Showing posts with label opencourseware. Show all posts
Showing posts with label opencourseware. Show all posts

07 September 2011

Democratising OpenCourseWare

OpenCourseWare - putting texts and videos of educational lectures online for anyone to download, use and often build on - is a great idea.  But it's still a case of knowledge being handed down from on high by the university priesthood.  What about if anyone could upload lectures they have attended?

Enter LectureLeaks.org:


Welcome to LectureLeaks.org, your personal OpenCourseWare repository. You can now record, save, and upload your college lectures directly from your iPhone or Android device. You can also browse our library of recordings and learn any time, anywhere.

We believe that higher education should be available to all, for the good of society. Anybody who wants to learn should be able to, so we're trying to develop technology which allows that.


Begin recording by pressing Record during all of your lectures, then upload them to us so we can share them with the rest of the world.


Before sharing any recordings, we encourage you to ask your instructor's permission. We are affirmative for open access education, but we also maintain full compliance with the Digital Millenium Copyright Act.


All recordings are released under the Creative-Commons Attribution license, and our server doesn't record any personally identifying information like IP addresses.
LectureLeaks is a 100% Free and Open Source Project, and uses technology produced by the OpenWatch Project.


Only you can spread knowledge from the privileged few to curious minds everywhere, one lecture at a time.
Fab idea.

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23 July 2010

An Uncommon Commons in Linz

As its name suggests, a commons is an outgrowth of things held in common, like common land. This has been extended to the digital sphere with great success - notably in the world of free software. But here's an interesting move that takes the commons back to its common-land roots: the Austrian city of Linz is creating an "open commons region":

Die Leitlinien für die Realisierung der »Open-Commons-Region Linz« fordern unter anderem die Einrichtung eines Open-Commons-Beirates, den Aufbau einer Koordinationsstelle, Initiativen für Angebote in den Bereichen Bildung (Open Courseware) und öffentliche Datenbestände, wie zum Beispiel Stadtinformationen oder Stadtkarten (Open Data), Überarbeitung des magistratsweiten Intranets mit Einsatz von Open-Source-Software für das Betriebs-, Redaktions- und Datenbanksystem und Prüfung des Einsatzes von weiteren freien Softwareprodukten in Teilen der Unternehmensgruppe Stadt Linz.


[Via Google Translate: The guidelines for the implementation of the "open-commons Region Linz 'demands include the creation of an open-Commons Advisory Board, the establishment of a coordination center, initiatives for deals in the areas of education (Open Course Ware) and public databases, such as city information or maps (Open Data), revision of the magistratsweiten intranet with the use of open source software for the industrial, editorial and database system and audit of the use of other free software products in parts of the group Linz.]

which ticks most of the open boxes. The expected benefits are also wide ranging:

Die Initiative soll Kosten reduzieren, Abhängigkeiten vermeiden, Eigeninitiative fördern, die Wirtschaft stärken, Wertschöpfung erzeugen, Transparenz herstellen und Rechtssicherheit schaffen.


[The initiative aims to reduce costs, avoid dependency, initiative to promote, strengthen the economy, create value, establishing transparency and legal certainty.]

Sadly, it seems that it won't cure the common cold, despite the affinities of name.

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15 April 2010

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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08 March 2010

Bill Gates (Hearts) Openness a Bit More

Here's an interesting project: the Open Course Library. These are its goals:

* design 81 high enrollment courses for face-to-face, hybrid and/or online delivery
* lower textbook costs for students
* provide new resources for faculty to use in their courses
* our college system fully engages the global open educational resources discussion.
* improve course completion rates

Here's some background on the project:

All of the information about the project is online on a wiki. A big part of this project is for our system to figure out what it means to share our digital educational resources. What does it mean to work with publishers in new ways and get them to reconfigure their content into affordable and modular formats? What does it mean to go out and find open textbooks and evaluate them and modify them? What does it mean to understand the different types of Creative Commons licenses vs. copyright? And what do we have to understand re: the legality around how those licenses mesh or don’t mesh? And then how does that affect the final digital thing that we release at the end, and put out in Rice University’s Connexions [repository]?

We’ve been trying to be very open about the process, so we’ve got this wiki online with all the [project] information. You’ll see the project budget up there with the goals and the timeline for the project. We’ve been having town hall meetings this fall—not only going out to the colleges and meeting directly with faculty face to face, but we’ve just finished our third online town hall meeting. We use Elluminate and anybody in the world is welcome to come [to these meetings which] are archived and put up on the wiki as well. As questions [and] concerns come in, we address those and put the answers up on the wiki.

As you can read, there's an awful lot of open goodness in there. That's great news, of course, but it's also rather remarkable because of the following little fact [.pdf]:

The Washington State Board for Community and Technical Colleges (SBCTC) proposes a partnership between the Washington State Community and Technical College System (CTC) and the Bill and Melinda Gates Foundation to improve access to and completion of higher education for low income young adults in Washington State.

...

The SBCTC requests $5.295 million to implement the Washington State Student Completion Initiative (WSSC). This initiative includes four multi-college student completion projects that will yield long term results by breaking down key barriers to completion throughout the Washington community and technical college system.

One of those projects is the Open Course Library. So good to see Bill supporting all that openness...

03 February 2010

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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18 October 2009

Opencourseware Comes Under Attack

It was bound to happen: opencourseware is under attack:

While seeking to make college more accessible, the Obama administration has launched a largely unnoticed assault upon the nation’s vibrant market in online learning. As part of an ambitious bill designed to tighten federal control over student lending, the House of Representatives included a scant few sentences green-lighting a White House plan to spend $500 million on an “Online Skills Laboratory,” in which the federal government would provide free online college courses in a variety of unspecified areas. The feds would make the courses “freely available” and encourage institutions of higher education to offer credit for them. The measure is now before the Senate.

Ah yes, "freely available": that communistic cancer again.

It is not clear what problem the administration is seeking to solve. The kinds of online courses that the administration is calling for already exist, and are offered by an array of publishers and public and private institutions. Online enrollment grew from 1.6 million students in 2002 to 3.9 million in 2007. Nearly 1,000 institutions of higher education provide distance learning.

More than half a dozen major textbook publishers, and hundreds of smaller providers, develop and distribute online educational content. To take one example, Pearson’s MyMathLab is a self-paced, customizable online course, which the University of Alabama uses to teach more than 10,000 students a year. Janet Poley, president of the American Distance Education Consortium, doesn’t see the need for federal dollars to be spent “reinventing courses that have already been invented.”

Since it's "not clear what problem the administration is seeking to solve", allow me to offer a little help.

The article suggests that the kinds of online courses that will be created are already on offer: well, no, because those produced by "major textbook publishers, and hundreds of smaller providers" are neither "free of charge" nor "free" in the other, more interesting sense that you can take them, rework them, reshape them, and then share them. And why might that be a good idea? Well, most importantly, because it means that you don't have to "reinvent courses that have already been invented."

Oh, but wait: isn't that what the article says the current situation avoids? Indeed: and that, of course, is where the article goes wrong. The existing courses, which are proprietary, and may not be copied or built on, cause *precisely* the kind of re-inventing of the wheel that opencourseware is accused of. That's because every publisher must start again, laboriously recreating the same materials, in order to avoid charges of copyright infringement.

That's an absurd waste of effort: the facts are the same, so once they are established it's clearly much more efficient to share them and then move on to create new content. The current system doesn't encourage that, which is why we need to change it.

Given the article gets things exactly the wrong way round, it's natural to ask how the gentleman who penned these words might have come to these erroneous conclusions. First, we might look at where he's coming from - literally:

Frederick M. Hess is director of education-policy studies at the American Enterprise Institute.

Here's what SourceWatch has to say on this organisation:

The American Enterprise Institute for Public Policy Research (AEI) is an extremely influential, pro-business, conservative think tank founded in 1943 by Lewis H. Brown. It promotes the advancement of free enterprise capitalism, and succeeds in placing its people in influential governmental positions. It is the center base for many neo-conservatives.

And if that doesn't quite explain why Mr Hess might be pushing a somewhat incorrect characterisation of the situation, try this:

In 1980, the American Enterprise Institute for the sum of $25,000 produced a study in support of the tobacco industry titled, Cost-Benefit Analysis of Regulation: Consumer Products. The study was designed to counteract "social cost" arguments against smoking by broadening the social cost issue to include other consumer products such as alcohol and saccharin. The social cost arguments against smoking hold that smoking burdens society with additional costs from on-the-job absenteeism, medical costs, cleaning costs and fires. The report was part of the global tobacco industry's 1980s Social Costs/Social Values Project, carried out to refute emerging social cost arguments against smoking.

So, someone coming from an organisation that has no qualms defending the tobacco industry is unlikely to have much problem denouncing initiatives that spread learning, participation, collaboration, creativity, generosity and general joy in favour of all their antitheses. And the fact that such a mighty machine of FUD should stoop to attack little old opencourseware shows that we are clearly winning.

05 August 2009

Opencast Matterhorn

Daft name, great idea:

As a growing number of worldwide learners log on, free of charge, to video and podcast lectures and events at the University of California, Berkeley, the campus is leading an international effort to build a communal Webcasting platform to more easily record and distribute its popular educational content.

Dubbed "Opencast Matterhorn" and funded with grants from the Andrew W. Mellon and William and Flora Hewlett foundations totaling $1.5 million, the project will bring together programmers and educational technology experts from an international consortium of higher education institutions, including ETH Zürich in Switzerland, University of Osnabrück in Germany, Cambridge University in the United Kingdom and Canada's University of Saskatchewan.

..

The software will support the scheduling, capture, encoding and delivery of educational content to video-and-audio sharing sites such as YouTube and iTunes, so that learners can access lectures when and where they need it. With additional funding, expertise and labor from other members of the consortium, the Opencast Matterhorn platform is scheduled to be up and running by summer 2010.

They've got a new word for it (well, new to me):

Coursecasting is a growing trend in educational technology, enabling students and the general public to download audio and video recordings of class lectures to their computers and portable media devices.

Daft names aside, it's great to see institutions working together on a common platform like this; it should give a real boost to opencourseware - and may be even coursecasting. (Via Open Education News.)

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28 January 2009

Academic Earth's Global Academy

One of the interesting applications of openness has been to education. The potential is plain: why re-invent the wheel when it comes to creating educational materials? It's not as if the facts change much from year to year. Moreover, when there are acknowledged experts within a field, it makes sense to draw on their work so that as many students as possible have access to top-flight teaching.

This has led to opencourseware, most famously at MIT, but increasingly, elsewhere. It takes two main forms: the texts of lectures, and recordings of the same. There's now a good body of such videos, enough to allow for the creation of a site dedicated entirely to them: Academic Earth.

Academic Earth is an organization founded with the goal of giving everyone on earth access to a world-class education.

As more and more high quality educational content becomes available online for free, we ask ourselves, what are the real barriers to achieving a world class education? At Academic Earth, we are working to identify these barriers and find innovative ways to use technology to increase the ease of learning.

We are building a user-friendly educational ecosystem that will give internet users around the world the ability to easily find, interact with, and learn from full video courses and lectures from the world’s leading scholars. Our goal is to bring the best content together in one place and create an environment that in which that content is remarkably easy to use and in which user contributions make existing content increasingly valuable.

Most of the videos are issued under a Creative Commons licence, with varying options in terms of what you can do with them.

Interestingly, Academic Earth is not, despite its name, an academic institution, but a start-up. As its founder, Richard Ludlow, told me:

I was originally starting this as a non-profit project (I previously started a non-profit public health organization and magazine), but switched to for-profit when I decided I would have an easier time raising the initial funds and recruiting people as a for-profit. In addition to the non-commercial content, we plan to host some videos we will commercialize, though the hope is to always keep everything free.

Certainly, an idea to, er, watch.

04 November 2008

Opencourseware About Openness

Opencourseware grew out of the application of open source ideas to education, so it seems appropriate that education should return the favour and offer opencourseware about open source. Here's a list of a hundred such courses, handily grouped by rough area.

06 February 2008

UN University Launches OpenCourseWare

It seems a no-brainer that the United Nations University (yes, it exists) should make available its courses for the world and her dog to use - and now it has:

The United Nations University OpenCourseWare Portal makes course material used by the university's Research & Training Centres and Programmes available on the web free of charge to anyone. With the opening of the site, the UNU joins a select group of over one hundred leading universities from around the world committed to supporting the growth of free and open digital publication of high quality educational materials.

Initially the UNU OpenCourseWare Portal offers open access to about a dozen courses developed by three of the university's centres (in Canada, Macao, and the Netherlands) and the Tokyo-based UNU Media Studio. Expressing his support for this initiative, UNU Rector Konrad Osterwalder said, "This signifies our commitment to broadening access to high-quality educational materials and will contribute to the United Nations University's core mission, which seeks to further the generation and sharing of knowledge in order to strengthen individual and institutional capacities to resolve pressing global problems."

The topics currently covered include e-governance, economic development and innovation, mangrove biodiversity and integrated watershed management. More courses are in production and in 2008, additional UNU units will participate in this initiative which promotes open sharing and global benefits for self-learners and educators.

Ah, yes, mangroves. (Via Open Access News.)

15 November 2007

Lecture Search Engine

Given the centrality of search to the way we use the Internet, it's surprising that we're still stuck with a few file-types - essentially text, with a few tags for images and video thrown in if you're lucky. I've written before about picture searching, and now here's lecture searching:

The Lecture Browser is a web interface to video recordings of lectures and seminars that have been indexed using automatic speech recognition technology. You can search for topics, much like a regular web search engine. If any results look relevant, you can play the video starting at the relevant point and see the synchronized transcript.

Even better, the lectures this is indexing are from MIT's OpenCourseWare:

More than 200 MIT lectures are currently available on the site (web.sls.csail.mit.edu/lectures/). So far, most of the users are international students who access the lectures through MIT's OpenCourseWare (OCW) initiative, which makes curriculum materials for most MIT courses available to anyone with Internet access. Although the lecture-browsing system is still in the early development stages, a recent announcement in OCW's newsletter has drawn increased traffic to the site.

Barzilay and Glass expect the system will be most useful for OCW users and for MIT students who want to review lecture material. MIT World, a web site that provides video of significant MIT events such as lectures by speakers from MIT and around the world, is also participating in the project.

(Via Open Access News.)

03 October 2007

OpenCourseWare Meets YouTube

This was bound to happen:

YouTube is now an important teaching tool at UC Berkeley.

The school announced on Wednesday that it has begun posting entire course lectures on the Web's No.1 video-sharing site.

Berkeley officials claimed in a statement that the university is the first to make full course lectures available on YouTube. The school said that over 300 hours of videotaped courses will be available at youtube.com/ucberkeley.

Berkeley said it will continue to expand the offering. The topics of study found on YouTube included chemistry, physics, biology and even a lecture on search-engine technology given in 2005 by Google cofounder Sergey Brin.

31 July 2007

Bleedin' Wonderful Blender

If you ever had any doubts about how amazingly wonderful the open source modelling package Blender was, take a peep at these highly impressive videos - made available as part of Tufts' opencourseware.

07 June 2007

Open Courseware Potpourri

I've written about open courseware a few times, particularly the big names. But there's plenty of other good courses out there, freely available. Finding them can be tricky, but here's a useful resource for winkling out a few of them:


The 100 open courseware sources listed below are freely available for anyone to use, whether you're a student, an instructor, or a self-learner. The courses are categorized by subject and listed alphabetically within that subject.

16 May 2007

Open University Opens Up Some More

Some nice cc'd courses from the kind people at the Open University. (Via The Inquirer.)

11 March 2006

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.