Harnessing Openness in Higher Education

Surprisingly, perhaps, education was one of the late-comers to the openness party (couldn't be all those fiercely protective academic egos, could it?) Happily, ground is rapidly being made up in areas like open access, open courseware and open educational resources (OER), with a steady stream of important studies looking at how openness can be applied to make education better.

I've not come across the Committee for Economic Development before, but I like their thinking in this new report "Harnessing Openness to Improve Research, Teaching and Learning in Higher Education". Here's a sample from the summary:

We do not expect OER to simply replace more closed, proprietary educational materials which themselves are increasingly becoming digital. And there are many issues that must be addressed if OER is to live up to its potential. OER has been supply driven, with creators posting whatever interests them regardless of how or even whether it is used; to be successful OER must meet the needs of users. We need to know how OER is actually being used, how effective it is, particularly in comparison with existing materials, and what impact it has on learners. We need to rethink our copyright rules to allow increased non-commercial educational uses of copyrighted materials beyond the traditional classroom in order to facilitate the further development of OER. Just as new approaches to sustainability are being developed to support open-source software and open-access scientific journals, we will need to see if there are ways to sustain the development and distribution of free high-quality, academically rigorous, and pedagogically sound OER that take full advantage of its digital nature.

It also shows a good appreciation of one of the key obstacles to openness in education - and elsewhere:

The intellectual property arguments that have been invoked to oppose public-access mandates for government-funded research and the digitization and partial display of the world’s books suggest to us the need to recalibrate our intellectual property rules for the digital age. Intellectual property rules should serve not only those who first create a work (and subsequent rights holders) but should also recognize the needs of users who often are follow-on creators. When the application of existing intellectual property rules appear to regularly have perverse effects — electronic books having text-to-speech capabilities turned off to the detriment of the visually impaired, or university presses, created to increase the accessibility of scholarly materials, invoking copyright protections to have their material removed from the globally accessible Web — it is time to step back and revisit not only the specific applications of the rules but the rules themselves. Given the complexity of these issues, universities should be forceful proponents for greater openness in legislative debates about IP, and should be educating their faculties about their intellectual property rights.

That's truly remarkable given the background of the Committee for Economic Development that is behind the report:

CED is a Trustee-directed organization. CED's Trustees are chairmen, presidents, and senior executives of major American corporations and university presidents. Trustees alone set CED's research agenda, develop policy recommendations, and speak out for their adoption. Unique among U.S. business organizations, CED offers senior executives a nonpolitical forum for exploring critical long-term issues and making an impact on U.S. policy decisions.

CED is proud of its reputation as a group of business and education leaders committed to improving the growth and productivity of the U.S. economy, a freer global trading system, and greater opportunity for all Americans. CED's Trustees understand that business, government, and individuals are jointly responsible for our mutual security and prosperity.

These are clearly not a bunch of sandal-wearing hippies, but a bunch of hard-headed business people who can see the economic case for more openness in education.

The rest of report offers useful potted histories of openness in education, and even broadens out to include transparency - an interesting indication of this rising meme. Overall, well worth reading for those interested in this area.

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How Open Source Will Save Education

One of my favourite writers is John Robb; his book Brave New War is all about "open source warfare" - how the ideas behind open source software can, unfortunately, be applied with huge effectiveness to wreaking destruction.

Here's a good post about another little problem we have: the unsustainability of today's educational system. The solution? You guessed it: open source and open courseware, among other things:

The shift towards online education as the norm and in-person as the exception will arrive, however, the path is unclear. It is currently blocked by guilds/unions, inertia, credentialism, and romantic notions. Here's what could happen:

* Local governments cut costs. Nearly or officially bankrupt local governments, out of desperation, opt to reduce costs through online education (the single biggest line item in most local budgets). Drawing from online home schooling systems, the market for these systems explodes (growing at several thousand percent a year).

* Entrepreneurial innovation. As student populations at the collegiate level dwindle due to cost pressures, a major University (with a brand as good as MITs or Harvard), opts to offer full credentials to online student (at a tiny fraction of the cost of being in attendance). Ten million students enroll in the first year to attend Harvard's virtual world.

* Open source alternatives. Unable to afford in-person education, the lack of a major brand in the marketplace, and a job market in free fall stunts the growth of online education. As a result, a massive open source effort develops to develop virtual worlds and other online courseware that rivals the best Universities. The government is forced, over the objections of established institutions, to confer credentials to graduates that pass standardized tests (in fact, comparisons quickly show that these graduates are the equal and/or better than traditionally educated competitors). The business world embraces them.

Warning: only read the other posts on his blog if you are feeling strong. His analyses of the coming problems are frighteningly convincing. Let's hope he has a few more solutions too....

Recursive Publics: Hardly a Two-Bit Idea

For some years I have contemplated – and even planned out in some detail - a kind of follow-up to Rebel Code, which would look at the ways the ideas underlying free software have radiated out ever wider, to open content, open access, open courseware, open science – well, if you're reading this blog, you can fill in the rest. Happily, I couldn't find a publisher willing to take this on, so I was spared all the effort (non-authors have no idea what an outrageous amount of work books entail).

Now someone else has gone ahead, done all that work, and written pretty much that book, albeit with a more scholarly, anthropological twist than I could aspire to. Moreover, in true open source fashion, its author, Christopher Kelty, has made it freely available, not only to read, but to hack. The following paragraph expresses the core idea of this (and my) book:

The significance of Free Software extends far beyond the arcane and detailed technical practices of software programmers and “geeks” (as I refer to them herein). Since about 1998, the practices and ideas of Free Software have extended into new realms of life and creativity: from software to music and film to science, engineering, and education; from national politics of intellectual property to global debates about civil society; from UNIX to Mac OS X and Windows; from medical records and databases to international disease monitoring and synthetic biology; from Open Source to open access. Free Software is no longer only about software—it exemplifies a more general reorientation of power and knowledge.

I've only speed-read it – it's a dense and rich book – but from what I've seen, I can heartily recommend it to anyone who finds some of the ideas on this blog vaguely amusing: it's the work of a kindred spirit. The only thing I wasn't so keen on was its title: “Two Bits” Now, call me parochial, but the only connotation of “two bits” for me is inferiority, as in a two-bit solution. A far better title, IMHO, would have been one of the cleverest concepts in the book: that of “recursive publics”:

Recursive publics are publics concerned with the ability to build, control, modify, and maintain the infrastructure that allows them to come into being in the first place and which, in turn, constitutes their everyday practical commitments and the identities of the participants as creative and autonomous individuals. In the cases explored herein, that specific infrastructure includes the creation of the Internet itself, as well as its associated tools and structures, such as Usenet, e-mail,the World Wide Web (www), UNIX and UNIX-derived operating systems, protocols, standards, and standards processes. For the last thirty years, the Internet has been the subject of a contest in which Free Software has been both a central combatant and an important architect.

By calling Free Software a recursive public, I am doing two things: first, I am drawing attention to the democratic and political significance of Free Software and the Internet; and second, I am suggesting that our current understanding (both academic and colloquial) of what counts as a self-governing public, or even as “the public,” is radically inadequate to understanding the contemporary reori entation of knowledge and power.

The arch-recursionist himself, RMS, would love that.

Opening Up Yale

More good news on the open courseware front:

Open Yale Courses provides free and open access to seven introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn.

(Via Creative Commons.)

Open Teaching, Learning & Certification

I have to declare an interest in the new blog Open Teaching, Learning & Certification, since I was probably partly instrumental in its creation. Its author, Leo Max Pollak, chatted to me about his interesting ideas, whose principal ideas are:

* An instituted centralised hub of British open courseware from Britain's Russell Group (and contributing) research universities, at www.ocw.ac.uk. Open courseware constitutes of a freely-accessible, IP-cleared, online publication of a university's full catalogue of under- and post-graduate course materials - syllabi, reading lists with links to open access papers, course notes, video/audio lecture notes, slideshows, past exam papers, assignments etc.. The pioneering university in the provision of open courseware is MIT, whose entire course materials can be found at ocw.mit.edu
* Complementing a high-quality and pluralistic British open courseware offering, I will be advocating a new kind of university qualification - an Open degree - whereby citizens can pay a premium fee and take the same exams as do existing students in enrolled face-to-face learning, with certificates signifying information about the specific courses examined on. This would be targetted, via a high-profile public information campaign, at adult learners, excluded minorities, and students at pre-university age.

Recognising that such bold moves might prove hard to get implemented, I suggested blogging to get them out in the open, so to speak. The result is the new blog.

Just one word of advice, Leo: drop that puce colour scheme.

Learning about Open Educational Resources

Major European studies on open source are two a penny these days (and that's good), but some of the other opens have yet to achieve this level of recognition. So the appearance of major EU report on Open Educational Resources from the Open e-Learning Content Observatory Services (OLCOS) project is particularly welcome.

At present a world-wide movement is developing which promotes unencumbered open access to digital resources such as content and software-based tools to be used as a means of promoting education and lifelong learning. This movement forms part of a broader wave of initiatives that actively promote the “Commons” such as natural resources, public spaces, cultural heritage and access to knowledge that are understood to be part of, and to be preserved for, the common good of society. (cf. Tomales Bay Institute, 2006)

With reference to the Open Educational Resources (OER) movement, the William and Flora Hewlett Foundation justifies their investment in OER as follows: “At the heart of the movement toward Open Educational Resources is the simple and powerful idea that the world’s knowledge is a public good and that technology in general and the Worldwide Web in particular provide an extraordinary opportunity for everyone to share, use, and re-use knowledge. OER are the parts of that knowledge that comprise the fundamental components of education – content and tools for teaching, learning and research.”

Since the beginning of 2006, the Open e-Learning Content Observatory Services (OLCOS) project has explored how Open Educational Resources (OER) can make a difference in teaching and learning. Our initial findings show that OER do play an important role in teaching and learning, but that it is crucial to also promote innovation and change in educational practices. The resources we are talking about are seen only as a means to an end, and are utilised to help people acquire the competences, knowledge and skills needed to participate successfully within the political, economic, social and cultural realms of society.

Despite its title, it covers a very wide area, including open courseware, open access and even open source. It's probably the best single introduction to open educational resources around today - and it's free, as it should be. (Via Open Access News.)

The Empire Strikes Back

One of the benefits of open courseware is that it allows developing countries to access high-quality teaching materials for no cost. But in a move heavy with symbolism, India's National Programme on Technology Enhanced Learning is now offering course materials itself. Great to see openness becoming bidirectional. (Via Open Access News.)

OOPS - They Did It Again

I've written about the OpenCourseWare (OCW) initiative several times. It began at MIT, but is now spreading as other institutions make their courses freely available. However, most of this material is in English, and part of the point of open courseware is for people all over the world to have access. That means it needs to be translated, and what better way than to do it via a kind of open translation process?

That's pretty much what the Opensource Opencourseware Prototype System (OOPS) does:

This site invites volunteers to help transcribe many available Open Educational Resources (OER) video lectures into English. The OERs included in this site are from MIT OCW and many other insitutions. You don't need to be able to speak Chinese to help. Everyone who can understand and type English is encouraged to participate.

The man behind OOPS is Lucifer Chu:

In 2003, Chu, known for translating J.R.R. Tolkien’s Lord of the Rings into Chinese, read an article in Wired magazine that described Asian students trying to use MIT’s OCW.

"I was deeply touched," he says. "After I read the article, I thought, what if?" Chu quit his job at a publishing house and founded the OOPS project to translate MIT’s OCW site for Chinese-speaking people.

He was able to do this because of an rather daring gamble:

His life was set to change in the late 1990s, when he first began reading the English editions of J.R.R. Tolkien's epic Lord of the Rings. On hearing that a movie version of Tolkien's trilogy was in the pipeline, Chu approached a local publisher and offered to translate the works into Chinese for a minimal fee.

The deal was that if the translated works sold less than 10,000 boxed-sets, or 40,000 individual copies, Chu would donate his translation services for free. If, however, sales surpassed the 10,000 mark he would receive 9 percent of the retail value of each book.

It was a gamble, but within weeks of the release of the first of director Peter Jackson's big-screen trilogy in December, 2001, Chu's translation had become a national bestseller.

The number of boxed-sets sold in Taiwan to date stands somewhere in the region of 220,000 and Chu is now worth in excess of a cool NT$27million.

Now his team of some 700 translators have moved on from the original MIT material and started work on that released by the Johns Hopkins Bloomberg School of Public Health.

A classic story of a do-gooder made good? Maybe, but not everyone is happy with his efforts:

A group known as COER, or China Open Education Resources, which is a paid fulltime crew of university professors and intellectuals in China working on translating MIT courses, have let Chu know that OOPS's volunteers are undermining their work.

Don't you just love human nature? (Via Open Access News.)

All the Right Connexions

Even though MIT's OpenCourseWare is better-known, Rice's Connexions programme is arguably a more innovative and thorough-going example of the open courseware concept. For a start, it's based on the open source Rhaptos sofware, whereas MIT's is proprietary. But Connexions is also going further in terms of re-inventing education.

So, as well as its open courseware, it is making materials available as print on demand books, that can be individually customised. It hopes that this move will enable it to become self-sufficient, helped along the way by another grant from the enlightened Hewlett Foundation, which is driving much of the best work in open access and open courseware:

Connexions' initial revenue streams will come from the sale of books. In one case, Connexions plans to found a University Press Consortium that allows member presses to offer print-on-demand publication of money-losing monographs that are academically important but which simply cost too much to publish. The model builds upon Rice's announcement in July that it would use Connexions to revive its own university press, which was shuttered in 1996. The reopened Rice University Press published its first title, "Art History and Its Publications in the Electronic Age," early this month (see http://cnx.org/content/col10376/1.1).

...

Connexions also plans to develop a catalog of the 10 most-popular community college textbooks, which also will be free for online viewing and cost less than $30 when purchased as hardbound books.

...

Connexions' final revenue-generating plan involves licensing its platform to companies for in-house corporate training. This model will allow companies to slash costs for updating printed materials, particularly for large product lines, and Connexions' robust translation features will allow companies to easily convert courses and texts into other languages, including Spanish, Chinese, Thai, Japanese and Italian.

Kudos to Richard Baraniuk for initiating what is proving to be a hugely ambitious project. I wish it well.

Learning about OpenLearn

I wrote some while back about the Open University's plans to offer its materials as open courseware. Its dedicated site, called OpenLearn, is now up and running, with lots of interesting content. The licence? - a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence.

Innovating all the Way to Openness

Innovate - the "journal of online education" - has an issue exploring

the potential of open source software and related trends to transform educational practice.

Nothing hugely new there for readers of this blog, but there are some articles with interesting case studies from the educational world. There's also a typically thoughtful and well-written piece by David Wiley, who invented the term "open content" back in 1998. You'll need to register (email address required), but it's worth that minor effort.

Open Content Meets YouTube

Yale has jumped on the open courseware bandwagon - with a twist:

Yale University is producing digital videos of selected undergraduate courses that it will make available for free on the Internet through a grant from the William and Flora Hewlett Foundation.

Happily, this is rather more than just open courseware for the YouTube generation:

The project will create multidimensional packages—including full transcripts in several languages, syllabi, and other course materials—for seven courses and design a web interface for these materials, to be launched in the fall of 2007.

(Via LXer.)

Tuning in to the University Channel

Open courseware is an exciting application of openness in the educational context, that is about distributing courseware. The University Channel is an extension of this, in that it provides a selection of video and audio recordings of lectures that are freely available under a CC licence. (Via Creative Commons blog.)

Another Day, Another Open

Open content is an area that I follow quite closely. I've just finished the second of a series of articles for LWN.net that traces the growth of open content and its connections with open source. The first of these is on open access, while the most recent looks at Project Gutenberg and the birth of open content. The next will look at open content in education, including the various open courseware projects.

Here's a report from UNESCO on the area, which it has dubbed open educational resources, defined as

the creation of open source software and development tools, the creation and provision of open course content, and the development of standards and licensing tools.

I'm not quite sure we really needed a new umbrella term for this, but it's good to see the matter being discussed at high levels within the global education community.

Open University Meets Open Courseware

Great news (via Open Access News and the Guardian): the Open University is turning a selection of its learning materials into open courseware. To appreciate the importance of this announcement, a little background may be in order.

As its fascinating history shows, the Open University was born out of Britain's optimistic "swinging London" culture of the late 1960s. The idea was to create a university open to all - one on a totally new scale of hundreds of thousands of students (currently there are 210,000 enrolled). It was evident quite early on that this meant using technology as much as possible (indeed, as the history explains, many of the ideas behind the Open University grew out of an earlier "University of the Air" idea, based around radio transmissions.)

One example of this is a close working relationship with the BBC, which broadcasts hundreds of Open University programmes each week. Naturally, these are open to all, and designed to be recorded for later use - an early kind of multimedia open access. The rise of the Web as a mass medium offered further opportunities to make materials available. By contrast, the holdings of the Open University Library require a username and password (although there are some useful resources available to all if you are prepared to dig around).

Against this background of a slight ambivalence to open access, the announcement that the Open University is embracing open content for at least some of its courseware is an extremely important move, especially in terms of setting a precedent within the UK.

In the US, there is already the trail-blazing MIT OpenCourseWare project. Currently, there are materials from around 1250 MIT courses, expected to rise to 1800 by 2007. Another well-known example of open courseware is the Connexions project, which has some 2900 modules. This was instituted by Rice University, but now seems to be spreading ever wider. In this it is helped by an extremely liberal Creative Commons licence, that allows anyone to use Connexions material to create new courseware. MIT uses a Creative Commons licence that is similar, except it forbids commercial use.

At the moment, there's not much to see at the Open University's Open Content Initiative site. There is an interesting link is to information from the project's main sponsor, the William and Flora Hewlett Foundation, about its pioneering support for open content. This has some useful links at the foot of the page to related projects and resources.

One thing the Open University announcement shows is that open courseware is starting to pick up steam - maybe a little behind the related area of open access, but coming through fast. As with all open endeavours, the more there are, the more evident the advantages of making materials freely available becomes, and the more others follow suit. This virtuous circle of openness begetting openness is perhaps one of the biggest advantages that it has over the closed, proprietary alternatives, which by their very nature take an adversarial rather than co-operative approach to those sharing their philosophy.