Will Free Online Textbooks Become a Reality for California College Students?
Five Smart Habits to Develop for Back to School
How Open Education is Changing the Texture of Content
Guide to MOOCs: Free, Quality Higher Education
Is Peer Input as Important as Content for Online Learning?
Open Education Sites Offer Free Content for All
Open Source Comes to Academic Publishing
The Virtues of the Open Web
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KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/awatters"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal 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FM","link":"/"}},"mindshift_35270":{"type":"posts","id":"mindshift_35270","meta":{"index":"posts_1591205157","site":"mindshift","id":"35270","score":null,"sort":[1402322456000]},"guestAuthors":[],"slug":"why-arent-more-schools-using-free-open-education-resources","title":"Why Aren't More Schools Using Free, Open Tools?","publishDate":1402322456,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/bionicteaching/4700359343/\">\u003cimg class=\"wp-image-35272 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing.jpg\" alt=\"computing\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The promise of using technology in school technology has been to give students more control over their learning, while helping teachers provide tailored instruction to individual student needs. \"Personalized learning\" has been the common rhetoric driving most one-to-one device initiatives.\u003c/p>\n\u003cp>The stated goal is to make learning more of an individual experience, but many schools have chosen to implement technology programs in fairly regimented ways -- for lots of different reasons. Many schools want all students to have the same kind of device, with the same apps pre-downloaded. Students often have little choice over which tools they can use on their devices. Even for online research, many schools \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">filter out useful websites\u003c/a> like YouTube, Facebook and Twitter, making it harder and more restrictive.\u003c/p>\n\u003cp>Schools have many reasons for wanting to systematize the technology in schools: to ensure equity for all students, the ability of IT department to support the devices, and to comply with federal laws. Most schools are working with limited technology budgets and IT directors are trying to decide how to get the most out of those limited dollars. At the same time, they’re\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\" target=\"_blank\"> being bombarded by tech vendors\u003c/a>, feeling pressure to keep up with new changes.\u003c/p>\n\u003cp>Though all these reasons make sense in context, this focus on controlling devices may also be undermining the goal of helping students to become independent learners. Are schools missing a key element of the technology revolution in schools, a moment for real change, by locking down computing systems and by default ensuring students remain tech-users, not creators?\u003c/p>\n\u003cp>\u003cstrong>A PIRATE ISLAND DISTRICT\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A district in Pennsylvania is flying in the face of the trend towards closed systems, instead choosing open source devices and software whenever possible. “We sometimes feel like a pirate island because this is unusual,” said Charlie Reisinger, technology director for \u003ca href=\"http://www.pennmanor.net/\" target=\"_blank\">Penn Manor School District in Pennsylvania\u003c/a>.\u003c/p>\n\u003cp>The district recently gave all \u003ca href=\"http://www.pennmanor.net/techblog/?page_id=1561\" target=\"_blank\">1,700 high school students laptops\u003c/a> running \u003ca href=\"http://insights.ubuntu.com/case-study/an-ubuntu-pc-for-everyone-in-penn-manor-school-district-pennsylvania-usa/\" target=\"_blank\">Ubuntu operating systems\u003c/a>, an easy-to-use version of the open source product Linux. Reisinger estimates that going with an open-source operating system has saved the district $360,000 in just the first year of the program and his dedication to Linux machines has saved closer to $750,000 over the ten years he’s been with the district.\u003c/p>\n\u003cp>[contextly_sidebar id=\"59b4cadb358270cee5020acc13c33608\"]\u003c/p>\n\u003cp>“The difference is with a device such as this, it’s unlocked and kids have administrative level accounts on their laptops,” Reisinger said. “So where our formal instruction ends, their new learning can begin because they have control over the device.” Students can download and load anything they want -- and Reisinger even encourages them to do so. He’s not worried about them breaking the system because of its flexibility and wants them to learn from mistakes, if they do.\u003c/p>\n\u003cp>Reisinger is baffled by the behavior of districts like \u003ca href=\"http://articles.latimes.com/2013/oct/01/local/la-me-1002-lausd-ipads-20131002\" target=\"_blank\">Los Angeles\u003c/a>, which rolled out a one-to-one iPad program and then revoked student privileges when kids figured out how to navigate around district filters. “On the one hand we’re handing kids amazing learning devices, perhaps one of the most amazing inventions of the past 100 years, but yet we’re saying don’t learn about it, we don’t want you to understand how it works,” Reisinger said.\u003c/p>\n\u003cp>Treating devices that way makes students and teachers dependent on programmers for their needs, rather than letting them learn what’s under the hood. Penn Manor teachers assign work on devices to help kids meet learning standards just like teachers everywhere else, but they also have more options to let the kids explore safely.\u003c/p>\n\u003cp>“While we have the 'must do' layer, there’s also that little bit of subversion here, giving kids that little bit of creativity and maybe a ray of hope,” Reisinger said. “I want them to learn that learning is not all about what someone else preordains for you. It’s OK to tinker and play with things.” Penn Manor is as beholden to performing well on state tests as any other school district and its teachers make sure to cover curriculum, even using a few third party software programs to provide remedial help.\u003c/p>\n\u003cp>But Reisinger says in addition to the advantage students have by just having access to their own laptops, students are becoming curious about the world of computing. “We’re seeing these little sprouts of discovery and problem solving that they never would have been about to do if we’d given them a locked down device,” Reisinger said.\u003c/p>\n\u003cp>\u003cstrong>STUDENTS DESIGN CLASSROOM SOLUTIONS\u003c/strong>\u003c/p>\n\u003cp>When Penn Manor was rolling out its one-to-one high school laptop program in January, a core group of students who had already showed an interest in computer science played an integral role. A few juniors and seniors who had been interning with the IT department over the summers helped configure laptops and served as support to their peers on hardware issues. They essentially became part of the IT team.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?\"\u003c/aside>\n\u003cp>“What we did a little differently is we structured the help desk into an actual course, so they could do this type of work,” Reisinger said. Schools often have students staff this kind of help desk before or after school, but Reisinger felt that making it a class would legitimize the effort and make the students a part of his team. Students are even designing programming solutions to problems that arise in class.\u003c/p>\n\u003cp>Teachers were complaining that they wanted a simple way to share files and links within the classroom, like a private Twitter app. Rather than having IT professionals respond to the request, Reisinger’s students programmed a solution that they call Paper Plane. ”Those kids have code up on GitHub [a site for open-source code] right now that they’re sharing out,” Reisinger said. Students also designed the help ticketing software that their peers use to request IT support.\u003c/p>\n\u003cp>Reisinger is aware that his computer science interns don’t represent the whole student body and that not every student is taking advantage of their open devices to become programmers. But a few are. “Every district has talent like that,” he said. The systems just have to support them to let those talents shine.\u003c/p>\n\u003cp>\u003cstrong>IS OPEN MORE DIFFICULT TO SUPPORT?\u003c/strong>\u003c/p>\n\u003cp>A lot of people are scared away from open-source software or operating systems like Linux because of the belief that they are harder for teachers and students to use, and are more challenging to support. Reisinger hasn’t found that to be true for his district. “If you look at the learning opportunities in the free and open source community there is so much out there and the community is incredibly friendly,” he said. He gave students and teachers a 10-minute tutorial to their Ubuntu devices and that was all they needed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want them to learn that learning is not all about what someone else preordains for you.\"\u003c/aside>\n\u003cp>Reisinger thinks a bigger reason people don’t go open-source is that the devices and software aren’t as shiny and exciting as iPads or Chromebooks. “Schools are sometimes so afraid to try things that are outside the box because they’ll be met with fierce criticism,” Reisinger said. “It’s tough to follow a path that hasn’t’ been well trodden.”\u003c/p>\n\u003cp>Aside from the cost savings Penn Manor has found by using open-source software whenever possible the district also owns all its student data, so \u003ca href=\"http://www.edweek.org/ew/articles/2014/04/16/28privacy_ep.h33.html\" target=\"_blank\">recent concerns regarding third party providers and privacy\u003c/a> are less of an issue. “We have control of our destiny this way,” Reisinger said.\u003c/p>\n\u003cp>Penn Manor uses open-source solutions like \u003ca href=\"https://moodle.org/\" target=\"_blank\">Moodle\u003c/a> and \u003ca href=\"https://wordpress.org/\" target=\"_blank\">WordPress\u003c/a>, companies that have built their businesses on providing support rather than on tracking data. The district is also able to customize the software, a service many schools complain they can’t get from third party providers. “If we need to make tweaks to it, we own it, it lives on our servers and we can make changes we need,” Reisinger said.\u003c/p>\n\u003cp>It’s also very expensive to change providers once a school has chosen one because all a school’s data is in that system and it can’t be easily removed and transferred. That puts districts in the difficult position of being married to the first vendor they choose.\u003c/p>\n\u003cp>\u003cstrong>WHY DON’T MORE DISTRICTS GO OPEN?\u003c/strong>\u003c/p>\n\u003cp>There could be a lot of reasons more districts aren’t following the Penn Manor path. In many cases districts haven’t even heard of the open-source options available. In others, there’s a perception that getting something for free inherently means it will be a worse product.\u003c/p>\n\u003cp>In other places, giving students the most expensive, shiniest device might be a point of pride. “We wanted our students to have the best of the best,” said Dr. Darryl Adams, Superintendent of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">Coachella Valley Unified School District\u003c/a>. This is a very poor district. Every child gets free and reduced priced lunch and yet voters passed a $42 million bond in 2012 to provide technology to schools. In the eyes of this district’s students, Apple products are the best.\u003c/p>\n\u003cp>“They’re very proud,” Adams said. “There are two other districts in the valley that are more affluent, but they don’t have what our kids have.” The district also chose iPads because it liked Apple’s iLife products and wanted teachers to have access to the app store with its many education resources. “We felt like the benefits outweighed the cost,” Adams said. “We wanted something more systematic.”\u003c/p>\n\u003cp>Hillview Middle School in the much more affluent Menlo Park School District had \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">similar reasons for choosing iPads\u003c/a>. “Currently, and things are changing, the iPad education app store is far more advanced, mature, bugless and ubiquitous than the others,” said Eric Burmeister, principal of Hillview Middle School. At his school all app downloads have to be approved and initiated by the IT department, so all the devices have the same resources on them. The central system knows immediately if a student has tampered with any of the internet filter settings or tried to download something.\u003c/p>\n\u003cp>Burmeister said he chose tablets instead of laptops because he felt the touch screen was intuitive to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-students-think-about-using-ipads-in-school/\" target=\"_blank\">students and the devices\u003c/a> could do just as much as laptops in terms of video editing and other creation tools.\u003c/p>\n\u003cp>Yet another district, Oakland Unified, chose Chromebooks, deciding that the most important resource for students is the internet and the many programs and applications found there. Relying on the internet allows schools to make individual decisions about when and where to spend money on other online tools.\u003c/p>\n\u003cp>“Don’t pay for anything until you’ve gone to one end of the internet and back and decided that it either doesn’t exist for free or it doesn’t exist in the way you really need it to in terms of functionality and support,” said Killian Betlach, principal of Elmhurst Community Prep, a Title I school. “There is so much out there.” He’s confident with a strong internet connection his teachers can do a lot to support their student’s learning.\u003c/p>\n\u003cp>Reisinger understands concerns of other districts, but can’t help thinking they are overlooking powerful, low cost tools in the open community. “There’s so much emphasis on the new and shiny,” he said. “And in some ways we’re going back to the start, letting kids work on computing and programming, it’s not that sexy.” For him, the big differentiators is the freedom to explore and build meaningful products without being cut off from the underlying code.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?” Reisinger said.\u003c/p>\n\n","blocks":[],"excerpt":"One school in Pennsylvania is using open-source tools wherever possible to keep students close to the code behind the machines they use. This stance is opposite to the very restrictive policies of many schools, but could allow students more freedom to explore what makes devices work.","status":"publish","parent":0,"modified":1402340065,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2089},"headData":{"title":"Why Aren't More Schools Using Free, Open Tools? | KQED","description":"One school in Pennsylvania is using open-source tools wherever possible to keep students close to the code behind the machines they use. This stance is opposite to the very restrictive policies of many schools, but could allow students more freedom to explore what makes devices work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Aren't More Schools Using Free, Open Tools?","datePublished":"2014-06-09T14:00:56.000Z","dateModified":"2014-06-09T18:54:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35270 http://blogs.kqed.org/mindshift/?p=35270","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/09/why-arent-more-schools-using-free-open-education-resources/","disqusTitle":"Why Aren't More Schools Using Free, Open Tools?","path":"/mindshift/35270/why-arent-more-schools-using-free-open-education-resources","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/bionicteaching/4700359343/\">\u003cimg class=\"wp-image-35272 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing.jpg\" alt=\"computing\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The promise of using technology in school technology has been to give students more control over their learning, while helping teachers provide tailored instruction to individual student needs. \"Personalized learning\" has been the common rhetoric driving most one-to-one device initiatives.\u003c/p>\n\u003cp>The stated goal is to make learning more of an individual experience, but many schools have chosen to implement technology programs in fairly regimented ways -- for lots of different reasons. Many schools want all students to have the same kind of device, with the same apps pre-downloaded. Students often have little choice over which tools they can use on their devices. Even for online research, many schools \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">filter out useful websites\u003c/a> like YouTube, Facebook and Twitter, making it harder and more restrictive.\u003c/p>\n\u003cp>Schools have many reasons for wanting to systematize the technology in schools: to ensure equity for all students, the ability of IT department to support the devices, and to comply with federal laws. Most schools are working with limited technology budgets and IT directors are trying to decide how to get the most out of those limited dollars. At the same time, they’re\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\" target=\"_blank\"> being bombarded by tech vendors\u003c/a>, feeling pressure to keep up with new changes.\u003c/p>\n\u003cp>Though all these reasons make sense in context, this focus on controlling devices may also be undermining the goal of helping students to become independent learners. Are schools missing a key element of the technology revolution in schools, a moment for real change, by locking down computing systems and by default ensuring students remain tech-users, not creators?\u003c/p>\n\u003cp>\u003cstrong>A PIRATE ISLAND DISTRICT\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A district in Pennsylvania is flying in the face of the trend towards closed systems, instead choosing open source devices and software whenever possible. “We sometimes feel like a pirate island because this is unusual,” said Charlie Reisinger, technology director for \u003ca href=\"http://www.pennmanor.net/\" target=\"_blank\">Penn Manor School District in Pennsylvania\u003c/a>.\u003c/p>\n\u003cp>The district recently gave all \u003ca href=\"http://www.pennmanor.net/techblog/?page_id=1561\" target=\"_blank\">1,700 high school students laptops\u003c/a> running \u003ca href=\"http://insights.ubuntu.com/case-study/an-ubuntu-pc-for-everyone-in-penn-manor-school-district-pennsylvania-usa/\" target=\"_blank\">Ubuntu operating systems\u003c/a>, an easy-to-use version of the open source product Linux. Reisinger estimates that going with an open-source operating system has saved the district $360,000 in just the first year of the program and his dedication to Linux machines has saved closer to $750,000 over the ten years he’s been with the district.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The difference is with a device such as this, it’s unlocked and kids have administrative level accounts on their laptops,” Reisinger said. “So where our formal instruction ends, their new learning can begin because they have control over the device.” Students can download and load anything they want -- and Reisinger even encourages them to do so. He’s not worried about them breaking the system because of its flexibility and wants them to learn from mistakes, if they do.\u003c/p>\n\u003cp>Reisinger is baffled by the behavior of districts like \u003ca href=\"http://articles.latimes.com/2013/oct/01/local/la-me-1002-lausd-ipads-20131002\" target=\"_blank\">Los Angeles\u003c/a>, which rolled out a one-to-one iPad program and then revoked student privileges when kids figured out how to navigate around district filters. “On the one hand we’re handing kids amazing learning devices, perhaps one of the most amazing inventions of the past 100 years, but yet we’re saying don’t learn about it, we don’t want you to understand how it works,” Reisinger said.\u003c/p>\n\u003cp>Treating devices that way makes students and teachers dependent on programmers for their needs, rather than letting them learn what’s under the hood. Penn Manor teachers assign work on devices to help kids meet learning standards just like teachers everywhere else, but they also have more options to let the kids explore safely.\u003c/p>\n\u003cp>“While we have the 'must do' layer, there’s also that little bit of subversion here, giving kids that little bit of creativity and maybe a ray of hope,” Reisinger said. “I want them to learn that learning is not all about what someone else preordains for you. It’s OK to tinker and play with things.” Penn Manor is as beholden to performing well on state tests as any other school district and its teachers make sure to cover curriculum, even using a few third party software programs to provide remedial help.\u003c/p>\n\u003cp>But Reisinger says in addition to the advantage students have by just having access to their own laptops, students are becoming curious about the world of computing. “We’re seeing these little sprouts of discovery and problem solving that they never would have been about to do if we’d given them a locked down device,” Reisinger said.\u003c/p>\n\u003cp>\u003cstrong>STUDENTS DESIGN CLASSROOM SOLUTIONS\u003c/strong>\u003c/p>\n\u003cp>When Penn Manor was rolling out its one-to-one high school laptop program in January, a core group of students who had already showed an interest in computer science played an integral role. A few juniors and seniors who had been interning with the IT department over the summers helped configure laptops and served as support to their peers on hardware issues. They essentially became part of the IT team.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?\"\u003c/aside>\n\u003cp>“What we did a little differently is we structured the help desk into an actual course, so they could do this type of work,” Reisinger said. Schools often have students staff this kind of help desk before or after school, but Reisinger felt that making it a class would legitimize the effort and make the students a part of his team. Students are even designing programming solutions to problems that arise in class.\u003c/p>\n\u003cp>Teachers were complaining that they wanted a simple way to share files and links within the classroom, like a private Twitter app. Rather than having IT professionals respond to the request, Reisinger’s students programmed a solution that they call Paper Plane. ”Those kids have code up on GitHub [a site for open-source code] right now that they’re sharing out,” Reisinger said. Students also designed the help ticketing software that their peers use to request IT support.\u003c/p>\n\u003cp>Reisinger is aware that his computer science interns don’t represent the whole student body and that not every student is taking advantage of their open devices to become programmers. But a few are. “Every district has talent like that,” he said. The systems just have to support them to let those talents shine.\u003c/p>\n\u003cp>\u003cstrong>IS OPEN MORE DIFFICULT TO SUPPORT?\u003c/strong>\u003c/p>\n\u003cp>A lot of people are scared away from open-source software or operating systems like Linux because of the belief that they are harder for teachers and students to use, and are more challenging to support. Reisinger hasn’t found that to be true for his district. “If you look at the learning opportunities in the free and open source community there is so much out there and the community is incredibly friendly,” he said. He gave students and teachers a 10-minute tutorial to their Ubuntu devices and that was all they needed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want them to learn that learning is not all about what someone else preordains for you.\"\u003c/aside>\n\u003cp>Reisinger thinks a bigger reason people don’t go open-source is that the devices and software aren’t as shiny and exciting as iPads or Chromebooks. “Schools are sometimes so afraid to try things that are outside the box because they’ll be met with fierce criticism,” Reisinger said. “It’s tough to follow a path that hasn’t’ been well trodden.”\u003c/p>\n\u003cp>Aside from the cost savings Penn Manor has found by using open-source software whenever possible the district also owns all its student data, so \u003ca href=\"http://www.edweek.org/ew/articles/2014/04/16/28privacy_ep.h33.html\" target=\"_blank\">recent concerns regarding third party providers and privacy\u003c/a> are less of an issue. “We have control of our destiny this way,” Reisinger said.\u003c/p>\n\u003cp>Penn Manor uses open-source solutions like \u003ca href=\"https://moodle.org/\" target=\"_blank\">Moodle\u003c/a> and \u003ca href=\"https://wordpress.org/\" target=\"_blank\">WordPress\u003c/a>, companies that have built their businesses on providing support rather than on tracking data. The district is also able to customize the software, a service many schools complain they can’t get from third party providers. “If we need to make tweaks to it, we own it, it lives on our servers and we can make changes we need,” Reisinger said.\u003c/p>\n\u003cp>It’s also very expensive to change providers once a school has chosen one because all a school’s data is in that system and it can’t be easily removed and transferred. That puts districts in the difficult position of being married to the first vendor they choose.\u003c/p>\n\u003cp>\u003cstrong>WHY DON’T MORE DISTRICTS GO OPEN?\u003c/strong>\u003c/p>\n\u003cp>There could be a lot of reasons more districts aren’t following the Penn Manor path. In many cases districts haven’t even heard of the open-source options available. In others, there’s a perception that getting something for free inherently means it will be a worse product.\u003c/p>\n\u003cp>In other places, giving students the most expensive, shiniest device might be a point of pride. “We wanted our students to have the best of the best,” said Dr. Darryl Adams, Superintendent of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">Coachella Valley Unified School District\u003c/a>. This is a very poor district. Every child gets free and reduced priced lunch and yet voters passed a $42 million bond in 2012 to provide technology to schools. In the eyes of this district’s students, Apple products are the best.\u003c/p>\n\u003cp>“They’re very proud,” Adams said. “There are two other districts in the valley that are more affluent, but they don’t have what our kids have.” The district also chose iPads because it liked Apple’s iLife products and wanted teachers to have access to the app store with its many education resources. “We felt like the benefits outweighed the cost,” Adams said. “We wanted something more systematic.”\u003c/p>\n\u003cp>Hillview Middle School in the much more affluent Menlo Park School District had \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">similar reasons for choosing iPads\u003c/a>. “Currently, and things are changing, the iPad education app store is far more advanced, mature, bugless and ubiquitous than the others,” said Eric Burmeister, principal of Hillview Middle School. At his school all app downloads have to be approved and initiated by the IT department, so all the devices have the same resources on them. The central system knows immediately if a student has tampered with any of the internet filter settings or tried to download something.\u003c/p>\n\u003cp>Burmeister said he chose tablets instead of laptops because he felt the touch screen was intuitive to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-students-think-about-using-ipads-in-school/\" target=\"_blank\">students and the devices\u003c/a> could do just as much as laptops in terms of video editing and other creation tools.\u003c/p>\n\u003cp>Yet another district, Oakland Unified, chose Chromebooks, deciding that the most important resource for students is the internet and the many programs and applications found there. Relying on the internet allows schools to make individual decisions about when and where to spend money on other online tools.\u003c/p>\n\u003cp>“Don’t pay for anything until you’ve gone to one end of the internet and back and decided that it either doesn’t exist for free or it doesn’t exist in the way you really need it to in terms of functionality and support,” said Killian Betlach, principal of Elmhurst Community Prep, a Title I school. “There is so much out there.” He’s confident with a strong internet connection his teachers can do a lot to support their student’s learning.\u003c/p>\n\u003cp>Reisinger understands concerns of other districts, but can’t help thinking they are overlooking powerful, low cost tools in the open community. “There’s so much emphasis on the new and shiny,” he said. “And in some ways we’re going back to the start, letting kids work on computing and programming, it’s not that sexy.” For him, the big differentiators is the freedom to explore and build meaningful products without being cut off from the underlying code.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?” Reisinger said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35270/why-arent-more-schools-using-free-open-education-resources","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_81","mindshift_187","mindshift_159","mindshift_76"],"featImg":"mindshift_35272","label":"mindshift"},"mindshift_23642":{"type":"posts","id":"mindshift_23642","meta":{"index":"posts_1591205157","site":"mindshift","id":"23642","score":null,"sort":[1346953024000]},"guestAuthors":[],"slug":"will-free-online-textbooks-become-a-reality-for-california-college-students","title":"Will Free Online Textbooks Become a Reality for California College Students?","publishDate":1346953024,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_23650\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 571px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\">\u003cimg class=\"size-full wp-image-23650\" title=\"1348258211\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By Ana Tintocalis\u003c/h5>\n\u003cp class=\"dropcap-serif\">California is one step closer to bringing free online textbooks for state college students, a huge step for the open education movement. A \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">historic bill\u003c/a> on the desk of Governor Jerry Brown would give college professors, and thereby students, an option to use free online, customizable curriculum rather than print textbooks, for which students spend upwards of $1,000 per year. The measure establishes the first free digital library for the University of California, the California State University and California Community College systems.\u003c/p>\n\u003cp>If the bill passes, students of 50 most popular lower-division courses could access the content through an online portal at little or no cost. Faculty members would be able to remix and repurpose the digital content as they see fit, rather than having to rely on print textbooks.\u003c/p>\n\u003cp>A \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">similar effort is underway \u003c/a>in the state of Washington, led by the Washington State Board for Community & Technical Colleges, which seeks to create an Open Course Library that will include inexpensive online educational content. [\u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Read more\u003c/a> about some of the challenges they're contending with.]\u003c/p>\n\u003cp>Dean Florez, president and CEO of the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, who helped craft the bill for State Senate President Pro Tem Darryl Steinberg, says the content within the digital library would \u003c!--more-->also be interactive, with links to chat rooms also known as \"open study halls.\"\u003c/p>\n\u003cp>“Our students are so used to being networked … we really see these books as ‘social books,’” Florez said. “Students become engaged with each other, not through the professor, but through the book itself.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It would take $10 million in start-up costs to develop California’s first open source college library. The state would provide half of that amount; the other half has to be matched by foundations and other private sector players.\u003c/p>\n\u003cp>Textbook publishers have been reluctant to endorse the bill because the shift would substantially undercut their profits. The Association of American Publishers executive director Bruce Hildebrand says while textbook producers are not against open-source materials, they don’t like “when the government wants to go into competition to become publishers.”\u003c/p>\n\u003cp>But Florez says the state would not create these e-books. Instead, the state will be relying on content creators to collaborate with faculty, education tech developers in Silicon Valley and elsewhere to create innovative enhancements. The materials would then be placed under Creative Commons licensing, which allows students and educators to customize curriculum by choosing content from different resources.\u003c/p>\n\u003cp>Florez says faculty will have the final say in which e-books will be chosen because an amendment to the bill establishes the Open Resource Council comprised of UC, CSU and community college professors. These faculty members will be in charge of pinpointing which lower division courses should benefit from open source materials, what e-books get approved, and how often the content should be updated.\u003c/p>\n\u003cp>“[The measure] asks our faculty members to put their stamp of the approval on these books. These are the faculty members that will be using [the books]. I think that was a great improvement in the bill.”\u003c/p>\n\u003cp>The Governor has until the end of the month to sign or veto the legislation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346953024,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":547},"headData":{"title":"Will Free Online Textbooks Become a Reality for California College Students? | KQED","description":"thinkstock By Ana Tintocalis California is one step closer to bringing free online textbooks for state college students, a huge step for the open education movement. A historic bill on the desk of Governor Jerry Brown would give college professors, and thereby students, an option to use free online, customizable curriculum rather than print textbooks,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Will Free Online Textbooks Become a Reality for California College Students?","datePublished":"2012-09-06T17:37:04.000Z","dateModified":"2012-09-06T17:37:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23642 http://blogs.kqed.org/mindshift/?p=23642","disqusUrl":"https://ww2.kqed.org/mindshift/2012/09/06/will-free-online-textbooks-become-a-reality-for-california-college-students/","disqusTitle":"Will Free Online Textbooks Become a Reality for California College Students?","path":"/mindshift/23642/will-free-online-textbooks-become-a-reality-for-california-college-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23650\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 571px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\">\u003cimg class=\"size-full wp-image-23650\" title=\"1348258211\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By Ana Tintocalis\u003c/h5>\n\u003cp class=\"dropcap-serif\">California is one step closer to bringing free online textbooks for state college students, a huge step for the open education movement. A \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">historic bill\u003c/a> on the desk of Governor Jerry Brown would give college professors, and thereby students, an option to use free online, customizable curriculum rather than print textbooks, for which students spend upwards of $1,000 per year. The measure establishes the first free digital library for the University of California, the California State University and California Community College systems.\u003c/p>\n\u003cp>If the bill passes, students of 50 most popular lower-division courses could access the content through an online portal at little or no cost. Faculty members would be able to remix and repurpose the digital content as they see fit, rather than having to rely on print textbooks.\u003c/p>\n\u003cp>A \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">similar effort is underway \u003c/a>in the state of Washington, led by the Washington State Board for Community & Technical Colleges, which seeks to create an Open Course Library that will include inexpensive online educational content. [\u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Read more\u003c/a> about some of the challenges they're contending with.]\u003c/p>\n\u003cp>Dean Florez, president and CEO of the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, who helped craft the bill for State Senate President Pro Tem Darryl Steinberg, says the content within the digital library would \u003c!--more-->also be interactive, with links to chat rooms also known as \"open study halls.\"\u003c/p>\n\u003cp>“Our students are so used to being networked … we really see these books as ‘social books,’” Florez said. “Students become engaged with each other, not through the professor, but through the book itself.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It would take $10 million in start-up costs to develop California’s first open source college library. The state would provide half of that amount; the other half has to be matched by foundations and other private sector players.\u003c/p>\n\u003cp>Textbook publishers have been reluctant to endorse the bill because the shift would substantially undercut their profits. The Association of American Publishers executive director Bruce Hildebrand says while textbook producers are not against open-source materials, they don’t like “when the government wants to go into competition to become publishers.”\u003c/p>\n\u003cp>But Florez says the state would not create these e-books. Instead, the state will be relying on content creators to collaborate with faculty, education tech developers in Silicon Valley and elsewhere to create innovative enhancements. The materials would then be placed under Creative Commons licensing, which allows students and educators to customize curriculum by choosing content from different resources.\u003c/p>\n\u003cp>Florez says faculty will have the final say in which e-books will be chosen because an amendment to the bill establishes the Open Resource Council comprised of UC, CSU and community college professors. These faculty members will be in charge of pinpointing which lower division courses should benefit from open source materials, what e-books get approved, and how often the content should be updated.\u003c/p>\n\u003cp>“[The measure] asks our faculty members to put their stamp of the approval on these books. These are the faculty members that will be using [the books]. I think that was a great improvement in the bill.”\u003c/p>\n\u003cp>The Governor has until the end of the month to sign or veto the legislation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23642/will-free-online-textbooks-become-a-reality-for-california-college-students","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_934","mindshift_207","mindshift_68","mindshift_159","mindshift_76"],"featImg":"mindshift_23650","label":"mindshift"},"mindshift_23270":{"type":"posts","id":"mindshift_23270","meta":{"index":"posts_1591205157","site":"mindshift","id":"23270","score":null,"sort":[1344876962000]},"guestAuthors":[],"slug":"five-smart-habits-to-develop-for-back-to-school","title":"Five Smart Habits to Develop for Back to School","publishDate":1344876962,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-smart-habits-to-develop-for-back-to-school/865425441-2/\" rel=\"attachment wp-att-23303\">\u003cimg class=\"alignright size-large wp-image-23303\" title=\"865425441\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/8654254412-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003c/h5>\n\u003ch5>By Ben Stern, \u003ca href=\"https://www.edsurge.com\">EdSurge\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The enemy of innovation and growth is routine. These auspicious weeks before the school year commences are the perfect time to create a new routine that will ensure innovation in your instruction and growth as an instructor. Here are some idea for those who want to take advantage of these next few weeks to guarantee the best year they've ever had.\u003c/p>\n\u003cp>\u003cstrong>1. MOVE BEYOND THE TEXTBOOK\u003c/strong> Textbooks are by nature restrictive. The chapter order is an imposition; the information within the book is only as current as the publication date. If you can, liberate yourself from the book! If you don’t have the luxury of foregoing textbooks altogether, you can still supplement them. The first step is to choose a destination for the resources. If your school doesn’t already use a Learning Management System like Moodle or Blackboard, there are some excellent, free resources. \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a> looks and feels a bit like Facebook but with education-friendly features like assignment postings, quizzes, due dates, and more. If you’d prefer more customizability and care less about the aesthetics of your destination you could build a wiki with your students on \u003ca href=\"http://www.wikispaces.com/\">Wikispaces\u003c/a>. Once you set up your destination, you can begin to aggregate content and resources. Put a few resources up for the beginning of the year, but then invite students to contribute much of the material thereafter--an excellent strategy for enriching students' learning. For instance, you might have students find interesting websites that relate to the themes of each chapter of the text. Students can then guide the class with their discoveries. You could have students rewrite sections of the textbook based on these resources and collect the best submissions in a wiki that becomes \u003c!--more-->a sort of “living” textbook for your particular class. You can even invite students to discuss subject-related Youtube videos in an Edmodo discussion board, then pick up the discussion in class the next morning as a warm-up. Now is the best time to work out the kinks in these platforms (of which there are only a very few) and develop unit plans that make full use of them. You'll thank yourself later (as will the students)! \u003cstrong>2. BECOME AN EXPERT IN ONE TOOL \u003c/strong> There are at least half a dozen apps and software for every job. Should you use \u003ca href=\"http://www.diigo.com/\">Diigo\u003c/a>, \u003ca href=\"http://delicious.com/\">Delicious\u003c/a>, \u003ca href=\"http://educlipper.net/\">eduClipper\u003c/a>, \u003ca href=\"http://pinterest.com/\">Pinterest\u003c/a>, or \u003ca href=\"http://bagtheweb.com/\">BagTheWeb\u003c/a> to collect links? Is Photoshop, \u003ca href=\"http://www.gimp.org/\">GIMP\u003c/a>, \u003ca href=\"http://pixlr.com/\">Pixlr\u003c/a>, or \u003ca href=\"http://fotoflexer.com/\">FotoFlexer\u003c/a> the right photo-editing software? It's overwhelming, and there really is no single right answer. (For the record, though, Diigo is great because of its iOS app and GIMP works well because it’s both free and powerful.) So pick one class of tools and become a ninja in how to use one of the leading tools in that class. Skills from one platform are transferable to the others. You will benefit from learning everything about whatever tool you choose. \u003cstrong>3. READ ABOUT ALL THINGS EDUCATION \u003c/strong> In the middle of the school year, a good novel sounds much more compelling than a book on education. But books on pedagogical theory can influence your instruction in meaningful and enduring ways even if they are short on immediate, practical advice. Reading books about math pedagogy have helped educators teach more linear, logical concepts like cause and effect analysis using timelines or even Roman battle strategies. Here are some favorite books from a summer reading list: \u003ca href=\"http://www.amazon.com/Scaling-Success-Technology-Based-Educational-Improvement/dp/0787976598/ref=sr_1_1?ie=UTF8&qid=1344281581&sr=8-1&keywords=scaling+up+success\">Scaling Up Success\u003c/a> \u003ca href=\"http://www.amazon.com/Education-Nation-Leading-Innovation-Jossey-Bass/dp/1118157400/ref=sr_1_1?s=books&ie=UTF8&qid=1344281603&sr=1-1&keywords=education+nation\">Education Nation\u003c/a> \u003ca href=\"http://www.amazon.com/Students-are-Watching-Schools-Contract/dp/0807031216/ref=sr_1_2?s=books&ie=UTF8&qid=1344281631&sr=1-2&keywords=the+kids+are+watching+education\">The Students Are Watching\u003c/a> \u003ca href=\"http://www.amazon.com/Reinventing-Project-Based-Learning-Real-World-Projects/dp/156484238X/ref=sr_1_2?s=books&ie=UTF8&qid=1344281680&sr=1-2&keywords=project-based+learning\">Reinventing Project-Based Learning\u003c/a> \u003cstrong>4. REVISIT YOUR HOMEWORK STRATEGY \u003c/strong> Flipping is not just for math. The essential justification for flipping – that is, utilizing technology to redistribute tasks between homework and classwork to make both more meaningful – can benefit any class. Are there individual activities that you could turn into homework in order to devote more attention to students in class? Is there a tangential class discussion that you want to continue but can't justify doing during precious class time? To flip your lectures, you'll need some kind of software. \u003ca href=\"http://www.techsmith.com/camtasia.html\">Camtasia\u003c/a> is the crème de la crème of flipping software, but it’s expensive. An alternative is to film your lecture with your phone, edit it with Windows Live Movie Maker or iMovie, and post it to Youtube as an unlisted video, and use the discussion board to allow your students to ask and answer questions. But you don’t necessarily need to post a lecture on-line to flip your class. Any aspect of your class can be flipped. An English teacher asked her students to conduct discussions of each reading assignment on her Edmodo page. Some students were responsible for posting a discussion question, others for being first responders, and others for posting follow-ups. Then, every student had to respond to another discussion thread also. The roles rotated and were staggered over a few days so that timing issues were minimized. We found that the students retained the reading better when they had to engage with their classmates immediately. In class, they would apply their understanding of the reading in some creative endeavor like a skit and discuss the essential meaning of the text at the very end of class. The extra time afforded to the students by the meaningful work they did the night before allowed them to access the core of the text much more effectively. \u003cstrong>5. MAKE A PROFESSIONAL DEVELOPMENT SCHEDULE \u003c/strong> A formal principal used to tell the kids: “Ask for it and you just might get it!” The same sentiment applies to teachers. Funds are limited in every school and they become increasingly scarce as the school year progresses. Get your requests in now. Look for major conferences in your nearest city and peruse the blogs, Twitter, and EdSurge for other educators' assessments of previous year's events. To demonstrate your genuine commitment to regular PD, also “attend” some free webinars such as these from ASCD or these from EdWeek. Watch \u003ca href=\"http://www.ted.com/talks/tags/education\">TED talks about education\u003c/a> and peruse \u003ca href=\"https://www.teachingchannel.org/\">Teaching Channel\u003c/a> for lesson plan inspiration. Your administrators will be more inclined to encourage your continued learning, and you will get that much-needed “shot in the arm” on a regular basis. Your teaching is only as good as your learning. During the madness of a school year, it's very difficult to begin any new endeavor that doesn't relate directly to your class. So use these final dog days of summer to set yourself up to be a learner for the rest of the year. \u003cem>This piece was reprinted from \u003ca href=\"http://www.edsurge.com/\">EdSurge-Instruct\u003c/a>, a weekly newsletter for educators on education technology products and great practices.\u003c/em> \u003cem>Ben Stern writes the \"\u003ca href=\"https://www.edsurge.com/because-you-asked#/news\">Because You Asked\u003c/a>\" column for \u003ca href=\"http://www.edsurge.com\">EdSurge\u003c/a>. He is also the Technology Integrationist for a middle school in New York City. Earlier in his career, he revamped his curriculum using computers and the Internet, replacing textbooks with scholarly sources and leveraging the connectivity afforded by the Internet to contextualize content. Since then, Ben has found a passion in the evolution of education through technology and works to help teachers enhance their curriculum wherever possible. You can follow him on Twitter at \u003ca href=\"https://twitter.com/EdTechBSt\">@EdTechBSt\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1409250068,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1212},"headData":{"title":"Five Smart Habits to Develop for Back to School | KQED","description":"By Ben Stern, EdSurge The enemy of innovation and growth is routine. These auspicious weeks before the school year commences are the perfect time to create a new routine that will ensure innovation in your instruction and growth as an instructor. Here are some idea for those who want to take advantage of these next","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Smart Habits to Develop for Back to School","datePublished":"2012-08-13T16:56:02.000Z","dateModified":"2014-08-28T18:21:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23270 http://blogs.kqed.org/mindshift/?p=23270","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/13/five-smart-habits-to-develop-for-back-to-school/","disqusTitle":"Five Smart Habits to Develop for Back to School","path":"/mindshift/23270/five-smart-habits-to-develop-for-back-to-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-smart-habits-to-develop-for-back-to-school/865425441-2/\" rel=\"attachment wp-att-23303\">\u003cimg class=\"alignright size-large wp-image-23303\" title=\"865425441\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/8654254412-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003c/h5>\n\u003ch5>By Ben Stern, \u003ca href=\"https://www.edsurge.com\">EdSurge\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The enemy of innovation and growth is routine. These auspicious weeks before the school year commences are the perfect time to create a new routine that will ensure innovation in your instruction and growth as an instructor. Here are some idea for those who want to take advantage of these next few weeks to guarantee the best year they've ever had.\u003c/p>\n\u003cp>\u003cstrong>1. MOVE BEYOND THE TEXTBOOK\u003c/strong> Textbooks are by nature restrictive. The chapter order is an imposition; the information within the book is only as current as the publication date. If you can, liberate yourself from the book! If you don’t have the luxury of foregoing textbooks altogether, you can still supplement them. The first step is to choose a destination for the resources. If your school doesn’t already use a Learning Management System like Moodle or Blackboard, there are some excellent, free resources. \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a> looks and feels a bit like Facebook but with education-friendly features like assignment postings, quizzes, due dates, and more. If you’d prefer more customizability and care less about the aesthetics of your destination you could build a wiki with your students on \u003ca href=\"http://www.wikispaces.com/\">Wikispaces\u003c/a>. Once you set up your destination, you can begin to aggregate content and resources. Put a few resources up for the beginning of the year, but then invite students to contribute much of the material thereafter--an excellent strategy for enriching students' learning. For instance, you might have students find interesting websites that relate to the themes of each chapter of the text. Students can then guide the class with their discoveries. You could have students rewrite sections of the textbook based on these resources and collect the best submissions in a wiki that becomes \u003c!--more-->a sort of “living” textbook for your particular class. You can even invite students to discuss subject-related Youtube videos in an Edmodo discussion board, then pick up the discussion in class the next morning as a warm-up. Now is the best time to work out the kinks in these platforms (of which there are only a very few) and develop unit plans that make full use of them. You'll thank yourself later (as will the students)! \u003cstrong>2. BECOME AN EXPERT IN ONE TOOL \u003c/strong> There are at least half a dozen apps and software for every job. Should you use \u003ca href=\"http://www.diigo.com/\">Diigo\u003c/a>, \u003ca href=\"http://delicious.com/\">Delicious\u003c/a>, \u003ca href=\"http://educlipper.net/\">eduClipper\u003c/a>, \u003ca href=\"http://pinterest.com/\">Pinterest\u003c/a>, or \u003ca href=\"http://bagtheweb.com/\">BagTheWeb\u003c/a> to collect links? Is Photoshop, \u003ca href=\"http://www.gimp.org/\">GIMP\u003c/a>, \u003ca href=\"http://pixlr.com/\">Pixlr\u003c/a>, or \u003ca href=\"http://fotoflexer.com/\">FotoFlexer\u003c/a> the right photo-editing software? It's overwhelming, and there really is no single right answer. (For the record, though, Diigo is great because of its iOS app and GIMP works well because it’s both free and powerful.) So pick one class of tools and become a ninja in how to use one of the leading tools in that class. Skills from one platform are transferable to the others. You will benefit from learning everything about whatever tool you choose. \u003cstrong>3. READ ABOUT ALL THINGS EDUCATION \u003c/strong> In the middle of the school year, a good novel sounds much more compelling than a book on education. But books on pedagogical theory can influence your instruction in meaningful and enduring ways even if they are short on immediate, practical advice. Reading books about math pedagogy have helped educators teach more linear, logical concepts like cause and effect analysis using timelines or even Roman battle strategies. Here are some favorite books from a summer reading list: \u003ca href=\"http://www.amazon.com/Scaling-Success-Technology-Based-Educational-Improvement/dp/0787976598/ref=sr_1_1?ie=UTF8&qid=1344281581&sr=8-1&keywords=scaling+up+success\">Scaling Up Success\u003c/a> \u003ca href=\"http://www.amazon.com/Education-Nation-Leading-Innovation-Jossey-Bass/dp/1118157400/ref=sr_1_1?s=books&ie=UTF8&qid=1344281603&sr=1-1&keywords=education+nation\">Education Nation\u003c/a> \u003ca href=\"http://www.amazon.com/Students-are-Watching-Schools-Contract/dp/0807031216/ref=sr_1_2?s=books&ie=UTF8&qid=1344281631&sr=1-2&keywords=the+kids+are+watching+education\">The Students Are Watching\u003c/a> \u003ca href=\"http://www.amazon.com/Reinventing-Project-Based-Learning-Real-World-Projects/dp/156484238X/ref=sr_1_2?s=books&ie=UTF8&qid=1344281680&sr=1-2&keywords=project-based+learning\">Reinventing Project-Based Learning\u003c/a> \u003cstrong>4. REVISIT YOUR HOMEWORK STRATEGY \u003c/strong> Flipping is not just for math. The essential justification for flipping – that is, utilizing technology to redistribute tasks between homework and classwork to make both more meaningful – can benefit any class. Are there individual activities that you could turn into homework in order to devote more attention to students in class? Is there a tangential class discussion that you want to continue but can't justify doing during precious class time? To flip your lectures, you'll need some kind of software. \u003ca href=\"http://www.techsmith.com/camtasia.html\">Camtasia\u003c/a> is the crème de la crème of flipping software, but it’s expensive. An alternative is to film your lecture with your phone, edit it with Windows Live Movie Maker or iMovie, and post it to Youtube as an unlisted video, and use the discussion board to allow your students to ask and answer questions. But you don’t necessarily need to post a lecture on-line to flip your class. Any aspect of your class can be flipped. An English teacher asked her students to conduct discussions of each reading assignment on her Edmodo page. Some students were responsible for posting a discussion question, others for being first responders, and others for posting follow-ups. Then, every student had to respond to another discussion thread also. The roles rotated and were staggered over a few days so that timing issues were minimized. We found that the students retained the reading better when they had to engage with their classmates immediately. In class, they would apply their understanding of the reading in some creative endeavor like a skit and discuss the essential meaning of the text at the very end of class. The extra time afforded to the students by the meaningful work they did the night before allowed them to access the core of the text much more effectively. \u003cstrong>5. MAKE A PROFESSIONAL DEVELOPMENT SCHEDULE \u003c/strong> A formal principal used to tell the kids: “Ask for it and you just might get it!” The same sentiment applies to teachers. Funds are limited in every school and they become increasingly scarce as the school year progresses. Get your requests in now. Look for major conferences in your nearest city and peruse the blogs, Twitter, and EdSurge for other educators' assessments of previous year's events. To demonstrate your genuine commitment to regular PD, also “attend” some free webinars such as these from ASCD or these from EdWeek. Watch \u003ca href=\"http://www.ted.com/talks/tags/education\">TED talks about education\u003c/a> and peruse \u003ca href=\"https://www.teachingchannel.org/\">Teaching Channel\u003c/a> for lesson plan inspiration. Your administrators will be more inclined to encourage your continued learning, and you will get that much-needed “shot in the arm” on a regular basis. Your teaching is only as good as your learning. During the madness of a school year, it's very difficult to begin any new endeavor that doesn't relate directly to your class. So use these final dog days of summer to set yourself up to be a learner for the rest of the year. \u003cem>This piece was reprinted from \u003ca href=\"http://www.edsurge.com/\">EdSurge-Instruct\u003c/a>, a weekly newsletter for educators on education technology products and great practices.\u003c/em> \u003cem>Ben Stern writes the \"\u003ca href=\"https://www.edsurge.com/because-you-asked#/news\">Because You Asked\u003c/a>\" column for \u003ca href=\"http://www.edsurge.com\">EdSurge\u003c/a>. He is also the Technology Integrationist for a middle school in New York City. Earlier in his career, he revamped his curriculum using computers and the Internet, replacing textbooks with scholarly sources and leveraging the connectivity afforded by the Internet to contextualize content. Since then, Ben has found a passion in the evolution of education through technology and works to help teachers enhance their curriculum wherever possible. You can follow him on Twitter at \u003ca href=\"https://twitter.com/EdTechBSt\">@EdTechBSt\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23270/five-smart-habits-to-develop-for-back-to-school","authors":["4354"],"categories":["mindshift_20729","mindshift_193"],"tags":["mindshift_33","mindshift_651","mindshift_76","mindshift_96"],"featImg":"mindshift_23303","label":"mindshift"},"mindshift_21777":{"type":"posts","id":"mindshift_21777","meta":{"index":"posts_1591205157","site":"mindshift","id":"21777","score":null,"sort":[1338488924000]},"guestAuthors":[],"slug":"how-open-education-is-changing-the-texture-of-content","title":"How Open Education is Changing the Texture of Content","publishDate":1338488924,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_21792\" class=\"wp-caption alignright\" style=\"max-width: 571px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/134825821-2/\" rel=\"attachment wp-att-21792\">\u003cimg class=\"size-full wp-image-21792\" title=\"134825821\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are moving from creamy to chunky -- but not in relation to cafeteria peanut butter. The change in texture is happening with content.\u003c/p>\n\u003cp>Instruction that was structured linearly, captured in books that were all-inclusive monoliths with a predetermined progression for a uniform, somewhat “creamy” consistency, is shifting to newer forms of instructional content that are more “chunky,” beginning as a scattered landscape of digital pieces that are then assembled to support full courses\u003c/p>\n\u003cp>The trend, steady and apparently inexorable, is inspired by higher education, driven by financial pressures, propelled by foundations and the federal government, and enabled by technology.\u003c/p>\n\u003cp>Digital course materials are, of course, nothing new. One of the highest-profile such initiatives, MIT’s OpenCourseWare, is a \u003ca href=\"http://ocw.mit.edu/about/our-history/\">decade old\u003c/a>. And digital textbooks, which have morphed from crude PDF representations of paper books to interactive \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/\">iBooks\u003c/a>, have also been available for years.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course.\u003c/p>\n\u003c/aside>\n\u003cp>Now, digital curriculum -- in both college and K-12 -- seems to be shifting from attempts to break apart comprehensive digital textbooks to meet classroom needs, to building up lessons and courseware from individual instructional chunks. And that has the potential to make the traditional definition of “textbook” somewhat quaint.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Encouraging this acceleration of digital chunky content, in large part, is the Open Educational \u003c!--more-->Resources (OER) movement.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/600px-us-deptofeducation-seal-svg/\" rel=\"attachment wp-att-21793\">\u003cimg class=\"alignright size-thumbnail wp-image-21793\" title=\"600px-US-DeptOfEducation-Seal.svg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/600px-US-DeptOfEducation-Seal.svg_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>OER, though \u003ca href=\"http://en.wikipedia.org/wiki/Open_educational_resources\">definitions\u003c/a> vary, is at its heart digital instructional content that's designed to be mixed, modified and shared. In other words, a teacher can pick and choose learning elements he or she needs for a lesson from a variety of sources, make changes, use those lessons in class, and theoretically then distribute either the individual pieces or the completed combination to other educators for their use.\u003c/p>\n\u003cp>It’s like creating your own music playlist by choosing tracks from various artists and sequencing them any way you want.\u003c/p>\n\u003cp>Overall, four core factors have come together to fuel the rise of digital content, including OER pieces, across the educational landscape, from kindergarten to college:\u003c/p>\n\u003cp>\u003cstrong>PRICE\u003c/strong>. Ask any educator the appeal of OER you'll likely to hear, “It’s free content.” While that may not always be true (there is OER available to institutions by subscription through the delightfully named \u003ca href=\"http://hippocampus.org/\">HippoCampus\u003c/a>, for example), and not all digital content is OER (just ask any education industry company), perceptions do matter. And the perception that a lot of quality content is available for only the cost of labor has led a lot of school districts and teachers to try it during difficult budget times.\u003c/p>\n\u003cp>\u003cstrong>AVAILABILITY\u003c/strong>. Spurred by entrepreneurs and fueled by funding from, among others, the Gates and Hewlett Foundations (as well as the continued efforts of long-time educational publishers and ed-tech companies), there's simply a lot more digital content on the web than there used to be, for example \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> videos and materials from \u003ca href=\"http://www.nasa.gov/audience/foreducators/index.html\">NASA\u003c/a>. But significantly more has been developed by existing educational powerhouses, start-ups and educators themselves. Anything digital, and granular enough, works.\u003c/p>\n\u003cp>\u003cstrong>DISCOVERABILITY\u003c/strong>. A big challenge has simply been finding what online materials exist on the web beyond known repositories such as \u003ca href=\"http://www.curriki.org/\">Curriki\u003c/a>. Two very prominent, and public, initiatives are tackling this.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/learningregistry1/\" rel=\"attachment wp-att-21794\">\u003cimg class=\"alignleft size-medium wp-image-21794\" title=\"LearningRegistry1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/LearningRegistry1-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>Last November, the U.S. Departments of Education and Defense \u003ca href=\"http://www.educause.edu/blog/jcummings/FederalLearningRegistryforDigi/241549\">launched\u003c/a> the beta of the \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>, which is basically a directory of kindergarten-through-adult digital education resources from a wide variety of government, state, district and private sources. What makes the Registry unique is that any provider can register content (the National Archives, Smithsonian and PBS were among the early participants), and any educator can quickly find lessons plans and content specific to his or her unique needs based on subject, grade level or other criteria. And the Learning Registry doesn’t just reside at one address on the web; it’s more of a embeddable, distributed index that can be \u003ca href=\"http://demolearningregistry.sri.com/browse/index.html?search=\">browsed\u003c/a> from many websites.\u003c/p>\n\u003cp>A second, related effort is the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a>. Steered by the Association of Educational Publishers and Creative Commons, LRMI is a fast-tracked project, launched just last June, to make it easier to find educational resources via major search engines such as Google, Bing, and Yahoo. At its core, this is about consistently tagging digital educational content – no matter who creates it – with metadata that search engines understand.\u003c/p>\n\u003cp>Taken together, the hope is that LRMI and the Learning Registry will go a long way toward solving the problem of highlighting appropriate educational chunks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/cc-large/\" rel=\"attachment wp-att-21795\">\u003cimg class=\"alignright size-thumbnail wp-image-21795\" title=\"cc.large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/cc.large_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>FLEXIBILITY\u003c/strong>. A large part of the appeal of digital chunked content is its flexibility. Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course (but keep the old one, just in case the astronomical \u003ca href=\"http://en.wikipedia.org/wiki/File:Pluto_Protest_and_Counter_Protest.jpg\">protests\u003c/a> are successful). And flexibility goes beyond delivery via pixel.\u003c/p>\n\u003cp>Utah, for example, has the Utah Open Textbook high school science curriculum. Created from OER content, the course textbooks are then printed and distributed. But the cost is $5.35 per book, versus about $80 for a traditional science textbook, prompting the project’s \u003ca href=\"https://twitter.com/#%21/opencontent\">David Wiley\u003c/a> to \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">note\u003c/a> at this year’s SXSWedu conference that these become books kids mark up and keep, rather than having to turn in at the end of the year.\u003c/p>\n\u003cp>In higher education, \u003ca href=\"http://academicpub.sharedbook.com/academicpub/\">AcademicPub\u003c/a> allows digital textbooks to be created with a mix of copyrighted (paid) and open (free) content. The automated process leads to a custom electronic or paper book – essentially, a digital course pack. And there are several other examples.\u003c/p>\n\u003cp>But the increased use of chunked digital content, especially OER, is not without pitfalls. The overused phrase, “free like a puppy, not free like a beer,” applies to any effort that replaces publisher cost with teacher labor to find, assemble and maintain content (even if, once assembled ,content is shared). And if the materials aren’t printed, every student has to have access to a hardware device that properly displays the content.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Yet flexible, “free,” and findable may trump the downsides as digital curriculum adds more do-it-yourself options alongside its pre-built counterparts – as long as no student or teacher trips over the chunks.\u003c/p>\n\u003ch5>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346965668,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1089},"headData":{"title":"How Open Education is Changing the Texture of Content | KQED","description":"By Frank Catalano Schools are moving from creamy to chunky -- but not in relation to cafeteria peanut butter. The change in texture is happening with content. Instruction that was structured linearly, captured in books that were all-inclusive monoliths with a predetermined progression for a uniform, somewhat “creamy” consistency, is shifting to newer forms of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Open Education is Changing the Texture of Content","datePublished":"2012-05-31T18:28:44.000Z","dateModified":"2012-09-06T21:07:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21777 http://blogs.kqed.org/mindshift/?p=21777","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/31/how-open-education-is-changing-the-texture-of-content/","disqusTitle":"How Open Education is Changing the Texture of Content","path":"/mindshift/21777/how-open-education-is-changing-the-texture-of-content","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21792\" class=\"wp-caption alignright\" style=\"max-width: 571px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/134825821-2/\" rel=\"attachment wp-att-21792\">\u003cimg class=\"size-full wp-image-21792\" title=\"134825821\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are moving from creamy to chunky -- but not in relation to cafeteria peanut butter. The change in texture is happening with content.\u003c/p>\n\u003cp>Instruction that was structured linearly, captured in books that were all-inclusive monoliths with a predetermined progression for a uniform, somewhat “creamy” consistency, is shifting to newer forms of instructional content that are more “chunky,” beginning as a scattered landscape of digital pieces that are then assembled to support full courses\u003c/p>\n\u003cp>The trend, steady and apparently inexorable, is inspired by higher education, driven by financial pressures, propelled by foundations and the federal government, and enabled by technology.\u003c/p>\n\u003cp>Digital course materials are, of course, nothing new. One of the highest-profile such initiatives, MIT’s OpenCourseWare, is a \u003ca href=\"http://ocw.mit.edu/about/our-history/\">decade old\u003c/a>. And digital textbooks, which have morphed from crude PDF representations of paper books to interactive \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/\">iBooks\u003c/a>, have also been available for years.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course.\u003c/p>\n\u003c/aside>\n\u003cp>Now, digital curriculum -- in both college and K-12 -- seems to be shifting from attempts to break apart comprehensive digital textbooks to meet classroom needs, to building up lessons and courseware from individual instructional chunks. And that has the potential to make the traditional definition of “textbook” somewhat quaint.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Encouraging this acceleration of digital chunky content, in large part, is the Open Educational \u003c!--more-->Resources (OER) movement.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/600px-us-deptofeducation-seal-svg/\" rel=\"attachment wp-att-21793\">\u003cimg class=\"alignright size-thumbnail wp-image-21793\" title=\"600px-US-DeptOfEducation-Seal.svg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/600px-US-DeptOfEducation-Seal.svg_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>OER, though \u003ca href=\"http://en.wikipedia.org/wiki/Open_educational_resources\">definitions\u003c/a> vary, is at its heart digital instructional content that's designed to be mixed, modified and shared. In other words, a teacher can pick and choose learning elements he or she needs for a lesson from a variety of sources, make changes, use those lessons in class, and theoretically then distribute either the individual pieces or the completed combination to other educators for their use.\u003c/p>\n\u003cp>It’s like creating your own music playlist by choosing tracks from various artists and sequencing them any way you want.\u003c/p>\n\u003cp>Overall, four core factors have come together to fuel the rise of digital content, including OER pieces, across the educational landscape, from kindergarten to college:\u003c/p>\n\u003cp>\u003cstrong>PRICE\u003c/strong>. Ask any educator the appeal of OER you'll likely to hear, “It’s free content.” While that may not always be true (there is OER available to institutions by subscription through the delightfully named \u003ca href=\"http://hippocampus.org/\">HippoCampus\u003c/a>, for example), and not all digital content is OER (just ask any education industry company), perceptions do matter. And the perception that a lot of quality content is available for only the cost of labor has led a lot of school districts and teachers to try it during difficult budget times.\u003c/p>\n\u003cp>\u003cstrong>AVAILABILITY\u003c/strong>. Spurred by entrepreneurs and fueled by funding from, among others, the Gates and Hewlett Foundations (as well as the continued efforts of long-time educational publishers and ed-tech companies), there's simply a lot more digital content on the web than there used to be, for example \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> videos and materials from \u003ca href=\"http://www.nasa.gov/audience/foreducators/index.html\">NASA\u003c/a>. But significantly more has been developed by existing educational powerhouses, start-ups and educators themselves. Anything digital, and granular enough, works.\u003c/p>\n\u003cp>\u003cstrong>DISCOVERABILITY\u003c/strong>. A big challenge has simply been finding what online materials exist on the web beyond known repositories such as \u003ca href=\"http://www.curriki.org/\">Curriki\u003c/a>. Two very prominent, and public, initiatives are tackling this.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/learningregistry1/\" rel=\"attachment wp-att-21794\">\u003cimg class=\"alignleft size-medium wp-image-21794\" title=\"LearningRegistry1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/LearningRegistry1-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>Last November, the U.S. Departments of Education and Defense \u003ca href=\"http://www.educause.edu/blog/jcummings/FederalLearningRegistryforDigi/241549\">launched\u003c/a> the beta of the \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>, which is basically a directory of kindergarten-through-adult digital education resources from a wide variety of government, state, district and private sources. What makes the Registry unique is that any provider can register content (the National Archives, Smithsonian and PBS were among the early participants), and any educator can quickly find lessons plans and content specific to his or her unique needs based on subject, grade level or other criteria. And the Learning Registry doesn’t just reside at one address on the web; it’s more of a embeddable, distributed index that can be \u003ca href=\"http://demolearningregistry.sri.com/browse/index.html?search=\">browsed\u003c/a> from many websites.\u003c/p>\n\u003cp>A second, related effort is the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a>. Steered by the Association of Educational Publishers and Creative Commons, LRMI is a fast-tracked project, launched just last June, to make it easier to find educational resources via major search engines such as Google, Bing, and Yahoo. At its core, this is about consistently tagging digital educational content – no matter who creates it – with metadata that search engines understand.\u003c/p>\n\u003cp>Taken together, the hope is that LRMI and the Learning Registry will go a long way toward solving the problem of highlighting appropriate educational chunks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/cc-large/\" rel=\"attachment wp-att-21795\">\u003cimg class=\"alignright size-thumbnail wp-image-21795\" title=\"cc.large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/cc.large_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>FLEXIBILITY\u003c/strong>. A large part of the appeal of digital chunked content is its flexibility. Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course (but keep the old one, just in case the astronomical \u003ca href=\"http://en.wikipedia.org/wiki/File:Pluto_Protest_and_Counter_Protest.jpg\">protests\u003c/a> are successful). And flexibility goes beyond delivery via pixel.\u003c/p>\n\u003cp>Utah, for example, has the Utah Open Textbook high school science curriculum. Created from OER content, the course textbooks are then printed and distributed. But the cost is $5.35 per book, versus about $80 for a traditional science textbook, prompting the project’s \u003ca href=\"https://twitter.com/#%21/opencontent\">David Wiley\u003c/a> to \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">note\u003c/a> at this year’s SXSWedu conference that these become books kids mark up and keep, rather than having to turn in at the end of the year.\u003c/p>\n\u003cp>In higher education, \u003ca href=\"http://academicpub.sharedbook.com/academicpub/\">AcademicPub\u003c/a> allows digital textbooks to be created with a mix of copyrighted (paid) and open (free) content. The automated process leads to a custom electronic or paper book – essentially, a digital course pack. And there are several other examples.\u003c/p>\n\u003cp>But the increased use of chunked digital content, especially OER, is not without pitfalls. The overused phrase, “free like a puppy, not free like a beer,” applies to any effort that replaces publisher cost with teacher labor to find, assemble and maintain content (even if, once assembled ,content is shared). And if the materials aren’t printed, every student has to have access to a hardware device that properly displays the content.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yet flexible, “free,” and findable may trump the downsides as digital curriculum adds more do-it-yourself options alongside its pre-built counterparts – as long as no student or teacher trips over the chunks.\u003c/p>\n\u003ch5>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21777/how-open-education-is-changing-the-texture-of-content","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_880","mindshift_881","mindshift_159","mindshift_76"],"featImg":"mindshift_21792","label":"mindshift"},"mindshift_21373":{"type":"posts","id":"mindshift_21373","meta":{"index":"posts_1591205157","site":"mindshift","id":"21373","score":null,"sort":[1337028084000]},"guestAuthors":[],"slug":"guide-to-free-quality-higher-education","title":"Guide to MOOCs: Free, Quality Higher Education ","publishDate":1337028084,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-21404\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the current generation of college graduates wrangles with \u003ca href=\"http://www.nytimes.com/2012/05/13/business/student-loans-weighing-down-a-generation-with-heavy-debt.html\">an unprecedented amount of debt\u003c/a>, a sea change is underway in higher education. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">More and more elite universities\u003c/a> are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.\u003c/p>\n\u003cp>Will students be able to receive the equivalent of a bachelors degree for free? How will brick-and-mortar institutions be used in the future? Will academic rigor suffer? How will credentials or tuition apply to those who come to campus and those who complete courses online?\u003c/p>\n\u003cp>At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in \u003ca href=\"http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html\">major flux\u003c/a> as we speak, as day by day, yet another development in free online education is announced. What started \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">11 years ago with MIT's OpenCourseWare\u003c/a> -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from more than 2,000 MIT courses -- has amassed into an explosive \u003c!--more-->movement that's compelling venerable institutions to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">reconfigure their education platform\u003c/a> to an online audience.\u003c/p>\n\u003cp>Last fall, a group of Stanford professors \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">decided to offer a few courses\u003c/a> online free of charge and were overwhelmed when hundreds of thousands of students signed up for their courses. That experiment has spawned the growth of similar endeavors. Here's a guide to some of the newest free education sites and what they offer, with the big caveat that this will soon change, as more institutions come aboard.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong>\u003ca href=\"https://www.coursera.org/\">COURSERA\u003c/a>.\u003c/strong>\u003c/strong> Coursera is an interactive online learning system that offers free courses from Princeton, Stanford, University of California, Berkeley, University of Michigan—Ann Arbor and University of Pennsylvania. Their courses span the range from humanities, to social science, computer science, business, biology, medicine and mathematics. Andrew Ng, one of the Stanford professors whose class drew an astounding 100,000 students, and his new business partner, Daphne Koller, announced that they received $16 million in investment capitol from two prominent Silicon Valley firms to launch the project. Students will have access to lectures, interactive elements like quiz questions interspersed throughout lectures to help students recall and retain information, and peer-grading for homework, essays and tests. They plan to use crowd-sourcing algorithms to help ensure accuracy in peer grading, a move that will also help professors manage such large-scale classes. What's more, Coursera’s partner institutions will use the online learning platform to enhance in-class teaching. Based on a \u003ca href=\"http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf\">Department of Education study\u003c/a> that shows online learning can be as effective as classroom learning, the participating universities will offer a mixture of interactive and static learning to explore the best way for students to retain the information.\u003cem>\u003c/em>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>As with the popular Stanford courses, students will not get academic credit from the participating institutions, but will receive a certificate of completion from the professor.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mitx.mit.edu/\">\u003cstrong>MITx\u003c/strong>\u003c/a> --> \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. MIT took its \u003ca href=\"http://ocw.mit.edu/about/\">OpenCourseWare\u003c/a> platform to the next level with \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, which offers full professor-taught courses online (not just class materials), but after just one course this spring (Circuits and Electronics), MITx entered an agreement with Harvard, and is now part of edX. The two universities will use the MITx platform to bring in a wider array of classes to the site. What's key here is the software for the platform is open-source, so other universities can use it too. The more universities add content, the more compelling a choice edX becomes amidst the growing number of offerings. Both schools have invested heavily in the project -- each gave $30 million to a non-profit organization that they will co-manage. Edx will feature video lectures, embedded quizzes, interactive learning, online labs, and a lot of peer interaction.\u003cem>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>:\u003c/em> \u003c/em>Certificates of mastery will be given to students who demonstrate knowledge of course material.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udacity.com/\">UDACITY\u003c/a>. \u003c/strong>Sebastian Thrun, one of the professors who offered the first set of free online Stanford classes last year, which drew 160,000 registrants (22,000 finished the class), left a tenured position at the university to start Udacity, which focuses on computer science. Thrun taught an online artificial intelligence course for free at Stanford last fall with Dr. Peter Norvig, another artificial intelligence expert. Their course drew 160,000 students, with 22,000 students finishing the class. That inspired Thrun to start Udacity, which pulls in outside experts like \u003ca href=\"http://thinkvitamin.com/code/steve-huffman-on-lessons-learned-at-reddit/\">Reddit co-founder Steve Huffman\u003c/a>, to teach courses. They do not operate under the auspices of a university, although some of their guest-lecturers do teach at other universities. Their course offerings are aimed at practical computer science skills, like how to build an app or search engine.\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>Students receive a certificate of completion at the end of the course signed by the instructor.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udemy.com/\">UDEMY\u003c/a>.\u003c/strong> Staying away from high-profile academic names, this site tagline is “the university of you.” Courses can be taught by anyone, and most are free, though some cost a small fee ranging between $5-$250. Whether or how much to charge is up to the instructor. The course offerings on Udemy are broad; they’ve got non-traditional courses like “Tournament Poker Theory” (cost $39) or “Yoga For Weight Loss” (cost $39), in addition to traditional academic subjects like computer science, business, and marketing. The site encourages anyone to become an instructor and build name or brand recognition.\u003c/li>\n\u003cli>\u003ca href=\"http://p2pu.org/en/\">P2PU\u003c/a>. Similar to Udemy, Peer-2-Peer University uses the open education model to allow users to learn from others on the web or design and teach courses. Course offerings are broad, but there is some attempt to categorize by offering “schools” of web development, mathematics, social innovation, and education. The courses are totally free and P2PU gives out badges in recognition of completion. Again, the model requires a significant amount of participation and collaboration from students, including grading each others' assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.minervaproject.com/philosophy.html\">MINERVA PROJECT\u003c/a>. \u003c/strong>Billing it as the “first elite American University to be launched in a century,” Minerva CEO Ben Nelson, who was formerly CEO of Snapfish, intends to launch a full-fledged, \"Ivy League-quality\" online university by 2014. Rather than offering separate courses, the university will offer a complete college education with an accompanying degree. The cost is yet undetermined, though Nelson has said it will cost significantly less than most college degrees cost today. The Minerva Project has drawn attention from investors and is trying to draw the best professors possible by giving out Minerva Prizes to the best college-level teachers that come with a cash reward.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"More and more Ivy League universities are offering free online courses. Here's a comprehensive guide to what's available to enterprising students.","status":"publish","parent":0,"modified":1348590961,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":1109},"headData":{"title":"Guide to MOOCs: Free, Quality Higher Education | KQED","description":"More and more Ivy League universities are offering free online courses. Here's a comprehensive guide to what's available to enterprising students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Guide to MOOCs: Free, Quality Higher Education ","datePublished":"2012-05-14T20:41:24.000Z","dateModified":"2012-09-25T16:36:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21373 http://blogs.kqed.org/mindshift/?p=21373","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/14/guide-to-free-quality-higher-education/","disqusTitle":"Guide to MOOCs: Free, Quality Higher Education ","path":"/mindshift/21373/guide-to-free-quality-higher-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-21404\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the current generation of college graduates wrangles with \u003ca href=\"http://www.nytimes.com/2012/05/13/business/student-loans-weighing-down-a-generation-with-heavy-debt.html\">an unprecedented amount of debt\u003c/a>, a sea change is underway in higher education. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">More and more elite universities\u003c/a> are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.\u003c/p>\n\u003cp>Will students be able to receive the equivalent of a bachelors degree for free? How will brick-and-mortar institutions be used in the future? Will academic rigor suffer? How will credentials or tuition apply to those who come to campus and those who complete courses online?\u003c/p>\n\u003cp>At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in \u003ca href=\"http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html\">major flux\u003c/a> as we speak, as day by day, yet another development in free online education is announced. What started \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">11 years ago with MIT's OpenCourseWare\u003c/a> -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from more than 2,000 MIT courses -- has amassed into an explosive \u003c!--more-->movement that's compelling venerable institutions to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">reconfigure their education platform\u003c/a> to an online audience.\u003c/p>\n\u003cp>Last fall, a group of Stanford professors \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">decided to offer a few courses\u003c/a> online free of charge and were overwhelmed when hundreds of thousands of students signed up for their courses. That experiment has spawned the growth of similar endeavors. Here's a guide to some of the newest free education sites and what they offer, with the big caveat that this will soon change, as more institutions come aboard.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong>\u003ca href=\"https://www.coursera.org/\">COURSERA\u003c/a>.\u003c/strong>\u003c/strong> Coursera is an interactive online learning system that offers free courses from Princeton, Stanford, University of California, Berkeley, University of Michigan—Ann Arbor and University of Pennsylvania. Their courses span the range from humanities, to social science, computer science, business, biology, medicine and mathematics. Andrew Ng, one of the Stanford professors whose class drew an astounding 100,000 students, and his new business partner, Daphne Koller, announced that they received $16 million in investment capitol from two prominent Silicon Valley firms to launch the project. Students will have access to lectures, interactive elements like quiz questions interspersed throughout lectures to help students recall and retain information, and peer-grading for homework, essays and tests. They plan to use crowd-sourcing algorithms to help ensure accuracy in peer grading, a move that will also help professors manage such large-scale classes. What's more, Coursera’s partner institutions will use the online learning platform to enhance in-class teaching. Based on a \u003ca href=\"http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf\">Department of Education study\u003c/a> that shows online learning can be as effective as classroom learning, the participating universities will offer a mixture of interactive and static learning to explore the best way for students to retain the information.\u003cem>\u003c/em>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>As with the popular Stanford courses, students will not get academic credit from the participating institutions, but will receive a certificate of completion from the professor.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mitx.mit.edu/\">\u003cstrong>MITx\u003c/strong>\u003c/a> --> \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. MIT took its \u003ca href=\"http://ocw.mit.edu/about/\">OpenCourseWare\u003c/a> platform to the next level with \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, which offers full professor-taught courses online (not just class materials), but after just one course this spring (Circuits and Electronics), MITx entered an agreement with Harvard, and is now part of edX. The two universities will use the MITx platform to bring in a wider array of classes to the site. What's key here is the software for the platform is open-source, so other universities can use it too. The more universities add content, the more compelling a choice edX becomes amidst the growing number of offerings. Both schools have invested heavily in the project -- each gave $30 million to a non-profit organization that they will co-manage. Edx will feature video lectures, embedded quizzes, interactive learning, online labs, and a lot of peer interaction.\u003cem>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>:\u003c/em> \u003c/em>Certificates of mastery will be given to students who demonstrate knowledge of course material.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udacity.com/\">UDACITY\u003c/a>. \u003c/strong>Sebastian Thrun, one of the professors who offered the first set of free online Stanford classes last year, which drew 160,000 registrants (22,000 finished the class), left a tenured position at the university to start Udacity, which focuses on computer science. Thrun taught an online artificial intelligence course for free at Stanford last fall with Dr. Peter Norvig, another artificial intelligence expert. Their course drew 160,000 students, with 22,000 students finishing the class. That inspired Thrun to start Udacity, which pulls in outside experts like \u003ca href=\"http://thinkvitamin.com/code/steve-huffman-on-lessons-learned-at-reddit/\">Reddit co-founder Steve Huffman\u003c/a>, to teach courses. They do not operate under the auspices of a university, although some of their guest-lecturers do teach at other universities. Their course offerings are aimed at practical computer science skills, like how to build an app or search engine.\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>Students receive a certificate of completion at the end of the course signed by the instructor.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udemy.com/\">UDEMY\u003c/a>.\u003c/strong> Staying away from high-profile academic names, this site tagline is “the university of you.” Courses can be taught by anyone, and most are free, though some cost a small fee ranging between $5-$250. Whether or how much to charge is up to the instructor. The course offerings on Udemy are broad; they’ve got non-traditional courses like “Tournament Poker Theory” (cost $39) or “Yoga For Weight Loss” (cost $39), in addition to traditional academic subjects like computer science, business, and marketing. The site encourages anyone to become an instructor and build name or brand recognition.\u003c/li>\n\u003cli>\u003ca href=\"http://p2pu.org/en/\">P2PU\u003c/a>. Similar to Udemy, Peer-2-Peer University uses the open education model to allow users to learn from others on the web or design and teach courses. Course offerings are broad, but there is some attempt to categorize by offering “schools” of web development, mathematics, social innovation, and education. The courses are totally free and P2PU gives out badges in recognition of completion. Again, the model requires a significant amount of participation and collaboration from students, including grading each others' assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.minervaproject.com/philosophy.html\">MINERVA PROJECT\u003c/a>. \u003c/strong>Billing it as the “first elite American University to be launched in a century,” Minerva CEO Ben Nelson, who was formerly CEO of Snapfish, intends to launch a full-fledged, \"Ivy League-quality\" online university by 2014. Rather than offering separate courses, the university will offer a complete college education with an accompanying degree. The cost is yet undetermined, though Nelson has said it will cost significantly less than most college degrees cost today. The Minerva Project has drawn attention from investors and is trying to draw the best professors possible by giving out Minerva Prizes to the best college-level teachers that come with a cash reward.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21373/guide-to-free-quality-higher-education","authors":["4354"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_852","mindshift_819","mindshift_68","mindshift_869","mindshift_556","mindshift_867","mindshift_654","mindshift_76","mindshift_79","mindshift_868"],"featImg":"mindshift_21404","label":"mindshift"},"mindshift_20886":{"type":"posts","id":"mindshift_20886","meta":{"index":"posts_1591205157","site":"mindshift","id":"20886","score":null,"sort":[1335297701000]},"guestAuthors":[],"slug":"is-community-as-important-as-content-for-online-learning","title":"Is Peer Input as Important as Content for Online Learning?","publishDate":1335297701,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_20894\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/goincase/5227334827/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-20894\" title=\"5227334827_80de8a689f_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5227334827_80de8a689f_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Incase\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Back in 2001, MIT launched \u003ca href=\"http://www.ocw.mit.edu/\">OpenCourseWare\u003c/a>, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">to the world for free\u003c/a>. Today, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">Open Education Resources\u003c/a> (OER) industry leaders \u003ca href=\"http://www.kqed.org/a/forum/R201204091000\">are arguing that the free content \u003c/a>is only the starting point.\u003c/p>\n\u003cp>The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) -- the key word being \"massive,\" as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun's Artificial Intelligence course \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">enrolled 160,000 students\u003c/a> and Thrun recently gave up tenure at Stanford to start \u003ca href=\"mailto:http://www.udacity.com/\">Udacity\u003c/a>, a company that will offer more MOOCs.\u003c/p>\n\u003cp>But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university \u003ca href=\"mailto:http://p2pu.org/en/\">P2PU,\u003c/a> preaches three building blocks: community, recognition and content.\u003c/p>\n\u003cp>\"It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren't doing it. How do we build community around it and recognition for this open content is my question.\"\u003c/p>\n\u003cp>The Stanford professors \u003ca href=\"http://www.youtube.com/watch?v=LtmdiPUGGe8\">readily admit \u003c/a>that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It was totally clear to me that content is only the starting point.\"\u003c/p>\n\u003c/aside>\n\u003cp>You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I've heard people say campus-based education \u003c!--more-->better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago.\"\u003c/p>\n\u003cp>Carson argues that MIT’s work is merely a necessary transitory experiment. It only puts classes and course material online, but you still have to watch, frequently from the back of the room, as the professor lectures students. He compares it to Wikipedia. MIT’s videos and materials provide deep references on a subject -- but not the actual courses themselves.\u003c/p>\n\u003cp>Carson is a big fan of Schmidt’s work. At P2PU, they run online courses that can be taught by a peer (you can create your own course), and they heavily promote the social part of learning. They have a peer mentor program to help students get through their courses and have the most users teaching web development courses, although Schmidt says they'll be doing less of that. Schmidt believes that even with all the OER in the world, the way people learn is by being excited about it, by making things (even if it is just a blog post) and working together.\u003c/p>\n\u003cp>\"The things I care most about is collaborative skills, are you a good communicator, can you get stuff done?” Schmidt says. “I think that's the number one thing that isn't being assessed anywhere that is super important. That's what you ask when someone wants a job from you: do they get stuff done.\"\u003c/p>\n\u003cp>Carson likes Schmidt’s focus on community, recognition and content because he argues it is more important to discover successful learning techniques rather than merely sign up 100,000 students online. He sees promoting big-sized classes as a way to bring attention to the issue.\u003c/p>\n\u003cp>\"I think one of the higher level struggles these MOOCs are injecting themselves into is to change the way higher education as it is practiced on campus,\" Carson said. \"It is an opportunity to show faculty members different ways the Internet can support learning.\"\u003c/p>\n\u003cp>And what exactly is the problem all these groups are trying to solve? It's the sudden acceleration of global higher education demand.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"[MOOCs] are changing the way higher education as it is practiced on campus.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"If you look at the scope and scale of the educational need in the world we're going to need all of our educational systems firing on all cylinders to come close to even meeting the educational demand emerging in the world,” Carson said. “You could offer a thousand courses enrolling a 100,000 students each and you would not even be scratching the surface of the need in India and China and other developing regions. So we need these educational techniques to solve this problem.”\u003c/p>\n\u003cp>It took 11 years to get from the launch of OpenCourseWare to the point where a Stanford professor would walk away from a tenure position to launch another online learning venture. So how long will it take to build this next phase? For computer science, experiments like Thrun’s suggest that it may not take that long. Other types of courses Schmidt describes as important don't yet exist. And P2PU is still a relatively small community of around 30,000 members. Other countries have small experiments building \u003ca href=\"mailto:http://www.nytimes.com/2012/03/19/world/europe/19iht-educlede19.html%3Fpagewanted=2\">OER and digital courses using high tech solutions like 3-D simulations\u003c/a>, but no strong business model to scale their open efforts.\u003c/p>\n\u003cp>\"We probably haven't fully made the transition to digitally native pedagogies and learning approaches,\" Carson said. \"The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Today, Open Education Resources (OER) industry leaders are arguing that the free content is only the starting point.","status":"publish","parent":0,"modified":1346965726,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1015},"headData":{"title":"Is Peer Input as Important as Content for Online Learning? | KQED","description":"Today, Open Education Resources (OER) industry leaders are arguing that the free content is only the starting point.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Peer Input as Important as Content for Online Learning?","datePublished":"2012-04-24T20:01:41.000Z","dateModified":"2012-09-06T21:08:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20886 http://blogs.kqed.org/mindshift/?p=20886","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/24/is-community-as-important-as-content-for-online-learning/","disqusTitle":"Is Peer Input as Important as Content for Online Learning?","path":"/mindshift/20886/is-community-as-important-as-content-for-online-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20894\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/goincase/5227334827/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-20894\" title=\"5227334827_80de8a689f_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5227334827_80de8a689f_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Incase\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Back in 2001, MIT launched \u003ca href=\"http://www.ocw.mit.edu/\">OpenCourseWare\u003c/a>, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">to the world for free\u003c/a>. Today, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">Open Education Resources\u003c/a> (OER) industry leaders \u003ca href=\"http://www.kqed.org/a/forum/R201204091000\">are arguing that the free content \u003c/a>is only the starting point.\u003c/p>\n\u003cp>The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) -- the key word being \"massive,\" as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun's Artificial Intelligence course \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">enrolled 160,000 students\u003c/a> and Thrun recently gave up tenure at Stanford to start \u003ca href=\"mailto:http://www.udacity.com/\">Udacity\u003c/a>, a company that will offer more MOOCs.\u003c/p>\n\u003cp>But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university \u003ca href=\"mailto:http://p2pu.org/en/\">P2PU,\u003c/a> preaches three building blocks: community, recognition and content.\u003c/p>\n\u003cp>\"It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren't doing it. How do we build community around it and recognition for this open content is my question.\"\u003c/p>\n\u003cp>The Stanford professors \u003ca href=\"http://www.youtube.com/watch?v=LtmdiPUGGe8\">readily admit \u003c/a>that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It was totally clear to me that content is only the starting point.\"\u003c/p>\n\u003c/aside>\n\u003cp>You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I've heard people say campus-based education \u003c!--more-->better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago.\"\u003c/p>\n\u003cp>Carson argues that MIT’s work is merely a necessary transitory experiment. It only puts classes and course material online, but you still have to watch, frequently from the back of the room, as the professor lectures students. He compares it to Wikipedia. MIT’s videos and materials provide deep references on a subject -- but not the actual courses themselves.\u003c/p>\n\u003cp>Carson is a big fan of Schmidt’s work. At P2PU, they run online courses that can be taught by a peer (you can create your own course), and they heavily promote the social part of learning. They have a peer mentor program to help students get through their courses and have the most users teaching web development courses, although Schmidt says they'll be doing less of that. Schmidt believes that even with all the OER in the world, the way people learn is by being excited about it, by making things (even if it is just a blog post) and working together.\u003c/p>\n\u003cp>\"The things I care most about is collaborative skills, are you a good communicator, can you get stuff done?” Schmidt says. “I think that's the number one thing that isn't being assessed anywhere that is super important. That's what you ask when someone wants a job from you: do they get stuff done.\"\u003c/p>\n\u003cp>Carson likes Schmidt’s focus on community, recognition and content because he argues it is more important to discover successful learning techniques rather than merely sign up 100,000 students online. He sees promoting big-sized classes as a way to bring attention to the issue.\u003c/p>\n\u003cp>\"I think one of the higher level struggles these MOOCs are injecting themselves into is to change the way higher education as it is practiced on campus,\" Carson said. \"It is an opportunity to show faculty members different ways the Internet can support learning.\"\u003c/p>\n\u003cp>And what exactly is the problem all these groups are trying to solve? It's the sudden acceleration of global higher education demand.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"[MOOCs] are changing the way higher education as it is practiced on campus.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"If you look at the scope and scale of the educational need in the world we're going to need all of our educational systems firing on all cylinders to come close to even meeting the educational demand emerging in the world,” Carson said. “You could offer a thousand courses enrolling a 100,000 students each and you would not even be scratching the surface of the need in India and China and other developing regions. So we need these educational techniques to solve this problem.”\u003c/p>\n\u003cp>It took 11 years to get from the launch of OpenCourseWare to the point where a Stanford professor would walk away from a tenure position to launch another online learning venture. So how long will it take to build this next phase? For computer science, experiments like Thrun’s suggest that it may not take that long. Other types of courses Schmidt describes as important don't yet exist. And P2PU is still a relatively small community of around 30,000 members. Other countries have small experiments building \u003ca href=\"mailto:http://www.nytimes.com/2012/03/19/world/europe/19iht-educlede19.html%3Fpagewanted=2\">OER and digital courses using high tech solutions like 3-D simulations\u003c/a>, but no strong business model to scale their open efforts.\u003c/p>\n\u003cp>\"We probably haven't fully made the transition to digitally native pedagogies and learning approaches,\" Carson said. \"The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20886/is-community-as-important-as-content-for-online-learning","authors":["4354"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_556","mindshift_346","mindshift_654","mindshift_159","mindshift_76","mindshift_79"],"featImg":"mindshift_20894","label":"mindshift"},"mindshift_16459":{"type":"posts","id":"mindshift_16459","meta":{"index":"posts_1591205157","site":"mindshift","id":"16459","score":null,"sort":[1319749836000]},"guestAuthors":[],"slug":"open-education-sites-offer-free-content-for-all","title":"Open Education Sites Offer Free Content for All","publishDate":1319749836,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Flickr:FontFont\u003c/p>\n\u003c/div>\n\u003cp>Open education sites exemplify how technology is democratizing education. These sites allow both learners and teachers to create their own curriculum, whether it's used in or out of the classroom.\u003c/p>\n\u003cp>Here's a comprehensive list of open education sites MindShift has covered. As always, we love to hear about sites that aren't included in the list, so add them to the comments!\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ocw.mit.edu/index.htm\" target=\"_blank\">MIT Open CourseWare\u003c/a>: The Massachusetts Institute of Technology publishes nearly all of its course content on this site, from videos to lecture notes to exams, all free of charge and open to the public. Many other universities are doing the same, often using the content management system \u003ca href=\"http://educommons.com/\" target=\"_blank\">EduCommons\u003c/a>. Read about how this seminal project \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-educational-resources/\">changed the education landscape\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>Wikis (a.k.a. collaborative Web pages) and nonprofits devoted to enabling open-source curricula are springing up everywhere. One of the most well-known, \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Main/About\" target=\"_blank\">Curriki\u003c/a>, encourages teachers to both publish and download materials -- anything from a vocabulary quiz to a full biology textbook -- and vets its content through member ratings and incentives such as the annual \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Demo/SOCGrantees2010\" target=\"_blank\">Summer of Content Awards\u003c/a>, which offers grants for specific contributions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.oercommons.org/\" target=\"_blank\">Open Educational Resources (OER) Commons\u003c/a>\u003c/strong>: Created by the \u003ca href=\"http://www.iskme.org/\" target=\"_blank\">Institute for the Study of Knowledge Management in Education\u003c/a> (ISKME), OER is a rich and comprehensive landing site for open source education software, from peer-reviewed e-textbooks to lesson plans, video lectures to worksheets. Almost everything is Creative Commons licensed and open for \u003c!--more-->modification and adaptation. You can follow their blog or find them on Twitter, and the \u003ca href=\"http://wiki.oercommons.org/mediawiki/index.php/Projects\" target=\"_blank\">OER Commons Initiative\u003c/a> is also hard at work developing training programs and collaborative projects with teachers, students, and schools.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://oerconsortium.org/\" target=\"_blank\">Community College Consortium for Open Educational Resources\u003c/a>\u003c/strong>: A branch of the OER movement with the goal of growing and improving open textbooks for use in community colleges. Established in 2007 by the Foothill-De Anza Community College District, this is a community-college destination page for networking with colleagues and using and editing instructional materials in everything from anthropology to physics. Similarly, the \u003ca href=\"http://collegeopentextbooks.org/home.html\" target=\"_blank\">Community College Open Textbook Collaborative\u003c/a> catalogs textbooks by subject alongside reviews of those textbooks. Colleges, governmental agencies, and other education organizations belong to this group, which also provides training for instructors aiming to adopt and adapt open resources.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com/\" target=\"_blank\">Flat World Knowledge\u003c/a>\u003c/strong>: One of the leading organizations in the open textbook movement, this for-profit company provides online versions of their Creative Commons-licensed material to anyone free of charge (with the ability to customize and modify it), but sells print and downloadable versions of their books to keep business afloat. Also available: Audio books, study guides, and Webinars.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.hippocampus.org/\" target=\"_blank\">HippoCampus\u003c/a>\u003c/strong>: A project of the \u003ca href=\"http://www.montereyinstitute.org/\" target=\"_blank\">Monterey Institute for Technology and Education\u003c/a>, this affectionately-termed resource page is a one-stop shop for high school and college students looking for study and homework help, and for instructors interested in supplementing their course materials. The site includes multimedia lessons, complete courses, and study aids on a variety of topics.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.studentpirgs.org/open-textbooks/catalog\" target=\"_blank\">Open Textbook Catalog\u003c/a>\u003c/strong>: College students, professors, and the rest of the globe can access this collection of customizable, printable online textbooks. There’s still a disclaimer in place, though, since this site is organized by a student group that doesn’t have the resources or expertise to review and rate every listing extensively. Their \u003ca href=\"http://www.studentpirgs.org/open-textbooks/resources\" target=\"_blank\">Open Textbook Resources\u003c/a> page is a great spot for information and links to additional organizations, however.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://p2pu.org/\">P2PU\u003c/a>: The Peer 2 Peer University is a grassroots open education project in which anyone can participate. Volunteers facilitate the courses, but the learners are in charge. P2PU leverages both open content and the open social web, with a model for lifelong learning.\u003c/li>\n\u003cli>\u003ca href=\"http://openstudy.com/\">OpenStudy\u003c/a>: OpenStudy is a social learning network where independent learners and traditional students can come together in a massively-multiplayer study group. Through OpenStudy, learners can find other working in similar content areas in order to support each other and answer each others’ questions. OpenStudy supports a number of study groups, including those focused on several MIT OCW courses.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nixty.com/\">NITXY\u003c/a>: NIXTY is building a learning management platform that supports open education resources. Rather than an LMS that closes off both academic resources and academic progress, NIXTY is designed to support open courses so that schools, teachers, and students’ work is not necessarily closed off from the rest of the Web.\u003c/li>\n\u003cli>\u003ca href=\"http://www.oerglue.com/\">OER Glue\u003c/a>: Still under development, OER Glue will be a site to watch. The Utah-based startup is building a browser-based tool that will allow students and teachers to “glue” together OER resources online. Rather than having to copy-and-paste resources into a new setting, OER Glue will reuse and integrate resources.\u003c/li>\n\u003cli>\u003ca href=\"http://iuniv.tv/\">iUniv\u003c/a>: iUniv is a Japanese startup that is building web and mobile apps to support and make social video and audio OCW content. Resources can be shared to Twitter, Facebook, and Evernote so that students can actively engage in discussions around OCW content.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ocwsearch.com/\">OCWSearch\u003c/a>: OCW Search is a search engine dedicated, as the name suggests, to helping learners find OCW content. The project is, unfortunately, no longer under development, but it does index ten universities’ OCW content, including MIT, Notre Dame, and The Open University UK.\u003c/li>\n\u003cli>\u003ca href=\"http://smarthistory.org/\">Smarthistory\u003c/a>: Smarthistory is a free and open multimedia website that demonstrates how very heavy, pricey, and obsolete the traditional art history textbook is.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a>: The CK-12 Foundation’s Flexbook platform provides free, collaboratively-built and openly-licensed digital textbooks for K-12. Much of the content is standards based.\u003c/li>\n\u003cli>\u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>: [UPDATED] The company offers digital content for college students published under an open license. This allows professors to customize the books they order – edit, add to, mix-up – or use as-is. Students can access the books online for free or can pay $29.95 for unlimited digital access to their textbook in different formats: e-books, audiobooks, downloadable PDFs and interactive study aids. The material is free of digital rights management (DRM) restrictions and never expires.\u003c/li>\n\u003cli>\u003ca href=\"http://www.cnx.org/\">Connexions\u003c/a>: Connexions is a repository of educational content, containing over 17,000 openly licensed learning modules. Teachers, students, and professionals can search and contribute scholarly content, organized into \"modules\" or topic areas instead of entire textbooks.\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/flexr/\">CK12 FlexBooks:\u003c/a> A nonprofit that aims to reduce the cost of textbook materials by encouraging the development of what they call the \"FlexBook.\" Anyone can view or help create these standards-based, customizable, collaborative texts.\u003c/li>\n\u003cli>\u003ca href=\"http://www.shmoop.com/\" target=\"_blank\">Shmoop\u003c/a>: An up-and-coming collection of freely shared, expert-written content (most Shmoop authors are Ph.D.s and high school or college-level educators) with the goal of inspiring students and providing tons of free resources to teachers that include writing guides, analyses, and discussions.\u003c/li>\n\u003cli>\u003ca href=\"http://hulk03.princeton.edu:8080/WebMedia/lectures/\">Princeton University\u003c/a>: The university's faculty is posting its lectures online for free.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346966044,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":1136},"headData":{"title":"Open Education Sites Offer Free Content for All | KQED","description":"Flickr:FontFont Open education sites exemplify how technology is democratizing education. These sites allow both learners and teachers to create their own curriculum, whether it's used in or out of the classroom. Here's a comprehensive list of open education sites MindShift has covered. As always, we love to hear about sites that aren't included in the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Open Education Sites Offer Free Content for All","datePublished":"2011-10-27T21:10:36.000Z","dateModified":"2012-09-06T21:14:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16459 http://blogs.kqed.org/mindshift/?p=16459","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/27/open-education-sites-offer-free-content-for-all/","disqusTitle":"Open Education Sites Offer Free Content for All","path":"/mindshift/16459/open-education-sites-offer-free-content-for-all","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Flickr:FontFont\u003c/p>\n\u003c/div>\n\u003cp>Open education sites exemplify how technology is democratizing education. These sites allow both learners and teachers to create their own curriculum, whether it's used in or out of the classroom.\u003c/p>\n\u003cp>Here's a comprehensive list of open education sites MindShift has covered. As always, we love to hear about sites that aren't included in the list, so add them to the comments!\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ocw.mit.edu/index.htm\" target=\"_blank\">MIT Open CourseWare\u003c/a>: The Massachusetts Institute of Technology publishes nearly all of its course content on this site, from videos to lecture notes to exams, all free of charge and open to the public. Many other universities are doing the same, often using the content management system \u003ca href=\"http://educommons.com/\" target=\"_blank\">EduCommons\u003c/a>. Read about how this seminal project \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-educational-resources/\">changed the education landscape\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>Wikis (a.k.a. collaborative Web pages) and nonprofits devoted to enabling open-source curricula are springing up everywhere. One of the most well-known, \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Main/About\" target=\"_blank\">Curriki\u003c/a>, encourages teachers to both publish and download materials -- anything from a vocabulary quiz to a full biology textbook -- and vets its content through member ratings and incentives such as the annual \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Demo/SOCGrantees2010\" target=\"_blank\">Summer of Content Awards\u003c/a>, which offers grants for specific contributions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.oercommons.org/\" target=\"_blank\">Open Educational Resources (OER) Commons\u003c/a>\u003c/strong>: Created by the \u003ca href=\"http://www.iskme.org/\" target=\"_blank\">Institute for the Study of Knowledge Management in Education\u003c/a> (ISKME), OER is a rich and comprehensive landing site for open source education software, from peer-reviewed e-textbooks to lesson plans, video lectures to worksheets. Almost everything is Creative Commons licensed and open for \u003c!--more-->modification and adaptation. You can follow their blog or find them on Twitter, and the \u003ca href=\"http://wiki.oercommons.org/mediawiki/index.php/Projects\" target=\"_blank\">OER Commons Initiative\u003c/a> is also hard at work developing training programs and collaborative projects with teachers, students, and schools.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://oerconsortium.org/\" target=\"_blank\">Community College Consortium for Open Educational Resources\u003c/a>\u003c/strong>: A branch of the OER movement with the goal of growing and improving open textbooks for use in community colleges. Established in 2007 by the Foothill-De Anza Community College District, this is a community-college destination page for networking with colleagues and using and editing instructional materials in everything from anthropology to physics. Similarly, the \u003ca href=\"http://collegeopentextbooks.org/home.html\" target=\"_blank\">Community College Open Textbook Collaborative\u003c/a> catalogs textbooks by subject alongside reviews of those textbooks. Colleges, governmental agencies, and other education organizations belong to this group, which also provides training for instructors aiming to adopt and adapt open resources.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com/\" target=\"_blank\">Flat World Knowledge\u003c/a>\u003c/strong>: One of the leading organizations in the open textbook movement, this for-profit company provides online versions of their Creative Commons-licensed material to anyone free of charge (with the ability to customize and modify it), but sells print and downloadable versions of their books to keep business afloat. Also available: Audio books, study guides, and Webinars.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.hippocampus.org/\" target=\"_blank\">HippoCampus\u003c/a>\u003c/strong>: A project of the \u003ca href=\"http://www.montereyinstitute.org/\" target=\"_blank\">Monterey Institute for Technology and Education\u003c/a>, this affectionately-termed resource page is a one-stop shop for high school and college students looking for study and homework help, and for instructors interested in supplementing their course materials. The site includes multimedia lessons, complete courses, and study aids on a variety of topics.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.studentpirgs.org/open-textbooks/catalog\" target=\"_blank\">Open Textbook Catalog\u003c/a>\u003c/strong>: College students, professors, and the rest of the globe can access this collection of customizable, printable online textbooks. There’s still a disclaimer in place, though, since this site is organized by a student group that doesn’t have the resources or expertise to review and rate every listing extensively. Their \u003ca href=\"http://www.studentpirgs.org/open-textbooks/resources\" target=\"_blank\">Open Textbook Resources\u003c/a> page is a great spot for information and links to additional organizations, however.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://p2pu.org/\">P2PU\u003c/a>: The Peer 2 Peer University is a grassroots open education project in which anyone can participate. Volunteers facilitate the courses, but the learners are in charge. P2PU leverages both open content and the open social web, with a model for lifelong learning.\u003c/li>\n\u003cli>\u003ca href=\"http://openstudy.com/\">OpenStudy\u003c/a>: OpenStudy is a social learning network where independent learners and traditional students can come together in a massively-multiplayer study group. Through OpenStudy, learners can find other working in similar content areas in order to support each other and answer each others’ questions. OpenStudy supports a number of study groups, including those focused on several MIT OCW courses.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nixty.com/\">NITXY\u003c/a>: NIXTY is building a learning management platform that supports open education resources. Rather than an LMS that closes off both academic resources and academic progress, NIXTY is designed to support open courses so that schools, teachers, and students’ work is not necessarily closed off from the rest of the Web.\u003c/li>\n\u003cli>\u003ca href=\"http://www.oerglue.com/\">OER Glue\u003c/a>: Still under development, OER Glue will be a site to watch. The Utah-based startup is building a browser-based tool that will allow students and teachers to “glue” together OER resources online. Rather than having to copy-and-paste resources into a new setting, OER Glue will reuse and integrate resources.\u003c/li>\n\u003cli>\u003ca href=\"http://iuniv.tv/\">iUniv\u003c/a>: iUniv is a Japanese startup that is building web and mobile apps to support and make social video and audio OCW content. Resources can be shared to Twitter, Facebook, and Evernote so that students can actively engage in discussions around OCW content.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ocwsearch.com/\">OCWSearch\u003c/a>: OCW Search is a search engine dedicated, as the name suggests, to helping learners find OCW content. The project is, unfortunately, no longer under development, but it does index ten universities’ OCW content, including MIT, Notre Dame, and The Open University UK.\u003c/li>\n\u003cli>\u003ca href=\"http://smarthistory.org/\">Smarthistory\u003c/a>: Smarthistory is a free and open multimedia website that demonstrates how very heavy, pricey, and obsolete the traditional art history textbook is.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a>: The CK-12 Foundation’s Flexbook platform provides free, collaboratively-built and openly-licensed digital textbooks for K-12. Much of the content is standards based.\u003c/li>\n\u003cli>\u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>: [UPDATED] The company offers digital content for college students published under an open license. This allows professors to customize the books they order – edit, add to, mix-up – or use as-is. Students can access the books online for free or can pay $29.95 for unlimited digital access to their textbook in different formats: e-books, audiobooks, downloadable PDFs and interactive study aids. The material is free of digital rights management (DRM) restrictions and never expires.\u003c/li>\n\u003cli>\u003ca href=\"http://www.cnx.org/\">Connexions\u003c/a>: Connexions is a repository of educational content, containing over 17,000 openly licensed learning modules. Teachers, students, and professionals can search and contribute scholarly content, organized into \"modules\" or topic areas instead of entire textbooks.\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/flexr/\">CK12 FlexBooks:\u003c/a> A nonprofit that aims to reduce the cost of textbook materials by encouraging the development of what they call the \"FlexBook.\" Anyone can view or help create these standards-based, customizable, collaborative texts.\u003c/li>\n\u003cli>\u003ca href=\"http://www.shmoop.com/\" target=\"_blank\">Shmoop\u003c/a>: An up-and-coming collection of freely shared, expert-written content (most Shmoop authors are Ph.D.s and high school or college-level educators) with the goal of inspiring students and providing tons of free resources to teachers that include writing guides, analyses, and discussions.\u003c/li>\n\u003cli>\u003ca href=\"http://hulk03.princeton.edu:8080/WebMedia/lectures/\">Princeton University\u003c/a>: The university's faculty is posting its lectures online for free.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16459/open-education-sites-offer-free-content-for-all","authors":["180"],"categories":["mindshift_194","mindshift_195"],"tags":["mindshift_755","mindshift_159","mindshift_76"],"featImg":"mindshift_16464","label":"mindshift"},"mindshift_12982":{"type":"posts","id":"mindshift_12982","meta":{"index":"posts_1591205157","site":"mindshift","id":"12982","score":null,"sort":[1308763221000]},"guestAuthors":[],"slug":"open-source-comes-to-academic-publishing","title":"Open Source Comes to Academic Publishing","publishDate":1308763221,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_12983\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/open-source-comes-to-academic-publishing/books_stacks/\" rel=\"attachment wp-att-12983\">\u003cimg class=\"size-medium wp-image-12983\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/books_stacks-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>When we talk about the upheaval in educational publishing, we often focus on what students read, via \u003ca href=\"http://ww2.kqed.org/mindshift/tag/digital-textbooks/\">digital textbooks\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/\">apps\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/are-tablets-made-for-the-education-market-doomed/\">e-readers and tablets\u003c/a>. But there's another side to all this, and that's the production of the scholarly works.\u003c/p>\n\u003cp>For most academics, publishing their work in scholarly journals is a part of their jobs. It's how you stake your intellectual claim. It's how your peers review and assess your work. It's how you earn tenure. Academic publishing has become high-stake for scholars.\u003c/p>\n\u003cp>Like the rest of the publishing world, the landscape of academic publishing has undergone immense changes recently -- financial pressures as well as institutional, cultural, and technological. But the academic infrastructure is slow to change. In many ways academia has yet to come to terms with the variety of informal publications that scholars are now engaged in -- blogs, for example, and other open, online journals -- while still demanding scholars publish in elite, peer-reviewed journals.\u003c/p>\n\u003cp>The \u003ca href=\"http://chnm.gmu.edu/\">Roy Rosenzweig Center for History and New Media\u003c/a> at George Mason University is unveiling a new project today -- \u003ca href=\"http://pressforward.org\">PressForward\u003c/a> -- that seeks to create a platform where some of the scholarly resources and publications scattered across the Web can be collected. With the support of the \u003ca href=\"http://sloan.org\">Alfred P. Sloan Foundation\u003c/a>, PressForward hopes to highlight some of the scholarly communities that are (publishing) online.\u003c/p>\n\u003cp>PressForward will develop ways to both collect and showcase \"orphaned or under-appreciated scholarship\" including the sorts of academic work that never would have made it to a print journal: conference papers, scholarly blogs, and online projects. While the Web has made academic self-publishing easy to create and disseminate, much of it remains scattered across the Internet. The new publishing system aims to make it easy to find trusted and relevant content. \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>PressForward says that it will combine some of longstanding practice of peer review with new technologies like open-Web filtering as it creates this new publishing platform. That \"open\" element is important, as much published scholarship -- when available online at all -- is behind paywalls. It's also a step toward another model by which scholars can get credit for their writing -- most of it now online, not in printed journals.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>PressForward says that it will make it open source and make the data and the code available for free on the site. The Center for History and New Media has a long history of open source digital projects, including the bibliographic tool \u003ca href=\"http://www.zotero.org/\">Zotero\u003c/a> and the cultural heritage database \u003ca href=\"http://www.omeka.org\">Omeka\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346966273,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":420},"headData":{"title":"Open Source Comes to Academic Publishing | KQED","description":"When we talk about the upheaval in educational publishing, we often focus on what students read, via digital textbooks, apps, and e-readers and tablets. But there's another side to all this, and that's the production of the scholarly works. For most academics, publishing their work in scholarly journals is a part of their jobs. It's","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Open Source Comes to Academic Publishing","datePublished":"2011-06-22T17:20:21.000Z","dateModified":"2012-09-06T21:17:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12982 http://blogs.kqed.org/mindshift/?p=12982","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/22/open-source-comes-to-academic-publishing/","disqusTitle":"Open Source Comes to Academic Publishing","path":"/mindshift/12982/open-source-comes-to-academic-publishing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12983\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/open-source-comes-to-academic-publishing/books_stacks/\" rel=\"attachment wp-att-12983\">\u003cimg class=\"size-medium wp-image-12983\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/books_stacks-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>When we talk about the upheaval in educational publishing, we often focus on what students read, via \u003ca href=\"http://ww2.kqed.org/mindshift/tag/digital-textbooks/\">digital textbooks\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/\">apps\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/are-tablets-made-for-the-education-market-doomed/\">e-readers and tablets\u003c/a>. But there's another side to all this, and that's the production of the scholarly works.\u003c/p>\n\u003cp>For most academics, publishing their work in scholarly journals is a part of their jobs. It's how you stake your intellectual claim. It's how your peers review and assess your work. It's how you earn tenure. Academic publishing has become high-stake for scholars.\u003c/p>\n\u003cp>Like the rest of the publishing world, the landscape of academic publishing has undergone immense changes recently -- financial pressures as well as institutional, cultural, and technological. But the academic infrastructure is slow to change. In many ways academia has yet to come to terms with the variety of informal publications that scholars are now engaged in -- blogs, for example, and other open, online journals -- while still demanding scholars publish in elite, peer-reviewed journals.\u003c/p>\n\u003cp>The \u003ca href=\"http://chnm.gmu.edu/\">Roy Rosenzweig Center for History and New Media\u003c/a> at George Mason University is unveiling a new project today -- \u003ca href=\"http://pressforward.org\">PressForward\u003c/a> -- that seeks to create a platform where some of the scholarly resources and publications scattered across the Web can be collected. With the support of the \u003ca href=\"http://sloan.org\">Alfred P. Sloan Foundation\u003c/a>, PressForward hopes to highlight some of the scholarly communities that are (publishing) online.\u003c/p>\n\u003cp>PressForward will develop ways to both collect and showcase \"orphaned or under-appreciated scholarship\" including the sorts of academic work that never would have made it to a print journal: conference papers, scholarly blogs, and online projects. While the Web has made academic self-publishing easy to create and disseminate, much of it remains scattered across the Internet. The new publishing system aims to make it easy to find trusted and relevant content. \u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>PressForward says that it will combine some of longstanding practice of peer review with new technologies like open-Web filtering as it creates this new publishing platform. That \"open\" element is important, as much published scholarship -- when available online at all -- is behind paywalls. It's also a step toward another model by which scholars can get credit for their writing -- most of it now online, not in printed journals.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>PressForward says that it will make it open source and make the data and the code available for free on the site. The Center for History and New Media has a long history of open source digital projects, including the bibliographic tool \u003ca href=\"http://www.zotero.org/\">Zotero\u003c/a> and the cultural heritage database \u003ca href=\"http://www.omeka.org\">Omeka\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12982/open-source-comes-to-academic-publishing","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_76"],"featImg":"mindshift_12983","label":"mindshift"},"mindshift_10995":{"type":"posts","id":"mindshift_10995","meta":{"index":"posts_1591205157","site":"mindshift","id":"10995","score":null,"sort":[1303941154000]},"guestAuthors":[],"slug":"the-virtues-of-the-open-web","title":"The Virtues of the Open Web","publishDate":1303941154,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Dale Dougherty, founder of \u003ca href=\"http://makermedia.com/\">Maker Media\u003c/a> (which organizes the annual \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a>), \u003ca href=\"http://oreilly.com/\">O'Reilly Media\u003c/a> (publisher of all those great \"Missing Manuals\") heralds the virtues of the open web and the history of open-source information in this talk at\u003ca href=\"http://wiki.oercommons.org/mediawiki/index.php/OER_2011\"> Open Educational Resources 2011\u003c/a> talk last month.\u003c/p>\n\u003cp>\"The most important educational resource is the student,\" he says.\u003c/p>\n\u003cp>http://youtu.be/FhY-izKK4xM\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346966075,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":64},"headData":{"title":"The Virtues of the Open Web | KQED","description":"Dale Dougherty, founder of Maker Media (which organizes the annual Maker Faire), O'Reilly Media (publisher of all those great "Missing Manuals") heralds the virtues of the open web and the history of open-source information in this talk at Open Educational Resources 2011 talk last month. 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