Following on the heels of School of Open Africa launch events in Tanzania and Nigeria last weekend, School of Open Kenya is hosting its own tomorrow to kick off training for four high schools in Nairobi.
Called Popjam, this SOO launch event + Mozilla Maker Party will be a day-long workshop introducing high school students to open educational resources (OER). Students will learn how to use OER and the open web to complement their academic studies. Students from four high schools will participate: Precious Blood Secondary School, Nairobi School, Sunshine Secondary School, and State House Girls Secondary School. SOO Kenya is hosted by Jamlab, a co-creation community based in Nairobi for high school students and graduates in Africa.
For more information about the event, and to RSVP if you’re in Nairobi, visit the event page.
About Maker Party
School of Open and Creative Commons is excited to be partnering with Mozilla to celebrate teaching and learning the web with Maker Party. Through thousands of community-run events around the world, Maker Party unites educators, organizations and enthusiastic Internet users of all ages and skill levels.
We share Mozilla’s belief that the web is a global public resource that’s integral to modern life: it shapes how we learn, how we connect and how we communicate. But many of us don’t understand its basic mechanics or what it means to be a citizen of the web. That’s why we’re supporting this global effort to teach web literacy through hands-on learning and making with Maker Party.
About the School of Open
The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, and research. Volunteers develop and run courses, workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU.Comments Off
Following on the heels of “Writing Wikipedia Articles: The Basics and Beyond,” three more School of Open courses are now open for sign-up. They are:
This course will equip Australian educators with the copyright knowledge to confidently use copyright material in the classroom. It will also introduce Open Educational Resources (OER) and teach you how to find and adapt free, useful resources for your classes. The course is open to all educators around the world, but it is specifically targeted to Australian teachers, teacher-librarians from K-12, TAFE teachers, University lecturers/tutors, and University students studying to become teachers. The course material is learnt around practical case studies faced by teachers when using copyright material in their day-to-day teaching and educational instruction.
To sign up, click the “Start course” button on the bottom left of the course page.
This is a course for educators who want to learn about US copyright law in the education context. Educators who are not in the US are welcome to sign up, too, if they want to learn about copyright law in the US. The course is taught around practical case studies faced by teachers when using copyright material in their day-to-day teaching. By answering the case scenarios and drafting and discussing the answers in groups, you and other participants will learn:
- What is the public domain?
- What does copyright law protect?
- What is fair use?
- What other exceptions are there in copyright law?
- What are open access educational resources?
K-12 educators would like to find and adapt free, useful resources for their classes. Some would even like to incorporate activities that teach their students digital world skills — such as finding, remixing, and sharing digital media and materials on the web. In this lightly facilitated course, we will learn how to do these things with each other in a peer learning environment.
Facilitator: Jane Park
To sign up, click the “Start course” button on the bottom left of the course page.
About the School of Open
The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and more. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, a peer learning community and platform for developing and running free online courses.2 Comments »
Join us for a fun evening event on 24 October in London! The School of Open community along with members of the Open Knowledge Foundation and FLOSS Manuals Foundation is holding a meetup at the Large Common Room in the William Goodenough House (yes, that’s a real name!). Details at the Eventbrite and below.
Join the School of Open (Creative Commons & P2PU), the Open Knowledge Foundation, and FLOSS Manuals Foundation for a fun evening to connect with your peers in the open education space! So many efforts exist to “open” up education around the world. How can we help connect these efforts? We’d like to start by collaboratively building a human timeline of open education — Do you remember when and where you first became aware of open education? When did you first become passionate about “open” or participate in an “open” event or job? Where and what was it? What else in this area has most inspired you? We will share experiences and manually place ourselves along a real world timeline (think rolls of butcher paper, markers, glitter is optional). Then we’ll start fleshing out the timeline with key events and persons that we think brought the open education and knowledge movement to where it is today. We’ll stop whenever we get tired, make merry with refreshments and snacks, and digitize whatever we have by the end of the evening for further contributions from everyone and anyone on the web. We’ll make the resulting timeline available openly (either via CC0, CC BY, or CC BY-SA), and feature it in a chapter of the Open Education Handbook!
Due to the awesome, but limited space, this event will be first come, first serve, capping registrations at 30 participants. Please update your registration if you cannot make it to make room for those on the waiting list!
On Monday, the World Bank hosted an event called What the World Bank’s Open Access Policy Means for Development (you can view the video recording of the event at the link or embedded below). Participants included Peter Suber from Harvard University, Michael Carroll from American University (Mike is on the Board of Directors at Creative Commons), and Cyril Muller and Adam Wagstaff from the World Bank. The discussion was timely given the Bank’s recently-announced Open Access Policy and Open Knowledge Repository. We blogged about the Bank’s announcement of these two great initiatives. The World Bank’s Open Access Policy requires that all research outputs and knowledge products published by the Bank be licensed Creative Commons Attribution license (CC BY) as a default.
The conversation Monday revolved around the impact and potential for World Bank research — and open access in general — for development in countries around the world. For example, how will access and reuse of research under an open access policy create opportunities to solve large global challenges such as climate change and hunger?
The panelists jumped in, and stated that an immediate, baseline benefit of the open access policy is that now, World Bank research is aggregated in one place and made available for free to anyone with an internet connection. This is not the case with subscription journals, where readers have to pay to view the articles. Mike Carroll noted the importance of addressing copyright concerns in open policies. Even when research is made available for free online, if readers are unclear about the rights available to them, the articles and data will not be as valuable or impactful. This is especially important in developing nations, where republication and moving information from the Internet to an offline environment requires copyright permission. With open licenses such as CC BY chosen by the World Bank, permission to republish and translate articles into other languages is automatically granted. Carroll pointed to related success in the Open Education space. He said that many MIT Open CourseWare materials have been translated and put into use in other countries (such as Vietnam) specifically because the original resources were published under an open license that permitted translation and reuse.
Suber and Muller said that one benefit of an open access policy (especially when combined with open access to the underlying data) is that it can help validate research and work toward consensus on a particular issue, such as climate change. This in turn can help policymakers make better, research-driven decisions. Muller said that open access promotes collaboration between colleagues, even those with different skill sets and backgrounds. With this comes the increased possibility of solving complex research problems in novel ways. Muller and Wagstaff noted that the Open Access Policy would help increase the visibility, access, and reuse of World Bank documents and research. This information will help increase the audience for important Bank research and will promote cross-border transfer of information, especially in a south-south direction (as opposed to north-south).
To highlight the dire situation in pricing for traditional journals, the panelists discussed Harvard’s recent announcement about the unsustainable cost of scholarly journal subscriptions. Suber noted that even with a journal budget of $9 million per year, the Harvard University Library realizes it cannot afford the ongoing agreements with commercial journal publishers. And clearly, if even Harvard can’t afford the full range of research, every other university in the world is worse off. However, Suber said that seven of Harvard’s nine colleges have adopted exemplary open access policies, thus retaining access to the research from Harvard faculty even if those faculty publish in traditional and expensive subscription journals.
Carroll pointed to a more fundamental problem with the current scholarly publishing ecosystem. Scholars have always written to maximize impact; the web helps makes it easy to publish to wide audience, at near zero cost. The logical conclusion to these two assumptions is that all scientific and scholarly research should be widely available for free online. However, this is not how things have shaken out. Instead, prices to access scholarly research has gone up dramatically, as half of science literature has been published by commercial houses. These commercial publishers have enjoyed up to 36% profit margins, even amid the worldwide financial crisis. This points to a larger problem, and hints that the current publishing system overall is broken. However, Suber said that there are currently some for-profit open access journals that are indeed profitable. However, he guessed that the profit margins at those companies was probably closer to 2-5%.
A related question from the audience asked why a scholar would want to publish research as open access if given the chance to publish her work in a “shiny” established journal. Panelists pointed out that the World Bank Open Access policy allows authors to do both. The policy requires that authors deposit a copy of their final paper in the Open Knowledge Repository, and doesn’t preclude researchers from publishing in traditional journals. Of course, while this framework is a step in the right direction, it doesn’t solve the underlying problem because big publishers continue to enjoy huge profit margins on their access-controlled subscription journals because university libraries continue to pay for the access that their faculty require.
Suber pointed out that there are other benefits to publishing work as open access. He said that publishing in open access journals allows authors to attach open licenses (such as CC BY) to their work. When they do so, they make the work more useful to readers and users. So, the smallest open access journal has a potentially larger audience than even the most popular paywalled journal because the work can reach anyone in the world with access to the Internet. When you couple this massive potential audience with the permission to republish and reuse via an open license, authors can maximize the impact of their work beyond the reach of any closed journal.
Mike Carroll also brought up the importance of new technologies and methods such as text mining as another tool to help solve complex problems. Challenges such as climate change are huge, and can’t be tackled by researchers individually. At the same time, there is now a huge body of research articles on the subject, and scholars are facing an information overload problem. That’s where text mining comes in, and allows researchers to conduct intensive computational analyses on huge sets of scientific texts in order to identify correlations, patterns, and unforeseen connections that would be impossible to understand by reading the articles by themselves. While the traditional publishing models typically block such text mining efforts, open access gives permission in advance, helping researchers solve problems faster and promote scientific innovation. Questions around the legal implications of text mining in relation to copyright are currently being discussed in the UK.2 Comments »
Photo by Mr. Mayo CC BY-NC
A few weeks ago, I had the chance to talk to George Mayo, known as Mr. Mayo to his students, a middle school Language Arts teacher in Maryland. Mr. Mayo was brought to CC Learn’s attention by Lawrence Lessig, CC’s founder and current board member, who Skyped with Mr. Mayo’s class for thirty minutes, answering questions on copyright, YouTube’s take-down policy and downloading music. Mr. Mayo and his class have integrated CC licensed works into their daily activities, documenting it all at mrmayo.org. Instead of elaborating on the various innovative ways Mr. Mayo and his class uses CC, I’m going to let George speak for himself. The following is the interview I had with him via Skype. You can also listen to the audio here.Comments Off
Mozilla Service Week is happening September 14-21, 2009, and during that week Mozilla is trying to bring people together to help teach one another about the web. Creative Commons is answering Mozilla’s call for participation by hosting an online help desk via our IRC channel. Our IRC channel (#cc on the Freenode network) is typically a place where our developers and people interested in the technology of CC hang out. During Service Week we’re inviting everyone to join us there for a virtual CC help desk.
The CC help desk is a place for experienced CC-ers (staff, Jurisdiction partners, and community members), to come together to share their collective expertise with those that are new to CC and need a little, or a lot, of guidance.
The CC community will be providing help with the following topics:
- General CC help
- CC technology (ccREL and software projects)
- Where and how to publish CC works
- Where and how to find CC works
- CC in education and science
If you’d like to help out, add your name to our Mozilla Service Week wiki page and pledge your hours at mozillaservice.org. If you have questions, join the channel during Service Week and ask a volunteer.
More information can be found on the wiki page,1 Comment »
CC is pleased to announce that the Berkman Center for Internet & Society, in collaboration with the Hewlett Foundation, the Ford Foundation, and the Open Society Institute, has recently published a new study entitled, An Evaluation of Private Foundation Copyright Licensing Policies, Practices and Opportunities, by Philllip Malone. From the announcement,
“This project… undertook to examine the copyright licensing policies and practices of a group of private foundations. In particular, it looked at the extent to which charitable foundations are aware of and have begun to use open licenses such as Creative Commons or the GPL for the works they create and that they support with their funding. We surveyed foundation staff and leaders and examined a number of examples where foundations have begun to take advantage of new licensing models. Based on the survey results, foundation experiences and additional research, we identified a variety of significant benefits that the use of open licenses can bring to foundations and their charitable goals. In particular, open licenses permit knowledge and learning to be widely shared and more readily adapted, improved or built upon, and allow those later improvements to be readily distributed. The result can be dramatically faster and greater access to research, information, technologies and other resources in ways that directly benefit foundations’ core missions and the public good.
The study sought to develop an analytical framework and set of factors that foundations can use to begin considering when and where the use of open licenses would further their mission and day-to-day work and where such licenses might not be useful or appropriate. It provides a great starting point for informed consideration of open licenses and the new opportunities they create for foundations and related organizations.”
This report creates an amazing opportunity for foundations to propel themselves into the future via open licensing and open technologies. Please read and share far and wide, as the entire study is open via CC BY.Comments Off