Filed under: Creative Commons, Innovation | Tags: citizen inquiry, crowd learning, education innovation, forvo, free cultural works, free culture, free software, freedoms, galaxy zoo, Innovating Pedagogy, maker culture, maker faire, MOOCs, open source definition, P2Pu, right2remix, stack exchange, Webmaker
In the recently released video Recoding Innovation: Free Software – Free Culture, Larry Lessig says the development of a free culture movement came from asking the question “How do we hack the free software movement and turn it into a free culture movement?”
This led me to frame my own question, “How do we hack the free software and free culture movements and turn them into a free education movement?”
Free software and free culture are based on ethical principles of freedom.
With free software the aim is to ensure users control their own computing rather than programs controlling users. Non-free software is under the control of someone else making you dependent on them. Free software liberates your cyber-world giving you as much control as you want.
Software is free software if people who receive a copy of the software have the following four freedoms:
- The freedom to run the program for any purpose.
- The freedom to study how the program works, and change it to make it do what you wish.
- The freedom to redistribute copies so you can help your neighbor.
- The freedom to improve the program, and release your improvements (and modified versions in general) to the public, so that the whole community benefits.
Free software expresses and grants these freedoms to others using a set of licenses, the most popular of which are:
- GNU General Public License
- GNU Lesser General Public License
- BSD License
- Mozilla Public License
- MIT License
- Apache License
Free software starts with a fundamental understanding that the best software builds on software that came before. Developers can only make a new idea useful by combining it with what came before and working together to improve and innovate. Inherently those involved in free software place a high value on community and working collectively to ensure freedom.
But its important to understand that free software is a matter of liberty, not price. As the saying goes, “Think free speech, not free beer.” Indeed the free software that lies at the heart of the Internet, and the individual control it gives us, has created vast economic and social value. New Zealand’s banning of software patents is not anti-business. If anything it acknowledges the criticality of free software principles as a driver of the economy in the digital age.
Free culture shares a similar ethic to free software. In the digital world everything we do involves making a copy. Every time you surf the web the pages you visit are “copied” to your screen. In the analog era writers, performers, publishers, and broadcasters were the primary cultural producers. The digital era has placed tools of creation in the hands of all users making everyone creators of cultural work.
Free culture aims to ensure users control their own creative process and actively create culture. Non-free culture is under the control of someone else. Free culture liberates creative processes giving individuals more control. Free culture empowers individual creation, democratizes culture, and ensures we all have the freedom to create and participate in culture.
Like free software, free culture provides users with a set of freedoms. Free culture freedoms are derived from those of free software. Free Cultural Works are works or expressions which can be freely studied, applied, copied and/or modified, by anyone, for any purpose. The Free Cultural Works definition describes the freedoms associated with free cultural works as:
- the freedom to use the work and enjoy the benefits of using it.
- the freedom to study the work and to apply knowledge acquired from it
- the freedom to make and redistribute copies, in whole or in part, of the information or expression
- the freedom to make changes and improvements, and to distribute derivative works
Free culture expresses and grants these freedoms to others using a set of licenses. Of the six Creative Commons licenses only two are considered free cultural works licenses:
Free culture views sharing and building on the work of others as fundamental freedoms inherent to creative practice. Free culture places a high value on community. At a time when Hollywood, the music industry, and publishers are trying to control culture, free culture is empowering individuals to take control of their creative expression. Free culture invites all people to participate in creation and re-creation of culture. Free culture takes culture out of the control of a few and places it in the hands of many.
But its important to understand that free culture is a matter of liberty, not price. Free culture is not anti-business. Free culture principles like those of free software are drivers of the economy in the digital age. The recently launched Right2Remix initiative in Europe presents the case well. The Right2Remix manifesto says:
We live in an age of remix. Creativity and culture have always drawn from previous works, but with the Internet and digital technologies, the creative re-use of works has been taken to a whole new level. More people are able to edit and share a greater range of works than ever before. More than ever, it has become clear that “everything is a remix!”
Right2Remix goes on to say:
In the classic notion of originality, the new creation tended to disguise the old beyond recognition. The core characteristic of the remix as a cultural practice, however, is that the old remains visible within the new. The remix is a creative copy that is readily identified as such. Since creative copying has become commonplace, the right to remix is a fundamental requirement for freedom of expression and free speech. We formulate the right to remix as a combination of three creative rights:
- The right to change works during usage and to publish the results. (Transformative usage right(s) with lump-sum compensation, e.g. background music in mobile phone videos)
- The right to create and to publish remixes of existing works. (Remix right(s) with lump-sum compensation, e.g. fake trailer for a TV series)
- The right to commercialize remixes, in exchange for appropriate compensation. (Remix commercialization right(s) subject to compulsory licensing, e.g. selling music mash-ups on iTunes)
Notice how Right2Remix acknowledges compensation. I especially like the way it invites those who sign the petition to also provide a link to their favourite remix.
The focus of both free software and free culture is on freedoms that empower individuals. If we are to successfully transfer and apply free software and free culture principles to education it is imperative the focus remain on freedoms and empowering individuals.
Let me hack the language of free software and free culture and apply it to education.
Free education’s aim is to ensure you control your own education and learning. Non-free education is under the control of someone else making you dependent on them. Free education liberates your learning giving you as much control as you want.
Free education has the following four freedoms:
- The freedom to access and use education for any purpose.
- The freedom to study and change education to make it fit your needs.
- The freedom to distribute your own education knowledge base so you can help your neighbor.
- The freedom to improve education, and release your improvements (and modified versions in general) to the public, so that the whole community benefits.
Inherent in free education is a high value on community as there is an interdependence on others working collectively to ensure freedom. Free education starts with a fundamental understanding that the best education builds on education that came before. You can only make education useful by combining it with what came before and working together. Free education views sharing and building on the work of others as fundamental freedoms. Free education empowers individuals to take control of their education and invites all people to participate in creation and re-creation of education. Free education takes education out of the control of a few and places it in the hands of many.
As I consider this hacked description of free education I’m struck by the focus on empowering individuals. In education there are individuals that have knowledge and skills and individuals that seek knowledge and skills. In education we call the former teachers and the latter students but if we follow the freedoms that free software and free culture espouse we’d do away with this artificial distinction. In free education we all are both teachers and students.
Free software and free culture leveled the playing field making it possible for everyone to improve software and participate in the creation of culture. Are innovations in education equally leveling the playing field?
Open educational resources (OER), open access, MOOCs, open policy, and open data are all current education innovations that are at least partly derived from free software and free culture principles. However, these innovations emerged from and are being driven by government, institutions, business, and faculty. Students are surprisingly absent as creators and active participants in these innovations. Instead students are largely seen as tangential beneficiaries and passive recipients. This is limiting the impact and potential of free software and free culture-like innovations in education. If the principles of free software and free culture are to truly transform education the focus needs to shift to empowering students.
This is easier said than done of course. At this point the locus of power and control in education rests with education systems – ministries, schools, colleges, universities, teachers and administrators. Access to education is limited, competitive, and costly. As a result any student who manages to gain access to education tends to simply comply with what the system tells them they must do for fear of losing their access. However, if we want to leverage lessons learned from free software and free culture we’d be well served focusing on empowering students with freedoms.
As with free software and free culture it’s important to see free education as a matter of liberty, not price. This critical distinction has long been a source of confusion.
In the free software movement large software vendors initially viewed the concept of freely distributed software and universal access to application source code as a loss of intellectual property and threat to their business. In addition, despite free software’s emphasis on free being about freedoms there were many who interpreted free software to mean “no cost”. In the late 1990’s there was a concerted effort to apply free software ideas and benefits to the commercial software industry. The social activism and freedom focus of the free software movement did not appeal to most companies and a way to rebrand the free software movement to emphasize the business potential of sharing and collaborating on software code was sought. The new rebranding name that emerged was “open source” and this was quickly adopted. Today large software vendors like IBM, Oracle, Google, and Microsoft are active developers in open source software.
Proponents of Open Source Software sought to dump the moral ethical freedoms focus of free software which they found confrontational and focus instead on the pragmatic business model for software development and marketing. Toward that end an Open Source Definition of open source software was created that shifted from describing freedoms to expressing the conditions that must be met for something to be considered open source software. The Open Source Definition has ten conditions.
I think its fascinating to see that in education the innovations are named Open Educational Resources (OER), Open Access, Massive Open Online Courses (MOOCs), Open Policy, etc. Open, and the conditions that must be met for something to be open, largely dominate the discussion – not freedoms. Further muddling matters is the reality that some of these innovations, like MOOCs, are simply free of cost and don’t meet the conditions of openness as David Wiley so aptly describes. To curb open-washing I expect we’ll eventually see a set of requirements that must be met before something is certified as open similar to those required for food to be deemed organic.
I am a strong advocate for the open education innovations but increasingly frame their importance and their future sustainability by examining them from the perspective of freedoms. So lets look at education innovations through the frame of freedoms.
cMOOCs definitely embody both openness and many of the freedoms I think free education is about. As Michael Caulfield notes in his xMOOC Communities Should Learn From cMOOCs post:
“When you finish a cMOOC, your relationships with members of that course don’t end. You don’t keep in touch with all 10,000 people, of course, but people in a cMOOC often cite the valuable relationships they fostered in the cMOOC as one of the big takeaways. These people end up part of their permanent Personal Learning Network, as members of their twitter feed, as tumblr or blogger friends, as emailable resources, etc. On the other hand, much xMOOC social connection seems to die at the end of the course, and not persist in any useful way.”
cMOOCs value community in the same way free software and free culture do.
Free education innovations are primarily taking place outside formal education systems.
Peer 2 Peer University (P2PU) is a grassroots open education project that organizes learning outside of institutional walls and gives learners recognition for their achievements. P2PU creates a model for lifelong learning alongside traditional formal higher education. Leveraging the internet and educational materials openly available online, P2PU enables high-quality low-cost education opportunities. P2Pu focuses on learning for the people, by the people on almost anything. Three core values guide everything P2Pu does: openness, community and peer learning.
Webmaker is a Mozilla project with the goal of encouraging millions of people around the world to move beyond using the web to making it. Webmaker is a combination of tools, teaching & learning, and community.
I read through the Open University’s Innovating Pedagogy 2013 report with my education innovation as freedoms frame and found a number of intriguing examples.
Let me quote descriptions from that report of emerging pedagogy that embody and put in to practice some of these freedoms:
Crowd learning describes the process of learning from the expertise and opinions of others, shared through online social spaces, websites, and activities. Such learning is often informal and spontaneous, and may not be recognised by the participants as a learning activity. In this model virtually anybody can be a teacher or source of knowledge, learning occurs flexibly and sporadically, can be driven by chance or specific goals, and always has direct contextual relevance to the learner. It places responsibility on individual learners to find a path through sources of knowledge and to manage the objectives of their learning. Crowd learning encourages people to be active in setting personal objectives, seeking resources, and recording achievements. It can also develop the skills needed for lifelong learning, such as self-motivation and reflection on performance. The challenge is to provide learners with ways to manage their learning and offer valuable contributions to others.
Stack Exchange is a growing network of individual communities, each dedicated to serving experts in a specific field. Stack Exchange builds libraries of high-quality questions and answers, focused on each community’s area of expertise. User contributions are licensed using a Creative Commons Share Alike license.
Forvo is the largest pronunciation guide in the world. On Forvo you can ask for how a word or name is pronounced and another user will pronounce it for you. You can also help others by recording your pronunciations in your own language.
Maker culture encourages informal, shared social learning focused on the construction of artefacts ranging from robots and 3D-printed models to clothing and more traditional handicrafts. Maker culture emphasises experimentation, innovation, and the testing of theory through practical, self directed tasks. It is characterised by playful learning and encourages both the acceptance of risk taking (learning by making mistakes) and rapid iterative development. Feedback is provided through immediate testing, personal reflection, and peer validation. Learning is supported via informal mentoring and progression through a community of practice. Its popularity has increased due to the recent proliferation of affordable computing hardware and 3D printers, and available opensource software. Critics argue it is simply a rebranding of traditional hobby pursuits. Proponents contend that recent evolutions in networking technologies and hardware have enabled wider dissemination and sharing of ideas for maker learning, underpinned by a powerful pedagogy that emphasises learning through social making.
Maker Faires are happening all over the world.
Rafi Santo’s post Maker Faire 2012: Nerdy Derby as Inspirational Pedagogy provides a good analysis of how this method of education stacks up against the classroom.
Citizen inquiry refers to mass participation of members of the public in structured investigations. It fuses the creative knowledge building of inquiry learning with the mass collaborative participation exemplified by citizen science, changing the consumer relationship that most people have with research to one of active engagement. The concept is that people who are not research professionals engage in collaborative, inquiry based projects. For each investigation, they gather evidence of similar successful projects, create a plan of action, carry out a controlled intervention if appropriate, collect data using desktop and mobile technologies as research tools, and validate and share findings. Citizen inquiry not only engages people in personally meaningful inquiry, it can also offer the potential to examine complex dynamic problems, such as mapping the effects of climate change, by means of thousands of people collecting and sharing local data.
There are many examples of this. Here is just one:
Galaxy Zoo is a web-based citizen science project that use the efforts and abilities of volunteers to help reseachers deal with the flood of data that confronts them. Galaxy Zoo provides a data set made up of a million galaxies imaged by the Sloan Digital Sky Survey and engages citizens in classifying them. More than 50 million classifications were received by the project during its first year, contributed by more than 150,000 people.
I highly encourage you to read the entire Innovating Pedagogy 2013 report to get the full picture.
* * * * * * * *
As you filter through the media hype surrounding education innovations and attempt to determine what is important and what isn’t, I hope you’ll join me in recoding education innovations as freedoms.
Education innovations should:
- empower us to control our own education
- engage us as both students and teachers
- create community
- encourage us to build on existing knowledge – remixing, adapting and improving it
- distribute community built knowledge bases as public goods shared with and accessible to all
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 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)
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.
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”.
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”.
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, …)
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.
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
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?