The Commonwealth of Learning (COL), an intergovernmental organization that “helps governments and institutions to expand the scope, scale and quality of learning,” has defined a new policy on open educational resources (OER). In addition to recognizing the importance of OER for teaching, learning, and collaboration among institutions and governments, the Commonwealth of Learning states that it will “encourage and support governments and institutions to establish supportive policy frameworks to introduce practices relating to OER.”
The new policy specifies that COL will “release its own materials under the most feasible open licenses including the Creative Commons CC-BY-SA license.” The CC BY-SA license is currently used for more than 17 million Wikipedia articles in 270 languages, not to mention a plethora of other Wikimedia Foundation projects. Furthermore the CC BY license is compatible with CC BY-SA, and CC BY is used by OER platforms like Connexions and Curriki.org.
We are thrilled at this new development by COL, one of the leading intergovernmental organizations in education! Read the full policy here, and learn more about how IGOs benefit by adopting Creative Commons licenses for their own works.Comments Off on Commonwealth of Learning adopts CC BY-SA as part of new OER policy
Creative Commons & the Association of Educational Publishers to establish a common learning resources framework
Today Creative Commons and the Association of Educational Publishers (AEP) announce the Learning Resource Metadata Initiative, a project aimed at improving education search and discovery via a common framework for tagging and organizing learning resources on the web. The learning resources framework will be designed to work with schema.org, the web metadata framework recently launched by Google, Bing, and Yahoo!, as well as to work with other metadata technologies and to enable other rich applications.
The great promise of Open Educational Resources (OER) to provide access to high quality learning materials is limited by the discoverability of those resources and the difficulty of targeting them to the needs of specific learners. Creating a common metadata schema will accelerate movement toward personalized learning by publishers, content providers and learners, and help to unleash the tremendous potential of OER and online learning.
From AEP’s press release:
“This is a watershed project for our industry. It benefits both users and content providers because improved discoverability expands the market,” said Charlene Gaynor, CEO of AEP. “Being part of the process allows publishers to address issues such as quality and suitability as dimensions of educational content.”
CC is co-leading the LRMI with the Association of Educational Publishers, which includes publishers such as Houghton Mifflin Harcourt, McGraw-Hill Education, Scholastic, Inc. and Pearson. Open education organizations in addition to CC also support the project, including the Institute for the Study of Knowledge Management in Education (ISMKE), Curriki.org, BetterLesson.org, and the Monterey Institute for Technology (MITE).
To learn more about the timeliness and impact of the LRMI, CC’s role in the project, and what this means for OER and online education publishers, grantees of the U.S. Department of Labor’s $2 billion TAACCCT program, other CC-using publishers and platforms, and technologists, please see our LRMI FAQ.
You can keep up to date and contribute to the broader conversation by following http://creativecommons.org/tag/lrmi and using the tag #lrmi on social media. If you want to get involved, join the LRMI list at http://groups.google.com/group/lrmi and introduce yourself. We look forward to your contributions!Comments Off on Creative Commons & the Association of Educational Publishers to establish a common learning resources framework
The Kwame Nkrumah University of Science and Technology (KNUST) has adopted a university-wide open educational resources (OER) policy with CC Attribution as the default license for university material. KNUST’s “Policy for Development and Use of Open Educational Resources (OER)” (pdf) outlines the purpose, role, and process of OER production at the university, and specifically states that,
“Materials produced which do not indicate any specific conditions for sharing will automatically be considered to have been shared under a Creative Commons Attribution license.”
KNUST is a partner institution in the African Health OER Network and works closely with the University of Michigan Medical School and Dental School to develop and distribute health OER. KNUST OER is hosted at http://web.knust.edu.gh/oer but is also duplicated for use at the Open.Michigan and OER Africa sites.
You can help us improve the case study on KNUST here.1 Comment »
Cable Green and family / CC BY
Creative Commons is pleased to welcome Dr. Cable Green as Director of Global Learning. Most recently, Green was the Director of eLearning & Open Education for the Washington State Board for Community and Technical Colleges, where he provided leadership on strategic technology planning, openly licensing and sharing digital content, growing and improving online and hybrid learning, and implementing enterprise learning technologies and student support services. One innovative project, the Open Course Library, creates low-cost, digital, openly licensed (CC BY) instructional materials for 81 high impact community college courses. Cable holds a BS (international affairs) from Lewis and Clark College, MPC from Westminster College, and a MA (communication) and PhD (educational technology) from Ohio State University.
As Director of Global Learning at Creative Commons, Green will be responsible for setting strategic direction and priorities to build a global movement that will enable robust and vibrant practices and policies for free sharing of education and learning assets. Cable will lead Creative Commons’ recently-announced project to provide technical assistance to winning grantees of the Department of Labor Trade Adjustment Assistance Community and Career Training Grant program.
“We’re honored and excited to be joined by Cable, and we expect that his experience, passion, and vision for OER will greatly amplify the impact that Creative Commons continues to make in open education around the world,” said Cathy Casserly, CEO of Creative Commons.
Please join us in welcoming Cable to CC!7 Comments »
Paul Stacey is the Director of Communications, Stakeholder and Academic Relations at BCcampus. Headquartered in Vancouver, BCcampus provides services in support of educational technology and online learning to British Columbia’s 25 public colleges and universities, their students, faculty and administrators. The BC Ministry of Advanced Education provides funding for curriculum development. In 2003 they shifted funds to support a new thematic direction—online learning. Through this shift in priorities, BCcampus saw the opportunity to connect to the rising open education space, seeing interesting examples of other OER projects like MIT OpenCourseware and Connexions. Paul supports the strategic development of for-credit online curricula, in the form of OER, via partnerships among BC’s public post secondary institutions. He also helps coordinate a range of open online communities that support academic growth and faculty development in BC and beyond.
Foundation-funded vs. publicly-funded OER
Last year, Paul presented a paper called Foundation Funded OER vs. Tax Payer Funded OER–A Tale of Two Mandates at the Open Ed Conference in Barcelona. In that presentation he compared the goals and attributes of foundation-funded and publicly-funded OER projects. Private philanthropic foundations have provided the largest investments in OER over the last 10 years, but there are increasing examples of taxpayer-funded OER policies. Stacey observes that foundation and public sector goals are similar in wanting to expand access to education, but the means by which they do this differs. “The foundation’s primary responsibility is to the founder, while a government ministry’s primary responsibility is to its tax-paying citizens,” says Paul. While foundations often have global and humanitarian mandates and goals, government ministries, on the other hand, tend to be more geographically local to a specific nation, province, or state. They focus on providing a public service that benefits all citizens of that region rather than the entire world. “Public sector support for OER often has economic efficiency goals more than humanitarian ones,” says Paul. With public sector funding so tight, government bodies want to leverage its money in the most effective ways possible, and provide access to education to as many members of its public as possible. The ongoing question for OER is, can it do both?
Paul notes other differences between foundation-funded and publicly-funded OER. Foundation grants have primarily gone to single prestigious institutions and have been used for publishing existing lectures, course notes, and learning activities associated with campus-based classroom activity. Foundation grants have a defined start and end date and are generally not provided for ongoing operations. Government Ministries have primarily invested in OER for formal credit-based academic purposes that fulfill the education access, societal, and labor market needs of their region. Government grants are given, not to single prestigious institutions, but to collaborative partnerships of schools and institutions in their jurisdiction, often for development of new curricula intended for online delivery. Government Ministries oftentimes concern themselves with both start-up and ongoing operations funding.
A spectrum of licenses: To choose or not to choose?
Paul has constructed an interesting chart that plots various OER projects with their associated licensing terms.
Stacey notes that foundation-funded OER projects generally require a single Creative Commons license (usually CC BY or CC BY-NC-SA). But, for publicly-funded OER, there are usually more license options available. One recommendation Paul makes is for OER projects to offer a range of licensing options along the “open” continuum. “Multiple options provide greater buy-in and lower the threshold for OER participation,” suggests Paul. He concedes that there are downsides to permitting individual projects to choose their own license: a variety of licenses make remixing and adapting OER more complex, and can create interoperability issues and siloed content. While he’s noticed that no OER project places content into the public domain, Paul thinks that this approach could be tested.
BC Commons and suggestions for Creative Commons
Stacey says that Creative Commons has played a central role in making OER possible in the first place. The current licensing solution used by BCcampus intuitions, BC Commons, is modeled on Creative Commons. The BC Commons license is different than CC licenses. Where the Creative Commons licenses are applicable worldwide, the BC Commons license is applied to content for use and sharing between institutions, faculty and students affiliated with the BC public post-secondary system. BCcampus adopted the BC Commons license to support educators gradual entry into the waters of openness. “If you say to a faculty member that you want them to share their resources with everyone, they worry that they might lose control of the integrity of the resources they create,” says Paul. “Even with the BC Commons license, these concerns do not go away entirely, but fears are mitigated because the sharing is contained within the province.” Stacey thinks that the more convincing reason for rallying around the BC Commons license is the local collaboration generated by its use. “When you create a license that supports local sharing, it creates a local commons,” says Paul. The local ties among educators are oftentimes much stronger than ties outside of the community. And, BCcampus actively cultivates partnerships to encourage multiple institutions to work together on developing content—“we collectively develop and collectively reuse the resources,” says Paul.
Paul offered several recommendations for Creative Commons:
- Develop a tracking piece of code embedded in each CC license that reports back to the OER creator on reuse. We know from social media that seeing use is a motivator for doing more.
- Encourage CC licensing choice along the open continuum and make it simple for people to start with one license and then transition or migrate a resource to more open licenses along the continuum as they get comfortable with sharing.
- Work with those trying to create regional versions of CC licenses, (like we’ve done in BC with the BC Commons license), to craft the regional license to be as similar to CC as possible. In our experience its been crucial to complement global sharing choices with local regional ones.
- Refine the decisions associated with CC license choices. Attribution, commercial/non-commercial, derivatives, and share alike go a long way but could be complemented with other decision-making points specific to OER.
- Consider adding metadata fields to the CC license to allow the creator to add additional information about the resource including their interest in collaborating with others on improving and modifying it.
- Work with national, state and other public sector institutions and organizations to incorporate Creative Commons license options into education policy that governs IP and copyright so that educators have CC choices built into their agreements.
- Continue work with software companies that develop applications used to create and deliver educational resources to incorporate CC licenses as default options within the application.
Future of OER
Stacey speculates that while government Ministries have yet to be convinced that making all their publicly funded educational resources open to the world is in the best interests of its citizens, he predicts that this will eventually prove to be the case. “Foundations and public sector entities will work together to define the OER value proposition in a way that meets both sets of mandates and goals and is mutually beneficial regionally and globally,” says Paul.
Paul thinks that both foundation and public sector funding will increasingly look to achieve a formal learning outcome where credit is associated with OER,” he says. OER will be help spur other changes in our education system too, and continue to affect the dynamics of the teaching/learning environment. Stacey predicts: “Student-to-student and network-based learning will generate global OER education networks that will eventually prove to provide a better education than is currently available through existing traditional education providers.” Stacey reinforces the need to include students in the OER creation process, as they are the primary beneficiaries of open learning materials. “We’ve tended to see students as consumers of OER,” says Paul, “but I believe students will ultimately produce more OER than educators.” He predicts that someday students will get credit for producing course content OER. But, the demand for well-trained and credentialed educators isn’t going away. The role of a teacher will continue to evolve. Lecturing is out. Facilitating, mentoring, connecting students together in ways most productive for their learning is in. And critically important is the need for professionals to take on the role of assembling OER into sensible curriculum, and delivering it in a way that allows for ongoing assessment to take place.
Stacey believes there’s no one-size-fits-all vision for the future of OER. Open education can be transformative in a variety of ways, and it should be able to fit alongside more traditional environments too. He thinks it’s exciting to imagine the various possibilities, and has described one vision for how this might look as the University of Open. He also points to the work Wayne Mackintosh is leading around an OER University. Paul thinks that a quality education is a shared aspiration for everyone around the world. “We’re seeing OER change education from something defined by scarcity to something based on an idea of plenty,” he says. “OER, together with the ability to form global learning networks, makes education for all an attainable goal.”1 Comment »
We are thrilled to announce our involvement in the 7th annual WikiSym, International Symposium on Wikis and Open Collaboration. WikiSym explores the impact of wikis, open resources, and open technologies across all sectors of society, including education, law, journalism, art, science, publishing, business, and entertainment.
WikiSym 2011 will be held in Mountain View, California on October 3-5. You don’t want to miss this conference. WikiSym draws an international group of leading thinkers from industry, non-profits and academia. Last year’s WikiSym 2010 in Poland was packed with exciting people and ideas. WikiSym 2011 is gearing up to be the best gathering on open collaboration ever held.
Want to present your ideas at WikiSym 2011? The program will include: research papers, workshops, panel discussions, poster sessions, demos, and a doctoral symposium. See the call for participation page for details and deadlines. Be sure to follow their blog and Twitter account for updates leading up to the event.Comments Off on Creative Commons sponsors WikiSym 2011
Getting students formal credit for their free and open education is a challenge, but groups and institutions are working around the world to come up with alternative pathways to recognition. The Peer 2 Peer University (P2PU) is one such group that explored the topic in an assessment workshop last September and then co-designed virtual “badges” for recognition in real time at the Mozilla Drumbeat Festival in Barcelona. P2PU and Mozilla are piloting these badges via the P2PU School of Webcraft, and have solicited would-be developers for the skills and competencies that would best be reflected by a badge system. In collaboration with the MacArthur Foundation, they have drafted An Open Badge System Framework: A foundational piece on assessment and badges (Google doc).
A meeting to build an OER University
Alternatives, such as the badge system above, may factor into a plan to bring formal recognition to open education learners’ achievements. In an effort to combine institutional forces, the Open Educational Resources (OER) Foundation will host an international planning meeting on February 23 to co-design assessment and credit pathways for open learning. As open educational resources (OER) under CC licenses become more integrated into institutional education, the OER foundation (along with Otago Polytechnic in New Zealand, the University of Southern Queensland in Australia, and Athabasca University in Canada) is hoping to “provide flexible pathways for OER learners to earn formal academic credit and pay reduced fees for assessment and credit.”
The challenge is to find robust mechanisms for academic credit for these OER learners. “Students seek flexible study opportunities, but they also want their achievements recognised in credible credentials.” said Sir John Daniel, President of the Commonwealth of Learning. “This important meeting will tackle the challenges of combining flexibility with rigour, which requires clarity in conception and quality in execution.”
The OER Foundation invites and encourages all post-secondary institutions and others “who care about sharing knowledge as a core value of education” to join the meeting, which will be streamed virtually by UNESCO to enable participation by all.
The foundation believes “OER is a sustainable and renewable resource,” but that “collaboration among education institutions will be a prerequisite for success.”Comments Off on Designing assessment and credit pathways for open education learners
CC heads into February with exciting new developments in policy, science, and journalism.
A new U.S. education fund makes available $2 billion to create open educational resources in community colleges
The U.S. Department of Labor and the Department of Education announced a new education fund that will grant $2 billion to create open educational resources (OER) materials for career training programs in community colleges. The Trade Adjustment Assistance Community College and Career Training Grant Program (TAACCCT) will invest $2 billion over the next four years into grants that will “provide community colleges and other eligible institutions of higher education with funds to expand and improve their ability to deliver education and career training programs.” What’s more, the full program announcement (PDF) states that all the resources created using these funds must be released under the Creative Commons Attribution (CC BY) license. The first round of funding will be $500 million over the next year. Applications to the solicitation are now open, and will be due April 21, 2011. Read what our incoming CEO, Cathy Casserly, has to say at the full post.
Nature Publishing Group announces a new open access journal and support for CC
Nature Publishing Group has long been a leader in scientific and medical publishing. Last month, the company announced a brand new online open access journal called Scientific Reports. With this launch, a full 80% of NPG academic and society journals and 50% of all journals the company publishes offer open access options to authors. Additionally, NPG is going to make a donation to Creative Commons for every publication in Scientific Reports. We are thrilled to have this financial support that will help us continue to provide the legal and technical infrastructure of open systems. Read more.
Al Jazeera adds Egypt and Tunisia coverage to its CC video repository
Since the beginning of the Egyptian uprising on January 25th, Qatar-based all-news Arabic channel Al Jazeera has been feeding its repository of CC-licensed video with up-to-date footage from Egypt and Tunisia. With a powerful network of journalists and reporters on the ground who can provide footage that is sometimes very difficult to obtain, “Al Jazeera has decided to make its content available for other news sources to use through their Creative Commons website” (Wired). The footage released on Al Jazeera’s Creative Commons repository is under the CC BY license, which makes it legally available to be downloaded, shared, re-mixed, translated and even re-broadcast without asking for further permission as long as the original source is credited. Read more.
In other news:
- Open data is huge this year. Read about CC’s open data strategy and what you can do to help.
- Belgian and Israeli Courts granted remedies to CC licensors.
- Director Vincent Moon (of the Take-Away Shows) announced public-private screenings for his new film, “An Island.” The film, like all his work, is available under CC BY-NC-SA.
- We launched a new blog series on Creative Commons and Public Sector Information for the ePSIplatform.
- We talked with Nick Shockey of the Right to Research Coalition (R2RC) about the benefits of adopting CC tools for open access literature, and the similarities between the open access and open education movements.
- We changed our website!
- We also created CC REL by Example in an effort to make CC license metadata much easier to implement. It includes many example HTML pages, as well as explanations and links to more information.
- Finally, we rounded out the month by holding our first board meeting of 2011 and completing three CC license 3.0 localizations in Estonia, Costa Rica, and Chile.
CC Talks With: Jeff Mao and Bob McIntire from the Maine Department of Education: Open Education and Policy
Maine has been a leader in adopting educational technology in support of its students. In 2002, through the Maine Learning Technology Initiative (MLTI), the state began providing laptops to all students in grades 7-8 in a one-to-one laptop program. In 2009, Maine expanded the project to high school students. The one-to-one laptops paved the way for open education initiatives like Vital Signs, empowering students to conduct their own field research in collaboration with local scientists, and make that research available online. Recently, Maine has been engaged in some interesting and innovative projects around OER as a result of federal grant funds. For this installment of our series on open education and policy, we spoke with Jeff Mao and Bob McIntire from the Maine Department of Education. Jeff is Learning Technology Policy Director at MLTI, and Bob works for the Department’s Adult & Community Education team.
One part of the $700 billion American Recovery and Reinvestment Act (ARRA) was dedicated to creating technology-rich classrooms. This funding was distributed through the existing No Child Left Behind Title IID program. With their one-to-one student laptop program, Maine was already ahead of the game with regard to technology in the classroom, so they decided to focus the ARRA funding on OER projects. “We wanted to create something that had a longer shelf life,” said Bob. Maine’s grants were broken into two initiatives: research to identify and annotate high quality OERs, and the creation of professional development models using OER.
Curate metadata, don’t stockpile resources
Maine is a “non-adoption” state, which means that teachers at the local level determine the educational resources they wish to use in their classrooms. Most other states adopt educational materials at the state level. For instance, for a class like 9th grade world history, states will approve multiple textbook titles from multiple publishers, and schools will be able to choose from among the state approved list. Since it’s up to local teachers to determine which educational resources are good for their teaching, part of the Maine OER grants is devoted to researching the rough process that teachers step through when evaluating content. MLTI has been working on a type of educational registry. This registry will be a website that can house the metadata teachers collect around the resources they wish to use. This website–still in development–will help teachers to be able to find, catalog, categorize, and add other informative data to quality resources. Perhaps as important, it will allow teachers to share with others what they did with the content, whether the material worked (or bombed), and other sorts of useful descriptive information. Right now the team is using the social bookmarking service delicious to add metadata to high quality OERs that they find online. This project is coordinated by the Maine Support Network, a professional development and technical assistance provider, and all the resources are linked through one delicious site at http://www.delicious.com/syntiromsn.
Weaning teachers off of printed textbooks
Jeff talked about a way to restructure the traditional textbook adoption cycle that would result with an end product of 100% OER. Currently, the Maine textbook adoption process goes something like this: After six years of using the same textbook, teachers realize their turn is coming up to place an order for a new textbook. In the springtime, they call publishers and ask for demo copies of new books to potentially be used the following fall. Teachers peruse the books sent to them, and settle for the one that is the least flawed. Teachers use the book for five and half years, after which the process repeats itself. Jeff hopes this inefficient process can be changed. He suggests that rather than waiting until the final year to seek out new, pre-packaged educational materials, why not spend the interim years seeking out individual learning objects to replace every piece of their static textbooks?
Such a process could work to improve some of the content that teachers don’t like (and don’t use) in their traditional textbooks. And, through this iterative, piecemeal process, they can share their illustrative discoveries (and dead ends too) with other teachers. The Department itself could pitch in providing the tools, software, and other infrastructure to help teachers keep track of which resources have been reviewed, replaced, or modified. Jeff thinks that enabling teachers to operate in a constant revision mode is a better way to structure the acquisition of teaching and learning materials, rather than reviewing textbooks only once every five or six years.
As most open educational resources are digital, Jeff said there’s an increasing need to be able to deal with strictly digital materials. Digital materials can be leveraged better because Maine students and teachers already have the laptops to access and manipulate the content (which can’t be done with physical books), digital materials can help integrate other best-of types of technology and interactive pedagogy into their lessons, and digital materials helps set up the conditions to support embedded assessment mechanisms.
Share your process as OER; everything is miscellaneous
Maine hopes its work on OER can be used by other states and communities, considering the research and resources will be produced using federal dollars. They will publish their process and offer the resources they create as OER itself online. Jeff said, “the more we can demonstrate this process is effective, the better it speaks to the efficacy of OER.” And, publishing information about resources and processes should be something natural to share. “If a teacher expends six hours finding a great OER for teaching students polynomials,” said Jeff, “it just needs to be done once.” But at the same time, with the diversity of resources available online–and with clear rights statements through the use of Creative Commons–variations on the sets of resources can be nearly infinite. Teachers can have their own educational “iMixes,” just as iTunes users create playlists of their favorite music.
The future classroom
As Maine continues its work on OER research and professional development, Jeff and Bob offer a vision of a classroom where students gather in small groups, talking, exploring and building projects and investigating ideas together. There is no lecturing, and open educational resources integrate with classroom instruction seamlessly. As most kids are naturally inclined to try to find information online, teachers can guide students in using high quality, adaptable OER. Jeff also suggests that we should be investing time and effort into more direct support for students, building or extending the tools being built for teachers, and proactively including students in the resource evaluation and review process.
The success of Maine and others’ OER projects is not assured. Dwindling budgets will remain an ongoing challenge, and while there’s been some recognition of OER in policy initiatives such as the National Education Technology Plan, Jeff and Bob question whether current budget woes will derail national and state efforts for change. Teachers are increasingly overburdened, and the development and support for a hands-on process like Maine’s requires ongoing teacher participation, feedback, and practice.
In the long run, Jeff thinks that OER will challenge the educational content industry in much the same way that the music industry was challenged by–and eventually succumbed to–Apple’s “buy-whatever-you-want” model of music distribution, where users could break apart the album format and simply purchase the songs they wish. Jeff predicts that the textbook industry will be forced to break apart their offerings too, and sell individual chapters or lessons, where before they offered only packaged content to a captured education audience. And Jeff says the benefits apply to publishers too–“If they sell you Chapter 1 and it’s really good,” he said, “maybe you’ll want to buy the whole book.”1 Comment »
CC BY by mozillaeu
Since we last blogged about CC in Barcelona, we’ve been very productive. Two weeks worth of open events have yielded several talks around open educational resources (OER) search, discovery, and policy at Open Ed, recommendations and tools for greater open content reuse at the Mozilla Drumbeat Festival, and a 12 month plan for the future of the Peer 2 Peer University (P2PU).
In addition to an excellent talk by board member Cathy Casserly, CC staff members Nathan Yergler and Timothy Vollmer both gave talks that led to fruitful side conversations that will be helpful going forward. Nathan’s talk on “Search and Discovery: OER’s Open Loop” spurred conversations about one of the underlying issues of OER search, which is, “how do you (software, crawlers) know what’s an OER and what is not?” Timothy Vollmer’s talk on the “iNACOL survey: An inquiry into OER projects, practices, and policy in U.S. K-12 schools” identified how OER is being used in K-12 online education and investigated the existing OER models at the state, district, and school level. The survey revealed the widespread knowledge of OER among the respondents, but also ongoing questions about the funding models and professional development needs to alert other teachers and administrators about the process and benefits of exploring OER. On the whole, survey respondents were optimistic about the potential for OER, wanting to see it implemented for a wide variety of functions, including the development of digital textbooks to replace hard copy texts, as a component in building better assessment mechanisms, to augment learning materials for struggling students, credit recovery, independent study, college prep and tutoring, special education, library tutorials, and to provide opportunities for students to engage in content and classes that the school doesn’t offer.
CC BY by tvol
CEO Joi Ito gave a keynote and CC’s International Project Manager (and Drumbeat Festival program co-chair) Michelle Thorne worked closely with Mark Surman and other Mozillans to make this event happen–a huge shout-out to all the Mozilla volunteers! The Peer Learning Lighthouse tent, organized by CC Superhero Delia Browne, Alison Jean Cole (P2PU), and myself, focused specifically on overcoming barriers to reuse of CC licensed content and a future School of Copyright & Creative Commons at P2PU. One of the coolest outcomes of this tent was tech specifications around a CC attribution generator, a browser and platform plugin that would export the metadata around a CC licensed work to produce a formatted attribution. University of Michigan’s Molly Kleinman and our CTO Nathan Yergler, in collaboration with Mozilla, are working to make this tool a reality. Discussions on the School of Copyright & Creative Commons revolved around increasing global and linguistic reach of the Copyright for Educators courses, and also adapting the course for librarians, policymakers, and creators.
All P2PU-produced content is under CC BY-SA. In order to more effectively educate P2PU participants and course organizers, the P2PU community are planning to integrate copyright and CC license education into its orientation process, in addition to emphasizing the P2PU value of openness as part of a “social contract” at the beginning of every course, which will be revised to explicitly call out the license. Additionally, the revamped P2PU platform will introduce values and licensing in the latest stage at the sign-up phase.
CC BY-SA by kiyanwang
Of course licensing was far from the only issue that was talked about. Governance, nonprofit incorporation, sustainability, course formats and content, quality control, research, and more were heavily workshopped, and all outcomes from the workshop are available at the P2PU wiki, under CC BY-SA of course. Immediately after the workshop, the P2PU techsprint, involving volunteer developers and designers, produced the next iteration of the P2PU platform–which you can preview here.1 Comment »