The Cetis13 Conference is just days away and excitement is mounting to fever pitch. Or something. Sadly, if you haven't already booked your place at the conference, you've missed the boat. Don't despair though!
Times Higher Education Inside Higher Ed: Big push for open access Times Higher Education The NIH's openness is now the default across the federal government, said Heather Joseph, the executive director of the Scholarly Publishing and Academic...
The 2013 ORIOLE survey - exploring use and sharing of open resources is now online in ENGLISH and SPANISH - please take the survey and circulate the link http://bit.ly/OERsurvey_2013. In 2011 we had over 190 mainly UK respondants and were able to release the data at OpenEd 2012 (and beyond). We hope to collect from a more international set of practitioners this time so please spread the word (and the link). No flashy prizes but anyone who enters can nominate one of five Oxfam educational projects to receive up to £300 and this will be open data. So please share, share, share. Thanks.
While there's no doubt that copyright licensing is a mess that is often holding back key innovations online, it's a bit worrisome to hear about how the EU Commission is exploring the issue. It has set up a "Licenses for Europe"...
Very nice analysis and some worrying takes from the EU on what is needed. Sigh. Thanks to Phil for bringing this to our attention via the OER-Discuss list. There simply is not recognition here that the type of content that is the user-generated content coming through is not suited for, intended for, or even wishing to have copyright enforced. Sample quotes from the article picked up by Phil:
" Someone brought up fair use, and apparently the response was that "fair use is from the 20th century""
" someone brought up Creative Commons licensing... and that conversation was also shut down as a "certain industry" claimed it was "too early" to discuss such things. Apparently, this "certain industry" doesn't realize that Creative Commons is a form of licensing too. Like too many maximalists, they consider Creative Commons not to be a form of licensing, but another form of "copyright exceptions," (which it is not)."
You can view a PDF of the University of Leeds OER Guidance (Nov 2012) online from LeedsBlogs. I attending a session by Neil Morris and Dave Lewis on this as the HEA/SEDA conference last year. Their sllides are here http://www.heacademy.ac.uk/assets/documents/oer/Neil_Morris.pptx if you want to see the back story on this. Very sensible and do-able. Congratulations.
The scope of open education gets ever broader, from the production, use and reuse of open textbooks, to the use of open educational resources (OER) for teacher education in developing countries, to the use of Creative Commons-licensed content in some MOOCS. But are these activities driven by and infused with a ‘spirit of open’ – an ethos connected with the use, adaptation and reuse of OER that is distinctive and which can be identified amongst educators, learners, academics and institutions?
Interesting and important question Leigh. Welcome to IET - I am meeting you later this week so this is a good jumping off point for a talk :-)). Perhaps we can discuss whether how openness can become part of 'normal and everyday' practice amongst learners, academics and institutions - what would that take? There are some interesting questions about what people beleive that open education means in the ORIOLE survey (2011) to ponder on and the survey (in English and Spanish this time) will be released in 2013 so watch out for it.
[From Cable Green to OER Advocacy Group] Creative Commons (CC) is in the final stages of preparing draft 3 of 4.0 for public comment. I want to call your attention to an open proposal (not yet incorporated in the draft or in any way committed to by CC) that would benefit from your input at this time, as it would have the potential to impact the OER and OA communities if it advances.
At issue is whether to require licensors to undertake an affirmative representation and warranty that they have secured all rights the work subject to the CC license. This means that licensors would be required to assert that they have all the necessary rights to publish the content under a CC license. Introducing an affirmative representation and warranty on the part of the licensor would be a change from how CC licenses have operated since version 2.0, which places the responsibility on the side of the user of the CC licensed work, who must do the diligence to ensure that he/she has all the necessary rights to use the licensed work. (Note that there have been several proposals in the making, this is a general statement for purposes of eliciting feedback.)
Introducing an affirmative representation and warranty on the part of licensors would be a change from how CC licenses have operated to date, with the exception of the version 1.0 licenses which contained such a provision. That provision was removed from the licenses at version 2.0, and has remained absent since. The reasons for that change in policy are collected and explained at the link below.
CC is only evaluating this proposal at this stage. As part of that evaluation, it would be good to understand from the OER and OA communities, what impact, if any, the inclusion of an affirmative undertaking would have for 4.0 uptake by OER and OA providers and users (who often become providers in turn when they remix and share CC licensed resources).
Okay it may not be the reward you have in mind, but please do disseminate this survey link around your networks. The data will be open and useful, but only VERY useful if we can attract significant numbers. Yes, I know there are too many surveys (sigh) but we still know far too little about reuse of resources and attitudes to open, so hope that you and colleagues will give this one a go ... and share. Thanks,
Thanks to Terese Bird for bringing this to my attention via the OER13 Scoop.it. Consider following it and the conference in general (www.oer13.org).
It (somewhat but sadly perhaps does not really) amazes me that people can/could expect HE to change rapidly in response to any new idea. One of the bullets from this Educause reports points out:
In the roughly 10 years since, OERs have not noticeably disrupted the traditional business model of higher education or affected daily teaching approaches at most institutions.
Hm. Perhaps we need to look for evidence of change in different places? Should we expect TRADITIONAL business models to change? How about the interest in engaging in emergent business models (see FutureLearn and others) alongside, perhaps experimental but certainly now taken seriously. What do we expect of DAILY teaching approaches at MOST institutions? This is still offline at most institutions. But there ... waiting in the wings ... nudging into things ... yes, its OER/open content.
The question is whether if you were creating a new institution today whether you would implement teaching practices or adopt a business model which ignores the open agenda. Can't see it happening myself in US, UK and rest of Europe, Australia. Africia, South America, Indonesia ... well anywhere.
Supporting UAL Staff with all matters pertaining to assessment
A nice guide written for Arts disciplines.Thank you to John Casey for bringing it to my attention. It appeared in the Arts Libraries Journal. It is openly available under a CC-BY licence in the ALTO learning and teaching repository
This article provides an introduction to the use of the Creative Commons licence system and sets it in a historical, economic and political context. It is written from the perspective of involvement in open educational projects in an Arts university that has used the licences. A description of the fundamental features of the licences and their uses is given together with an outline of how the Creative Commons organisation works and its strategic aims. An assessment of the usefulness of the licences is provided together with a description of the challenges faced in dealing with low levels of legal awareness amongst academics. Practical advice and sources of further information and guidance are offered to help readers implement the licences locally.
Earlier today, US Secretary of State Hillary Clinton unveiled the Open Book Project (remarks, project page, press notice), an initiative to expand access to free, high-quality educational materials in Arabic, with a particular focus on science and technology. These resources will be released under open licenses that allow their free use, sharing, and adaptation to local context.
Catching up with this news. Always positive to see tranlations beyond English/American. Good luck with this project
As we start the new year and survey the open education landscape, it's hard not to conclude that openness has prevailed. The victory may not be absolute, but the trend is all one way now - we'll never go back...
As someone who is immersed in MOOCs, Learning Analytics and OER this makes an interesting read. [BTW David K, HEFCE spent money on SCORE as well as JISC/HEA so the truth is somewhere between your figure and Crispin's. I feel that there are some interested open initiatives emerging that may gobeyond bubbles. But the business cases often don't stand up to closer inspection (as yet anyhow). Lots of work still to do.
The New Zealand Education and Science Committee report contains recommendations re, open policies and open licensing:
* That it review the intellectual property framework for our education system to resolve copyright issues that have been raised, including considering Creative Commons policy. (p. 26)
* That it consider the advantages and disadvantages of whether all documentation produced by the Ministry of Education for teaching and learning purposes should be released under a Creative Commons licence. (p. 26)
European Commission - Press Release - European Press release Brussels/Strasbourg, 20 November 2012 Commission. Mention of OER within wider strategy on education in the face of 23% youth unemployment: "Technology, in particular the internet, must be fully exploited. Schools, universities and vocational and training institutions must increase access to education via open educational resources. "
Androulla Vassiliou, Commissioner for Education, Culture, Multilingualism and Youth, said: "Rethinking education is not just of question of money: whilst it is true that we need to invest more in education and training, it is clear that education systems also need to modernise and be more flexible in how they operate to respond to the real needs of today's society. Europe will only resume sustained growth by producing highly skilled and versatile people who can contribute to innovation and entrepreneurship. Efficient and well-targeted investment is fundamental to this, but we will not achieve our objectives by reducing education budgets."
Rethinking Education calls for a fundamental shift in education, with more focus on 'learning outcomes' - the knowledge, skills and competences that students acquire. Merely having spent time in education is no longer sufficient.