The Commonwealth of Learning (COL), an intergovernmental organization that “helps governments and institutions to expand the scope, scale and quality of learning,” has defined a new policy on open educational resources (OER). In addition to recognizing the importance of OER for teaching, learning, and collaboration among institutions and governments, the Commonwealth of Learning states that it will “encourage and support governments and institutions to establish supportive policy frameworks to introduce practices relating to OER.”
The new policy specifies that COL will “release its own materials under the most feasible open licenses including the Creative Commons CC-BY-SA license.” The CC BY-SA license is currently used for more than 17 million Wikipedia articles in 270 languages, not to mention a plethora of other Wikimedia Foundation projects. Furthermore the CC BY license is compatible with CC BY-SA, and CC BY is used by OER platforms like Connexions and Curriki.org.
We are thrilled at this new development by COL, one of the leading intergovernmental organizations in education! Read the full policy here, and learn more about how IGOs benefit by adopting Creative Commons licenses for their own works.Comments Off
Volunteers from the Albanian community have translated the Creative Commons license suite into Albanian, and would like your help to review the translated text! To leave feedback on the translations, you will need a CC wiki account; once you are logged in, you can comment on the Discussion pages.
Anyone can help translate CC licenses and legal tools via our License and Legal Tools Translation Project. Though translations of the international licenses (formerly known as the “unported” licenses) cannot be used to license works, the translation process can be useful for helping your community learn how our licenses operate, and gives others the opportunity to read the licenses in their native language. Translating the international licenses may be useful for jurisdictions without ported licenses, particularly now that CC has suspended new 3.0 porting projects while we prepare for version 4.0.
Learn more about the translation process and how to get involved at the wiki page.Comments Off
Along with over 50 organizations, I attended a recent European Commission public hearing on access to and preservation of scientific information. Among those present were representatives from national and regional ministries, higher education institutions, libraries, data repositories, public and private funders, scientific societies, supranational research centres, journal publishers and advocacy groups. A majority of those at the hearing were strong proponents of open access (OA).
Because science and digital technology are evolving so rapidly, the hearing was held to collect information in order to re-assess the European Commission’s 2007 Communication on scientific information in the digital age: access, dissemination and preservation. European Commission communications are used to make policy, propose legislation, fund research, and raise awareness. European Commission communications also have a substantial impact on member state national activity.
Supporters of open access asked for continued European Commission financial and political support. The following specific observations and recommendations were made.
- Open access accelerates the speed of science. Time is wasted in serial submissions as researchers first seek the prestigious journals. Publication is not simply a method for communication among peers; it also has practical impacts (social, economic, consumer) that should also be taken into consideration when evaluating impact. A shift is needed away from evaluation of research based at the journal level to one that is based at the article level which can include a wider and more sophisticated variety of post-publication impact metrics beyond mere citations in other journals.
- The European Commission should encourage rewarding the release of data as well as of text articles. Support curation and preservation of data (in digital and non-digital forms such as images, artifacts, and tissues) as well as access. These fields require research themselves to produce globally useful, efficient, transparent and realistic data management plans with sound policy guidelines, longevity and consistent terminology.
- Careful investigation and planning will be required in order to build a strong and useful information architecture for a global research system. The architecture could do many things (link related information such as data sets and software to text articles, collect usage metrics, integrate user-friendly attribution and citation tools, develop unique identifiers for both research output and individual researchers, and develop methods of expressing linked data, structuring metadata, and for publishing data schema and code books that allow machines to give context); however choices should be made based on thorough study.
- Research and dissemination belong together as do access and re-use. The European Commission should recognize OA as a main strategy and support an open access ethic among researchers to encourage them to understand and value non-traditional assessment tools—as well as the value of sharing data—and to willingly contribute useful metrics to the open access publication. Dedicated funding and training should be provided for OA publication and compliance should be monitored.
- Scientific publication needs its own rules because it is profoundly different from revenue-generating work. Scholarship exists only as it is shared and circulated and should be treated as “give-away literature.” Intellectual property rights and even tax laws also need to be harmonized to enable, rather than inhibit, data use and mining and copying for preservation. An author’s right to self-publish in his own institutional repository should be ensured; a fair-dealing exemption should be established for text and data mining—including format shifting for technical purposes—for research purposes; and permissions should be extended for use of orphan and out-of-print works. Contract law should not be allowed to override such protections.
- Government agencies should publish their data management plans and budget for compulsory data preservation. Open formats should also be used in preservation to ensure consistency and compatibility. Clinical trial data should be publicly available to ensure integrity.
- OA needs to be approached globally. The European Commission should set standards for harvesting, curating, trusted processing and presentation of results.
Speakers from the funding, publishing and research communities also urged the adoption of Creative Commons licenses because of their widespread use.
Some publishers expressed caution lest the strengths and values inherent in traditional publication be lost. One approach may not suit all disciplines. Slow science is good for some and enhances the longevity of articles. Careful review procedures produce works with the level of integrity and permanence that deserve high prestige. These include taking time and resources for refereed interaction, keeping review independent from research funding, removing barriers for unfunded/underfunded authors, and ensuring long-term preservation of authoritative copies. And, lastly, open access needs to be sustainable.
My personal observations:
The majority of the attendees were text publishers, so discussion around data was limited with even less said about tissue samples or patent concerns. There are many technical, legal and social hurdles ahead and serious questions about how to best use OA for certain research disciplines. This observer wonders whether the European Commission will be able to coordinate the development of data architectures, standards and guidelines in time to avoid a plethora of incompatible market-generated systems and, even if so, how the European efforts will be coordinated on a global basis.2 Comments »
Creative Commons & the Association of Educational Publishers to establish a common learning resources framework
Today Creative Commons and the Association of Educational Publishers (AEP) announce the Learning Resource Metadata Initiative, a project aimed at improving education search and discovery via a common framework for tagging and organizing learning resources on the web. The learning resources framework will be designed to work with schema.org, the web metadata framework recently launched by Google, Bing, and Yahoo!, as well as to work with other metadata technologies and to enable other rich applications.
The great promise of Open Educational Resources (OER) to provide access to high quality learning materials is limited by the discoverability of those resources and the difficulty of targeting them to the needs of specific learners. Creating a common metadata schema will accelerate movement toward personalized learning by publishers, content providers and learners, and help to unleash the tremendous potential of OER and online learning.
From AEP’s press release:
“This is a watershed project for our industry. It benefits both users and content providers because improved discoverability expands the market,” said Charlene Gaynor, CEO of AEP. “Being part of the process allows publishers to address issues such as quality and suitability as dimensions of educational content.”
CC is co-leading the LRMI with the Association of Educational Publishers, which includes publishers such as Houghton Mifflin Harcourt, McGraw-Hill Education, Scholastic, Inc. and Pearson. Open education organizations in addition to CC also support the project, including the Institute for the Study of Knowledge Management in Education (ISMKE), Curriki.org, BetterLesson.org, and the Monterey Institute for Technology (MITE).
To learn more about the timeliness and impact of the LRMI, CC’s role in the project, and what this means for OER and online education publishers, grantees of the U.S. Department of Labor’s $2 billion TAACCCT program, other CC-using publishers and platforms, and technologists, please see our LRMI FAQ.
You can keep up to date and contribute to the broader conversation by following http://creativecommons.org/tag/lrmi and using the tag #lrmi on social media. If you want to get involved, join the LRMI list at http://groups.google.com/group/lrmi and introduce yourself. We look forward to your contributions!Comments Off
What better gift for your dad on Father's Day but a remix of his favorite videos?
YouTube launches support for CC BY and a CC library featuring 10,000 videos
You heard the great news last week—YouTube added the Creative Commons Attribution license (CC BY) as a licensing option for users! Now when users upload video, they can choose to license it under CC BY or to remain with the default “Standard YouTube License.” Users may also change the license on existing videos by editing each video individually.
In conjunction with the implementation, YouTube also launched a Creative Commons video library containing 10,000 initial videos under CC BY from organizations such as C-SPAN, PublicResource.org, Voice of America, and Al Jazeera. The library serves as a base catalog of videos for users to access, edit, and incorporate into their own video projects. The YouTube Video Editor now contains a CC tab that allows users to search the Creative Commons video library and select videos to edit and remix. Users may remix videos directly on the editor platform, and any video that is created using CC BY-licensed content will automatically display the linked titles of the source videos underneath the player. Since CC BY is enabled as a licensing option, the library will grow as more users choose to license their work under CC BY. Already, in less than a week, the number of CC BY-licensed videos on YouTube has grown to more than 60,000. Read more about the development on our blog.
In other news:1 Comment »
Pete Forsyth lives and breathes wikis. He is owner and lead consultant at Wiki Strategies, and has extensive experience in working within online peer production communities, specifically the production of open educational resources (OER) using wiki-based web sites like Wikipedia. Forsyth was the Wikimedia Foundation’s first Public Outreach Officer and key architect of the Wikipedia Public Policy Initiative, an innovative pilot project to support university faculty and students in the use of Wikipedia as a teaching and learning tool. With more than 17 million articles in over 270 languages, Wikipedia is the Wikimedia Foundation’s largest and most visible project.
Wiki as a Vehicle for Self-learning
Forsyth became interested in wikis in Oregon, where he was an editor and community organizer for Wikipedia. While he had long been interested in Open Source Software, he didn’t know how to code. “Wikipedia was a natural entry point for me,” he says, “because you don’t have to be a computer programmer to contribute.”
Forsyth spent five years creating and revising Oregon-related content on Wikipedia, and during this time a group of similarly-minded people came together to form a wiki project in the Portland area. “Portland is home of the wiki,” notes Forsyth, referring to its invention in 1994 by Ward Cunningham.
The participants in the Oregon wiki project helped each other navigate their way around Wikipedia, mastered the art of good reference, and pieced together a better sense of the history of the state. Being in that group allowed Forsyth to explore intellectual pursuits he might not have explored if Wikipedia wasn’t there as a vehicle to nurture them. “The process was in its own way every bit as educational as the college degree I earned,” he said.
The Public Policy Initiative: Open Content, Open Practices
The Public Policy Initiative (PPI) is designed to engage professors in public policy programs at universities across the U.S. to work with their students and the Wikimedia community to improve articles on the English-language Wikipedia as part of their course curriculum. Forsyth notes that the PPI aligns with a set of Wikimedia’s long term goals: it cultivates more Wikipedians, champions subject matter experts, and works toward improving the diversity of its contributor base. He says that the public policy arena has been an exemplary pilot initiative because it is such an interdisciplinary field. “Public policy cuts across so many areas, such as law, economics, and philosophy,” says Forsyth, “and keeping this project open to people with different kinds of backgrounds was an important design consideration.”
The characterization of Wikipedia as an open educational resource platform is at once completely obvious and also a departure from many of the traditional OER delivery mechanisms. While Forsyth agrees that Wikipedia is as valuable an open educational resource as any encyclopedia, he thinks that open educational practices (OEP) is where the value of the Public Policy Initiative really shines. He believes that the really transformative outcome enabled by the technical and legal innovation of wikis and open licensing is the process of being able to collaborate with a broad group of people quickly and seamlessly. “By participating in that kind of community,” says Forsyth, “the student is learning skills from the process itself, rather than extracting information from a particular resource.”
Wikipedia and the other Wikimedia sites represent the largest collection of CC licensed works on the web. Forsyth believes that a project like the PPI–and Wikipedia itself–couldn’t exist without easy-to-understand open licensing. “Users clarifying their intent to work openly is the most important thing,” he says. “The existence of Creative Commons opens up a new avenue for individuals and organizations to do things in the public interest.”
Forsyth thinks that Creative Commons should attempt to provide more clarity about the consequences to using different CC licenses. “I’m not excited about the noncommercial condition,” he admits. “It all boils down to clarity, and attaching a noncommercial condition onto content immediately creates exceptions to that clarity.” He notes that many people new to open licensing are initially drawn to the more restrictive licenses, but don’t realize until later that the content they are licensing is incompatible with Wikipedia or other projects they’d like to engage with.
Public Policy Initiative Ambassadors
In addition to partnering with interested faculty, the Public Policy Initiative involves members of both the university (via campus ambassadors) and the Wikimedia community (via online ambassadors) to provide assistance and guidance. Bonnie Mccallum volunteers as a campus ambassador for a participating class at Montana State University, where she is a web services technician at the University Library. Mccallum, who had no previous experience in creating or editing Wikipedia articles, teamed up with Mike Cline, a seasoned Wikipedian, to assist Professor Kristin Ruppel in her course on Federal Indian Law and Policy. While Mccallum and Cline worked as on-site campus ambassadors, various distributed online ambassadors helped mentor students on the ins and outs of editing Wikipedia.
“There was relatively little available on Wikipedia about the content taught in the course,” said Mccallum. Professor Ruppel had the graduate students create a new article around the general topic of the course, stepping through the process of publishing and defending their articles on Wikipedia. The undergraduate students were responsible for editing articles that were already on Wikipedia. One example of an article worked on by the students is the Native American Languages Act of 1990.
Mccallum notes that Professor Ruppel believes participation in the PPI is a more worthwhile writing exercise for her students than cranking out a term paper. Ruppel feels that her students had to learn how to collaborate and communicate in a neutral voice, and learn how to monitor issues and discuss changes with other editors. Mccallum said she’ll be continuing work with the PPI next year, and was excited that there were so many women participating in the project. There are a few things that she’d like to change for next year. She notes that some of the students got hung up on the technical issues around editing wikis, so they’ll be structuring that course module differently next time around.
Mccallum proudly recounts a story passed on by one of the older students in the course, who has a child in middle school. The child’s teacher discouraged her students from using Wikipedia at all. However, after the boy had gone back to the teacher and showed her how his mom was using and contributing to Wikipedia in her graduate school course at MSU, the teacher softened her position. According to Mccallum, those ‘it might not be so bad after all’ moments seem to become more common as teachers learn about the varied uses for teaching via Wikipedia.
Public Policy Initiative as a Bridge
Sometimes open source projects find it difficult to break into the mainstream, especially within the traditional higher education space. Forsyth says that one reason why the PPI has been initially successful in getting buy-in from faculty is because they tailored the project to the existing goals of the educators. He says that working with existing incentive systems as much as possible and providing support to faculty is an important baseline to making the project successful. Also bubbling around recently is the idea that a condition of tenure might be participating in an online community or contributing to a collaborative project like Wikipedia, in addition to the traditional publishing venues. “It will be a gradual shift,” says Forsyth, “but the reality today is that both teachers and students need to possess the cultural fluency and information literacy skills to engage online.” He thinks that these traits will come to represent a set of important skills that students will need to master in any field. “I believe that in time, tenure processes will come to reflect that.”
Forsyth thinks the Public Policy Initiative is well on its way. “Professors are the experts in educating their students, and with a little nudge and some support, they can do great things with a tool like Wikipedia,” he says. So far, the PPI has turned out to be an enlightening exercise and productive process. As it’s seed funding winds down this September, the Public Policy Initiative will continue to transition from a staff-led to a volunteer-led project. The PPI aims to expand its reach of the Ambassador program to work with faculty and students in other countries, languages, and topic areas.
Forsyth is continuing his involvement in leveraging wikis within the education space, working to start the Center for Open Learning and Teaching (COLT), to be hosted at the University of Mississippi. The center will support the study and implementation of effective and open Internet-based learning practices in formal education. “As institutions of learning are engaging with concept of OER and online learning communities, they’re going to want to figure out how to update their practices, reap the efficiency benefits of ‘open,’ and stay relevant as education evolves,” says Forsyth. He notes that the goals of COLT include 1) setting up a cohort-based research network investigating open, online collaboration in education; and 2) establishing a teaching and learning center that would partially fund faculty salaries to explore OER and open collaborative practices in their classrooms and share what they’ve learned.
Forsyth believes that teaching and learning has very suddenly changed in only a few years. “The education system used to exist in a world in which information was scarce and access to information was hard to come by,” he says. “Now, learning something about any topic is easy, and universities no longer have a monopoly on how we educate ourselves.” Forsyth thinks that libraries, museums, governments, and news outlets still provide great value, but they’re gradually waking up to the idea that they now have to compete. He thinks that these changes should be viewed as an exciting opportunity, not something to be disregarded because they challenge the status quo. “We need universities to embrace the changing landscape, not erect walls trying to protect the role they’re used to playing.”
You may have already heard the great news—YouTube has added the Creative Commons Attribution license (CC BY) as a licensing option for users! Now when users upload video, they can choose to license it under CC BY or to remain with the default “Standard YouTube License.” Users may also change the license on existing videos by editing each video individually.
In conjunction with the implementation, YouTube has launched a Creative Commons video library containing 10,000 videos under CC BY from organizations such as C-SPAN, PublicResource.org, Voice of America, and Al Jazeera. The library will serve as a base catalog of videos for users to access, edit, and incorporate into their own video projects. The YouTube Video Editor now contains a CC tab that allows users to search the Creative Commons video library and select videos to edit and remix. Users may remix videos directly on the editor platform, and any video that is created using CC BY-licensed content will automatically display the linked source videos’ titles underneath the video player. Since CC BY is enabled as a licensing option, the library will grow as more users choose to license their work under CC BY.
Blogs are buzzing with the news! From boingboing to TechCrunch, Mashable, and GigaOm, people are commenting on Why YouTube Adopting Creative Commons Is a Big Deal.
For more info, see YouTube’s blog, YouTube and Creative Commons – Raising the Bar on User Creativity. Also check out YouTube’s help center on Creative Commons.20 Comments »
On Tuesday, 31st May at 6pm local time, Creative Commons Qatar will celebrate its official birth with a reception in a unique venue, the Museum of Islamic Art in Doha.
The CC Qatar launch will be a celebration of Qatari and Arab creativity. Qatar has a flourishing and rapidly expanding creative scene, which will be featured at the launch through the works of more than 20 local artists—including photographers, bloggers, fashion designers, web developers and writers—that are currently releasing their creations under CC licenses.
Al Jazeera, which in 2009 became the first broadcaster in the world to launch a CC-licensed broadcast-quality online footage repository (under CC BY), will present a video with the latest updates about their CC-released works and exciting projects.
ictQATAR, which in October 2010 successfully hosted the “Digitally Open” summit and the second CC Arab world regional meeting in Doha, will serve as the public lead for outreach in Qatar, with the help of a vibrant and very active community of Creative Commons advocates, artists and content creators, as well as institutions and organizations.
The launch party will be livestreamed at Livestream.com/ictQATAR from 6 pm to 8 pm local time (GMT + 3). The festivities will include a live remix by visual artists Naeema Zarif and Lina Merhej from the CC Lebanon community, and a live DJ/VJ set from Celine Seeman and Colin Brown from CC’s Canadian community.
Following the launch, Creative Commons Qatar will host a series of workshops for content creators, as well as support and other community engagement activities. The first series of workshops will take place on June 1-2 at Virginia Commonwealth University, Doha Campus. It will be led by Naeema Zarif and focus on how visual artists can leverage Creative Commons licenses with their works.
For more information about Creative Commons Qatar activities, you can visit www.creativecommons.qa and follow their updates on Twitter @ccqatar.Comments Off
Last month at the New and Emerging Legal Infrastructures Conference I had the pleasure of participating in a panel on Interface Design for Legal Systems. See my presentation on slideshare or as a pdf.
This led to some reflection upon and discussion of Creative Commons’ “Legal User Interfaces” (LUIs). Each of the “layers” (the legalcode or license itself, the “human-readable deed” explanation of the license, and a “machine-readable” description of the license) of CC licenses serve both as user interfaces and opportunities to build upon to create further user interfaces, as are CC license buttons, the license chooser, and search. I focused on the deeds, which probably most transparently serve as LUIs, and as they are highly visual and subject to obvious critique, make for good presentation and discussion material.
this bug for the action) improvements to the deeds based on feedback we’ve gotten or frequently give that are in hindsight pretty obvious:After the conference, my colleagues Diane Peters, Alex Roberts, and Chris Webber made two (or three, depending on how one counts; see
- Under the “You are free:” heading, “to make commercial use of the work” had been dropped in late 2006 from deeds for licenses without the NonCommercial (NC) condition in preparation for adding “share” and “remix” icons (a “commercial use” icon would have constituted icon overload and pushed important conditions further down the page). While the absence of NC on such licenses is telling, bringing a call-out of commercial use permission back to the deeds seems appropriate given occasional criticism that some associate CC only with NC use.
- Speaking of icon overload, one thing I often notice when someone has an idea along the lines of “CC for X” (where X is most frequently related to privacy) is a tendency to invent a whole bunch of icons to represent a complex space. But lots of icons means most won’t be widely recognized and many won’t be intuitive. It’s really hard to come up with an intuitive icon to represent often abstract concepts! This reflection made it easy to drop the “share” and “remix” icons (keeping the text) from CC deeds while adding commercial use text (see above). Now the only icons on CC deeds are for license conditions, which are reinforced by their presence on CC license buttons on millions of web pages and that the concepts they represent are reflected in CC license names.
- Occasionally someone will complain about the mere existence of CC deeds, as it is the licenses that have legal force, or a softer version, that the deeds may provide a useful overview, but people should really read the licenses (example). Such criticism has always been swamped by appreciation of the value of the quick “human readable” explanation that the deeds provide. Still, we realized a very simple change would put the full licenses more front and center for anyone who wants to read them in full (please do; more CC expertise in the world is of great help) — move the notice “This is a human-readable summary of the Legal Code (the full license).” from the bottom to the top of CC deeds!
Initial reaction to these changes has been very positive, but we welcome criticism and suggestions for further improvement. One nice thing about these changes is that they did not require any new or changed text, thus creating no new work for translators. However, if you see anything that could be improved in your language, joining a CC translation team is a really valuable way to get involved.
Although we don’t usually post about small tweaks to the various CC layers and tools (again, all of which serve as LUIs and building blocks for further interfaces), we’re constantly on the lookout for improvements and have worked particularly on the With the understanding that: section of the deeds over the past year or so.
The ability to make such explanatory improvements as use cases, the law, and technology all change is indeed a benefit of having human readable deeds as an interface to our licenses (all of this also applies to CC0, our public domain dedication), which can only change when introducing a new version, which must be done very rarely. We’re building up to public discussion of just that, version 4.0, so now is a great time to critique, give feedback and make suggestions with respect to all aspects of CC tools.7 Comments »
On Tuesday, the Chronicle of Higher Education posted the article, “Publishers Criticize Federal Investment in Open Educational Resources.”
We strongly support the U.S. Department of Labor including a CC BY requirement in their recent TAACCCT grant which makes available $2 billion to create open educational resources (OER) for career training programs in community colleges. As we announced earlier, Creative Commons will actively assist the winning grantees by providing expertise in open licensing, adoption and use, and more, to help ensure that the OER created with these federal funds are of the highest quality.
Having just joined Creative Commons this week as its new Director of Global Learning, I look forward to leading these efforts and also to help clarify Creative Commons’ role in the education space. Below is my response, originally posted in the comments section of the Chronicle article:
4 Comments »
(1) The US Federal Government has, for decades, provided grants to higher education to produce new research and educational content. To say it is “dangerous for [the Federal Government] to be in the product business” is irrelevant. The Department of Labor (DOL) is exercising rational, responsible public policy that more efficiently uses public tax dollars to improve education opportunities.
The DOL has put forth a simple, effective public policy: Taxpayer-funded educational resources should be open educational resources.
Open educational resources (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 or repurposing by others.
Information that is designed, developed and distributed through the generosity of public tax dollars should be accessible to the public that paid for it — without undue restrictions or limits.
If you think about this open policy, it makes sense. We, the American taxpayers, should get what we paid for.
(2) Karen Cator is correct: the commercial publishers (textbook, journals, etc.) should be embracing and supporting this new public policy. When publicly funded digital content (courses, textbooks, data, research, etc.) is openly licensed with a CC BY license, everyone can use and modify the open content to meet their needs — including the commercial publishers.
Moreover, the CC BY license does not restrict commercialization of the open content. To be clear, the commercial publishers can take all $2B of content created in this DOL grant, change it, make it better, add value, and sell it. The consumer (states, colleges, students) will then have a choice: (a) use the free openly licensed version(s) or (b) purchase the commercial for-a-fee version. If the commercial content / services are worth paying for, people will pay. If not, they won’t.
Next step? We should applaud the Departments of Labor and Education for their work and encourage all US Federal agencies to follow suit: require CC BY licenses on all content produced with federal funding.