Next week March 5-10 is the first annual Open Education Week!

Open Education Week is a global event that seeks to raise awareness about the benefits of free and open sharing in education, especially Open Educational Resources (OER). OER are materials, tools, and media used for teaching and learning that are licensed for anyone to use, modify, and redistribute.

The event will take place online and in different locations around the world, with opportunities to participate in webinars, discussions and live events. Participation is free and open to all. Visit www.openeducationweek.org for more information.

How can you participate?

• Participate in a webinar. Here’s a schedule of them. (Times are GMT.) Here are two I’m participating in:
  • OER in K-12 education – Thurs. March 8, 9am central time
  • P2PU – Peer Learning Fueled by Open Content – Thurs. March 8, 2pm central time
• Use some of the great OER for K-12.
• Open license some of your own content.
• Tell someone else about OER. Tweet, post, and spread the word!

Also, if you’ll be at SXSWedu, come to one of my sessions there about OER. I’ll have some great Open Ed week t-shirts to give away there as well

Sharing is good!

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This recently happened with two tools I use. One is Gabcast, which used to be free, but now has a time limit of 4 minutes as a free trial plan. In looking for another free tool to do phonecasting (recording audio from a phone and posting it directly to your blog of podcast), I haven’t quite find one that fits the bill. I tried phonecasting.com but had some challenges getting it set up. I’m still looking into a few other options, so stay tuned. (drop.io allows you to record files by phone but is lacking some other useful features. It is really intended as a broader file sharing tool, rather than just a phonecasting app.) If you have an app for this you like, please let me know.

I also used a web site for checking for plagiarism that was free but now charges. In looking for alternatives, I found The Plagiarism Checker from the University of Maryland, which looks good. They also offer a premium version for a fee, but the basic one worked fine for me. (I tested out others as well, but they seemed to think everything written at a high level was plagiarized, even original work of my own.) I have not used this application extensively, but in trying it out, it seemed to work well.  I also looked for open source alternatives, but didn’t find any.

If you have your own favorites in these categories, please add a comment and let us know.

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But what to do when your students want to rip their favorite CDs to include music in their project? If you are posting the work online, this probably doesn’t fall under “fair use,” and it is important to model good copyright adherence with our students.

Creative Commons and open music to the rescue! There is now a wealth of open-licensed music that you and your students can use in your projects.

I love the sites ccMixter (contemporary; note that there is a small amount of music here with “adult language” but this site is not blocked in most schools) and MusOpen (classical) for this, but if you’d like to give students a little more limited selection of music to streamline the time they spend on it, we’ve set up this page with a limited selection of open-licensed music that you can use for free and legally for any student work.

Make sure to have your students attribute the source for any works they use, including music. For these music files, just right-click the mp3 file and view properties to see the source and license details.

Enjoy! And if there are any particular types of music you’d like to see added, let us know.

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This interest has grown out of my work in developing content for mobile devices. I have come to the conclusion that mainstream textbook publishers are not likely to come out with meaningful content for mobile devices, and so we are forging on without them. After developing a large library of content on a contract basis for schools, we are now looking at open-licensed work as a more far-reaching strategy.

If you are interested in Open Ed and my thoughts on it, you might also want to read my Open Ed blog and check out our new open dictionary project.

In the meantime, I’ll still be here on Mobile Musings as well.

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• We must differentiate instruction if we are going to engage and reach students who have increasingly diverse backgrounds, skills, and interests.
• Textbooks are not an effective tool for differentiating (or engaging) students.
• Technology can be a better tool, but high quality content is required for effective integration.
• There is a huge industry that has grown up around the development and adoption of textbooks. There is a lot of money invested in this industry, and it is not likely to change, regardless of the benefits to learning.
• Open educational resources (OER) provide a new approach to this challenge.

So after my presentation, a very excited teacher came up to me and said, “I’ve done just what you’ve said! I’ve thrown out our textbooks!” (He told me later that they actually sold their textbooks. Great idea for a fund-raiser!)

He then went out to his car and brought back the materials he’s developed to share with me. He is a history teacher and has developed a very innovative system that he calls the “dynamic classroom.” It involves binders that the kids construct over the course of the year, bringing together predictable learning routines, effective strategies, and hands on activities.

What most struck me in talking to this gentleman was 1.) his passion for his subject matter and for teaching, 2.) how much personal time and effort he’s put into his teaching, and 3.) the results he’s gotten with his students.

Then I started thinking about the potential of this approach. The materials appeared to be perfectly suited to building a wiki. I began imagining each kid with a $300 laptop building interactive web sites instead of binders. The possibilities are rich. Then I started thinking about this project built as an open-licensed curriculum. Everyone could benefit from the work this industrious teacher has done.

I know that there are teachers all over the world doing creative things like this, prompting their students to have rich learning experiences. These teachers know more about their content and engaging kids than most textbook publishers do. I think that most of these teachers are willing to share.

This is the potential of Open Education.
———-
Image courtesy of Alexander Baxevanis.

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I am very excited to unveil the first piece of this: a collaborative, wiki-based dictionary builder. If you have a second, check out the site and add a quick definition (or click on recent changes to edit one someone else has done). Whatever you do doesn’t have to be perfect. Others can add to it and edit it later.

This project grew out of the need we have seen in classrooms and other informal learning environments for a dictionary that is kid-appropriate (both in terms of language level and content) and open for everyone to use in any context.

Down the road, we’ll be publishing this as a completely open, public domain dictionary that can be used on the web or offline on desktops, laptops, handhelds, ipods, phones, etc. Teachers will also be able to export custom glossary lists to incorporate into their own lessons, ebooks, web sites, etc.

We are excited about this project and hope many of you will join in and contribute. It only takes a couple minutes and is a great way to share and become a part of the Open Educational Resources movement.

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As a part of a project in which students are writing poems to be included in a collected ebook, I had the opportunity this week to teach several groups of middle school students about copyright and open content. (I am often frustrated by teachers telling kids to “just get any image from Google to include in your Powerpoint/Word doc.”)

Facilitating this discussion with kids was tremendously enjoyable and thought-provoking. I am sure that I learned as much as they did (and I think they learned a lot).

Here are a few of my big take-aways:

1. Relevance leads to critical thinking and engaged learning. Copyright is a topic that is immediately relevant to kids — as a result, they were highly interested and had a ton of questions, comments, and thoughts. While they were engaged, I was able to insert other topics from math, writing, and reading. I think this is a key to improving learning (and it doesn’t flow naturally from a textbook or a pacing guide).

2. In general, kids want to be legal. They are, however, seriously uninformed. (When asked about what they knew about copyright, many confused it with plagiarism. They think this is a what-I-can-do-in-school issue rather than a legal issue.) They had many questions about what they needed to do to be legal.

3. The filesharing tools these kids use (almost universally) are Lime Wire and Photobucket. For those not in the know, Lime Wire is P2P file sharing software, apparently used by kids for exchanging music illegally (being used as the new Napster or Grokster). I believed most of the kids when they told me that they didn’t understand the legal issues involved with this. Their big concern with the service: viruses.

4. Most kids were not aware of the fundamental premise of Wikipedia: that anyone can edit it. This was shocking to me. When they understood this, they found it very empowering. (Together, we edited an article about their school district — something that you’d never find on Encarta or EB.) This led to a very sophisticated discussion about the pros and cons of an encyclopedia that anyone can edit. These kids got it a lot faster than most adults. We also talked about vandalism, wikispam, and version control.

5. Once the students understood the basics of copyright and open content, they quickly began discussing some pretty high level concepts about intellectual property. Unprovoked by me, they asked about financial issues, transference of copyright, IP address tracking, use of personal images (image release issues), paparazzi photos, parodies (as they relate to fair use), and lots more. It was phenomenal.

6. Kids are all over Firefox and view it as a better browser.

7. They were not familiar with the term “open source.” On the other hand, they expressed a universal contempt for Microsoft (to an extent that I found a little scary, but what a force for the OER community to harness).

8. Only one kid out of about 150 had ever heard of Creative Commons. How had he heard of it? YouTube.

9. They enjoyed finding open content that is legal to use in their projects. They were surprisingly adept at finding and understanding the licenses (CC, GFDL, public domain) and at including appropriate credits for the pieces used in their own work.

10. Kids who often appear bored and lacking in critical thinking and articulate communication skills suddenly seem like geniuses when they are discussing something that matters to them.
———–
What fun! My mind is still reeling at all the epiphanies I had during these few days.

| View | Upload your own

[For a lesson plan and accompanying resources for this, visit www.tinyurl.com/5qahht.]

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If you are looking for images to use in presentations, copyleft content offers you a legal option for free content. If you are creating content, consider sharing it with others under a copyleft agreement.

My newest podcast features a sampling of great copyleft visual resources, like clip art, photos, and video. (If you missed it, the last show was on audio resources.) Both of these shows were really fun to produce (and a lot of work to edit, but that’s part of the fun).

Here is a list of copyleft sources to look at:

Clipart
* Open Clip Art Library [Note: This site is in transition, but this art is also downloadable from other sites.]
* Wikimedia Commons

Photos
* Wikimedia Commons
* The Open Photo Project
* morgueFile
* Stock.XCHNG
* Flickr
* NASA
* Library of Congress

Video and animation
* Wikimedia Commons
* NASA’s Earth Observatory [lets you build your own custom animations]
* Internet Archive

Music
* ccMixter
* Wikimedia Commons music
* Internet Archive (wide variety of stuff here, not all copyleft)
* Partners in Rhyme
* MusOpen

Spoken word
* Spoken Wikipedia
* Library of Congress
* Voice of America
* Internet Archive (wide variety of stuff here, not all copyleft)

Sound Effects
* The Freesound Project
* Partners in Rhyme
* US Fish and Wildlife Service (animal sounds)

Search engines for other copyleft content
* Creative Commons
* Wikimedia Commons
* Common Content
* ibiblio

At some point in the future, I’ll do another podcast on copyleft-licensed educational resources. Hope you enjoy!

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The next show will feature similar copyleft visual content (photos, clip art, videos). I’m also presenting a session called “Using Mobile Technology to Differentiate and Enrich Instruction” at NECC. This presentation will include how to create and use this kind of content. If you’re at NECC, stop by and say hi!

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Apparently, like other projects, TCPMP’s CoreCodec group has branched off to create a commercial product. We haven’t evaluated the commerical product yet, but we suspect it has some useful features. (Money coming in tends to help product development.)

If you’d still like to use and download the old free Open Source version though, we now have a link to it on our site that you can use.

If anyone knows more “scoop” on what’s going on with the Open Source version TCPMP (is anyone still maintaining it?), please post your comments.

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