Slightly less than a year ago the count of CC-licensed images at Flickr surpassed 100 million. Over 35 million have been added since then. Now is a good time to look at changes over the last four years (for which we have data), in particular changes in the distribution of licenses used. We’ve heard many anecdotes about photographers switching to more liberal licensing after getting comfortable with and experiencing the benefits of limited sharing, and wanting more. Are these anecdotes borne out in aggregate?
First, the overwhelming trend is simply more CC-licensed images — an increase from 10 million to 135 million over four years — and we amusingly said 5 years ago that Flickr’s CC area had “gone way beyond our expectations” with 1.5 million licensed images.
The following table summarizes changes in CC licensed images over the past four years. With over 10-fold growth, use of all licenses have increased greatly. However, the distribution has also changed, though slowly. Four years ago 78% of CC-licensed images on Flickr were not pre-cleared for commercial use. This has declined by close to 5 percentage points.
|license||2006-03-17||2010-02-25||2006-03-17||2010-02-25||% point change|
Another way to look at change in license distribution is the share of licenses that permit both commercial use and derivative works — licenses that meet the requirements of the definition of free cultural works, a test used, for example, by Wikimedia Commons, the image and other media repository for Wikipedia. The graph below shows this share over the past four years.
A slightly different approach which reveals the same overall trend is to rank licenses according to the permissions they grant and assign an overall “freedom score” based on the mix of licenses used (a higher score means more permissions are granted on average). This approach was developed by Giorgos Cheliotis in a paper looking at the adoption CC ported jurisdiction licenses (pdf). The following graph shows the “freedom score” of the mix of licenses used at Flickr over the past four years.
What are the underlying causes of these trends? The CC licensing interface on Flickr has not changed significantly, presumably borne out by steady growth of CC licensed images over the years. What is causing the slow increase in permissiveness of those posting images on Flickr under CC licenses? Even more curiously, what caused their temporary decrease in permissiveness from the fall of 2006 through the spring of 2007?
Perhaps the steady increase in permissiveness since then has something to do with Wikimedia Commons’ success and its coming to the attention of photographers as an important publicity mechanism — recalling that Wikimedia Commons requires liberal licensing. However, this is mere conjecture. Can you think of other possible causes and more importantly means to analyze the impact of possible causes?
While the data for CC adoption on the web at large is much less certain than that for a single site such as Flickr, some indicate that both total use and permissiveness have increased much more on the web at large than on Flickr alone. Look for a post on this in the next month.
Even more interesting questions about CC adoption and impact have barely been tapped — for example, differential adoption across fields and cultures, and levels and forms of and trends in reuse. Tentative answers would be incredibly interesting and in some cases would be incredibly valuable in demonstrating economic impact, e.g., reuse of Open Educational Resources.
This research was assisted by a grant from the Necessary Knowledge for a Democratic Public Sphere Program of the Social Science Research Council with funds provided by the Ford Foundation.5 Comments »
CC BY-SA by Film Annex
Since then, the number of CC-licensed films on the site has grown, with each license having its own Web TV channel (CC BY and CC BY-NC for example). They even have a channel dedicated to the public domain. All of these “Web TV” channels are available under the terms of said license for you to share or remix.
Creative Commons has its own channel where we’ve uploaded some of our videos. We wanted to learn more about how Film Annex helps filmmakers make money on their CC licensed content, so we caught up with Eren and Francesco, pictured above, to pick their brains.
How is Film Annex different from other online film distribution platforms?
In terms of profitability – Unlike most film distribution platforms that host videos on their main platforms only, Film Annex creates free Web TVs for filmmakers who want to present their work under specific domain names. This way, Film Annex creates a brand out of the filmmaker’s name, company, or project and reduces the implementation of the forward-slash (/) mentality as seen on Vimeo, YouTube, and other similar platforms. For example, for the acclaimed director Abel Ferrara, Film Annex created www.AbelFerraraTV.com. There is a monthly 50/50 revenue share on every Web TV so the filmmakers can maintain a regular income through showing their films on their Film Annex Web TVs. Statistics show that Film Annex shares 6 to 9 times more revenues with its content providers compared to YouTube.
Creative Commons depends on a lot of free software to scale our activities on the web. One of the most important pieces is CiviCRM which we use to manage our contributions and contacts. CiviCRM has been on an amazing trajectory since we first started using it in 2006: new releases continue to bring functionality our users ask for, and the developers and community have been great to work with.
If you’re a CiviCRM user, or looking for a CRM/Donor Management package for your organization, you should attend the first ever CiviCon, taking place April 22 in San Francisco. I’m very proud that Creative Commons is taking part in the event: Nathan Kinkade will be presenting on our work to streamline the contribution process, and I’ll be presenting the opening plenary session.
Register here for CiviCon — I hope to see you next month!Comments Off on Creative Commons at CiviCon 2010
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 »
CEO Joi Ito gives an update on how Creative Commons has hit the ground running in 2010, with big plans for expanding our efforts in education and open educational resources (OER). You’ll also read about new jurisdictions, government adoption of CC licenses, how CC licenses have played a role in the Haiti earthquake relief effort, and more. Happy reading! This quarterly version of the newsletter is in beautifully-designed PDF format (download), designed for your reading pleasure by the CC Philippines team!
Subscribe to receive our monthly e-news updates and quarterly PDF newsletters by email, and stay on top of the inspiring stories coming out of the Commons.Comments Off on ccNewsletter January-March 2010: update from CEO Joi Ito
Photo by tibchris, licensed CC BY 2.0
Creative Commons is once again seeking bright, enthusiastic students to work at the San Francisco office for ten weeks this summer. Students have the opportunity to work with CC staff and international volunteers on various real-time projects. Assigned tasks and projects will vary depending on interns’ skill & experience, as well as organization needs. If you are a currently enrolled student (College, Graduate levels, or somewhere in between) interested in applying, please read the descriptions carefully and follow the instructions below.
In addition to contributing to real-time work projects, interns will be invited to participate in external meetings, staff meetings, inter-organization competitions & discussions, and potential evening events. Staff will encourage interns to also self-organize visits to local organizations, and to find ways to connect with various community members.
- Internships are open to students enrolled across the spectrum of disciplines;
- Internships are open to students at different levels of academic study including undergraduate, graduate and PhD. programs.
- Internships are open to international students who are eligible to work abroad from an accredited university and/or through a third-party work-study program.
- The internship will last for ten weeks from June 7 to August 13.
- The internships are full-time, temporary positions.
- Applicants should plan on spending the summer in San Francisco.
- Please also be ready to assist with general office tasks in addition to focused projects.
Creative Commons offers a stipend of $4,000, if not otherwise covered by grant funding. If your school offers a stipend for work-study or internships, this factor is figured into the compensation.
This stipend may not be sufficient to cover living expenses in the bay area. No other benefits are provided. Interns must make their own housing, insurance, and transportation arrangements.
This internship position will focus on aiding the Chief Technology Officer and Software Engineers with the development of software and maintenance of services. Knowledge of Linux, PHP, and Python is a must. Prefer applicants who have contributed to open source projects.
These internships, geared towards law students who have completed their second year of study, will focus on intellectual property and copyright as relates to creative works shared on the internet. Applicants should have completed their second year of study at a top tier law school, two courses on intellectual property, including fundamentals of copyright, and provide ideally have significant interest in and experience with IP, including experience at a law firm or other legal organization. Interns may be asked to provide a writing sample on a topic chosen by CC.
Graphic Design and Media Development Internship
How to apply
If you are a college or graduate student interested in our internship program, please send us your:
- Cover Letter explaining your interest in Creative Commons, in the position, and any other relevant experience not covered in your resumé.
- Two References: Please include email and phone number.
- Indicate open source or other CC/open licensed projects to which you have contributed.
- Indicate which position(s) you are interested in applying.
- Design students: Please include portfolio.
Applications and questions can be sent to:
The application deadline for Summer 2010 is 11:59 p.m. PST, Friday, March 26, 2010.
Thank you for your interest in our organization. Please NO phone calls.1 Comment »
Copyright and related rights waived via CC0
Late last year, I caught wind of an initiative that was being funded by the Gates Foundation—it had to do with redesigning the top 80 courses of Washington State’s community college system and releasing them all under CC BY (Attribution Only). The initiative was called the Washington State Student Completion Initiative and the specific project that was dealing with redesign and CC licensing was the Open Course Library Project. I decided to find out more, so I set up a Skype date with Cable Green, the head of the project. Below is the transcribed interview, edited for clarity and cut as much as possible for 21st century attention spans.
Tell me a little bit about who you are, where you come from, and what your role is in open education.
Sure, my name is Cable Green. I’m the eLearning Director for the Washington State Board for Community and Technical Colleges. Our system consists of 34 community and technical colleges and those colleges teach roughly 470,000 students each year. Our enrollments are growing fast in this recessionary period as people are looking to enhance their work skills and go back to college to get degrees and certificates.
Made of glass from Vendel parish Up (SHM Invnr 7250) | Photo: Christer Åhlin SHMM | CC BY-NC-ND
Earlier this week Swedish museum Historiska Museet announced the adoption of CC licenses for their digital catalog (Google translation here). Roughly 63,500 item photographs, 1200 illustrations, and 264,500 scanned catalog cards are now released, depending upon the medium, under our Attribution-Noncommercial-No Derivative Works license or Attribution-Noncommercial-Share Alike license.
Project Manager Ulf Bodin notes that while the museum is starting out with a more restrictive license choice they hope to find ways to continue to open their catalog with less restrictions in the future. Like the Brooklyn Museum, Historiska Museet is looking at this as a first step, aiming to provide more openness as they better understand how the public will use these new resources.
To that end, author Nina Simon’s recently release, The Participatory Museum, is of related interest. Released under a
CC Attribution-Share Alike license CC Attribution-NonCommercial license, the book explores ways to increase audience participation in cultural institutions to make them “more dynamic, relevant, [and] essential” destinations.
At Creative Commons, we are always looking for new and interesting ways to find out just how much CC licensed content is out there on the web. Our latest project, the Open Database of Educational Projects and Organizations (or ODEPO), needs your help!
In 2008, ccLearn (now fully integrated into Creative Commons core) conducted a survey of educational projects online for its report to The William and Flora Hewlett Foundation entitled “What Status for Open? An Examination of the Licensing Policies of Open Educational Organizations and Projects” (pdf). Several months later it was followed up with a data supplement (pdf) that visualized some of the findings.
The report was developed in conjunction with ODEPO, which is a Semantic MediaWiki-based database of organizations involved in providing educational content online. Currently, ODEPO includes 1147 sites affiliated with various organizations, the majority of which were provided to us back in 2008 by educational repositories involved in the creation and expansion of Open Educational Resources (OER).
We’d like to continue supporting this database to help researchers, advocates, and learners find educational projects, analyze trends in online education, and become more effective advocates for open education. We hope that increased awareness of the digital education landscape will increase communication between consumers, producers, and curators of educational content which can lead to more open practices.
How to help: Browse ODEPO. If your favorite educational project or organization is missing, incomplete, or incorrect, please log in to or create a CC wiki account and follow these instructions. Alternatively, you can simply browse to your educational project and click the “Edit this data” button on the page.
Addendum: There is now an Open Tasks tracker for ODEPO where you can find lists of pages that need more data.Comments Off on Contribute to our open database of educational projects
The event I blogged about in December, TEDxNYED, is happening this Saturday, March 6, in New York City. TEDxNYED is “an all-day conference dedicated to examining the intersection of education, new media, and technology.” For those of you who can’t attend, the conference will be livestreamed from 10am EST to 6pm EST at http://tedxnyed.com.
The speaker line-up includes our own Larry Lessig (founder and board member of CC), Michael Wesch (a cultural anthropologist who created those awesome YouTube videos like “Web 2.0 … The Machine is Us/ing Us”), Neeru Khosla (Co-founder of the CK12 Foundation that submitted seven open textbooks to California’s Free Digital Textbook Initiative), and David Wiley (big thinker in open education and associate professor of Instructional Psychology and Technology at BYU).Comments Off on Livestream of TEDxNYED this Saturday
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