Monthly Archive for November, 2009

Two Units in BYU Adopt Open Access Policies

Published on November 23, 2009 in open content. Closed Tags: , , , .

Two units at Brigham Young University have adopted open access policies – both the Harold B. Lee Library faculty and the faculty in my own department, Instructional Psychology and Technology, voted to adopt the policies earlier this month. IP&T’s policy was based on the HBLL policy, which was based on existing OA policies at other universities.

I am giddy with excitement to see some of my own published articles beginning to appear in BYU’s institutional repository – they now have an open, permanent, curated home and I can link to them with confidence. And the whole world can and will be able to access and read them, legally, in perpetuity! This is the way science should work.

For those who are interested, here’s the text of the IP&T policy:

The faculty of the Instructional Psychology and Technology Department adopts the following policy:

Each Instructional Psychology and Technology Department faculty member grants to Brigham Young University permission to make scholarly articles to which he or she has made substantial intellectual contributions publicly available as part of the Harold B. Lee Library’s ScholarsArchive system, or its successor, and to exercise any associated copyright in those articles. This includes the right to deposit, use, reproduce, perform, publicly display, distribute, and publish the scholarly articles in the university’s institutional repository or any other method or medium of delivery, whether now known or hereafter developed. Accordingly, the permission granted to the University by each faculty member is a nonexclusive, irrevocable, royalty-free, worldwide license to exercise the above-mentioned rights under copyright relating to each of his or her scholarly articles, in any medium, and to authorize others to do the same, provided that the articles are not sold for profit and are properly attributed to both the author(s) and the journal of first publication, if applicable.

This license is not meant to interfere in any way with the rights of the IP&T faculty author as the copyright holder of the work. The policy will apply to all scholarly articles authored or co-authored while the person is a member of the IP&T Faculty except for any articles completed before the adoption of this policy which have existing licensing commitments or copyright assignments which are inconsistent with the intent of this policy.

The term “scholarly articles” includes articles prepared for presentation or publication, whether in electronic or print media. Other scholarly works in connection with the faculty member’s academic or professional activities may be included at the discretion of the faculty member.

The IP&T Department Chair or the Chair’s designate shall waive application of the policy to a particular article upon written request by a Faculty member explaining the need. The IP&T Chair, in consultation with the faculty, will be responsible for interpreting this policy, resolving disputes concerning its interpretation and application, and recommending changes to the faculty. This policy will be formally reviewed two years after implementation, by September 30, 2011.

As of the date of publication, each faculty member will make available an electronic copy of his or her final version of the article at no charge to a designated representative of the University Librarian’s Office in appropriate formats (such as PDF) specified by the University Librarian’s Office.

Defining “Open”

Published on November 16, 2009 in open content. 11 Comments Tags: , .

I’ve seen a lot of confusion on the interwebz lately about the meaning of the term open – like people linking to copyrighted videos posted illegally in YouTube as examples of OERs. Since I have a keen interest in people understanding the term “open content” the way I originally intended for them to, I will soon be adding a “definition” section to opencontent.org. (I think of the “open” in open educational resources the same way, though I neither have nor claim special authority to clarify its definition.) Here’s a first draft of what will appear there. Your feedback would be appreciated. (You may recognize some of this as material that has appeared on my blog in the past.)

What is the History of the Term “Open Content?”

The words “open” and “content” were first used together in the spring of 1998. “Open content” was and is an attempt to appropriately adapt the logic of “open source” software to the non-software world of cultural and scientific artifacts like music, literature, and images.

The term “open source software” and the corresponding movement were established earlier in 1998 in reaction to perceived problems with the term “free software” and its associated movement. While advocates of free software focus their message on the philosophical principle of freedom, advocates of open source software focus their message on the pragmatic benefits of being open. Consequently, arguments in favor of free software run primarily along the lines of “because you should,” while arguments in favor of open source software run primarily along the lines of “here’s how you’ll benefit if you do.”

I waited to make the decision between the terms “open content” and “free content” until discussing the choices with the leaders of both camps (Eric Raymond and Richard Stallman). I then made the decision very deliberately. I wanted the open content movement to be about demonstrating usefulness and value that people would hopefully find persuasive.

So there you have the history of the term – “open content.”

What Does the “Open” in Open Content Mean?

“Open” is a continuous, not binary, construct. A door can be wide open, completely shut, or open part way. So can a window. So can a faucet. So can your eyes. Our commonsense, every day experience teaches us that “open” is continuous. Anyone who will argue that “open” is a binary construct is forced to admit that a door cracked open one centimeter is just as open as a door standing wide open, because their conception of the term is overly simplified and has no nuance.

Alternately, a would-be definer might adopt an artificial definition, in which a door opened 20 cm or more is considered open while a door opened 19 cm is not considered open. But this type of arbitrary definition is unsatisfactory as well. For example, the “open” in “open source” has no nuance as it has been artificially binary-ized. The open source definition tells us very clearly what a license must and must not do in order to be permitted to describe itself with the trademarked term “open source.” In the eyes of the defenders of the “open source” brand, if you’re not open enough you’re not open at all.

Much as we might measure the openness of a door in centimeters, we measure the openness of content in terms of the rights a user of the content is granted. The 4Rs Framework describes the four most important rights:

1. Reuse – the right to reuse the content in its unaltered / verbatim form
2. Revise – the right to adapt, adjust, modify, or alter the content itself
3. Remix – the right to combine the original or revised content with other content to create something new
4. Redistribute – the right to make and share copies of the original content, your revisions, or your remixes with others

To the degree that a license provides users with no-cost (free) permission to exercise these rights with regard to content, that content is open. So, whether these rights are granted unconditionally, or permitted only if the user meets certain conditions (e.g., requiring attribution, requiring distribution of derivatives under a specified license, or prohibiting commercial redistribution), it is still appropriate to call this content open. But the more conditions placed on the user, the less open the content. The fewer restrictions a license places on a user’s ability to exercise 4R rights in the content, the more open the content is.

Haven’t Other’s Already Defined “Open” in this Context?

In the past, some people unaffiliated with opencontent.org have taken it upon themselves to “define the open in open content” and propose artificial definitions like those described above. The Open Knowledge Definition is one such attempt, which is an adaptation of the Open Source Definition, which is itself an adaptation of the Debian Free Software Guidelines.

At the top of this article I wrote that “open content” was and is an attempt to appropriately adapt the logic of “open source” software to the non-software world of cultural and scientific artifacts like music, literature, and images. I don’t believe that changing the words of DFSG is an appropriate way to arrive at a definition of the open in open content. The context of content is quite different from the context of software. For example, the DFSG and its descendants fail to distinguish between revision and remixing. This may be fine for software, but failing to consider these activities separately in the context of content has lead to endless confusion among educators. After a decade of talking to educators and other academics about open content (and open educational resources) I feel that a new framework – specifically, the 4Rs Framework – is a more productive way to talk about openness than the DFSG or its adapted children.

How Open is Open Enough?

People make the choice to use an open license with their content for a variety of reasons. Starting with the Open Publication License and including the Creative Commons licenses, the open content licenses have been crafted in a way that recognizes that people choose the path of openness for different reasons. The licenses have therefore provided people with license options to help them more effectively accomplish their personal goals. This tolerance for different goals and explicit support for people in achieving them is something we should cherish and extend beyond our licenses into our community discourse and behavior. If another person or institution’s approach to openness doesn’t help you meet your goals, then look for help somewhere else – don’t criticize them.

When Innovation Gets Difficult

Published on November 10, 2009 in open content. 10 Comments Tags: , , , .

A summary of the core argument of my recent keynote at the Midwestern Higher Education Compact (slides at http://slideshare.net/opencontent/).

Throughout the late 20th century, and into the early 21st, when we spoke about “innovation” we largely meant impressive technical feats. Think Jobs and Woz creating the Mac, or Larry and Sergey creating Google, or the kinds of things Tony Hirst and Jim Groom seem to pull off regularly. We made heroes of the two geeks working in their mom’s garage… We made heroes of the lone coder, working late at night armed only with Emacs and Mountain Dew. These legends engaged in mythical man-versus-nature battles, subduing the wild frontier of source code and bending the Internet to their wills. They’re just plain cool.

However.

The kind of innovations these legends produce – technological innovations – are the easy kind of innovation. They are innovations that manipulate inanimate entities free of agency. During John Seely Brown’s visit to BYU last week, I heard him say that while the 20th century was a time of technological innovation, the 21st century must be a time of institutional innovation. This is the most insightful statement I’ve heard made in recent memory. It impacted me deeply, as it neatly summarized a frustration I’ve been feeling more and more keenly.

Anyone who has worked to reform an institution will readily admit that the more people are involved, and the more they are invested in maintaining the status quo, the harder it is to affect change. Even something as small as a stepwise incremental policy change can be a multi-year battle. I can hear you now thinking, “Just burn it down and plant a new institution in the ashes,” or “Just punch out and create a new institution to compete with the first.” Sometimes these are legitimate approaches to getting things done, but sometimes they aren’t. I seem to keep finding my interests lie in problems and institutions where these more radical methods simply don’t seem to apply. This seems to portend many difficult years ahead for me.

Imposing your will on bits and bytes is “easy.” Leading an established institution through the valley of the shadow of reform and up the opposite bank toward innovation is “hard.” But it is absolutely critical work, and precious few people are in positions that afford them opportunities to provide this kind of leadership.

Special Issue of IRRODL

Published on November 9, 2009 in open-education. Closed Tags: , , .

The new, special issue of IRRODL on Openness and the Future of Higher Education is available now at http://www.irrodl.org/index.php/irrodl/issue/view/38. Here’s the introduction John Hilton and I wrote for the special issue:

Once considered to be mostly hype, the idea of open education has spread to hundreds of universities across the globe – including many of the world’s most prestigious institutions. Open access to teaching and learning materials significantly empowers individuals who are not affiliated with formal educational programs and levels the playing field across competing institutions. These two occurrences – the empowering and leveling – portend significant changes in the structure and practice of higher education. The purpose of this special issue of IRRODL is to address various specific ways in which openness can affect the future of higher education.

In the opening article, Wiley and Hilton overview societal changes that decrease the alignment of higher education institutions with the supersystem in which they exist. Their paper argues that increasing institutional openness is a prerequisite to other critical changes required to keep higher education relevant in a quickly changing world.

The next two articles address potential barriers to the expanded use of OER and discuss how to address these barriers. Morgan and Carey explore how academic literacy in English can be a barrier to the use of many open educational resources. Their paper examines ways in which open courses can provide significant benefits to students of English as an Other Language. Lane identifies how technology and cultural barriers can impede the effective use of open educational resources. He proposes that the mediated use of open educational resources can help to reduce the diverse social and cultural digital divides within education.

Next, Baker, Thierstein, Fletcher, Kaur, and Emmons address how openness could impact the high prices of textbooks. They report how Rice University’s Connexions and the Community College Open Textbook Project (CCOTP) have developed a proof-of-concept free and open textbook, and they identify lessons learned about open textbook use by students and faculty.

Two key issues relating to openness and higher education are credentialing and sustainability. Schmidt, Geith, Håklev, and Thierstein address the significant issue of the role higher education plays in providing credentials and certifications for learning. They discuss how social web technologies offer opportunities for learning, which build these skills and allow new ways to assess them. They make the case that a peer-based method of open assessment and recognition is a feasible option for accreditation purposes.

For openness to affect higher education, it needs to be sustainable. Friesen presents the results of an informal survey of active and inactive collections of online educational resources, emphasizing data related to collection longevity and the project attributes associated with it. He shows how OER initiatives are in danger of running aground of the same sustainability challenges that have claimed numerous learning object collection or repository projects in the past.

The last two articles address how learners interact with OER. Many OER are available, including open courses. Fini examines one such course, Connectivism and Connective Knowledge (2008), facilitated by George Siemens and Stephen Downes. He looks at the the technological dimensions of the course and its impact on the participants. Ultimately, for openness to impact higher education, learners need to be willing to use OER on a large-scale basis. How do everyday learners view open courses? In the final article, Arendt and Shelton examine how residents of the state of Utah (in the United States) view the incentives and disincentives for the use of open educational resources.

Overall, this special issue presents an excellent discussion of open education issues ranging from useful descriptions of successful projects to empirical data about user attitudes to thoughtful criticisms of present work. These criticisms are particularly valuable because so much of the extant literature about open education is almost uniformly positive in tone. We hope this special issue will help to begin a more balanced discourse about the benefits and very real challenges of open education.

A New Kind of Media Comparison Study

Published on November 3, 2009 in open content. 3 Comments Tags: , .

I’ve written about this before, but here we go again…

In educational research there is a long and storied history of people conducting studies along the lines of “is video-based instruction more effective than audio-based instruction?” or “is text-based instruction more effective than audio-based instruction?” or “”is video-based instruction more effective than text-based instruction?,” etc. This pointless family of research has a name, the “No Significant Difference Phenomenon,” and even has it’s own website: http://www.nosignificantdifference.org/. From the website:

This website has been designed to serve as a companion piece to Thomas L. Russell’s book, “The No Significant Difference Phenomenon” (2001, IDECC, fifth edition). Mr. Russell’s book is a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant differences (NSD) in student outcomes between alternate modes of education delivery…. The primary purpose of the NSD website is to expand on the offerings from the book by providing access to appropriate studies published or discovered after the release of the book.

Hundreds of “horse race” studies comparing alternate modes of education delivery show us that nothing interesting happens in these studies. Indeed, careful forethought will demonstrate that we should expect to find nothing interesting in these kinds of studies. And yet eager graduate students and younger faculty continue to conduct them.

Unfortunately, I’m hearing more and more people talk about a new generation of media comparison studies – “License Comparison Studies.” These absolutely pointless studies would ask questions like “do CC BY-NC-SA licensed materials teach more effectively than traditionally copyrighted and licensed materials?” or “do CC BY-SA licensed materials teach more effectively than CC By-NC-SA materials?” Again, careful forethought will demonstrate that we should expect to find nothing interesting in these kinds of studies. Please, if you’re in a position to discourage these kinds of studies, save all of us the trouble and embarrassment by steering your students and colleagues in another direction.