Bassel Khartabil (also known as Bassel Safadi) is a computer engineer who, through his innovations in social media, digital education, and open-source web software, played a huge role in opening the Internet in Syria and bringing online access and knowledge to the Syrian people. Many people reading this blog know Bassel through his work as lead for CC Syria.
Sunday, March 15, 2015 marks the third anniversary of Bassel’s arrest and imprisonment in Syria, as well as the fourth anniversary of the Syrian uprising.
In San Francisco, #FreeBassel supporters, artists, and members of the open community are gathering at the Electronic Frontier Foundation for a community-building event organized around a Wikipedia edit-a-thon in Bassel’s honor. We’ll be working to improve and add articles and media content related to Bassel and articles of interest to him. We’ll also be discussing his case and brainstorming about new projects and ideas to help bring awareness to his case. Here are the details:
March 15, 2015
2:00pm — 6:00pm
EFF HQ: 815 Eddy St., San Francisco
No prior Wikipedia editing experience is necessary, we’ll have experienced editors present to help you get set up and make your first edit. Artists and activists interested in freedom of expression are encouraged to come contribute to the discussion. Experienced Wikipedians also welcome to come learn more about Bassel, contribute to Wikipedia, and help others to become involved.
For more details on the #FreeBassel Day event, click here.
This entry is remixed from Wikipedia:Meetup/San Francisco/FreeBassel Day 2015, available under CC BY-SA.No Comments »
WikiProject Open is an online School of Open training program for new and seasoned Wikipedia volunteers to collaborate on improving Wikipedia articles related to openness. The aim of the project is two-fold: in addition to improving Wikipedia articles related to openness (such as open access publishing and open educational resources), volunteers seek to improve Wikimedia content generally with the aid of openly licensed materials.
Bundesarchiv, Bild 183-54440-0001 / CC BY-SA
This Saturday, WikiProject Open’s Pete Forsyth and Sara Frank Bristow invite you to join their Barn Raising event from 11 a.m. to 4 p.m. U.S. Pacific Time, at the Oakland Impact Hub on 2323 Broadway, Oakland, California. Lunch and refreshments will be provided. You can also join the event online. Sara says:
“At the Barn Raising, we will focus on high priority Wikipedia articles: articles that are widely read, but that — despite ongoing efforts — remain poorly sourced, incomplete, or out of date. (In the wiki world, we often borrow the term “Barn Raising” to evoke the idea of a community coming together to build something substantial in a short time. It’s been described as a way to “make the impossible possible.”)
This event is open to all! Our goal is to make significant improvements to OER related articles; so those who are brand new to Wikipedia and/or open education might want to take a little time to prepare. We will send out helpful resources for beginners as the date gets closer.”
And read more about School of Open training programs here!
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 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 for developing and running free online courses.Comments Off
Below, Sara Frank Bristow invites you to join “Writing Wikipedia Articles: The Basics & Beyond”. Sara is a co-organizer of the course and a member of WikiProject Open. Both projects are part of the School of Open.
The School of Open will offer its popular “Writing Wikipedia Articles” course (WIKISOO) starting 25 February, 2014. This free introductory online course, now in its fourth incarnation, runs for six weeks. Enrollment is open to all.
WIKISOO students learn about the values and culture that have driven hundreds of thousands of volunteers to build Wikipedia. Through their work in the course, they join an effort that has generated millions of free articles in hundreds of languages since 2001.The course covers the technical skills needed to edit articles, and also offers practical insights into the site’s collaborative norms and social dynamics. Students graduate with a sophisticated understanding of how to use Wikipedia both as a reader and as an active participant.
The course focuses on articles about openness in education: open educational resources (OER), MOOCs, Creative Commons licenses and more. Students will forge connections with WikiProject Open, a community of volunteers focused on this topic area. Upon successful completion, students earn the WIKISOO Burba Badge.
The course is sponsored by the William and Flora Hewlett Foundation and the University of Mississippi. Course instructors are:
- Pete Forsyth, Wikipedia trainer & consultant (Wiki Strategies)
- Sara Frank Bristow, OER and online education researcher (Salient Research)
- Dr. Robert Cummings, Associate Professor (University of Mississippi)
Course registration is now open!6 Comments »
This is a guest post by Pete Forsyth, organizer of the School of Open’s “Writing Wikipedia Articles: The Basics & Beyond” course and member of WikiProject Open.
The University of Mississippi’s Spring 2014 course “Open Educational Resources and Practices” will include the module “Writing Wikipedia Articles” (aka WIKISOO), which I developed and taught through the School of Open; as well as “Open Content Licensing for Educators,” developed and taught by Wayne Mackintosh as part of the OER university consortium. The new graduate level course (Edhe 670), taught by Dr. Robert Cummings, will invite learners from around the world to take these two course modules alongside graduate students, free of charge. This is the first time a university has adopted a School of Open course as part of a formal university course.
In the new course, both online learners and University of Mississippi students will actively participate in open educational practices, even as they learn the theory and history of open education and related concepts. Online learners will enjoy university-level instruction free of charge and without the need to enroll in a degree program.
Noting the advantages of this first-of-its-kind course, Associate Professor Robert Cummings said,
“University of Mississippi graduate students in the School of Education will prepare for their careers with this unique opportunity to engage the emerging global field of Open Educational Resources. UM students will not only learn about OER, its origins, and its role in the classrooms of the future, but they will have the opportunity to work with developers and theorists—both as fellow students and emerging practitioners—in a synchronous, global classroom of enrolled students and un-enrolled learners.”
The course’s subject matter should be of particular benefit to those interested in the future of education. Educators are embracing openness in education by using the increasingly interactive and ubiquitous Internet. In doing so, they aim to lower financial costs, reduce legal complexities, and otherwise eliminate barriers for learners worldwide.
“Open education signals a return to the core values of the academy, namely, to share knowledge freely,” said OERu founder Wayne Mackintosh, who teaches the “Open Content Licensing for Educators” module. “Working together we achieve far more than working alone. This course is an exemplar of open collaboration widening learning opportunities for all.”
The ability to engage and collaborate online and in real time, across geographical borders, presents opportunities that didn’t exist a few years ago. Wikipedia in particular has enabled hundreds of thousands of people around the world to connect in meaningful ways, united by a shared passion for freely sharing knowledge. As part of the team that created the Wikipedia Education Program, Dr. Cummings, Dr. Mackintosh, and I have long worked to bring Wikipedia’s community and the world of formal education closer, so that each may learn from the experience of the other.
Wikipedia is important not only as a publication, but also as a vibrant learning community, and as a collection of highly effective collaborative processes. Wikipedia offers many valuable case studies in effective online collaboration, both in connection with and independent of formal academic study. I’m looking forward to this opportunity to work with UM students alongside learners around the world.
If you would like to take one or both of the open modules, sign up to receive updates today!
- Open Content Licensing for Educators (OER university; 2 weeks in February)
- Writing Wikipedia Articles (WIKISOO) (School of Open, 6 weeks, starting in February)
WikiProject Open is a community of new and experienced Wikipedians, dedicated to improving Wikipedia’s coverage of all things “open,” and to using openly licensed content to improve Wikipedia articles in general. In celebration of Open Access Week, we invite you to join us in improving two Wikipedia articles this week:
- Open Access Week: We should have plenty of new news coverage to draw from in improving this article
- Creative Commons license: Let’s make sure this central article is thorough and accurate; we will consider splitting off sub-articles, etc.
For those new to Wikipedia, you’ll find some tips to get you started on our “welcome” page.
Then, just get to work on the “Open Access Week” and “Creative Commons license” articles! Be sure to check each article’s talk page (you’ll find the tab in the upper left), because we’ll surely be discussing what needs to be improved and how we want to approach it as WikiProject Open’s Collaboration of the Week (COTW) gets underway.
Collaboration of the Week programs have been implemented by a number of wiki communities over the years. Academic studies have found them to be a highly effective way to keep people engaged and productive, in addition to building a sense of community. We hope you will join us as we launch this program, and help us improve Wikipedia’s coverage of important topics in the world of openness!Comments Off
Have you ever looked at an article on Wikipedia and thought, “this could really use some work”? With the free online course “Writing Wikipedia Articles: The Basics and Beyond,” offered through the School of Open, you have the opportunity to take the next step.
In the course, you will learn about both the technical and social underpinnings of this worldwide, volunteer-built resource, and how you can most effectively contribute to its vision to freely share knowledge. The six-week course will start its second round on 14 May (for those in the Americas) or 15 May (Asia/Australia).* Sign up here.
Sara and Pete, Communicate OER / Pete Forsyth / CC BY
While the course is free and open to everyone, it focuses on the topic of open educational resources (OER), and students work to improve relevant Wikipedia articles as part of their coursework. The first round of the course concluded last week. The course organizers, Pete Forsyth and Sara Frank Bristow of Communicate OER, had so much fun that they are diving right back in to facilitate a second round. Pete says,
“We learned a great deal in our first run: we were surprised by how few of our students knew about OER, but also how fully they embraced the topic. We hope you will agree, their efforts to improve the OER article have been successful: while there will always be room for improvement, today’s version of the article is much improved from the version prior to the start of our class.”
Several members of the CC community were proud to support this effort. In the first round, CC CEO Cathy Casserly participated in a panel discussion and CC Senior Project Manager Paul Stacey provided a review of the OER article around which the course participants shaped their improvements.
Creative Commons encourages you to take advantage of this opportunity to contribute to the world’s understanding of open educational resources and the open licenses that make them possible. Sign up for the upcoming course today. You can also participate in a future course or engage in other ways by reaching out to the course organizers at the same link.
If you would like to be notified when other “open” courses launch their second rounds, make sure you’re subscribed to the School of Open announcements list.
*If you’re in Europe or Africa, the synchronous course sessions will be in the middle of the night. You are welcome to enroll and watch the archived sessions each week; join the third round of the course, expected to launch in July; or watch for the self-paced version of the course, to be announced in early June.2 Comments »
Pete Forsyth lives and breathes wikis. He is owner and lead consultant at Wiki Strategies, and has extensive experience in working within online peer production communities, specifically the production of open educational resources (OER) using wiki-based web sites like Wikipedia. Forsyth was the Wikimedia Foundation’s first Public Outreach Officer and key architect of the Wikipedia Public Policy Initiative, an innovative pilot project to support university faculty and students in the use of Wikipedia as a teaching and learning tool. With more than 17 million articles in over 270 languages, Wikipedia is the Wikimedia Foundation’s largest and most visible project.
Wiki as a Vehicle for Self-learning
Forsyth became interested in wikis in Oregon, where he was an editor and community organizer for Wikipedia. While he had long been interested in Open Source Software, he didn’t know how to code. “Wikipedia was a natural entry point for me,” he says, “because you don’t have to be a computer programmer to contribute.”
Forsyth spent five years creating and revising Oregon-related content on Wikipedia, and during this time a group of similarly-minded people came together to form a wiki project in the Portland area. “Portland is home of the wiki,” notes Forsyth, referring to its invention in 1994 by Ward Cunningham.
The participants in the Oregon wiki project helped each other navigate their way around Wikipedia, mastered the art of good reference, and pieced together a better sense of the history of the state. Being in that group allowed Forsyth to explore intellectual pursuits he might not have explored if Wikipedia wasn’t there as a vehicle to nurture them. “The process was in its own way every bit as educational as the college degree I earned,” he said.
The Public Policy Initiative: Open Content, Open Practices
The Public Policy Initiative (PPI) is designed to engage professors in public policy programs at universities across the U.S. to work with their students and the Wikimedia community to improve articles on the English-language Wikipedia as part of their course curriculum. Forsyth notes that the PPI aligns with a set of Wikimedia’s long term goals: it cultivates more Wikipedians, champions subject matter experts, and works toward improving the diversity of its contributor base. He says that the public policy arena has been an exemplary pilot initiative because it is such an interdisciplinary field. “Public policy cuts across so many areas, such as law, economics, and philosophy,” says Forsyth, “and keeping this project open to people with different kinds of backgrounds was an important design consideration.”
The characterization of Wikipedia as an open educational resource platform is at once completely obvious and also a departure from many of the traditional OER delivery mechanisms. While Forsyth agrees that Wikipedia is as valuable an open educational resource as any encyclopedia, he thinks that open educational practices (OEP) is where the value of the Public Policy Initiative really shines. He believes that the really transformative outcome enabled by the technical and legal innovation of wikis and open licensing is the process of being able to collaborate with a broad group of people quickly and seamlessly. “By participating in that kind of community,” says Forsyth, “the student is learning skills from the process itself, rather than extracting information from a particular resource.”
Wikipedia and the other Wikimedia sites represent the largest collection of CC licensed works on the web. Forsyth believes that a project like the PPI–and Wikipedia itself–couldn’t exist without easy-to-understand open licensing. “Users clarifying their intent to work openly is the most important thing,” he says. “The existence of Creative Commons opens up a new avenue for individuals and organizations to do things in the public interest.”
Forsyth thinks that Creative Commons should attempt to provide more clarity about the consequences to using different CC licenses. “I’m not excited about the noncommercial condition,” he admits. “It all boils down to clarity, and attaching a noncommercial condition onto content immediately creates exceptions to that clarity.” He notes that many people new to open licensing are initially drawn to the more restrictive licenses, but don’t realize until later that the content they are licensing is incompatible with Wikipedia or other projects they’d like to engage with.
Public Policy Initiative Ambassadors
In addition to partnering with interested faculty, the Public Policy Initiative involves members of both the university (via campus ambassadors) and the Wikimedia community (via online ambassadors) to provide assistance and guidance. Bonnie Mccallum volunteers as a campus ambassador for a participating class at Montana State University, where she is a web services technician at the University Library. Mccallum, who had no previous experience in creating or editing Wikipedia articles, teamed up with Mike Cline, a seasoned Wikipedian, to assist Professor Kristin Ruppel in her course on Federal Indian Law and Policy. While Mccallum and Cline worked as on-site campus ambassadors, various distributed online ambassadors helped mentor students on the ins and outs of editing Wikipedia.
“There was relatively little available on Wikipedia about the content taught in the course,” said Mccallum. Professor Ruppel had the graduate students create a new article around the general topic of the course, stepping through the process of publishing and defending their articles on Wikipedia. The undergraduate students were responsible for editing articles that were already on Wikipedia. One example of an article worked on by the students is the Native American Languages Act of 1990.
Mccallum notes that Professor Ruppel believes participation in the PPI is a more worthwhile writing exercise for her students than cranking out a term paper. Ruppel feels that her students had to learn how to collaborate and communicate in a neutral voice, and learn how to monitor issues and discuss changes with other editors. Mccallum said she’ll be continuing work with the PPI next year, and was excited that there were so many women participating in the project. There are a few things that she’d like to change for next year. She notes that some of the students got hung up on the technical issues around editing wikis, so they’ll be structuring that course module differently next time around.
Mccallum proudly recounts a story passed on by one of the older students in the course, who has a child in middle school. The child’s teacher discouraged her students from using Wikipedia at all. However, after the boy had gone back to the teacher and showed her how his mom was using and contributing to Wikipedia in her graduate school course at MSU, the teacher softened her position. According to Mccallum, those ‘it might not be so bad after all’ moments seem to become more common as teachers learn about the varied uses for teaching via Wikipedia.
Public Policy Initiative as a Bridge
Sometimes open source projects find it difficult to break into the mainstream, especially within the traditional higher education space. Forsyth says that one reason why the PPI has been initially successful in getting buy-in from faculty is because they tailored the project to the existing goals of the educators. He says that working with existing incentive systems as much as possible and providing support to faculty is an important baseline to making the project successful. Also bubbling around recently is the idea that a condition of tenure might be participating in an online community or contributing to a collaborative project like Wikipedia, in addition to the traditional publishing venues. “It will be a gradual shift,” says Forsyth, “but the reality today is that both teachers and students need to possess the cultural fluency and information literacy skills to engage online.” He thinks that these traits will come to represent a set of important skills that students will need to master in any field. “I believe that in time, tenure processes will come to reflect that.”
Forsyth thinks the Public Policy Initiative is well on its way. “Professors are the experts in educating their students, and with a little nudge and some support, they can do great things with a tool like Wikipedia,” he says. So far, the PPI has turned out to be an enlightening exercise and productive process. As it’s seed funding winds down this September, the Public Policy Initiative will continue to transition from a staff-led to a volunteer-led project. The PPI aims to expand its reach of the Ambassador program to work with faculty and students in other countries, languages, and topic areas.
Forsyth is continuing his involvement in leveraging wikis within the education space, working to start the Center for Open Learning and Teaching (COLT), to be hosted at the University of Mississippi. The center will support the study and implementation of effective and open Internet-based learning practices in formal education. “As institutions of learning are engaging with concept of OER and online learning communities, they’re going to want to figure out how to update their practices, reap the efficiency benefits of ‘open,’ and stay relevant as education evolves,” says Forsyth. He notes that the goals of COLT include 1) setting up a cohort-based research network investigating open, online collaboration in education; and 2) establishing a teaching and learning center that would partially fund faculty salaries to explore OER and open collaborative practices in their classrooms and share what they’ve learned.
Forsyth believes that teaching and learning has very suddenly changed in only a few years. “The education system used to exist in a world in which information was scarce and access to information was hard to come by,” he says. “Now, learning something about any topic is easy, and universities no longer have a monopoly on how we educate ourselves.” Forsyth thinks that libraries, museums, governments, and news outlets still provide great value, but they’re gradually waking up to the idea that they now have to compete. He thinks that these changes should be viewed as an exciting opportunity, not something to be disregarded because they challenge the status quo. “We need universities to embrace the changing landscape, not erect walls trying to protect the role they’re used to playing.”
CERN Library releases its book catalog into the public domain via CC0, and other bibliographic data news
CERN, the European Organization for Nuclear Research that is home to the Large Hadron Collider and birthplace of the web, has released its book catalog into the public domain using the CC0 public domain dedication. This is not the first time that CERN has used CC tools to open its resources; earlier this year, CERN released the first results of the Large Hadron Collider experiments under CC licenses. In addition, CERN is a strong supporter of CC, having given corporate support at the “creator” level, and is currently featured as a CC Superhero in the campaign, where you can join them in the fight for openness and innovation!
Jens Vigen, the head of CERN Library, says in the press release,
“Books should only be catalogued once. Currently the public purse pays for having the same book catalogued over and over again. Librarians should act as they preach: data sets created through public funding should be made freely available to anyone interested. Open Access is natural for us, here at CERN we believe in openness and reuse… By getting academic libraries worldwide involved in this movement, it will lead to a natural atmosphere of sharing and reusing bibliographic data in a rich landscape of so-called mash-up services, where most of the actors who will be involved, both among the users and the providers, will not even be library users or librarians.”
In related news, the Cologne-based libraries have made the 5.4 million bibliographic records they released into the public domain earlier this year, also via CC0, available in various places. See the hbz wiki, lobid.org (and their files on CKAN), and OpenDATA at the Central Library of Sport Sciences of the German Sports University in Cologne. For more information, see the case study.
The German Wikipedia has also used CC0 to dedicate data into the public domain; specifically, their PND-BEACON files are available for download. Since Wikipedia links out to quite a number of external resources, and since a lot of articles link to the same external resources, PND-BEACON files are the German Wikipedia’s way of organizing the various data. “In short a BEACON file contains a 1-to-1 (or 1-to-n) mapping from identifiers to links. Each link consists of at least an URL with optionally a link title and additional information such as the number of resources that are available behind a link.” Learn more from the English description of the project.1 Comment »
Last year, we kicked off our global case studies effort, inviting you to share your stories—individuals, projects, and companies who use Creative Commons for different reasons and to solve different problems. Through the CC wiki, we attempted to capture the diversity of CC creators and content by building a resource that inspires new works and informs free culture.
Thanks to your contributions, the Case Studies project has grown into an incredibly valuable resource. But like all wikis, the Case Studies wiki is evolving. Everyday, more people and projects are using CC, and existing projects are continuously making themselves over.
To keep up, we’ve made the Case Studies project easier to navigate and ultimately more useful and participatory for the community by revamping the portal and building a new rating system, implementing lessons we’ve learned from other successful wiki communities such as Wikipedia. What’s new:
- We used Semantic MediaWiki (an extension of MediaWiki) to organize quantifiable elements into a few common properties. Take a look at the case study for Cory Doctorow and you’ll see a new box on the right that provides an at-a-glance view of some of the project’s main properties. These properties are common to all case studies and their values can now be easily browsed.
- The ability to evaluate each case study by Page Importance and Page Quality. We drafted an Evaluation Guide with some basic criteria for what determines whether a case study is of high, medium, or low importance and quality. These criteria are meant to serve as starting points; we want you to edit and improve them as more case studies are evaluated and added. Each criteria that is not met comes with suggested edits to improve existing case studies.
What you can do now:
- Visit the revamped Case Studies wiki!
- Evaluate a Case Study
- Improve a Case Study by adding relevant data, updating old information, or editing the prose so that it sparkles
- Translate the new instructions. See the Portuguese translation of the evaluations page as an example.
- And as always, add your CC story or one you’re familiar with
The goal of the new features is to encourage better quality and contribution. Please use and help us improve them!Comments Off
Earlier this week, Facebook announced its launch of community pages, pages based on topics of interest to the community that are not maintained by a single author. Single author pages include band or company pages that intend to promote that band or company. Instead, community pages are based on the concept of “shared knowledge” that underlies Wikipedia. Community pages integrate Wikipedia content which retains the Creative Commons license.
For example, check out the community page for Cooking. The page has directly imported CC BY-SA licensed content from the Wikipedia entry on Cooking. All links to Wikipedia are retained, including direct links to edit the information. At the bottom of the page, the source of content is explicitly stated with links to the CC BY-SA license and history of the article:
For more information on how Wikipedia is integrated into community pages, check out Facebook’s FAQ on Community pages and an email from Wikimedia Foundation’s Head of Business Development, Kul Takanao Wadhwa:
Wikipedia articles on Facebook will further increase the reach of free knowledge on the internet. Facebook has hundreds of millions of users, and now more than 70% of their traffic is coming from outside of the US. Our hope is that many Facebook users (if they are not already) will also be inclined to join the large community of Wikipedia contributors. Facebook will follow the free licenses (CC-BY-SA) and help us find more ways people can share knowledge. Furthermore, we will be looking at other ways that both parties can cooperate in the future.
It’s worth noting privacy concerns about they way Facebook has connected community pages to user profiles — these concerns have nothing to do with the reuse of Wikipedia content.17 Comments »