Festival Report/Ch6PeerLearning

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Peer Learning

Delia Learning is broken, the best way is for ppl to learn from each other if you want to build this open ed free open peer learning come and join our tent What we’re gg to do Is build a SCHOOL OF COPY RIGHT AND CC Come to our tent and ppl who are interested /frustrated help us build this global school of copyright Obstacles to create/reuse OER

We cannot NOT change the world

Jane Park http://creativecommons.org/weblog/entry/24072 CC is making a strong presence in Barcelona at the many open culture and education events that are taking place in the next couple weeks. Board members Catherine Casserly and Esther Wojcicki, CEO Joi Ito, CTO Nathan Yergler, International Project Manager Michelle Thorne, Open Society Foundation (OSF) Policy Fellow Timothy Vollmer, myself, and a slew of CC Affiliates from all over will be participating in the Open Ed Conference, first Mozilla Drumbeat Festival, Free Culture Forum/oXcars, and Peer 2 Peer University (P2PU) Workshop. Some preview highlights and invitations to join us at specific events: Copyright for educators session notes: Copyright for educators

http://creativecommons.org/weblog/entry/24497 Mozilla Drumbeat Festival: Learning, Freedom, and the Web

CEO Joi Ito gave a keynote and CC’s International Project Manager (and Drumbeat Festival program co-chair) Michelle Thorne worked closely with Mark Surman and other Mozillans to make this event happen–a huge shout-out to all the Mozilla volunteers! The Peer Learning Lighthouse tent, organized by CC Superhero Delia Browne, Alison Jean Cole (P2PU), and myself, focused specifically on overcoming barriers to reuse of CC licensed content and a future School of Copyright & Creative Commons at P2PU. One of the coolest outcomes of this tent was tech specifications around a CC attribution generator, a browser and platform plugin that would export the metadata around a CC licensed work to produce a formatted attribution. University of Michigan’s Molly Kleinman and our CTO Nathan Yergler, in collaboration with Mozilla, are working to make this tool a reality. Discussions on the School of Copyright & Creative Commons revolved around increasing global and linguistic reach of the Copyright for Educators courses, and also adapting the course for librarians, policymakers, and creators.

Excercise: Give some cases how to license artistic work with (c) or CC licenses.

Notes from group 1: Biggest resource: wiki.creativecommons.org/Jurisdiction_Database that covers the differences of the copyright laws. Another resource: Copyright-watch.org Issue: We don't just have geographical law, but also historical law, and laws following legal personas. Therefore everything is depending on what jurisdiction(s) you are in.

As a consequence, the cases can be (and should be more) generic, but the solution of the examples have to be localized to specific jurisdictions.

Recruiting local copyright educators as facilitators for the courses could be really useful. Suggestions for cases: - The cases for last years cases can be used again, but they are very anglophone-oriented, and should be genericised.

Notes from group 2 Core syllabus = general Cases and responses/interpretation = local

Resoucres: CC Jurisdiction JX database: http://wiki.creativecommons.org/Jurisdiction_Database

wipo, PD calc 

two separate roles: creating course and teaching course

   part of curriculum for educators, librarians
   convince depart of education (as part of ongoing training)
   "copyright for non-lawyers"

possible partners:

   copyright watch
   CC Affiliate Network

shorten course - digestable chunks, modular (Friday Session) NOTES FROM CREATIVE COMMONS ATTRIBUTION TOOL

Existing citation tools

Existing tools

   labs.creativecommons.org/ (tilde) nathan
   PDM - includes citation info

new ways to make attribution better:

   - Browser extension provides info directly on a page (existing exentionsion is 7 years old)
       - summer of code project to re-do
   - Platform specific (like Flickr), 

Wikipedia has a cite this button

   should include attribution info

Goal: user just pushes a button and auto

We need a tool for content platforms that can query the metadata around a CC-licensed object and export it in a properly formatted attribution.

Required attribution elements (metadata fields to query): 1) Title of the work being attributed 2) Attribution name (i.e. author, company, username) 3) Source URL for the attributed work 4) CC license name (i.e. CC-BY, Creative Commons Attribution Non Commercial) 5) CC license URL

Optional attribution elements (CC+) 1) URL for the author site 2) Contact information for additional permissions

Formats for the exported attribution: HTML Plain text

Reuser experience - Browser plugin/bookmarklet --- Click the button in your browser, and it pulls up a sidebar w/ the formatted attribution that appears in plaintext and HTML.

- Platform based --- Link or button that appears both on the content landing page and the download page if it exists --- When you click the link or button, there is some kind of pop-up, Ajax or pop up window or whatever, that offers two options for copying and pasting the attribution from HTML and plaintext. Make sure the RDFa ends up in there. Have a link for additional format options.

Authoring experience -Platform based -- Author needs to be able to specify something different from their username on the site (Flickr, Wikipedia, etc.) -- Ability but not requirement to include CC+ information about contact information for additional permissions

Closed platforms which we would like to implement this: Flickr Blip.tv Vimeo

Open platforms for which we would like someone to build/implement this: Wikipedia Drupal Wordpress Zotero

Some technical pieces -How is the information you want to pull specified in metadata? (Nathan Yergler will write this piece)

Some examples of what the attributions should look like: <a rel="license" href="http://creativecommons.org/licenses/by/3.0/"><img alt="Creative Commons License" style="border-width:0" src="88x31.png" /></a>
My Drumbeat Experience by <a xmlns:cc="http://creativecommons.org/ns#" href="http://open.umich.edu" property="cc:attributionName" rel="cc:attributionURL">Pieter Kleymeer (@bagabot)</a> is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/3.0/">Creative Commons Attribution 3.0 Unported License</a>.
Based on a work at <a xmlns:dct="http://purl.org/dc/terms/" href="http://flickr.com" rel="dct:source">flickr.com</a>.

My Drumbeat Experience / Pieter Kleymeer (@bagabot) / Creative Commons Attribution 3.0 Unported License.

2 versions Platform based Browser based

Ideas for future development - LaTeX export function (ask Molly Kleinman for more on this)

Creating a PLE Discussion about Flock and it's uses as a PLE.

Recommendation - if you only have one computer, Flock is great, but working across multiple platforms, netvibes is easier. Flock is also moving to Chromium rather than Firefox for the next version.

We had a brief introduction to what is a PLE. There is apparently two points of view. 1) Way of working 2) Creating something (platform software)

Quickly mentioned PLN (Personal Learning Network).

"This is a learning environment right now." (referring to all of us gathered together)

4 approches for PLE - wikis - social networks (Facebook) - aggregators (Netvibes) - browser based (Flock)

PELICANS // forgot what that was...

Briefly talked about some projects. 1st project: Piloty study

   Asked student to picture their ideal digital environment.

2nd project: hortdigital

   With teachers. Try to implment ICT's in their teaching strategy.

"There are as many ways to organize to a PLE as there are people."

Asked about things we use that could be part of a PLE, besides those mentioned - Instant messenger - Skype - ...

When trying to build a PLE, you need to ask yourself: - What do you need? - What are your goals?

Presentation of Netvibes and Flock as examples of possible PLE.

I was a bit confused and didn't really understand why Netvibes and Flock would be called *learning* environments, they feel more like *working* environments.

Clarification The method here is rather to look at the digital tools we use first, and then see how they can help us learn. How does Twitter fit into learning, how can it help me learn? In general, how does a digital tool fit into learning?

It's not simply about the tools but about the relationship with the tools. It's your new environment. What is it like to learn and live in a virtual space.

- e-portfolio - wall.fm - edufeedr

The sense of "places" is different.

network learning vs networked learning

For comments, feedback... ⇨ https://docs.google.com/Doc?id=dfzzffxc_334cs3x8khq Part II on Friday Augmenting your web-browser to make it a Personal Learning Environment


Find Additional Resources

   Folksemantic - 


   LibraryLookup Bookmarklet - http://jonudell.net/LibraryLookupGenerator.html
       example for my local library - http://userscripts.org/scripts/show/61185
   deeper web - https://addons.mozilla.org/en-US/firefox/addon/10187/
   similar web - https://addons.mozilla.org/en-US/firefox/addon/10548/?src=oftenusedwith

Assess Resources/Sites

   WikiTrust - http://wikitrust.soe.ucsc.edu/
   WOT - https://addons.mozilla.org/en-US/firefox/addon/3456/?src=api

Annotate Content

   Diigo - https://addons.mozilla.org/en-US/firefox/addon/2792/
   Trailfire - https://addons.mozilla.org/en-US/firefox/addon/3524/

Cut & remix content

   Clipmarks - https://addons.mozilla.org/en-US/firefox/addon/1407/
   Delicious - https://addons.mozilla.org/en-US/firefox/addon/3615/

Transform Content to be easier to learn from

   Readability - http://lab.arc90.com/experiments/readability/
   Ad Blocker Plus - https://addons.mozilla.org/en-US/firefox/addon/1865/
           - clozefox - http://dev.linguapolis.be/jetpack/index.html
           - langladder - http://www.langladder.com/
           - imTranslator - https://addons.mozilla.org/en-US/firefox/addon/2257/?src=oftenusedwith
           - text to speech - https://addons.mozilla.org/en-US/firefox/addon/91405/

   Greasemonkey - https://addons.mozilla.org/en-US/firefox/addon/748/
       UserScripts - http://userscripts.org/
       Platypus - https://addons.mozilla.org/en-US/firefox/addon/737/

Create new content

Connect with others • around content • specific communities

Identify what you need to learn


Identify what you've learned/where you are in your learning/how you learn

   Wikipedia Diver - https://addons.mozilla.org/en-US/firefox/addon/13794/

PART II - CREATING COLLECTIONS https://addons.mozilla.org/en-US/firefox/collections/


Add-On Collector - https://addons.mozilla.org/en-US/firefox/pages/collector

SO... What would YOUR (or "our" if we don't have time) Collection of Borwser Augmentations for learning be?

How else do you model your practice as a network learner for other learners?

PART III - WHAT NEXT? If this idea appeals to you, what are the other ways in which the browser can augment the end users experience of the everyday web and create opportunities for their learning?

What should we be targeting?

What are you already working on that, once installed, tweaked or configured would enable users to seredipitously encounter opportunities to learn, change and grow as they went around their normal web lives?

Peer Production and Commons Theory Course workshop

WE CONTINUE IN: http://www.p2pcourse.cc

Short URL: http://bit.ly/b3FCdQ

Read the full proposal: https://wiki.mozilla.org/Drumbeat/events/Festival/program/p2pProductionMaterials


• Discuss about peer production and commons theory • Define possible ways to teach and learn these topics • List key authors of the field • Create content list, syllabus and general description of an online course on "peer production and commons theory". • Invite more people and organisations to work in this project.

The Peer Production and Commons Thoery Course project: Some organisations and authors started to work in this project some weeks ago. We have a draft of the TOC of the course: http://etherpad.mozilla.org:9000/drumbeat-g11-toc

References and existing similar innitiatives • Keinform - kenform.org • Opentheory.org

Phases of development • Create syllabus • Define, collecte and create contents • Run / Implement the course • Can be implemented as virtual or f2f, with different approaches. • Shouldn't follow the traiditional education model = vertical, no democracy

Participants • Franco Iacomella - franco@freeknowledge.eu (Argentina) • Mayo Fuster (Spain) • Nicholas Bruns, Duke Univerity, HASTAC - nick.bruns@gmail.com • Aleix Pol Gonzalez, KDE - aleixpol@kde.org • Daniel Districh - Open Knowledge Foundation • Frederich - Open Knowledge Foundation • Wouter Tebbens, Free Knowledge Institute - wouter@freeknowledge.eu • Olivier, Platoniq • Andrea Santos, Education technology - (Brasil) • Carolina Botero, CC Colombia -

1) Can you tell me how the Free Knowledge Institute got started?

The FKI started as a spin-off of the Dutch chapter of the Internet Society. Our current president worked in several projects guiding the Free Software workgroup within ISOC, and between 2006 and 2008 the core team (Wouter Tebbens, Hinde ten Berge and David Jacovkis) came together running the SELF project (Science, Education and Learning in Freedom), designing a collaborative platform for the construction of educational materials about Free Software. We wanted to expand our activities to other areas of Free Culture, less related to ISOC's main objectives, and founded the FKI in 2007. In 2009 our fourth member, Franco Iacomella, strengthened the core team.

2) What is your background and why are you interested in the free sharing and reuse of knowledge?

Backgrounds can be found online: Wouter Tebbens, Hinde ten Berge, David Jacovkis, Franco Iacomella

Our interest in sharing knowledge without restrictions is huge. We can take this from various angles.

personal We have all experienced the great excitement to create, use and share knowledge. It's amazing to be able access this huge knowledgebase that the internet provides us, to contribute to a peer produced movie, reuse course books from others, listen to free music, use GNU/Linux, be able to create a book without anything else than your own time and that of your peers. And so much fun!

economicsWhen these fundamental activities can be done without restrictions, groups of people can exceed the closed forms of privatised knowledge production and usage. Innovation and increased productivity in the knowledge society is nowadays hindered by the private control through patents and copyright, or though the old hierarchies of command structures as you still see in many big organisations.

politics The production of knowledge, affects, code and images is also described as biopolitical production, or peer production. Many people are seeing that the current power system is not able to cope effectively with the needs of large portions of the world population. Human rights, transparency in political processes and equality are just but a few important prerequisites.

Now that we start to understand these new forms of production we can also appreciate why some of the strongest corporate powers feel so much threatened by these new forms of production, as they have so much to loose! Think of the entertainment industry, Big Pharma, Monsanto c.s. or the Microsofts and Apples of this world. And they try hard to postpone the real benefits from it with anti-piracy campaigns, DRM, TRIPS and so on.

We are working together with a growing multitude of people all around the world to stand up against these old "aristocratic" powers and establish the new forms of peer production of free knowledge within the old system of capitalism. We foresee that a new productive and organisational system is emerging from the ashes!

Some articles we have written about this you can find here:

 * Ten Points For Change
 * 2010, The Knowledge Society from a freedom centred perspective, conference

paper for the Free Culture Research Conference, Berlin, by Wouter Tebbens, Hinde ten Berge and David Jacovkis.

 * more...

3) What would you say is your main motivation for working on free and open education?

Equality and freedom are fundamental principles of democracy and are also basic preconditions for a true Knowledge Society. Information and communications technologies enable access to knowledge and higher levels of innovation and inclusivity, enriching the diversity of individuals and groups that are able to contribute and participate. The societal benefit of Open Educational Resources is very well stated in the Cape Town Open Education Declaration: ‘These resources (...) contribute to making education more accessible, especially where money for learning materials is scarce. They also nourish the kind of participatory culture of learning, creating, sharing and cooperation that rapidly changing knowledge societies need.’

Open Education should be a tool to change our societies. The historical role of education systems has been the discipline and depersonalise the students. The institutions of modernity sink into a world crisis that can no longer be contained or explained by these institutions, such a schools, nations or states. Under these transformations and fragmentation, production and circulation of knowledge must necessarily be rethought. Open education is an invitation to rethink the ways we relate to others with knowledge and with our own construction of subjectivity.

4) How did the Free Technology Academy get going? How many people are participating? What are the characteristics of your students in terms of their demographics and preparation for study? What kinds of projects are they working on?

Free Software, also known as open source or libre software, allows the code to be used freely, which means that it can be used, copied, studied, modified and redistributed without restrictions. Free Software, as opposed to proprietary software, offers the freedom to learn and to teach without engaging in dependencies on any single technology provider. This freedom of choice is considered a basic condition for an autonomous person in the information society.

Although there is a growing interest in free technologies (Free Software and Open Standards), still a limited number of ICT professionals, teachers and decision makers have sufficient knowledge and expertise in these fields. This is particularly problematic since these are crucial actors in promoting and implementing free technologies.

In order to tackle this problem, the Free Technology Academy has been set up as a distance education programme, a joint initiative from several educational institutes in various countries. It aims to contribute to a society that permits all users to study, participate and build upon existing knowledge without restrictions. The programme consists of specific modules to enable ICT professionals, learners, teachers and decision makers to upgrade knowledge and acquire relevant skills on free technologies. Those users interested in getting a master degree can complete their studies and get a degree at one of the universities engaged in the Free Technology Academy.

The FTA offers an online master level programme with course modules about Free Technologies. Learners can choose to enrol in an individual course or register for the whole programme. Tuition takes place online in the FTA virtual campus and is performed by teaching staff from the partner universities. Credits obtained in the FTA programme are recognised by these universities. The full master programme can be concluded at one of the universities. All our modules are delivered in the FTA Virtual Campus, and everything is designed to make everyone can participate from any place with an Internet connection. Moreover, in-class communication is mostly asynchronous and takes place in forums and other web-based tools, so people can adapt their studies to their own schedule and time zone.

Learners come from all continents, though the majority from European countries. Most of them combine the FTA courses with their work. That's an important reason for us to run the courses asynchronously, i.e. there is no need to be online in the virtual campus at a specific time, but instead you can participate at the time that fits you best, as long as you participate regularly, of course! The educational methodology is based on participation and activities and assignments in the virtual classroom. The tutors guide the learners through the 13 weeks courses and provide an assessment, which entitles the learner to an FTA certificate.

The first phase of the FTA has been financially supported by the Life Long Learning programme (LLP) of the European Commission. During that phase, we attracted over 150 learners and provided seven modules. The second phase will start in 2011 with 24 modules being offered. For the tentative programme, please see http://ftacademy.org/programme/2011.

5) What do you think is the relationship between free software and open education? Why is it that so many people who are interested in one, are working on building the other?

We believe that the Free Software Movement ideas inspired "Open Education" by setting a critical approach on what they call "intellectual property" and the way societies relate to the knowledge that they produce. But there are still important differences between both movements since "Open Education" is not well defined yet and attempts to achieve a solid and unique point of view too soon. We personally think of "Free/Open Education" as a metaconcept that needs to be discussed:

 [1] in the infrastucture layer, it includes free technologies, such as Free

Software, and common property on tangible educational resources;

 [2] in the content layer it adopts free contents, free licenses, establishes

the "Open Educational Resources" definition and set the Open Access movement;

 [3] in the pedagogical layer we find different ideas such as edupunk,

self-learning, popular education, DIY, Critical consciousness, Critical pedagogy, amongst others: new and old ideas that in some way challenge traditional and formal education.

6) What are the main obstacles standing in the way of an entirely free and open world of higher education? Are they technological, social, matters of government policy or the conduct and structure of institutions?

We could write a whole book about this topic :-) In a broad scale, we can say that the main obstacles are not technological, they arise from policies in governments and educational institutions. Some have to do with recognition and certification of formal learning, others with pedagogical models that have not evolved to adapt to the knowledge society, and others with copyright law and publishing practices that are not exclusive of education.

7)Do you think institutions will adapt to the new reality or will educational innovators have to find workarounds?

Institutions would possibly need to make huge transformations and that's what we target. "Education" as a concept itself is being redefined.

The ideas that formed the basis for most of the last century institutions, such as discipline, exploitation, control, consumption and oppression may only be subverted to the extent that our societies begin to rethink itself out of the main hegemonic discourses of modernity: the State and the Market. The great challenge of our time is to save the world from inevitable collapse of the current global capitalist system through the construction of distributed, sustainable, egalitarian and autonomous societies.

8) There are concerns about participation in open education by traditionally disadvantaged student populations. What is the best way to reach these students?

Open education empowers traditionally disadvantaged student populations. The old Dutch saying "if you were born a dime, you can never become a quarter" is being put aside by, amongst others, open education. The success of open education depends on a well-structured outreach to these populations, together with facilitation and guidance. You're not done by putting learning materials online along with a note "you can download these, click here". You need to initiate and mobilize the networks (start with your neighbour) - and you'll find out these networks are intertwined and energized by each other. Then facilitation and guidance peek around the corner. Enable the students to have access to technology, whether that be work in developing and transitional countries, or by teaching your mother-in-law how to switch on a computer. Empower them to be part of the process: provide tools to encourage them to share their knowledge by providing feedback and/or improve the materials, or perhaps taking on a leading role. And guide them, be there when they have questions. A black hole might seem exciting but none of us really wants to jump in one.

Open Education tools, such as open education resources, can be a bridge to talk about "freedom in education" again. Disadvantaged student populations and popular sectors had been the main actors of the most important social transformations and forefront of pedagogical and educational innovations. We hope that Open Education can contribute to a new understanding in education. It is particularly interesting to note that a century ago, right here in Barcelona, the "Escuela Moderna" (Modern School) was founded by free-thinker Francesc Ferrer i Guardia. The school's stated goal was to "educate the working class in a rational, secular and non-coercive setting" and is, at the present, a main milestone in the critical pedagogy ideas and in the history of education.

9) Your hope and interest in participating in Mozilla Drumbeat Festival?

We hope we can meet with many open education and free technologies enthusiasts. We hope that the proposed methodology allows us a more fluid and participatory interaction than normally occurs in traditional conferences. The idea of an open festival promises to be very innovative and could mean a breakthrough in the type of organization and dynamics that takes place in community meetings.

10) Anything else you'd like to say about the future of education? What will education look like in 2020?

We hope it will be fun and engaging, and will allow learners of all ages to grow as autonomous individuals and participate in a global community.


- -- David Jacovkis Free Knowledge Institute IM/VoIP/phone on request "Unlocking the knowledge society" 41.4438, 2.0748 http://freeknowledge.eu


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