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We are working with practising teachers to research, and co-construct, an interactive Learning Design Support Environment (LDSE) to scaffold teachers' decision-making from basic planning to creative TEL design.

The NZ Creative Commons site

Creative Commons Info Pack from CC Australia - aimed at educators

We are witnessing the emergence of something profound: Humans, historically divided by geography, culture and creed, are beginning to connect and collaborate on a scale never seen before. The driving force behind this creative wave are digital tools and networks that allow new forms of collaboration and knowledge creation.

Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online1 and to become more flexible in how they operate. It might be tempting to think that such a period of change would lead to a time of consolidation and agreement about approaches and models of operation that suit the 21st century. New technologies continue to appear,2 however, and the changes in attitude indicated by the integration of online activities and social approaches within our lives are accelerating rather than slowing down. How should institutions react to these changes? One part of the answer seems to be to embrace some of the philosophy of the Internet3 and reevaluate how to approach the relationship between those providing education and those seeking to learn. Routes to self-improvement that have no financial links between those providing resources and those using them are becoming more common,4 and the motivation for engaging with formal education as a way to gain recognition of learning is starting to seem less clear.5 What is becoming clear across all business sectors is that maintaining a closed approach leads to missing out on ways to connect with people and locks organizations into less innovative approaches.6 Higher education needs to prepare itself to exist in a more open future, either by accepting that current modes of operation will increasingly provide only one version of education or by embracing openness and the implications for change entailed. In this article we look at what happens when a more open approach to learning is adopted at an institutional level. There has been a gradual increase in universities opening up the content that they provide to their learners. Drawing on the model of open-source software, where explicit permission to freely use and modify code has developed a software industry that rivals commercial approaches, a proposed

Interesting - on the dissonance of the CC-BY license.

"series of simple, user-friendly reflective tools that promote a creative and effective approach to the curriculum design process"

Excellent story of the journey to openness and the hugely positive difference it made to this leading photographers business and approach to life.

Retrospective analysis of existing curriculum according to an activity taxonomy

Problem solving inventory based on a particular inventory - unfortunately you have to pay for access to the inventory

Case studies of using CC licenses, including Nina Paley (Sita Sings The Blues) and Cory Doctorow

The Edinburgh library paper sculptures - the story concludes.

WHy we are wrong to argue that students need to learn with .

Op-ed on why DRM and anti-piracy movements are doomed to fail and the invasion of privacy and reduction of human rights that legislation allows, and why people should accept that the times they have a changed ...