__Paul Stacey on Open business models and the growth of the Commons.
Two converging forces.
Paul Stacey – The open business models work I wrote about in my previous Edtech Frontier post generated high interest. Turns out there are lots of people and businesses trying to figure out how to use Creative Commons to openly share while at the same time operating and sustaining a business.
Early work responding to that interest revolved around using the open business model canvas and questions as a tool for depicting and designing open business models. This helps establish a common framework for what a business model is and how to think about it. It also creates a means of dissecting and analyzing an existing business.
__Ryan Merkley, CEO, Creative Commons “I am proud to share with you our 2015 State of the Commons report, our best effort to measure the immeasurable scope of the commons by looking at the CC licensed content, along with content marked as public domain, that comprise the slice of the commons powered by CC tools.” _ https://lnkd.in/eHNmFMZ
__Research* indicates “First-generation students spend 10 % more, acquire 6% fewer textbooks, and end up paying 17% more per textbook than do non first-generation students.” Perhaps consider ways that Faculty & Administration can support and advise First Generation students in their decisions regarding ways to acquire recommended / required educational resources and course materials. *_ http://mfeldstein.com/data-to-back-up-concerns-of-textbook-expenditures-by-first-generation-students/
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__Grad student Atlas Wang has developed a platform called DeepFont for Adobe products, which can scan pictures and determine the fonts of text inside them. – “The software itself works using a new type of machine learning called deep learning, which aims to create algorithms that mimic the human brain by continuously learning, recognizing patterns, and improving their performance.”
__Misinformation in the lead paragraph of this item by Ariel Diaz damages edSurge’s reputation and the credibility of its editorial guidelines and Ethics Statement – “Our reputation for accurate, trustworthy coverage is our greatest asset. We believe our first and foremost responsibility is to our readers.” __ https://lnkd.in/eRDCBgc
The debate as to whether digital textbooks can stack up to traditional print textbooks rages on, intensified by seemingly incessant research and data exposing the outrageous costs of traditional print textbooks. According to the Bureau of Labor Statistics, college textbook prices have risen a shocking 1,041 percent since 1977—outpacing inflation by more than three times.
__Many will recall Phil Hill’s recent article [http://mfeldstein.com/bad-data-can-lead-to-bad-policy-college-students-dont-spend-1200-on-textbooks/] on how bad data (such as this factoid) can influence public perceptions which can lead to bad policy decisions. If this claim were true, textbooks which are currently sold in campus bookstores for $100 would have sold for $8.76 in 1977 (per online percentage calculator) _ http://www.percentagecalculator.net/ _
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__David Wiley “As I have reflected on the [#OpenEd15] post-conference conversation, and these larger questions about goals and purpose, I’ve decided to share some of my current best answers to these questions.” __ https://lnkd.in/ecQ3yas
There’s been a lot of discussion about open textbooks, efficacy research, and student cost savings in the wake of this year’s #OpenEd15. The general theme of the conversation has been a concern that a focus on open textbooks confuses the means of open education with the end of open education. I’m compiling a Storify of examples of this really engaging writing – you should definitely take the time to read through it. I’m not responding directly to many of the points made in those posts here, but will in a later follow-up posts.
The overall criticism about ends / means confusion may or may not be true – it depends entirely on what you think the end or goal of open education should be. This is a conversation we almost never have in the field of open education. What is our long-term goal? What are we actually trying to accomplish? What kind of change are we trying to create in the world? The recently published OER strategy document, as informative as it is, reads more like a list of issues and opportunities than what Michael Feldstein describes as “rungs on a ladder of ambition.” Answering these questions leads to additional, more proximate concerns, like what specific steps do we need to take to get from here to there? In his #OpenEd15 keynote, Michael pushed our thinking with some additional questions, like “Who are we willing to let win?”
__This is the first article in Audrey Watters series The Top Ed-Tech Trends of 2015 “this review tends to be very US-centric. I apologize. Too often, the rest of the world’s education systems are ignored by American writers like myself…” __ https://lnkd.in/ej5BaEm
One of the challenges of identifying the “Top Ed-Tech Trends” is that most of these developments are deeply interconnected. It’s hard to separate “The Politics of Education Technology” from “The Business of Education Technology.” It’s hard to separate the push for more standardized testing and more computers for students to use for standardized testing from either of these. It’s hard to separate concerns about testing from concerns about data and privacy. And so on.
It’s hard too, despite the title of this article, to solely talk about the politics of education technology. How does one distinguish such a thing from the politics of education or the politics of technology? To ignore these – something that happens too often – is to pretend that ed-tech is politics-free, that it is value-neutral.
__It’s a ‘myth’ that Contact North articles need not include author’s name or the date written to add context and relevance to opinions / perspectives __ https://lnkd.in/eS-GYtU
Open educational resources (OER) are playing a growing role in teaching and learning.
A 2014 US study shows the majority of faculty members in colleges and universities use such resources to supplement their teaching – videos from You Tube or iTunes University, materials from a massive open online course (MOOC), OERu and OER Commons, a science simulation they found online – and some even teach from OER courses, such as those from MIT or the United Kingdom Open University. OERs are now part of the fabric of the higher education system and will grow over the next several years.
But what is the other side of the OER story? Are there some myths and legends that need to be exposed. Following a dialogue with practitioners, we identified five myths and legends.
__The Association of Governing Boards of Universities and Colleges “Information technology in higher education has reached what IT leaders term an “inflection point”—the point at which the trends that have dominated discussions among leading strategists and that have motivated “early adopters” of various technologies are now cascading into the mainstream of institutions.” __ https://lnkd.in/eTGW2KU
TakeawaysFaculty and students are driving many of the demands for changes and upgrades to institutions’ information-technology systems, since they have diverse needs and high expectations for IT as their experience with technology increases.
Institutions need to develop funding models for IT that can sustain core services but also support innovation and allow the institution to grow in some areas as its mission evolves.
Institutions should establish a process for identifying, assessing, and documenting risks to support wise decision making about what risks to avoid, what risks to accept, and what risks can be mitigated through various actions.
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__Dr. Robert Farrow, Open University, OpenEd15 _ “is the OER movement about freedom, or about things being ‘free’?’ _ Robert refers to the ‘community’ leadership call to action in the Foundations for OER Strategy doc at the end of conference _ https://lnkd.in/eS4XSbV __ https://lnkd.in/e9EKQn6
I’ve started writing this post at the Open Education 2015 conference at the Fairmont Hotel in Vancouver because I want to try and capture some thoughts about the evolution of this movement and community. But I’m finishing it from home after a little bit of time to digest and also after attending OpenUpTRU in Kamloops earlier in the week.
__related video converstion: GO-GN #opened15 debrief _ Streamed live on Nov 26, 2015 _ https://www.youtube.com/watch?v=L5o5PJJ16NQ&feature=youtu.be _
__Cooper Hewitt, Smithsonian Design Museum Collection will amaze with 115,580 Resources [search-metadata work in progress] __ https://lnkd.in/ecEySyn
Over 1.35 million objects from the Smithsonian’s 19 museums, 9 major research centers, and the national zoo have been released and combined with custom tools to support rich, digital learning around the globe.
__As we shift from print to digital educational tools “We are on the verge of a tide of smarter innovation that, if allowed to spread, will turbocharge the learning experience for students. Here are four areas worth watching:” _ Amar Kumar, SVP of Efficacy & Research at Pearson. __ https://lnkd.in/eBeMJ5Y
Impatience characterizes the technology sector’s approach to education. Disruption is taking place in all other sectors of society — so, why not education? I know too well, whether at Pearson or in the classroom, the challenges and frustration of developing and using digital tools that improve outcomes for students.
But I’m optimistic. We are on the verge of a tide of smarter innovation that, if allowed to spread, will turbocharge the learning experience for students. Here are four areas worth watching:
__Educators as ‘Creators’ and Lumen Learning as ‘Platforms’ makes sense used as the definitions throughout _ “The rest of this article will explore four ways that creators and platforms can expand the value proposition underlying what they do.” www medium com/made-with-creative-commons/open-for-business-2d4579c7664d __ https://lnkd.in/egyuYyD
__”And so here’s the question I want to ask: If OER textbooks are where the OpenEd community wants to make this the first point of attack, what’s next? Let’s assume a world where all textbooks are free. Did we win? Or did we just make the act of passively interacting with information less expensive? Is that what we meant?” __ https://lnkd.in/eAF5Jbe
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__although I’m a little surprised. . . Stephen Downes says “This makes me happy [-] because it is so inclusive, and respectful of diverse perspectives and approaches to open educational resources, while at the same time underlining the value the community as a whole sees in OERs, I think it’s a particularly strong work, and one I have no difficulty endorsing. __ https://lnkd.in/eVDMKzs
__”thoroughly harangued” might sound like the comments made 22:18 17 Jul by Stephen Downes _ “You guys are like the European Commission, a bunch of unelected bodies who appoint themselves and then declare a “consensus” where there obviously isn’t one.” __ 15:04 18 Jun Stephen Downes “p.s. this phrase (ideally CC BY by default) by itself would cause me to withdraw any support for this document.” __ worth having a reading searchable copy Comments History – It’s interesting to see issues evolved and resolved through the Drafts