Filed under: Creative Commons, Innovation, MOOC, Open Educational Resources (OER) | Tags: Coursera, DS106, edX, Learning and Knowledge Analytics, NovoEd, OpenupEd, pedagogy, PLENK, Social Media & Open Education, Udacity
There is a great deal of energy, enthusiasm, and change happening in today’s education sector. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to create new forms of education. Open Educational Resources (OER) (including open textbooks), Open Access, and Massive Open Online Courses (MOOCs) have all gained traction as significant drivers of education innovation.
MOOCs in particular are stimulating widespread discussion around the potential to reach and serve hundreds of thousands of learners who would otherwise not have access to education. Like all of you I’ve been tracking MOOC’s with great interest.
While MOOC’s have attracted huge attention, and hype, for supporting massive enrollments and for being free its the pedagogical aspects of MOOC’s that interest me the most.
The challenge is this – How can you effectively teach thousands of students simultaneously? I’m fascinated by the contrast between post-secondary faculty and K-12 teacher contract agreements that limit class size and the current emergent MOOC aim of having as many enrollments as possible. What a dichotomy.
MOOC’s have done a great job at creating courses open to massive enrollments from anywhere around the world. But how well are MOOC’s doing at actually successfully teaching those students? Based on MOOCs equally massive dropout rates having teaching and learning success on a massive scale will require pedagogical innovation. It’s this innovation, more than massive enrollments or free that I think make MOOC’s important. Let me explain.
MOOC’s originated in Canada and I’ve been fortunate to have followed and experienced the early pioneering work of people like Stephen Downes, Alec Couros, Dave Cormier, and George Siemens. In 2007 there was Social Media & Open Education, in 2008 & 2009 Connectivism, in 2010 Personal Learning Environments Networks and Knowledge, in 2011 Learning and Knowledge Analytics which we hosted in the BCcampus SCoPE online community. For a more complete listing see Stephen Downes Partial History of MOOC’s.
All of these early MOOC’s were open to anyone to participate. Some of these early MOOC’s, taught by university faculty, had tuition paying students taking the course for university credit who were joined in the the same class with non-tuition paying, non-credit students who got to fully participate in a variety of non-formal ways. Alec Couros pedagogically designed his graduate course in a way that relies on the participation of non-credit students. Other early MOOC’s were solely offered as a form of informal learning open to anyone for free without a for-credit component.
Alec Couros produced a YouTube trailer for his Social Media & Open Education course that conveys a bit of the creative fun associated with these early MOOC’s.
The most fascinating aspect of these early MOOC’s was the pedagogical approach. Dave Cormier in this YouTube video maps out the five steps to success in a MOOC – 1. Orient, 2. Declare, 3. Network, 4. Cluster, 5. Focus.
He goes on to explain in this Knowledge in a MOOC YouTube video that a MOOC is just a catalyst for knowledge and that knowledge in a MOOC is emergent.
The “How this course works section” of the Personal Learning Environments Networks and Knowledge MOOC provided participants with the following:
PLENK2010 is an unusual course. It does not consist of a body of content you are supposed to remember. Rather, the learning in the course results from the activities you undertake, and will be different for each person.
In addition, this course is not conducted in a single place or environment. It is distributed across the web. We will provide some facilities. But we expect your activities to take place all over the internet. We will ask you to visit other people’s web pages, and even to create some of your own.
This type of course is called a ‘connectivist’ course and is based on four major types of activity.
The four types of activity are described as; 1. Aggregate, 2. Remix, 3. Repurpose, 4. Feed Forward.
I encourage you to read the full description here.
In those early pioneering days MOOC’s were exciting for their pedagogy!
Even the courses were about innovative pedagogy – Social Media & Open Education, Connectivism, Personal Learning Environments, Learning Analytics.
In 2011 MOOC’s migrated to the US with Jim Groom’s DS106 Digital Storytelling at the University of Mary Washington in Virginia. DS106 is a credit course at UMW, but you can also be an “open participant“. As described in About ds106 you can “join in whenever you like and leave whenever you need. This course is free to anyone who wants to take it, and the only requirements are a real computer, a hardy internet connection, preferrably a domain of your own and some commodity web hosting, and all the creativity you can muster.”
DS106 took MOOC’s in new pedagogical directions.
DS106 has a highly innovative pedagogical approach to assignments. Rather than confidential, secret assignments created by faculty, ds106 course assignments are collectively created by course participants over all offerings of the course and are posted online in an Assignment Bank anyone can access.
Rather than specifying assignments everyone must do, participants choose from ones in the Assignment Bank. Each assignment has a rated difficulty of 1 to 5 stars and a particular assignment for a course topic might require students to complete 10 stars worth of say mashup assignments, or design assignments, or audio assignments – there are ten different assignment categories. This model of having course participants collectively build the course assignments which are then used by students in future classes is a hugely significant pedagogical innovation.
I’ll always remember ds106 as the first ever online course with its own radio station ds106 radio. I was totally impressed by the enthusiasm, connection, and devotion the radio station generated in course participants. The pedagogical potential of a course radio station is an exciting but relatively unexplored opportunity. I’ve been disappointed to not see this innovation adopted by other initiatives.
The next big step for MOOC’s came in the fall of 2011 when Stanford Engineering professors offered three of the school’s most popular computer science courses for free online as MOOC’s – Machine Learning, Introduction to Artificial Intelligence, and Introduction to Databases. The Introduction to Artificial Intelligence course offered free and online to students worldwide from October 10th to December 18th 2011 was the biggest surprise. Taught by Sebastian Thrun and Peter Norvig this course really was massive attracting 160,000 students from over 190 countries.
Pedagogically though these MOOC’s from Stanford were a step backward. The teaching and learning experience was comprised of watching video lecture recordings, reading course materials, completing assignments and taking quizzes and an exam. Gone were the rich pedagogical innovations from the earlier MOOC’s. Instead these MOOC’s simply migrated campus-based didatic methods of teaching to the online environment. Most disappointing of all was the absence of any effort to utilize the rich body of research that had already been done on how to teach online effectively.
While didactic, lecture based methods of teaching have long been the mainstay of bricks and mortar schools we know that this method of teaching does not transfer well to online. For this reason alone I’m not surprised MOOC’s have high drop out rates.
Sebastian Thrun’s experience teaching the Stanford Artificial Intelligence MOOC was so compelling that he left Stanford and raised venture capital to launch Udacity with a mission to change the future of education by making high-quality classes affordable and accessible for students across the globe.
The Udacity FAQ provides some explanation of the pedagogy. Udacity courses include lecture videos, quizzes and homework assignments. Multiple short video sections make up each course unit. Each video is roughly five minutes or less, giving you the chance to learn piece by piece and re-watch short lesson portions. All Udacity courses are made up of distinct units. Each unit is designed to provide a week’s worth of instruction and homework. However, since Udacity enrollment is open, you can take as long as you want to complete Udacity courses. Udacity courses include discussion forums and a wiki for course notes, additional explanations, examples and extra materials. Each course has an area where instructors can make comments but the pedagogical emphasis is on self-study.
In a nod to the importance of discussion in online learning Udacity courses do have discussion forums where students can post any ideas and thoughts they have about the course, ask questions, and receive feedback from other students. Forum posts can be “up-voted” by other students simply by clicking a thumbs up button on the left side of the post. When a question or answer is up-voted, the student who posted it gains “karma points”. These points serve as a rough measure of the community’s trust in him/her. On the other hand, if a post is misleading, it will be down-voted. Various moderation tasks are gradually assigned to students based on those points. The inclusion of discussion forums is a definite plus for Udacity MOOC’s as they provide a means for students to help and learn from each other. Udacity should be encouraged to move beyond using discussion simply as an informal system of help to being a key means by which learning occurs and more tightly integrate discussion into the content and assignments.
Further indication of the importance of enhancing MOOC’s with social learning can be seen by the fact that Udacity students have begun to organize their own meetups where local students physically meet to study together, ask questions, and share ideas. Udacity has put in place a community site to help students do this and 3,199 students have formed study groups across 520 cities.
In late December 2011 MIT announced edX with the aim of letting thousands of online learners take laboratory-intensive courses, while assessing their ability to work through complex problems, complete projects, and write assignments. As with other MOOC style offerings students won’t have interaction with faculty or earn credit toward an MIT degree. However, for a small fee students can take an assessment which, if successfully completed, will provide them with a certificate from edX.
Pedagogically I find edX odd. First their primary goal as stated in their FAQ is to improve teaching and learning on campus. Say what? You want to do a MOOC that teaches tens of thousands of students online in order to improve teaching on campus?
Second edX describes one of its distinguishing features as supporting faculty in conducting significant research on how students learn. There is no mention of applying research coming out of online learning to edX. Its almost as if online learning has yet to be invented. This makes it seem that the edX MOOC students are merely guinea pigs whose learning data will be collected by faculty as research data and used to benefit and improve the learning experience of tuition paying on-campus students.
A third edX oddity is that it isn’t trying to levearge MIT’s own OpenCourseWare materials by combining them with innovative online learning pedagogies for use as MOOC’s. Its almost like MIT edX and MIT OCW are from completely different institutions that have nothing to do with each other.
The focus of edX so far seems primarily to be not on pedagogy but on engineering an open source MOOC platform. In a strange twist edX announced in April 2013 that it has merged its own software development efforts with Class2Go an open source MOOC platform developed by eight engineers in Stanford’s computer science department. I think its great that this platform will be open source but I’m mostly interested in the extent to which the tool builds in support for effective, scaleable online learning pedagogies.
Class2Go supports videos from professors with in-video quizzes, formative and summative exercises, and frame extracting that lets students jump to a specific part of a video. Does this sound like pedagogical innovation to you? The only concession I see to the rich research of online learning is inclusion of discussion forums to “get people talking.” I wish edX was a little less engineering centric and way more pedagogically centric.
Coursera founded by computer science professors Andrew Ng and Daphne Koller from Stanford University launched in April 2012 as an educational technology company offering massive open online courses (MOOCs). Shortly after launch Coursera was working with Stanford University, the University of Michigan, Princeton, and the University of Pennsylvania. By February 2013 Coursera had over 69 university partners and was offering courses in Chinese, Italian, and Spanish.
Coursera is one of the few MOOC’s that actually describes its pedagogical foundations.
Coursera pedagogy involves video lectures, mastery learning, and peer assessment. Coursera is providing its university partners with a flipped classroom opportunity whereby the lecture, course reading, and to some extent assessment and peer-to-peer interaction for campus-based tuition paying students are handled in the MOOC with on-campus activities focused more on active learning. However, for Coursera MOOC participants who are not tuition paying campus-based students there is no active learning component. Although once again students are tossed a tidbit of social learning in the form of discussion forums. Lo and behold this actually improves learning as Clint Lalonde points out in “Online interaction improves student performance. Gee, imagine that.”
All of these new MOOC’s are focused on objectivist and behaviourist methods of teaching and learning. Their pedagogy is based on an assumption that when there are tens of thousands of learners social learning isn’t feasible. So instead of interaction with a person these MOOC’s focus on replacing the human social component of learning with a kind of artificial intelligence interaction with the platform. Coursera holds this up as good practice by noting, “Even within our videos, there are multiple opportunities for interactions: the video frequently stops, and students are asked to answer a simple question to test whether they are tracking the material.” Designing MOOC pedagogies based on what some are calling robot marking jeopardizes quality, learning outcomes, and ignores best practices in online learning.
I’m not the only one who thinks MOOC pedagogy needs work, see:
MOOCs and the Quality Question
What’s right and what’s wrong about Coursera-style MOOCs
MOOC pedagogy: the challenges of developing for Coursera
Students tend to find online behaviourist and objectivist learning pedagogies boring, impersonal, and not interactive or engaging. But those of us who have been working in the field and taken exemplary online learning courses know that in fact online learning pedagogies can be incredibly social even more so than campus-based courses. It is relatively easy to instructionally design online learning so that every student engages in deep discourse.
Early MOOC’s and exemplary online learning pedagogies recognize and utilize the breadth of knowledge and experience students participating in the course have. The magic of online learning happens when extensive effort is made to tap into student expertise through blogs, chat, discussion forums, wikis, and group assignments. Socio-constructivist and connectivist learning theories acknowledge and embrace the social nature of learning. Learning is not just acquiring a body of knowledge and skills. Learning happens through relationships. The best online pedagogies are those that use the open web and relationship to mine veins of knowledge, expertise, and connections between students, between students and the instructor, and between students and others on the open web.
The big new MOOC’s also seem to be ignoring Open Educational Resources (OER) and the incredible pedagogical affordances openly licensing course content brings. Many of the early MOOC’s were not just open in terms of enrollment they were open in terms of utilizing the open web, utilizing open content, and making continuous improvement of courses an integral part of the teaching and learning experience. The new MOOC’s seem intent on enclosing students in a closed environment that is locked down and DRM’ed in a proprietary way. See Coursera, Chegg, and the Education Enclosure Movement for a good description of this direction.
Like many of my Canadian brethren I mourn the loss of early MOOC pedagogical innovations and find diagrams like this that purport to show Major Players in the MOOC Universe a form of colonialism that attempts to rewrite MOOC history.
However, I do see MOOC’s as a major innovation and hold out hope that other MOOC providers will differentiate themselves by being open and by fully utilizing social learning.
NovoEd has caught my eye. New MOOC Provider Says It Fosters Peer Interaction
And OpenupEd the first Europe-wide MOOC initiative, launched with the support of the European Commission. OpenupEd is committed to Digital Openness using open source software, open access, and open educational resources for their MOOC’s.
Let me end with my own pedagogical recommendations for MOOC’s:
- Be as open as possible. Go beyond open enrollments and use open pedagogies that leverage the entire web not just the specific content in the MOOC platform. As part of your open pedagogy strategy use OER and openly license your resources using Creative Commons licenses in a way that allows reuse, revision, remix, and redistribution. Make your MOOC platform open source software. Publish the learning analytics data you collect as open data using a CC0 license.
- Use tried and proven modern online learning pedagogies not campus classroom-based didactic learning pedagogies which we know are ill-suited to online learning.
- Use peer-to-peer pedagogies over self study. We know this improves learning outcomes. The cost of enabling a network of peers is the same as that of networking content – essentially zero.
- Use social learning including blogs, chat, discussion forums, wikis, and group assignments.
- Leverage massive participation – have all students contribute something that adds to or improves the course overall.
Filed under: Creative Commons, Digital Economy, Innovation, Open Educational Resources (OER) | Tags: Artists, creative commons, Creative Commons Canada, Crowdfunding, economics, OER, open access, Open Education Conference, open textbooks
October was an action packed month with the Creative Commons Canada Salon, Open Education Conference, and BCcampus OER Forum.
Some personal highlights:
The BC Ministry of Advanced Education, Innovation, and Technology open textbook announcement. This initiative will support creation of open textbooks for the 40 most popular first and second-year courses in the province’s public post-secondary system. The open textbooks will be openly licensed and made available for free online, or at a low cost for printed versions, to approximately 200,000 students. I’m especially pleased that BCcampus will lead the implementation of this initiative engaging B.C. faculty, institutions, and publishers through an open request for proposals. Tony Bates’ excellent blog provides additional insight and I personally am hopeful that some coordination can happen between BC and California where, in late September, Governor Jerry Brown signed two bills that provide for the creation of free, openly licensed digital textbooks for the 50 most popular lower-division college courses offered by California colleges.
Visual Notes of Honourable John Yap’s announcement at #opened12 (CC BY-NC-SA) by Giulia Forsythe
Giulia Forsythe’s graphic facilitation skills wonderfully captured the BCcampus OER Forum events too. See – BCcampus OER Forum Summary.
The Open Education Conference was fantastic this year. The jam-packed program had an amazing array of sessions organized around micro-themes including – world wide initiatives, business models, open textbooks, open assessment, alternate credentials, social media and OER, data and analysis, and open from a wide range of perspectives including legal, faculty, students and librarians. Open has clearly gone beyond content and is pervading the entire education sector. The conference web site program has presentation materials and audio streams from sessions. I encourage you to explore them and see for yourself how open education is evolving. A stand out highlight was the evening dinner boat cruise with an awesome OpenEd music jam featuring attendees plus Gardner Campbell and John Willinsky, two of the keynote presenters. A conference where the keynote speakers rock out – my kind of conference! Enjoy it yourself:
Special thanks to Novak Rogic for these awesome videos.
While there is a great deal to assimilate coming out of all these events, I find myself thinking about matters from the Creative Commons Canada Salon that took place in Vancouver 15-Oct-2012.
This event featured a panel of practicing artists sharing how and why they use Creative Commons licenses for their works. I found the remarks of documentary filmmaker Ian MacKenzie especially intriguing. Ian referenced the gift economy, alternative ideas on money and the public commons from the book Sacred Economics, and crowdfunding.
Here’s why this is occupying my thinking. There is a natural inclination to think that Creative Commons open licenses are in opposition to financial remuneration. The thinking goes like this: “If I license my creation in a way that gives others permission to freely access and use it I’m forgoing financial compensation associated with charging for access and use.”
As I consider this I am puzzled by what I see in education.
Lets say I’m an educator employed by a public educational institution. My salary is essentially paid for by public taxpayer dollars. Given the way the economy works – if you pay for a good you get that good, it’s natural to expect that works developed by the educator should be freely accessible for use by the public. Yet this is not the case. Course materials educators create during their publicly paid for employment are not freely available to the public that paid for them. Shouldn’t public funds result in a public good?
But, you might say, it takes money to make the course materials educators create available to the public. This is true, but digital changes the economics of doing so. With digital the cost of copying is close to $0. The cost of distributing digitally is close to $0 as was so eloquently laid out by David Wiley in his presentation at the BCcampus OER Forum. See David Wiley’s presentation in it’s entirety Why Open Education and OER, and their implications for higher education institutions.
Lets try a different example. Lets say I’m faculty engaged in research. I apply for research grants from the national government and use those grants to conduct my research. When I complete that research the results ought to be available to the public who paid for them. But, and this is what I find puzzling, public access to the results of research requires another payment of public money in the form of a journal subscription fee even when the journal is digital. Given that the peer-review process is also supported through public funds, the public ends up paying for something three times, as Dieter Stein outlined in his keynote “Open access: effects and consequences in the management of scientific discourse.” at the University of British Columbia’s Open Access Week. The public 1. pays the scientist, 2. pays to publish, and 3. pays to buy publication. Why does the public have to pay three times?
For more on this I highly encourage you to watch Open Access Explained? from PHD Comics.
See why I’m puzzled? The economics underlying public education are not in line with our expectations of how economies work and, even more puzzling, aren’t in the best interest of the public who is paying for it.
But let me come back to my earlier point. There is a natural inclination to think that Creative Commons open licenses are in opposition to financial remuneration. The thinking goes like this: “If I license my creation in a way that gives others permission to freely access and use it I’m forgoing financial compensation associated with charging for access and use.”
At least in the context of someone being paid by public funds an open license that gives others permission to freely access and use the work isn’t in opposition to financial remuneration. The financial remuneration took place. The Creative Commons license ensures the obligation to the public is fulfilled.
However, what if we look at this from the perspective of an artist, a writer, a musician, a filmmaker. I’d expect artists to be thinking, “I made this and if anyone is going to make money on it it’s going to be me.”
Is it possible to openly license your creative work and still make a living?
I keep coming back to this question as it seems fundamental and generalizable to everyone.
Special thanks to Martha Rans for ensuring it stays front and centre in my thinking.
And so with this question on my mind I paid special attention when Ian Mackenzie spoke at the Creative Commons Canada salon.
Ian Mackenzie speaking at the Creative Commons Canada salon.
My exploration of Ian’s remarks around the gift economy, alternative ideas on money, the public commons and crowd funding took me in interesting directions. Here’s a bit of what I found.
Sacred Economics is a radical rethink of societal values, the role of government, and the commodity we use as money. It envisions decentralized, self-organizing, emergent, peer-to-peer, ecologically integrated expressions of political will. Government becomes the trustee of the commons including “the surface of the earth, the minerals under the earth, the water on and under the ground, the richness of the soil, the electromagnetic spectrum, the planetary genome, the biota of local and global ecosystems, the atmosphere, the centuries-long accumulation of human knowledge and technology, and the artistic, musical, and literary treasures of our ancestors.”
Sacred Economics imagines an ecology of money with many complementary modes of circulation and exchange. In a sacred economy, money goes to those who “contribute to a more beautiful world – for community, for nature, and for the beautiful products of human culture.”
I’m not doing the Sacred Economics justice. There is much to admire and ponder in this work. For a more complete synopsis I encourage you to view Ian Mackenzies video on Sacred Economics.
I found the ideas on alternative forms of money intriguing and spent some time looking at Bit Coin see here and here.
I also ended up checking out a Policy Agenda for the Sharing Economy.
Ian has developed expertise with crowdfunding to the extent that he now offers consulting, strategy sessions and workshops on crowdfunding. His web site has a great list of crowdfunding resources and platforms. The crowdfunding platform listing is particularly interesting as it differentiates general crowdfunding platforms from specialized ones dealing with things like Business, Environmental, Scientific, Social Causes & Non-Profits and hey, even Education! Did you know that Scolaris crowdfunds personal scholarship fundraising?
How about Degreed? Degreed is crowdfunding to create the world’s first Digital Lifelong Diploma, which will ‘jailbreak’ the degree and enable learners to reflect everything they’ve learned, from any source, throughout their lives.
At Kickstarter there is a whole section devoted to artists who are seeking and getting remuneration for their Creative Commons licensed work. See http://www.kickstarter.com/pages/creativecommons.
As I consider larger world events around financial markets, bailouts, and countries massively in debt or bankrupt it makes we wonder whether indeed our current economic model and it’s underlying financial system is serving us well. Clearly a sharing economy, alternative forms of money, and crowdfunding are changing social norms. Whole new conventions around getting paid, raising money, and making an investment are emerging.
Creative Commons licenses are situated within this changing landscape. As I explore the financial remuneration opportunities associated with use of Creative Commons licenses it’s important to point out that Creative Commons license options specifically offer creators choices around licensing their work in ways that provide others with permissions that specify commercial or non-commercial use. An artist who openly licenses their creative work with a Creative Commons license can do so in a way that specifies that users can copy, adapt, modify, publish, display, publicly perform and communicate the work but only for non-commercial purposes. This ensures any financial remuneration coming from the work goes to the creator. On the other hand it encumbers the work with restrictions that may prevent users from using the work in innovative and entrepreneurial ways which the creator could benefit from downstream.
There are a great many differing opinions out there around the suitability of different Creative Commons licenses for different use cases. In fact this is a hotly debated topic right now. See:
- Students for Free Culture (SFC) blog post: Stop the inclusion of proprietary licenses in Creative Commons 4.0.
- Creative Commons blog post: Ongoing discussions: NonCommercial and NoDerivatives
- OKFN blog post: Making a Real Commons: Creative Commons should Drop the Non-Commercial and No-Derivatives Licenses
- Richard Stallman post: On-line education is using a flawed Creative Commons license
I especially appreciated David Wiley’s observations on these discussions in a 27-Nov-2012 Oer-community post where he commented:
“Just as there is not One True License, there is not One True Perspective on this debate. A few examples:
- Some people look at OER issues from the perspective of the content, and some see them from the perspective of the people who use the content. Content-p drives people to favor SA licenses, to insure that derivatives of the content always remain free. People-p drives people to reject SA, so that derivers always remain free to license their derivatives as they choose. Which is the One True Perspective?
- In this thread we have already seen people who view NC from the perspective of the licensor and others who see NC from the perspective of the licensee. Licensor-p sees NC as enabling and facilitating commercialization. Licensee-p sees NC as forbidding commercialization. Which is the One True Perspective?
- As we’re also seeing on this thread, we can look at OER from the perspective of Access to content (without which permissions granted by licenses are meaningless) and from the perspective of the permissions granted by Licenses. I recently discussed these two perspectives in more detail on my blog (http://opencontent.org/blog/archives/2596). Which of these perspectives is most important? Which is the One True Perspective?
- As a final example, some people look at “open” from the perspective of a Bright Line test, while others take a more Accepting perspective. Bright Line-p enables people to make clear distinctions between what is and what is not open. Accepting-p enables people to recognize and value movements toward becoming more open, without passing judgments on people who “aren’t there yet.” Which of these is the One True Perspective?
…LICENSING ARGUMENTS ARE ARGUMENTS OF PERSPECTIVE. When we argue that one particular way of licensing is better than others, we’re really arguing that one perspective is better or truer than others. In other words, whenever we make an argument that says “everyone should use a [free | NC | etc.] license,” we are making a _religious_ argument – an argument which dictates the perspective by which we think everyone else should be judged.
When we move licensing outside the realm of religion, we can recognize the … importance of perspective. We can also realize that, depending on the peculiarities of a specific context and the personal or organizational perspectives of a specific licensor, different licenses will be optimal under different circumstances.
It would be great if the world were simple enough that One License to Rule Them All could exist, but it doesn’t. I wish to Heaven we would stop arguing about it, and just respect individuals and organizations to understand their own contexts, goals, and perspectives sufficiently well to pick the license that best meets their needs.”
There clearly are two sides to the open licensing equation. On one side is the creator or licensor of the work. On the other side is the user or licensee of the work. Openly licensing creative works entails considerations of both. Personally I prefer a range of licenses that provide creators choice in specifying open permissions and limitations. One assertion I’d make is that the more open the license the greater the market participation and the greater the innovation opportunity.
As you can tell I’m very interested in understanding the business models associated with open licensing. There is so much more to explore but let me close this post with a couple of additional examples of how Canadian artists are using Creative Commons licenses.
OK, lets take fellow Canadian Brad Sucks latest album “Out of It”.
Brad sells direct from his own website. You can buy the CD & all the MP3s or just the MP3s as a whole album or individually. Brad recommends a price for each but Brad offers flexible pricing – you can type in whatever price you’re willing to pay or download all the MP3s for free. Brad licenses the whole thing with a Creative Commons (CC-BY-SA) license and encourages you to copy and share with your friends.
In his blog about the album he says:
“The only reason I, a dude who made an album by himself in a country basement, has had any sort of success is because people took it upon themselves to share my music with their friends. They remixed it, they used it in their videos, they played it on their podcasts, they included it in software and games and it took on a life of its own.
To sabotage that would be a huge, retarded mistake. Instead I’ll be grateful if Out of It worms around the world in even close to the same freaky way I Don’t Know What I’m Doing did and continues to.
Anyway, this is a long way of saying I love you Internets. Thanks for all your support and I hope you like Out of It.”
Hmmm, interesting. One way artists are making this work is by going direct to fans via the web. The Internet and digital formats change the economics reducing the need for middle men publishers and distributors. Personally I’d prefer as much financial remuneration for artistic creative works as possible go directly to the artist so I’m thinking this is a positive direction overall. It’s also fascinating to see flexible pricing and encouragement of copying.
One final example. Celine Celines based in Montreal has started a new company of open fashion. Using open data and Creative Commons (CC-BY) licensed images from NASA Goddard Photo and Video’s Flickr photostream her first collection is a series of silk scarves. The Hubble images captured on silk are beautiful – see for yourself at her online boutique gallery. This is an interesting example of a user/licensee, Celine, making a creative work out of a creator/licensor NASA image in a way I expect NASA never imagined.
Large silk scarve (CC BY-NC) by Celine Celines
I’ve only just begun to explore the possibilities.
The range of business models and opportunities is vast and varied.
Lots more to come in future blog posts.
Filed under: Creative Commons, Innovation, Open Educational Resources (OER) | Tags: BCcampus OER Forum, CC Canada Salon, MIT, MOOCs, Open Education Conference, Open Knowledge Fest, Open Policy Institute, open textbooks, openstax, saylor, School of Open, SEDTA
It’s great to be immersed in all things open at Creative Commons. My colleagues are very tapped in to open efforts around the world and a steady stream of news and developments flow across my screen every day. Actually steady stream is an understatement – it’s like drinking from a firehose. Let me share with you a few of those sips.
Open Textbooks
Open Textbooks are hot. At a time of economic and financial constraint with students are taking on more and more debt it’s worth seeking solutions that save governments and students money. There is an economic argument for open.
Earlier this year we saw OpenStax College release Physics, Sociology, Anatomy & Physiology, and Biology free open textbooks targeted for use with high enrolment undergraduate intro courses. See:
Rice University And OpenStax Announce First Open-Source Textbooks
Why Pay for Intro Textbooks?
Online Schools.org released a great info graphic Open Source (The Affordable Future of College Textbooks)
The Saylor Foundation’s Open Textbook Challenge Wave I Winners were announced. Saylor open textbooks are now available on their Saylor iTunes site and via sites like Good Semester.
In late September California Governor Jerry Brown signed two bills that provide for the creation of free, openly licensed digital textbooks for the 50 most popular lower-division college courses offered by California colleges. The textbooks developed will be made available under the Creative Commons Attribution license (CC BY) allowing others to use, distribute, and create derivative works based upon the digital material while still allowing the authors or creators to receive credit for their efforts.
20 Million Minds created a fascinating info graphic Embracing the Future: Free College Textbooks showing the benefits associated with this initiative.
Turning up the heat the Association of American Publishers put out a This Road to “Free” is Paved with Misinformation news release and AAP’s Roadmap to Misleading Infographics giving their analysis of the 20 Million Minds infographic. Leading to the PR Newswire story Publishers announce roadblocks to CA’s Open Road to Free College Textbooks where 20 Million Minds replies.
Clearly the publishing industry is in the midst of change similar to that of movies and music. I’m amazed that the publishing industry does not see open as an incredible business opportunity. The publishing industry’s historical role is to select expertise, support content creation which they then vet, edit and assemble into well designed, engaging formats, with high production values which they then market, sell and distribute. The publishing industry is being handed a gift – millions and millions of dollars of vetted high quality content available to them to freely use for business purposes. Sure this is a disintermediation of parts of the publishing industry supply chain. However, there is still a huge need for the curating, assembling, designing, creating engaging activities around content, and the assembly of content into formats that are then marketed, sold and distributed. I’d like to see the publishing industry stop bemoaning their fate and be less adversarial to these innovations. The publishing industry has a huge opportunity in front of them and ought to embrace the greater diversity of expertise being made available to them for free and innovate new forms of publishing that better support market needs.
In the K-12 space open textbooks are emerging in a slightly different context. In Sept 2012 the State Educational Technology Director’s Association (SEDTA) released Out of Print: Reimagining the K-12 Textbook in a Digital Age. This fascinating report describes how digital formats impact student learning and engagement and support personalized learning. Profiles of how different States are adopting digital policy and practices are outlined including initiatives that seek an approach that modular, flexible digital resources that don’t lock the entire class into a rigid sequential learning structure. In K-12 there is the potential, especially around Common Core curriculum to develop new digital resources that are used for subjects like Math and English Language Arts across many states.
And open textbooks aren’t just happening in the US other parts of the world are making similar initiatives. See Digital School program with open textbooks approved by Polish government! for a European example.
MOOC’s
This past summer has seen a flurry of activity around MOOC’s as new education initiatives like Coursera, EdX, Udacity and others seek to reach thousands of learners by providing free access to education. Consider this ambition for large class sizes against long traditions of strike action by teachers over class sizes and enrollment limiting practices – proximity, marks, and money.
For me MOOC’s are a form of open pedagogy and I found George Siemens’ MOOCs are really a platform of interest for the way it differentiated connectivist cMOOCs from the newly emerged xMOOCs. While both MOOC types provide free access cMOOCs emphasize creation, creativity, autonomy, and social networked learning while xMOOCs emphasize a more traditional learning approach through video presentations and short quizzes and testing. As George puts it “cMOOCs focus on knowledge creation and generation whereas xMOOCs focus on knowledge duplication”.
MOOC’s have generated a slew of analysis and critique related not just to pedagogy but to credentialing (here, here, and here for example), and completion rates (here and here for example).
In September 2012 Sir John Daniel, during his time as a Fellow at the Korea National Open University (KNOU), wrote a research paper Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. In this paper Sir John examines the state of MOOCs today across a range of dimensions. Sir John makes a number of wonderfully provocative observations particularly around credentialing where he notes the MOOC dilemma that what decides whether or not a student can obtain a degree is determined not by their mastery of the courses, but by the admissions process to the university, which he calls “untenable nonsense”.
MIT Challenge
A little over a year ago Scott Young set himself a challenge. He committed to learn the entire 4-year MIT curriculum for computer science, without taking any classes. How is this possible? Well Scott tapped in to MIT’s OpenCourseware. You can see the rules he set for himself and his learning progress here.
On September 26, 2012 after 11 months and 26 days Scott finished the last project and exam for the MIT Challenge. Over that period of time he completed 33 courses including passing final exams and completing the programming projects. Check out The MIT Challenge is Complete to hear his summary of what he learned.
Given the discussion around the MOOC credentialing it is interesting to contemplate whether Scott should receive or even wants some certification/credential recognition from MIT.
When it comes to learners engaging in study using Open Educational Resources and formally receiving academic credit for their accomplishments the OERu and its growing list of academic partners are leading the way. I expect the OERu will be the first to solve this conundrum in a way that works for students around the world.
Year of Open Source
Scott Young’s story is an interesting example of someone pursuing personal and professional development through intensive immersion in open educational resources. Here’s another story of someone setting themselves a year long open challenge.
As described in his press release, Berlin-based filmmaker Sam Muirhead is abandoning all copyrighted products and switching to open source software, hardware, and services for one year, as the subject of his own series of online documentary videos. He aims to raise awareness of open source projects and methods, and get people from outside the tech world interested and involved in Open Source.
Over the course of his year of open source Muirhead will make his own Open Source shoes, jeans, toothbrush and furniture (and release the designs for others). He’ll be using Open Source educational methods to learn Turkish, avoiding food grown from copyrighted seed strains, and abandoning Apple software.
When asked what he hoped to achieve by only using Open Source solutions for everything in his life, Muirhead stated, “Open source is a fascinating way of collaborating, of creating, and working together for common goals, but it’s seen by most as something only relevant to software. By bringing it into ‘real life’ and adapting it to everyday purposes, I hope to get people thinking about how Open Source could work in their lives.”
Open Knowledge Festival
In September 2012 the first ever Open Knowledge Festival was held in Helsinki Finland. I didn’t attend but I found the topic streams of particular interest:
- Open Democracy and Citizen Movements
- Transparency and Accountability
- Open Cities
- Open Design, Hardware…
- Open Cultural Heritage
- Open Development
- Open Research and Education
- Open Geodata
- Open Source Software
- Data Journalism and Data Visualization
- Gender and Diversity in Openness
- Business and Open Data
- Open Knowledge and Sustainability
I like this expansive and comprehensive list of the way open is manifesting itself and impacting so many dimensions of society and culture.
Open Policy Institute and School of Open
On October 3-5, 2012 Creative Commons hosted a convening of open experts from around the world on an Open Policy Institute and School of Open. I was fortunate enough to be a participant along with colleagues from a range of organizations such as Mozilla, Wikimedia, OECD, SPARC, FSF, OKFN, P2PU, OCWC, and others. Thought people might find these initiatives of interest so here’s a snippet about each.
Creative Commons developed an Open Policy Institute one page description that says:
“Open policy advocacy efforts are generally tied to specific institutions or bodies of government, and as a result are decentralized and disconnected from similar initiatives. Moreover, there is little emphasis on sharing knowledge between these entities, despite their common goals.
Institutions and governments around the world frequently reach out to Creative Commons, seeking assistance to develop strategies to increase the adoption of open policies. The need for support and leadership around open policies was amplified at Creative Commons’ 2011 Global Summit, when affiliates from 35 countries called for a central hub where open policies could be shared and discussed.
Early adopters of open policies have created knowledge resources that could be broadly useful, but because these resources are not widely disseminated, momentum for adoption in other locales is hindered. Open policy advocates and supporters are calling for centralized access to existing open policies, sample legislation, and action plans for how they were created and enacted.”
Input into the Open Policy from participants was wide and deep. While much work remains to be done it’s clear the Open Policy Institute will bring together best practices, policy models, effective strategies and resources to help governments, institutions and advocates make the case for why and how to implement open policies.
Two repositories of open policy already exist. The ROARMAP is a registry of open access policy and the Open Educational Resources (OER) Policy Registry, is a database of current and proposed open education policies from around the world.
It would be great if the Open Policy Institute develops/showcases policy for each of the following:
- national government
- state/provincial government
- municipal/city government
- school district policy
- college/university/school policy
- organizational policy (e.g.. libraries, museums, galleries, …)
- technology/platform policy (eg. terms of use)
I’d even like to suggest there is policy that can be adopted at the individual level, but then your target audience starts to include everyone. However, there is a tendency to see policy as the responsibility of government only. By providing policy for a broad target audience we can empower all entities no matter what level to take some initiative around policy. This creates a scenario where policy is happening top down, bottom up, and diagonally at the same time.
My colleague Jane Park at Creative Commons is doing an awesome job of creating a School of Open in partnership with Peer2Peer University. Jane developed a one pager on the School of Open that says:
“The School of Open will provide online educational resources and professional development courses on the meaning and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and beyond. Individuals and organizations will learn how to use free technology and tools, such as Creative Commons licenses, to achieve their goals. Participants will also learn how to overcome barriers they run into everyday due to legal or technical restrictions.
Why?
Universal access to and participation in research, education, and culture is made possible by openness, but not enough people know what it means or how to take advantage of it. We hear about Open Source Software, Open Educational Resources, and Open Access… But what are these movements, who are their communities, and how do they work? Most importantly—how can they help me?Learning about “open.”
The School of Open will offer courses on the meaning and application of “open” on the web and in offline environments. Courses will be powered by mentors and learners like you, and will be organized into study groups that leverage free and open resources and tools for collaboration. Artists, educators, learners, scientists, archivists, and other creators already improve their fields via the use of open tools and materials. So can you. A long-term objective for the School of Open is to offer certification on the skills learned, so that you can help others take full advantage of what the digital age has to offer. Current courses include Teach someone something with open content and Get CC Savvy.”
Big thanks need to go out to the international participants who all contributed great ideas for the future development and enhancement of the Open Policy Institute and the School of Open.
Creative Commons Canada Vancouver Salon
Before I left BCcampus to join Creative Commons I helped relaunch the Creative Commons Canada Affiliate. I’m thrilled to see the Creative Commons Canada web site launch and look forward to participating in the Creative Commons Salon Vancouver – October 15th featuring a panel of practicing artists who will share how and why they chose to use Creative Commons licenses for their works including a discussion on the changing landscape of creative practice, intellectual property and participatory culture.
This event if free and open to anyone interested in attending. Hope to see you there!
Open Education Conference
I’m super pumped for the 9th annual Open Education Conference taking place in Vancouver this year October 16-18, 2012. It has been a privilege this year to be part of the planning and program committee along with a bunch of people I admire. The theme this year is Beyond Content which is reflected in the program micro themes:
- Alternative Credentials
- Business Models
- Data and Analysis
- Developing and using OER
- Institutional Adoption
- Legal Aspects of OER
- Librarians and OER
- Open Assessment
- Open Textbooks
- Social Media & OER
- Student Perspective
- The Unexpected
- Theoretical Underpinnings
- Transformation, and
- World Views
In addition to some outstanding keynotes this year we’re trying a couple of experiments – the Remixathon and the Pitchfest.
The Remixathon brings focus to a relatively untapped aspect of OER – the fact that open licenses allow for remixing and creation of derivative works. We thought it might be interesting in the spirit of hackathons to organize a remixathon. Conference attendees were asked to submit OER for the opportunity to be remixed. We got lots of great submissions so from October 12 through Oct 18 we’re hosting a remixathon in SCoPE. The remixathon kicks off with a Blackboard Collaborate webinar where each person who submitted OER describes the resource along with envisioned enhancements. The SCoPE discussion forums will allow face-to-face and virtual participants to discuss and share enhancements over the ensuing week. We’ll showcase the before and after OER on the last day of the conference.
The Pitchfest idea is similar to that of someone making a pitch to venture capitalists (think SharkTank or Dragon’s Den). The basic idea is that many people are looking for others to adopt, utilize or otherwise invest social or financial capital in their Open Education initiative. At 3:45pm on Tuesday October 16th at the Open Education conference people representing projects, companies and ideas will have 4-5 minutes a piece to make their best pitch to the audience. You can see a list of who is making a pitch and what their pitch is about here.
To cap it all off this years Open Education Conference is having an OpenEd12 Jamcamp on a special boat cruise we’ve organized. I’m expecting to shake a leg and maybe even sing or play. I’d love to be the brass section for this bunch – where is my old trumpet anyway?
BCcampus OER Forum
I’m proud to be facilitating the BCcampus OER Forum for senior BC post-secondary institution representatives in Vancouver on the afternoon of October 18, 2012. The objectives of the session are to develop a common understanding of what OER could mean for BC and build a shared vision of how to develop and use them. The session will also consider ways BC can take advantage of the promise of open educational resources and open textbooks.
Having worked on open initiatives at BCcampus from 2003-2012 prior to joining Creative Commons I really hope that this event builds out a strong interest and direction. We’ve organized a fantastic key speaker (David Wiley) and panel (Alan Davis, Cable Green, Brian Lamb) asking them all to suggest “action plans” for BC. The BCcampus OER Forum is a wonderful opportunity to put on the table real action plans for institutions, heads of teaching and learning centres, VP’s/Presidents, and government. Action can be small or big, policy or practice, cost or no-cost. Action can be something an institution pursues autonomously or done in collaboration with others across the BC system and globally. This event provides us with the opportunity to move BC forward so hearing action plan recommendations will be very helpful for the Ministry, for institutions, and for BCcampus. Can’t wait to see what emerges.
******
For me, across these events, open is a gathering force. Not just in education. I sense a greater strength in breadth of impact across cities, design, culture, research, democracy, journalism, and business. Perhaps not a fire hose, a rising tide?
Filed under: copyright, Creative Commons, Open Educational Resources (OER) | Tags: access copyright, BCcampus, Bill C-11, copyright, creative commons, OER, Supreme Court
Packed up my office at BCcampus, took down the artwork, threw away the small amount of paper archives I had, loaded up the pickup truck, and closed the office door behind me. Thus ends almost 9 years at BCampus – the longest I’ve worked anywhere.
Judging by whats in the truck it’s amazing how small a footprint I’ve had. A rug, an odd ToDo chair that has been my place of work (instead of a desk), and a lamp that I like beside me – especially in the dark rainy days of winter.
On the other hand I’ve been sent e-mails by many people across BC’s post-secondary system expressing thanks and saying I’ve been an inspiration. Oh my, maybe that footprint is bigger than I think. To be honest I’ve been surprised by what many people have said in their e-mails to me. I had no idea they felt that way or thought those things – in some respects I wish I’d known!
BCcampus has been an amazing learning experience for me and I’m grateful to my senior management team colleagues, the entire BCcampus staff, the Ministry of Advanced Education, and the broader network of connections I’ve made across higher education. I feel privileged to have had the opportunity to help create BCcampus and believe it has become a world class innovation that is both an inspiration and an accomplished provider.
My career has followed an adult learning and educational technology trajectory, for which there has been no career path. All of us in educational technology are inventing our own careers and so I’m particularly delighted with this most recent turn as my career path leads me to Creative Commons. I’m taking everything I’ve been doing at BCcampus and moving it up onto an international level where I hope to have more impact. I look forward to engaging with others who are adopting open willingly, strategically, and with some excitement.
I’ve written extensively in this blog about my own personal experiences with Open Educational Resources and with the open movement more broadly. I’ve come to see “open” as a fundamental change not only for education but for society and the world at large. I can imagine a world where the sharing efforts of all raise the bar on standards of living and create a new global economic future based not so much on growth but on better global use of collective works.
This blog has been quiet over the last few months as I’ve been dealing with the practicalities of wrapping up BCcampus work and making arrangements for my new role at Creative Commons*. I’ve also been fortunate enough to have some off grid time at Pacific Rim National Park near Tofino on the west coast of Vancouver Island where life was barefoot in nature, walking the beach, and riding boogie boards in the big surf. Time immersed in nature with no phone, no e-mail, no computer, no TV is wonderfully liberating and I came back rejuvenated and raring to go.
While I haven’t written much I have been following with great interest a number of significant developments including:
- AUCC, ACCC, and Canadian university and college settlements with Access Copyright
- Passing of new Canadian copyright legislation
- Canadian supreme court ruling on copyright cases
- UNESCO Paris OER Declaration
- Adoption of MOOC’s by elite universities and for profits – edX, Coursera, Udacity, …
- UK and European adoption of open access requirements for publicly funded research
- developments around Creative Commons version 4 and release of new Creative Commons license generator
Thought I’d get back in to the swing of things by writing a short synopsis on some of these:
AUCC, ACCC, and Canadian University and College Settlements with Access Copyright
Most countries have copyright collectives – organizations which collect royalties or payments from licenses, performances, and even blank media, for the ostensible purpose of distributing it to copyright holders, creators, or engaging in activities which benefit copyright holders or creators. In Canada we have Access Copyright. Back in June 2010 Access Copyright proposed new interim tariffs that would raise the fee they collect from post secondary institutions across Canada from about $5/student to $35/45 per student. Amazingly this was proposed without business case financial justification and without any disclosure of the catalog of works in both print and digital form that they represent. In addition Access Copyright expanded definitions of what a copy is in highly contentious ways and mapped out extensive reporting and access requirement expectations.
Access Copyright’s proposed interim tariffs, new copyright definitions and reporting requirements were met with widespread objections from CAUT, ACCC, AUCC, CLA, Canadian Alliance of Students, and others. I wrote about this development in Jan 2011 Access Copyright’s Royalty Demands Spark Interest in OER. By May 2012 at least 34 Canadian colleges and universities had opted out of Access Copyright.
In January 2012 the University of Toronto and the University of Western struck special deals with Access Copyright agreeing to an interim tariff rate of $27.50. This was met with considerable dismay Critics say universities paying to hyperlink is ludicrous such that the UofT Faculty Association Questions the Access Copyright Agreement.
In April 2012 the Association of Universities and Colleges of Canada (AUCC) reached an agreement with Access Copyright agreeing to interim tariff rate of $26. Amazingly this deal was struck secretly, behind closed doors, without communication with AUCC’s own members.
At the end of May 2012 Access Copyright Announces Agreement With the Association of Community Colleges of Canada on a Model Licence for $10 per student.
OK, let me see if I have this right, Access Copyright starts out saying the fee per student will be $35-45. They then negotiate agreements with various organizations for rates of $27.50, $26, and $10. The variation in rates is puzzling. There was no business case explanation for the initial interim tariff fee and there has been no explanation for the reduced fees. On what basis are these rates being set?
These agreements continue to be widely questioned – The Best Possible Outcome for Universities, Really?, Why Universities Should Not Sign the Access Copyright – AUCC Model Licence, A Bad Deal: AUCC/Access Copyright Model License Agreement with many calls for universities not to sign the agreement. Some universities, like the University of British Columbia had taken bolder more principled positions.
While I (and many others) are critical of the way Access Copyright is handling its mandate I want to be perfectly clear that I personally believe writers, artists, musicians and other creators should be fairly compensated for their work. An artists life is frequently one of poverty (aside from the mega hit makers) which I think undervalues their cultural importance. However, I question whether collection agencies like Access Copyright are really serving the needs of creators – a view somewhat substantiated by Brian Brett Speaks Out: An Open Letter on Access Copyright and the Canadian Copyright Emergency. Third party middle men intermediaries seem more intent on funding their own activities over those of the creator. As William Patry notes in his book How to Fix Copyright “The largest problems facing authors today are not unauthorized uses but the obstacles put in the way of buyers willing to pay for access to or copies of the work. I hope this changes as new web-based business models emerge that allow creators to get paid directly.
Passing of New Canadian Copyright Legislation
In June 2012 the Canadian House of Commons passed the Copyright Modernization Act Bill C-11 reforming Canadian copyright law. The new law has a significant impact on education expanding the conditions under which educators can use a copyrighted work without the permission of the copyright holder. Changes in the new act include:
- Expansion of fair dealing to education, satire and parody. (Am I the only one who finds it deliciously amusing to find education lumped with satire and parody? I”m sure Canadian comedy shows like This Hour Has 22 Minutes and the Rick Mercer Report are pleased at the inclusion of satire and parody). Fair dealing allows educators to use copyrighted works for private study, research, criticism, review, and news reporting. There is no explicit definition of what fair dealing means. Essentially you have to use the Supreme Courts six criteria for evaluating fair dealing – 1. the purpose of the dealing, 2. the character of the dealing, 3. the amount of the dealing, 4. alternatives to the dealing, 5. the nature of the work, and 6. the effect of the dealing on the work. While these six criteria are useful, the lack of a clear definition means that for most educators fair dealing is, and will continue to be, vague and ambiguous.
- Non-commercial user generated content. The new act distinguishes between commercial and non-commercial use. Non-commercial user generated content gives educators greater liberty to create instructional materials (within the parameters of fair dealing) as long as the use is non-commercial.
- Internet publicly available materials. This exception gives educators permission to reproduce and communicate works that are publicly available on the Internet. This will be a major relief for educators who are increasingly tapping in to digital web-based content. Under the new act this educational use of publicly available Internet materials is allowed as long as the audience is comprised primarily of students and the works in question are 1. legitimately posted by the copyright holder, 2. not accompanied by a statement prohibiting such reproduction, and 3. not protected by digital locks. This provision makes Access Copyright’s assertion that even a hyperlink is a copy for which users must seek permission seem bizarre.
- Public performances in schools. The new act allows instructors to display films and other media works in class, provided that the works have been acquired legitimately. This amendment lifts restrictions that required educators to acquire rights for public performance before they could show such materials. Coupled with the Internet publicly available material exception educators will now be free to include videos and other materials from sites like YouTube in their instructional materials.
- Technology neutral display exception in schools. The old act limited allowable technology reproduction to an overhead projector. The new act is more technologically neutral allowing for display via video projectors and other technological devices.
- Online transmission of lessons. The new act allows educators to create “fixations” (weird terminology given that a fixation often refers to someone with an obsessive attachment) of lessons and transmit these fixations to students over the Internet. In addition to weird language this exception has some strange requirements that are not particularly in line with pedagogical practice. The institution must destroy the fixation within 30 days after students have received their final course evaluations. And students are to be prevented from reproducing more than a single copy of the lesson for personal use which they too must destroy by the 30-day deadline.
For additional information BCLA has provided a Bill C-11 Guide for Academic Instructors that outlines how the new bill affects education. Michael Geist provides a good summary of the overall outcome including a side-by-side table comparing the old act to the new act The Battle over C-11 Concludes: How Thousands of Canadians Changed The Copyright Debate.
While these changes give educators more permissions and clarity on what is allowed and not allowed I still think the best way to avoid the copyright minefield is to use Creative Commons openly licensed materials whereby the copyright holder explicitly gives permission. Using Creative Commons licensed resources removes the fear of litigation that shrouds copyright.
Canadian Supreme Court Ruling on Copyright Cases
In July 2012, amidst the tumult of copyright deals and reform, the Canadian Supreme Court made rulings on five copyright cases. These rulings were made using the old copyright act not the new one which has yet to come fully in effect. Reading these rulings was a breath of fresh air – clear lucid thinking well argued.
One area of ruling was around the nature of fair dealing. As described above fair dealing lacks a clear concise definition. Sam Trosow does a nice job of analysing pertinent Supreme Court considerations and findings related to fair dealing – see SCC decisions provide clear guidance on fair dealing policies. The ones that stick out for me are:
- fair dealing is an important users right
- teachers share a symbiotic purpose with students/users who are engaged in research or private study. Photocopies made by a teacher and provided to students are an essential element in the research and private study undertaken by those students.
- “Private study” does not mean in solitude or geographically separate from the school. Students in a classroom can be engaged in private study.
- Research can be piecemeal, informal, exploratory, or confirmatory. It can in fact be undertaken for no purpose except personal interest.
Howard Knopf seems equally proud of the Supreme Courts rulings and provides a comprehensive summary at A Proud and Progressive Pentalogy Day in Canadian Copyright Law.
These Supreme Court rulings affect Access Copyright and the negotiated deals it has struck with various organizations. Clearly those deals are far more restrictive than necessary and in some cases have institutions paying fees for activities they are fully allowed to do under law. Michael Geist provides an interesting take in Why the Supreme Court’s Copyright Decisions Eviscerate Access Copyright’s Business Model.
Who knew that copyright had such high drama! Great potential for a TV series.
In tracking all of these copyright related activities I’ve come to appreciate the increasing involvement of the public and emergence of outspoken voices. I’m particularly thankful for the coverage and analysis the following people have provided:
Michael Geist
Howard Knopf
Sam Trosow
Ariel Katz
Expect I’m not the only one who has learned a lot from these people.
While I admire and appreciate the analysis the above people are providing I’ve been surprised by the lack of coverage of open licensing using Creative Commons licenses as a means of cutting through the complex and often vague rights and permissions of copyright. If educators want to completely free themselves from being encumbered by copyright complications they should use and produce Creative Commons licensed resources instead. Doing so simplifies matters enormously.
As more and more organizations develop copyright guidelines and tools for faculty and staff to use (such as this one at the University of British Columbia http://copyright.ubc.ca) I look forward to side-by-side workflow diagrams that compare the process you must go through to ensure you are allowed to use something under copyright vs the work flow process you must go through to ensure you are allowed to use something that is openly licensed via Creative Commons. The copyright workflow will inevitably be comprised of innumerable steps with many if/then branches leading to stop signs or legal counsel interpretations of possible risk. The Creative Commons license workflow will be one step or, in the case of non-commercial and share-alike versions, two or three steps, after which it’s clear sailing with no legal counsel intervention and no risk.
UNESCO Paris OER Declaration
I’m not the only one seeing the potential for open licenses and open educational resources to create new models of education. In June 2012 the World Open Educational Resources (OER) Congress took place in Paris, France. Organized by UNESCO and the Commonwealth of Learning (COL), the World OER Congress brought together Ministers of Education, human resource development representatives, senior policy makers, expert practitioners, researchers, students and others to:
1. Showcase the world’s best practices in OER policies, initiatives, and experts
2. Release a 2012 Paris OER Declaration calling on Governments to support the development and use of OERs
3. Celebrate the 10th anniversary of the 2002 UNESCO Forum that created the term OER
UNESCO member States unanimously approved the Paris OER Declaration (pdf).
This Declaration is the result of a yearlong process, led by UNESCO and the COL with regional and online meetings and final negotiations at the Congress. The Declaration recommends UNESCO member States:
a. Foster awareness and use of OER
b. Facilitate enabling environments for use of Information and Communications Technologies (ICT)
c. Reinforce the development of strategies and policies on OER
d. Promote the understanding and use of open licensing frameworks
e. Support capacity building for the sustainable development of quality learning materials
f. Foster strategic alliances for OER
g. Encourage the development and adaptation of OER in a variety of languages and cultural contexts
h. Encourage research on OER
i. Facilitate finding, retrieving and sharing of OER
j. Encourage the open licensing of educational materials produced with public funds
Having received unanimous approval it will now be interesting to see how governments, institutions and other organizations adopt policies and practices in support of these goals. This is a whole new business model for education – one that brings with it social and economic benefits.
The Creative Commons Opportunity
Before going to start my new job with Creative Commons I thought I’d map out what I see as the opportunity sectors which are undergoing change through use of open licenses. I tend to think visually and create representations as one page visuals – here is what I came up with (you can click on this to make it bigger if you want):
Essentially I’m seeing activity and new public and business models emerge across:
- Open Educational Resources
- Open Access
- Open User Generated Creative Works
- Open Data
- Open GLAM (Galleries, Libraries, Archives, & Museums)
- Open Government
- Open Policies, Practices & Guidelines
- Open Licenses
- Embedding open license tools (like Creative Commons) in authoring and search engine platforms
- Open Standards, and
- Open Source Software
That’s a lot of open. The opportunity is large. Use and impact has only just begun. I’m looking forward to doing my part to grow the commons and by so doing generate global social and economic benefits.
(* 0941176 B.C. Ltd. is a wholly owned subsidiary of Creative Commons, the sole activity
of which is to provide services to Creative Commons and is operated separate from the Creative Commons Canada affiliate.)
Filed under: Digital Economy, Open Educational Resources (OER) | Tags: advertising, business case, business models, direct and indirect sales, donations, economic driver, economics, innovation, market, memberships, open educational resources, openeducationwk, services, subscriptions
Written for Open Education Week March 5-10, 2012
Open Educational Resources (OER) are materials used to support education that may be freely accessed, reused, modified and shared by anyone. OER include full courses, course materials, modules, textbooks, research articles, videos, and other materials used to support education. OER creators own the intellectual property and copyrights of the OER they create. However, they license the OER and make it freely available to others.
Every time I present the OER work I do at BCcampus I face questions from the audience:
“Why would a creator who holds copyright and intellectual property license it for others to freely access, reuse and modify for their own purpose?”
“Why would a creator give something away for free when it has inherent potential to generate revenue and income?”
“How does a creator earn a living giving away their work for free?”
“Why would an institution that relies on grants and student fees make core assets freely available to others?”
“Given the dire financial times countries, governments, and public education providers find themselves in why would we adopt this practice of open?”
“What is the business model of open?”
To those questions another one was added when David Porter and I were in Ottawa presenting the work of BCcampus broadly including the benefits of Open Educational Resources to Canada’s federal government.
The question we got asked there that stuck out for me is:
“How does open not only save money but act as an economic driver?”
The UNESCO / Commonwealth of Learning project Fostering Governmental Support for Open Educational Resources Internationally led by Sir John Daniel of the Commonwealth of Learning and Stamenka Uvalic-Trumbic is hosting a series of regional policy forums on OER for governments between now and the World OER Congress in June 2012. The purpose of these policy forums is to raise governments’ awareness of OER and their support for them, as well as getting input to the Declaration on OER and Open Licensing that will be put to the June OER Congress.
Shortly after returning from Ottawa Cable Green of Creative Commons sent out a request for responses to a question coming out of these policy forums:
“What is the business case for OER?”
I like all these questions.
Open needs to make financial and economic sense.
All of us involved in OER work need to be able to answer these questions directly.
We need to be able to state in simple, straightforward terms the economics of open.
So that got me to thinking that I should tackle these questions.
Someone needs to make a stab at generating answers.
So here goes.
Cable Green’s request for input into what the business case for OER is generated a flurry of responses and recommended readings on international OER list servs. I’ve gathered those readings into a What is the business case for OER? Collection which I’ve pasted at the end of this blog post. In addition my colleague Scott Leslie began assembling evidence of the economic benefits of many different kinds of open including open access research publishing, open source software, open standards, open data, and OER. I spent some time going through all these resources seeking to extract short straightforward statements that answer the question, “What is the business case for OER?” Here’s what I came up with.
OER:
- increase access to education
- provide students with an opportunity to assess and plan their education choices
- showcase an institution’s intellectual outputs, promote it’s profile, and attract students
- convert students exploring options into fee paying enrollments
- accelerate learning by providing educational resources for just-in-time, direct, informal use by both students and self-directed learners
- add value to knowledge production
- reduce faculty preparation time
- generate cost savings – (this case has been particularly substantiated for open textbooks)
- enhance quality
- generate innovation through collaboration
The business case for OER includes both cost savings and revenue generation. Making something open is not always a means of direct revenue generation. It often is indirect – because something is open it leads to a revenue opportunity that wouldn’t have existed otherwise. Using OER as a means to market reputation and institutional prowess can convince students to enroll. While better quality learning resources may not directly generate revenue they can lead to faster learning, greater learner success, or reduce drop outs. By their very nature OER can lead to new ways of education through more cooperation, collaboration, and partnerships between institutions. OER make totally new forms of education possible and bring new players into the education market.
I expect many of you may have additional short straightforward statements that answer the question, “What is the business case for OER?”. Welcome your statements as comments to this blog. I expect many more elements of the business case to emerge as the practice of open in education matures.
While the above statements provide a business case for OER they don’t completely answer questions associated with financial rewards to creators who share, or the business models of open, or how open acts as an economic driver. With the business case established lets move on to defining these other economic aspects of open.
The economics of open can be described from multiple perspectives. If I am a creator I describe it one way. If I’m a consumer I describe it another.
In education the way I describe the economics associated with open differs depending on whether I”m describing it from the perspective of a student, an instructor, a college, the education system of a region, or government of a nation.
The economics of open also differ depending on whether you are taking a public or private perspective. Education is both a public service and a for-profit activity around the world. In the public service context there is a very strong business case that publicly funded goods be made freely available to the public that funded them.
In the current OER higher education context “creators” are faculty and/or institutions. When you look at a question like “How does a creator earn a living giving away their work for free?”, in a public sector context the answer is partly that those in the public sector are already earning a living via salary derived from public taxpayer dollars. If they are already being paid by the public shouldn’t the educational work they are being paid to develop, whether it be research or educational resources, be freely available to the public?
After thinking a lot about which persona I should describe the economics of open for and which sector, public or private, I decided to discard these differentiations and focus in on how the economics of open generates benefits that accrue to all players regardless of who you are and regardless of whether it be for public service or for profit. My aspiration is for short direct answers that make sense to everyone.
To derive answers I started looking at things like open source software business models, the sharing economy, and how digitization and the Internet affect supply and demand. There is a lot to explore! I’ve taken it on as my challenge to show how the economics of open, as it plays out in other sectors, applies equally well to education. The language of business and economics is not always used in education. However, for the purpose of generating direct short answers that everyone understands I have chosen to use the language of business and economics in my answers.
Here then are my answers.
Open enables rapid market entry, market penetration, and market share.
We are all creators. Some take photos, some make music, some paint, some write. Most creators are interested in having others experience their work. However default copyright and IP laws tend to constrain access, dissemination and use. Openly licensing work reduces barriers to access and dissemination friction. Going open is a good way to make the market aware that you exist. When something is open it can be disseminated quickly and widely to people everywhere. You may have created a great work but if no one knows about it then its not generating you, or anyone else value.
A central reason for developing and distributing free open source software is that it enables fast entry into the market, rapid market penetration, and generates market share. When Google made the source code for Android open they wanted to make sure that there would always be an open platform available for carriers, OEMs, and developers to use to make their innovative ideas a reality. They also wanted to make sure that there was no central point of failure, so that no single industry player could restrict or control the innovations of any other. The single most important goal of the Android Open-Source Project (AOSP) is to make sure that the open-source Android software is implemented as widely and compatibly as possible, to everyone’s benefit.
Educational institutions who go open frequently report institutional impact in marketing terms.
Patrick McAndrew at the UK Open University in 2009 reported in his Learning from OpenLearn presentation that the the institutional impact from their OpenLearn initiative included:
- 3 million new “users”
- 232 countries
- 7700 “sign ups”
- 10 funded projects
- 30 collaborations
- established methods
- changed image
- won awards
- new plans
In October 2011 BBC News reported Open University’s record iTunesU downloads had reached 40 million and put the Open University alongside Stanford University for the most downloads.
In 2011 after ten years of open sharing MIT states it shared its OCW materials with an estimated 100 million individuals from over 200 countries worldwide. MIT’s goal for the next decade is to increase their reach to a billion minds.
The UK Open University, MIT, and Stanford all get that going open enables rapid market entry, market penetration, and market share. They’ve established first mover advantage in building up their market presence. For them going open is good business.
As the OER field moves forward I expect we’ll see data that shows increased enrollments where OER exists for courses and shows conversion benefits associated with students being able to try before they buy.
Open generates revenue through advertising, subscriptions, memberships, and donations.
When most people hear about open they find it hard to imagine how making something you own, open and free to others could possibly yield a financial benefit. Obviously you’re not going to generate direct revenue from a free resource. However, you can generate indirect revenue and there are lots of existing business models that already do so which education can emulate.
Advertising
Google makes a search engine available to all Internet users for free. It makes its revenue from advertising.
Facebook provides a free social network platform that supports personal networks, friendships, and social movements. It makes its revenue from advertising.
Given the market valuations for Google and Facebook it’s clear that the business model of generating revenue from making something you own, open and free to others can generate large financial benefits from advertising. Both Google and Facebook have worked hard to make the advertising tolerable by personalizing and targeting it to match your interests and needs as closely as possible.
Advertising and education tend not to mix. There is a tacit understanding that education should be pure and not unduly influenced by something so crass as advertising. However, given the success of ventures like Google and Facebook I expect this will change. Already sites like Udemy have emerged. Udemy’s goal is to disrupt and democratize the world of education by enabling anyone to teach and learn online. They’ve built a platform that makes it easy for anyone to build an online course using video, PowerPoint, PDFs, audio, zip files and live elements. Students can take courses across a breadth of categories, including: business & entrepreneurship, academics, the arts, health & fitness, language, music, technology, games, and more. Most courses on Udemy are free, but some are paid. Paid courses typically range in price from $5 – $250. Udemy features advertising in their third column (aka Facebook) and takes a percentage of each course fee.
Its important to point out that sites like Google, Facebook and Udemy are not open in the full sense that I established at the beginning of this blog. Open in its fullest sense means education resources that are freely accessed, reused, modified and shared by anyone. While Udemy provides “free” access everything on the site is locked down by copyright and can not be reused or modified.
Subscriptions
EdTech Frontier is built using WordPress open source software. Anyone can create a blog for free at WordPress.com. You get a whole array of free functionality – customizable design themes, ability to write posts, upload and embed photos and videos, stats dashboard, privacy options, complete hosting, … This free functionality is sufficient to get you going and may be all that you need. But for those who want more control you can subscribe to premium features. WordPress generates revenue from advertising so if you don’t want advertising you can remove ads from your blog for a low yearly subscription fee. Think about that for a minute – if its free you accept advertising, if you don’t want advertising you pay a fee. Additional subscriptions get you your own domain, extra storage, custom design, VideoPress, … The business model is very clear – basic for free, premium for a fee.
GoodSemester is an education platform that has adopted the same subscription model. GoodSemester is interesting in that it has been developed by students. They think that education deserves the collaborative power and ubiquity of the Internet, and they don’t understand how schools have gotten on for so long without some amazing tools we take for granted in other fields. GoodSemester is a course platform for students and teachers providing a means for developing and delivering online courses, notes, assignments, questions, discussions, groups and analytics. GoodSemester offers subscription plans for students and professors. While not exactly “free” GoodSemester is interesting for the way it has adopted business models from open source software entities like WordPress and applied them to education.
Memberhsips and Donations
Open initiatives like Wikipedia and Creative Commons are committed to the ideal of free and open with no restriction or influence from prospective advertisers. Accepting donations provides them with the independence they need to achieve their mission. Curriki the online community and wiki platform for teachers, learners, and education experts to share, reuse, and remix free quality K12 curricula uses both donations and memberships as a means of financing its work. Curriki membership is free to educators, but they ask a small annual membership fee from individuals who join Curriki representing for-profit entities. In exchange for a small annual membership fee, you can publish the Curriki logo on your Web site and let the world know you are a corporate member! Donations are welcome from anyone.
Open generates revenue through services.
Proprietary off-the-shelf software is funded through the sale of licenses to end users. Open-source software is given away for no charge. One of the main funding mechanisms for open source software is ancillary support services. Revenue is generated by value added resellers and integrators who specialize in supporting open. Consulting, selection of open source software, installation, configuration, integration, training, maintenance, customizing and tech support are examples of services used to generate revenue from open. The software is free but these fee-based services enable users to optimize use of the product and extract value from it. Its worth pointing out that proprietary off-the-shelf software often requires these support services too, so open source software typically provides a lower cost solution by not charging a license fee for the software itself.
Linux, Apache, Drupal, MySQL, MediaWiki, the list goes on and on of open source software available for free but whose full utilization is best achieved through support services. Red Hat provides services for Linux. O’Reilly Media has built a business around providing books, magazines, research, and training for open source software. Pick your open source software product and inevitably there is a local or global business providing support services for it.
There are a growing number of open source software applications in education. Moodle, Sakai, and recently Pearson entered the fray with OpenClass. As might be expected there are revenue generating business models around each of these.
Moodle has the Moodle Service Network.
Here’s how Pearson promotes it’s product.
OpenClass has no hardware costs, licensing costs, or hosting costs. Why would we do that? Because “free” enables the widespread adoption of new learning approaches that encourage interaction within the classroom and around the world. OpenClass is unbelievably easy to set up. It works with what you’re already using. Get set up with just a few clicks and instantly import content from other learning management systems such as Blackboard, Angel, or Moodle. OpenClass is simple to install, simple to use, and simple to support. We’ve provided a robust KnowledgeBase, up-to-date support forums, and numerous demos and instructional videos to help you get the most out of OpenClass. Of course, we know that self-service isn’t the right solution for everyone — we also provide 24/7 email, phone, and chat support to instructors, students, and administrators. (emphasis added by me)
The OERu is a more fascinating model. As described on its home page:
The OER university is a virtual collaboration of like-minded institutions committed to creating flexible pathways for OER learners to gain formal academic credit. The OER university aims to provide free learning to all students worldwide using OER learning materials with pathways to gain credible qualifications from recognised education institutions. It is rooted in the community service and outreach mission to develop a parallel learning universe to augment and add value to traditional delivery systems in post-secondary education. Through the community service mission of participating institutions we will open pathways for OER learners to earn formal academic credit and pay reduced fees for assessment and credit.
In each of these examples open has a fee for services built around it. Eric Raymond, in his book The Cathedral and the Bazaar called this “Give Away the Recipe, Open A Restaurant.”
Almost all the early examples of Open Educational Resource initiatives – MIT OpenCourseWare, Connexions, Carnegie Mellon Open Learning Initiative, UK Open University’s Open Learn, and even the new initiatives like MITx are based on a model I think of as “Content for free, Teaching & Credentialing for a fee”. Explicit in all of these OER initiatives is that contact with faculty and the actual credential or degree that is awarded are not part of the offer. Those are services that cost.
The OERu is looking at a business model where some teaching/tutoring services are provided through academic volunteers international see A Framework for Academic Volunteers International: Dec 5-16, 2011. In the absence of teaching services and faculty contact students will turn to each other through initiatives like OpenStudy. I personally see a tremendous opportunity around bolstering education globally through OpenStudy student to student peer mentoring and support.
Teaching and credentialing are two areas of service that are undergoing change in the open market. Institutions like MIT and Stanford have brand value. A credential from those institutions has cachet. Indeed all institutions tend to think of themselves as having a prestigious brand. In the open market brand prestige and its value is undergoing change.
Udacity is co-founded by Sebastian Thrun one of the Stanford University professors who co-taught the massively open Artificial Intelligence course last year that attracted over 160,000 students from more than 190 countries. After teaching this course Thrun left Stanford to found Udacity believing that university-level education can be both high quality and low cost. Udacity aims to use the economics of the Internet, to connect some of the greatest teachers to hundreds of thousands of students in almost every country on Earth. Currently Udacity has investment funding and is offering its courses for free while it figures out its business model with several possibilities for revenue generation described in the article Massive Courses, Sans Stanford. Thrun is leveraging brand value out of his own name rather than Stanfords.
This idea that students will accept and appreciate a credential not from an institution but from a teacher has been done before in Massively Open Onlne Courses and is now emerging in the form of badges. The MITx initiative has put a new spin on this by devising a credential not exactly from MIT but associated with MIT. The extent to which these badges, letters and certificates of completion from an instructor or non-traditional institution have credibility and value in the market will be fascinating to see.
Open generates revenue through direct and indirect sales
In the economics of open there still are direct and indirect sales. Participants who receive free and open educational resources may still pay for teaching, assessment, and credentialing. The open textbooks being generated in the Washington States Open Course Library initiative aren’t completely free merely targeted to be less than $30 compared to $100-200. Open textbooks are often free in a .epub or .pdf format but cost for a physical print version. I think of this as “Digital for free, physical for a fee”. FlatWorld Knowledge, CK12 and others have all created an open business model around this new way of generating textbooks. The traditional print industry is scrambling to adapt. The economics of open still generates revenues but equally importantly generates cost savings. Take a look at the OpenStax Student Savings Calculator to see how big an impact this can have.
It has been fascinating to see Reuven Carlyle and Cable Green work together to establish the business case for open textbooks and create government policy that leverages the economics of open for Washington State. (Reuven Carlyle makes the business case here. Cable Green makes the business case here.) When you amplify cost savings at a state or national level the economics of open impact is huge.
Another variation on the digital for free, physical for a fee model, is software for free, hardware for a fee. In the rapid market entry section of this post I described why Google made the source code for Android open. Google’s end game was to generate revenue through direct sales, not of software but of hardware in the form of the Android phone itself. Lets see how well this tactic worked. As of February 2012 there were more than 400,000 apps available for Android, and the estimated number of applications downloaded from the Android Market as of December 2011 exceeded 10 billion. Android is one of the best-selling smartphone platform worldwide with over 300 million Android devices in use by February 2012. According to Google’s Andy Rubin, as of February 2012 there are over 850,000 Android devices activated every day. I’d say this strategy works pretty well. Eric Raymond, in his book The Cathedral and the Bazaar called this “widget frosting.” To date we’ve not seen hardware specifically designed and developed for the education market. But I see it coming and I bet it follows a similar model.
Another way of generating direct and indirect revenue from open is to build product add-on extensions and accessories. In the case of add-on extensions the base product is open and free, but additional more full-featured functionality costs money. Lots of apps work this way. You can download a basic app from Apple or Google but an “upgrade” is available for a fee that provides a more robust and full-featured version of that app. Product extensions can be modules, plug-ins or add-ons to an open source package. Indirect revenue can be achieved through accessories which provide users with an opportunity to customize something open in a way uniquely personal to them. The accessories market is huge. Ringtones, laptop covers, apparel, mugs, cards, the variety and range of accessories is endless.
It’s worth pointing out that in music, book, and photography markets some creators give their work away for free and simultaneously offer it for sale. Nine Inch Nails have a brand new 36 track instrumental collection called Ghosts I – IV. You can download the first 9 tracks for free. You can get all 36 track in a variety of digital formats for $5. You can get the tracks on two audio CDs for $10. You can get a a deluxe edition package which includes a blu-ray disc with the songs in high definition stereo and accompanying slideshow. You can get a $300 ultra-deluxe limited edition package (already sold out).
Giving away songs for free can generate more sales.
Cory Doctorow is an author who lets you download his books for free or buy them. He provides a great explanation on why he does this.
Open Generates Innovation
What makes open different is not so much what it derives economic returns from, but “how” it does so.
Open disaggregates supply chains into constituent parts and makes one or more of those parts open and free.
Here’s the OERu logic model:
Although it wasn’t designed for this you can see education supply chain parts revealed – textbooks, journals, curriculum, design & development, pedagogy, student support, ICT infrastructure, assessment, credentialing, … The OERu is looking at how open makes one or more of those parts free or substantially lower in cost.
Open diversifies and democratizes both the production and use of goods and services.
The innovation around open is not based on hoarding knowledge or building monopolies and locked-in proprietary models but instead on freeing knowledge, building collaborations, and finding flexible shared ways of generating economic benefits.
If I give you something and you give me back a new and improved version of that thing, we have engaged in mutual exchange. There has been no financial transaction but we both have mutually benefited. If we have a shared educational need, lets say we have common curricula across a range of courses. Using the economics of open we can divvy up the effort associated with creating that curricula and openly license the curricula for mutual use.
One of the ways the economics of open drives the economy is through reciprocity – by granting you rights I too gain.
Innovation is an economic driver. While the business case for open can be made within traditional frameworks its greatest impact is felt through new business models. When representatives in Canada’s federal government ask me how open acts as an economic driver I’m tempted to ask in reply, “How important the digital economy is to Canada?”
While the business model of open can work with physical goods, its effect as an economic driver is compounded when digital goods are involved. The economics of physical goods is predicated on supply and demand. If I have a physical good and I give it to you, I no longer have it. However, if I have a digital good and I give it to you, I still have it. This fundamentally changes the economics of supply and demand.
In a traditional economy based on supply and demand, scarcity generates premium prices. Supply emphasizes mass produced solutions that are just good enough to attract a large segment of users without being optimized for anyone. The power of the marketplace lies more with suppliers than customers. In contrast, the open marketplace, especially the digital open marketplace, massively diversifies and expands supply. In the open marketplace we all become suppliers and power shifts toward customers.
The open market reduces supplier lock-in and offers lower costs, more choice, and personalization options.
In the open marketplace you can choose what best meets your needs, customize the solution to a much greater extent, and flexibly integrate pieces into more complete solutions.
One of the greatest innovations in the open economy is the formation of communities of developers and users who collectively work on and continually enhance creative work for mutual benefit. So when I see Washington state developing an open course library of their top 81 high enrollment courses and a series of <$30 open textbooks I think about how this could scale by working with other states and regions. I think about the formation of an open consortia of others who collectively use the same courses and improve them together. I think about coordinating and building out through collectively planning and distributed effort.
Almost all successful open initiatives have a vibrant and active community built up around them. An intriguing innovative aspect of this is that frequently the community that forms around open is global not regional.
Leveraging open as an economic driver involves developing and delivering open products and services in partnership with others around the world.
Open leads to collaborations and trading partners within a global context.
Open Makes Better Use of What We Already Have
As I’ve thought about and worked through the economics of open in this blog post its occurred to me that the biggest opportunity open brings to all of us is making better use of what we already have. We are all creators. What if we adopted a default of sharing instead of not sharing?
On January 24-26, 2012, one hundred thought leaders from all over the world were invited to come together in Austin to mark the tenth anniversary of the NMC Horizon Project. They engaged in discussions around ideas of where technology is going and how it is impacting learning and education worldwide. From those discussions megatrends emerged. A number of those trends directly relate to the economics of open including:
- Openness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is moving from a trend to a value for much of the world.
- The world of work is increasingly global and increasingly collaborative.
- The Internet is becoming a global mobile network — and already is at its edges.
- Legal notions of ownership and privacy lag behind the practices common in society.
- Business models across the education ecosystem are changing.
At BCcampus, where I work, we’re committed to being open in everything we do. We decided to proactively state that position and openly share the work we produce through a corporate statement on our “open agenda”. It starts out saying:
We are a publicly-funded organization serving British Columbia’s post-secondary sector. The goal of higher education is the creation, dissemination, and preservation of knowledge, and as such we have an essential responsibility to distribute the results of our work as widely as possible.
Our open agenda corporate statement goes on to describe our commitment to publishing all BCcampus reports, web content, and other media resources using Creative Commons licenses. We describe how our events will be open and use open communication practices. At BCcampus open is a default practice. We belief there is collective value in proactively publishing organizational statements regarding committment to open. We hope more organizations follow suit and welcome others to adopt or use ours as a starting point.
In Mark Zuckerberg’s masterplan for the ‘sharing economy’ the CEO of Facebook believes he is not changing human nature but enabling it. Zuck’s Law decrees that every year, we will share twice as much as we shared the year before, because we want to and because we now can.
I’m fascinated by the emergence of the sharing economy. As Fast Company notes in their article on The Sharing Economy:
Spawned by a confluence of the economic crisis, environmental concerns, and the maturation of the social web, an entirely new generation of businesses is popping up. They enable the sharing of cars, clothes, couches, apartments, tools, meals, and even skills. The basic characteristic of these you-name-it sharing marketplaces is that they extract value out of the stuff we already have. The central conceit of collaborative consumption is simple: Access to goods and skills is more important than ownership of them. Botsman divides this world into three neat buckets: first, product-service systems that facilitate the sharing or renting of a product (i.e., car sharing); second, redistribution markets, which enable the re-ownership of a product (i.e., Craigslist); and third, collaborative lifestyles in which assets and skills can be shared (i.e., coworking spaces). The benefits are hard to argue — lower costs, less waste, and the creation of global communities with neighborly values.
Making better use of what we already have generates economic benefit by increasing utilization.
Given the worldwide demand for education shouldn’t we be doing a better job of using what we already have? Don’t the principles we see at play in the sharing economy apply equally well to education? If we really want to address the world wide shortage of education an obvious first step is to open up the education resources that already exist within education institutions around the world.
The economics of open drives the economy through better utilization of what we already have.
Economic development is driven by skilled labour. Better use of existing educational resources increases access and skill development. The economics are simple.
The economics of open allows us to increase the skills and knowledge of all.
Too many of our educational resources sit on a shelf unused or behind password protected systems. Open makes better use of what we already have.
Open works don’t end, they expand and evolve on and on through others.
This post is for everyone who has been grappling with the business case for open.
My hope is that you’ve had a few aha moments and that some of your questions have been answered.
I expect many of you have additional insights and examples of the economics of open.
I invite you to share your insights and examples by leaving comments at the bottom of this post.
The more we can collectively expand and evolve a global understanding of the economics of open the better for all.
Paul Stacey March 4, 2012
References for What is the business case for OER? Collection (from OER list serv Feb 2012)
Case Study – January 2012 – Also published in other places in 2011
Catherine Anne Schmidt-Jones
An Open Educational Resource Supports a Diversity of Inquiry-Based Learning
For teachers and students as well as self-directed learners, one function of OERs is as a resource for just-in-time, inquiry-based learning. the present case supports the conclusion that direct, informal use by both students and self-directed learners is the main use of OERs. Education researchers, policy-makers, and OER developers may want to consider the best ways to understand and support this type of use and take steps to make it truly available to all learners.
Case Study March 2011
Santally Mohammed Issack
OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius
Conclusion: the inclusion of OERs helped maintain a good quality level, sustain a viable economic model with reduction of tuition fees for learners, increase access and achieve the intended learning outcomes without any negative impact on the learners’ experience.
Nottingham University February 2011
Title: “It turns out that students do use OER and it does save time”
This was a very limited study of 51 students and several faculty using a single repurposed resource.
Case Studies approximately 2009
Ms Rebecca Ngalande, Kamuzu College of Nursing, University of Malawi, Malawi
1) The Use of Open Education Resources at the University of Malawi (UNIMA) — Kamuzu College of Nursing
2) OER Basic Competencies in Midwifery, University of Malawi
The major findings of the pilot project were that OER are significant in higher education as they benefit both Faculty and students in many ways like faculty preparation time is reduced, produced materials are of high quality and faculty learn and share from others. It shed new knowledge on methods for accessing academic information, creation and production of such materials; teaching and learning; publishing as well as sharing. Faculty felt they can become more confident when they know that their work is of high quality.
The Policies for OER Uptake did substantial literature search (LUOERL) of the learner experience of OER last summer for the UK Higher Education Academy as part of the overall JISC/HEA OER Programme in the UK. This work will be updated again in early 2013 for the EU project POERUP.
Over 250 papers were analysed for the LUOERL study. The report is linked from http://www.jisc.ac.uk/whatwedo/programmes/elearning/oer2/LearnerVoice.aspx
You can also directly check their online bibliographies (on Mendeley) – see in particular http://www.mendeley.com/groups/1074991/learner-use-of-oer/papers/
The Case for Creative Commons Textbooks (2005)
Two early papers that compare the cost of developing open textbooks with that of commercial textbooks.
http://zope.cetis.ac.uk/content2/20050407015813
http://inews.berkeley.edu/bcc/Fall2005/opentextbook.html
Economics of Open Content
Audio from Fred Beshears lecture for PBS and NPR forum at WGBH on January 2006.
http://forum-network.org/lecture/economics-open-content-open-text
A Sustainable Business Model for Open Electronic Textbooks (April 13, 2007)
The slides from Fred Beshears presentation to a US House subcommittee looking into the price of textbooks.
http://www2.ed.gov/about/bdscomm/list/acsfa/txtbkpres/beshearspresent.pdf
The Case for Openness, an African Perspective
A short briefing paper for a meeting of the Southern African Regional Universities Association (SARUA) late last year when they held a meeting to develop scenarios for the future of African universities.
Dramatically Bringing Down the Cost of Education with OER – How Open Education Resources Unlock the Door to Free Learning by David Wiley, Cable Green, Louis Soares February 7, 2012
A range of OER Knowledge Cloud Resources.
Filed under: copyright, Open Educational Resources (OER) | Tags: copyright, creative commons, MOOC, OERU, open data, open educational resources, open faculty, open institutions, open pedagogies, open policy, open science, open students, UNESCO-COL Guidelines for Open Educational Resources
The “open” space is expanding.
2011 has been a watershed year with open gaining traction and acceptance.
photo by Paul Stacey
Governments in Australia, the Netherlands, New Zealand, and the US have all adopted Creative Commons licenses to communicate broad reuse rights to the content, data, and educational materials they create. By doing so these national governments are seeking to:
- promote creative and innovative activities, which will deliver social and economic benefits
- make government more transparent and open in its activities, ensuring that the public are better informed about the work of the government and the public sector
- enable more civic and democratic engagement through social enterprise and voluntary and community activities
This move to more open government is not just happening at the national level. Here in British Columbia the provincial government has established a Ministry of Labour, Citizen’s Services and Open Government and became the first provincial government in Canada to launch an open data portal.
Its even happening at the city or municipal level. The city of Sao Paulo in Brazil has decreed that all educational resources paid for by the city need to be Open Educational Resources (OER) licensed using Creative Commons license.
Its not just happening at the national, provincial, and municipal levels its happening at the organizational and institutional levels. The National Autonomous University of Mexico, better known as UNAM, has said it will make virtually all of its publications, databases, and course materials freely available on the Internet over the next few years. This is to include all magazines and periodicals published by UNAM, research published by UNAM employees, and online access to theses, dissertations and its approximately 300 undergraduate and graduate courses. The UNAM Online initiative seeks to achieve open access, public and free to all products, collections and digital developments of the university. This move is seen as part of the university’s mission. A way to give back to society what it is doing with its financial support. A way of being open, accountable and transparent.
Its not just publications, research, theses and other content that is going open, 2011 was the year that open pedagogies including Massively Open Online Courses (MOOC) were adopted by mainstream big name institutions. A Massively Open Online Course is typically taught by faculty at an established institution to tuition paying regular students but is also open to enrollment by anyone interested for free. Only the tuition paying students receive accreditation. MOOC’s have been around for a while (see here and here) but this year saw the following fascinating examples:
Digital Storytelling DS106 – Jim Groom’s University of Mary Washington DS106 is an open, online course free to anyone who wants to take it. You can join in whenever you like and leave whenever you need. Participants develop skills in using technology as a tool for creative self-expression, building a digital identity, and critically examining the landscape of communication technologies. The 2011 version of this course invented a free form live streaming course radio station as a new form of teaching and learning. This course starts up again in January 2012 in case you’d like to sign up.
In the fall of 2011 Stanford Engineering professors offered three of the school’s most popular computer science courses for free online as MOOC’s, Machine Learning, Introduction to Artificial Intelligence, and Introduction to Databases. The Introduction to Artificial Intelligence course generated over 100,000 enrollments and had to be capped. Students taking the course for free watch video lecture recordings, read course materials, complete assignments and take quizzes and an exam. What online students don’t receive, however, is one-on-one interaction with professors, the full content of lectures – or a Stanford degree.
In late December MIT announced MITx which aims to let thousands of online learners take laboratory-intensive courses, while assessing their ability to work through complex problems, complete projects, and write assignments (see FAQ). As with other MOOC style offerings students won’t have interaction with faculty or earn credit toward an MIT degree. However, for a small fee (yet to be defined) students can take an assessment which if successfully completed will provide them with a certificate from MITx. Whether this turns out to be anything more than the form letters Stanford’s faculty provide non-enrolled students who complete the course remains to be seen. But, imagine this scenario. A student signs up for a free MITx course, completes the assignments, pays the assessment fee and receives a certificate indicating successful completion. That student then decides to apply to and enroll in MIT proper. Would that certificate be accepted by MIT as transfer credit or would they force the student to retake the entire course?
Museums and libraries are going open. Check out the Commons on Flickr to see how libraries and museums are openly sharing what have been hidden treasures in the world’s public photography archives, and how they are openly sourcing public input and knowledge into making these collections even richer. The Commons on Flickr openly shares photos where “no known copyright restrictions” exist, such as:
- The copyright is in the public domain because it has expired;
- The copyright was injected into the public domain for other reasons, such as failure to adhere to required formalities or conditions;
- The institution owns the copyright but is not interested in exercising control; or
- The institution has legal rights sufficient to authorize others to use the work without restrictions.
I think of these collections as partially open. The rights statements of participating libraries and museums are full of statements like; “It is your responsibility to determine what permission(s) you need in order to use the Content and, if necessary, to obtain such permission.” Not particularly helpful or encouraging of reuse. No where near as clear as Creative Commons licenses. However, I do really like the way they are seeking public input into the cataloging and data associated with these images. See No. 47. Crew member taking a movie of ice berg from the ship, Greenland, 1939 for an example of how Smithsonian images are being shared through the Commons on Flickr and how public input is improving the collection. It’s particularly heartening to see the Smithsonian directly interacting with end users.
Photo from Smithsonian Institution’s Photostream
In November 2011 Wired announced that all Wired.com staff-produced photos will be released under a Creative Commons (CC BY-NC) license in high-res format on a newly launched public Flickr stream. In making the announcement Wired notes; “Like many other sites across the web, we’ve benefited from CC-licensed photos at Wired.com for years — thank you, sharers! It seems only fitting, and long overdue, to start sharing ourselves.”
Its great to see these examples of open leadership happening at the national, provincial, municipal, institutional, and organizational level and it makes me wonder – Is open going viral? Is open going mainstream?
There is growing government interest in seeing resources produced through tax dollars be publicly accessible. Governments at all levels are using policy and legal frameworks to open up access to publicly held information, promote transparency, and enable wider economic and social gain. These are all factors every government and their electorate are interested in.
I can’t wait for the day when more and more government officials recognize the benefits of open and establish themselves as proponents. Washington State representative Reuven Carlyle gets it in spades. See $64 million for out-of-date and educationally generic textbooks? Here’s a new approach, and Beginning of the end for $100 college textbooks: Legislature, colleges, Gates Foundation partner for examples of how a politician can make a difference by understanding and leveraging open.
I think of open textbooks as low hanging fruit. One of the most compelling open education initiatives to undertake. Open textbooks have a clear value proposition for students, parents, educators and public funders. CK-12′s flexbooks are totally impressive for the fact that they are Creative Commons licensed and for the simple way you can assemble a book as a .pdf, an e-book, or html and embed it in an LMS. And then there is Saylor’s Open Textbook Challenge which is offering a “bounty” of $20,000 if you submit your textbook to them and it is accepted for use in their course materials. I expect we’ll see open textbooks for high enrollment undergrad courses across the board.
While I’m interested in the full range of ways in which open principles are being used I’m particularly interested in how they apply to education. Governments could establish policy that requires public funds for education to result in education resources openly accessible to the public. Some governments have provided funding for development of educational resources under agreements that have the IP and copyright for those resources resting with the government. Governments could easily convert all these legacy educational resources to Open Educational Resources (OER) by simply using an open license like Creative Commons.
UNESCO and the Commonwealth of Learning (COL) published the UNESCO-COL Guidelines for Open Educational Resources (OER) in Higher Education this year providing a set of guidelines to support governments, teaching staff, higher education institutions/providers, and quality assurance/accreditation and recognition bodies adopt and support OER.
The guidelines for government include:
a. Support the use of OER through the revision of policy regulating higher education
b. Contribute to raising awareness of key OER issues
c. Review national ICT/connectivity strategies for Higher Education
d. Consider adapting open licensing frameworks
e. Consider adopting open format standards
f. Support institutional investments in curriculum design
g. Support the sustainable production and sharing of learning materials
h. Collaborate to find effective ways to harness OER.
I look forward to seeing these policies adopted around the world, used at the national, provincial, municipal, and institutional level, and applied across all of education.
For public government, public service agencies, and not-for-profits open policy is a perfect fit. For the most compelling and articulate description of its obviousness I highly recommend you listen to Cable Green’s Sloan-C presentation The Obviousness of Open Policy which he gave in November 2011 (advance to time index 10:25 and click on the 4 arrows in the upper right corner to go full screen). In a digital world the potential is there for open to become a widespread win/win de facto policy with benefits for governments and citizens. The most amazing thing of all is that government support for open can happen at the policy and guidelines level without any additional funding. It’s hard to imagine why any entity serving the public interest wouldn’t adopt open policies when open can clearly generate social and economic benefits.
I’m highlighting these government developments around policy and open as I see them as an essential complement to the grass roots way open adoption has happened to date. Individuals, on their own, have embraced open. Photographers have uploaded over 200 million images to Flickr tagged with Creative Commons licenses. Wikipedia’s more than 3.8 million entries are openly licensed using Creative Commons. In June 2011 YouTube added the Creative Commons Attribution license as a licensing option for users and launched a Creative Commons video library containing 10,000 videos under CC BY from organizations such as C-SPAN, PublicResources.org, Voice of America, and Al Jazeera. There are now hundreds of thousands of YouTube videos that users have posted with Creative Commons licenses.
People who tweet and use social networks appreciate openly engaging others in solving problems or providing advice. The New Einsteins Will Be Scientists Who Share explores this potential for science. Even Scientific American is in on the act with their citizen science site. I expect we’ll soon see national organizations responsible for research establish open innovation as an essential aspect of research agendas.
As might be expected there are a growing number of practices and technologies emerging to support this kind of open engagement. Knowledge in the Public Interest is using the concept of a JAM‘s for open engagement. A JAM is a a non-linear moderated discussion of fixed duration that is part creative brainstorming, part active dialogue, and part focus group. In a JAM participants share experiences, knowledge, and ideas, and collaborate in search of actionable responses to complex issues. It’s interesting to note that Knowledge in the Public Interest’s customized version of Moodle and its JAM process are similar to what BCcampus has been doing for years with its customized Moodle SCoPE seminars.
Idea Scale is another interesting example. The recently launched US initiative Digital Promise is using Idea Scale to generate and tackle “grand challenges” to spur breakthrough technologies that can help transform the way teachers teach and students learn. You can see grand challenge ideas submitted so far in Idea Scale here.
In education, Learning Management Systems are largely closed walled off online learning environments that require passwords and logins for entry. It was a welcome surprise then when in October 2011 Blackboard announced a series of new initiatives to provide greater support for open education efforts. Working with Creative Commons, Blackboard now supports publishing of open educational resources (OER) across its platforms. Support for OER enables instructors to publish and share their courses under a Creative Commons Attribution license (CC BY) so that anyone can easily preview and download the course content. Blackboard also updated its policy around fees so that there are no extra charges associated with sharing courses with outsiders such as other educators, auditors, or prospective students. Blackboard says it wants to help institutions share the content of their courses with larger, online audiences. When a technology vendor like Blackboard starts to support open then you know open is past the idea stage and going mainstream.
Given the growing personal use of open licenses by end users it makes sense for governments to do the same. Open will flourish when bottom-up grassroots efforts toward open take place in an environment supported top-down by policy.
photo by Deborah Stacey
My own work at BCcampus around OER has been an example of that synergy. Government Ministry of Advanced Education support for faculty development of online learning resources has been provided with the caveat that the resources be open and shareable. I’ve written about this initiative extensively elsewhere in this blog (see here, and here, and here) so thought I’d shine the light on a couple of other 2011 developments that add credence to the growing sense of open going viral and the synergy between policy and grassroots adoption.
In the US the Obama administration initiated the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grants Program out of the US Department of Labor. The first round of TAACCCT grants made available and awarded in 2011 totals $500 million but a total of $2 billion over four years has been committed. This example of government commitment to open is the largest I know of and I hope others are inspired to follow suit. TAACCCT provides eligible institutions of higher education with funds to expand and improve their ability to deliver education and career training programs that can be completed in 2 years or less, and that result in skills, degrees, and credentials that prepare program participants for employment in high-wage, high-skill occupations, and are suited for workers who are eligible for training under the TAA for Workers program. TAACCCT funds are capacity building grants strategically targeted to assist workers adversely affected by trade agreements. All TAACCCT initiatives are expected to meet accessibility and interoperability standards and produce OER licensed using Creative Commons (CC-BY).
Wayne Mackintosh and the Open Educational Resource Foundation (OERF) in New Zealand have been doing just an amazing job of bringing to life the OER university (OERu). Here’s how the OERu is described:
The OER university is a virtual collaboration of like-minded institutions committed to creating flexible pathways for OER learners to gain formal academic credit.
The OER university aims to provide free learning to all students worldwide using OER learning materials with pathways to gain credible qualifications from recognised education institutions. It is rooted in the community service and outreach mission to develop a parallel learning universe to augment and add value to traditional delivery systems in post-secondary education. Through the community service mission of participating institutions we will open pathways for OER learners to earn formal academic credit and pay reduced fees for assessment and credit.
The concept of an OERu gained widespread support and made incredible progress over the 2011 year. Institutions from around the world have become OERu founding partners including:
- Athabasca University
- BAOU (Gujarat’s open university)
- Empire State College (SUNY)
- Nelson Marlborough Institute of Technology
- NorthTec
- Open Polytechnic
- Otago Polytechnic
- Southern New Hampshire University
- Thompson Rivers University
- University of Canterbury
- University of South Africa
- University of Southern Queensland
- University of Wollongong
- OER Foundation (non-teaching)
- BCcampus (non-teaching)
These founding partners represent Canada, USA, New Zealand, South Africa, Australia, and India. For OERu to have attracted the interest and involvement of this many partners in a one year period is impressive. I’m particularly encouraged with the breadth, depth and reputations of these partners. It’s worth pointing out that the OERu openly invites other institutions to join. I expect many additional institutions from all around the world will join the OERu and follow the early leadership these founding anchor partners have shown.
Over the course of 2011 the OERu:
- conducted an international consultative webinar on the OER university with a focus on OER for assessment and credit for students in February 2011
- hosted a strategic international planning meeting for the OER university February 2011
- established a plan of action for implementing its logic model
- held an international consultative webinar on designing OERu credentials in August 2011
- brought on 15 anchor partners (see above)
- held an OERu Founding Anchor Partners inaugural planning meeting in November 2011
- defined 2012 prototype courses in Dec 2011
- and is currently doing an international consultative webinar for designing Academic Volunteers International (until Dec 16) as well as conducting an OERu assessment and credentialisation practice survey (until Dec 31)
Perhaps the most impressive thing of all with OERu is that all of this has been planned and published openly on Wikieducator with invited and included participation from people all over the world. Got ideas you’d like to contribute to the OERu? Log on to the wiki and add them – input from all is welcome. OERu is not only about opening education its modelling how to do planning and development in an open and inclusive way. For the OERu, open is not just about content – its about all aspects of education, it seeks to engage and benefit all people everywhere, it’s a way of working. Outstanding!
photo by Deborah Stacey
Against this backdrop of growing global momentum and critical mass around open, 2011 has been a pivotal year of open for me personally too. Here’s my own personal 2011 top 10 open highlights:
#1. The University of Open articulates a vision of a new kind of university that strategically chooses to use and contribute to the code of Open Source Software, publish research openly using Open Access principles, teach openly in the public using Open Pedagogies, share data on it’s activities using Open Data, and involve faculty and students in developing and using Open Educational Resources (OER). This vision of an alternative ‘university of open’ serves as an inspiration for me. I’ve been thrilled to find this idea picked up and promoted internationally by Sir John Daniel of the Commonwealth of Learning (Open Courseware, Open Content, Open Practices, Open Learning: Where are the limits? — Tertiary Education: How Open? — Open Universities: what are the dimensions of openness? — Publishing with Public Money for Public Benefit)
#2. Award of grants for the 2010 BCcampus Online Program Development Fund which supports partnerships of BC public post secondary institutions in their development of online learning curricula as OER. This was the eighth consecutive round, the longest running publicly funded OER initiative I know of, bringing the cumulative 2003-2010 investment to $9 million. Kudos to BC’s Ministry of Advanced Education for its early foresight and willingness to back open over all these years.
#3. One of OER’s holy grails is reuse by others. I think there is a dearth of understanding about just what people think this means but this past year several significant events happened around OER developed in BC being picked up and expanded by others elsewhere. I find these examples fascinating as they represent real-life examples of what happens as OER mature. The University of British Columbia’s Virtual Soil Science Learning Resources are a great example of an OER initiative that started in BC and has expanded. The additional institutional partners brought on over time contribute to improving existing learning resources, developing new learning resources, and use existing virtual soil science learning resources for courses in their own institutions. I enjoyed helping bring together soil scientists in India with the core UBC team to further expand the work through an international partnership.
When someone says to me OER reuse I think about this – the formation of distributed social networks of faculty and students collectively working on shared curriculum.
Royal Roads University has a wonderful Open Educational Resources site and Mary Burgess, the lead for this initiative sent me an e-mail in November 2011 saying:
“We’ve had some exciting developments on our little OER project of late that I just had to share with you!
Last week, we found out that a consortium of Chinese institutions is using our Instructional Skills Workshop Online (shared from our OER site) – you can see it here.
And today, we found out that 2 of our Moodle customizations are being made part of Moodle core in version 2.3.
Finally, I had an email from a guy at the University of Madrid yesterday who is using another one of our Moodle patches.
We are over the moon that our work is of use to others!”
I love that last statement. It is exciting to see the work you openly share be of use to others.
#4. Consortium of BCcampus, WICHE, CCCS, North Island College, College of the Rockies and institutions in Montana, Wyoming and Colorado awarded Gates Foundation funded Next Generation Learning Challenges Wave I $750K grant for the North American Network of Science Labs Online. Especially momentous for me was the workshop we did at North Island College in Courtenay BC where over 50 educators, faculty and edtech specialists participated in a demonstration of the Remote Web-based Science Lab and in discipline panel discussions around the biology, chemistry and physics OER courses and labs this project is creating. This project is exciting and yet another example of an OER project that has been unfolding over several years in BC expanding outward and increasing impact through additional partners.
#5. Moodle Moot Canada 2011 keynote “Talking About All Things Open” with Terry Anderson, Stephen Downes, Gavin Hendrick and myself. Terry Andersons’ description of open scholarship was a key idea for me. I also got a blast out of openly engaging all conference attendees in crowdsourcing the Future of E-Learning.
#6. Open4Learning Educational Technology Users Group Workshop in Nelson BC. An awesome program exploring the diverse aspects of open in education from a BC perspective.
#7. OERu. I’ve described this initiative in some detail earlier in this post. It’s been fascinating to see this initiative evolve over 2011 and to be an active participant and facilitator in helping define what it is.
#8. Interview with Timothy Vollmer at Creative Commons resulting in Open Education and Policy
#9. University of Northern British Columbia Opportunity Side of Open talk, workshop on Finding and Using OER, and ABC Copyright Conference Especially enjoyed the conference Talkshop session exploring issues related to recent Access Copyright efforts to increase tariffs which caused many institutions to withdraw from Access Copyright and giving a keynote, the Opportunity Side of Open Part 2 which includes suggestions for actions faculty, students and institutions could pursue if they embrace and adopt open as a key aspect of their work.
I’ve received some inquiries from people as to whether I’ve evolved the University of Open concept. The answer is yes. Some of what I’ve been working on are these suggestions for actions faculty, students, and institutions could pursue if they embrace and adopt open as a key aspect of their work. I’ve been thinking about what people would do, how they’d behave, if they were committed to the University of Open. Here’s a brief synopsis of possible actions:
Open Faculty:
- Make intellectual projects & processes digitally visible & open to criticism/comment
- Do open research
- Publish in open access journals
- Self archive work for open peer and public review
- Create a new type of education work maximizing social learning, participatory pedagogies, global connections
- Teach open courses
- Develop OER with communities of professional peers & students
- Use open educational resources developed by others
- Assign and author open textbooks
Open Students:
- Use OER to select institutions & courses of study
- Use OER for self-study
- Engage in open study around OER with global peers of students
- Assemble OER and open/free software tools into personal learning environments
- Customize, enhance and develop OER (for credit)
- Actively participate in social learning and form networks and connections
- Track and use open data on learning to plan and manage learning process
- Create open e-portfolios making learning projects, processes, and outcomes digitally visible
Open Institutions:
- Work in consortia to develop and use OER for academic programs
- Use OER to market & promote programs & courses of study
- Use Open Source Software and contribute to developer community
- Reward (performance) and support (policy & funds) open access research publishing
- Generate and publish open data around learning, scholarly activities, and outcomes/achievements
- Create unique identity and establish value by extent of open activity and global benefits
#10. BCcampus Opening Education event. It’s really great to see in followup to this event that BC’s Electronic Library Network at their December meeting began planning initiatives around OER, open textbooks and a copyright course for faculty and students in 2012. I think librarians can make a huge impact on open and will play a much more central role in the way it plays out in education over the coming years.
photo by Paul Stacey
Going in to 2012 I see big opportunities for open to unfold on a larger scale. Summarizing calls for action from the above I hope:
- Governments, municipalities and institutions adopt open policy and licenses
- Legacy resources held by governments, municipalities and institutions are openly licensed
- New grant funds for development of educational resources use open licenses
- Faculty and students at the individual level automatically license their resources openly
- International consortia form around the development and enhancement of open educational resources
For many “open” is not even on their radar screen. For others open is present but fragile. Still others think ‘Open-ness’ is growing, but in ways that are not quite what was anticipated by the more dedicated proponents of OERs. I agree with this last statement and hope I’ve depicted some of the breadth of ways open is growing in this post. I think open is past the tipping point. This year even institutions who were not early adopters began to find ways to be participants. I think there are even more people and organizations on the sidelines looking for a way to enter the field.
As is apparent from this blog Creative Commons licenses are critical enablers of open. 2012 will be Creative Commons’ tenth anniversary. I’ve been imagining ways I’d improve Creative Commons. Everyone in the Open Educational Resource (OER) space has been wanting some way for tracking reuse. I think this could be enabled through the license although I’d frame it differently. I think we should be tracking attribution which is a condition of all Creative Commons licenses. Ideally creators receive attribution notification when others reuse their work – like pingbacks, or trackback in social media. Its motivating for creators to know that their work is having an impact and valued by others. Tracking attribution will generate a means of showing impact akin to research citations. My colleague Scott Leslie has done some work around tracking OER reuse and I’m also intrigued by the Total Impact work Heather Piwowar is involved with.
I’ve also been thinking of the potential to go “beyond permissions to intentions”. Let me explain. Creative Commons licenses do a great job of complementing copyright by providing a mechanism for creators to express permissions they accord others in terms of use of their work. However, what is missing is any expression of creators intentions. Are they giving permissions and don’t really care how its used? Would the creator like to see derivatives of their work that others create? Is the creator really interested in finding others who want to collaborate with them on the continuous improvement of the work? This latter intention is in my view critical to the long term success of OER. All open initiatives succeed over the long term based on the size and vibrancy of the open community that gets built up around it. I really wish there was some means of expressing creator intentions so that others reusing the work can do so in ways that fulfill creator aspirations.
So in summary I see Creative Commons licenses as having three components:
- Permission – this component exists already. It’s how creators express the permissions they are according to creators in terms of attribution, creating derivative works/or not, allowing commercial use/or not, and requiring share alike/or not.
- Attribution – this component would make explicit how users are to provide attribution to the original creator and send the creator a trackback indicating attribution/reuse.
- Intention – this component would express the creators intention in making the work available through Creative Commons and provide a means for subsequent users to support those intentions.
I’d like to see each of these three functions embedded in the license and available to creators and subsequent users with one click. One of my big interests is in increasing the value proposition for creators.
This blog post provides a body of evidence on the many ways open expanded in 2011. I’d like to close this blog by celebrating one form of open that happens every year at this time – the way Christmas opens the human heart. Merry Christmas all.
photo by Deborah Stacey
Filed under: copyright, Open Educational Resources (OER) | Tags: access copyright, Athabasca University, Commonwealth of Learning, copyright, open access, open educational resources, university of british columbia
Proposed new copyright laws, confusion over what is allowed and isn’t allowed under fair dealing, Access Copyright’s attempt to increase tariff’s, risk adverse legal counsel advice, universities and colleges pulling out of Access Copyright. Has all this got your head spinning?
In parallel to the changing regime of copyright new open licensing and sharing practices have emerged.
As part of Open Access week BCcampus and partners are hosting an Opening Education event on October 17 to explore how the practices of Open Access research publishing and Open Educational Resource (OER) course content have emerged as complementary and creative alternatives to traditional copyright practices. Join us in this exploration of how creators are using digital open licenses to essentially clear copyright upfront in such a way that sharing and reuse by others is pre-authorized and encouraged.
We’ve created an Opening Education micro-site at http://open.bccampus.ca. This site provides a means for online registration and provides information on the location, speakers agenda, and associated resources. The event will take place face-to-face at Simon Fraser University’s Woodwards campus in downtown Vancouver and be simultaneously webcast over the Internet. The webcast will be recorded and posted to the micro-site for reference after the event.
The event features a wide range of speakers representing organizations who are actively engaged with open access and open educational resources. Presenters include:
- David Porter, Executive Director BCcampus
- Sir John Daniel, CEO of the Commonwealth of Learning (COL)
- Scott Leslie, Open Education Client Services Manager, BCcampus
- Venkataraman Balaji, Director for Technology and Knowledge Management, Commonwealth of Learning
- Wayne Mackintosh, OER Foundation, New Zealand
- Rory McGreal, Associate Vice President Research & UNESCO OER Chair, Athabasca University
- Joy Kirchner, Scholarly Communications Coordinator, University of British Columbia Library
- Paul Stacey, Director Curriculum Development, BCcampus
Resource links on the micro-site are grouped to portray the range of activities each of these speakers and organizations are pursuing around open access and open educational resources. We encourage you to explore the resource links in advance for orientation.
Hope you can join us.
Paul Stacey
Filed under: Open Educational Resources (OER) | Tags: BCcampus, benefits, credentials, partnerships, reuse
I just recently completed the eighth round of the BCcampus Online Program Development Fund providing grants to BC public post secondary institution partnerships for development of credit-based open educational resources. A full listing of those awards can be found here on the BCcampus web site.
BCcampus started supporting the development of open educational resources back in 2003 with it’s inaugural Online Program Development Fund. The 2010 call for proposals was the eighth round and brings the total investment made so far to $9 million. Given the burgeoning interest in OER I thought it might be useful to describe this years outcome in the context of an eight year retrospective that summarizes our initiative overall and presents some data on how it has evolved.
Over the years I’ve been contacted by others looking to replicate our program in their jurisdiction. We helped eCampus Alberta establish their Online Course Development Fund and have recently been speaking to folks in Ontario who are interested in seeing something happen there too.
Funding
One aspect everyone is interested in is the funding component of our initiative so lets deal with that right up front. The BCcampus Online Program Development Fund is provided annually to BCcampus by the Ministry responsible for higher education. The amount of money allocated has varied each year as follows:
The annual fund has been “one-time” money each year so far which has created challenges around launching the call for proposals on a regularly scheduled basis that is at an opportune time for faculty and staff to devote time to proposal writing. It is my hope going forward that we can get this money established as part of our operating budget so this kind of planning can take place.
Categories, Criteria & Priorities
The amount of money available annually affects the categories and priorities the fund targets. This is an aspect of our initiative I’ve never written about before so let me take some time to describe it. The Online Program Development Fund is announced via a call for proposals that gets distributed to each of the 25 public post secondary institutions in BC. Each year when I write the call for proposals I define categories and priorities for the fund as well as the criteria that must be met. Here’s how it’s evolved over time.
2003 Categories: learning objects, courses, complete online programs
2004 Categories: learning objects, courses, complete online programs, open source education technologies, learner online community
2005 Categories: learning objects, courses, complete online programs, best practice dissemination
2006 Categories: courses, reuse
2007 Categories: courses, co-created content, professional development resources
2008 Categories: learning objects, courses, professional learning resources
2009 Categories: learning objects, courses, open textbooks, professional learning resources
2010 Categories: courses, course components
Learning objects are small, stand-alone units of online instruction that can be tagged with descriptors and stored in repositories for reuse in various instructional contexts. They typically are small units of learning (2-15 min at topic level) that are self-contained in such a way that it can be taken independently or grouped into a larger context. The key idea is that they are reusable in multiple contexts for multiple purposes.
I’m sure everyone understands what courses are. In the context of our initiative we’ve expressly specified a preference for fully online credit-based courses. Giving preference to fully online over blended courses, that partially happen online and partially on campus, ensures we maximize accessibility to students all over BC.
For the three years when the fund was $1.5 million we included a category for complete online programs meaning that proposals could request funding to develop all the online courses needed to create a complete online program. Building out a complete credential requires a significant investment so this is only possible when you have a large fund.
In 2004 we introduced the categories of open source education technologies to support development of tools and apps for education and the creation of a online community providing support for online learners. We didn’t get many applications and the inclusion of a tools and technologies category complicated our open licensing approach as you cannot license software in the same way you license educational content. We discontinued these categories.
The best practice dissemination category in 2005 called for proposals that aggregate and disseminate best online learning practices for students and educators and BC public post secondary e-learning research findings. This was an important category acknowledging the growing importance of complementing online learning development and delivery with educator professional development resources on how to effectively do so. To the best of my knowledge the BCcampus OER initiative is the only one that has ever funded development of professional resources for faculty and staff as OER, a practice we continued in subsequent years and a category that is very popular. We called this category professional development one year but were advised to change this name to professional learning as “professional development” was seen to be something governed by collective bargaining agreements on campus. The 2010 OPDF for the first time in several years did not include this category and as a result we received fewer proposals.
The reuse category of 2006 sought proposals that enhance and leverage benefits associated with existing OER based on the right to modify and improve them. Essentially we were wanting to encourage more use of existing OER and thought a category targeting this explicitly might help. We did this again in 2010 but instead of specifying it as a category we made it an overall criteria for all categories by stating in the call for proposals; “Preference will be given to proposals that integrate new online learning resources with previously funded OPDF resources, or other OER from around the world, to construct credentials.” We’re looking to see development of new resources be integrated with existing OER to create course and credential offerings. We are intentionally incentivizing reuse.
The co-created content category of 2007 sought proposals to design and develop credit based online learning resources using social learning applications where faculty and students create online learning content together. We really didn’t get any proposals in this category and dropped it as an idea that may yet gain traction but currently is not a method in use for development of courseware.
In 2009 we included a category for open textbooks which we saw as a new and critically important form of OER. In 2010 we lumped learning objects and open textbooks into the category course components, a simpler more plain English way of expressing what we are looking for.
Each year, the call for proposals includes some overall criteria as well as criteria specific to each category. The following overall criteria have been consistently used every single year:
- Produce programs which are accessible to all BC students
- Respond to demonstrated student demand and labour force need
- Exhibit the characteristics of quality teaching and learning
- Demonstrate sustainability and cost-effectiveness
- Include contributions in dollars and/or in-kind from other sources, either internal or external (such as private partnerships)
- Collaboration between two or more institutions
- Include clear transfer and articulation mechanisms
- Agree to license the resources to be freely shared and available for reuse as OER
Specific criteria to each category are also devised to further help those writing proposals be on target. An example from the 2004 call for proposals is “Preference will be given to proposals that build out existing online programs already started but requiring additional courses to be completed.” This “preference will be given” phrasing has been key throughout our initiative in that it keeps the call for proposals open but indicates areas of specific targeted interest.
Given the OPDF funding comes from the Ministry the call for proposals also includes Ministry priorities. In the 2009 call for proposals the Ministry expressed the following areas as priorities – Early Childhood Education; Health-related Programs; Programs aimed at Aboriginal Learners as well as learners with disabilities, mature learners and recent immigrants; Technician and Technologist Programs; Tourism and Hospitality. In 2010 there was a single priority – science.
Evaluation
Evaluation, selection and award of OER grants through are done by independent professional peer review against the criteria and priorities expressed in the call for proposals. Each year I form an eight person evaluation committee made up of seven people with education technology and online learning development experience from across BC’s public post secondary system and one external evaluator. In forming an evaluation committee I try to ensure an equal number of males and females. I try to ensure regional representation of the north, the interior, Vancouver Island and the high density urban area around Vancouver known as the lower mainland. I try to ensure representation of research based universities, teaching universities, colleges and institutes. Its no small task getting the balance right! I ask evaluators to participate for a two year term and stagger their participation so that typically each year half the evaluation committee has experience with the process coming back for their second year and half the committee is new doing it for the first time.
We use an evaluation process I call “progressive consensus”. The first step of this process involves independent evaluation. Each evaluator independently scores a subset of all the proposals. We avoid conflict of interest by ensuring no evaluator scores a proposal they or their institution are involved with. Representatives from the Ministry also review proposals and provide comments which are circulated to the evaluation committee to include in their independent evaluation.
A couple of weeks later we bring all the evaluators together for a two day selection process. On the morning of the first day we pair the evaluators up into two person teams and ask them to reach consensus on the scores they gave for their proposals and rank order the proposals into their top 10. Once they’ve reached consensus each team of two lists their top 10 on a whiteboard for all to see.
We then assemble the entire evaluation team and have each pair present their number one pick and make a recommendation. The rest of the evaluators ask questions leading to discussion and deliberation until the entire evaluation committee reaches a consensus on the decision regarding award. We then move on to the next high ranking proposal and repeat the process as a group. This process moving from independent, to paired, to entire committee evaluation is what I mean by progressive consensus.
Outcomes
Partnerships
A unique aspect of our OER initiative is the emphasis on formation of partnerships. Our OER initiative is focused on funding collaborative development of curricula that benefits all the partners. Institutions form partnerships with each other based on academic program synergy and mutual academic need. Partnering involves pooling expertise and developing an online resource that all partner institutions subsequently use.
While occasionally a grant is awarded to an institution working solo, 83% of the 144 grants we’ve made involve partnerships. Partnerships occur between BC post-secondary institutions and with external partners. The wider the involvement of partners in development and subsequent use, the better.
External partners in our OER development initiatives have included:
- national and international universities
- professional associations
- K-12 school districts and school boards
- e-learning companies
- foundations
- First Nations tribal councils
- health authority’s
- literacy groups,
- and others.
In the 2010 OPDF awards the following are external partners with BC public post secondary institutions; WSÁNEĆ School Board, Carnegie Mellon University, University of Hawaii, School District 91, BC Learning Network, Cool School, The Critical Thinking Consortium, The South Island School District Partnership (SD 61, SD 62, SD 63, SD 64, SD 79), Coast Salish Employment Training Society, Dr. Peter Aids Foundation Centre in Vancouver, Ministry of Health Services, BC Health Authorities, Community Care Facilities Licensing Officers of BC Association, BC Forestry Innovation Investment, Nanjing Forestry University, and Fujian Agriculture and Forestry University
I like to show financial distribution of grants to the BC public post secondary institutions in a way that emphasizes benefits of partnerships. One of the benefits is that all participating institutions in an OER project benefit from all the resources collectively produced. The net value of the project more accurately reflects the benefit they accrue than their individual share of funding. The following chart depicts total net value of grant awards each BC public post secondary institution has participated in over the past eight years (2003-2010). In calculating these totals I take the full amount of each annual OPDF grant and award it to the lead and to each of the partner institutions. So the total reflects net value of grant awards not the individual portion each institution gets. (you can click on this chart and the others in this post to make them bigger)
Here is another chart showing what portion of the total is based on the institution having a lead role and what portion is based on them having a partner role.
Whats fascinating about this chart is the way it reveals the benefits of partnership. In almost every case the funding an institution has participated in as a partner exceeds the funding they have participated in as lead. College of the Rockies (CoTR), one of the smallest institutions in the province, made it into the top 5 beneficiaries of funding almost entirely through partnerships!
Another way I depict partnerships is by tracking which institutions are partnering with each other. Some institutions have few partners. Others partner widely. Some OER projects are undertaken by a consortia group. For example LinkBC received a grant to develop OER related to the Vancouver 2010 Olympic Games. LinkBC is a consortia of 18 of BC’s 25 post secondary institutions working collaboratively on tourism and hospitality programs. I think of the number of partners an institution has as a measure of its collaborativeness. Here’s a chart depicting collaborativeness of each BC public post secondary institution based on the number of institutional partners they’ve had over the eight years of our OER initiative.
As can be seen there is a lot of collaboration. Some of our OER projects involve as many as 10-15 institutions working together on development of online programs that are offered at all participating institutions. Some of the projects even involve development of what we call collaborative academic programs where the institutions share courses, teaching responsibilities, and collectively pool students.
Collaboration and partnerships are one of the biggest outcomes of our OER initiative.
Credentials
A goal of the BCcampus OER initiative is to increase credential opportunities available to students throughout the province by funding development of post-secondary online courses, programs, and resources. Credentials in BC’s post-secondary are categorized as follows:
- Apprentice-Entry Level
- Associate Degree
- Bachelor’s Degree
- Certificate
- Citation
- Diploma
- Doctoral Degree
- Grad Cert/Diploma
- No Credential Granted
- University Transfer
* Note: This credential categorization is taken from EducationPlanner.ca
Credentials are developed through the BCcampus OER initiative in four ways:
- A single round of funding allows for development of all the courses required for a complete credential.
- A complete credential is built out gradually through multiple rounds of funding.
- The OER initiative provides funding needed for development of the last few courses required to make the complete credential online.
- The OER initiative creates a number of online courses that can be used across multiple credentials or serve as the building blocks for creating credentials.
Over the eight years the BCcampus OER initiative has contributed to the development of 47 credentials including:
Associate Degree
- Associate of Arts Degree & Associate of Arts Degree in Geography
- Associate of Arts Degree in First Nations Studies
- Web-based Associate of Science
Bachelor’s Degree
- BA Psychology
- Bachelor of Business Administration
- Bachelor of General Studies (Police Studies)
- Bachelor of Tourism Management
- Bachelor’s Degree in Psychology
- Bachelor’s Degree with a Marketing Minor
- Classroom and Community Support Program
- Minor in Gerontology
- Northern Collaborative Baccalaureate Nursing Programme
Citation
- Behaviour Intervention Citation
Certificate
- Administration Assistant Certificate
- Certificate in First Nations Housing Managers Training
- Certificate in Gerontology
- Certificate in Tourism Event Management
- Community Development Certificate program
- Community Care Licensing Officer Certificate
- Common Technology Access Certificate
- Computer Technology Certificate
- Finance for First Nations Housing Managers
- First Nation Shellfish Aquaculture General Management Certificate
- Medical Office Assistant Certificate
- Practical Nursing Online Certificate
- Provincial Legal Administrative Assistant Online Certificate
- Renewable Energy Certificate Program
Diploma
- Aboriginal Business Administration Diploma
- Aboriginal Community Economic Development Diploma
- Aboriginal Early Childhood Education Diploma
- Access to Dental Hygiene Diploma
- Advanced Diploma in Fetal Alcohol Spectrum Disorder (FASD)
- Advanced Diploma in Human Resources
- Animal Health Technology Diploma
- Business Administration General Management Diploma
- Continuing Health Care Administration Diploma
- Diploma in Local Government Management
- Diploma in Public Sector Management
- Diploma of Technology in Mining and Mineral Exploration Technology
- Early Childhood Care and Education Diploma
- First Nations Public Administration Diploma
Graduate Certificate/Diploma
- Graduate Diploma in Public Health
- Graduate Certificate in Child and Youth Mental Health
- Post Baccalaureate Diploma in Gerontology
- Post Bacclaureate Diploma in Marketing
- Post Graduate Technical Diploma in Geographic Information Systems (GIS)
Master’s Degree
- Masters of Applied Arts
In addition to explicit development of the above credentials some BCcampus OER initiatives develop multi-purpose undergraduate online courses or smaller course components that can be used across multiple courses and credentials.
I’ve also done some analysis to see the distribution of OER grants across academic fields of study. The BC Council on Admissions and Transfer’s Education Planner site categorizes BC’s higher education academic offerings into the following fields of study:
- Agriculture, Natural Resources and Science
- Business and Management
- Communications
- Computer and Information Services
- Construction and Precision Production
- Education and Library Studies
- Engineering and Electronics
- Health Related
- Legal and Social Services
- Liberal Arts and Humanities
- Mechanical and Related
- Recreation, Tourism, Hospitality and Service
- Sciences
- Transportation (Air, Land, Marine)
- Upgrading Programs
- Visual, Performing and Fine Arts
Here is a chart that shows what percentage of the number of OPDF grants have been made to each of these fields of study over the past eight years (click on it to make it larger):
The top three areas of development, health (20%), sciences (17%), and liberal arts and humanities (15%) account for more than 50% of all awards.
Sharing and Reuse
As an OER initiative all grants made through the BCcampus OPDF are for development of online courses and course components that are openly shared and available for reuse by others.
When we first initiated this program eight years ago we decided to change the way IP and copyright were being handled when Ministry funds were provided to post secondary institutions for development of courses. Rather than the Ministry holding Intellectual Property (IP) and copyrights to the resources as was the traditional practice we changed it such that the developer (institution or faculty member) held IP and copyrights. However, we added the requirement that they agree to share.
We initially started out wanting to adopt and use Creative Commons as our license for sharing OER as others like MIT’s OCW and Connexions had done back in 2003. However we met with considerable resistance from our developers who feared loss of control and competition. In the end we held on to the requirement to share but created a BC Commons license as an alternative option to Creative Commons. So starting in 2003 and continuing on to today the BCcampus OER initiative gives developers the choice of Creative Commons and BC Commons licenses. Developers wanting to participate in the global OER movement can go with Creative Commons. Alternatively they can choose the BC Commons license which provides for open sharing locally at the provincial level. I like to think of these as global sharing vs. local sharing options. Full description of our approach and the Creative Commons and BC Commons licenses we use can be found at http://www.bccommons.ca.
The BCcampus OER initiative is one of the few that gives developers a choice in how they license their resources for sharing. A question I’m frequently asked is when given a choice how many people choose Creative Commons and how many choose BC Commons? Here’s a chart showing license choices from 2003-2009. (Developers associated with the 2010 awards haven’t yet made their license choice).
As can be seen from this chart the majority of developers in our OER initiative have chosen the BC Commons license vs the Creative Commons license. Overall 66% have chosen BC Commons and 34% have chosen Creative Commons.
Doing a retrospective like this helps unearth anomalies. When you look at the above chart 2008 jumps out as being unusual. That year 16 developers chose Creative Commons and 4 chose BC Commons. I wondered why that year was different? It’s hard to say exactly but I went back to the 2008 call for proposals and see that I explicitly listed benefits associated with OER that year right in the call for proposals. I said:
The BCcampus Online Program Development Fund emphasizes open sharing of resources. This approach is congruent with other similar initiatives around the world including OpenCourseWare, Connexions, WikiEducator and others. The Online Program Development Fund has two license options one for BC Commons, which creates shareable resources among BC’s public post secondary institutions, and one for Creative Commons, which provides a mechanism for participating in global Open Educational Resource initiatives. In 2008 Capilano College joined the global Open Educational Resource movement as the first Canadian institution to become a partner in the OpenCourseWare consortium.
Benefits associated with Open Educational Resources are:
1. Social benefits
Higher education sharing knowledge for the benefit of all is an altruistic public service. Sharing boosts human capital through better education and skills by providing access to resources that encourage participation in higher education. Open resources accessible to all bridge the gap between informal and formal learning, and promote lifelong learning. Open resources widen access and provide supply where there is shortage.2. Economical benefits
By sharing and reusing, the costs for content development can be cut, thereby making better use of available resources. Leverage taxpayers’ money by allowing free sharing and reuse of resources developed by publicly funded institutions. Eliminates the weeks and months of time it can take to seek permission to use existing digital materials. Educators can use the asset immediately without having to go through a permission seeking process. Leverages a unique aspect of digital assets – the marginal cost and effort in making copies and distributing online learning resources over a network.3. Quality improvements
Quality improves over time, compared to a situation in which everyone always has to start anew. Creates a web-based, viewable, useable record of quality educational materials. Allowing others to reuse and modify original work provides a means for continuous improvement of online learning resources by a collective of professional peers. Shifts emphasis from content to teaching and learning process and services involved with using content.4. Collaboration and Partnerships
Creates opportunity for faculty to see, collaborate on, and reuse each others work. Provides a reputation boost to faculty whose materials are widely used.5. Academic Planning
Helps students make academic plans, be better prepared, and pursue learning of personal interest.6. Public Relations and Advertising
Good for public relations and functions as a showcase to attract new students. Acts as advertisement for the institution, and as a way of lowering the threshold for new students, who may be more likely to enroll – and therefore pay for tutoring and accreditation – when they have had a taste of the learning on offer through open content. Increased contact with alumni.These benefits are maximized through global Open Educational Resource initiatives that produce resources open to educators, students and the public.
It looks like explicitly spelling out benefits like this encourages developers to choose Creative Commons. I’ll have to list these benefits again in future calls for proposals. BCcampus believes that the Creative Commons license choice brings with it the greatest benefits. We encourage developers who initially chose BC Commons to migrate to Creative Commons at any time.
Let me illustrate some of the benefits of going Creative Commons with a couple of examples. For several years now the BCcampus OER initiative has been funding the development of a Web-based Associate of Science degree which has licensed all its development work using Creative Commons. Through three separate grants this initiative has been building out year one science courses for biology, physics, chemistry, and geology. They’ve met the major challenge of supporting the labs for these courses by building a remote web-based science lab that allows students to conduct real experiments over the Internet through remote control of instrumentation. Because this work is licensed through Creative Commons it has led to the formation of a partnership with the Western Interstate Commission for Higher Education and the Colorado Community College System producing a Bill and Melinda Gates Next Generation Learning proposal for replicating and scaling up this work in the US and collaborating on the creation of a North American Network of Science Labs Online. The proposal was selected as one of 50 finalists out of 600 applications received. The Creative Commons license makes it possible to partner and grow the initiative beyond the borders of BC.
Here’s a picture of what a student might see during use of the remote web-based lab:
If you’d like to learn more visit their web site at http://rwsl.nic.bc.ca/
Another example involves the development of three inter-related virtual soil online resources – Virtual Soil Forming Processes, Virtual Soil Identification & Classification, and Soil Parent Material and Landscape Development, all of which were licensed with Creative Commons. In July 2010 the developers sent us a summary list of Canadian and non-Canadian universities that use these resources showing use at 16 different universities and colleges across Canada, United States and Europe and use with at least 1500 students. The developers of these resources just recently launched the Canadian Soil Web Collaborative.
As part of the application process we now ask those submitting proposals to list the OER from previous rounds of the OPDF or from other OER initiatives that their development will be making use of. To give you an example of the kind of reuse of OER we are starting to see the 2010 Collaborative Mining and Mineral Exploration Technology Program proposal listed the following as OER they intend to reuse:
- Geology 105 – Introduction to Geology (Lab and Theory) – BCcampus OER
- Geology 106 – Introduction to Physical and Historical Geology (Lab) – BCcampus OER
- Aglo 1: Introduction to applied geophysics – seeing the earth’s subsurface – BCcampus OER
- Aglo 2a: Seven steps to applying geophysics – BCcampus OER
- Structure of Earth Materials – MIT OER
I’m really heartened by this.
The BCcampus OER are all available from our Shareable Online Learning Resources repository.
Thanks for joining me on this eight year retrospective of BCcampus’ OER initiative. It has been a fascinating journey and I have a feeling its only just begun. I’d like to thank all the developers who have been involved in our projects over the years. Your work is an inspiration. I’m thrilled to see BC developed OER attracting international interest and generating networks of partners collaborating on OER curricula across BC and beyond.
Filed under: Open Educational Resources (OER) | Tags: OERU, open educational resources, Open Educational Resources Foundation
Today the Open Educational Resource Foundation (OERF) is hosting a face-to-face meeting in New Zealand to explore the creation of an Open Educational Resource University (OERU). For instructions around virtual participation see:
http://wikieducator.org/OER_for_Assessment_and_Credit_for_Students/Virtual_participation
As outlined in the meeting information pack the purpose of this inaugural meeting is to collaboratively:
- Consider inputs and leading questions from meeting participants, anchor partners, the pre-meeting SCoPE seminar and international agencies
- Develop a shared understanding of a logic model for the OER university concept
- Review and refine the OER university logic model
- Identify the key questions for each component of the logic model
- Gauge interest and identify volunteers for leading and coordinating the constituent components of the logic model
- Commence identification of the key activities required for each component of the logic model, including inputs, outputs and
outcomes - Specify the next steps for the way forward.
This is a bold move looking at what it might take to create free and open learning for tertiary education credentials using OER.
The information package distributed in support of this meeting describes the OER University concept and presents a logic model as follows:
OER University Concept
The OER university concept. Adapted from Taylor 2007.
The OER university is a sustainable international system which will provide free learning to all learners with pathways to gain academic credit from formal education institutions around the world. It is rooted in the community service and outreach mission of tertiary education providers to evolve parallel delivery systems (now possible with the open web and free content licensing of learning materials) that will augment existing educational provision. The OER University is an open network and public-private partnership (PPP) including post-secondary institutions, the private sector, non-profits, government and international agencies.
The OER university concept is based on the strategic enablers where it is more effective to collaborate on selected components of the OER university concept, for example shared course design and development. However, collaborating institutions retain their core operational services associated with assessment and credentialisation. This OER ecosystem aims to serve both formal and informal learners by creating more flexible pathways for diverse student needs.
Logic model for the OER university
High-level logic model providing a systemic perspective of main initiatives for building a participatory OER ecosystem that aims to provide free learning to all students worldwide with pathways for credible academic qualifications
The design, development and implementation of a sustainable and scalable OER university concept is an ambitious international collaboration project. The logic model provides a framework for structuring and organising the range of activities, processes and constituent components necessary to achieve the desired results.
The Problem
Individuals are free to learn from OER hosted on the open web. The problem is that learners who access digital OERs on the web and acquire knowledge and skills either formally or informally, alone or in groups, cannot readily have their learning assessed and subsequently receive appropriate academic recognition for their efforts.
The Solution
The core mission of any modern university is to contribute to society as a community of scholars through the pursuit of education, learning and research. Many post-secondary institutions also incorporate the mission of community service, as publicly funded institutions, to serve the wider interests of the communities in which they operate by sharing expertise and scholarship for the benefit of society. By combining OER with the community service mission, it is possible to create what Taylor[6] has called a “parallel universe” of higher education delivery to complement and augment existing provision, especially for those who lack the means to follow traditional learning paths. Moreover, the OER university concept is a means whereby education at all levels can be more accessible, more affordable and more efficient by reinvesting savings of shared course development back into the formal teaching operations.
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As part of my work at BCcampus I’ve been facilitating an OERU online seminar in our SCoPE online community in advance of today’s OERU meeting in New Zealand. This SCoPE seminar has been planned to stimulate discussion in advance of todays meeting and to provide a forum for follow-on discussion after today’s meeting. I promised meeting organizers I’d provide a short summary of our discussions and drop-in think tank web conference as an input into today’s face to face meeting.
Here’s what I submitted:
OER University – A Summary of SCoPE Seminar Inputs
The following notes are summarized from SCoPE OERu online discussions and an OERu drop-in think tank web conference session held over the period 4-21-Feb-2011. The summary has been distilled from contributions made by participants from Israel, United States, New Zealand, India, Canada, Netherlands, Australia, United Kingdom, Pakistan, Portugal, and Brazil.
OER University Model and Ideas
The OERu:
- is a a consortium of partner universities – a university of universities. Participating colleges/universities are given an OERu logo to post on their web-sites designating them as participants.
- un-bundles the package of services traditional universities provide: recommending (and selling) learning materials, forming learning groups, arranging learning experiences, supplying teachers, certifying
- provides a search service for OER materials and maintains a repository of credit based OER approved by the consortium
- brings together currently separate OER initiatives to generate collaboration between them for development and assemblage of OER into mutually credentialed outcomes.
- creates a framework within which existing OER can be assembled and new OER development positioned.
- establishes a world OER credit bank and trans-national qualifications framework. Institutions developing OER can register their OER with the credit bank specifying what credit they are willing to accord those who successfully complete the learning outcomes associated with it. OERu assembles or creates the transfer/articulation aspects of assembling OER into a credential. Each OERu university partner can link existing OER courses of other partner universities to its OER degree programmes
- facilitates creation of an OER learning path, learning plan, and/or PLAR documentation template for students ideally through consultation with advisor or mentor
- helps learners systematically pursue learning plan and create a portfolio that can be assessed
- provides student support resources to help students navigate their learning paths and compile portfolios. Partners with institutions who provide options for student support possibly on a fee for service basis. A 24×7 call center for assisting students.
- creates a social learning context for OER reinserting or applying pedagogy to OER. Utilizes mass collaboration approaches combined with social networking to establish peer-to-peer and tutor-student support potentially with senior students receiving credit for tutoring juniour students. Provides a brokering/marketplace where those who want to facilitate learning can meet those who want to learn. Emphasizes peer-to-peer social learning over teacher/student traditional learning. Students as teachers solidifies learning.
- prioritizes low-cost / low-bandwidth solutions for learner support and uses mobile technologies for these interactive components
- provides continuous entry points throughout the year with entry by exams rather than prerequisite courses or degrees. A 365 days online registration and evaluation process.
- supports individual pace of learning, multiple exit points, including instant certification by testing
- removes affiliation requirements, residency or citizenship requirements, age restrictions (make OERu undergraduate and graduate programs open to children)
- provides certification or links to colleges and universities who do a PLAR like assessment of the portfolio
- awards the degree with logos of universities who participated in the validation process displayed on the certificate or alternatively the universities themselves confer the credentials
- maintains a registry of graduates
OERu Users and Use Cases
- a student using OER could literally study anywhere in the world for free and transfer his/her learning to a “receiving institution” for conversion to transfer credit
- personally designed pick and choose model where students formulate their own learning pathway (likely favoured by working professionals)
- structured degree model where templates of predefined OER are assembled into a curriculum leading to a credential (younger students looking for qualifications to move into professional area in labour market)
- OER-U could also work in K-12 sector to establish elementary and secondary programs leading to post-secondary so someone could presumably begin at the primary/elementary level and progress seemlessly to undergraduate or even graduate degrees
OERu Questions & Challenges
How to develop the course materials for learners globally?
Providing not only free education but free authentic, valid and reliable certification too. Leaners may need to pay for credential services unless national governments provide grants to cover these costs through the state education system.
Finding a free online platform or specifying that learning materials for the OER university be developed (or converted) into open file formats that are equally accessible by a variety of Learning Management Systems (LMSs).
OER have to be available or at least readily convertible to low tech, pencil and paper, or print-based materials.
Institutions will not move toward an OERu strategy unless they see a clear benefit for themselves. Does OERu need to be a parallel higher education universe?
Develop low-overhead quality and accreditation systems building an entirely new model rather than adapting the old one.
The concept of an OER-university is an innovation and a major one for the education globally. Individual and organisational adoption will depend on the current concerns and benefits of this innovation for them.
Be more creative. Start without thinking about existing systems and courses. Rethink units of learning.
OERu needs to be younger and bolder. We need to get our heads into being 15 to 25 again.
We already have a critical mass to at least get one degree operational.
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This summary is available for the New Zealand participants and anyone else as a .pdf download in the OERU Meeting Agenda.
Its always a challenge to distill and coalesce rich online discussions but I think this summary is a great start to defining an OERU. I’ll be briefing the New Zealand participants on our activities and this summary via phone later today.
Hope many of you will contribute to the concept of an OERU and look forward to seeing what emerges.
