Following on the heels of “Writing Wikipedia Articles: The Basics and Beyond,” three more School of Open courses are now open for sign-up. They are:
This course will equip Australian educators with the copyright knowledge to confidently use copyright material in the classroom. It will also introduce Open Educational Resources (OER) and teach you how to find and adapt free, useful resources for your classes. The course is open to all educators around the world, but it is specifically targeted to Australian teachers, teacher-librarians from K-12, TAFE teachers, University lecturers/tutors, and University students studying to become teachers. The course material is learnt around practical case studies faced by teachers when using copyright material in their day-to-day teaching and educational instruction.
To sign up, click the “Start course” button on the bottom left of the course page.
This is a course for educators who want to learn about US copyright law in the education context. Educators who are not in the US are welcome to sign up, too, if they want to learn about copyright law in the US. The course is taught around practical case studies faced by teachers when using copyright material in their day-to-day teaching. By answering the case scenarios and drafting and discussing the answers in groups, you and other participants will learn:
- What is the public domain?
- What does copyright law protect?
- What is fair use?
- What other exceptions are there in copyright law?
- What are open access educational resources?
K-12 educators would like to find and adapt free, useful resources for their classes. Some would even like to incorporate activities that teach their students digital world skills — such as finding, remixing, and sharing digital media and materials on the web. In this lightly facilitated course, we will learn how to do these things with each other in a peer learning environment.
Facilitator: Jane Park
To sign up, click the “Start course” button on the bottom left of the course page.
About the School of Open
The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and more. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, a peer learning community and platform for developing and running free online courses.2 Comments »
Below, Sara Frank Bristow invites you to join “Writing Wikipedia Articles: The Basics & Beyond”. Sara is a co-organizer of the course and a member of WikiProject Open. Both projects are part of the School of Open.
The School of Open will offer its popular “Writing Wikipedia Articles” course (WIKISOO) starting 25 February, 2014. This free introductory online course, now in its fourth incarnation, runs for six weeks. Enrollment is open to all.
WIKISOO students learn about the values and culture that have driven hundreds of thousands of volunteers to build Wikipedia. Through their work in the course, they join an effort that has generated millions of free articles in hundreds of languages since 2001.The course covers the technical skills needed to edit articles, and also offers practical insights into the site’s collaborative norms and social dynamics. Students graduate with a sophisticated understanding of how to use Wikipedia both as a reader and as an active participant.
The course focuses on articles about openness in education: open educational resources (OER), MOOCs, Creative Commons licenses and more. Students will forge connections with WikiProject Open, a community of volunteers focused on this topic area. Upon successful completion, students earn the WIKISOO Burba Badge.
The course is sponsored by the William and Flora Hewlett Foundation and the University of Mississippi. Course instructors are:
- Pete Forsyth, Wikipedia trainer & consultant (Wiki Strategies)
- Sara Frank Bristow, OER and online education researcher (Salient Research)
- Dr. Robert Cummings, Associate Professor (University of Mississippi)
Course registration is now open!6 Comments »
Here’s another end of year list: all the awesome things the School of Open community accomplished in 2013. Last year, we highlighted the work we put into materializing School of Open as a concrete entity with goals and people involved. This year, we actually launched the School with a full set of online courses and kick-off events around the world!
But we didn’t stop there. All year long, our volunteers have been contributing in so many fantastic and unexpected ways that it’s been hard to wrap our brains around all the activity. So here’s my attempt at collecting and distilling everything here, as a teaser for the new School of Open landing page that will happen in 2014.
The biggest thing you should note about the School of Open is that it is no longer just a set of online courses sitting on the P2PU platform. It is a global community and movement of volunteers developing and running online or hybrid courses, face-to-face workshops, and real world training programs — all with the purpose of helping people do what they already do better with the aid of open resources and tools.
In 2013, we
- Launched 12 stand-alone courses for anyone to take at any time, with or without others.
- Ran a total of 11 facilitated courses on topics such as: Copyright 4 Educators, Designing Collaborative Workshops, Open Science, CC licensing, Writing Wikipedia Articles, and Why Open?
- Conducted initial research on the impact of some of these courses and completed a research residency with the OER Research Hub in Milton Keynes, England
- Hosted multiple workshops, course sprints, and other events across 5 continents (in countries like England, Germany, Kenya, China, Sudan, Argentina, South Africa, the U.S.)
- Started School of Open Kenya, an after school program for high school students teaching about open educational resources, CC licenses, and the open culture that they engender
- Put on an engineering and design challenge incorporating open source and CC licensing education for university students in China
- Ran a two-week OER summer camp for kids on Luxi island, an island in rural China (more info to follow in a guest blog post [updated])
- Launched WikiProject Open, a community of new and experienced Wikipedians, dedicated to improving Wikipedia’s coverage of all things “open” and to using openly licensed content to improve Wikipedia articles in general
- Got the School of Open’s Writing Wikipedia Articles course adopted as part of a formal university course (the University of Mississippi’s “Open Educational Resources and Practices”)
- Piloted P2PU badges for 7 of our facilitated courses! For examples, check out this Remix OER badge and this Intro to Open Science Open Access badge
- Built a human timeline of the open education space! Which we want anyone and everyone to contribute to
- Helped turn a “collaborations across the open space” session at Mozfest into a funded part-time position that will help coordinate our open communities! (more info at this pad)
- Developed support resources for course facilitators, including this comprehensive tip sheet by a facilitator with a 95% retention rate
- Created a couple videos for online conferences, like this one for K-12 educators and this one for Open Ed Week
- Showcased School of Open projects by CC affiliates at the Creative Commons Global Summit in Buenos Aires…
OER summer camp on Luxi island ( ZHU Renkai / CC BY)
…and more, all of which you can check out in detail on the CC blog at http://creativecommons.org/tag/school-of-open.
In 2014, we will
- Launch our third round of facilitated courses in March. Sign up to be notified when registration opens
- Revamp the School of Open landing page to better reflect our multi-layered activity
- Build out courses in different languages. So far volunteers have expressed interest in translating courses into Spanish, Romanian, Hindi, Swedish, Chinese, Korean, Dutch, French, Arabic, German, Portuguese, Danish, Finnish, Hebrew… yes, we’ve got our work cut out for us!
- Expand current training programs to other regions; for example, we hope to have similar programs to School of Open Kenya in place in Ghana, Nigeria, and Tanzania
- Start new courses and training programs in South Africa, Colombia, Uruguay, El Salvador, Argentina, and more!
- Collaborate with our fellow open organizations such as OKFN, Mozilla, Wikimedia, P2PU, and more!
- Do more research! And completing a report of our findings with the OER Research Hub
- Get more SOO courses adopted as part of formal university courses
- Secure professional development credit for teachers/librarians taking Copyright 4 Educators in Australia (and elsewhere)
- Collaborate with the California School Librarians Association (CSLA) to increase CC and OER education in K-12 schools!
- Run more workshops, especially one for SOO volunteers to get together and grow their respective projects
- Take more pictures. We didn’t have enough this year!
Fireworks / Jack-Benny / CC BY-SA
And I could go on, but I’ll stop there. On behalf of the School of Open community, we wish you a Happy Holidays and a wonderful New Year!
If you would like to join us in our endeavors to provide free education opportunities on all things open, introduce yourself at the School of Open Google Group, sign up for announcements, and check out a course (or two or three).
About the School of Open
The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and more. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, a peer learning community and platform for developing and running free online courses.1 Comment »
The following is a guest post by Jessica Smith, National Copyright Officer for the National Copyright Unit of Australia. She ran the Copyright 4 Educators (AUS) course with Delia Browne as part of the School of Open’s second round of facilitated courses in 2013.
The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and more. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works.
The National Copyright Unit (NCU) of Australia ran its second cycle of the School of Open’s Copyright 4 Educators (AUS) course in August. The course ran for seven weeks, with a two-week introduction period and five weeks of substantive group work. We took on 60 learners, with enrollments filling up in less than two days, plus a wait list of around 15 people. At the end of the course, we only had 3 drop-outs, a 95% retention rate!
On top of those stellar results, we also had very happy learners as well as great results in terms of the uptake and understanding of the information. We have an ongoing wait list for the course as well as teachers and librarians continuously enquiring about the course. We’re also in the process of obtaining accreditation for the course through larger teacher organizations so that it can be used to fulfill specific professional learning requirements of Australian educators.
We believe our course has succeeded for three reasons:
- We made it easy for the students to participate.
- The course was associated with the NCU, an official government division.
- We assigned small groups based on commonalities, such as profession and field.
1. Make it easy for the students to participate
Making it easy for students is of utmost importance in an online environment, especially if the course is targeted to people who may not be familiar with online learning. We know this may sound obvious, but it’s so important that it’s definitely worth mentioning and expounding on. If you don’t nail this, you’re not going to retain your students.
So how do you make it easy for the students? Have everything (eg, communication tools and assignment submission entrypoints) set up for them and support them to the nth degree. What this means: you have to put the time in before the course starts and you, as the course facilitator/organizer, must be very comfortable with the course layout and tools in order to be able to give ample support as well as troubleshoot when issues arise.
Tutorials for Tools
For our course, we had heaps of information on our P2PU course site (outlining essentially everything they’d need to get through the course), but we also created tutorials and sent out additional information through email on all the essential parts of the course (ie. using the discussion tool Disqus, submitting group assignments, leaving peer review, etc). We really wanted the students to feel supported and to answer questions and issues BEFORE they arose. It’s too easy to drop out of an online course, so we wanted to preemptively take care of as many issues as possible. We had one student state they were “very nervous and uncomfortable” to take an online course who later reported how great the course was set up and how easy it was in terms of knowing what to do and how to do it. It’s key students feel like this from the start of the course, or they won’t stick with it.
Tools we used
We used Google docs for our course. We had every group’s Google doc set up for every single week, and we linked to the docs from both the course on P2PU as well as in emails that we sent out every week. The weekly emails make it very clear what was expected of our learners as well as where to go to complete their tasks. See an example below:
We also sent out individual group chase-ups the Monday following a Sunday due date as well as a chase-up Wednesday following the peer review due date. See below for an example of this:
Its also very important to understand that the first two to three weeks are a bit rough for learners – they’re confused and they have lots of questions and issues. We received anywhere from 15 to 30 emails a week and at least five calls, asking general questions about the course, the platform, google docs, etc. We nearly always responded to these on the same day and offered as much support as needed. A quick response to a simple question can be the deciding factor between a learner getting frustrated and dropping out or being satisfied and feeling supported and staying in the course.
This initial confusion is also why we went with a two-week introduction period, and we think this really helps with the retention rate. It gave the learners a chance to ask questions, sort out their issues and concerns and get comfortable with the course, the platform, the collaboration tools, and their groups.
2. Associate a course with a known, respected entity
Our course was associated with the NCU of Australia, which is very well known and respected. We deal with teachers on a daily basis, and most of our NCU affiliated teachers/librarians were the first to sign up for the course and have been our biggest supporters and promoters.
In addition to past participants spreading the word, we promoted the course through our school connections in Australia – through teachers whom we’ve given advice, the Copyright Advisory Group (each State/Territory in Australia as well as each sector has a representative), teacher organizations, and our website (http://www.smartcopying.edu.au/) which is the official guide to copyright issues for Australian Schools and Technical and Further Education (TAFE) institutions. Once we did our initial promotional blitz, the promotion largely took off on its own, making its way onto numerous listservs and teacher associations that we didn’t previously know existed.
So the association helped with the initial promotion of the course, but we also believe the reputation of the NCU encouraged teachers to sign up for the course: it made teachers feel more comfortable asking questions/contacting us, it decreased the numbers of dropouts, and we also found that many employers, such as school deans, required their teaching staff to take the course.
Incorporating the course into NCU’s daily workload also allowed us to quickly and effectively respond to questions/issues with the course.
3. Arrange groups to encourage conversation and cohesiveness
In the first week of the course, we only asked our learners to fill out a questionnaire and have a look around the course. With the information from the questionnaire, we created 15 groups of four. We also took group requests, which frequently came from teachers at the same school. If groups were not requested, we arranged groups based on school location, level and sector to encourage conversation and commonality between group members. In the second week of the course, we only asked our students to meet their group and to decide on how their group would collaborate. Group members got to know each other and supported each other over the course of the seven weeks, and we think this group cohesiveness really encouraged group members to stay committed to the group and the course (as well as have more fun!).
As an example, we had one student who was going to drop out because she needed to have surgery in the third week of the course, and she would be unable to type for a week or two. She consulted us, and we told her to first discuss the problem with her group to see if they could work something out. She did this, and they became somewhat of a support group for her and they worked out that she would lead discussion in the weeks leading up to her surgery (which they mainly did via email) and then the weeks she couldn’t type she participated via a weekly Skype session with her group.
We’ve also been told by a number of groups that they all plan to keep in touch with each other to discuss any copyright questions and what’s going on in their classrooms/schools.
Overall, we believe the course was very successful. Not only because of the retention rate but also because people enjoyed it! They’re telling others about the course, they learnt the information, and if they ever have any questions or issues they now know where to find the information.No Comments »
India has launched a new learning repository for open educational resources (OER). India’s Department of School Education and Literacy, Ministry of Human Resource Development, Government of India, and the Central Institute of Educational Technology, National Council of Educational Research and Training have collaboratively developed the National Repository of Open Educational Resources (NROER). Dr. Pallam Raju, India’s Minister for Human Resource Development, launched the repository on Tuesday, and Dr. Shashi Tharoor, India’s Minister of State for Human Resource Development, announced the repository’s default license for all resources — Creative Commons Attributions-ShareAlike (CC BY-SA).
The repository currently includes videos, audio, interactive media, images, and documents, and aims to “bring together all digital and digitisable resources for the [Indian] school system – for all classes, for all subjects and in all languages.”
From Dr. Tharoor’s announcement,
This initiative is also a significant step towards inclusive education. Opening access to all requires a debate on the issue of ownership, copyright, licensing and a balancing of reach with legitimate commercial interests. This is particularly important for public institutions and public funded projects. I am glad that the NCERT has taken the initiative of declaring that the NROER will carry the CC-BY-SA license… This decision by NCERT is in tune with UNESCO’s Paris Declaration on Open Education Resources and will ensure that all the resources are freely accessible to all. To put it in the language of the Creative Commons — to reuse, revise, remix and redistribute.
To contribute to the repository, one must ensure that they are “agreeing to host the resources under a Creative Commons license” (CC BY-SA) and “that the documents uploaded are encoded using non-proprietary, open standards.” To learn more about contributing your OER, visit http://nroer.in/Contribute/.12 Comments »
As the open educational resources (OER) movement continues to grow, students and educators alike can benefit from openly licensed content. The use of Creative Commons licenses in education has allowed learning resources to travel farther, reach more people, and be repurposed to meet local needs.
I recently spoke with Ariel Diaz, CEO of Boundless learning about how his company utilizes Creative Commons CC licenses. This is a summary of our conversation.
So how does Boundless use Creative Commons licenses?
“Creating high quality textbooks is no easy task. It would have been impossible for Boundless to create close to 20 subjects worth of open textbooks without the availability of openly licensed content. While we can also use information that is in the public domain, the license on the content we predominantly use is called Creative Commons Attribution-ShareAlike (CC BY-SA). CC BY-SA allows us to tweak and build upon the work of others, even for commercial purposes, and we are required to license our derivative works under the same license terms. To maintain a connection to the original author, we give attribution/credit and mark our content with the same license.
“To create our open textbooks and study tools, our team of expert “Edcurators” find the best content that is openly licensed. They revise and remix the best parts of the best content so that it is aligned with the key concepts of a corresponding traditional textbook for subjects like Marketing, Chemistry, and Writing. In other words, we take openly licensed content and add our own layer of pedagogy (important because our audience is students) and copy editing (important because students deserve to have materials written in a consistent voice that is fit for their grade level). Once the curating process is finished, we’ve officially crafted a resource that helps students at over half the colleges in the U.S. excel. Our educational content is openly available to all students anywhere in the world.”
Why are Creative Commons licenses important to Boundless?
“Creative Commons has revolutionized the process of sharing information. Open resources available under a CC license broadens the distribution of knowledge, allowing people of different ages, socioeconomic statuses, and geographic locations to share and benefit from high quality content. It’s amazing to be part of this revolution.
“In addition to helping us find, curate, and remix high-quality educational content, the CC license helps us stand up for an important belief core to our mission: educational resources should be free and openly licensed.
“We make good on this belief by freely posting our open textbooks on the web, without any registration required. Any student, educator, or self-learner can access, quote, and remix our textbooks for their own purposes thanks to the CC BY-SA license. Openly licensed educational resources means that digital textbooks like ours will continue to improve over time, allowing students the chance to unlock the knowledge they deserve.”
Where can I access Boundless textbooks?
“In addition to the web, Boundless is has released these books for free in one of the world’s most popular ebook stores: the iBookstore (with Kindle support coming soon). The company’s iBooks include titles like Boundless Introduction to Marketing, Introduction to Statistics, and Introduction to Writing. Students can now access Boundless’ high-quality, college-level content online, offline, on any device, at anytime. The Boundless App is available for free from the App Store on iPhone and iPod touch.”2 Comments »
The School of Open is offering its second round of facilitated courses! Starting today, you can sign up for 7 courses during a two week period; sign-up closes 4 August (Sunday) and courses start on or after 5 August (Monday). All courses are free to take and open to reuse under the CC BY-SA license.
The School of Open is a community of volunteers from around the world passionate about peer learning, openness, and the intersection of the two. These volunteers helped launch the School of Open in March. And now they invite you to join them in the following courses.
To sign up for any of these courses, simply go to the course page and click ‘Start Course’ under its left Navigation column.*
1. Copyright 4 Educators (AUS) (7 weeks) – This course is open to anyone in the world, but will focus on Australian copyright law as pertains to education. This course will equip Australian educators with the copyright knowledge to confidently use copyright material in the classroom. It will also introduce OER and teach you how to find and adapt free, useful resources for your classes. Facilitators: Delia Browne and Jessica Smith
2. Copyright 4 Educators (US) (6 weeks) – This course is open to anyone in the world, but will focus on US copyright law as pertains to education. The course is taught around practical case scenarios faced by teachers when using copyright material in their day-to-day teaching. Facilitator: Laura Quilter
3. Creative Commons for K-12 Educators (7 weeks) – This course will help K-12 educators find and adapt free, useful resources for their classes. It will also help them incorporate activities that teach their students digital world skills — such as finding, remixing, and sharing digital media and materials on the web. Facilitator: Jane Park
4. Designing Collaborative Workshops (4 weeks) – This course brings together case studies of some great collaborative workshops that have been run in the past with an open invitation for you to share your own experiences with either running or participating in a workshop that worked well (or didn’t). Facilitators: Mick Fuzz and Jane Park
5. Writing Wikipedia Articles: The Basics and Beyond (6 weeks) – If you can read Wikipedia, you can learn to build it! In this course, you will learn about the software, the rules, and the cultural values that drive and support this ubiquitous and community-built online encyclopedia. It will focus on articles about openness in education. Facilitators: Pete Forsyth and Sara Frank Bristow *This course runs on Wikipedia; follow instructions to sign up at the course page
6. Open Science: An Introduction (4 weeks) – This course is a collaborative learning environment meant to introduce the idea of Open Science to young scientists, academics, and makers of all kinds. Facilitator: Billy Meinke
7. Why Open? (4 weeks) – This course will facilitate discussion on the different meanings of openness, how openness applies to different domains, as well as participants’ views of what it means to do things openly. Participants will engage in open activities, and examine the benefits and potential issues with openness. Facilitators: Christina Hendricks, Simeon Oriko, Jeanette Lee, Pete Forsyth, and Jane Park
Too busy to take a course this time around? Don’t worry, we’re around for a while. Sign up to be notified when we launch our next round of facilitated courses, or take a stand-alone course at your own pace, at anytime.
Don’t see a course you want to take but are full of good ideas? Help us build the courses you want to see with others. Join the School of Open discussion list and introduce yourself and your “open” interest.
Forward this to your friends
Want to take a course with your friends? Do these 3 things and call it a day.
- 1. Tweet this:
Open for sign-up: free facilitated #schoolofopen courses on #OER #openscience #wikipedia #copyright #whyopen http://creativecommons.org/?p=39060
- 2. Blog/forward this:
School of Open, Round 2 is open for sign-up! Take a free, facilitated online course on open science, collaborative workshop design, open educational resources, copyright for educators, Wikipedia, CC licenses, why open? — and more! at http://schoolofopen.org/. Take this course with me: [link to course of your choice here]. Read more about the launch at http://creativecommons.org/weblog/entry/39060.
- 3. Print out a copy of this pdf and pin it to the bulletin board at your work, school, or local coffee shop.
What is the School of Open?
School of Open
The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and more. Volunteers develop and run online courses and offline workshops on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, an active peer learning platform and community for developing and running free online courses.
18 Comments »
New Education Highway (NEH) is a nonprofit project that could not exist without open educational resources (OER). Launched this year in Myanmar, NEH leverages new and existing OER to provide remote and rural communities — often with no Internet connection — with access to a quality education.
NEH partners with existing organizations in local communities to open free learning centers with tablets or laptops installed with an offline, easily navigable learning interface. Resources are preloaded and span all manner of subjects, including comprehensive K-12 education, standardized test preparation, vocational skills, health/HIV education, sanitation, critical thinking, community development, foreign language training, and environmental and agricultural science. All resources are available under CC licenses, developed by NEH or other organizations. Because permissions have already been granted for reuse, NEH, as well as its communities, can adapt and redistribute the resources as needed.
NEH works with each community it serves to customize the offline interface and OER to that particular community. NEH is always seeking new and existing materials to incorporate, currently in the environmental and agricultural sciences. If you have suggestions for OER, materials that might be adapted and released as OER, or are interested in getting involved as a volunteer, visit http://www.neweducationhighway.org/ or email firstname.lastname@example.org.
Informational content on NEH’s website is defaulted under the CC BY license. The OER used within the NEH Learning Interface is licensed under the CC BY-SA and CC BY-NC-SA licenses and will be made available on the site in the coming months.2 Comments »
I recently spoke with Larry Cooperman, director of OpenCourseWare at the University of California, Irvine (UCI). Larry also serves on the boards of the OpenCourseWare Consortium and the African Virtual University. I asked Larry about UC Irvine’s new OpenChem project.
Why, in the middle of such excitement over MOOCs, would the Department of Chemistry and the OpenCourseWare project at the UCI unveil their CC BY-SA–licensed OpenChem project, a set of video lectures equivalent to four years of classes? Because they’ve designed OpenChem to focus on building out an extensive path to learning chemistry via an open curriculum rather than offering highly designed intensive course experiences like Coursera and EdX.
OpenChem is designed to be reused, revised, and remixed — by institutions, departments and instructors. This differs in the most fundamental way from the fixed-path, single-instructor model of most MOOCs. OpenCourseWare and MOOCs aspire to provide access to high quality, higher education learning to those unable, for a variety of reasons, to attend either an “elite” institution or any college or university at all.
For some time, Larry has been arguing that we are falling short of this vision. 80% of Coursera users are college graduates and most of the rest are advanced high school and current university students. There is no doubt that others, for lack of access to a basic internet connection, much less the bandwidth required for high-resolution video streaming, won’t share in these benefits. But there is a second reason, even more troubling than the bandwidth problem, which should concern us. The design of university-level courses, when they come from “elite” institutions, is for that audience — namely, “elite” students. Courses aren’t designed for students whose secondary institutions have left them with gaps in their education.
And that gets me back to the design of OpenChem — or openly licensed curriculum in general. If there is one thing that we can do to use open education to improve higher education, it is to allow existing colleges and universities that serve these students to improve their educational offerings through adoption and adaptation. That means that those who best know a specific cohort of students must be free to choose from easily integrated, openly licensed materials that match their curricular needs and objectives. The very first use of OpenChem occurred locally at Saddleback College, when an instructor used ten minutes of a UCI video lecture that offered an explanation of a very specific topic to use in his flipped classroom. And that’s really the point. An instructor may find ten minutes useful. A department may adopt a course that had not previously been offered. An institution may adapt an entire curriculum. Further, if the content is not exactly what an instructor wants, the open license allows her to change it to meet local needs.
Of course, chemistry is a lab science. Allowing students to virtually sit in UCI lecture halls for four years via OpenChem could never substitute for a local institution offering a complete education. By creating a full pathway from a course designed for those without adequate high school chemistry preparation to graduate electives, UCI is making its chemistry education visible. But the goal of OpenChem isn’t substitution — it is to enable both educators and students to collaborate with others. Just as UCI hopes to support science education, they also hope others will adapt and improve OpenChem courses, translate them into other languages, and distribute them far and wide.
UCI also anticipates important learner benefits that are derived from having an open curriculum, including the ability to go forwards and backwards at will. For instance, looking ahead, an advanced high school student can go past the level of AP Chemistry. An entering college freshman could study Preparation for General Chemistry to ensure their readiness. Or an enrolled student can view the typical coursework and decide whether to become a chemistry major. Just as important, a student having trouble with a class can review the prior knowledge — the building blocks that are required to succeed in their current class.
This last point is perhaps the most crucial. Openness in education is about visibility. UCI uses an entire open curriculum to let learners and instructors alike see how it all hangs together. UCI has a lot of work left to do to optimize OpenChem for learning, but is excited to point its university and other institutions in a new direction that brings us all a little closer to the goal of universal access to higher education.No Comments »
Have you ever looked at an article on Wikipedia and thought, “this could really use some work”? With the free online course “Writing Wikipedia Articles: The Basics and Beyond,” offered through the School of Open, you have the opportunity to take the next step.
In the course, you will learn about both the technical and social underpinnings of this worldwide, volunteer-built resource, and how you can most effectively contribute to its vision to freely share knowledge. The six-week course will start its second round on 14 May (for those in the Americas) or 15 May (Asia/Australia).* Sign up here.
Sara and Pete, Communicate OER / Pete Forsyth / CC BY
While the course is free and open to everyone, it focuses on the topic of open educational resources (OER), and students work to improve relevant Wikipedia articles as part of their coursework. The first round of the course concluded last week. The course organizers, Pete Forsyth and Sara Frank Bristow of Communicate OER, had so much fun that they are diving right back in to facilitate a second round. Pete says,
“We learned a great deal in our first run: we were surprised by how few of our students knew about OER, but also how fully they embraced the topic. We hope you will agree, their efforts to improve the OER article have been successful: while there will always be room for improvement, today’s version of the article is much improved from the version prior to the start of our class.”
Several members of the CC community were proud to support this effort. In the first round, CC CEO Cathy Casserly participated in a panel discussion and CC Senior Project Manager Paul Stacey provided a review of the OER article around which the course participants shaped their improvements.
Creative Commons encourages you to take advantage of this opportunity to contribute to the world’s understanding of open educational resources and the open licenses that make them possible. Sign up for the upcoming course today. You can also participate in a future course or engage in other ways by reaching out to the course organizers at the same link.
If you would like to be notified when other “open” courses launch their second rounds, make sure you’re subscribed to the School of Open announcements list.
*If you’re in Europe or Africa, the synchronous course sessions will be in the middle of the night. You are welcome to enroll and watch the archived sessions each week; join the third round of the course, expected to launch in July; or watch for the self-paced version of the course, to be announced in early June.1 Comment »