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School of Open: “Writing Wikipedia Articles” Course Now Open for Registration

Jane Park, February 3rd, 2014

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_Burba

WIKISOO Burba Badge

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!

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School of Open: What we did in 2013

Jane Park, December 30th, 2013

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.

SOO breakdown

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

…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!
  • fireworks

    Fireworks / Jack-Benny / CC BY-SA

  • 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!

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

school of open logo

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.

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Guest post: What’s behind the success of Copyright 4 Educators Australia?

Jane Park, December 10th, 2013

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.


jessica smith
Self portrait by Jessica Smith / CC BY

Delia Browne
Self portrait by Delia Browne / CC BY

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:

  1. We made it easy for the students to participate.
  2. The course was associated with the NCU, an official government division.
  3. 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:

Hi all,

It’s the last week already! You’ve all done a great job getting here. We’ve been very impressed with the calibre of all the groups’ work in this cycle. In Week 7, you’ll be using everything you’ve learnt throughout the course to help a peer.

This week you should:

*read the Week 7 Readings;
*collaborate with your group to complete Week 7’s assignment;
*post (ie by copying and pasting) your final group answer to your group’s google doc HERE by COB this Sunday, September 22nd;
*leave peer review for Week 7 by COB Tuesday following the assignment due date, September 24th;
*and remember you should also have your peer review for Week 3 finished by COB tomorrow Tuesday, September 17th.

Please note this assignment is only asking you to point to helpful resources – ie, you don’t actually have to answer the question – you simply need to demonstrate that you’re able to find, compile and share helpful copyright resources.

Peer Review

You will peer review the exact same groups every week. Just as a reminder see below:

* Group 1 will review Groups 2 and 3.
* Group 2 will review Groups 1 and 3.
* Group 3 will review Groups 1 and 2.
* [...]

Badges

Since you’ve all now completed Week 6’s assignment, you can apply for the Copyright Exceptions badge HERE.

For more information on P2PU badges, see HERE.

As always, if you have any questions or concerns, just let us know!

Following up

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:

Hi Group 7,

It doesn’t look like you’ve done your peer review for Week 6. Remember this is a requirement of the course. Your group is responsible for leaving peer review for Groups 8 and 9. I can see your group has left feedback for 8 already, so only Group 9 to go!
Let me know if you have any questions or concerns. If you want to see some examples of peer review, you can take a look at some of the other groups’ docs. It doesn’t have to be anything long – just something to show you’ve had a look at the other groups’ work. If it works best for your group, you can also nominate one person per week to represent your group and do the peer review.
Please review Group 9 ASAP. We will leave our facilitator feedback on the docs this afternoon, and it would be most beneficial for you as well as the group you leave feedback for if your reviews were left before we post our comments.

The link to Week 6’s google folder is HERE.

Let me know if I can help in any way!

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.

Onboarding

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

Questionnaire

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!).

Peer support

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.

Conclusion

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.

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School of Open begins investigating its impact with the OER Research Hub

Jane Park, December 2nd, 2013

milton keynes
Milton Keynes / CC BY

I took up residence in Milton Keynes, England, for one week in October as the Linked OER Research Hub Fellow for the School of Open. The School of Open is a community of volunteers from all around the world who are developing free education opportunities on the meaning, application, and impact of openness in their field of choice, whether that’s education, science, research, or community design. The free education opportunities consist of online courses, face-to-face workshops, and in-person training programs. Whatever the format, volunteers seek to help people do what they already do better with the aid of open resources and tools. One obvious example is helping educators to find and use free and open educational resources (OER) for the classroom.

In developing these opportunities, we decided it would be a good idea to simultaneously attempt to measure the impact of our activities. We teamed up with the OER Research Hub for a Linked Research Fellowship, which would provide funding for travel/accommodations and a researcher to help with administering, collecting, and analyzing School of Open data. Since we only just launched in March and have a limited data set to work with, we decided to start by focusing on a subset of our online, facilitated courses. School of Open volunteers administered optional surveys in four courses: Copyright 4 Educators (AUS), Copyright 4 Educators (US), Creative Commons for K-12 Educators, and Writing Wikipedia Articles: The Basics and Beyond. The surveys gather feedback from participants on their sharing practices and attitudes towards OER before and after the course. In combination with feedback from the facilitators themselves and archival course material, we hope to write up a short report on our preliminary findings. This report will likely identify gaps where more research is needed, which we hope to conduct during our next round of facilitated courses in March 2014. Then we will publish a final report with our findings in the third quarter of 2014.

My week with the OER Research Hub

cropped-oer_700-banner-2

As a linked fellow, my week with the OER Research Hub was organized around meeting with Beck Pitt, the researcher I have been working closely with around collecting the data, in addition to meeting the rest of the Hub’s research team and Open University staff working on open education projects of interest to the School of Open. Since I had been and would continue to work on aggregating and analyzing the data remotely, it was crucial to make the most of my stay through face-to-face meetings. Through these meetings, I was thrilled to discover additional areas for collaboration. They are:

  • OER Research course: A School of Open course on how to conduct research openly, especially in the field of OER, to be developed in conjunction with an OER research toolkit that the OER Research Hub team is already developing. The initial concept for the course is still being shaped, but we imagine the course to be for those who are leading open education projects of their own that don’t currently have the resources to measure the impact of their project. This course would equip them with the methods, tools, and familiarity with ethical, privacy, and cultural issues researchers need to consider when conducting research. We aim to have the course developed in time to be part of a facilitated round of School of Open courses in the second quarter of 2014, and to exist thereafter as a stand-alone course for anyone to take at any time.
  • Open Translation course: A School of Open course on open translation, or more specifically, how to translate materials that are openly licensed and what that means. The TESS-India project at the Open University already runs translation workshops for its volunteers in various regions of India to translate OER addressing regional, cultural, and linguistic issues for translation into several Indian languages including Hindi. As part of the workshops, TESS-India will include a day/session on OER and open licensing and what that means for translation. As these workshops will be recorded, we will have video in addition to the workshop resources which can be adapted into an online course for translators around the world. We hope to work with TESS-India to prepare this course for 2014.
  • OpenLearn OER course: A joint OpenLearn and School of Open course on OER, drawing on existing resources like Creating open educational resources.
  • CC license and OER education for the OER Research Hub’s K-12 educator networks, such as the Flipped Learning Network, in the form of webinars and media such as infographics.

mozfest candy
Mozfest candy / CC BY

For our main collaboration — research on School of Open courses — we were able to ready some of the data we had collected for the Mozilla Festival, where Beck hosted a “scrum” on visualizing open education data called the Open Ed Data Detective. Throughout the festival, several participants came by to experiment with the School of Open data along with other data the OER Research Hub made available. In addition to preparing for the data scrum, we collected and compiled most of the initial data on the School of Open courses listed above, including web analytics and data for all 13 stand-alone courses. We outlined a plan for completion of a report on preliminary research findings, follow-up interviews we will conduct with facilitators and course participants, and additional research we will conduct in 2014 during Round 3 of School of Open’s facilitated courses.

For a research residency that lasted less than a week, we made a tremendous amount of progress. I look forward to working closely with the OER Research Hub and Open University staff in the coming months!

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Creative Commons in London: Open Ed Timeline and Mozfest

Jane Park, November 12th, 2013

A few weeks ago, CC co-hosted an open education meetup in London with P2PU, the Open Knowledge Foundation (OKFN), and FLOSS Manuals Foundation. We also led or participated in sessions and tracks on open science, makes for cultural archives, collaborations across the open space, and open education data at the Mozilla Festival immediately following the meetup. Several interesting projects have arisen from both the meetup and sessions, so we thought it worthwhile to mention here in case others would like to get involved.

Hit the Road Map: A Human Timeline of the Open Education Space

A Human Timeline of Open Education
A Human Timeline of Open Education / CC BY

In addition to networking and sharing our common open education interests, participants of the Open Ed Meetup at the William Goodenough house collectively built a timeline of events that they felt marked important (and personal) milestones in the open education space, from the beginning of the Open University in 1969 to Lessig’s countersuit against Liberation Music this year. The timeline was a great collaborative exercise for the group, and one that we hope is only beginning. As Marieke from the OKFN writes in her post,

“…the plan is to digitise what we have by moving all the ideas in to Google Docs and then create a TimeMapper of them. This may form part of the Open Education handbook. At that point we will be able to share the document with you so you can add more information, correct the date and add in your own ideas. We may even try to run more open education timeline events.”

In fact, CC affiliates in Europe will be co-hosting the second Open Education Handbook booksprint with the OKFN and Wikimedia in Berlin as a result!

To see photos from the meetup, see both Creative Common’s and OKFN’s Flickr streams. Contribute to the timeline here.

Mozilla Festival

Getting hands-on with tools on the web for Open Science

by Billy Meinke

old gauges from automobiles
Gauges / Samuel Z. / CC BY

In another team-up with the Open Knowledge Foundation (OKFN), we ran a session investigating tools on the web that help make science more open. Hinging on the theme of alternative ways to measure (altmetrics) scholarly impact, collaborators joined us in the session and got hands-on with tools that we can use to see how publications and other research outputs are talked about and shared on the web. To help build content for lessons linked to the Open Science course in the School of Open, participants tested a handful of free tools to see what they were able to measure, how usable the tools were, and considered ways to share this with others who aren’t familiar with altmetrics. We will be organizing the content over the next few weeks, and offering the altmetrics lesson as a standalone exercise once it’s complete. For more information about how the session went, see this blog post.

Collaborations across the Open Space

Collaborations Across the Open Space
Mozfest: Collaborations Across the Open Space / CC BY

We also participated in a session with Wikimedia, OKFN, and other orgs to talk about how we could better collaborate and share news among our organizations so we don’t keep reinventing the wheel. I won’t go into detail here, as the wiki session writeup does it much better, and has continued to grow since the festival. For example, something as simple as a blog aggregator for all “open” related news would help those working in this space tremendously. To join our efforts, head over to the wiki and add your thoughts and be notified of follow-up meetings.

Digital Self Preservation Toolkit

mozfest candy
Seeking a lawyer… / CC BY

One neat thing to come out of this year’s Mozfest was the beginnings of a Digital Self Preservation Toolkit exploring the idea of what happens to your body of creative, educational, or scientific work when you die. Some questions we asked and discussed were: In your country, what happens to your work when you die? What steps can you take to ensure its posterity? How would you want it shared and who would you want to own it? Our initial aim was to develop a set of tools and tips to help people think through how they might want to release their work upon death, building on an idea that the Question Copyright folks had last year around a free culture trust. Skirting the technical and legal issues for the time being, we came up with a prototype IP donor badge that creators might use to signify their intent, a concept form that they would fill out, and a mock-up website where such a toolkit might reside. We are now continuing our efforts in collaboration with folks from numerous organizations interested in the same questions, and you can join us to move the project forward at the Free Culture Trust wiki.

OER Research Hub’s Open Education Data Detective

Lastly, we’d like to highlight our collaboration with the OER Research Hub, who held a “scrum” on visualizing open education data called the Open Ed Data Detective. Participants experimented with open education data that the OER Research Hub made available, including data on School of Open courses.

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Open Science Course — a cool connected science experience!

Billy Meinke, September 30th, 2013

This past August, I facilitated an online peer-learning course in the School of Open introducing open science to newcomers, and Michelle Sidler worked behind the scenes to keep things glued together. This guest post was written by Michelle, and gives a look at how things went teaching an entirely free course on open science over the web. It’s pretty cool.

Guiding Students through the Course

During last month’s round of School of Open courses, I helped out with a facilitated version of the Open Science course supported by Creative Commons, the Open Knowledge Foundation, and PLOS. On four Tuesdays in August, Billy Meinke hosted online discussions with a handful of well-known members of the open science community while participants from around the world completed course modules and blogged about their experiences. Here’s how things went down.

Screen Shot of P2PU Online Course

Note: The course materials and online discussions are available on the Open Science P2PU course page, and will continue to grow over the next few weeks as participants share blog about their experiences working with aspects of science that are either open or not.

Participant Blogs

While completing course units, participants blogged their experiences, offering reflections and insights about open science and sharing online resources they found. Participants were researchers and scientists from around the world, including biologists, climatologists, librarians, and even musicians.

Though we are still working through much of the blog posts, here are some examples of people learning about open access, open data, and open research for free through the School of Open:

The first of three modules introduced the topic of open access (OA), and after browsing through content about OA, learners were to report on the openness of published research articles they found on the web. A learner named Peter Desmet provided a fine overview of the history of open access and the different “flavours” of open access in an entry on his blog. The second module led folks to the topic of open data for science, where a peer by the name Odon shared her process of learning through her blog, Odonlife. Her writings offered definitions and descriptions of open data and assessed the openness of datasets she found online. Drawing from these lessons, she also described her experiences contributing to open data crowdsourcing projects and how they inspired her to start a similar project. For the third unit on open research, a peer in the course named Nicki Clarkson described the work of Jon Tennant, a paleontologist and open science advocate who deposited the data from his PhD research into the Paleontology Database, a repository for similar data. Jon even commented on her post, thanking her for the shout-out—another example of the ways in which open information brings researchers together!

odonlife blog screenshot

Featured Speakers

In addition to supporting the online course participants, Billy Meinke hosted online discussions with many open science friends and advocates from many locales and types of involvement with science around the world. Guests from a variety of organizations joined open, broadcasted Google Hangouts and shared their experiences in open science with dozens of learners watching each stream. Thanks to all the guests who took the time to chat with us about open science! Links to the video and etherpad notes (taken during the live sessions) can be found on the Open Science course page.

Screen Shot of P2PU Online Course

Taking the Open Science course further

The Open Science course doesn’t end when we complete the units and assignments. Continue the conversation by spreading the word to other scientists about this resource and encouraging them to participate. There has been interest in volunteer translation efforts and other adaptations of the material. Anyone is free to do so, in compliance with the CC BY-SA license on the course. Much of the material is licensed CC BY or CC0, which give even more open reuse rights!

school of open logo

If you’d like to find out more about what’s happening with this course and others in the School of Open, head on over to the School of Open Google Group and join the discussion! You can also sign up to be notified when the next facilitated course launches, likely in Spring 2014.

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Open curriculum alternatives to MPAA’s new anti-piracy campaign for kids

Jane Park, September 25th, 2013


Adventures in copyright / opensourceway / CC BY-SA

It has come to our attention that the Motion Picture Association of America, the Recording Industry Association of America, and top internet service providers are drafting curriculum to teach kids in California elementary schools that copying is wrong, or as Wired.com puts it, “Downloading is Mean!”

This message is way too simple. In this digital age, the most important thing we should be teaching kids is to be creative and take full advantage of all the web has to offer. Copyright, asking permission, open licensing, and all the other legal nuances, should be seen as secondary (and even complementary) to this purpose. We should be starting with the things kids can do versus what they can’t do.

In addition to the campaign’s overly simple and negative approach, other issues include the complete absence of fair use from the curriculum — exceptions and limitations to copyright that allow various uses of copyrighted materials for educational, journalistic and other purposes. Wired.com reports, “Its president, Marsali Hancock, says fair use is not a part of the teaching material because K-6 graders don’t have the ability to grasp it.”

Assuming the net generation and their younger counterparts are as dumb as assumed in the above statement, the curriculum still leaves out a crucial and growing part of the Internet landscape — the commons of free and open materials in the public domain and/or released under open licenses that actually encourage copying, redistribution, revision, and remix! In short, everything this simplified anti-piracy campaign is conveniently leaving out in its copyright curriculum for kids.

There is a more balanced approach to educating kids about copyright that includes the alternatives, and here are some organizations and experienced educators who have developed copyright curricula. The following list of resources are open educational resources (OER), licensed under a CC license that enables free and legal reuse, redistribution and remix. In short, stuff that is free and just fine and even great to copy!

Copyright curriculum for kids

Common Sense Media’s K-12 Digital Literacy & Citizenship Curriculum

Common Sense Media has developed a comprehensive K-12 Digital Literacy & Citizenship Curriculum for educators to use in their classrooms. Part of the curriculum focuses on Creative Credit & Copyright, which you can navigate easily via their Scope & Sequence tool. The resources are aligned to Common Core standards and licensed under CC BY-NC-SA.

New Media Rights Copyright FAQ Videos

New Media Rights has developed a series of short Copyright FAQ YouTube videos (because what better way to interact with youth but through YouTube?) answering common questions about copyright and the public domain. These videos are drafted by lawyers and read by students and are licensed under CC BY.

Electronic Frontier Foundation’s Teaching Copyright Curriculum

EFF developed this copyright curriculum for teachers to use in the classroom several years ago to counter campaigns like the one above, proving that topics like fair use can be taught! Teachingcopyright.org is available under CC BY.

Australia’s Smartcopying Guide for Schools and Interactive Resource for Kids

Australia has an official website for its schools regarding copyright for educators and students. However, this website, called Smartcopying, doesn’t just cover Australian copyright law — it also covers open educational resources and Creative Commons licenses. It’s quite the comprehensive resource with lesson plans, info sheets, videos, and more, and is licensed under CC BY-SA. This includes All Right to Copy, an interactive web activity “designed to teach students about copyright, and how it impacts them as both users and creators.” These resources are useful even if you’re not Australian, so check it out at http://www.smartcopying.edu.au/ and navigate using the horizontal menu to the topic of your choice.

National Library of New Zealand’s Free to Mix Guide for Educators

The National Library of New Zealand takes a different approach to copyright education; instead of focusing on what students can’t do, it focuses on what teachers and students can do with its Free to Mix guide. The guide was popular enough to spin off its own remix by CC New Zealand (pdf) with beautifully done graphics. Both versions are licensed under CC BY.

Shared Creations: Making Use of Creative Commons

Emily Puckett Rogers and Kristin Fontichiaro with the University of Michigan created this short and colorful lesson plan book for elementary school teachers that covers copyright, the public domain (even trademarks and patents!), and Creative Commons. This book is short and sweet with age-appropriate activities (that are even fun for adults). You can browse the book for free online or purchase a hard copy at the publisher’s website. The book is licensed CC BY-NC-SA.

School of Open’s Copyright 4 Educators

The School of Open, a community of volunteers around the world providing free education opportunities on the meaning and impact of openness in the digital age, offers an online course called Copyright 4 Educators. While this course (offered as adapted to both US and AUS law, but open to anyone) is primarily designed for educators and not kids, teachers can take what they’ve learned and then relay it to their students. The School of Open also offers more kid-friendly resources such as Get CC Savvy, Teach someone something with open content, and numerous lesson plans and activities integrated in CC for K-12 Educators. All School of Open courses on the P2PU platform are licensed under CC BY-SA; others hosted elsewhere may be licensed under CC BY.

This list is not exhaustive; if you know of other copyright education resources, please share them below! And if you would like to contribute to providing free copyright, OER, or CC education opportunities for kids (or adults), please join the School of Open community in its efforts! Visit http://schoolofopen.org/ to get started.

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Join School of Open, OKFN, and FLOSS for an evening in London

Jane Park, September 25th, 2013

Join us for a fun evening event on 24 October in London! The School of Open community along with members of the Open Knowledge Foundation and FLOSS Manuals Foundation is holding a meetup at the Large Common Room in the William Goodenough House (yes, that’s a real name!). Details at the Eventbrite and below.

Sport (?) 1911 (LOC)
Sport (?) 1911 (LOC) / Bain News Service,, publisher / No known copyright restrictions

Hit the Road Map: A Human Timeline of the Open Education Space

Join the School of Open (Creative Commons & P2PU), the Open Knowledge Foundation, and FLOSS Manuals Foundation for a fun evening to connect with your peers in the open education space! So many efforts exist to “open” up education around the world. How can we help connect these efforts? We’d like to start by collaboratively building a human timeline of open education — Do you remember when and where you first became aware of open education? When did you first become passionate about “open” or participate in an “open” event or job? Where and what was it? What else in this area has most inspired you? We will share experiences and manually place ourselves along a real world timeline (think rolls of butcher paper, markers, glitter is optional). Then we’ll start fleshing out the timeline with key events and persons that we think brought the open education and knowledge movement to where it is today. We’ll stop whenever we get tired, make merry with refreshments and snacks, and digitize whatever we have by the end of the evening for further contributions from everyone and anyone on the web. We’ll make the resulting timeline available openly (either via CC0, CC BY, or CC BY-SA), and feature it in a chapter of the Open Education Handbook!

Due to the awesome, but limited space, this event will be first come, first serve, capping registrations at 30 participants. Please update your registration if you cannot make it to make room for those on the waiting list!

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School of Open, Round 2: Courses open for sign-up

Jane Park, July 22nd, 2013

Miss Boyer's Kindergarten Class, 1917
Miss Boyer’s Kindergarten Class, 1917 / UA Archives | Upper Arlington History / No known copyright restrictions

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 logo

School of Open
http://schoolofopen.org/
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.


School of Open logo incorporates “Unlock” icon from The Noun Project collection under CC BY.

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Free Wikipedia course offered through the School of Open

Jane Park, May 6th, 2013

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%2C_Communicate_OER
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.

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