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Barbara Lindsey

The Cape Town Open Education Declaration - 0 views

  • The Internet provides a platform for collaborative learning and knowledge creation across long distances, which is central to the long term promise of open education. It also offers a channel for the creation and distribution of knowledge from a diversity of places and cultures around the world, and not just from major publishing centres like New York, London, and Paris.
  • we believe that open education and open educational resources are very much compatible with the business of commercial publishing. The Declaration clearly states that the open education movement should "...engage entrepreneurs and publishers who are developing innovative business models that are both open and financially sustainable."
  • here is likely to be some upheaval in formal educational systems as teachers and students engage in the new pedagogies that are enabled by openness. There might also be concerns that some of the deeper goals of the open education movement could backfire. For example, instead of enhancing locally relevant educational practices and rewarding those with regional expertise, it is possible that a flood of foreign-produced open educational resources will actually undermine the capacity for regional expertise to form or thrive.
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  • First, this is not actually a philanthropic endeavor in the classic sense of "donating" something to those with less. Instead, the open education movement promotes conditions for self-empowerment, and one of the central premises of the movement focuses on the freedom to be educated in the manner of one's choosing. Second, the permissions granted in defining an open educational resource explicitly enable the localization and adaptation of materials to be more locally appropriate. Every person should have the right to be educated in his/her native language, and in a manner that is most suitable to the personal and cultural contexts in which they reside. Third, we have good reason to believe that the contributions to the global open educational enterprise from those in resource-limited settings are at least as valuable as contributions from anyone else. While we have much to do to enable truly equitably participation among all of the citizens of the globe, there is widespread agreement that the ultimate goal is some type of open educational network, not a unidirectional pipeline.
    • Barbara Lindsey
       
      Key component of a critical pedagogical approach.
  • educational resources commissioned and paid for directly by the public sector should be released as open educational resources. This ensures that the taxpayers who financed these resources can benefit from them fully. Of course, this principle cannot extend to resources paid for indirectly with public funds, such as materials written by professors at public universities. The Declaration does strongly encourage these professors and institutions to make all of their resources open. However, in the end, this is their choice.
    • Barbara Lindsey
       
      Wow! Wonder how many critical pedagogists would embrace this idea.
  • resources should be licensed to facilitate use, revision, translation, improvement and sharing by anyone
  • many of the participants advocated for inclusion of language that indicates that the license should ideally impose no legal constraints other than a requirement by the creator for appropriate attribution or the sharing of derivative works. This degree of openness represents the 'gold standard' in open educational resource licensing. However, it is also recognized that some authors and publishers may wish to disallow commercial uses (non-commercial). Resources licensed with this additional restriction are still open educational resources, but do come with risks and costs.
  • we suggest that you use one of the Creative Commons (CC) licenses, for several reasons: The licenses have human-readable deeds, which is (generally) easier for people to understand.The licenses have a computer-readable component which enables search and filtering by license status, an increasingly important consideration in an era of exploding online content.The licenses have been ported to many countries around the world, with more being added every year, which guarantees their worldwide application and enforcement.The licenses are already the most frequently used licenses for open educational resources, which will make it easier for users to learn about their rights, as well as use the materials in interesting ways.
  • Open educational resources licensed using CC-BY have no restrictions on use beyond attribution for the original creator. Open educational resources licensed using CC-BY-SA also require attribution, but have the additional restriction of requiring that the derived material be licensed in the same manner as the original(s), thus ensuring their continued availability as open educational resources.
  • n most cases, the NC term is likely to have undesired repercussions for your work. If you are thinking of restricting commercial activity, ask yourself the following questions: What is the goal of doing so? Is it that the creators wish to make money from their contributions? Is this likely? Is it assumed that all for-profit activity is somehow inimical to education? What are the costs of restricting commercial use of open educational resources and do you wish to incur them? For example, is it your goal to forbid a for-profit publisher in a developing country from printing copies of your materials and distributing them there?
  • If an author's primary purpose in creating open educational resources is for it to be used as widely, freely, and creatively as possible, then using CC-BY is the better choice
  • CC-BY allows for a variety of motivations, including the possibility of commercial success, to drive users to adapt and re-purpose their materials.
  • f an author's primary purpose in creating open educational resources is for that material to never leave the educational commons, such as it is, then you may want to apply the SA term. In this case, the possibilities for viable commercial derivatives, though not disallowed, are diminished, and so users motivated to adapt materials for that purpose are unlikely to participate. In addition, open educational resources licensed with an SA term are only interoperable with other SA materials, which seriously limits their capacity for re-mixing.
  • There are two key points we would ask you to consider prior to applying the ND term. First, are you willing to prevent all of the wonderful ways in which your work might be improved upon just for the sake of preventing a few derivatives that you would consider inferior? It is worth remembering that it is the granting of freedoms to share, reprint, translate, combine, or adapt that makes open educational resources educationally different from those that can merely be read online for free.
  • you must remember that digital resources are not consumable goods, in the sense that they can be shared infinitely without any loss of value for the original. As such, if inferior derivatives are created, those creations have done nothing to diminish the quality of your original work, which will remain available for others to use or improve upon as they wish.
  • there is absolutely no restriction on use of public domain materials. In addition to being able to freely use such materials, you are free to adapt public domain materials and then license the derivative works in any way you choose, including standard all-rights-reserved copyright. You have to apply an open license if you want your contribution to add to the pool of open educational resources.
Barbara Lindsey

YouTube launches support for CC BY and a CC library featuring 10,000 videos - 0 views

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    Key is how they have improved the video editor function to allow for easy search, integration and mashup of cc-licensed videos.
Barbara Lindsey

Getting your CC project funded | p2pu - 0 views

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    A great example of a P2PU course
Barbara Lindsey

Compfight / A Flickr Search Tool - 0 views

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    Another search engine to find cc licensed images
Barbara Lindsey

Khan Academy - 0 views

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    Short video tutorials on math, science, chemistry, biology, banking, investing & history all with a cc license.
Barbara Lindsey

Wylio.com - free pictures, photos, images, for bloggers - 1 views

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    Fabulous site that finds cc licensed images which it then allows you to resize and THEN gives you the embed code WITH the linked attribution for the image!
Barbara Lindsey

Flickr: Discussing What pictures do you need? in Creative Commons Licensed Photos for V... - 0 views

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    A Flickr group created by Wes Fryer that pools user-created cc licensed educator-vetted photos for educators to use in VoiceThread projects
Barbara Lindsey

Weblogg-ed » Reality Check - 0 views

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    Parents push back on student online publishing and CC licensing of their work...
Barbara Lindsey

CC in Education - Creative Commons - 0 views

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    Includes wiki, blog, directory and search engines on OER
Barbara Lindsey

SACODEYL Corpus Search Student interviews in various langs - 0 views

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    NOT cc licensed.
Barbara Lindsey

FlipSnack | Digital Portfolio Resources - Flipping book details - 0 views

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    Converted cc-licensed pdf on digital portfolio resources into an online flipbook suitable for mobile devices!
Barbara Lindsey

The Anatomy of Digital Humanities (#dighum) and Digital Pedagogy (#digped) · ... - 0 views

  • @anneperez hmm, since you're creating something/building it with students & u have an infrastructure already, it seems DH.
  • @triproftri Thanks for the feedback. :) It's been an interesting way to look at the history of print cultures / textual communities.
  • Sifting through and storifying this conversation on Twitter quickly became an exercise in dissecting the many layers of Digital Humanities and Digital Pedagogy.
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  • MT @anneperez: Someone asked me a qn-- does having students creating content for a course website count as dh? Cc @triproftri @briancroxall
  • @anneperez it's a good question. I think most dh-ers would say it would be dh if students were asked to reflect on the dig form+
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    fall 2012 syllabus
Barbara Lindsey

FERPA Concerns Prompt Temporary Removal of Past Course Websites | College of Computing - 0 views

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    And another example of the disconnect between education and the real world. 
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