Commons News

European Regional Meeting at OKFestival

Jonas Öberg, October 25th, 2012

In September, a number of CC’s European affiliates congregated at the Open Knowledge Festival taking place in Helsinki, Finland, for a regional meeting. Held as a side event over one day of the festival, the meeting was attended by representatives of our affiliates in 17 different European countries.

Each meeting between our affiliates is an excellent opportunity to network and bridge the geographic, as well as cultural, distance between the various jurisdictions they represent. As such, it’s not surprising that one of the more significant outcomes from the meeting was a series of discussions starting between the affiliates after the actual meeting.

During the meeting itself, the affiliates got to hear about Creative Commons global strategy work from Jessica Coates, our Global Network Manager, and about policy work from Timothy Vollmer, our Manager of Policy and Data. Looking towards December, we also discussed Creative Commons’ upcoming 10th birthday and the activities and events taking place around it. One of the outcomes of the meeting was the idea to create a Creative Commons mixtape with Creative Commons licensed music from around Europe, covering the last 10 years, to be released around the 10th birthday.

In the weeks following the regional meetings, on the initiative of Alek Tarkowski (our lead for Creative Commons in Poland), the affiliates and regional coordinator put together a proposal to the European Union Education, Audiovisual & Culture Executive Agency’s (EACEA) call for proposals on support for organisations active at the European level in the field of culture. The activities of the proposal that we sent aim to encourage and support cultural institutions in their work to maximize public access to their cultural data and content. Through a series of workshops including experts of the network and participation from European museums, the European affiliates will develop guidelines and instructions on how to increase circulation of cultural data and content in the digital environment at the legal, technical, and organizational levels.

Such a cooperative approach to putting together a compelling proposal in such a short amount of time could not have happened without the ability to meet in person from time to time. While not a direct outcome of the meeting, it exemplifies the relevance of the regional and global meetings of Creative Commons, and the European group is already looking forward for when we next meet, at latest in about a year’s time for the next global summit.

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CC News: British Columbia Embraces Open Textbooks

Elliot Harmon, October 23rd, 2012

Creative Commons
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Top stories:

John Yap Announcement (cropped)
John Yap #opened12 Announcement (cropped)
Giulia Forsythe / CC BY-NC-SA

British Columbia has just announced a groundbreaking open textbook policy, providing for open textbooks for 40 popular college courses.

Open Access Week logo
Open Access Week logo
 

It’s open access week! Join Creative Commons and dozens of other organizations as we celebrate the OA movement.

School of Open logo
School of Open logo
 

On October 5, Creative Commons and P2PU convened community advocates and policy leaders to lay the curriculum framework for the School of Open.

Ada Lovelace
Ada Lovelace
Kaldari / CC0

On Ada Lovelace Day, CC CEO Cathy Casserly reflects on the importance of women in science and technology.

 

In other news:

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Oppikirjamaraton: How to Write an Open Textbook in a Weekend

Elliot Harmon, October 23rd, 2012

One Thursday a few weeks ago, just as most of us at Creative Commons were on our way home for the evening, we saw this startling tweet:

Of course we had to learn more. I contacted Joonas Mäkinen to get more information, and he explained to me that he’d helped organize a team to write a secondary school mathematics textbook over a weekend, in an event called Oppikirjamaraton (“textbook marathon”). The book was to be licensed CC BY, so that anyone could reuse or remix it in Finland or around the world.

The text — now in version .91 in GitHub — is called Vapaa Matikka. The title translates as “Free Math,” but since matikka can also mean “burbot,” the book’s title also reads as “free fish” and its slogan — Matikka verkosta vapauteen — could be either a rallying cry to keep educational resources free and open or an instruction to free a fish from a net.

Vappa Matikka

But I was interested in more than math puns. I wanted to find out how the book sprint had gone, what the team was planning to do with the textbook, and what advice he had for others organizing similar events. This interview was conducted by email between October 2 and 5.

What range of math concepts does the book cover?

It is a text book for the first advanced level mathematics course in Finnish upper secondary (high) schools. Although people who just start the course have usually just finished their mandatory primary school studies, we decided to take quite a “for dummies” approach and try to minimize all the prerequisites.

We introduce rational numbers, go through the arithmetic of them and real numbers in general. Power rules and roots follow and lead to the very basics of equation solving and the concept of a function. The most important applications of all this are proportionality and percentage calculations. Even with the freedom of writing we had we were tied to the current curriculum.

Tell me more about the curriculum requirements. Are they the same throughout Finland?

There is one national curriculum and everyone follows it. The only standardized tests you get are your finals, or matriculation examinations as they are known here, so some book series approach topics in a slightly different order than others. There is some flexibility and writing a course book based on the curriculum was easy.

Doesn’t change the fact that the curriculum sucks, though. The first reaction from a lot of participants was: “Can we write a new curriculum first?” And I understand them. We don’t have wars over content as I’ve understood you have in the USA, though. It’s more about how certain topics are grouped together in courses.

In the case of advanced level mathematics, there are 10 national, mandatory courses that consist of approximately 18 75-minute lessons. Plus a few optional courses, plus a lot more if you’re in a science- or math-focused school. An example of a highly non-mathematical, non-systematic grouping would be for example a course which is supposed to cover sequences and trigonometric functions. These two have nothing in common at this level. They could if series expansions and complex numbers were taught earlier, but nooooo

Get the tech side done before you start, and that will save everybody’s nerves and time for the actual writing!

Oppikirjamaraton (Caption added) / Joonas Mäkinen / CC BY

Vesa Linja-Aho

Vesa Linja-Aho / Senja Opettaa / CC BY

What was the breakdown of participants? Was everyone involved an educator? Did participants have prior experience writing or editing textbooks?

There were over 20 people who partook in writing that weekend. We had regular upper secondary teachers, university students (mathematics and computer science), a teacher of automotive electronics, my own private students, and even a couple of university professors working both locally and remotely. We had our own inner circle of enthusiastic grammar nazis, too, to help us actually write grammatically and typographically better materials than you see in some books by big publishers. The diversity of people involved turned out to be a great resource for producing a variety of problems and perspectives.

A few people had experience writing and publishing a “normal,” old-fashioned commercial book, but that experience didn’t seem to divide people into groups at all when we actually started working.

How did you organize yourselves? Were people’s roles in the project determined before the weekend began?

Vesa Linja-aho, who got the idea of this booksprint/hackathon in the first place, was our de facto PR and bureaucracy guy. Lauri Hellsten promised to take the main role in creating much-needed graphics at the set. Other than them, no writer was predestined any specific work. Surely quite a few people had their own topics they really, really wanted to write about, but all in all the whole writing process was very spontaneous and dynamic.

Lauri Hellsten

Lauri Hellsten / Senja Opettaa / CC BY

How much preparation happened ahead of time? Did you enter the weekend with an outline of the book? Schedules?

After realizing that this could be a big thing we just sort of waited for our friends and friends’ friends to fill out a Doodle poll about which weekend we should pick. I planned a table of contents beforehand to have something as a starting point, but it was modified very heavily during Friday and Saturday. Juhapekka Tolvanen made us some LaTeX layout templates beforehand, and we also had one planning meeting but that was not really about content but more about technology: which version management systems we should use, etc. Most of the planning in general was just about getting potential sponsors, writing a press release, checking where we can actually do the writing work, did we have enough laptops, and so on.

One funny copyright anecdote: we had gathered up pretty much all available, related text books. You know, to check how others have explained this and that. Another reason was that in mathematics education (and obviously in other subjects too) there are usually many “pathological” examples and exercises that it’s good for everyone to go though, so you keep running into and using the same tasks again and again. Vesa Linja-aho had received a written decision earlier from the local copyright council that exercises do not constitute works and thus are not copyrightable. Nevertheless, a teacher who had written one of the books we had with us commented and reminded us on our Facebook page that it’s not right to copy others’ work. We got some good laughs out of that.

Siiri Anttonen

Siiri Anttonen / Senja Opettaa / CC BY

What did you learn from the experience? What was more difficult than you expected? What advice would you give others planning a similar sprint?

Get the tech side done before you start, and that will save everybody’s nerves and time for the actual writing! We used LaTeX to write and typeset the whole book and Github to handle versions, but hassling with both caused a lot of delays during the first two days. Most people were not familiar with Git and version conflicts and other funnies took maybe a half of our time. Just think what we could have achieved if everyone had had their laptops completely ready…

Some guys were still debating if we should add this and that during Saturday and Sunday, and that was something people should try to avoid. In sprints like this, it’s always the best to just keep writing more content – it’s always easier to comment out or edit something later on. Some arguments got pretty heated a couple of times, but that might also be the lack of sleep talking. Keep it cool and remember to have fun!

Joonas Mäkinen

Joonas Mäkinen / Senja Opettaa / CC BY

What’s next? Is there a revision or review period planned? Are there educators planning to teach from it?

The immediate physiological response after finishing the marathon on Sunday was euphoria. Everyone agreed immediately to organize another sprint. The technical delays and lack of graphics artists made sure that our book didn’t reach the level of ready that we’d just send it to printing immediately, but it’s alive now: people keep sending “bug reports” over Github and all participants have continued to make improvements: fixing typos, adding exercises, fixing inconsistencies…

Our book is now version 0.9, and we’ll wait a couple of weeks till we say it’s appropriately ready for translations and focused printing. Though, we’ve already been hearing that the book has been used as a handbook by a couple of teachers, some have been giving their students exercises from the book and so forth. And of course I and other writers have used it as a resource, too, when teaching our own students. After some polishing we’re pretty sure it’ll be used in plenty of places. Another kick in popularity will come when we continue with the rest of the courses (since schools don’t like to switch book series between courses).

The project was so fun and well-received that we’ll have our next sprint on the second course soon!

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A Global, Pro Bono Week Tribute

Diane Peters, October 22nd, 2012

Universal Thank You Note

Universal Thank You Note / woodleywonderworks / CC BY

This week is Pro Bono Week in the United States. We wish to take this opportunity to thank the many talented legal professionals on whom we count for impeccable, cutting-edge advice around the world on an array of issues, all on a volunteer basis.

CC leverages pro bono legal expertise on a number of important projects. For example, almost exactly one year ago, Creative Commons formally embarked on the versioning of our license suite. This is one of the most important responsibilities we have as the steward of licenses relied upon by creators to share an estimated one-half billion works on the Internet (and counting). As with the development of the past four license versions, this undertaking involves major policy decisions, complicated questions of international, regional and jurisdiction-specific law, and ambitious goals. Those include internationalization, compatibility, licensing of database rights in Europe and elsewhere, and anticipating future impediments to sharing that take the form of paracopyrights, such as technical protection measures and other copyright-like rights.

The issue of internationalization alone benefitted greatly from multiple efforts: a law firm with international reach provided detailed research on license formalities under both common law and civil law copyright systems; database experts within our affiliate network responded to our inquiries on the details of licensing sui generis database rights in a way that would not have adversely impacted people in countries where those rights do not exist; and a law firm with offices in Asia and Europe provided detailed research on effective technological measures around the world.

The support CC receives in the form of pro bono services extends deep within the organization itself in equally important but less visible ways. This includes the legal expertise required to maintain a strong, compliant tax-exempt organization, upkeep and outreach involving our current licenses and public domain tools, working with affiliated organizations in more than 70 countries, and supporting intricate policy work that consistently pushes the envelope on public domain policy, education and open access initiatives, and science and data, to name just a few.

Here at Creative Commons, we find ourselves in the privileged and fortunate position of working daily with an impressive array of legal experts around the globe who lend insights, legal acumen, and depth of perspective to every dimension of our legal work. This effort and dedication in the aggregate makes our vision and reach possible, and our legal products among the most trusted, respected and robust of any offered. More amazingly still, the large majority of these experts provide assistance free of charge.

We count many among this amazing group:

We extend our sincerest gratitude to all of those — both current and past — who have provided Creative Commons with volunteer legal assistance. As a direct consequence of this assistance, CC as well as our community of affiliates and adopters are all in the strongest position possible to maximize digital creativity, sharing, and innovation.

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Celebrate Open Access Week with CC

Elliot Harmon, October 18th, 2012

Next week, Creative Commons will be joining individuals, institutions, and publishers all over the world in celebrating Open Access Week. Find out where you can find Creative Commons and its affiliates during OA Week, and share your own OA events in the comments.

Open Access Week 2012 Kickoff Webcast

On Monday, CC founding board member Michael Carroll will be speaking at the open access week kickoff event hosted by SPARC and the World Bank.

Webinar: Creative Commons and the Future of Open Access

On Tuesday, CC education technology and policy coordinator Greg Grossmeier will be speaking about CC licensing for open access publishing in a webinar hosted by the University of Northern Colorado Center for the Enhancement of Teaching and Learning.

Open Data and Open Access Panel

If you’re in Northern California on Wednesday, join CC policy and data manager Timothy Vollmer, UC Davis university librarian and CC Science advisor MacKenzie Smith, and California Digital Library’s Carly Strasser for a discussion on advancements in open access and open data at UC Davis.

CC New Zealand Guest Blog Series

Courtesy of CC Aotearoa New Zealand, here’s a great collection of perspectives from thought leaders on the open access landscape in New Zealand.

Connecting the Dots Between Open Access and Open Educational Resources

Watch an archived discussion hosted by SPARC, with CC director of global learning Cable Green and Student Public Interest Research Groups’ Nicole Allen.

New Open Access Resources

Open Access Wikipedia Challenge
In this new School of Open challenge, learn how to reuse open access content to improve a Wikipedia article.

HowOpenIsIt?
PLOS, SPARC, and OASPA have just released the first iteration of a great reference guide for understanding open access standards. Timothy recently wrote about the guide for the PLOS blog.

Good Practices for University Open-Access Policies
Our friends at the Harvard Open Access Project have written a new guide for universities considering OA policies.

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School of Open builds curriculum at Creative Commons Palo Alto meeting

Jane Park, October 17th, 2012

On October 5, Creative Commons and P2PU convened community advocates and policy leaders from the various “open” movements to lay the curriculum framework for the School of Open. If you haven’t heard of it yet, the School of Open is a community initiative that will provide online educational resources and professional development courses on the meaning and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and more. Participants gathered the day before for a convening on an Open Policy Institute, which will be blogged about separately in the coming weeks.

The meeting/workshop was extremely valuable in identifying existing needs around education and training on open policy, open education, open access, open science, and open culture. It was also a lot of fun! The full agenda and raw notes are at the etherpad, but here is a brief overview.

First, in pictures:

We broke out into groups and thought long and hard about the one person we’d really like to help as part of the School of Open. Who would actually come to take courses about “open” and what would they want to learn about? What questions would they have? The result was a set of detailed user scenarios spanning from Marcie the researcher working for a legislator to Maggie the wannabe rap star, from academic Professor Lovenchalk with questions about losing control over his work to elementary school teachers with questions about CC and copyright, and even to “optics nerds” on Wikipedia. You can check out all the user scenarios at Flickr. The folder of user scenarios will continue to grow with each workshop.

Based on our user scenarios, we outlined course ideas, potential partners, and existing resources. Course ideas included: Crash course on the basics of open for government officials; How to ensure that my film can be shared; Rights info and tagging for (cultural) curators; How to integrate Wikipedia authorship in your academic workflow; Intro to Open Textbooks; and OER for faculty: what’s in it for me? More courses outlined at the pad.

Everyone was excited for the potential of the School of Open to support existing efforts and demand. And we want you to join us! Whether you’re part of the CC, P2PU, Open Access, OER, free culture, or any other open communities, the School of Open exists to support your education needs. We are aiming for an ambitious (but not impossible!) official launch date of February 2013, with at least five facilitator-led courses and five peer-led courses. Help make this possible by joining in course development efforts!

Where do I start?

  1. Go to http://schoolofopen.org and get familiar with the project. What course do you want to take or build?
  2. Join the discussion and introduce yourself and your field of “open” interest: https://groups.google.com/group/school-of-open. See if others are interested in building it with you. Someone might already be developing the course you want to create.
  3. Register for a P2PU account at http://p2pu.org.
  4. Start creating! You can create directly on the P2PU platform or use http://pad.p2pu.org for collaborative editing. Just make sure to email the list or the Project Manager (that’s me) with a link to the working draft so we can help.

We will be holding several virtual meetings (eg. webinars) to support course creators, so stay tuned for those!

For those of you who just want to receive key updates and find out when the School of Open officially launches, sign up for our announcements-only list.

The School of Open is being run as an open community project — which means that you can help shape its direction and drive it forward. Find out more about that here.

Also see: School of Open builds community at the Open Knowledge Festival

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British Columbia Government Lends Support to Open Textbooks

Cable Green, October 16th, 2012

The government of British Columbia, Canada’s westernmost province, has announced its support for the creation of open textbooks for the 40 most popular first- and second-year courses in the province’s public post-secondary system. The texts will be available for free online, or at a low cost for printed versions, to approximately 200,000 students. The first texts under this project could be in use at B.C. institutions as early as 2013 for courses in arts, sciences, humanities, and business.

BCcampus, a publicly funded collaborative information technology organization serving the higher-education system, will engage B.C. faculty, institutions, and publishers to implement the open textbook project through an open request for proposals.

David Porter, executive director for BCcampus, explained why CC licenses are crucial to this project. “Open licenses are integral to making textbooks free for students, and flexible enough for instructors to customize the material to suit their courses.”

B.C.’s minister of advanced education, John Yap, announced the project at the Open Education Conference in Vancouver. He said students could save up to $1,000 a year on textbooks if free, open versions were available for many of their courses, and he challenged other jurisdictions to follow British Columbia’s lead and support open educational resources: “By taking advantage of technology, more people can get the learning they need in the knowledge economy and access to new or better jobs.”

You might remember that a few weeks ago, we celebrated a similar piece of legislation in California. The British Columbia legislation was actually based on California’s version. Taken together, these are exciting steps for the OER (open educational resources) movement. Since the textbooks produced in B.C. and California will be licensed under the CC BY license, their impact has the potential to spread far beyond the US and Canada, being reused and adapted by educators around the world.

B.C. is leveraging 21st-century technologies and licensing to ensure that its citizens have affordable access to high-quality post-secondary textbooks. Open licensing on publicly funded content ensures the greatest impact for the public dollar.

Read the full press release.

There was an OER Forum later that week. Videos and images.

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Ada Lovelace Day: Women, Tech, and OER

Cathy Casserly, October 15th, 2012

Ada Lovelace

Ada Lovelace / Kaldari / CC0

Ada Lovelace — widely considered the first computer programmer — famously said, “I never am really satisfied that I understand anything; because, understand it well as I may, my comprehension can only be an infinitesimal fraction of all I want to understand.” That quotation brings to mind the axiom that a curious mind is always asking more questions and learning is never complete. Every day, like Lovelace, I am all too aware that my knowledge is dwarfed by what I have yet to learn.

Around the world today, the technology community is celebrating Lovelace and the many women in technology who’ve followed in her footsteps. Here at Creative Commons, we think a lot about women in science and technology and the untapped potential we have yet to realize. In his speech to the United Nations a few weeks ago, President Obama spoke of the importance of women and girls in STEM fields (science, technology, engineering, and mathematics). The White House identified Creative Commons as a key member of an emerging community of practice supporting girls in STEM.

A few days later, Creative Commons and the OpenCourseWare Consortium announced that we’d formed a task force to determine how open educational resources (OER) can support the success of girls and women in STEM fields. As I said in that announcement, the challenges of the future will require bright, ambitious, well-educated people of both genders.

Many people reading this probably know that the OER movement played a pivotal role in my career. When I was at the Hewlett Foundation, we made a gamble in starting our OER initiative. At that time, OER was an untested idea. Today, those early investments are paying off, with open-licensed resources benefitting women, men, boys, and girls around the world, many of whom wouldn’t otherwise have access to high-quality educational materials that can be localized and improved for teaching and learning.

But like Lovelace, we’re not yet satisfied. Last month’s groundbreaking open textbook legislation in California was a huge step in the right direction, but it was just one step. We must keep the end vision in mind: together, we can democratize education through openly licenses resources, tools and processes. While we can’t create future Ada Lovelaces in a lab, we can provide for a culture of education that rises to the challenge of its most curious learners.

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Geoscience Australia to License Satellite Images Under CC BY

Elliot Harmon, October 11th, 2012

Geoscience Australia recently announced that it will license all images from the Landsat 8 satellite under CC BY. (Geoscience Australia is a partner of the United States Geological Survey in the Landsat program.)

Creative Commons Australia reports:

The new Landsat 8 satellite is scheduled to be launched in early 2013, with GA’s full implementation being scheduled for May or June 2013.

Upon full implementation, which involves the deployment of major infrastructure upgrades by GA, data will be beamed from Landsat 8 on a daily basis to GA-operated ground stations in Alice Springs and Darwin. As soon as possible after receipt and processing, GA will make the satellite images publicly available free of charge.

GA will make the data available under a Creative Commons CC BY Australia 3.0 licence, which will facilitate legal reuse of the images.

GA is expecting a major upsurge in demand for the images when its free to air service is up and running. Jeff Kingwell, Section Leader of GA’s National Earth Observation Group, has indicated this prediction is based on the experience of its senior partner Geological Survey where there was a 1000 fold usage increase on commencement of its free to air service online. “Our experience is that using the Creative Commons Attribution Licence — which is the default licence for GA information — makes the data more useful and easier to apply. For example, to help the Indonesian government to monitor forest management, GA supplies Landsat data from a number of foreign data archives. Since we can apply the same licence conditions to each data source, the information is much more useful and easier to share and reuse.”

(Read the full article.)

Here at Creative Commons, we applaud governments and intergovernmental organizations licensing their information and data under CC licenses (or the CC0 public domain waiver). Australia’s partnership with the United States in the Landsat program is a perfect example of why it’s important to use a license that’s open and internationally applicable.

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School of Open builds community at the Open Knowledge Festival

Jessica Coates, October 11th, 2012

Helsinki Class group shot

Helsinki Class Group Shot / Timothy Vollmer / CC BY

A few weeks ago a group of CC staffers traveled to the Open Knowledge Festival in Helsinki, Finland to meet with our friends in the open knowledge and data community. There were many welcome outcomes from this – including our European regional meeting (expect a post on this soon) – not the least of which was our second School of Open workshop.

For those who haven’t heard of it yet, the School of Open is a collaboration between Creative Commons and P2PU (Peer 2 Peer University). Its aim is to provide easily digestible educational exercises, resources, and professional development courses that help individuals and institutions learn about and employ open tools, such as the CC licenses. You can find out more at this wiki page.

During the second half of 2012, Creative Commons is holding School of Open workshops around the world, including Berlin, Palo Alto, Mexico City, London, and Jakarta. The idea behind these workshops is to bring together those interested in spreading the word about open knowledge, teach them about peer-learning and the role it can play in this, and (hopefully) start them down the track of creating their own peer-led course on open.

The Helsinki workshop, which ran on the Wednesday of the festival, was a joint project with the School of Data, a similar initiative run by P2PU and the Open Knowledge Foundation to promote data literacy and data ‘wrangling’ skills. The workshop was a great success, with a full house of more than 25 attendees, including educators, programmers, digital technologists and enthusiasts. After introductions and explanations, about 12 chose to work on projects for the School of Open, while the rest broke off to take School of Data courses.

Helsinki Class Photo

Helsinki Class Photo / Timothy Vollmer / CC BY

In just four hours, this School of Open team managed to complete the “Teach someone something with open content” challenge and get a good way through the “Make a P2PU course in half an hour” mini-course. The result were outlines for several new P2PU courses, designed to teach people new skills entirely through CC-licensed and other open materials including “How to share and distribute a song”. You can find all related notes and materials from the workshop here.

Feedback from the participants in the workshop was great – everyone felt that by the end of the day they had a good understanding of the workings of the School of Open and the potential it had to provide learning resources for anyone and everyone. They also had some great feedback on ways to improve the school’s web interface, materials and structure, based on their own experiences and expertise. And they were all keen to continue to work on their courses and the School of Open.

Congratulations to all those who participated in the workshop on achieving so much in such a short amount of time. We look forward to seeing you around the School of Open discussion lists and events. For anyone else who wants to get involved, the best way to start is to join the discussion list and/or sign up for announcements. You can also email the Project Manager directly.

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