Once again, our friends at Musikpiraten e.V. are hosting the annual Free! Music! Contest to find the best Creative Commons–licensed music of the year. CC is proud to serve as a partner in this year’s F!M!C.
Patron of this year’s contest is Victor Love, lead singer of the Italian cyperpunk band Dope Stars Inc.. In 2011, DSI separated from their label and released their album Ultrawired as a free download via The Pirate Bay. They had been the first band that had ever been featured with a “Doodle” on the BitTorrent search engine’s landing page. Since that release they have been playing worldwide on various festivals.
As in the last years, a double-CD packed to the brim with the best songs of the contest is going to be produced. A jury chooses the best tracks and takes care that the best of every genre is featured – from Trash Metal to Hip Hop and Blues, whatever the artists submit. Moreover, vouchers worth 100€ will be raffled among all participants – even the willingness to make one’s music free shall be rewarded! Last but not least, there will be a gig near Heidelberg to win. Due to travelling costs, this one is very likely to go to a band from Germany.
Read the full contest rules in English or German. Entries are due July 31.
OpenStax College, an initiative of Connexions, the open educational resources (OER) authoring project at Rice University, is creating high-quality, peer-reviewed open textbooks. All of OpenStax College’s books, including the art and illustrations, are available under the Creative Commons Attribution license (CC BY), allowing anyone to reuse, revise, remix and redistribute the books.
The first two OpenStax College books were published in June of 2012, and since then Introduction to Sociology and College Physics have been downloaded over 110,000 times, used by more than 1.5 million unique online learners, and adopted at over 200 schools. These adoptions represent real savings for over 30,000 students in classes around the world. OpenStax College estimates that it has saved these students more than $3 million (USD) so far.
OpenStax isn’t stopping there. Biology and its corresponding book for non-majors, Concepts of Biology, and Anatomy & Physiology have now been released and are ready for use in classes in the fourth quarter of 2013.
OpenStax College recently received grants to complete six more books from several major foundations, including the Laura and John Arnold Foundation, Hewlett Foundation, Kanzanjian Foundation and Lowenstein Foundation. The next phase will feature Introduction to Statistics, Pre-Calculus, Principles of Economics, U.S. History, Psychology, and Chemistry. These books are entering production now and are scheduled to be released by the end of 2014.
New Education Highway (NEH) is a nonprofit project that could not exist without open educational resources (OER). Launched this year in Myanmar, NEH leverages new and existing OER to provide remote and rural communities — often with no Internet connection — with access to a quality education.
NEH partners with existing organizations in local communities to open free learning centers with tablets or laptops installed with an offline, easily navigable learning interface. Resources are preloaded and span all manner of subjects, including comprehensive K-12 education, standardized test preparation, vocational skills, health/HIV education, sanitation, critical thinking, community development, foreign language training, and environmental and agricultural science. All resources are available under CC licenses, developed by NEH or other organizations. Because permissions have already been granted for reuse, NEH, as well as its communities, can adapt and redistribute the resources as needed.
NEH works with each community it serves to customize the offline interface and OER to that particular community. NEH is always seeking new and existing materials to incorporate, currently in the environmental and agricultural sciences. If you have suggestions for OER, materials that might be adapted and released as OER, or are interested in getting involved as a volunteer, visit http://www.neweducationhighway.org/ or email info@neweducationhighway.org.
Informational content on NEH’s website is defaulted under the CC BY license. The OER used within the NEH Learning Interface is licensed under the CC BY-SA and CC BY-NC-SA licenses and will be made available on the site in the coming months.
Last week, indie videogame designer Nick Liow launched the Open Game Art Bundle. It’s a simple idea: independent videogame designers contribute game assets – animations, soundtracks, character designs – and customers can pay any price they want to access them. Nick describes it as a sort of cross between Kickstarter and Humble Bundle, and like Humble Indie Bundle, the income is split between the developers themselves and charities (including Creative Commons). But there’s one big twist: if the bundle reaches its goal of $10,000 by July 15, all assets will become public domain under the CC0 public domain declaration.
This is actually the third bundle Nick has put out under the brand Commonly. It’s the most ambitious bundle to date, but it’s really just the beginning. What Nick’s really interested in isn’t just about videogames; it’s about changing how people think about the public domain. I met up with him a few days ago to chat about videogames, public domain, and the open source movement.
We also talked about the increasing rift in the videogame world between the indie developers like himself and the high-budget, “Triple A” games of the big-name studios. There’s been a lot of talk recently about the videogame industry’s occasional tone-deafness to issues like race and sexuality. Nick told me that he sees a parallel conflict over issues like intellectual property and digital rights management (DRM). While many young developers like Nick share his opinions, some big-name developers are sticking to what he sees as a more old-fashioned view.
“The triple-A industry has to reach out to as massive an audience as possible,” Nick said. “They close things off because they can’t afford the risk. You notice that indie games tend to be for a more a more open ecosystem. With the Humble Indie Bundle, “DRM-Free” is a part of their tag line. Indie games go with the more open ecosystems… while triple-A’s create their own walled gardens with game consoles.” And, he was quick to add, “The iPhone counts as a [closed] console.”
Nick recently moved to the San Francisco Bay Area – he’ll be here for the next two years as a part of the Thiel Fellowship. “You have to have a big vision [for the fellowship],” he told me, “and my big vision was a thriving public domain.”
He originally applied for the fellowship with his project Craftyy, an open source game-development platform and social network. Although the Thiel judges liked Nick’s ideas, “It wasn’t clear to them how Craftyy would lead to a thriving public domain.” That was when Nick started to shift to the idea of crowdfunding for public domain creative works. He told me that his plan for the next two years is to expand the Commonly concept beyond the world of videogame developers into the broader creative community. I can’t wait to see where Commonly goes next and what awesome stuff it brings into the public domain with it.
Why, in the middle of such excitement over MOOCs, would the Department of Chemistry and the OpenCourseWare project at the UCI unveil their CC BY-SA–licensed OpenChem project, a set of video lectures equivalent to four years of classes? Because they’ve designed OpenChem to focus on building out an extensive path to learning chemistry via an open curriculum rather than offering highly designed intensive course experiences like Coursera and EdX.
OpenChem is designed to be reused, revised, and remixed — by institutions, departments and instructors. This differs in the most fundamental way from the fixed-path, single-instructor model of most MOOCs. OpenCourseWare and MOOCs aspire to provide access to high quality, higher education learning to those unable, for a variety of reasons, to attend either an “elite” institution or any college or university at all.
For some time, Larry has been arguing that we are falling short of this vision. 80% of Coursera users are college graduates and most of the rest are advanced high school and current university students. There is no doubt that others, for lack of access to a basic internet connection, much less the bandwidth required for high-resolution video streaming, won’t share in these benefits. But there is a second reason, even more troubling than the bandwidth problem, which should concern us. The design of university-level courses, when they come from “elite” institutions, is for that audience — namely, “elite” students. Courses aren’t designed for students whose secondary institutions have left them with gaps in their education.
And that gets me back to the design of OpenChem — or openly licensed curriculum in general. If there is one thing that we can do to use open education to improve higher education, it is to allow existing colleges and universities that serve these students to improve their educational offerings through adoption and adaptation. That means that those who best know a specific cohort of students must be free to choose from easily integrated, openly licensed materials that match their curricular needs and objectives. The very first use of OpenChem occurred locally at Saddleback College, when an instructor used ten minutes of a UCI video lecture that offered an explanation of a very specific topic to use in his flipped classroom. And that’s really the point. An instructor may find ten minutes useful. A department may adopt a course that had not previously been offered. An institution may adapt an entire curriculum. Further, if the content is not exactly what an instructor wants, the open license allows her to change it to meet local needs.
MOOCs could also enable these opportunities, though they will need to make it simple for their course authors and their contributing colleges and universities to add a Creative Commons license to their course content. CC stands ready to help them do so.
Of course, chemistry is a lab science. Allowing students to virtually sit in UCI lecture halls for four years via OpenChem could never substitute for a local institution offering a complete education. By creating a full pathway from a course designed for those without adequate high school chemistry preparation to graduate electives, UCI is making its chemistry education visible. But the goal of OpenChem isn’t substitution — it is to enable both educators and students to collaborate with others. Just as UCI hopes to support science education, they also hope others will adapt and improve OpenChem courses, translate them into other languages, and distribute them far and wide.
Kenneth Janda, Dean of the School of Physical Sciences and Professor of Chemistry at UCI, invites institutions to use “a whole lecture or a series of lectures, free of charge, and without asking permission to advance your educational mission.” That’s a fairly good itemization of the key benefits of openly licensed resources versus public but read-only copyrighted resources; it is the difference between open and free.
UCI also anticipates important learner benefits that are derived from having an open curriculum, including the ability to go forwards and backwards at will. For instance, looking ahead, an advanced high school student can go past the level of AP Chemistry. An entering college freshman could study Preparation for General Chemistry to ensure their readiness. Or an enrolled student can view the typical coursework and decide whether to become a chemistry major. Just as important, a student having trouble with a class can review the prior knowledge — the building blocks that are required to succeed in their current class.
This last point is perhaps the most crucial. Openness in education is about visibility. UCI uses an entire open curriculum to let learners and instructors alike see how it all hangs together. UCI has a lot of work left to do to optimize OpenChem for learning, but is excited to point its university and other institutions in a new direction that brings us all a little closer to the goal of universal access to higher education.
