CC Talks With: The Shuttleworth Foundation on CC BY as default and commercial enterprises in education
Photo by Mark Surman CC BY-NC-SA
For those of you who don’t know Karien Bezuidenhout, she is the Chief Operating Officer at the Shuttleworth Foundation, one of the few foundations that fund open education projects and who have an open licensing policy for their grantees. A couple months ago, I had the chance to meet Karien despite a six hour time difference—she was in Capetown, South Africa—I was in Brooklyn, New York. Via Skype, I asked her about Shuttleworth’s evolving default license (CC BY-SA to CC BY), her personal stake in OER, and how she envisions us (CC Learn and Shuttleworth) working together. She also gave me some insights into three innovative open education projects they have a hand in: Siyavula, M4Lit, and Peer 2 Peer University (P2PU).
The conversation below is more or less transcribed and edited for clarity. It makes for great holiday or airplane reading, and if you’re pressed for time, you can skip to the topics or projects that interest you. This is CC Learn’s last Inside OER feature of 2009—so enjoy, and happy whatever-it-is-that-you-are-doing-in-your-part-of-the-world!3 Comments »
As an early xmas present, Talis Education has extended the deadline for the Talis angel fund to January 31, 2010, one full month later than the original deadline to give you a chance to hone your proposals (or begin writing them after the holidays). If you don’t remember, I blogged about the Talis angel fund for open education in August when it launched:
“Talis Education launched an angel fund for open education, called the Talis Incubator for Open Education. Talis Education is providing funds up to “£15,000 to help individuals or small groups who have big ideas about furthering the cause of Open Education. All Talis asks in return is that the project deliverables are ‘open sourced’ and the intellectual property returned back to the community, allowing it to be used freely. Talis won’t, and never will, exert any rights to the intellectual property or ideas that are funded.”Comments Off on Deadline extended for Talis Incubator for Open Education
We are excited to highlight the first Polish translation of our CC Learn Productions. CC Poland has translated and adapted a CC Learn Recommendations doc—Why CC BY? into Polish: Dlaczego CC BY? The reason CC Poland could lead the way in translation and adaptation (and can do the same with all of our productions)? Because they’re licensed CC BY, which means anyone is free to translate, remix, republish, recolor, make a billion copies of… our work. Check out the Polish translation on the CC wiki, where we have set up a page for translations from around the world. Source files are available in Open Office (odt) as well as PDF, which you can also download from our newly revamped Productions page on the learn site at learn.creativecommons.org/productions.
We encourage you or anyone you know to translate and adapt our productions to your local and lingual context, and upload your translation to the wiki. Open educational resources work because there is a global community around them, and the CC Learn team fervently wishes we were fluent in more than a couple languages. However, we know we have an amazing community of people around the world who believe in the same things we do—so please help promote the movement in your region. Some suggested documents for translation are Open Educational Resources and Creative Commons Licensing, Why CC BY?, and Remixing OER: A Guide to License Compatibility. These are just a few key documents to get people’s feet wet to the idea of OER.
You can also create your own community on OpenED for your local project or region, where ES and Brazilian communities have currently dropped anchors. It’s a wiki as well–so anyone can create an account and start editing.Comments Off on Dlaczego CC BY? (Why CC BY? in Polish)
You’ve all heard of the TED Conference (Technology, Entertainment, Design), the annual meeting of great minds with amazing 20 minute speeches that share what they’ve been doing with their lives. But not all of you may have heard of TEDx—spinoffs off TED that are independently organized around a central theme or idea.
TEDxNYED is one of those spinoffs—“an all-day conference dedicated to examining the intersection of education, new media, and technology, will take place on March 6, 2010 in New York City.” The speaker line-up includes our own Larry Lessig (founder and board member of CC), Michael Wesch (a cultural anthropologist who created those awesome YouTube videos like “Web 2.0 … The Machine is Us/ing Us”), Neeru Khosla (Co-founder of the CK12 Foundation that submitted seven open textbooks to California’s Free Digital Textbook Initiative), and David Wiley (big thinker in open education and associate professor of Instructional Psychology and Technology at BYU).
CC Learn is partnering with TEDxNYED and Whipple Hill to help with this amazing event. With currently 300 or so people expected to attend, space is limited, so please apply if you would like to join. “TEDx NYED is particularly seeking applicants who work in and around education and who are dedicated to reforming schools from the inside-out as well as outside-in. Those interested in attending should apply at http://tedxnyed.com/apply.”
From the press release,
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“TED is an annual event where some of the world’s leading thinkers and doers are invited
to share what they are most passionate about. “TED” stands for Technology,
Entertainment, Design — three broad subject areas that are, collectively, shaping our
future… The diverse audience — CEOs, scientists, creatives, philanthropists — is
almost as extraordinary as the speakers, who have included Bill Clinton, Bill Gates, Jane
Goodall, Frank Gehry, Paul Simon, Sir Richard Branson, Philippe Starck and Bono.
At the TEDx NYED event, live speakers, two Ted Talks videos, and networking
sessions will combine to spark deep discussion and connection in a small group. The
TED Conference provides general guidance for the TEDx program, but individual TEDx
events, including ours, are self-organized.”
Photo by John Britton CC BY-SA
The pilot phase of P2PU (Peer 2 Peer University) ended in October, after having run for six weeks with seven courses and approximately 90 participants. Last month, the pilot phase volunteers, including the course organizers, met in person for the first time at the first ever P2PU Workshop in Berlin. The goal of the workshop was to integrate pilot phase experiences into a working plan for the future of P2PU. Judging from the outcomes, the workshop achieved its goal. Check out CC Learn’s video download of the workshop at Blip.tv, Vimeo, or YouTube. (It’s CC BY, so feel free to share and remix!)
“The mission of P2PU is to leverage the power of the Internet and social software to enable communities of people to support learning for each other. P2PU combines open educational resources, structured courses, and recognition of knowledge/learning in order to offer high-quality low-cost education opportunities. It is run and governed by volunteers.”
Why is CC Learn interested in P2PU?
“P2PU is the social wrapper around open educational resources.”
The open education movement started by focusing on the legal and technical aspects of educational resources, and how they could be opened up for use by anyone, anywhere. Creative Commons licenses provide the legal, technical, and social infrastructure for OER, enabling the easy use and reuse of OER while improving discoverability and adaptability around the world. This movement towards opening education has resulted in an abundant and still growing commons of open educational resources (OER).
However, P2PU recognizes that content isn’t enough. Accessing OER does not automatically result in learning. There are reasons why traditional education institutions exist, one of these being the social interaction between peers that enables, facilitates, and motivates learning. But what about those that want to learn outside of brick and ivy walls? P2PU is an initiative outside of the traditional institution that aims to provide the social learning structures, the “social wrapper”, around existing open educational resources.
Because P2PU is a true OER project, testing the bounds of what can work when you empower a community of volunteers and peers to learn for free from each other, CC Learn is interested in where it’s going.
Where is P2PU going?
In the short term, P2PU is aiming to double its courses for its second pilot, which launches towards the end of January next year. P2PU has also established a strong community of core volunteers in tech, outreach, sustainability, research, and course organizing. These volunteers run P2PU, and they are all very busy getting P2PU ready for its next phase which will feature, among other things:
- a new website and social platform
- an orientation process for new course organizers
- a CC BY-SA licensing policy (and a compendium on how to choose a license for your open education project)
- a set of core values that the community subscribes to
P2PU is also preparing a research workshop on alternative accreditations in early 2010, and building relationships with other organizations (such as CC Learn) to explore avenues in research, assessment, and sustainability.
What is the role of P2PU in education?
Good question, and good answers—here. Like the education landscape, P2PU is still evolving. For more reflections on the workshop, check out the video, Nadeem Shabir’s post on Talis Education, and my post on OnOpen.net.3 Comments »
Molly Kleinman is a long-time friend of CC and has been doing incredible work for all things copyright over at the University of Michigan as Special Assistant to the Dean of Libraries. From Espresso Book Machines to a CC-friendly Scholarly Publishing Office, we continue to be inspired by the University of Michigan’s innovative approach to open content, copyright, and especially open education, an area of focus CC is highly committed to developing through ccLearn. We’re honored to have Molly, a self-proclaimed dedicated advocate of Creative Commons, write the fourth letter in the Commoner Letter series of this year’s fundraising campaign.
Subscribe to receive future Commoner Letters by email.
Photo by Chan Wong CC BY-NC
Hello, Fellow Commoner,
Creative Commons licenses make it easier for me to do my work, and to help my faculty and students do theirs. Today I’d like to return the favor and encourage you to support the Creative Commons 2009 Annual Campaign, and help make sure they continue the wonderful work they’ve been doing.
Why is Creative Commons so helpful and important? Because it provides a balanced, sane alternative to the madly out-of-whack copyright system I deal with every day. I am an academic librarian and copyright specialist who teaches faculty, students, librarians, archivists and others about their rights as creators and their rights as users. Anyone familiar with the state of copyright law knows it’s messy and confusing stuff, and the very notion of users’ rights is contentious in some circles. Big Content has been waging a propaganda campaign to convince the public that all unauthorized, un-paid-for uses are infringing, illegal uses. It’s not true, but the widespread misinformation is bad for educators, bad for students, and bad for all of us who benefit from the fruits of scholarly research. Professors are afraid to share educational material with their students. Parents are afraid to let their kids post homemade videos online. All this fear hinders the ability of scholars, teachers, and students to do the work of research, teaching, and learning that is their job.
As my favorite CC video says, “Enter Creative Commons.” Creative Commons carves out an arena in which people can use and build on new works without fear. It frees us from both the looming threat of lawsuits and the time consuming and expensive demands of clearing permissions. Creative Commons helps people share openly, and the more content that CC helps to open up, whether it’s music or photography or scientific data or educational resources, the more it expands what faculty and students can teach and study freely.
I’d like to call particular attention to the work of one of Creative Commons’ offshoots, ccLearn. ccLearn is striving to realize the full potential of the internet to support open learning and open educational resources, and to minimize legal, technical, and social barriers to sharing and reuse of educational materials. I cannot overemphasize the importance of this work. In the United States alone, plummeting budgets and rising costs for both K-12 and higher education are making it harder for students and teachers to access the quality educational resources they need. Until recently, most educational content was locked behind digital paywalls or hidden in print books, and the free stuff you could find online was often unreliable. Now, the pool of high quality open educational resources is growing every day, with open textbooks, open courseware, and other experimental projects popping up all the time. Many of these projects have received support from ccLearn, and nearly all of them are built on the framework of Creative Commons licenses. Every one provides expanded access that is crucial to the future of a quality educational system, both in this country and throughout the world.
This is why it is so important to support Creative Commons, in any number of ways. Though I donate (and you should, too), I believe that one of my greatest contributions has been in helping to build the Creative Commons community from the ground up, one frustrated professor or librarian at a time. Every person I teach about Creative Commons is a person who may eventually contribute to the Commons herself, attaching licenses to her works and sharing them with the world. The bigger the Commons, the better for all of us.
Special Assistant to the Dean of Libraries
University of Michigan Library
In July, CC Learn officially launched DiscoverEd, a search prototype that provides scalable search and discovery for educational resources on the web. We blogged about it again during Back to School week, emphasizing the future of search and discovery of educational resources and how we hoped DiscoverEd would catalyze efforts in that direction. Since then, we have been working with various organizations and projects who want to include their resources into DiscoverEd, and through all the back and forth about feeds and mark-up–essentially what’s required to get your stuff included for greater discovery–we realized we could streamline the process by putting some necessary information into a brief document.
Preparing Your Educational Resources for DiscoverEd is second in the CC Learn Step by Step Guides series, which is part of our larger Productions schema. It is a basic guide for those interested in preparing their resources for inclusion into search engines like DiscoverEd that utilize structured data. It is targeted at people or institutions interested in making their digitally published educational resources more discoverable. Though the document contains technical language and sample XHTML and RDFa, it’s really not all too complicated. Basically, you just need one of the right feeds to start, which you can then copy and paste the link of into ODEPO (the Open Database of Educational Projects and Organizations). ODEPO is hosted on OpenED, the community site for open education. It’s a wiki, so anyone can create an account and add their project or organization to the database.
But the guide explains all that, (as does the DiscoverEd FAQ) and the alternatives–which include contacting us directly. DiscoverEd already pulls from a number of institutions and repositories, and as it expands we hope to improve its search capabilities. Any feedback is welcome.Comments Off on Preparing Your Educational Resources for DiscoverEd
The UNESCO OER Community attempts to put OER in light of not one, but many cultural contexts around the world. Connecting 900 individuals in 109 countries, the community runs on a wiki platform and communicates centrally via its listserv. Earlier this year in February and March, they held a discussion on the various barriers to accessing OER in different jurisdictions, with one of its ultimate aims to develop concrete proposals in this area. The outcomes of the discussion are now compiled into a report in both PDF and wiki versions.
From the announcement by Bjoern Hassler,
“The first proposal is about “Introducing digital Open Educational
Resources into Zambian primary schools through school-based
professional development”. Through this project we seek to overcome
access barriers, and engage with OER for Zambian primary/secondary
school mathematics teaching. The barriers are manifold, including
infrastructural, awareness, appropriateness of materials, etc, but we
hope that we’ll be able to draw on the various experiences and
solutions to make this successful… Further information is available here
The second outcome is continued engagement through the UK National
Commission for UNESCO. Within the Information Society Working Group,
OER has been a long-standing theme. However, based on the experience
of the discussion, we are now focussing on issues around OER access
and collaboration. The aims for this are concrete: We are running a
series of meetings to further focus on feasible projects in this area.
The first meeting will take place on 25th/26th in conjunction with the
Nottingham Open Learning Conference (
http://www.nottingham.ac.uk/olc/ ) and in conjunction with OER Africa
( http://www.oerafrica.org ).”
The report, as all content on the UNESCO OER wiki, is available via CC BY-SA.Comments Off on Global Access to OER – A report by UNESCO
IssueLab, “an open source archive of research produced by nonprofit organizations, university-based research centers, and foundations,” launches their Research Remix Video Contest this week. The contest “aims to engage working artists and digital media students with social issues while encouraging nonprofits to make their research more broadly available and usable through open licensing.” If you recall my interview with co-founder Lisa Brooks earlier this year, a good chunk of IssueLab’s research is licensed under one of the Creative Commons licenses. From the press release,
“Contestants will be asked to remix facts or data from one of over 300 openly licensed research
reports on IssueLab into a video or animation under three minutes in length. Winners will be selected
after the December 31, 2009 deadline, and nonprofits will be able to use all submitted videos freely to
support their causes.
The launch of “Research Remix” coincides with Open Access Week, an international movement that
pushes for broad and free access to research findings and publicly funded studies. IssueLab’s official
participation is marked by its continued commitment to bringing open access and licensing to the
social and policy research fields. “It is especially important that nonprofits consider openly licensing
their research and resources. By giving people the ability to re-use, remix, and share research on
social issues we can much better inform and engage public debate and public policy.”
We encourage you to remix and submit your videos by the year’s end, especially because all finalists receive a free CC t-shirt and buttons (not to mention first prize is a netbook). I’m also one of the judges, so I look forward to your submissions!Comments Off on IssueLab Launches Research Remix Video Contest
Last October, I mentioned that the UNESCO OER Community was developing an OER Toolkit “aimed at individual academics and decision-makers in higher education institutions interested in becoming active participants in the OER world, as publishers and users of OER.” Today, the draft version (1.1) has been released with an announcement by Philipp Schmidt of the University of the Western Cape, South Africa:
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“15 October 2009 — Today the UNESCO OER Toolkit (with support from the UNESCO Communications and Information Sector) was released as a resource for academics and institutions — with a special focus on developing countries — who are interested in participating in open education projects.
OVERVIEW — Most of the Toolkit is designed for academics who are interested in finding and using OER in the courses they teach, or who wish to publish OER that they have developed. Some sections are aimed at institutional decision-makers and academics that [are] interested in setting up a more formal OER project. These projects may start with just a few interested academics but, as they grow, institutional policies, funding and legal constraints become more relevant. Individuals who are not aiming to set up a institutional project may nonetheless be interested to read the whole document. Likewise, institutional planners, IT staff or librarians who are interested in setting up an OER project would benefit from understanding the academic’s perspective.”