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).
Carolina Rossini has sent around a link to this with the query: 'FWK dropping CC?!'. It sounds like they are no longer to offer a free-of-charge service - on grounds of sustainability and conserving limited resource - but they are still committed to open licensing. So it will be interesting to see how this works: To quote Jeff Shelstad (CEO of FWK) ...
'Mr Shelsted doesn’t expect the lack of free options to hamper the company’s ability to work with edX and other providers of free online education. “I don’t see any reason why we won’t continue to partner with MOOC’s,” Mr. Shelstad said. “I’m not sure this will have much impact on that at all.”
Flat World has talked to some 200 of its institutional members about the change, the chief executive said. “I would say that 190 have more or less said, ‘Not a problem,’” he told The Chronicle. “Of course, we have some who are really committed to the open license.”
Flat World authors, meanwhile, “are almost 100 percent in agreement with this move,” he said.'
VANCOUVER – British Columbia is set to become the first province in Canada to offer students free online, open textbooks for the 40 most popular post-secondary course. - Announced yesterday at OpenEd 2012 (Vancouver).
With the title Creating a virtuous circle, this conference focuses on how we can build on the last ten years of investment in open educational resources and move to the creation of a virtuous circle of open educational practice? How to be a virtuous rather than a vicious circle and an open rather than a closed one.
OER13 is inviting abstracts for papers/posters within its three key themes of: Evidence - Experience - Expectation
We anticipate presentations which will share lessons learned to inform the feedback loop, stories of current activity to share good practice, and creative solutions to achieve greater emphasis on openness in education.
Booking will open shortly with the price of this two day conference including one night accommodation on campus at £205 (including celebration reception and gala dinner). An exciting programme which we hope that many will want to be part of.
The study was a follow-up to the Florida Open Access Textbooks in Higher Education Survey, which was administered in fall term of 2009.
Over 2,600 respondents from eight of Florida’s 11 state universities and 22 of its 28 community colleges and state colleges voluntarily participated in the anonymous online survey. Of the respondents to the current survey, 916 (38%) reported employment by universities and 1,483 (62%) by colleges; 2,178 (91%) reported having teaching responsibilities.
Key findings from this study indicated that faculty perceived themselves as being likely to use and, to a much smaller degree, to author OER. However, few had actually authored any type of OER. A deficiency of incentives for authoring could be a barrier to authorship. Time, support, professional editing, and the availability of co-authors were identified as important considerations in deciding to author. In addition, very few of the respondents indicated that creating any types of OER were considered as criteria for promotion and tenure.
Open textbook and open courseware use patterns suggest that providing OER in small units (e.g., modules, chapters) may best fit the needs of faculty.
A very interesting blog post (from 2008) which I am sure will resonnate with others. In my own research I've found a trend towards openness when projects start by setting boundaries. But this is a long process and its easier (although it may not seem so) to start with least boundaries and formalities and not 'over-think' the what might happen stuff. (Yes, I do do that I know, but I'm trying to break the habit). Thanks to Scott for this and to Jackie Carter for reminding me of it.
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.
Should MOOCs always be open and what do we mean by open here? Open in two senses or open in only one? Its the 'gratis' (free of charge) open or the 'libre' (open to remix) - to license or not? Nice summary of the arguments going around.
In Finland 30 maths enthusiasts got together to write a free (CC-BY) textbook in a weekend. It's the process that's interesting here, not the open textbook angle. Taken from software development notions like hackathons or codesprints, these book sprints are excellent ways of getting books written (Phil Barker (JISC CETS) who shared this info was part of one to write a book on technology for OER).
Is this something that would work for a wider range of disciplines?
Following on from the June 2012 UNESCO OER Declaration (PDF), this EU consultation could be a productive vehicle for continuing the exploration of and support for Open Education in Europe and around the world.
The OER-Brazil project, is hosting a series of conversations with the Ministry of Education to discuss opportunities and strategies to open license the government funded projects.
Not all the programs could be open licensed, since they also by licenses for international programs from HBO, BBC etc....but some are developed locally through national procurement calls.
The programs are available in all public schools in Brazil, but the goal was to give access to quality content to trough satellite and cable to the poorest and farthest regions of the country. This is a huge federal program called 'TV Escola' http://tvescola.mec.gov.br/
(Text above adapted from mailing list post by Carolina Rossini)
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