Creative Commons just reached an exciting milestone. As of this week, there are four million Creative Commons–licensed videos on YouTube. That’s over forty years’ worth of footage to remix and reuse, all licensed under CC BY, the most permissive CC license.
One thing that makes this mass of CC-licensed content really exciting is that all four million of those videos can be imported into YouTube’s online video editor. By letting people remix and adapt videos without having sophisticated editing software or expertise, YouTube and CC are making it easier for anyone to build on the work of others. And that’s pretty cool.
In her guest blog post on the YouTube blog, CC CEO Cathy Casserly muses on what’s possible when YouTubers share their creativity:
Do you need a professional opening for your San Francisco vacation video? Perhaps some gorgeous footage of the moon for your science project? How about a squirrel eating a walnut to accompany your hot new dubstep track? All of this and more is available to inspire and add to your unique creation. Thanks to CC BY, it’s easy to borrow footage from other people’s videos and insert it into your own, because the license grants you the specific permissions to do so as long as you give credit to the original creator.
3 Comments »
You can pass on the creative spirit when you publish your video, by choosing the option to license it under CC BY so that others can reuse and remix your footage with the YouTube Video Editor. This is where the fun really starts. Imagine seeing your footage used by a student in Mumbai, a filmmaker in Mexico City, or a music video director in Detroit. By letting other people play with your videos, you let them into a global sandbox, kicking off a worldwide team of collaborators. We all yearn to create and contribute — now you can join the fun, and open the door to collective imagination.
Creative Commons, Creative Commons United Kingdom (CC UK) and iCommons Ltd. are pleased to present the next CC Salon London on Thursday, March 29. CC Salon London will feature five panelists discussing the state of open educational resources (OER) and the effect of copyright and other policies on the development of digital tools and content for education. We will close with a period of questions and discussion from the audience. Our five panelists will be:
- Catherine M. Casserly, CEO, Creative Commons
- Victor Henning, Co-Founder & CEO, Mendeley Ltd.
- Naomi Korn, Co-Founder, Web2Rights
- Patrick McAndrew, OLnet Director, The Open University
- Amber Thomas, Digital Infrastructure Programme Manager, JISC
CC UK Public Lead Joscelyn Upendran will moderate the panel discussion. This event is free and open to the public; however, advance registration is required. Light refreshments will be provided.
For more information, and to register, visit: http://ccsalonlondon2012.eventbrite.com.
CC would like to give special thanks to Nature Publishing Group for generously hosting this event. Under the leadership of CEO Annette Thomas, a member of the CC Board of Directors, Macmillan’s Nature Publishing Group offers multiple scientific journals under CC BY-NC-SA and CC BY-NC-ND.Comments Off on CC Salon London: Open Educational Resources — Policies for Promotion
Dear CC Community,
The world is experiencing an explosion of openness. From artists inviting creative collaboration to governments around the world requiring publicly funded works be available to everyone, the spirit and practice of sharing is gaining momentum and producing results.
By supporting Creative Commons, you are advocating for openness and sharing on the web.
Recent CC accomplishments include:
- Europeana’s new Data Exchange Agreement which releases the metadata for millions of cultural works into the public domain using CC0;
- Flickr reaching the 200 million mark in CC-licensed photos;
- YouTube adding a CC licensing option;
- The US Department of Labor requiring CC BY for a $2 billion grant program;
- Brazil and New Zealand introducing CC licensing for government-funded works;
- CC releasing The Power of Open, a book showcasing phenomenal use cases of CC licensing. Make a donation and receive a hard copy of The Power of Open.
At the CC Global Summit in Warsaw, CC affiliates and supporters shared their plans and discussed the challenges we face in building the tools and support needed for an open future.
Creative Commons relies on donations to build and constantly improve the technical and legal tools that enable openness to flourish. The future for openness is bright. Please join us!
p.s. Donate now to receive your limited-edition “I Love to Share” t-shirt!Comments Off on A personal appeal from CC CEO Cathy Casserly
Cathy Casserly by Carnegie Foundation for the
Advancement of Teaching / CC BY
The OpenCourseWare Consortium (OCWC), a community of over 250 member institutions worldwide committed to sharing their courses online, has voted to present Creative Commons CEO Cathy Casserly with the President’s Award for OpenCourseWare Excellence, a special recognition of her extraordinary contributions to the open courseware community. Prior to Cathy’s role as the CEO of Creative Commons and Senior Partner and Vice President of Innovation and Open Networks at the Carnegie Foundation for the Advancement of Teaching, Cathy,
“served as director of the Open Educational Resources Initiative at The William and Flora Hewlett Foundation and guided more than $100 million in support to increasing the efficiency and effectiveness of knowledge sharing worldwide. Casserly’s work helped raise global awareness of resources, participants and their projects.”
We are thrilled for Cathy to receive this honor and for her continuing work supporting open educational resources (OER) at Creative Commons. Cathy, along with other distinguished recipients, will be presented the award at the upcoming OCWC meeting in May, celebrating 10 years of open courseware.
The Open CourseWare movement has taken off around the world, powered by CC licenses. Materials from 2,000 MIT courses are available for reuse, translation, and remix under the CC Attribution-Noncommercial-ShareAlike license (CC BY-NC-SA) and nearly 800 MIT OCW courses have been translated into other languages. The Open Courseware Consortium contains over 250 global member institutions and affiliates, including the African Virtual University, Japan OCW Consortium, Open University Netherlands, and China Open Resources for Education.2 Comments »
A warm thank you to all of our supporters! Our 2010 campaign raised $522,151.25 from 1,139 individual supporters and 22 companies. A huge thanks to our Board of Directors and all of our corporate sponsors, including 3taps, Tucows, Digital Garage, Ebay, Microsoft, LuLu, wikiHow, Hindawi, Squidoo, The Miraverse, and Aramex. More campaign numbers will be available soon on our blog.
Creative Commons enters 2011 with renewed energy, thanks to the holiday season and a new incoming CEO! As many of you know, we welcomed Cathy Casserly as incoming CEO of Creative Commons. As the Senior Partner at the Carnegie Foundation for the Advancement of Teaching and former Director of OER at the William and Flora Hewlett Foundation, Cathy brings with her extensive experience with foundations and open educational resources (OER). But Cathy has also been involved with CC from the beginning. Lawrence Lessig writes,Comments Off on CC kicks off its 9th year with incoming CEO Cathy Casserly and a successful year-end campaign
As we come to the end of this year’s fundraising campaign, I asked the organizers to let me write you to tell you about an extraordinary birthday present that Creative Commons received on its 8th birthday last Thursday.
You probably know that for the past two years, Creative Commons has been incredibly fortunate to have the pro bono leadership of our CEO, Joi Ito. Joi is a successful internet investor. He has been at the birth of companies such as Moveable Type, Technorati and Twitter. For the past 7 years, he’s also been a key leader on our board. But by far his most important contribution began two years ago when my own commitments made it necessary for me to step down as CEO. With the organization in a pinch, he volunteered to take the lead, again, as a volunteer.
Everyone recognized at the time that this sort of sacrifice could only be temporary. Yet from the time he stepped up, my biggest fear was that when he could no longer make this sacrifice, we would have no one comparable to tap. Last Thursday, I was proven wrong.
One of the most important moments in the history of Creative Commons happened on the day the Supreme Court upheld (incorrectly, in my view, but let’s leave that alone) the Copyright Term Extension Act in Eldred v. Ashcroft. After reading the decision, I had my head in my hands, buried in sadness, when my assistant reminded me that I had a 10am meeting with two people from the Hewlett Foundation. This was exactly one month after we had launched Creative Commons. I was surprised a foundation as prominent as Hewlett even knew about us, let alone had an interest in talking to us. So I put aside my sadness, and walked down to the conference room at Stanford Law School, to meet with Cathy Casserly and Mike Smith.
Cathy and Mike had heard about the Supreme Court’s decision. They recognized I wouldn’t be in much of a mood to chat. So they launched right into the reason for the meeting: The Hewlett Foundation had decided to help launch Creative Commons with a grant of $1 million dollars.
I won’t say that after I heard that news, I forgot about the Supreme Court. But from that moment on, it was much more important to me to prove Hewlett’s faith right than to worry about what the Supreme Court had gotten wrong. And I was especially keen to get to know these two people who understood our mission long before most had even recognized the problem that CC was meant to solve.
Now eight years later, after completing her term at Hewlett and a stint at the Carnegie Foundation as well, I am enormously happy to announce that Cathy Casserly has accepted our offer to become the CEO of Creative Commons.
Cathy has an extraordinary reputation among foundations and the Open Educational Resources community. She has had extensive experience coaxing creators and educators into a more sensible and flexible manner for creating and sharing their work. That was her job at Carnegie and Hewlett. Before Hewlett, she was a program officer at the Walter S. Johnson Foundation. Before that, a teacher of mathematics in Jamaica. She has a PhD in the economics of education from Stanford, and a BA in mathematics from Boston College.
Joi will stay in the hot seat as Chair of the Board. But early in the new year, he will pass his CEO responsibilities to Cathy. Between him and Cathy, we will then have the very best leadership Creative Commons has known.
So then here’s my ask: Creative Commons has been enormously fortunate to have had Joi as an interim CEO, and extremely fortunate now to have found Cathy to fill that role permanently.
Let’s show them how happy we are about both.
We are in the last laps of a very difficult fundraising year, with just two weeks to go and still about $200,000 to raise. Please reach deep in your pocket, and click here to pledge whatever you can find. We have never needed the support of our community more than we do this year. And though I am happy beyond measure about our future, I am extremely concerned about the cuts we will have to make if we don’t meet our goals.
You have supported us throughout these 8 years. We need your support this year especially. Please thank Joi and welcome Cathy in every way, including a pledge to support Creative Commons again.2 Comments »
At the beginning of this year we announced a revised approach to our education plans, focusing our activities to support of the Open Educational Resources (OER) movement. In order to do so we have worked hard to increase the amount of information available on our own site – in addition to a new Education landing page and our OER portal explaining Creative Commons’ role as legal and technical infrastructure supporting OER, we have been conducting a series of interviews to help clarify some of the challenges and opportunities of OER in today’s education landscape.
One major venue for the advancement of OER is through policy change at the local, state, federal, and international levels. As such, we recently caught up with Cathy Casserly. Cathy is the Vice President for Innovation and Open Networks and Senior Partner at the Carnegie Foundation for the Advancement of Teaching. Cathy is also a member of the board of directors at Creative Commons and a longtime leader, strategist and advocate of OER. In our interview with Cathy, we discussed sustainability, challenges to integrating OER in education reform, and the infrastructure role of Creative Commons.
Q: You used to be Director of the Open Educational Resources Initiative at the William and Flora Hewlett Foundation. Hewlett has been a huge supporter of OER over the years. How do we expand interest in OER and open education to a broader set of funders? Perhaps more importantly, how can OER initiatives within institutions transition to becoming more sustainable? What do you see as the role of government in OER?
From the funder perspective, we need to continually educate funders to help them understand that openness will aid in their core mission–which is typically to spur innovation and disseminate the knowledge developed within the projects they fund. Oftentimes that knowledge sits within the foundation, or with the program officer, and we don’t have a very reliable system to distribute it to a broader audience. As a result, there’s a lot of that knowledge goes untapped. When foundations begin to use Creative Commons licenses, and to begin to practice openness and transparency to disseminate the knowledge from within the foundation, we’ll see a multiplier effect in the reach and impact of that investment. At this point, some foundations just don’t understand that. Part of what we need to do is to help more foundations understand the role of Creative Commons and the potential for open licensing to add value to their core missions. Foundations can get their feet wet by implementing open licensing on a part of their portfolio they feel comfortable with, and extend this practice to a broader percentage later on.
Cathy Casserly by Carnegie Foundation for the
Advancement of Teaching / CC BY
Sustainability has always been a core issue. At Carnegie, we’re trying to design for sustainability and openness from the beginning. Ultimately, for a project to scale in the long term, it has to become self-sustaining in some way. We have some core funding from the Carnegie Foundation itself, and we’re securing funding from outside funders, but this won’t last forever. There will be a point in time where need to figure it out on our own. And, it can be difficult to add sustainability afterward. Today, many more organizations are much more aggressive and thoughtful in thinking about issues of sustainability. In the early days of the OER movement, we were thinking about sustainability, but as a first step we really didn’t know if or how people would use the content. We had a chicken and egg problem because we needed to find out if there was really a thirst for this content. We wanted to know whether people would use it, repurpose it, and reshare it. We’ve heard a resounding “yes” to those questions. But, the OER community is relatively young, and with any new space, some of the issues are tricky to figure out–we’re still trying to understand it.
In terms of government support for open education, I think the government obviously leads the way, certainly in investing a huge amount of public dollars in education. Some of this investment includes many types of materials and learning assets that could be created for less cost, while maintaining the same–if not higher–standards of quality. These open resources would have the added benefit of allowing iteration and continued improvement on them. The federal government, state governments too, are beginning to understand that making investments in educational materials without erecting the traditional boundaries around them is sound practice. By making content systems more permeable, such as by releasing educational resources under Creative Commons licenses, governments empower educators to build on these resources again, so they don’t have to start from scratch. We see this in the open textbook space. Right now, it’s difficult in that the market is shifting, and the publishing industry is fighting. But, at some point we have to realize that we have a new distribution system with the web, and we don’t have to resort to some of the same old models for updating and improving materials. Also, we have a data backend now such that we can begin connect students to materials and learning tools that are complimentary to their needs as an individual learner, whether it be a video, a game, or an ongoing assessment. There are powerful tools we can harness via the web. It’s imperative we do this, and that the government invests in this area too.
Q: In Opening Up Education, you wrote, “the most important obstacles to rapid innovation are not technical…[t]hey have to do with the customs, standard practices, and vested interests of people in the universities and schools and within the markets, such as publishing, that may be forced to change as OER strategies gain more traction.” Since many of the challenges to incorporating OER are social (changing perceptions and practices of teachers and learners) and institutional (traditional school systems are slow to change and risk-averse), how do we approach this set of problems in an effective and scalable way?
In K-12, it’s well recognized that we have a big chasm now between what students do in school and what they do outside of school. Outside of school, students find information, interact with friends, and engage with the world in ways that are very technology-centric. In schools, it looks very much like it did in the 1950s. This is not surprising, because large systems tend to be very inert, so the structural education systems are very inert. Our education systems are not structured to look for innovation, and there needs to be something that is pushing on these systems to get them to integrate innovative ideas. There are pockets of innovation in the K-12 sector, but they’re on the edges. John Seely Brown has talked about the edge influencing and re-shaping the core, and this is beginning to happen within education systems.
In new markets utilizing new technologies, we can disaggregate and unbundle the commoditization of higher education, which has traditionally revolved around the intersection of the tutor (the teacher), the knowledge base (the content or other educational curriculum), and the assessment (the means to certify the knowledge that exists). Emerging models like the University of Phoenix, Kaplan, and other online groups have begun to challenge the incumbent system. We realize that many individuals can’t take the time to enroll in a four-year program at a university, or want to have flexible learning anywhere at any time. The system that we have now was structured for a good reason, it’s existed for a very good reason, and it’s been very resistant to change. When there’s pressure on these longstanding institutions, new organizations will pop up, and will begin to pull some of the education market their way because students realize they’re not being served as best as they could, or because they need more alternatives to a traditional degree, or because there’s more demand than there are spaces, allowing breathing room for alternatives to deal with the supply.
Q: How do you see the role of Creative Commons within the OER movement? How can CC help?
Creative Commons is the foundation for open education. Without flexible licensing there’s no way to determine which materials are shareable, adaptable, reusable, and localizable. Creative Commons is absolutely an incredible asset and core to the work of open education. It’s critically important that we get a broader group of people understanding the need to adopt Creative Commons licenses. A lot of educators and creators in the education space are creating different types of content and curriculum and want to share them. They think that other people can just pick them up and take them, but they don’t realize they’re most likely locked up under copyright. Teachers go into education because they believe in it, they want to share knowledge, and they like the idea of playing around with other ways of teaching. From individual conversations I’ve had with faculty at MIT, Yale, Harvard, and other universities, the ability for them to have their resources widely shared through open courses/courseware has been an incredibly affirming aspect to why they became an educator in the first place. We really haven’t tapped the depths of this volunteerism yet. What’s encouraging is that students who are now going through our schools of education are digital natives. They’ve grown up in a very different way, and it’s just a matter of time until they create so much pressure on the existing system that it will have to shift. What I’d like to see is that the system be very thoughtful about shifting, so it can serve students well, and equally.
Q: In our interview with the Virginia Department of Education, the respondents reiterated that OER is one component of comprehensive education reform, and that we have to think systematically in the incorporation of OER for it to be implemented into the education system. What are some of the things that OER producers (like open textbook providers) and infrastructure providers (like CC) should keep in mind in order to mesh OER in a smart and effective manner?
OER can’t be a siloed reform effort; it has to become a part of the larger system. The Holy Grail is integrating OER with student assessments, and setting up systems to feed back loops so we can understand how students are learning and what is needed to improve. In this way, we can begin to connect students with the best lessons for them at the right time, and organize individuals into smaller groups to work through different topics–for instance, I might be faster in grasping physics, whereas you might be better in math. We don’t really have a way to differentiate instruction right now, and we won’t really be able to until we have more of an individual assessment system. Such a system can take advantage of the underlying power of technology and openness. We know that courses that use this kind of embedded assessment scaffolds the student’s learning in a very structured way, and the learning outcomes–as best as we can measure them–far surpass courses taught using traditional methods. We need to scale these innovative assessment tools and materials in a systematic way. We need to figure out how to integrate face-to-face teaching and online tools and resources so that we can create better learning communities that pull from the best parts of both worlds.
Q: Wrapping up, what does a successful teaching and learning environment implementing the power of OER “look like”? Do you have any lingering thoughts—worries, hopes, or predictions?
I think that in the next decade we’ll see a significant shift–online communities will become part of accepted hybrid models for learning. These models will blend what teachers and those with expert knowledge can best contribute to help teaching and learning, scaffold learning for individuals, and utilize the best of what we can harness with technology and the web so students can learn in interesting, animated, and engaging ways. We need to begin to understand and differentiate content, learning styles and education processes to works for individual students based on that student’s prior cognitive and non-cognitive skills. There’s a huge untapped white space in better integrating OER, and we need to think about how to blend the efficiency and effectiveness of open materials.Comments Off on Cathy Casserly: Open Education and Policy