How Hard Can it Be? DIY OCW

One of the miracles of free software is that it always begins with one or two people saying: “hey, how hard can it be?” The miracle is that they say that even when “it” is an operating system like GNU, or a kernel like Linux, or a graphic image manipulation package like the GIMP. Despite the manifest impossibility of one person writing something that usually requires vast, hierarchical teams, and months of planning, they just start and the miracle continues: others join in and the thing grows until one day, with the help of a few hundred friends, they achieve that impossibility.

I was told this story dozens of times when I was writing Rebel Code, and I'm always heartened when I hear it today in other contexts. Like this one - the Khan Academy, which is:

a 2009 Tech Award winning site with 12+ million views and 1200+ 10-minute "videos on YouTube covering everything from basic arithmetic and algebra to differential equations, physics, chemistry, biology and finance".

The interview linked to above probes how Sal Khan managed to create an entire open courseware site on his own, without worrying about the basic impossibility of doing so. One reason for his success, he believes, is the following:

The simple answer is to put stuff out there and iterate, and not have a bureaucratic team that are better at shooting down each other's ideas and constraining teachers. I understand the need to constrain teachers, because you want to have quality control and make sure everyone is being reached. But the negative side is that you're also constraining very good teachers, and you're taking a lot of the humanity out of the lesson.

This happens at the textbook level as well, and the state standards. I think to some degree there are so many cooks in the kitchen that the final product that the student gets is extremely diluted. There's something to be said for fewer cooks in the kitchen - and if they're good cooks, the food will be a lot more fun to eat. (laughter)

That's my best answer. Several states apparently have had efforts along the same lines. The idea isn't mind-blowing: get your best teachers in the state, or in the country, and put a camera in the room - I don't use a camera, but you could put a camera in the room, or use a format like me - and have them teach. And put those videos online, and make them free for the world.

The expense is almost ridiculously low to do something like that. But time and time again, some of these states have contacted me and said "well, you know, it's getting stuck in meetings..." - and they really haven't produced any videos.

The best way to think about it is that it becomes very corporate. There is this view that it has to be very polished, and have computer graphics, and that the teacher has to have a script so that they don't say "um" or make any mistakes. And I think what that does is it takes all of the humanity out of it, and the humanity is what people connect with.

In other words, release early, and don't worry too much about the quality provided it's good enough to be useful.

The interview is quite long, but it's well-worth reading. I predict that this could turn into a very important project, because it's doing everything right - just as those other people who said
"how hard can it be?" did.

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*Truly* Open Education

Here's some brilliant out-of-the-box thinking by Tony Hirst on how higher education should really be done:

imagine this: when you start your degree, you sign up to the 100 quid a year subscription plan (maybe with subscription waiver while you’re still an undergrad). When you leave, you get a monthly degree top-up. Nothing too onerous, just a current awareness news bundle made up from content related to the undergrad courses you took. This content could be produced as a side effect of keeping currently taught courses current: as a lecturer updates their notes from one year to the next, the new slide becomes the basis for the top-up news item. Or you just tag each course, and then pass on a news story or two discovered using that tag (Martin, you wanted a use for the Guardian API?!;-)

Having the subscription in place means you get 100 quid a year per alumni, without having to do too much at all…and as I suspect we all know, and maybe most of us bear testament to, once the direct debit is in place, there can be quite a lot of inertia involved in stopping it…

But there’s more - because you also have an agreement with the alumni to send them stuff once a month (and as a result maybe keep the alumni contacts database up to date a little more reliably?). Like the top-up content that is keeping their degree current (err….? yeah, right…)…

…and adverts… adverts for proper top-up/CPD courses, maybe, that they can pay to take…

…or maybe they can get these CPD courses for “free” with the 1000 quid a year, all you can learn from, top-up your degree content plan (access to subscription content and library services extra…)

Or how about premium “perpetual degree” plans, that get you a monthly degree top-up and the right to attend one workshop a year “for free” (with extra workshops available at cost, plus overheads;-)

Quick: put this man in charge of the music industry....

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Linux Foundation Interview with Mozilla's Mitchell Baker

On Open Enterprise blog.

Welcome, Open Education News

The young field of open education is gaining momentum and energy. As additional projects, foundations, universities, and other participants join the movement, the need increases for a single source to gather, sort, analyze, synthesize, and disseminate news related to open education. As a field, open education is now where the field of open access was a few years ago. Peter Suber’s wonderful Open Access News provides an invaluable service to the OA community, and we intend to replicate this service with Open Education News.

Sounds good to me. (Via Open Access News.)

Cringely on Open Education

I've always had a rather ambivalent attitude to Robert X. Cringely, not least because I go so far back that I remember all the messy business with Infoworld when he left, and that strange time when there were several Cringelies knocking around simultaneously.

Anyway, his PBS column is always well written and frequently illuminating. His latest is about education - or rather, about open education, since he muses on the changing way people will learn, and that means open education. There's a very nice insight about halfway through:

Andy Hertzfeld said Google is the best tool for an aging programmer because it remembers when we cannot. Dave Winer, back in 1996, came to the conclusion that it was better to bookmark information than to cut and paste it. I'm sure today Dave wouldn't bother with the bookmark and would simply search from scratch to get the most relevant result. Both men point to the idea that we're moving from a knowledge economy to a search economy, from a kingdom of static values to those that are dynamic. Education still seems to define knowing as more important than being able to find, yet which do you do more of in your work?

I remember coming to the same conclusion sometime in the mid-1990s, when I found myself using the Altavista search engine (remember that?) for everything. More importantly, as Cringely notes, I found that remembering how I got to information was the key skill.

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.

The Cape Town Open Education Declaration

Just as the Budapest Open Access initiative was a defining moment for open access, so the Cape Town Open Education Declaration promises to be the same for open education:

We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. They are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go.

This emerging open education movement combines the established tradition of sharing good ideas with fellow educators and the collaborative, interactive culture of the Internet. It is built on the belief that everyone should have the freedom to use, customize, improve and redistribute educational resources without constraint. Educators, learners and others who share this belief are gathering together as part of a worldwide effort to make education both more accessible and more effective.

The expanding global collection of open educational resources has created fertile ground for this effort. These resources include openly licensed course materials, lesson plans, textbooks, games, software and other materials that support teaching and learning. They contribute to making education more accessible, especially where money for learning materials is scarce. They also nourish the kind of participatory culture of learning, creating, sharing and cooperation that rapidly changing knowledge societies need.

"The freedom to use, customize, improve and redistribute educational resources without constraint": does that sound familiar, Richard? Now all we need are some good open education licences.... (Via Open Access News.)