Talis Education announced the first round of project winners yesterday for its Talis Incubator for Open Education. If you recall, I pointed out the Talis Angel Fund for Open Education last year, which was set up “to further the cause of Open Education through the use of technology.” Talis awarded £1,000-£15,000 to three projects for the first round: Drawtivity, Moodle Course Repository, and TwHistory. The Moodle Course Repository proposes “to build a repository of every course ever created on Moodle, a leading open source Virtual Learning Environment.” According to team leader, Joseph Thibault, it would “give users an easier way to share their content and find new course templates, resources and Creative Commons licensed materials.”
If you have a CC licensed project you’d like funded, the deadline for the second round is June 31st. See the website for more details.Comments Off on Talis Incubator for Open Education Announces Winners
On April 1, Flat World Knowledge announced its partnerships with Barnes & Noble and NACS Media Solutions (an independent business subsidiary of the National Association of College Stores). The partnerships enable FWK’s open textbooks to be distributed in low-cost print form at up to 3,000 college bookstores across the U.S. for the 2010 fall semester. To make sure this wasn’t an April Fool’s joke, I followed up with some of the folks at FWK about this and other plans.
Basically, all FWK’s textbooks are open under the CC BY-NC-SA license. The web version is accessible by anyone—which means you can copy, adapt, and reproduce the content for free (as long as you do so non-commercially and share alike). If you want to adapt it via FWK’s platform and easily produce and obtain hard copies of professor or student-customized chapters, then you pay a low-cost fee to download the customized PDF or have the professionally bound textbook mailed to you (about $1.99 per chapter download or $29.99 for the hard textbook). You can also access the physical textbooks at some college bookstores.
This new agreement with B&N and NACS expands the number where the physical texts are available, up to 3,000—wherever local professors have decided to participate. (This includes 639 Barnes & Noble college bookstores.) In addition, a print-on-demand (POD) model is being piloted at a few bookstores in August, with the long term goal to have POD in all. From the press release,
“Flat World Knowledge will provide bookstores with digital files of its growing catalog of professionally-developed, peer-reviewed college textbooks. Since Flat World textbooks are openly-licensed, instructors can remix, reorder, add and remove content, and then the bookstore can print and bind high-quality paperback books, often within minutes or hours.
University Book Store, Inc. at the University of Washington in Seattle, and the San Diego State University Bookstore, among others, will be the first to pilot this new process. Students will have the convenience of same-day pick up. POD technology also allows professors to continue to customize and update a Flat World textbook within days instead of weeks of the fall semester starting.”
The license (CC BY-NC-SA) applies to their print textbooks as well as the print-on-demand versions. In addition, FWK’s platform is built on open source software and they have plans to eventually make their XML exportable at no cost, which would allow a user to remix FWK content on their own site.
For more information, see the full press release. You can also learn more about their open business model by watching this talk given by Eric Frank (Chief Marketing Officer) from the latest CC Salon NYC.Comments Off on Flat World Knowledge partners with Barnes & Noble and NACS Media Solutions
First, there’s an education landing page prominently linked from our home page. Its goal is to quickly introduce our site visitors to the vast number and range of Open Educational Resources (OER) available for use as well as the role of Creative Commons licenses in enabling OER to reach its potential. We’ll be testing various iterations of this page in the coming months as well as add further assets (e.g., video) to make it an effective introduction to OER for the general public.
The landing page also features a number of links for anyone who wants to learn more about OER & CC and/or wants to contribute their own knowledge. Most of those links point to the OER Portal/Project on our wiki. Our goal for this section is for our community to add useful information about OER as well as help curate this information. Ultimately, we hope processes for curating such information (e.g., a rating system for OER case studies) will develop, looking at the Wikipedia WikiProjects as an inspiration. Please dive in and help, from small corrective edits to designing and documenting curation processes.
These new resources are in-line with the education plans we posted about at the end of January. Watch here for more!Comments Off on Creative Commons & Education Landing Page And Wiki Project
If you’re like me, then you don’t know much about software; if you’re not like me, then you know about software but not much about open source software (OSS). Regardless of which camp you fall into, there’s good news—you can learn about open source software (and help others learn about it) through open educational resources on OSS online. Practical Open Source Software Exploration: How to be Productively Lost, the Open Source Way is teachingopensource.org‘s new textbook to help professors, or anyone for that matter, teach or learn about open source software. “It’s a book that works like an open source software project. In other words: patches welcome.”
For those needing something quick and simple to hand out to their classes, educators can contribute to or adapt this textbook (it’s licensed under CC BY-SA so you can share, translate, remix as long as you share alike) or search for other OER online. One K-12 educator developed this resource under CC BY, A K-12 Educator’s Guide to Open Source Software.
Via CC licenses, both resources enable a community of educators and learners to contribute to, edit, and improve them, especially Practical Open Source Software Exploration which invites people to edit the wiki directly. But fostering a community around open resources to keep them up-to-date and relevant isn’t something that just magically happens, which is why Red Hat, a successful business built around OSS, developed this meta-resource: The Open Source Way: Creating and nurturing communities of contributors. The book is available in wiki-form also under CC BY-SA, and “it contains knowledge distilled from years of Red Hat experience, which itself comes from the many years of experience of individual upstream contributors who have worked for Red Hat.” Basically, it’s a guide “for helping people to understand how to and how not to engage with community over projects such as software, content, marketing, art, infrastructure, standards, and so forth.” Of course none of this is set in stone (literally), since what works for some might not for others, but it’s worth taking a look and adapting to your own needs.Comments Off on Teaching Open Source Software
Nearly two years ago, I blogged about Pratham Books, a nonprofit children’s book publisher in India. “It was set up to fill a gap in the market for good quality, reasonably priced children’s books in a variety of Indian languages. [Its] mission is to make books affordable for every child in India.” At the time, Pratham Books had released six children’s books under a CC BY-NC-SA license, available on their Scribd page. Since then, they have changed the licenses on those books to Attribution Only (CC BY) and have expanded their offerings to books in the public domain. They have also been blogging extensively and encouraging remix of their CC licensed illustrations on Flickr.
Last month, the CC licenses enabled audio versions of Pratham children’s books for India’s National Association of the Blind. Three audio versions were recorded by Radio Mirchi, two in English and one in Urdu, with more in the works.
I asked Guatam John of Pratham Books why they moved towards more open licensing (from the books’ original CC BY-NC-SA license), and what else he saw for the future of Pratham’s CC licensed books.
“Pratham Books has taken the position that all our content will either be under a CC-BY or CC-BY-SA license because, to us, these are the only two truly open licenses that fit our needs. Radio Mirchi gave us the content with no terms attached but since it was done pro bono, we felt that putting it out under the CC-BY-SA license was the best available choice for both the community, Radio Mirchi and us. Also, the SA component serves to limit commercial use unless it is re-shared, as the license, and our philosophy, mandates.
We continue to release content under open licenses, for example: http://blog.prathambooks.org/2010/03/retell-remix-rejoice-with-chuskit-world.html. And we will continue to do so over time. We have been working with the Connexions project to build a platform for the re-use, remix and distribution of our content too. Our basic goal is a net increase in the available content for children to read from and we think we can catalyse this two ways: Seeding the domain with our content and building a platform to make it easy to re-use and re-purpose content.”
For more on CC licensed OER being adapted to accessible versions, see “U.S. Dept of Ed funds Bookshare to make open textbooks accessible.”1 Comment »
In As Colleges Make Courses Available Free Online, Others Cash In the New York Times writes about how universities are funding OpenCourseWare programs as well as how businesses have sprung up around CC licensed Open Educational Resources (OER) from such programs. Regarding the latter, our CEO is quoted:
On a philosophical level, the idea of making money from something available free might seem questionable. But Joi Ito, chief executive of Creative Commons, which issues the licenses defining user rights to most OpenCourseWare materials, supports the mixing of free and for-profit: “I think there’s a great deal of commercial infrastructure that needs to be created in order for this to be successful,” Mr. Ito said: “It can’t all just be free.”
As readers steeped in knowledge of free culture/open content (and before it free and open source software) will recognize, this means three things.
First, sharing does not preclude making money. To the contrary, artists have long been making CC licensing part of their business strategies, and recently some OER creators and companies are following suit. Examples include WikiPremed, Flat World Knowledge, and Bloomsbury Academic. See Eric Frank explain how Flat World Knowledge gives away CC licensed open textbooks and profits from print materials and services rendered around the content in a video just uploaded from CC Salon NYC.
Second, there needs to be an ecosystem built around open materials, and businesses are an important part of that ecosystem. In the OER space the article mentions Academic Earth. Consider the many businesses providing services around CC licensed materials more broadly (e.g., Flickr, and Fotopedia, which leverages CC licensed works from both Flickr and Wikipedia) and the legion of businesses build around free software (e.g., Red Hat). Consider how huge education is. The opportunity and need for businesses that provide distribution, curation, and a plethora of other services around OER are huge.
Third, free can refer to price and freedom. Businesses, universities, and others can charge a price for access or services around OER. The ecosystem works due to the freedoms that have been granted to use and build upon OER.
The article also mentions the values of OER, one of which is to “[create] an incentive for universities to improve themselves.” It quotes Cathy Casserly, who recently joined the Creative Commons board of directors:
Comments Off on OpenCourseWare economics in the New York Times
“I think that by putting some of the spectacular professors, and putting their approaches and pedagogical instructional strategies that they use with their students in front of the world, it sets a new benchmark for all of us to learn from,” she said. “And I think that’s actually one of the incredible powers of this open educational resource.”
Artists have been using Creative Commons licenses in interesting ways for a while, whether it’s to encourage interesting adaptations of their work or to help boost album sales. But it’s not only the visual artists and musicians diversifying the use of CC licenses—open education initiatives like Flat World Knowledge are experimenting with innovative business models by giving away digital content while charging for services added around it. WikiPremed is another one.
WikiPremed is the result of fifteen years of hard work, founded by John Wetzel, a graduate of Stanford University who has been helping “premedical students prepare for the MCAT in small group teaching through over fifty course cycles.” The site is comprehensive in scope, basically a course “in the undergraduate level general sciences,” consisting of textbooks, flash cards, test questions, images, and more that a premed student would need to prepare for the MCAT. All materials are available for free under Creative Commons Attribution ShareAlike, which means you can translate, improve, and republish it as long as you share alike.
What’s more interesting is that the site is sustaining itself by giving away digital content for free and charging for print materials, such as its Physics flashcards and print versions of its books. There is also an ask for a one-time $25 donation that then gives students an Organic Mechanisms Pocketbook and Advanced Physiology Crosssword Puzzle Book in return as a thank you. From Glyn Moody’s short interview of John Wetzel (which got picked up by techdirt),
“Students need printed study materials, and they get sick of the computer, so I definitely think there is room for creative commons educational content supported by print publications. I think there is an ethic to not holding content hostage to purchases, but I think there are commercial advantages to the open model as well. I don’t doubt that the average customer at WikiPremed has 1000 page views before purchasing anything.
I am sure that if there were registration walls and missing chapters I would have fewer customers.
I’m not getting rich or anything, at this point, but it is working.”
If you’re interested, you can help contribute to the WikiPremed case study.Comments Off on WikiPremed makes money by giving away MCAT course
Continuing with its commitment to open licensing, Google recently updated Google Code University, an educational resource that provides tutorials, lectures, and sample course content for CS students and educators. All the content is released under a CC Attribution license, allowing educators the ability to incorporate the resource in to their own courses. Educators can similarly submit their own course content for inclusion in GCU.2 Comments »
National Broadband Plan outlines recommendations to enable online learning; should continue to address content interoperability concerns
Today the Federal Communications Commission (FCC) released its long-awaited National Broadband Plan. The plan aims to “stimulate economic growth, spur job creation, and boost capabilities in education, healthcare, homeland security and more.” The FCC has taken particular interest in the power of broadband to support and promote online learning. We applaud the FCC for working to make this a priority, especially in exploring how broadband can enable access to and participation in the open educational resources movement, empowering teachers, students, and self-learners. In the plan, the FCC offers several recommendations in expanding digital educational content. A few of the recommendations are listed below:
Recommendation 11.1: The U.S Department of Education … should establish standards to be adopted by the federal government for locating, sharing and licensing digital educational content by March 2011.
While digital content is available currently, there are significant challenges to finding, buying and integrating it into lessons. Content is not catalogued and indexed in a way that makes it easy for users to search. It is also hard for teachers to find content that is most relevant and suitable for their students. Even if one finds the right content, accessing it in a format that can be used with other digital resources is often difficult or impossible. And if the desired content is for sale, the problem is even harder because online payment and licensing systems often do not permit content to be combined. These three problems—finding, sharing and license compatibility—are the major barriers to a more efficient and effective digital educational content marketplace. These barriers apply to organizations that want to assemble diverse digital content into materials for teachers to use, as well as to teachers who want to assemble digital content on their own. Digital content standards will make it possible for teachers, students and other users to locate the content they need, access it under the appropriate licensing terms and conditions, combine it with other content and publish it.
Recommendation 11.2: The federal government should increase the supply of digital educational content available online that is compatible with standards established by the U.S. Department of Education.
[ … ] Whenever possible, federal investments in digital education content should be made available under licenses that permit free access and derivative commercial use and should be compatible with the standards defined in recommendation 11.1.
Recommendation 11.4: Congress should consider taking legislative action to encourage copyright holders to grant educational digital rights of use, without prejudicing their other rights.
In part due to a lack of clarity regarding what uses of copyrighted works are permissible, current doctrine may have the effect of limiting beneficial uses of copyrighted material for educational purposes, particularly with respect to digital content and online learning. In addition, it is often difficult to identify rights holders and obtain necessary permissions. As a result, new works and great works alike may be inaccessible to teachers and students … Increasing voluntary digital content contributions to education from all sectors can help advance online learning and provide new, more relevant information to students at virtually no cost to content providers … Congress should consider directing the Register of Copyrights to create additional copyright notices to allow copyright owners to authorize certain educational uses while reserving their other rights.
Many of these recommendations can help to enable the sharing and downstream reuse of Open Educational Resources (OER) via public licenses that grant broad permissions. And as we wrote last week, the Department of Education–through the National Education Technology Plan (PDF)–has already offered suggestions for how open licensing can aid teaching and learning by making content created by the federal government available for use or adaptation.
One recommendation, however, misses the mark – the suggestion that Congress direct the Copyright Office to create a new copyright notice to allow rightsholders to authorize specific education uses of their content while reserving all other rights. While the suggestion for this (e) mark is a good first step in recognizing the need for educational content to be shared widely, its utility will be limited and its implementation confusing. To begin with, it’s difficult to determine what will qualify as “educational” content and use. Creative Commons considered this 7 years ago and has revisited the question since, as an “education license” sounds very appealing. The reality is that allowing educational uses, or worse allowing only certain educational uses, adds to the growing problem of non-interoperable content silos whose contents cannot be intermingled without running afoul of copyright. These qualifiers are counter-productive in that they inhibit rather than incentivize use by teachers, learners, and others of the resources stored and isolated in the silos. “Education only” uses would dampen innovation by publishers and other content creators that otherwise would be enabled under an open license granting broad permissions.
Additionally, narrow permissions break the promise of a widely interoperable commons. Public licenses that grant broad permissions for the use and reuse of content provide the most clear path forward in solving the interoperability problem. Creative Commons supplies a standardized framework for such public lienses, and has been adopted by many in the education community. It is important that any future initiative intended to increase sharing of eudcational content–legislated or otherwise–consider interoperability with existing OER as a design requirement.
The FCC has recognized that robust broadband infrastructure is crucial for citizens to participate effectively in the 21st century digital environment. Open licensing is a piece of this critical infrastructure. Creative Commons hopes to continue to work closely with the FCC, the Department of Education, and the OER community in order to implement the infrastructure necessary to support and promote online learning.Comments Off on National Broadband Plan outlines recommendations to enable online learning; should continue to address content interoperability concerns
The United States Department of Education 2010 National Educational Technology Plan (pdf) includes the following:
Open Educational Resources (OER) are an important element of an infrastructure for learning. OER come in forms ranging from podcasts to digital libraries to textbooks, games, and courses. They are freely available to anyone over the web.
Educational organizations started making selected educational materials freely available shortly after the appearance of the web in the mid-1900s. But MIT’s decision to launch the OpenCourseWare (OCW) initiative to make the core content from all its courses available online in 2000 gave the OER movement a credible start (Smith, 2009). Other universities joined the OCW Consortium, and today there are more than 200 members, each of which has agreed to make at least 10 courses available in open form.
Many of these materials are available not just to individuals enrolled in courses, but to anyone who wants to use them. The power of OER is demonstrated by the fact that nearly half the downloads of MIT’s OpenCourseWare are by individual self-directed learners, not students taking courses for credit (Maxwell, online presentation for the NETP Technical Working Group, 2009).
Equally important to the OER movement was the emergence of the Creative Commons, an organization that developed a set of easy-to-use licenses whereby individuals or institutions could maintain ownership of their creative products while giving others selected rights. These rights range from allowing use of a work in its existing form for noncommercial purposes to the right to repurpose, remix, and redistribute for any purpose.
Additional advances in our understanding of how to design good OER are coming out of the work of the Open Learning Initiative (OLI) at Carnegie Mellon University. OLI has been developing state-of-the-art, high-quality online learning environments that are implemented as part of courses taught not only at Carnegie Mellon, but also at other universities and at community colleges. The OLI learning systems are submitted to rigorous ongoing evaluation and refinement as part of each implementation. (For more information on OLI, see the Assessment section of this plan.)
The Department of Education has a role in stimulating the development and use of OER in ways that address pressing education issues. The federal government has proposed to invest $50 million per year for the next 10 years in creating an Online Skills Lab to develop exemplary next-generation instructional tools and resources for community colleges and workforce development programs. These materials will be available for use or adaptation with the least restrictive Creative Commons license. This work is expected to give further impetus to calls for open standards, system utilities, and competency-based assessments. (For more information on the Online Skills Lab, see the Learning section of this plan.)
The OER movement begun in higher education should be more fully adopted throughout our K-16 public education system. For example, high-quality digital textbooks for standard courses such as algebra can be created by experts and funded by consortia arrangements and then made freely available as a public good. Open textbooks could significantly reduce the cost of education in primary and secondary as well as higher education. Textbooks constitute a significant portion of the government’s K-12 budget as well as the student-borne cost of higher education.
Also see the plan’s sidebar on the California Free Digital Textbook Initiative, the first phase of which has been dominated (15 of 16) by CC licensed textbooks.
The plan also directly demonstrates effective reuse — it includes and properly attributes two CC-licensed illustrations.
Congratulations to the U.S. Department of Education and the OER movement!
Addendum: See open education pioneer David Wiley’s reaction to a speech by U.S. Secretary of Education Arne Duncan given the day before the National Education Technology Plan’s publication. Wiley highlights OER’s role as infrastructure for education innovation. Those aren’t just buzzwords — read Wiley’s post.2 Comments »