Archive for September, 2008

Comparison of OpenCourseWare Implementations on Five Attributes


Carol Gering introduces a method for comparing OCW implementations (h/t Open Education News).

I’m not entirely sure this is the methodology I would choose to compare courses (at the bottom of this analysis is an itemization of features, and I’m unsure how useful that is as a metric, especially if unweighted). Whatever your take on the methodology, though, the article is well worth the read.

comparison

The size of the bubbles here represent the number of features implememented, and the pie graph represents their distribution. The feature categories are:

  • Site Structure and Features
  • Course Structure and Features
  • Types of Content
  • Efficacy of Content
  • Community of Learners

Go and read the full article (it’s a page and change). As I said, I’d have to look at the feature lists this is based on to get a sense of the meaning of this, but the presentation is striking and worth discussion.

And if you have alternate ways of evaluating courseware, let us know in the comments.

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MIT OpenCourseWare in Rwanda


Some news about MIT OpenCourseWare via The New Times in Kigali, Rwanda:

Students and educators in Rwanda can now access course materials from the Massachusetts Institute of Technology (MIT) in the United States (US) through its OpenCourseWare hosted online by the National University of Rwanda (NUR), The New Times has learnt.

Last week, NUR officials announced the partnership with MIT that is expected to make learning and teaching materials of the institute’s faculty more accessible to local university students through the National University of Rwanda’s campus network.

The OCW site is available at ocw.nur.ac.rw.

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TU Delft OpenCourseWare


One of the benefits of the OCWC conference is one gets to see the multiple ways people around the world are accomplishing OCW.

Delft’s presentation was interesting for a number of reasons. They are doing a full video implementation of OCW, synced up in a house tool to PowerPoints and the like. But they’ve done the video and technical production inexpensively while maintaining good quality: Anka Mulder says the slate of courses they have put up (21 over the past year) have been done with with two employees who spend a total of two days a week on the project.

The expense at TU Delft is in incentives: Faculty are currently paid the equivalent of $10,000 for each course they help put up. The trick, Anka says, will be finding a sustainable model that allows them to continue to reward faculty for publishing their intellectual property.

You can see the TU Delft courseware, which is mostly in English, here.

One trivial note that resonated with me, because it spoke to how we have to break out of the idea that we are replicating a classroom experience with video implementations: the most popular feature of the video courses is the ability to play the course lectures at double-speed. How’s that for a benefit?

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BYU’s Loosely Coupled Gradebook


We’ve known for years that if we want to move learning environments forward we need to move to loosely coupled assessment. We need to separate gradebooks and rosters from course materials and communities. Scott Leslie argued this point eloquently over a lunch I shared with him and others at OpenEd, and I’ve argued similar points much less eloquently in the past.

In OCW production, the need is particularly strong. At least some of the duplicated work in OCW production is necessitated by the fact the course materials have to be produced in an LMS (because that’s where the student roster lives) as well as on the broader web (which can’t talk to the roster).

One sustainable model would have the OCW site replace the repository function of the LMS entirely. In such a system, certain materials might be made available only to rostered students because of IP concerns, but these materials would live side by side on a single courseware site, and eliminate the “double-entry book-keeping” issue that many institutions currently have.

But to get to this LMS-free world, professors need access to the one piece that has traditionally been the sole domain of the LMS — a gradebook. And if developers of courseware want to structure permissions based on that roster, the gradebook needs to be able to communicate with multiple systems.

Luckily, Jon Mott is working on just such an application. He took a moment at the conference to talk about it with me:

Jon later commented on the crowdvine site for the conference that the feedback he got on this project at OpenEd was extremely positive. We’ll let you know more as the project progresses.
 

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What the OpenEd/OCWC Conference Is About


We have plenty of video and reporting on the conference coming soon, but this, to me, was the sort of thing the conference was about — getting people from different areas together to find common cause.

In this clip, if you can hear over the ambient noise, you’ll see Brian Lamb giving a presentation on edupunk approaches to course publishing.

Christine Geith, who has been in distance education since 1989, is excited. But when Brian says it deals with everything but the gradebook, Christine (quite rightly) wants to know how that is handled. At which point John Mott, standing next to her listening to Jim, describes a new grant funded project that he is working on at BYU — a separable gradebook application that can work as easily with WordPress as with Sakai or Blackboard.

Christine remarks that it reminds her of way back, when people first began using online threaded discussions, and it was such a simple powerful presentation mode that made so many things possible.

I’m a big proponent of replacing a lot of face to face interaction with distance technologies. But when you see three people who have never heard of each other brought together like this — well, you can’t beat it.

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Logan OpenEd Twitter


So — blogging will resume here soon, we’ve been pretty sunk in the conference but when we get back we will summarize and reflect.

In the meantime, please check our conference twitter feed and the OCWC Conference wiki to get your remote fix.

Some video is at our Google Video account, and a number of people have been doing their own tapings, which we’ll collect.

But really, the twitter feed is the addictive part.

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University of Alicante to reach 83 OCW courses


The University of Alicante has annouced they will reach a target of having 83 courses released as OpenCourseWare by the end of this year. A selection of the courses that will be adding:

TRADUCCIÓN JURÍDICA — Legal translation
CORROSIÓN — Corrosion
GÉNERO, DESIGUALDAD Y EXCLUSIÓN — Gender, inequality and exclusion
LITERATURA Y CULTURA EN EL AULA DE INGLÉS COMO LENGUA EXTRANJERA — Literature and culture in the classroom of English as a Foreign Language
DERECHO PENAL II — Criminal Law II
INFORMÁTICA EN TRABAJO SOCIAL — Computers in Social Work
CONTROL DE CALIDAD DE ALIMENTOS — Food Quality Control

These courses are in addition to the courses they have already published, including their popular offerings in Ecology and The Economics of Globalization. You can see the full set of courses at the University of Alicante OCW site.

Original Press Release
Google English translation

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D’Oliveira to lead MIT OCW


From the MIT News Office:

Cecilia d’Oliveira ‘77, SM ‘79 has been named executive director of MIT OpenCourseWare, having led the groundbreaking organization on an interim basis for the past year, Provost L. Rafael Reif announced this week.

There’s a decent size article about Cecilia’s extensive background at MIT’s news site. I can sum it up for you though: it’s really impressive.

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Stanford Engineering launches OCW site


From the Creative Commons site:

Emulating MIT and a host of other OCW institutions, the Stanford School of Engineering has jumped on the OER bandwagon by releasing ten of its courses online in multiple formats. The pilot open courseware portal, known as Stanford Engineering Everywhere (SEE), is Stanford’s first move towards offering full-length course videos and other materials online for free and open use. SEE’s current ten course offerings consist of “instruction videos, reading lists and materials and class assignments” in three subject areas: computer science, artificial intelligence, and linear systems and optimization.

All course materials are open for re-use under CC BY-NC-SA. The general site content on Stanford Engineering Everywhere is licensed CC BY.

Visit the Stanford Engineering Everywhere site.

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Not Again!


Very nice article by Noam Cohen in Sunday’s NYT about Connexions, an OCWC affiliate member and leader in the open textbook movement.  Cohen starts with an account of R. Preston McAfee’s decision to allow free downloads of his economics textbook (or low-cost print-on-demand from Lulu and Flat World Knowledge) rather than with a traditional publishing house.  McAfee is protesting both the high price of traditionally-published textbooks and their market-driven content.

The article then justly commends Connexions for its “broader effort”  to allow users to “rip burn and mash” course material.  I am cheering right along until Cohen uses the remix issue to contrast Connexions’ work with “other projects that share course materials, notably OpenCourseWare at M.I.T.“  Okay, so he’s not talking about most of us, and now we’re going to hear about the evils of .pdf, right?  No. . . Cohen tells us that the big difference is that “Connexions uses broader Creative Commons license allowing students and teachers to rewrite and edit material as long as the originator is credited.”

Huh?

It’s admittedly a tough thing to explain in short space. And it’s even a tougher thing to make interesting to the average reader.

But this article gets it wrong, and I’m compelled to set the record straight once again.

What we have here is a mash up of concerns.  Connexions does use the Creative Commons Attribution license, which is broader than than that used by MIT and many other OCW’s, on account of its not requiring either a non-commercial use or license compatibility.  The Share-Alike clause is the point of concern, because can complicate the mixing of materials originally published under incompatible licenses (and here the non-commercial clause can come into play as well).  But complication is not the same as prohibition, and we would do well not to let our internal disagreements over optimal licensing blur that fact, especially when we are addressing our potential users.

The fact is that OpenCourseWare projects, including those under the CC share-alike license, have had a lot of success on the reuse and redistribution front, as attested to the hundreds of courses that have been localized and translated around the world.

I do not want to downplay the legitimate concern that undue complication of the remix process might prevent its happening at all.  We should and do engage in lively debate about what licenses will strike the right balance between the desires of producers and the convenience of users.

But it’s important to be clear on the essentials. The average reader of the NYT article surely walked away with an erroneous impression of what we do here. And to the extent that reader was a potential OCW adoptee, everybody loses.

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