I love this. Lorna Campbell writes: “Another gem from The Cost of Freedom project, this time by Richard Goodman (@bulgenen), my partner in crime from the ALTC-2016 social media team.  I was chuffed to bits when Rich decided to write something for the project.  You can read his poem What is Open? here.

As part of disquiet Junto Project 0202 Text-to-Speech-to-Free Rich’s poem has also been recorded by Michel Banabila who created this amazingly atmospheric remix.”

Open Education Europa has compiled and is releasing today as open data the analytical list of European Repositories of Open Educational Resources (OER).

It includes:

• European OER Portals and Repositories
• Educational material repositories/directories
• Larger Repositories rather than very specific ones
• Focus on those who include Creative Commons license and on National/public OER repositories
• Focus on material for teachers  (for the classroom/schools) rather than on higher education
• Collaborative OER production initiatives (LeMill, RVP.CZ Portal, Lektion.se, KlasCement”)

From the Universidad a Distancia de Madrid (UDIMA) – Madrid Open University – we are pleased to present the European Research Network of Open Educational Resources (ERNOER), a collaborative space in which more than fifty internationally educational institutions and prestigious universities are involved which can be accessed through the following link: http://european-research-network.eu/.

The entire educational community can benefit in this web repository of more than three hundred image banks, two hundred fifty audio file repositories, two hundred and fifty video resources and more than three hundred programs and applications that can be used in education.

Another post on Open Educational Resources. Last week I talked about the early days with the SIGOSEE project, seeking to build awareness of the possibilities of Open Educational Resources and Open Source in education and to start to change policy directions, especially at European Commission level.

In these early projects, we had three main lines of activity. The first was awareness about changing what Open educational Resources were and especially about Creative Commons Licenses. The second was talking with all manner of different stakeholders, including educational organisations and administration, developers and even the more enlightened publishers about the advantage of OERs and pushing for policy changes. But by far the most time consuming work was with practitioners, organising workshops to show them how they could produce Open Educational resources themselves.

And whilst primary school teachers were long used to developing their own learning materials, with the help of sticky back paper, glue, paint and the like, teachers in secondary schools and higher education were much more used to using bought in materials. True, the photocopier had replaced the Banda machines, and data projectors were well on the way to spelling redundancy for overhead projectors. But teachers had little or no experience in producing ICT based learning materials themselves.

With the value of hindsight is was the development of reasonably easy to use content creation applications and even more the advent of Web 2.0 which changed this situation. I can’t quite remember the different work flows we originally created but I think most involved using Open Office to make materials and then using various work arounds to somehow get them into the different VLEs in use at that time (I also seem to remember considerable debates about whether we should allow the use of proprietary software in our workflows).

Interestingly at that time we say standards and metadata as the key answer, especially to allow materials to be played in any Virtual Learning Environment. But it was Web 2.0 and Open APIs allowed not only easy content creation but provided easy means of distribution. Video was expensive and difficult even 10 or so years ago. Even if you had a powerful enough computer to edit and render raw video (I used to leave my computer running overnight to render 30 minutes videos) the issue was how to distribute it. Now with YouTube and a basic WordPress site anyone can make an distribute their own videos (and add a Creative Commons License). Ditto for photos, audio cartoons etc.

Over the last few years the emphasis has shifted from how to create and share Open Educational Resources to how to use them for teaching and learning. And whist there seems to be progress that issue is not yet overcome.

For the second in this mini series on open education we ask ‘How open is open education’? How open is open sounds a bit of a stupid question. But lets just start by looking at some of the definitions of Open Education. According to wikipedia: “Open education is a philosophy about the way people should produce, share, and build on knowledge.”

Proponents of open education believe everyone in the world should have access to high-quality educational experiences and resources, and they work to eliminate barriers to this goal. Such barriers might include high monetary costs, outdated or obsolete materials, and legal mechanisms that prevent collaboration among scholars and educators.”

But the European Union is backing Open Education with their open education europa web site providing a “gateway to open education resources”. However they say they are enacting the Europe policy on ‘Opening up education’. This “proposes actions towards more open learning environments to deliver education of higher quality and efficacy and thus contributing to the Europe 2020 goals of boosting EU competitiveness and growth through better skilled workforce and more employment.”

These seem rather different goals. Is open education about a believe that everyone in the world should have access to high-quality educational experiences and resources of is it about boosting EU competitiveness and growth?

Lets make no mistake. The spread of open education resources, MOOCs, open access journals and of course Open Source Software are big steps forward. But how far have they taken us: how open is open. I am not sure whether by plan or serendipity but three of the keynote speakers at this years EDEN conference, held in Barcelona in June addressed this question, albeit with different accents.

Jim Groom attacked the soulless of corporate-driven ed tech saying “it robs the field of any deep, meaningful interrogation of the issues we need to be struggling with, such as digital identity, digital fluency the new cultures around piracy and privacy, student empowerment, and how we can begin to think like the web.” None of this happens in an LMS (or VLE), he said. “in fact, that systematic design of that system is anathema to all of these crucial elements of educating in the digital era.”

Jim highlighted how the edupunk discourse had been subverted by corporate and political interests. Rather than talking about new cultures they wanted to highlight the failure of public institutions.

Martin Weller’s speech was entitled the battle for openness (the title of his recent book). In an interview prior to the conference he said: “Generally I think the use of new tech has allowed education to be more flexible, and opened it up beyond the traditional notion of what constituted a university student. But there has also been some terrible hype about new developments, and technology can also been seen as a route for commercial interests to undermine the role of the university.”

And in a brainstorming performance Audrey Waters pointed out the contribution of education to the creation of the web. The web and open education is reliant on an open infrastructure but private and corporate interests were fighting to take control. She called this cultural imperialism.

There seems to be a common message here. Whilst there are advances in opening up education corporate interests (including governments) are subverting the discourses for their own purposes. Rather than seeing MOOCs as an opportunity to provide education to those who had no access or could not afford traditional courses (which is the same thing) Silicon Valley investors pumped money into private MOOC providers to the hope of disrupting education and opening upo the market for private capital (and profit). When investors started losing patience with how long this disruption was taking, founder of Udacity, Sebastion Thrun announced MOOCs were a “lousy product” and he saw the future in selling paid for closed inline training courses.

And rather than moving to genuine open publishing through federated online repositories, the UK government has backed the so called Gold Model which guarantees publishers a rick future income stream form authors (an article entitled ‘Open access fees hike universities’ journal bills‘ in this weeks Times Higher says universities are paying more than ever to publishers).

So Martin Weller is right – there is a battle for open. And that battle is getting ever wider. But as well as fighting on a day to day level over actions, we also need to become clear as to what our vision for openness is and how open we think open should be.

Graphic Recording of Keynotes by Maria Calvet. Video editing by Gabriel Gómez.

As promised the first in a mini series about Open Education. Pontydysgu originally got into educational technology through using closed and proprietary software. The first ‘educational technology’ I can remember using was FirstClass running on an Open University / BBC server (accessed through I think, the Mosaic browser). Ironically it was a print book which stimulated our move into Open Source technologies – Eric Raymond’s The Cathedral and the Bazaar: Musings on Linux and Open Source by an Accidental Revolutionary, first published as a book in 1999.

In 2003 we submitted the SIGOSSEE project to the European Commission. SIGOSSEE stood for Special Interest Group on Open Source software in Education. Essentially we were exploring the potential uses of open source software and holding a series of workshops all over Europe, whilst building a Special Interest Group. Whilst the Special Interest Group failed to survive beyond the period of funding, it did kick off a flurry of activities, including a later spin out project on Open Education Resources. At the time the European Union has an ambivalent attitude towards OSS and OERs. Whilst there was strong support from a number of enlightened officials and programme administrators, the EU was being heavily lobbied by publishers and by the software industry not to endorse open source.

As part of their cautious move towards Open Source Software and Open Educational Resources, in 2004 the EU Directorate responsible for education, held a seminar entitled Creating, Sharing and Reusing e-Learning Content : Access Rights for e-learning Content. They invited a wide range of participants including from teh publishing industry and asked for the pre-submission of position papers. Below I publish the SIGOSSEE position paper, written by myself and Raymond Elferink. In the next post I will look at some of our recommendations and consider to what extent (if at all) we got it right.

Overview

This short position paper is addressed to both consultation workshops as we feel the issue of access rights to e-learning content and the more technical issues around reusable content are intrinsically interlinked. Whilst the position paper is presented by Graham Attwell and Raymond Elferink, it represents the position of the steering committee of the Special Interest Group for Open Source Software for Education in Europe.

The lack of easy access to attractive and compelling educational content is one of the major barriers to the development and implementation of e-learning in Europe. Most educational content is pedagogically poor, consisting overwhelmingly of sequenced text based materials and exercises. Furthermore, the subject and topic range is limited. This is particularly so for vocational and occupational subjects and in lesser-used languages.

Time and cost of production are major barriers to the production of quality learning content leading to the present interest in standards based, reusable content and to the sharing of content between institutions. In many areas content developers require not only technical and pedagogic skills but also deep subject knowledge.

Publishers have an important role to play in the development of content. However, as with traditional learning materials, much content in the future will of necessity be produced by teachers. There are also intriguing possibilities for learner developed content and there is great potential from public content repositories especially from cultural heritage and media organisations. It could be argued that there is already a wealth of rich learning materials available through the web. The problem lies in how these materials can be described and accessed and pedagogically deployed.

Key issues

Pedagogy and content

Pedagogy remains the key issue in terms of delivering content. As with any new technology, there has been a tendency on implementing ICT for learning to imitate previous paradigms – the ‘electronic classroom’ for example. There is some evidence to suggest we are now beginning to move beyond such paradigms and develop new scenarios for learning. However, the monolithic nature of much educational software and the need to implement ‘whole systems’ are barriers to developers seeking to pilot innovative pedagogic applications. The development of standards based content repositories and of Service Oriented Approaches (SOA) or modular approaches to learning architectures (see below) promises to allow far more advanced pedagogic innovation

Reuse of content

The potential reuse of content is a critical issue. Central to this is the development and adoption of standards. There remain problems in this area. Standards are being developed and adopted and the new Learning Design standard promises a major step forward in terms of recognising pedagogy, but the software engines and support are still in a development phase. There remain issues over defining metadata schemas and over who will (and should) enter metadata classifications. In the longer term the use of distributed metadata may provide some answers to these issues. Nevertheless the standards should be supported in order to allow reuse.

In pedagogic and technical terms there is still much work to do in developing tools and engines for content sequencing and assembly. Equally, more work is needed on how to base content on activity.

Licensing, property rights and open content

We believe a key issue is to involve the wider educational community in the development and sharing of learning content. One issue raised here is the question of licences. Traditional copyright licences are far too restrictive to develop an ecology of e-learning content. The Creative Commons Licence provides an effective answer to this issue providing an easy way of indicating possibilities for reuse. The OKI development by MIT and the Connexions project by the University of Rice in Texas – based on different open content models – have shown the potential of open content repositories.

There remain many issues to be resolved – not the least is the question of quality assurance. The difficulty in using content production tools is still a barrier for many to producing their own content.

Software and architectures and content

Monolithic architectures for learning and learning management have held back content production and deployment. Migration and reuse of content is often difficult due to lack of interoperability. Services Oriented Approaches and modular software designs can allow the development of standards based component architectures. Content would be either contained in a repository or accessed through distributed systems. Developers – open source and proprietary – could focus on particular components based on need and on their skills and interests. Content could then be easily reused between systems. The implementation of DRM systems should allow easy access to both proprietary and open content in centralised and distributed resource repositories (see for example the Canadian edu-source initiative).

Culture change and content

Implementing of this vision will require culture change at both institutional and individual level. Whilst much of the discussion has focused on teachers and trainers producing content, more important may be the ability and willingness to search for content and to develop coherent learning and activity plans from content produced elsewhere.

Recommendations to the e-learning community and to the European Commission

These recommendations are addressed to the e-learning community as a whole. However, the European Commission could play an important role in supporting pilot developments and implementations.

1. Further develop standards and the implementation of standards. At the very least, funded projects should be required to consider and report on standards implications of any content development. Further work is needed in disseminating information of standards and their use. In this respect it may be worth considering European links to the UK based CETIS service on educational standards. Further research and development on standards and standard implementation related to educational content should be supported by the European Commission.

2. Support the Creative Commons License. There seems little reason why education content produced with public funding – national or European – should not be required to be released under a Creative Commons Licence.

3. Initiate and develop pilot implementations based on open content in institutions and networks. These pilots will be invaluable in exposing and testing many of the issues raised in this position paper.

4. Explore the potential of a framework for e-learning based on a Service Oriented Approach. Work in this is already being developed by the UK based JISC in conjunction with Industry Canada and DEST in Australia. At a European level, an initiative to encourage developers to focus on services oriented or modular approaches and to share in the development of software, rather than continuing to reinvent the VLE wheel, is needed.

5. Support the development of tools for content production, distribution, sequencing and deployment. Access to easy to use tools is more important at present than is directly subsidising the production of content itself.

6. Support experiments in different pedagogical implementations of content including content from cultural and media organisations.

Next week, together with edupunk pin up bog, Jim Groom, I am delivering (? facilitating) an unkeynote session as the TEEM conference in Porto, Portugal.The session is entitled the the People’s Open Educational JAM Mix.  Instead of standing up and delivering a lecture to the conference we want to hold a dialogue with participants using slides, pictures, videos, quotations, metaphors or even better animated gifs from the education community. There will be the chance for participants in the conference to contribute on the day. But the JAM is open to everyone.

The theme (as the title suggests) is Open Education. Open Education is big news these days. Its a buzzword being embraced by publishers, universities and even governments, as well as the European Union. MOOC providers have leapt on the meme. But what does it mean? The idea that education should be open to everyone seems fine. But even as they talk of open journals, publishers are charging authors a fee, in the so called gold model of open open journals. And whilst universities and governments talk about open education, austerity is leading to cuts in funding and increasing student fees. However open it may or may not be, in The UK many young people simply cannot afford to go to university.

Its time for the educational community to have their say on what open education means. We hope this event can help build a dialogue around a European vision of Open Education.

Over the next five days I will write a series of posts about open education. But in the meantime we would welcome your contribution. We’ve tried to make it easy for you to contribute. Just add your ideas to the form on the front page of the POEJAM web site at http://poejam.com/. We promise your contributions will turn up somewhere in the JAM event and afterwards on the internet. And also feel free to forward to your friends and colleagues

P,O.E.J.A.M is the People’s Open Educational JAM Mix. And its taking place in Portugal, at the TEEM conference in Porto at the final plenary session on Thursday October 8th, 2015.

Graham Attwell from Pontydysgu and Jim Groom from the University of Mary Washington in Fredericksburg, Virginia are hosting what they call an unkeynote session. Why unkeynote? Because instead of standing up and delivering a lecture to the conference they want to hold a dialogue with participants using slides, pictures, videos, quotations, metaphors or even better animated gifs from the education community. There will be the chance for participants in the conference to contribute on the day. But the JAM is open to everyone.

The theme (as the title suggests) is Open Education. Open Education is big news these days. Its a buzzword being embraced by publishers, universities and even governments, as well as the European Union. MOOC providers have leapt on the meme. But what does it mean? The idea that education should be open to everyone seems fine. But even as they talk of open journals, publishers are charging authors a fee, in the so called gold model of open open journals. And whilst universities and governments talk about open education, austerity is leading to cuts in funding and increasing student fees. However open it may or may not be, in The UK many young people simply cannot afford to go to university.

Its time for the educational community to have their say on what open education means. We hope this event can help build a dialogue around a European vision of Open Education.

We’ve tried to make it easy for you to contribute. Just add your ideas to the form on the front page of the POEJAM website. We promise your contributions will turn up somewhere in the JAM event and afterwards on the internet.

So, after a lengthy holiday break I am back at work. As usual, when being one of the last ones to return from the holidays, you get overwhelmed by things that are on the move and you have to jump into running trains. With the EU-funded Learning Layers (LL) project we are doing the homework that we got from the Year 2 review meeting – preparing a Critical path Analysis. Partly within this process and partly alongside it we are finalising our plans for the year 2015.

The Critical Path Analysis was recommended by the reviewers to clarify our priorities (what is taken on board in the critical paths) and to specify our approach to less critical activities (sandboxing them as reserve activities). In many respects this has pointed out to be useful since this is not merely a routine updating of the work plan. Instead, the analysis has pushed us to become more aware of the key activities for the whole project and to find synergies between them. Due to this task we are getting clearer about the synergies at the level of software development, technology packages, linked services and framework tools etc.

While we are working with this task we are preparing proposals for conferences and plans for field activities. Furthermore, it is one of the key features of the LL project that we are looking for opportunities for transfer projects and opportunities to exploit the results alongside the project work. So, this all keeps us busy at the moment.

More blogs to come …

In my previous blogs on the fieldwork of the Learning Layers (LL) project I have focused on stakeholder engagement events. This time I shift the emphasis to the results of our earlier activities. As I have been reporting, an integral part of our fieldwork has been the Multimedia training that we (Pontydysgu and ITB) have carried out in Bau-ABC from August 2013 onwards. Now we start to see, how this training bears fruit and has an impact on the initial vocational training (VET) in the construction sector. In order to demonstrate this I will explore three blogs of the full-time trainers (Lehrwerkmeister) of Bau-ABC.

1. Zimmererblog – the Carpenters’ blog

This blog has been started by Meister Markus Pape, who made an early start with developing his blog as a tool for organising the training and learning activities in his domain.

The main content areas are descriptions of project tasks for the apprentices in their first, second and third years of training. The tasks are presented with project sheets from the White Folder of the Bau-ABC and illustrated with (3D) pictures. Alongside the progress of the training, the selected tasks become more demanding. Also, the blog provides a supporting resource area (Hilfe), a slideshow of pictures and section with literature recommendations. Considering the initial design idea of Sharing Turbine – the digitisation of the White Folder, this blog is a long step forward in implementing it – inasmuch as the contribution of trainers is concerned. However, it also reveals that support for apprentices and the learning activities can best be provided by a solution like the Learning Toolbox.

2. Tiefbau – the Roadbuilders’  Pipeline-builders’ and Sewage-builders’ blog

This blog has been started by a group of of trainers and it covers three areas of construction work – road building, pipeline building and sewage building. Thus, it has three main sections for these areas of specialisations.

In a similar way as in the above mentioned case, each area provides examples of project tasks for the first, second and third year of apprentice training. However, since this blog is being created by a group of trainers from different areas, it is still under construction and contains fewer examples. In addition  to the project descriptions it has also a special area for supporting info sheets and a slideshow of pictures.

3. Mauerwerksbau – the bricklayers’ blog

This blog has also been created by a group of trainers but working in the same domain – training bricklayers and concrete-builders. They also provide training for construction workers in the neighbouring areas.

In a similar way as the two above mentioned blogs, this blog provides a set of exemplary project tasks for apprentices in their first, second and third year of training. Likewise, it contains a section for support resources with several inputs. The special feature of this blog is the combination of pictures and brief info sheets on Slideshare. Like the others, this blog has a slideshow of pictures.

Altogether, these blogs serve as a evidence that the Multimedia Training has paved the way from learning (acquisition of new skills and insights) to knowledge utilisation (putting the skills and insights into practice). Apparently the three blogs are at a different evolutionary stage. Also, they are based on different degree of teamwork. However, a major point of interest is that they have spread the idea of using digital media and web tools across a wide number of trades. Also, they have developed a germinal cell for wider dissemination of innovative practice.

More blog posts to come …