Monthly Archive for August, 2009

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What’s the Inverse of Remixing? Unmixing.

Almost everyone has heard of “remixing” – taking existing cultural artifacts like songs, films, images, and texts, and combining these into new cultural artifacts. In the Wikipedia article about Lessig’s 2008 book Remix, we read:

(Youth) quote content from various sources to create something new. Thus, the remix provides a commentary on the sounds and images it utilizes the same way a critical essay provides commentary on the texts it quotes. One of Lessig’s favorite remix examples is the Bush and Blair Love Song which remixes images of President Bush and Tony Blair to make it appear as if they are lip-synching Lionel Richie’s “Endless Love”. “The message couldn’t be more powerful: an emasculated Britain,as captured in the puppy love of its leader for Bush. This remix in Lessig’s eyes is exemplary of the power this type of expression holds – to not tell but show. Using preexisting images is vital to the art form because the production of meaning draws heavily on cultural reference an image or sound brings with it.

Their meaning comes not from the content of what they say; it comes from the reference, which is expressible only if it is the original that gets used. (p.74)

If it’s true that the accumulated meanings of source materials combine to generate the meaning of a remix, then one way to change the meaning of a cultural artifact is to change its references – or to create new references within an existing artifact where none existed before. I call this process “unmixing.”

The first and easiest example of unmixing I could imagine was taking a textual document and linking individual phrases in the document to other documents on the web where those phrases appear verbatim – in effect, attributing the author’s words to another source even though the author never relied on that source when creating the document. Depending on the context and meaning of the sources you choose, the addition of simple linked references can significantly alter the meaning of the original text without changing any of the words in the text itself.

As an example, I’ve published section one of the unmixed Preface to Lessig’s Remix. Using a script, I broke the first section of the Preface into three word phrases, asked Yahoo BOSS to find pages that contained those exact three word phrases, and then rewrote this section of the Preface with each and every word attributed by link to another source elsewhere online. Strictly speaking, I don’t think you need to re-reference every single word in a document to unmix it, but since I was doing this unmix programmatically it seemed appropriate. (Hint: You’ll need to mouse over the text to make the links light up. Too much visual noise otherwise.)

Now, you may argue that these phrase attributions – while exact and correct – are rather random, and therefore don’t do much to significantly change the meaning of the text. I think the simple act of unmixing this particular text speaks volumes. But in the coming weeks and months I’ll publish additional unmixes created with more thought and care to demonstrate the power of the genre. Or perhaps you’ll beat me to it?

When the “Wiki Way” = Poor Quality

Open Education News points to a Scientific American article covering the California Learning Resource Network’s reviews of 16 open science and math textbooks for coverage of CA state standards. These reviews support schools making adoption decisions about whether or not open textbooks are of sufficient breadth and quality to be formally adopted in place of commercial textbooks.

Brendan Borrell, the SA article’s author, points out that “the front-runners [in the CLRN reviews] were typically written by just one or several authors, and the one major organization that has fully embraced a Wiki approach failed to impress CLRN reviewers.” This could have been, and in fact was, predicted long before.

A number of years ago, the USU Center for Open and Sustainable Learning commissioned noted open source expert Yochai Benkler to write a monograph applying his “comons-based peer production” model to educational resources. The result was Common Wisdom: Peer Production of Educational Materials. In this 28 page monograph, Benkler argues that the distributed, “Wikipedia model” of content production does not work for textbooks:

Textbooks that look and feel like textbooks, and, more importantly, that comply with education department requirements, are not quite as susceptible to modularization as an encyclopedia or a newsletter like Slashdot. The most successful book on Wikibooks, for example, is the cookbook. But the cookbook had 1301 “chapters” as of July of 2005. In other words, each module was effectively a single recipe. In this, it is much more like Wikipedia, with discrete, small contributions as the minimal module. Real textbooks appear to reside somewhere between a novel and an encyclopedia in the degree to which they can be modularized, or at least in the degree of effort required to integrate the modules into a coherent whole recognizable as a textbook…

At the moment, however, no working project has in fact implemented a platform that modularizes the work in sufficiently fine-grained chunks to allow a large pool of contributors. As I have elsewhere discussed in great detail, the size of the potential pool of contributors – and therefore the probability that the right person with the right skills, motivation, and time will be available for the job – is inversely related to the granularity of the modules. The larger the granules the more is required of each contributor, the smaller the set of agents who will be willing and able to take a crack at the work. On the other hand, the granularity is determined by the cost of integration—you cannot use modules that are so fine that the cost of integrating them is higher than the value of including the module. The case of textbooks seems to be, at present, precisely at the stage where the minimal granularity of the modules in some projects – like FHSST – is too large to capture the number of contributions necessary to make the project move along quickly and gain momentum, whereas the cost of integration in others, like WikiBooks, is so high that most of the projects languish with a module here, and module there, and no integration.

Yochai’s argument is part of the reason Flat World Knowledge uses the “a few expert authors model” for its open source textbooks, as opposed to a come-one-come-all volunteer-based approach. CA’s initial review of the open high school textbooks available today seems to bear Yochai’s arguments out.

Opting Out of Berne

I’ve newly met a number of people at the annual family reunion that is Open Education 2009 (#opened09). And while you’re never supposed to single people out (esp. because doing so means you’re passing over many others), I must admit that meeting Dave Cormier has been one of the highlights of this year’s conference for me.

After the film screening tonight we got to talking… Warning: poor summary of Dave’s thinking coming up here:

Dave finds himself in a quandry – in order to share things with others he first has to claim ownership in order to assert his legal right to share (via an open license). Most of the things we “make” are really amalgams of so much that’s come before, can we even rightly claim ownership? The current system forces us to if we want to share. The fact that so many of us use an open license so readily just shows how subservient we are to the copyright overlords, and perpetuates and strengthens the very system we believe is so horribly broken.

Leigh made some related comments, but didn’t join us for our evening saunter across Van City.

Dave’s quandry got me to thinking… When your country is a signatory to Berne, everything you create is automatically copyrighted to the full extent of the law whether you desire that “protection” or not. That’s the law. Creative Commons acknowledges and accepts the law, and promotes a way of thinking that says, “Ok, you’ve copyrighted my work without my asking, and now I’m going to have to go to the trouble of formally licensing it so I can share it with others.” One person might see CC as a brilliant hack of the copyright / licensing system against itself; I can also appreciate the perspective that says our use of CC simply perpetuates the brokenness without making progress toward an improvement in the system.

But this whole problem is due to Berne. If the government didn’t automatically copyright my works for me – whether I wanted them to or not – I wouldn’t need a CC license. I could just share with people.

Now, in the US CC offers a public domain dedication (which is NOT a license). The dedication is a mechanism for undoing what Berne has done and placing your work back in an uncopyrighted state so that you can share it without the need for licensing agreements, etc. So it occurred to me tonight walking through Vancouver with Dave… if a person can undo Berne on a case by case basis using the CC domain dedication or a similar legal mechanism… couldn’t you do it with respect to all works you create from a certain point in time forward, indefinitely?

In other words, can’t an individual opt out of Berne?

What would a legal instrument that accomplished this opting out look like? Perhaps rejecting the (c) paradigm one work at a time (by CC licensing individual works) isn’t sending a strong enough message to the people who make policy. Perhaps if people rejected the entire paradigm by completely and permanently opting out of Berne someone would notice that we’re highly dissatisfied.

(Note: What would the unintended consequences be of opting out of Berne? Could the instrument that accomplished the opting out be written in such a way that, if a person occasionally decided they wanted copyright protection, they could still choose to receive it (e.g., by registering their work with the Copyright Office)?)

Downes / Wiley Conversation Reaction

Stephen links to some responses to the day-long pre-conference “event” we held in Vancouver. I was always befuddled that people wanted to come sit in on the conversation, but 50 or so did. Many more apparently watched the stream from a distance.

David Porter seems writes, with surprise and disappointment:

Watched the screencast this morning of the Wiley Downes Dialogue from OpenEd09. Couldn’t help thinking phase change when the discussion crisscrossed terrain that has been traveled many times before at various conferences, forums and meetings since about 2000. “It’s deja vu all over again,” as Yogi Berra said when describing repeated back-to-back home runs by Mantle and Maris in the early 60s. But it was more like veja du for me – I know I’ve been a party to these conversations countless times before. The discussions/arguments continue to hover around definitions, clarifications of terms, and wishful thinking about an education system that is what it is….

Feels like the theory, innovation and advocacy phase of the open educational resource (OER) movement is fast approaching its “best before date.”

I’m not sure what he was expecting. Stephen and I have been disagreeing – exclusively in writing – about things for almost a decade, and this conversation was billed as nothing more than “let’s get together in a room where we can actually talk to each other in real-time and see how much of this we really disagree about and how much of it is failure to communicate.” So of course we rehashed our old arguments. Rehashing old arguments face-to-face was the only plan for the day from the very outset. Why is anyone surprised we didn’t break lots of new ground in our conversation?

(And it turns out that yes, we apparently do communicate fairly effectively in writing and yes, we really do disagree about wide range of things.)

OA and OER Policy Reviews

Students in my IPT 692R: Open Education Policy Seminar have finished the two policy backgrounders they worked on during our extremely compressed summer session. These reviews are written specifically for a BYU audience (with lots of references to BYU’s mission, institutional objectives, and appropriate scriptures), but I thought the information in these documents might be of interest to the broader open education community. So without further ado:

Open Access Policy Backgrounder

Open Educational Resources Policy Backgrounder




Creative Commons Attribution 3.0 United States
This work by David Wiley is licensed under a Creative Commons Attribution 3.0 United States.