. The texts will be available for free online, or at a low cost for printed versions, to approximately 200,000 students. The first texts under this project could be in use at B.C. institutions as early as 2013 for courses in arts, sciences, humanities, and business.
BCcampus, a publicly funded collaborative information technology organization serving the higher-education system, will engage B.C. faculty, institutions, and publishers to implement the open textbook project through an open request for proposals.
David Porter, executive director for BCcampus, explained why CC licenses are crucial to this project. “Open licenses are integral to making textbooks free for students, and flexible enough for instructors to customize the material to suit their courses.”
B.C.’s minister of advanced education, John Yap, announced the project at the Open Education Conference in Vancouver. He said students could save up to $1,000 a year on textbooks if free, open versions were available for many of their courses, and he challenged other jurisdictions to follow British Columbia’s lead and support open educational resources: “By taking advantage of technology, more people can get the learning they need in the knowledge economy and access to new or better jobs.”
You might remember that a few weeks ago, we celebrated a similar piece of legislation in California. The British Columbia legislation was actually based on California’s version. Taken together, these are exciting steps for the OER (open educational resources) movement. Since the textbooks produced in B.C. and California will be licensed under the CC BY license, their impact has the potential to spread far beyond the US and Canada, being reused and adapted by educators around the world.
B.C. is leveraging 21st-century technologies and licensing to ensure that its citizens have affordable access to high-quality post-secondary textbooks. Open licensing on publicly funded content ensures the greatest impact for the public dollar.7 Comments »