We’re looking for an operations (DevOps) engineer to join us in creating next generation products and services that enable sharing, curating, remixing, and collaborating on open content.
The operations engineer is a full-time position reporting to the director of product strategy, and is a unique role which provides hands-on technical engineering of our server and application environments we use to provide rock-solid, scalable services to the public, while at the same time also working within the community to recruit and create trusted groups of DevOps volunteers. As such, the operations engineer works closely with the rest of the Products & Technology team, including other developers and user experience designers, as well as Creative Commons staff and particularly with community volunteers.2 Comments »
This morning, Autodesk announced that its Media & Entertainment (M&E) support and learning content for its 2014 product line is now available under Creative Commons licenses; that’s 20,000 pages of documentation, 70 videos, and 140 downloadable 3D asset files under CC BY-NC-SA and CC BY-NC-ND licenses.
“Autodesk embracing Creative Commons licensing is a big win for Creative Commons, but more importantly, it’s a big win for the design community online. The power of the internet lies in how easy it is for people to share and build on each other’s work. CC licenses make that kind of sharing possible without the law getting in the way. In opening its resources, Autodesk is demonstrating that it understands the capacity for creativity and collaboration among its community of users.” – Creative Commons CEO Cathy Casserly
According to a press release that Autodesk released this morning, the Open Learning Initiative was actually a direct response to demands from the community of users of Autodesk products. Paul Duguay, a 3D and multimedia studies instructor at the Collège Communautaire du Nouveau-Brunswick in Canada, discovered a series of videos on the Autodesk 3ds Max Learning Channel that perfectly fit his curriculum needs. Duguay wanted to be able translate the audio into French and publish the videos on the college’s website. Autodesk started licensing its content under CC so that community members like Duguay could use the material to its full potential.
It’s fantastic to see an industry leader in design software choosing to open its documentation and training content to its community. Autodesk has also demonstrated its commitment to open by donating to Creative Commons at the Innovator level. Thank you to Autodesk for making an investment in a more creative, collaborative internet.
Update: Here’s some nice coverage by San Francisco Chronicle’s James Temple:
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“For a company as prominent as Autodesk to do this, it sends an important signal to other major players: We think that’s a service to our customers we want to provide,” said Corynne McSherry, intellectual property director at the Electronic Frontier Foundation. “Hopefully other companies will then take a look and say, ‘Maybe we should do that too.’”
You’ve already heard us talk about the the Nordic Creative Commons Film Festival the latest in a growing movement of CC filmmakers and festival organizers changing how films are funded, produced, and distributed. Last week, festival organizer María Ibáñez emailed me to let me know that the list of CC-licensed films featured in the festival has been announced.
One thing that makes NCCFF interesting is that anyone can host a screening. Last week, the organizers also launched a cool signup platform where you can select which films you’d like to screen and add your screening to the official calendar. More information here.1 Comment »
The School of Open is offering its second round of facilitated courses! Starting today, you can sign up for 7 courses during a two week period; sign-up closes 4 August (Sunday) and courses start on or after 5 August (Monday). All courses are free to take and open to reuse under the CC BY-SA license.
The School of Open is a community of volunteers from around the world passionate about peer learning, openness, and the intersection of the two. These volunteers helped launch the School of Open in March. And now they invite you to join them in the following courses.
To sign up for any of these courses, simply go to the course page and click ‘Start Course’ under its left Navigation column.*
1. Copyright 4 Educators (AUS) (7 weeks) – This course is open to anyone in the world, but will focus on Australian copyright law as pertains to education. This course will equip Australian educators with the copyright knowledge to confidently use copyright material in the classroom. It will also introduce OER and teach you how to find and adapt free, useful resources for your classes. Facilitators: Delia Browne and Jessica Smith
2. Copyright 4 Educators (US) (6 weeks) – This course is open to anyone in the world, but will focus on US copyright law as pertains to education. The course is taught around practical case scenarios faced by teachers when using copyright material in their day-to-day teaching. Facilitator: Laura Quilter
3. Creative Commons for K-12 Educators (7 weeks) – This course will help K-12 educators find and adapt free, useful resources for their classes. It will also help them incorporate activities that teach their students digital world skills — such as finding, remixing, and sharing digital media and materials on the web. Facilitator: Jane Park
4. Designing Collaborative Workshops (4 weeks) – This course brings together case studies of some great collaborative workshops that have been run in the past with an open invitation for you to share your own experiences with either running or participating in a workshop that worked well (or didn’t). Facilitators: Mick Fuzz and Jane Park
5. Writing Wikipedia Articles: The Basics and Beyond (6 weeks) – If you can read Wikipedia, you can learn to build it! In this course, you will learn about the software, the rules, and the cultural values that drive and support this ubiquitous and community-built online encyclopedia. It will focus on articles about openness in education. Facilitators: Pete Forsyth and Sara Frank Bristow *This course runs on Wikipedia; follow instructions to sign up at the course page
6. Open Science: An Introduction (4 weeks) – This course is a collaborative learning environment meant to introduce the idea of Open Science to young scientists, academics, and makers of all kinds. Facilitator: Billy Meinke
7. Why Open? (4 weeks) – This course will facilitate discussion on the different meanings of openness, how openness applies to different domains, as well as participants’ views of what it means to do things openly. Participants will engage in open activities, and examine the benefits and potential issues with openness. Facilitators: Christina Hendricks, Simeon Oriko, Jeanette Lee, Pete Forsyth, and Jane Park
Too busy to take a course this time around? Don’t worry, we’re around for a while. Sign up to be notified when we launch our next round of facilitated courses, or take a stand-alone course at your own pace, at anytime.
Don’t see a course you want to take but are full of good ideas? Help us build the courses you want to see with others. Join the School of Open discussion list and introduce yourself and your “open” interest.
Forward this to your friends
Want to take a course with your friends? Do these 3 things and call it a day.
- 1. Tweet this:
Open for sign-up: free facilitated #schoolofopen courses on #OER #openscience #wikipedia #copyright #whyopen http://creativecommons.org/?p=39060
- 2. Blog/forward this:
School of Open, Round 2 is open for sign-up! Take a free, facilitated online course on open science, collaborative workshop design, open educational resources, copyright for educators, Wikipedia, CC licenses, why open? — and more! at http://schoolofopen.org/. Take this course with me: [link to course of your choice here]. Read more about the launch at http://creativecommons.org/weblog/entry/39060.
- 3. Print out a copy of this pdf and pin it to the bulletin board at your work, school, or local coffee shop.
What is the School of Open?
School of Open
The School of Open is a 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, research, and more. Volunteers develop and run online courses and offline workshops 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, an active peer learning platform and community for developing and running free online courses.
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Saylor K-12 Beta by The Saylor Foundation / CC BY
The Saylor Foundation recently launched a new K-12 program on Saylor.org, debuting courses for grades 6-12 in English language arts and mathematics. A team of experienced educators and staff are developing courses fully aligned to the US Common Core State Standards. Like Saylor’s college-level courses, the K-12 program incorporates open educational resources (OER), making the courses, as well as their contents, widely reusable by students, teachers, and parents nationwide. The course frameworks and instructions are available under a Creative Commons Attribution (CC BY) license. Thus, while the courses are ready for use as-is, anyone may also reuse, revise, remix, and redistribute their courses to meet local needs.
Following its higher education model, Saylor’s K-12 team focused on reviewing and vetting an existing pool of OER, selecting the best OER to develop instructions and learning outcomes. With Common Core standards providing a framework for each course, Saylor aims to make K-12 OER easy to find and use. Saylor is currently working on 18 additional courses which will be rolled out as they are completed.
How can you use K-12 courses on Saylor.org?
- Flip your classroom without shooting your own videos. Saylor provides recommendations on their site.
- Incorporate more engaging digital content in your class.
- Get current, openly licensed, Common Core–aligned materials for free.
- Provide extra resources to supplement what your kids learn in school.
- Use self-contained curriculum for home-schooling families.
- Accelerate or review subjects with your kids.
- Do more challenging work. Your school might not offer calculus, but Saylor.org does!
- Learn subjects in a different way and acclimate to an online learning environment.
- Review material you learned in school.
- Go further and prepare for your SATs/college (more on that on the site).
Once again, our friends at Musikpiraten e.V. are hosting the annual Free! Music! Contest to find the best Creative Commons–licensed music of the year. CC is proud to serve as a partner in this year’s F!M!C.
Patron of this year’s contest is Victor Love, lead singer of the Italian cyperpunk band Dope Stars Inc.. In 2011, DSI separated from their label and released their album Ultrawired as a free download via The Pirate Bay. They had been the first band that had ever been featured with a “Doodle” on the BitTorrent search engine’s landing page. Since that release they have been playing worldwide on various festivals.
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As in the last years, a double-CD packed to the brim with the best songs of the contest is going to be produced. A jury chooses the best tracks and takes care that the best of every genre is featured – from Trash Metal to Hip Hop and Blues, whatever the artists submit. Moreover, vouchers worth 100€ will be raffled among all participants – even the willingness to make one’s music free shall be rewarded! Last but not least, there will be a gig near Heidelberg to win. Due to travelling costs, this one is very likely to go to a band from Germany.
OpenStax College, an initiative of Connexions, the open educational resources (OER) authoring project at Rice University, is creating high-quality, peer-reviewed open textbooks. All of OpenStax College’s books, including the art and illustrations, are available under the Creative Commons Attribution license (CC BY), allowing anyone to reuse, revise, remix and redistribute the books.
The first two OpenStax College books were published in June of 2012, and since then Introduction to Sociology and College Physics have been downloaded over 110,000 times, used by more than 1.5 million unique online learners, and adopted at over 200 schools. These adoptions represent real savings for over 30,000 students in classes around the world. OpenStax College estimates that it has saved these students more than $3 million (USD) so far.
OpenStax isn’t stopping there. Biology and its corresponding book for non-majors, Concepts of Biology, and Anatomy & Physiology have now been released and are ready for use in classes in the fourth quarter of 2013.
OpenStax College recently received grants to complete six more books from several major foundations, including the Laura and John Arnold Foundation, Hewlett Foundation, Kanzanjian Foundation and Lowenstein Foundation. The next phase will feature Introduction to Statistics, Pre-Calculus, Principles of Economics, U.S. History, Psychology, and Chemistry. These books are entering production now and are scheduled to be released by the end of 2014.1 Comment »
New Education Highway (NEH) is a nonprofit project that could not exist without open educational resources (OER). Launched this year in Myanmar, NEH leverages new and existing OER to provide remote and rural communities — often with no Internet connection — with access to a quality education.
NEH partners with existing organizations in local communities to open free learning centers with tablets or laptops installed with an offline, easily navigable learning interface. Resources are preloaded and span all manner of subjects, including comprehensive K-12 education, standardized test preparation, vocational skills, health/HIV education, sanitation, critical thinking, community development, foreign language training, and environmental and agricultural science. All resources are available under CC licenses, developed by NEH or other organizations. Because permissions have already been granted for reuse, NEH, as well as its communities, can adapt and redistribute the resources as needed.
NEH works with each community it serves to customize the offline interface and OER to that particular community. NEH is always seeking new and existing materials to incorporate, currently in the environmental and agricultural sciences. If you have suggestions for OER, materials that might be adapted and released as OER, or are interested in getting involved as a volunteer, visit http://www.neweducationhighway.org/ or email email@example.com.
Informational content on NEH’s website is defaulted under the CC BY license. The OER used within the NEH Learning Interface is licensed under the CC BY-SA and CC BY-NC-SA licenses and will be made available on the site in the coming months.2 Comments »
Last week, indie videogame designer Nick Liow launched the Open Game Art Bundle. It’s a simple idea: independent videogame designers contribute game assets – animations, soundtracks, character designs – and customers can pay any price they want to access them. Nick describes it as a sort of cross between Kickstarter and Humble Bundle, and like Humble Indie Bundle, the income is split between the developers themselves and charities (including Creative Commons). But there’s one big twist: if the bundle reaches its goal of $10,000 by July 15, all assets will become public domain under the CC0 public domain declaration.
This is actually the third bundle Nick has put out under the brand Commonly. It’s the most ambitious bundle to date, but it’s really just the beginning. What Nick’s really interested in isn’t just about videogames; it’s about changing how people think about the public domain. I met up with him a few days ago to chat about videogames, public domain, and the open source movement.
We also talked about the increasing rift in the videogame world between the indie developers like himself and the high-budget, “Triple A” games of the big-name studios. There’s been a lot of talk recently about the videogame industry’s occasional tone-deafness to issues like race and sexuality. Nick told me that he sees a parallel conflict over issues like intellectual property and digital rights management (DRM). While many young developers like Nick share his opinions, some big-name developers are sticking to what he sees as a more old-fashioned view.
“The triple-A industry has to reach out to as massive an audience as possible,” Nick said. “They close things off because they can’t afford the risk. You notice that indie games tend to be for a more a more open ecosystem. With the Humble Indie Bundle, “DRM-Free” is a part of their tag line. Indie games go with the more open ecosystems… while triple-A’s create their own walled gardens with game consoles.” And, he was quick to add, “The iPhone counts as a [closed] console.”
Nick recently moved to the San Francisco Bay Area – he’ll be here for the next two years as a part of the Thiel Fellowship. “You have to have a big vision [for the fellowship],” he told me, “and my big vision was a thriving public domain.”
He originally applied for the fellowship with his project Craftyy, an open source game-development platform and social network. Although the Thiel judges liked Nick’s ideas, “It wasn’t clear to them how Craftyy would lead to a thriving public domain.” That was when Nick started to shift to the idea of crowdfunding for public domain creative works. He told me that his plan for the next two years is to expand the Commonly concept beyond the world of videogame developers into the broader creative community. I can’t wait to see where Commonly goes next and what awesome stuff it brings into the public domain with it.No Comments »
I recently spoke with Larry Cooperman, director of OpenCourseWare at the University of California, Irvine (UCI). Larry also serves on the boards of the OpenCourseWare Consortium and the African Virtual University. I asked Larry about UC Irvine’s new OpenChem project.
Why, in the middle of such excitement over MOOCs, would the Department of Chemistry and the OpenCourseWare project at the UCI unveil their CC BY-SA–licensed OpenChem project, a set of video lectures equivalent to four years of classes? Because they’ve designed OpenChem to focus on building out an extensive path to learning chemistry via an open curriculum rather than offering highly designed intensive course experiences like Coursera and EdX.
OpenChem is designed to be reused, revised, and remixed — by institutions, departments and instructors. This differs in the most fundamental way from the fixed-path, single-instructor model of most MOOCs. OpenCourseWare and MOOCs aspire to provide access to high quality, higher education learning to those unable, for a variety of reasons, to attend either an “elite” institution or any college or university at all.
For some time, Larry has been arguing that we are falling short of this vision. 80% of Coursera users are college graduates and most of the rest are advanced high school and current university students. There is no doubt that others, for lack of access to a basic internet connection, much less the bandwidth required for high-resolution video streaming, won’t share in these benefits. But there is a second reason, even more troubling than the bandwidth problem, which should concern us. The design of university-level courses, when they come from “elite” institutions, is for that audience — namely, “elite” students. Courses aren’t designed for students whose secondary institutions have left them with gaps in their education.
And that gets me back to the design of OpenChem — or openly licensed curriculum in general. If there is one thing that we can do to use open education to improve higher education, it is to allow existing colleges and universities that serve these students to improve their educational offerings through adoption and adaptation. That means that those who best know a specific cohort of students must be free to choose from easily integrated, openly licensed materials that match their curricular needs and objectives. The very first use of OpenChem occurred locally at Saddleback College, when an instructor used ten minutes of a UCI video lecture that offered an explanation of a very specific topic to use in his flipped classroom. And that’s really the point. An instructor may find ten minutes useful. A department may adopt a course that had not previously been offered. An institution may adapt an entire curriculum. Further, if the content is not exactly what an instructor wants, the open license allows her to change it to meet local needs.
Of course, chemistry is a lab science. Allowing students to virtually sit in UCI lecture halls for four years via OpenChem could never substitute for a local institution offering a complete education. By creating a full pathway from a course designed for those without adequate high school chemistry preparation to graduate electives, UCI is making its chemistry education visible. But the goal of OpenChem isn’t substitution — it is to enable both educators and students to collaborate with others. Just as UCI hopes to support science education, they also hope others will adapt and improve OpenChem courses, translate them into other languages, and distribute them far and wide.
UCI also anticipates important learner benefits that are derived from having an open curriculum, including the ability to go forwards and backwards at will. For instance, looking ahead, an advanced high school student can go past the level of AP Chemistry. An entering college freshman could study Preparation for General Chemistry to ensure their readiness. Or an enrolled student can view the typical coursework and decide whether to become a chemistry major. Just as important, a student having trouble with a class can review the prior knowledge — the building blocks that are required to succeed in their current class.
This last point is perhaps the most crucial. Openness in education is about visibility. UCI uses an entire open curriculum to let learners and instructors alike see how it all hangs together. UCI has a lot of work left to do to optimize OpenChem for learning, but is excited to point its university and other institutions in a new direction that brings us all a little closer to the goal of universal access to higher education.No Comments »