This is part three of a five week series on the Affiliate Team project grants. So far, you’ve heard from our affiliates in Africa and the Arab World. Today, we’re showcasing projects in our Asia-Pacific region, including open data workshops from Japan, a media studies textbook from New Zealand, and software tools and guidelines for public domain materials from Taiwan.
Japan: Workshops and Symposium for Open Data in Japan
by Puneet Kishor (project lead: Tomoaki Watanabe)
Last year in June, the CommonSphere, won a grant to hold three workshops and a public symposium on the use of CC tools (licenses and the CC0 Public Domain Dedication) in the context of open data. The aim of the workshops was to respond to informal inputs from government and other stakeholders on their implementation of CC tools in the context of open data, a new frontier of openness in the last few years in Japan. The team was planning to invite involvement from Japanese national and municipal government agencies and Open Knowledge Foundation Japan.
The first event was a workshop at Information Processing Agency, IPA, an independent administrative agency discussing open data licensing. The panel involved a member of Open Knowledge Foundation Japan as well. The whole session was video-recorded by the IPA staff, and it is now available online, along with presentation materials. The attendance was mostly government officials and the agency staff, around 50 people, and an attendant survey indicated a reasonable success.
The second meeting was held among key figures related to open data and other relevant initiatives, as invitation-only discussions on licensing and other legal issues. CCJP provided logistics support and expertise. It was decided by the attendants that the discussion will remain informal and unpublished.
The third was a symposium to discuss implementation issues of open data, including licensing issues organized by the third party, Innovation Nippon, a joint project between Google Japan and GLOCOM. Both CCJP and OKF Japan helped with pre-event publicity and provided expertise. It featured and was attended by local government officials and municipal law makers, along with business people and academics. The event was videocast and the archive is available already, along with the slides.
- Political will, however, key politicians are not necessarily expected to support liberal licensing allowing use that goes against public order.
- Evidence, anecdotal or scientific, showing that more liberal licensing results in better outcomes. However, such evidence is not abundant, and some government agencies have very specific uses in mind that may make them hesitate.
- Evidence showing other governments of developed countries are doing things differently from what Japan is doing or planning to do. UK, FR, US, AU, NZ all are CC-BY compatible or use a CC-BY license. Their licensing all seem to be open in the Open Definition sense. Japan may result a bit differently.
- Prospective users actively asking for a change.
The challenges faced by the team so far have been 1) the above-mentioned development away from CC tools and 2) the lack of availability of licensing and editing talent on a more stable basis.
The team is in talks with a local government to hold at least one more workshop to discuss licensing issues as they relate to local governments. The symposium was originally planned to be at the end, but given the emerging development above, it may be timed differently.
New Zealand: Media Text Hack
by project lead Matt McGregor
In the middle of 2013, a few New Zealand academics and librarians began to toss around an exciting-but-preposterous-sounding idea: what if they could hack a media studies textbook in a weekend, and then release the results to the world under an open Creative Commons license?
The social benefit – the why – was clear. With textbook prices continuing to rise (and rise) well above inflation, and student debt levels ballooning, the Pacific region desperately needs a new model for producing and distributing educational resources. As Dr Erika Pearson, who led the Media Text Hack project, put it, “Textbooks currently available for New Zealand first year students are often produced overseas, usually the US, and can have a cripplingly high price tag.”
The how was a bit more difficult. Academics and librarians are already rather busy people, and the process of building and managing a team of contributors is labor intensive, with plenty of emailing, documenting, cat-herding, and problem-solving. Thankfully, with the help of a $4000 affiliate grant from Creative Commons, the team could hire a project manager — Bernard Madill — to help build the network of contributors, document progress, and make sure the hack weekend progressed smoothly.
Cut to 16-17 November, 2013: the team, largely made up of early career researchers from across New Zealand and Australia, got together and successfully produced the ‘beta’ version of the textbook. For the last few months, they have been progressively editing and re-editing content, to ensure that the textbook is classroom ready in time for the first down-under semester, which starts in late February.
As the book is shared, edited, and reused by students and teachers across the world, the team will incorporate new ideas, explanations, and examples, producing a text that can be hacked and re-hacked over the years ahead.
This is new territory: while there have been a few textbooks hacks in other disciplines – including this inspirational group of Finnish mathematicians – this is of the first (to our knowledge) of this kind of text-hack in the humanities.
For this reason, the team is putting together a parallel ‘cookbook’, to enable other projects to understand what worked – as well as what did not work – about the project. This will be released in the first half of 2014, and will hopefully inspire other projects around the world to attempt open textbook projects of their own.
The team is hopeful that open textbooks will become more prevalent in public higher education. As University of Otago Copyright Officer Richard White, a core member of the text-hack team, puts it, the open textbook marks a return to the “core principles of academia: sharing knowledge, learning from, and building on the work of others.”
Taiwan: Practices and Depositories for The Public Domain
by project lead Tyng-Ruey Chuang
The project “Practices and Depositories for The Public Domain” (PD4PD) aims to develop software tools and practical guidelines to put public domain materials online more easily. This is a joint uptake of the GNU MediaGoblin project , NETivism Ltd. , and Creative Commons Taiwan , with the latter coordinating the team effort. The overall project goal is to firm up access to and reuse of the many digital manifestations of public domain cultural works by means of replicable tools, practices, and communities.
Tools: The plan is to extend the functionality of the GNU MediaGoblin software package so as to make it more suitable for hosting large collections of public domain materials. For this purpose, new features have been suggested to add to GNU MediaGoblin to help users self-hosting their media archives. These features include batch upload of media (with proper metadata annotations), customizable themes and pages, and an “easy install” script (to install GNU Media Goblin itself).
Practices: The plan is to develop guidelines and how-to on self-hosting public domain materials. Two versions are planned: One in English and the other one in the Chinese language used in Taiwan. An educational website on the public domain, and self-hosting, is also planned.
Community: The plan is to outreach to content holders in Taiwan, and to work with them in releasing some of their holdings to the public domain. It will be demonstrated by a website using the tools mentioned above.
This six-month project started in December 2013 and plans to finish in June 2014. The GNU MediaGoblin project has been focusing on tool development while NETivism Ltd. is concentrating on community outreach. Creative Commons Taiwan is working on practical guidelines. Several interns have been recruited to help with this project.Comments Off
Flatworld Knowledge, an open textbook initiative that has been in development since 2007, received $8 million in investments earlier this week. That’s right. $8 million. In investments, not grants.
The open textbook world got a lot of press last fall, and I’m guessing that not long after it started piquing the interest of the rich (and maybe famous). I don’t know; have you heard of Valhalla Partners, Greenhill SAVP, and High Peaks Venture Partners? They, along with several angel investors, are the ones who believe Flatworld Knowledge (aka open textbooks) will be the next big thing. From the press release:
“This is an exciting investment,” said Hooks Johnston, General Partner at Valhalla Partners. “Like MP3’s blew up the delivery model for recorded music, the blogosphere and online news sources blew up the newspaper business, Flat World Knowledge is poised to blow up the college textbook market. We’re backing the perfect team to make it happen.”
What makes an open textbook? Open licensing. Flatworld Knowledge currently has 22 business and economics textbooks in development, with 10 titles set for faculty review (almost) right about now. All of their textbooks will be open under one of the Creative Commons licenses, allowing you to not only freely access the books online, but to adapt, modify, and derive them, depending on the license.Comments Off
One of the most exciting sub-movements within open education is the current revolution regarding the evolution of textbooks. Old-fashioned publishers would often (and still do) rack up prices to hundreds of dollars per textbook, but this business model is rapidly changing to favor vastly cheaper educational resources based on more open licensing policies. One driver is that the information in textbooks becomes outdated the minute it comes out in print, to the point that what is being taught in schools is often inaccurate. Open textbooks better represent the dynamic nature of information because they are themselves dynamic. They can be manufactured collaboratively over the internet, are digital and thereby easily editable, and are openly licensed so that anyone can update the information in the future. The premise is that you should never have to throw out old content — only improve upon it.
At the COSL Open Education Conference this year, Susan Dean, along with others, presented on Sustainability Models for Community College Open Textbooks. Her presentation was based on her own path towards open textbook publishing. She and Dr. Barbara Illowsky developed, over a number of years, the textbook Collaborative Statistics. Today, it is freely available for access and derivation via CC BY on the Connexions platform, but for Susan and Barbara, obtaining the rights to the book and cementing a publisher and platform were far from easy.
Below are Susan’s and Barbara’s take on the path they chose. I was lucky enough to catch up to them via email and ask a few questions — about themselves, Collaborative Statistics, and open textbooks in general.
Can you say a few words about yourselves and your background in education? What drew you to academia in the first place? As an academic, how have your conceptions of education evolved?
I earned a secondary teaching credential to teach high school math and art and taught high school for the next four years. I went back to school in computer science and worked for Honeywell and Hewlett-Packard and then was hired by De Anza College to teach math at the same time as I was working on a master’s degree in applied math at Santa Clara University.
I grew up poor but always did well in school and received a lot of attention from teachers, several of whom were outstanding. I have always found math along with marine biology highly interesting and would tutor other students in both subjects in high school and found it fun. I also tutored students, including blind and deaf students, in college. These factors combined to make me want to teach.
I have become a “hands-on” teacher in math. Students, especially developmental students, learn best by “doing” and by working in groups. I believe in having students use technology to help them learn.
I tutored in college and really enjoyed it. I did not plan on becoming an instructor, though. In graduate school, I had a teaching scholarship and found that I loved teaching. I loved helping students; I loved when they were successful, especially after a hard struggle to learn.
About 15 years ago, I became interested in the scholarship of teaching and learning. I researched pedagogy and andragogy (the theory of adult learning). Since completing my PhD, I have continued to study the learning process.
I now understand education to be much more of a life time process, than I had previously thought, as well as effective instruction to be much more constructivist than how most educators teach.
In your opinion, what are the important ways in which community and four year colleges differ — in terms of degrees granted, student populations, educational needs and challenges…?
Community colleges are for students who want a particular certificate (usually for a job), who want an AA or AS, who want to transfer to a four year school or who are interested in particular subjects. Four year colleges, for the most part, are for students who want a four year degree. Four year colleges typically have “academic” majors. Many students would not go to college if there were no community colleges. Among a myriad of services, community colleges provide developmental help in English and math if students need it (and about 80% who come to the community colleges do), provide transfer programs, offer counseling that not only gives students advisory help for classes and programs but provides personal guidance as well, offer excellent financial advice for those students who need financial help and are cheaper than four year colleges.
Community colleges enroll almost half of all undergraduate students in the U.S. As a result, a good many community colleges are extremely diverse in student populations (De Anza College is a very good example) and the preparedness of the students is wider than at a UC or CSU or private college or university.
How do you envision Collaborative Statistics being used in the classroom?
Collaborative Statistics has been used in the classroom for about 15 years. The book is intended to complement an elementary course in statistics that is collaborative and practical. Students work in groups to apply what they have learned to complete data driven labs and projects. The book was written to accommodate this mode of classroom activity. It was also written with English as a second language (ESL) students in mind and has been used successfully over the years with many ESL students.
From what I understood from your presentation (Susan) at COSL OpenEd ’08, writing Collaborative Statistics was far from the hardest part. The book was originally published with a commercial publisher under all rights reserved copyright. What triggered the need to open up these rights?
We acquired the rights back from the publisher so that we could lower the cost of the book. We had found that too many of our students struggled to pay for their books especially as the price of books went up (the cost increase has been dramatic over the years). So, when we had the chance to open up the rights to the book and make it free online, we were ready to do it.
Can you tell us a bit about the process you had to go through to convert to an open license? What were the steps you took? What were the roughest bumps in the road?
Martha Kanter, Chancellor of the Foofthill-De Anza Community College District, is very interested in open educational resources. She is acquainted with Bob Maxfield of the non-profit Maxfield Foundation (associated with Rice University). She recommended our book to Bob Maxfield who in turn made the book available to the Connexions Project of Rice University. Since we had control of the book (we published it), it was our decision to acquire an open license. The roughest bumps involved the amount of time it took to find the right organization for our book.
If you could give a piece of advice to other textbook authors and/or teachers who wish to publish their work openly, what would it be?
Do it! Think of the many students and faculty who could benefit from your work.
Why did you choose CC BY, as opposed to one of the more restrictive licenses?
We chose the license that Connexions requested for the least restrictions. Plus, the least restrictive license allows for the most freedom of improvement of a product.
What would you say to someone who was worried about commercial uses of their work?
Choose an organization like Connexions to publish on the Web. Connexions allows and encourages users to collaboratively develop, freely share and quickly publish content on the Web. Anyone who uses any part of someone else’s content can modify the content but must give attribution to the authors of the content.
Open textbooks are certainly taking off in a big way these days, what with Connexions, Flatworld Knowledge, CK12 Foundation’s Flexbooks, and the recent bill signed into law enabling California Community Colleges to establish OER pilot programs. What do you think specifically about this bill — AB 2261? Will you be involved with the execution of this bill, considering your ties with De Anza Community College? If not, how do you see the program working?
We are highly in favor of AB 2261. We are not involved with the execution of the bill. Article 2 of AB 2261 lays out a plan for the program including a possible lead community college to coordinate the planning and development of the pilot program. Especially important is Article 2 part (c) (3) which deals with developing “a community college professional development course that introduces faculty, staff, and college course developers to the concept, creation, content, and production methodologies that enable OER to be offered to students in community college classes.”
Lastly, what is the future of open textbooks? What would you say we have to change in order for open education to be maximally effective?
Open textbooks are here to stay! Connexions has much improved our book with what they have done on the cnx.org site. They have broken down the content into modules that can be linked together and arranged in different ways. We are sure that the other organizations that are involved in open educational resources have done something similar. There has to be some kind of massive ad campaign (similar to what California did with the big propositions in the recent November 2008 election but keep it honest) that shows the great benefits of open educational resources. The ad must target everyone but especially faculty to show them the great educational possibilities that exist, the fact that the resources are easy to use and the fact that the resources are free.8 Comments »
We’ve all heard of the textbook. Some of us have read one or two in school. Others of us have stared blankly at pages filled with outdated information. Still, others of us are more resourceful and have used the bulky things to prop up rickety ends of tables. But all of us have had to carry one around at some point, which may or may not be the reason why our shoulders are slightly lower on the right. Well, according to the CK-12 foundation,
“It is that time of year where our nations school children are preparing their back packs ready to head back to start their new academic year. The contents of these bags has definitely evolved over years, considering now the average student’s back pack will contain more tech
nology than NASA had to take Apollo to the moon.
But one thing that has stayed constant is the good old fashioned text book. While it requires no batteries or boot up time, it still is the heaviest and most inflexible item in there.
Take for example, the current academic debate going on in the astromony world regarding the number of planets our solar system has. Is it 9, or is it 8?
“People in the know” decided that we actually have only 8 planets, based on the assumption that Pluto is too small to be a planet. Oh dear. Now we have all these text books that has the wrong information, and to make matters worse, depending on the State, it could take anywhere from 1 year to 6 to get it corrected. So not only are our children carry
ing around these heavy tombs, it turns out, the information inside of them is out of date!
The problem doesn’t end there, the same “people in the know” are being challenged by other “people in the know” and the Pluto debate is far from over.
But thats life. We live in an ever evolving world, where new discoveries are being made, old thinking rechallenged, as we increase our awareness and knowledge of the world and universe we inhabit. How is the humble back pack meant to cope?
The problem with our textbooks is that their granularity is simply too large. It only takes one paragraph to be wrong, for the whole book to have to be reprinted. So imagine when a whole discipline changes, in our Pluto example. They simply can’t take this level of change.
But here we are, asking our new students to carry around these tombs of outdated information in and out of school every day.
There has to be a better way no?”
It turns out there is a better way! The
The CK-12 Foundation‘s solution to the age-old problem of uneven shoulders. The Flexbook is a free and open source textbook platform where one can build and edit collaborative textbooks. This is the textbook of the next generation: “CK-12 allows one to customize and produce content by re-purposing to suit what needs to be taught, using different modules that may suit a learner’s learning style, region, language, or level of skill, while adhering to the local education standards. Flexibility + Textbook = Flexbook.”
All CK-12 content will be licensed CC BY-SA. We have been working with the CK-12 foundation for a while now and look forward to continuing collaboration. In related news, the Commonwealth of Virginia have also announced their partnership with the foundation to build an open physics flexbook for all of Virginia. Here is an excerpt from their press release:
“The Virginia Physics “Flexbook” project is a collaborative effort of the Secretaries of Education and Technology and the Department of Education that seeks to elevate the quality of physics instruction across the Commonwealth. Participating educators will create and compile supplemental materials relating to 21st century physics in an open–source format that can be used to strengthen existing physics content. The Commonwealth is partnering with CK–12 (www.ck12.org) on this initiative as they will provide the free, open–source technology platform to facilitate the publication of the newly developed content as a “Flexbook” — defined simply as an adaptive, web–based set of instructional materials.”
The resulting Virginia Physics Flexbook will also be available under CC BY-SA.
(Logos are © CK-12 Foundation.)1 Comment »
Caltech economics professor Preston McAfee appears to be mad as hell about high journal and textbook prices, and he’s doing something about it. He’s published a complete Introduction to Economic Analysis textbook under a Creative Commons license. See his page about the license and high textbook prices:
Why open source? Academics do an enormous amount of work editing journals and writing articles and now publishers have broken an implicit contract with academics, in which we gave our time and they weren’t too greedy. Sometimes articles cost $20 to download, and principles books regularly sell for over $100. They issue new editions frequently to kill off the used book market, and the rapidity of new editions contributes to errors and bloat. Moreover, textbooks have gotten dumb and dumber as publishers seek to satisfy the student who prefers to learn nothing. Many have gotten so dumb (“simplified”) so as to be simply incorrect. And they want $100 for this schlock? Where is the attempt to show the students what economics is actually about, and how it actually works? Why aren’t we trying to teach the students more, rather than less?
In addition to including a prominent CC license notice in the textbook PDF, the license is briefly mentioned in the subject text in the context of explaining sources of monopoly, page 25
17 (emphasis added):
also confers a monopoly for a supposedly limited period of time. Thus, the
Disney Corporation owns copyrights on Mickey Mouse, copyrights which by law
should have expired, but have been granted an extension by Congress each time
they were due to expire. Copyrights create monopoly power over music as well
as cartoon characters, and
Paul McCartneyTime-Warner owns the rights to the song “Happy
Birthday to You,” and receives royalties every time it is played on the radio or
other commercial venue. This book is copyrighted under terms that expressly
prohibit commercial use but permit most other uses.
Via the Freakonomics blog, which includes links to additional data from McAfee about journal prices.
Also check out the Science Commons Publishing Project.
Update: The current version of the textbook contains the correction noted above regarding “Happy Birthday” ownership. Thanks to Gordon Mohr for pointing out the error in a comment below.3 Comments »