MOOCs — or Massive Open Online Courses — have been getting a lot of attention lately. Just in the last year or so, there’s been immense interest in the potential for large scale online learning, with significant investments being made in companies (Coursera, Udacity, Udemy), similar non-profit initiatives (edX) and learning management systems (Canvas, Blackboard). The renewed interest in MOOCs was ignited after last year’s Introduction to Artificial Intelligence course offered via Stanford University, when over 160,000 people signed up to take the free online course. The idea of large-scale, free online education has been around for quite some time. Some examples include David Wiley’s 2007 Introduction to Open Education; Connectivism and Connective Knowledge, led by George Siemens and Stephen Downes in 2008; Open Content Licensing for Educators; and many others.
A central component to these earlier iterations of the MOOC was the dual meaning of “open.” Justin Reich writes in EdWeek,
The original MOOCs…were “open” in two respects. First, they were open enrollment to students outside the hosting university. That is open as in “open registration.” Second, the materials of the course were licensed using Creative Commons licenses so their materials could be remixed and reused by others. That is open as in “open license.”
These dual characteristics of “open” are also core to Open Educational Resources (OER). Hewlett’s updated OER definition begins: “OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” That is, for an educational resource to be “open” it must be both gratis (available at no-cost) and libre (everyone has the legal rights to repurpose the resource). An OER cannot be freely available or openly licensed – it must be both freely available and openly licensed (or in the public domain) to be an OER.
The new cohort of MOOCs are distinct from the original MOOCs in that they are “open,” thus far, in only one respect: they are open enrollment. The new MOOCs have not yet openly licensed their courses. As MOOCs continue to develop course content and experiment with various business models, we think it’s crucial that they consider adopting open licenses as a default on their digital education offerings. In general, the value proposition can be enhanced for the new MOOCs and their users if the MOOCs openly license their courses. A few ideas about why this is important:
One goal of MOOCs is to serve tens / hundreds of thousands more people with high-quality educational content. By adopting Creative Commons (CC) licenses, MOOCs:
- can increase the reach of their materials by making the rights to use and adapt them crystal clear from the start;
- will be able to serve even more learners because they’ll be granting legal permissions to use their course content in other educational settings; and
- do not have to respond to individual permissions requests from users and can instead focus on delivering quality educational content to the largest number of students.
- Commercially-focused MOOCs can adopt CC licenses to make their MOOCs truly “open” (free of cost and free of most copyright restrictions) and still leverage the scale of these courses (with potentially tens of thousands of students) and the MOOC platform to charge for value-added services, such as the coordination of study groups, course certification, secure assessments, employee recruiting, and print-on-demand textbooks.
- MOOCs can provide features their users want by incorporating open licensing options. Recently, the education technology company Blackboard has permitted users to upload educational content under the Creative Commons Attribution license. Since many MOOCs want to support individuals who want to share their creations as well as open collaboration between course participants, it may be worthwhile for the MOOCs to support users with this easy-to-implement feature.
- By supporting open licensing, MOOCs will be positively contributing to the Open Educational Resources movement, reaffirmed in the 2012 Paris OER Declaration. MOOCs can be leaders and innovators for OER, increase their enrollment numbers, and receive the goodwill that comes along with being an active participant in this global open education movement.
- Online education knows no language barriers, and a large percentage of MOOC participants are logging on from outside of North America (where most of the new initiatives are based). For example, in a recent MIT MOOC course with 155,000 registrations, students came from 160 countries (PDF). If MOOCs want to continue to attract and serve an international audience, they might focus on multilingual course delivery. It should be noted that MOOCs that release course content under Creative Commons licenses (at least the licenses that do not contain the “NoDerivatives” condition) automatically grant permission for users to make translations of the materials. MIT Open CourseWare courses have been translated into at least 10 languages, including Spanish, Portuguese, Chinese, Thai, French, German, Vietnamese, and Ukrainian. Coursera and Udacity have already partnered with the crowdsourced captioning service Amara.
- Openly licensed MOOC resources can give rise to interesting new courses and educational products and services. For instance, materials released under a license like CC BY can be repurposed and reused on sites like Wikipedia and hundreds of Open CourseWare projects. Adopting CC licensing can support the conditions necessary for innovation that is difficult to predict (or plan for). In the long run, supporting the open ecosystem is beneficial both for commercial and non-profit MOOC initiatives. In addition, many educators and learners want to be able to use the resources outside of the MOOC environment, and open licensing grants this permission in advance. CC licensing opens up a much broader range of pedagogical approaches that enable all MOOC participants, instructors and students alike the ability to generate, use, and share content with each other.
- Many MOOCs are concerned that their content will be “stolen” by competitors. However, this fear is speculative. There are features of the CC licenses that can help assuage the fears of MOOCs. For example, all the CC licenses provide for attribution to the original author, preservation of any copyright notice, and the URL to the original work. When MOOC material are licensed under a CC license permitting the creation of adaptations, the adapted resources must be clearly marked to indicate that changes have been made, and a credit — reasonable to the means and medium being used — that the MOOC material has been used in the adaptation. Also, CC licenses do not grant permission to use anyone’s trademarks or official insignia, nor do the licenses affect other laws that may be used to protect one’s reputation or other rights — those rights are all reserved and may be enforced separately by the MOOC. Finally, it should be noted that the original educational materials remain intact and preserved, exactly as released (most typically) on the MOOC website. So, there will be a record of the original publishing of the content. But beyond these features of the CC license, community and business norms make it very unlikely that competitor MOOCs will “swoop in” and republish full courses simply because the open license technically makes this a possibility. Norms of academic practice typically carry more weight than any legal restriction made possible through use of an open license.
MOOCs should address copyright and licensing early on so they are clear to users how they can utilize and reuse educational materials offered on the site. MOOCs should choose to adopt an open license that meets their goals, but at minimum it is recommended that they choose a public, standardized license that grants to its users the “4Rs” of open content: the ability to Reuse, Revise, Remix, and Redistribute the resources. The more permissions MOOCs can offer on their content, the better. Online peer learning community P2PU has provided some useful documentation about how to choose a license. And CC maintains easy-to-understand information about how to properly implement the CC license on websites and platforms. Of course, it is important for MOOCs and users of MOOCs to understand some of the copyright and intellectual property considerations that they should know about before they adopt an open license for educational content.
MOOCs have captured the public mindshare as an interesting way to deliver high quality education to huge numbers of online learners. In order to maximize the educational benefits that MOOCs promise to provide, they must be “open” in both enrollment and licensing. MOOCs should seriously consider applying CC licenses to content they build, asking contributing Universities to openly licnese their courses, and making CC licensing part of their MOOC platforms. By doing so, they’ll be best positioned to serve a diverse set of users and support the flourishing open education movement.
For more information, see this Association of Research Libraries issue brief on MOOCs (CC BY) by Brandon Butler.6 Comments »
Last Friday, Open.Michigan helped a group of students get Creative Commons savvy in an offline version of the School of Open’s “Get CC Savvy” challenge, a course originally designed for independent online learners. For those yet unaware, the School of Open is a growing community initiative that will provide 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. Though offline School of Open workshops and activities have been held (see previous School of Open updates), they have primarily focused on creating new courses for the School; Open.Michigan’s Fun Friday session was the first time actual course material was taught in a real world group setting.
Victoria Lungu, student at the University of Michigan’s School of Information, who co-organized and led the session with her Open.Michigan colleagues, writes about how the event went below.
Last Friday I ran a workshop at the University of Michigan where a group of eight worked through the P2PU School of Open challenge “Get CC Savvy.” A year ago or even a few months ago, I would have never imagined taking part in such an exciting opportunity.
So what got me here? Well, to put it simply, a class with Kristin Fontichiaro at the School of Information and her choice to pair me with mentor Emily Puckett Rodgers at Open.Michigan. The class and mentorship were structured to give me the chance to explore my personal interest in open education and informal learning opportunities with a focus on information literacy and teaching.
After a few conversations and brainstorming sessions, Emily and I aimed to try and get the educational potential of the School of Open offline and into a group setting. It was an experiment to see how well an online and physical learning environment could work together.
We had some questions.
- Were the School of Open challenges able to support this kind of learning?
- What benefits would there be to learning something like Creative Commons in this sort of setting?
- How do we record the evidence and learning that is taking place?
We couldn’t answer these questions, or any of the other many questions we had. But we were ready to learn something from this event.
The session drew in participants of all different backgrounds from experts in CC/open licensing at Open.Michigan to students interested in librarianship, information policy, and even a student Wikipedian at the University of Michigan. The informal setting allowed for flexibility and creativity on how the session would evolve. I wanted participants to pick how they wanted to learn as long as they followed two measures of engagement:
- That they created an account with P2PU if they didn’t have one, and
- To comment and engage with the actual challenge and its tasks in the discussion areas.
I asked for participants to abide by these measures to encourage them to preserve evidence of the types of learning and questions that were inspired by the session and to encourage them to (hopefully) explore P2PU and the School of Open more at a later date.
As seen above, and as evidenced in the “Get CC Savvy” challenge discussion fields, eight of us worked together to explore the content, ask questions, post comments, and discuss personal perspectives and experiences relating to Creative Commons. We were even lucky enough to have an audio clip captured (it can be found and listened to in the discussion section of Task 3 in Get CC Savvy) and a fairly immediate response from Jane Park, CC Project Manager and P2PU founding volunteer, to one of the participants questions. The multimedia evidence and outside engagement really enhanced the experience and created a rich environment for learning.
While the hour and a half session allowed for this in-depth exploration of Creative Commons, it also taught us about how group dynamics and other factors impact the takeaways and experience.
- This experience was unique in that it actually had experts in the room, including Open Education Specialist Piet Kleymeer who helped build the challenge. While this won’t always be the case for others who choose to develop workshops like this, it definitely allowed for a more dynamic conversation and avenues of exploration than if there had not been someone to field questions. Even though we were fortunate in this aspect, it makes me question how deeply one might explore content like Creative Commons in an online module without that facilitation.
- Sometimes things built for individual work and short answer don’t always help facilitate a group effort to work through the material. Some of the exercise answers and singular tasks required more front-end effort to structure it into conversations to draw out the participatory aspect of the workshop. While P2PU and School of Open are not necessarily built to support live group workshops as a main source of learning, is there a better way to facilitate this method of learning the challenge content on P2PU?
- Capturing the learning that happens in a group can be hard (especially when working through an online module). Early on, we were so involved in the conversation that we had hardly realized no one had captured the ideas we had discussed. Sometimes a discussion board might capture central ideas or themes but it cannot capture the dialogue and discussion that leads to ideas or encourage further exploration that happens in groups. Some of the best learning occurs in collaborative spaces and it is something that should be preserved and shared when possible.
With all this in mind, would I do it again? Definitely. It is inspiring to participate in a conversation with minds that strive to understand, explore, and challenge ideas, new or mastered. The opportunity to see the group engagement play out before my eyes shows me the meaningfulness of the material and the ability of collaborative thought to spark interest beyond the framework of a challenge– where informal learning really starts to take shape.
Kudos to Victoria and Open.Michigan for piloting this School of Open class! If you’d also like to contribute to building this initiative:
- Visit http://schoolofopen.org. Register for a P2PU account and take or help improve one of the courses listed in various stages of development.
- Join the discussion and introduce yourself and your field of “open” interest: https://groups.google.com/group/school-of-open.
- Create a course. 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.
Earlier this year, Creative Commons issued a statement in support of Bassel Khartabil, a longtime CC volunteer who has been detained by Syrian authorities since March 15. Amnesty International recently released a document with information suggesting that Bassel has been ill-treated and even tortured. This morning, we sent a letter to President Bashar al-Assad, Minister of Foreign Affairs Walid al-Mu’allim, and Minister of Defense ‘Imad al-Fraij; urging that Bassel be released unless he is promptly charged with an internationally recognized criminal offense. We urge Syrian authorities to grant Bassel immediate access to his family, a lawyer of his choice, and all necessary medical treatment.
Bassel has played a crucial role in the open technology and culture communities, both in Syria and around the world. Through his service as Creative Commons’ project lead in Syria and his numerous contributions to the advancement of open source and related technologies, Bassel has spent his career working toward a more free Internet. Many of us at Creative Commons have become friends of Bassel’s over the years. All of us have benefited from his leadership and expertise.2 Comments »
Creative Commons Europe Regional Meeting in Helsinki / Kristina Alexanderson / CC BY
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.Comments Off on European Regional Meeting at OKFestival
British Columbia has just announced a groundbreaking open textbook policy, providing for open textbooks for 40 popular college courses.
It’s open access week! Join Creative Commons and dozens of other organizations as we celebrate the OA movement.
On October 5, Creative Commons and P2PU convened community advocates and policy leaders to lay the curriculum framework for the School of Open.
On Ada Lovelace Day, CC CEO Cathy Casserly reflects on the importance of women in science and technology.
In other news:
- Cost of reusing educational materials developed by grantees? $0. The US Departments of Labor and Education make a big investment in open educational resources.
- Geoscience Australia recently announced that it will license all images from the Landsat 8 satellite under CC BY. 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.
- Our friends at the Free Music Archive are holding a video remix contest. Get your entry in by November 4! And stay tuned: next month, we’ll be announcing a special music contest in celebration of CC’s tenth anniversary.
- It’s official: Wikimedia’s Wiki Loves Monuments is the world’s largest photo competition.
- CC’s Tim Vollmer writes about HowOpenIsIt?, a new reference guide for understanding open access standards.
- Not only is this Open Access Week; it’s also Pro Bono Week. CC’s legal team takes a moment to say thanks.
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:
@creativecommons You need to know: ~30 maths enthusiasts begin a CC-BY course book hackathon in five hours in Helsinki, Finland.
— Joonas Mäkinen (@JoonasD6) September 28, 2012
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.
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…
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.
— Joonas Mäkinen (@JoonasD6) September 30, 2012
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.
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!
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!1 Comment »
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:
- attorneys from prestigious law firms around the world, including (among others) Wilson Sonsini Goodrich & Rosati, Latham & Watkins, Blake Cassels & Graydon LLP, WilmerHale, and Kilpatrick Townsend & Stockton;
- sophisticated copyright experts who help make up our 100+ member affiliate network and lend their expertise from leading universities, organizations, and beyond; and
- the legal experts on CC’s volunteer board of directors, as well as Diane Cabell, CC’s long-serving corporate counsel who has been providing CC with pro bono advice since our founding.
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.2 Comments »
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.
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.
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.
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.
Courtesy of CC Aotearoa New Zealand, here’s a great collection of perspectives from thought leaders on the open access landscape in New Zealand.
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.
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.
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?
- Go to http://schoolofopen.org and get familiar with the project. What course do you want to take or build?
- 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.
- Register for a P2PU account at http://p2pu.org.
- 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.1 Comment »
Visual Notes of Honourable John Yap’s announcement at #opened12 / Giulia Forsythe / CC BY-NC-SA
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.7 Comments »