OpenEd10: Open Education Conference 2010 recap

Open Education Conference 2010

Barcelona, Spain — November 2-4

This year’s version of the Open Education Conference’s website doesn’t have much information about the individual speakers, and the conference twitter stream (using official hashtag #OpenEd10 and also #OpenEd2010) is seeming kind of sparse. So, I’ll collect the resources and links I harvest about the conference here. If you’re reading this from the conference, please contribute your notes, links to them, or other information about the presentations. If you don’t have a place to post your notes in full, you could put them right in this page or make a new page on this wiki and link to it. :)

Sorry this wiki is needed, your concerns are valid, and we are grateful you care enough to set this up – Brian

 

Uncategorized Resources

@OLnet: @uniofutopia et al links to the various #opened10 papers from OLnet team can be found here: [1] – Also: @OLnet: “OU UK has released 100 free ebooks from here with another 200 planned #opened10″

Day 1

Keynote: Raquel Xalabarder: Copyright Laws and OER

  • Patrick McAndrew’s Notes on Keynote: Raquel Xalabarder: Copyright laws and OER
  • Suzanne Hardy’s notes on the Keynote
  • “Raquel’s theme is copyright – defined as a way to encourage innovation.” This is a good frame of reference to examine sometimes, because the open education/free culture community often thinks of the copyright environment as the default context for work and focuses on liberal licensing to ensure a healthy commons. I took that approach in my thesis after leaving out a chapter on legal reform that I originally intended to include. It’s important to keep in mind when thinking about these issues.
  • She argues that educational exemptions to copyright are important.. I wonder if she has thought of how those might be structured to defend educational uses that are the informal and individual-led efforts outside of educational institutions that are core to the open education experience. Just as blogging has opened up the possibility that we might all be considered a journalist, we may all be educational publishers. I consider much of the writing at my own blog “academic,” despite the fact that I am not affiliated with any educational institution and it isn’t usually part of an organized course of study. How could this be structured to protect this use but still be accepted by the copyright heavyweights?
  • She notes a “trap” of ubiquitous licensing: living in a licensed world is worse than living in a legislated world? Does anybody have a detailed explanation?
  • We must take responsibility for our laws: “If we don’t like the copyright law we have it is our duty to change it.” This is a good broad statement. However, we must admit that there are a great many hurdles to changing copyright law to acknowledge the reuse problems many in this community know about. Copyright is almost a complete non-issue in every American election, for example. The two main parties are essentially in agreement for strong copyright, and they are not forced to compete against “nonserious” candidates from tiny third parties. As a public, we are responsible for our copyright laws, but we have not addressed them to restore the proper incentive balance that Xalabarder defines copyright by. Under these circumstances, individuals who support change at least have the responsibility to talk about the injustice and inform others whenever it is appropriate.
  • An author should never be empowered to say, “No, you cannot use my work for educational purposes.” — I would be interested to talk to an author who would want to say that. I think most arguments to that effect are slippery-slope style, arguing that if certain educational uses are allowed, other not-quite-so-noble ones will follow, on to full-scale commercial use, and the destruction of the value of the copyright.

Keynote: Wim Wistera

notes on OUNL’s Wim Wistera’s keynote by Patrick McAndrew

  • explains WHY OUNL shares stuff freely, and some of the HOW.
  • cites research claiming know-how is now more valuable than finished products it enables. I would add that the value of know-how should subtract the costs of licensing relevant IP, but I agree in general.
  • Why free: humans accumulate knowledge. Yep, and it cannot be really accumulated if if it’s locked up behind a thousand paywalls.
  • Why free: marginal cost of digital artifacts is almost zero.
  • Business models for giving away content: see link, many are familiar, and I talked about some of this in my thesis.

Brandon Muramatsu

Brandon Muramatsu [2] “A New Way of Thinking about OpenCourseWare and Open Educational Resources for MIT”

Brian Lamb, Scott Leslie, Novak Rogic

Brian Lamb, Scott Leslie and Novak Rogic: “Never Mind the Edupunks: Open Platforms, Open Content, Open Collaboration”

  • part of the Open Ed on the Cheap topic
  • Brian Lamb doesn’t mind if people put 3rd party content on the UBC WikiResponse from Brian. I had five seconds to answer final question on Third Party copyrighted materials, and decided to go with a joke. Actual ‘policy’ a little more complex, and we do reserve right to request changes or if necessary removing content that breaks the law. So far, it has not been an issue. Ah, it was too bad this was the only tweet to escape from your presentation room, and I assumed you didn’t mean copyrighted content, but other stuff people wanted to work on legally anyway. —Ottonomy 13:02, 5 November 2010 (CDT)

Hal Plotkin

Hal Plotkin: Meeting President Obama’s 2020 College Graduation Goal — The Role of Open Educational Resources

Robert Schuwer and Fredde Vries: Wikiwijs

Robert Schuwer and Fred de Vries: Structuring OER using learning lines: the Wikiwijs approach

Panagiota Alevizou

Panagiota Alevizou: Exploring the Relationship among Mentors, Volunteer Tutors and Engaged Students in P2PU Courses

Dark Sessions

I’m hoping somebody comes forward with information for more of the “dark” sessions that didn’t get mentioned on Twitter (and those upcoming while I’m at work). Does anybody have notes or links to material for the following?

R. John Robertson: What role could academic libraries play in supporting the growth of the Open Educational movement?

Jutta Treviranus: The Value of Imperfection: the Wabi-Sabi Principle in Aesthetics and Learning

Rory McGreal: A comparison of an open access university press with traditional university presses

Ana Mª Rodera Bermúdez: THE OPEN SOCIAL LEARNING MODEL

David Wiley: A sustainable model for opencourseware development

Day 2

Keynote: Erik Duval

  • Slides available: @ErikDuvalThis morning’s #opened10 slides now available at slideshare. Comments welcome!
  • We can afford to Disrupt Learning Picture of Erik Duval presenting
  • “A lot of current teaching in universities is not very good.” Don’t be afraid to experiment with our students’ learning. (I think that’s a good point. Students understand you’re experimenting, that they’re part of your learning process too. They’ll learn something from it. Nothing risked, nothing gained? —Ottonomy 10:30, 3 November 2010 (CDT) )
  • Not quite sure what he means by this: from @jminguillona: ED #opened10 “learning by bleeding” in Spanish we say “la letra con sangre entra” go back to the origins! (when you learnt to ride a bike)
  • ahh, the meaning here is better captured for me by @gedoyle: “what if u could make yr students bleed – referring to kids learning 2 ride a bike & eager 2 get back when they fall”
  • from @gridinoc “We can afford to disrupt education…if we mess things up, it is OK; things aren’t that good anyway”
  • Now there are 1 million OERs; The first 5000 took 5 years, now to “go for all the rest” [3]
  • the long tail of learning, creating critical mass from isolated content [4] (I think critical mass is an important concept in commons dynamics)
  • Is sharing really politically neutral, HallyMk1 asks [5]. Also: Duval states that we should share, to spend less time building stuff + more time learning. Learning as consumption not production (from @HallyMk1)
  • For education content, sharing should be the default. “Where is the save and share button?” [6]
  • This is a cool quote: “abundance can be an opportunity for innovation” talking about making every resource available.
  • I think he mentioned this search tool: [7]
  • Some critique by HallyMk1: i like friction, and the production, not consumption of our lived, experience. Access to more offers less emanciptory moments [8]; the depth of our communal interactions, not their breadth is important. I hear nothing of depth [9] (and reply by @francesbell: “I think the depth probably occurs in collegiality or serious dialogue/dialectic #opened10 not in (Cross)institutional stuff” [10]
  • “open learning is also learning in an environment that is no detached from the rest of the world” [11]
  • “removing friction between people and good OER will spur innovation” [12]
  • ‘E. Duval suggests that everywhere we experience “faked learning”, but what is “faked learning? It would help design for good one..’ – @Anna_De_Liddo

Nathan Yergler

Nathan Yergler on “Seach and Discovery: OER’s Open Loop”

Brian Panulla

@bpanulla on “Open Rubrics and the Semantic Web”

Diego Leal

Diego Leal (@qadmon): Open Online Courses in Colombia: Lessons from an educational and technological experiment

Robert Schuwer, Martina Wilson and Willem van Valkenburg

Robert Schuwer, Martina Wilson and Willem van Valkenburg: Creating OER, a comparison between several approaches.

Richard Hall and Joss Winn

Richard Hall and Joss Winn: Scoping the relationships between social media and open education in the development of a resilient higher education.

Joss Winn, Mike Neary and Richard Hall: University of Utopia

“Opening Education beyond the property relation: from commons to communism.” – University of Utopia http://www.universityofutopia.org/open-education – Paper for Joss Winn & Mike Neary’s presentation for Day 2

  • A “naked” presentation, with no slide deck. Scandalous! [13]
  • Q: “Does idea of student as producer have connotations of factory production/Fordism?” – @jpodcaster
  • “discussion of new forms of social wealth, humanity as project not as resource. You could hear a pin drop in @uniofutopia’s session #opened10” –@HallyMk1
  • “@uniofutopia session at #opened10 genuine attempt to create a critical dialogue around oer. Not a business card or slide bullet in sight.” –@jpodcaster
  • “Open Ed is a crack in the crisis, has potential to move us beyond privatization and commodification of knowledge. ” [14]
  • A Question from HallyMk1: “are there any examples of oer as revolutionary praxis, rather than as commodities within coercive capitalism?” [15]

Jane Williams and Suzanne Hardy

Consent Commons: Here’s the paper on Consent Commons by Jane Williams and Suzanne Hardy

Dark Sessions

Helsdingen, A.S. and Robert Schuwer: Business Models in OER, a Contingency Approach

  • “Current business models are succesful improving reputation but they are not improving learning!” [16], “Value proposition is content – oriented,and it doesn’t provide meaningful learning experience ” [17] – @evapatriciagil

Open Ed Tech: “L. Valverde & Eva De Lera sharing #OpenEdTech09 ideas at #OpenEd10 Best way to predict future is to invent it. http://openedtech.org #OET10″ [18]

Day 3

Conference center WiFi died, so very little made it out from day 3 of the conference. Please add info if you have it.

Conference Reflections

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