Creative Commons license- Activity 9

Activity 9 of the course #h817open. This is what I am supposed to do:

Consider which of the Creative Commons licences you would use, and justify your choice.

Bearing in mind what Creative Commons are and what their aim is:

… I went through their license options…

Attribution
Atributtion
This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.

Attribution-ShareAlike
atributtion+sharealike
This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects.

Attribution-NoDerivs
NonDerivs
This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you.

Attribution-NonCommercial
Atrib.NonCom
This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.

Attribution-NonCommercial-ShareAlike
At.NonCom+sharealike
This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms.

Attribution-NonCommercial-NoDerivs
Att.NonComNonDerivs
This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially.

…and chose ATRIBUTTION-NON DERIVS as the kind of material I produce can (should?) be used for either commercial or non-comercial purposes. The only restriction I would present is that it is not altered as it could actually misrepresent the message I am trying to convey.

OER issues Activity 7

This week’s task for #817open

Based on your reading, write a blog post , setting out what you perceive as the three key issues in OER, and how these are being addressed.

The term Open Educational Resources – OER – is only a few years old although some visionaries had already predicted its coming. In this video Isaac Asimov explains how he sees the future concerning education. He envisages a huge library that people can have access to, from their own home, at their own pace learning without being forced to learn the same thing at the same time in the same way.

Asimov’s envisagement was quite audacious for the 70’s but , in a way, it still is. At least for the less economically capable nations.

The first two issues I consider relevant are somehow interrelated as they both depend on the applicability of financial resources (should I coin it as ER?) and have a great impact on the way the OER are used, reused and made available.

SUSTAINABILITY

Contrary to its denomination, free, these open resources are all but free for those who conceive them. The funding, the services to create and distribute a resource are cost dependant (Downes, 2007:32). Governments along with foundations and organizations have started OER projects but their maintenance and enhancement costs sum up to the initial amount of the project implementation (Atkins, Brown & Hammond, 2007:24).

Additional approaches to sustainability need to be explored

(Atkins, Brown & Hammond, 2007:24)

ACCESS/ TECHNICAL RESOURCES

If we consider developed countries the issue of accessibility doesn’t represent a problem but as we move to less priviliged ones, the situation becomes quite different.
In his study performed in Sri Lanka and Bangladesh, Mathias Hattaka (EJISDC, 2009) points out various inhibiting factors for reuse of OER being accessibility one of them.
1.On the one hand we have poor IT literacy of most users which prevents them from conducting an adequate research. So what we have here is not lack of open content material but inability to select from the available material.
2. On the other hand there are defficient technical resources, namely, lack of computers and poor bandwidth preventing both students and teachers to access the digital world. Even if we consider the case of a teacher having access to a computer at work he will have to use printouts as the students don’t have access to any.

INTELECTUAL PROPERTY

Along with the possibility of building OER came the issue of copyright and how to cope with authoral rights as the contents are open.

Hewlett Foundation has wisely supported Creative Commons
to help mitigate the constraints of “all rights reserved” copyright.

>(Atkins, Brown & Hammond, 2007:27)

And in fact Creative Commons was the solution to actively enable users to access materials without the concern of copyright issues. By creating several license possibilities the author is capable of choosing the one that best suits his needs and allow the sharing of his material under the restrictions he decides. There are some issues concerning CC Noncomercial license (Erik Moller, 2005) as it could actually be compared to a plain copyright model.

References

Albright, Paul (2005) OPEN EDUCATIONAL RESOURCES OPEN CONTENT FOR HIGHER EDUCATION
WESTERN INTERSTATE COMMISSION FOR HIGHER EDUCATION, COLORADO, USA. Available: http://learn.creativecommons.org/wp-content/uploads/2008/03/oerforumfinalreport.pdf

Atkins, D.E., Brown, J.S. & Hammond, A.L. (2007). A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities. California: The William and Flora Hewlett Foundation. Available at: http://www.hewlett.org/uploads/files/Hewlett_OER_report.pdf [Accessed 11.3.2013].

Downes, Stephen (2007). Models for sustainable Open Educational Resources.
http://ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf

Downes, Stephen (2001). Learning Objects: Resources for distance education worldwidehttp://www.irrodl.org/index.php/irrodl/article/view/32/378

UNESCO. (2002). Forum on the impact of open courseware for higher education in developing countries: Final report. Available from: http://unesdoc.unesco.org/images/0012/001285/128515e.pdf [Accessed 11.3.2013].

Setting priorities

This week’s task for the Course H817Open by the Open University was this:

Imagine you are advising a funding organisation that wishes to promote activity and research in the area of open education.
Set out the three main priorities they should address, explaining each one and providing a justification for your list. Share this in the Week 1 forum and compare with priorities of others.

Here are the topics I found should be prioritised:

RECOGNITION
College_graduate_students

Education for all, recognition for none? I think that one main point that should be thought about, besides the quality of the course itself- regarding syllabus and course material- is the recognition we will get for it. Assuming that you commit, take the course seriously, do the activities, follow the lectures and deliver the final assignment without having the tentation to drop out, it is legitimate that you get credit for it. In my personal case, I have to admit that I’m investing in the course way more than I did when I was actually in ‘standard’ college… Why, I do not know. Be it maturity or the lack of other distractions, like going to discos or hitting the town with friends, the fact is: this is the way it’s working for me. Professionally I do not need another degree/certificate. I do it for myself, merely to learn. What if the purpose is different? These courses are aimed at those whose objective is to attend high education courses and for whom there is no alternative. It is comprehensible that renowned (and less renowned) institutions might fear the advance of such possibilities and may either struggle against it or, as some already did, embark in this adventure. I can follow a Stanford course online, watch the lectures given by the best teachers and engage in all activities, but does that make me a Stanford student?
I don’t really know how this issue is going to be dealt but it sure must be given a lot of thought.

ASSESSMENT

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As there is obviously no chance of getting 20,000 students (assuming that the other 20,000 have dropped out in the meantime) being assessed by the teachers the alternative of peers deciding on the grade of our certificate doesn’t seem that appealing. No matter how much it has been written about the advantages of peer-to-peer assessment it is still not convincing. You can be lucky and get someone critical and commited to assess you, or you get the risk of being assessed by someone who doesn’t even get the message. I’ve seen it happen. One way to make this process more serious would be to eliminate anonymity. Hiding behind a screen saying whatever comes to mind with no risk of being found is quite tempting, specially after a rough day at work and a strong will to let it out on someone! A puerile approach? Maybe, but nonetheless true.

DROPOUT RATES

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This should also be a priority as the number of students abandoning the courses before their end is quite surprisingly high. They’re easy to enroll in but there’s no way you can ‘disenroll’ if by any chance you realise that the amount of work required exceeds the time you can dedicate to it. There should be given the possibility of ‘disenrolling’ after the course syllabus is offered, which, in most courses, happens just as the course begins and not before. Then a more accurate number of dropouts would be obtained.
The creation of activities/competitions would possibly be a good way to engage students in a course and keep them motivated.
Finally there’s the retain issue. As I have seen posted before, what is free is dispensable and easy to leave behind so why not apply a fee not too big to hinder signing up but not too small to allow dropping out?

My representation of Open Education – Activity 3

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My attempt to represent what Open Education is.
Guide: Click on the picture. These posts should be read as in a real FB wall, from bottom to top.

I have used a simple old tool called Powerpoint where I created the Facebook template. Then I used Image Chef for the profile pic of OER and Learning Object and Tagxedo for Open Education’s image.

Here comes another Mooc!

I’m an EFL teacher  living in Portugal – I have lived in Belgium and Brasil too- a mum of two and a very busy person who still finds time to attend a MOOC.

I teach K12 students and my aim is to improve and innovate that’s why, after a course in Oxford in July 2012, I decided I should build my PLN. I haven’t stopped ever since. I must confess it is time consuming but it brings me enthusiasm and motivation to keep on teaching after nearly twenty years. All this process of connecting with people, visiting their sites, learning new techniques has enriched me both professionally and personally and made me a much more capable  techie…  I’m proud to have done it by myself although I got the help of  hundreds of people from all over the world  whom I have never met!

After a very rewarding experience with a first Mooc – in E-learning and Digital Cultures- by the University of Edinburgh. Here I am trying again. I’m sure I will enjoy and, above all, learn!