California To Commission 50 Open Textbooks For 2013; Finnish Teachers Write One In A Weekend

Techdirt has been following open textbooks for some time now, and 2012 looks to be a bumper year for them. Here, for example, is a major initiative in the US: 

On Techdirt.

Welcome to the Free Technology Academy

How did I miss this amazing project?

The expansion of Free Software has brought together a continually growing global community of developers, by offering solid quality products which have not gone unnoticed in business, government and academic circles. Big players such as Novell, IBM and SUN have brought Free Software into their business models, and many more SMEs provide professional services around Free Software. The European Commission and many national, regional and local governments have started adopting open standards and show a preference for Free Software to cover their IT needs.

Although there is a growing interest in free technologies (Free Software and Open Standards), still a limited number of IT professionals, teachers and decision makers have sufficient knowledge and expertise in these fields. This is particularly problematic since these are crucial actors in promoting and implementing free technologies.

So where does the Free Technology Academy fit in?

In order to tackle this problem, the Free Technology Academy (FTA) is being set up as a distance learning programme. This distance learning programme consists of specific modules to enable IT professionals, students, teachers and decision makers to upgrade knowledge and acquire relevant skills on free technologies. Those users interested in getting a master degree could complete their study and get a master degree at one of the participating universities.

...

The FTA's main goals are twofold. First, to set up a virtual campus offering course modules on Free Software and Open Standards with teaching staff from the participating institutions; and second, to become a showcase of a virtual campus based on FS, OS and the use of Open Educational Resources, in order to promote its use in other institutions. The programme will acquire its shape through close cooperation between higher education institutions and
social and private organisations.

To this end a virtual campus is created where open educational materials are available and users will be able to follow specific course modules on:

1. the Introduction to Free Software and Open Standards;
2. the GNU/Linux Operating System;
3. Network Technologies;
4. Web Applications development;
5. Economical models;
6. Legal aspects of the Information Society;
7. Software development and
8. Case studies.

Even better:

Educational materials in the FTA will be released under free licenses in line with the philosophy of the free knowledge and open educational resources movement. The educational content necessary to complete the curriculum will be developed using the SELF platform, a tool for the collaborative development of educational materials. These materials will comply with dominant open standards such as SCORM and IMS, thus enabling the seamless exchange with other educational platforms.

Sounds a perfect storm of open source, open content, open courseware and open educational resources. Kudos. (Via LWN.net.)

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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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Free Culture Forum: Getting it Together

As regular readers will know, I write a lot about the related areas of openness, freedom, transparency and the commons, but it's rare to find them literally coming together like this, in the Free Culture Forum:

Across the planet, people are recognizing the need for an international space to build and coordinate a common agenda for issues surrounding free culture and access to knowledge. The Free Culture Forum of Barcelona created one such space.

Bringing together key organizations and active voices in the free culture and knowledge space under a single roof, the Forum was a meeting point to sit and find answers to the pressing questions behind the present paradigm shift.

The Forum was an open space for drawing up proposals to present the position of civil society on the privatization of culture and access to knowledge. Participants debated the role of government in access to knowledge, on the creation and distribution of art and culture, and other areas.

The list of participants is impressive, and includes well-known names like the EFF, the P2P Foundation, the Knoweldge Ecology International, La Quadrature du Net, and many others. Even better is the extremely thorough charter; here's it's opening section:

We are in the midst of a revolution in the way that knowledge and culture are created, accessed and transformed. Citizens, artists and consumers are no longer powerless and isolated in the face of the content-providing industries: now individuals across many different spheres collaborate, participate and decide. Digital technology has bridged the gap, allowing ideas and knowledge to flow. It has done away with many of the geographic and technological barriers to sharing. It has provided new educational tools and stimulated new possibilities for forms of social, economic and political organisation. This revolution is comparable to the far reaching changes brought about as a result of the printing press.

In spite of these transformations, the entertainment industry, most communications service providers governments and international bodies still base the sources of their advantages and profits on control of content and tools and on managing scarcity. This leads to restrictions on citizens’ rights to education, access to information, culture, science and technology; freedom of expression; inviolability of communications and privacy. They put the protection of private interests above the public interest, holding back the development of society in general.

Today’s institutions, industries, structures or conventions will not survive into the future unless they adapt to these changes. Some, however, will alter and refine their methods in response to the new realities. And we need to take account of this.

That will all be pretty familiar to readers of this blog. There then follow an amazingly complete list of Things That We Need - which will also ring a few bells. Here are the areas covered:

Reverse Three-Step Test
Knowledge Commons and Public Domain
Defending access to Technological Infrastructures and Net Neutrality
Rights in digital context
Stimulating Creativity and Innovation
Access to works for persons with reading disabilities
Transparency

There's also an important section headed "Guidelines for Education and Access to Knowledge", which naturally considers open educational resources, and has this to say on free software, open standards and open formats:

Free/libre and Open Source Software allows people to study and learn concepts instead of black boxes, enables transparency of information processing, assures competition and innovation, provides independence from corporate interests and increases the autonomy of citizens.

The use of open standards and open formats is essential to ensure technical interoperability, provide a level playing field for competing vendors, enable seamless access to digital information and the availability of knowledge and social memory now and in the future. Thus we assert that:

* Educational entities should use Free/libre and Open Source Software as a learning tool, as a subject in itself and as the base for their IT infrastructure.
* All software developed in an educational environment and publicly funded must be released under a free license.
* Promote the use of Free/libre and Open Source Software in textbooks as an alternative to proprietary software to perform learning-related tasks such as numerical calculus, image editing, document composition, etc. where applicable.
* Develop, provide and promote free editing tools to elaborate and improve didactic materials.
* Technologies like Digital Rights Management must be refused to assure the permanent access to educational resources and enable lifelong learning.

All-in-all, this is an extraordinary document with which I find myself in pretty much total agreement. It's an great achievement, and will be a real reference point for everyone working in the fields of digital freedom, openness and transparency for years to come.

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(Open) Learning from Open Source

As regular readers of this blog will know, I am intrigued by the way that ideas from free software are moving across to different disciplines. Of course, applying them is no simple matter: there may not be an obvious one-to-one mapping of the act of coding to activities in the new domain, or there may be significant cultural differences that place obstacles in the way of sharing.

Here's a fascinating post that explores some of the issues around the application of open source ideas to open educational resources (OER):

For all my fascination with all things open-source, I'm finding that the notion of open source software (OSS) is one that's used far too broadly, to cover more categories than it can rightfully manage. Specifically, the use of this term to describe collaborative open education resource (OER) projects seems problematic. The notion of OSS points to a series of characteristics and truths that do not apply, for better or worse, to the features of collaborative learning environments developed for opening up education.

While in general, open educational resources are developed to adhere to the letter of the OSS movement, what they miss is what we might call the spirit of OSS, which for my money encompasses the following:

* A reliance on people's willingness to donate labor--for love, and not for money.

* An embrace of the "failure for free" model identified by Clay Shirky in Here Comes Everybody.

* A loose collaboration across fields, disciplines, and interest levels.

Open educational resources are not, in general, developed by volunteers; they are more often the product of extensive funding mechanisms that include paying participants for their labor.

Unusually, the post does not simply lament this problem, but goes on to explore a possible solution:

an alternate term for OERs designed in keeping with the open source ideals: community source software (CSS)

Worth reading in its entirety, particularly for the light it sheds on things we take for granted in open source.

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CK-12 Foundation Re-invents Textbooks

It's no surprise that textbooks are being radically re-invented - after all, in the past they have been hideously expensive, which means that they were an obstacle to learning rather than the contrary. Nonetheless, it's heartening to see more and more ventures attempt to do textbooks properly. Here's another:

CK-12 Foundation is a non-profit organization founded in January 2007. Our mission is to reduce the cost of textbook materials for the K-12 market both in the US and worldwide, but also to empower teacher practitioners by generating or adapting content relevant to their local context. Using a collaborative and web-based compilation model that can manifest open resource content as an adaptive textbook, termed the "FlexBook", CK-12 intends to pioneer the generation and distribution of high quality, locally and temporally relevant, educational web texts. The content generated by CK-12 and the CK-12 community will serve both as source material for a student's learning and provide an adaptive environment that scaffolds the learner's journey as he or she masters a standards-based body of knowledge, while allowing for passion-based learning.

As this makes clear, crucial elements include Net-based collaboration to produce open content that is "adaptive" to students' and teachers' needs. This is clearly the future of textbooks, and any company still banking on selling dead content on dead trees is likely to end up just as moribund.

Open Educational Resources

The William and Flora Hewlett Foundation hase probably done more than anyone else to further open education, and it's at it again, this time with a centralised site for Open Educational Resources (OER):

To ensure that all the valuable knowledge created about OER and the OER cause is readily accessible to a broad audience, the Hewlett Foundation partnered with IssueLab to create a comprehensive OER document repository. This web site is the result of that partnership.

The vision for this web site is, in essence, a knowledge management center where the materials and documentation that we all use in our work to further the cause of OER are easy to share and access. This web site is not the place to share OER resources such as syllabi or course modules. A great place to share those types of materials is the OER Commons.

This repository is a joint project of the OER community and is managed by IssueLab, the Institute for the Study of Knowledge Management in Education (ISKME), and the Education Program at the William and Flora Hewlett Foundation.

What is an Open University?

It is:

one in which

1. The research the university produces is open access.

2. The course materials are open educational resources.

3. The university embraces free software and open standards.

4. If the university holds patents, it readily licenses them for free software, essential medicines, and the public good.

5. The university network reflects the open nature of the internet.

where "university" includes all parts of the community: students, faculty, administration.

The Wheeler Declaration.

The Free University

You mean....they don't do this now?

Vision

* An institution to address the needs of the knowledge society
* Universities as the intellectual, cultural, and innovative infrastructure of society
* Like public roads & parks, their product should be free

The Free University

* Open access to research publications & proceedings
* Open access to research data
* Open educational resources
* Free & open source software
* Open access to library holdings
* Open standards & file formats
* Socially responsible patent policies

I Want to Learn About CC Learn

Sounds cool:

James Boyle ... announced that a new project, called “CC Learn”, has been launched, to work on lobbying all the open education projects to use open licenses, and to be interoperable and reusable. Hewlett has now funded this project, and a Director has been hired. I’ve got some inside information I can’t disclose (sigh) but I can say that there are really big things happening inside CC Learn and that they’re getting a huge amount of traction...

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.)

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.