Creative Commons Certificate Course

In response to the growing use of Creative Commons (CC) licenses globally and the corresponding need for open licensing expertise, CC offers the CC Certificate course.

The CC Certificate trains people in copyright, open licensing and the ethos of working with our global, shared commons using CC licenses. The program is an investment in educators and advocates of open movements, offering a way to build and strengthen their open licensing and “commons” expertise.

This course is open to everyone, from university students and entry-level professionals to experts in the fields of library science and education (more fields forthcoming).

cc certs

The Certificate is a community development program, investing in people like you, who work in and advocate for open movements and the Commons. The CC Certificate powers you with the knowledge to better advise your institution on creating and engaging with openly licensed works. You will learn how to adapt and innovate on existing openly licensed materials–keeping your institution’s knowledge base relevant and up to date. You will also learn how to best support learners accessing a wider array of open knowledge resources. Finally, the Certificate equips you with skills needed to meet open licensing requirements increasingly present in government and foundation grants and contracts.

To learn more about the course, visit certificates.creativecommons.org

The Online Learning Perfect Storm

online learnerAwhile back, edX CEO Anant Agarwal wrote in Forbes "How Four Technologies Created The 'Perfect Storm' For Online Learning." The four technologies are cloud computing, video distribution at scale, gamification, and social networking. A commentary by Stephen Downes doesn't question the impact these four have had on online learning, but he does question Agarwal's claim that each is a part of edX.

For example, he notes that the claim that "social networking" is present is because it uses a discussion board. That is certainly a stretch. For gamification he cites "simulation-based games, virtual labs, and other interactive assignments," none of which is integral to edX.

Downes considers the article "lightweight" but though there may not be a perfect storm it is worth noting the impact of those four things beyond edX.

Cloud computing has allowed exponential scalability in many sectors including online learning. Online learning platforms (Does anyone say learning management systems anymore?) became more responsive and faster.

Scalability was certainly key to the emergence of MOOCs. When some colleges tried their own MOOC offerings they realized that they couldn't handle the jump from courses with 25 or 100 students to ones with thousands of students. Of curse, even if you are still offering smaller online courses, the cloud allows all students to benefit from faster, more responsive platforms.

Video has been a part of online learning for 40 years if you go back to ITV, videotapes, CDs and DVDs. Broadbandallowed video to stream and sharing and distribution really hit about the same time as MOOCs were starting to gain initial momentum. YouTube and Vimeo allowed some smaller institutions a way to distribute high-quality videos.

When I was at NJIT, I got the university to sign on in 2007 as one of the first of 16 universities to use Apple's iTunes U. That gave us a much larger presence in online learning. I wrote about it extensively on this blog. But iTunes U didn't grab the market share the way MOOCs and YouTube did. The interface was not friendly to universities or to users. You don't hear it mentioned much by educators now and I doubt that it will exist in 2020.

iTunes U was important for sharing university lectures and some supporting documents. It was more open than what we would expect from Apple because the content was opened up by the institutions (colleges and also educational institutions like museums). I consider it an early tool in the MOOC movement. 

Gamification has been a buzzword for a long time, but it still hasn't made its way into most learning platforms by for-profits or in colleges. There's no doubt that instant feedback and more active engagement in the learning process produces better success, but I find faculty still back off at the word gamification. Some of that fear or disdain is because they associate it with videogames and gaming sounds less "educational." This is a misconception, but one that has persisted. I always used to say that just say "simulation" instead of gamification and you'll get more buy-in from faculty. Sometimes that worked.

Simulations that use game strategies and components can be used in virtual labs and many interactive activities, knowledge checks (graded or not) and assignments in order to promote higher-order thinking tasks such as design, analysis, synthesis and evaluation. The "fun factor" shouldn't be ignored although that is part of the hesitation from faculty. There is this sadly persistent idea that learning is supposed to be difficult and not fun.

Social networking came on strong in the era of Web 2.0. Today it comes in for a lot of criticism. I believe that many educators who were using Twitter, Facebook and other social sites in their teaching have backed away. part of that is the criticism and privacy issues on such sites and part of it is that there are some tools built into platforms that allow for a more private social experience. However, posting your thoughts in an LMS for the rest of the class really doesn't duplicate or approach the experience of posting it online for a large part of the world. Twitter boasts 330 million monthly active users (as of 2019 Q1) and 40 percent (134 million) use the service on a daily basis (Twitter, 2019).    The chance to interact and possibly collaborate across the globe is no small thing.

What will create the next perfect storm in online learning? Agarwal suggests that the next four high-impact technologies will be AI, big data analytics, AR/VR and robotics.

The Books We Teach

      

In 2015, Columbia University’s Open Syllabus Project wanted to learn what books are being taught. Using data from over one million syllabi from university websites worldwide, they came up with a list of books that have been most frequently taught over the past decade. Since the, they have added another 5 million syllabi.

Would you be surprised that the top titles on the list did not change significantly? I am not surprised. Actually, I would not be surprised to discover that our reading lists haven't changed in the past 50 or, in some cases, maybe even 100 years.

This is not a list of just American colleges. "Classics" such as The Republic and the Communist Manifesto. There are not many titles on the list that I couldn't have found on my reading list as an undergrad almost 50 years ago.  

open syllabus

You can see interactive visualizations of the data at https://galaxy.opensyllabus.org/

The “traditional Western canon" dominates the top 100. Plato’s Republic is at #2 and The Communist Manifesto is at #3, and #5 is Frankenstein. Then, there comes Aristotle’s Ethics, Hobbes’s Leviathan, Machiavelli’s The Prince, Sophocles’ Oedipus, and Shakespeare’s Hamlet.” These titles have remained pretty stables over the years.

Who holds the top position? It is the slender writing guide Elements of Style.  

The top 50 is heavily male-dominated. However, some novelists make the list, including Jane Austen, Toni Morrison, Anne Moody, Leslie Marmon Silko, and Alice Walker.

The most-taught books tend to fall into either philosophy, literature, textbook, or guidebook. The entire list includes 165,000 texts, so there is variety. And nothing every book is "classic" since there are newer titles in areas like gender studies, media studies, digital culture, and environmental studies.

This is different from the list of the most influential academic books compiled a few years ago, although there are some shared titles. The Prince and The Republic are on this list too. It makes sense that books considered to be "influential" would make the syllabus list. But this list was made by academic booksellers, librarians, and publishers. On this list, the top spot went to Darwin's On the Origin of Species.

Here are some from that list of 20. 

  • A Brief History of Time by Stephen Hawking
  • Critique of Pure Reason by Immanuel Kant
  • Nineteen Eighty-Four by George Orwell
  • Silent Spring by Rachel Carson
  • The Communist Manifesto by Karl Marx and Friedrich Engels
  • The Female Eunuch by Germaine Greer
  • The Rights of Man by Thomas Paine
  • The Wealth of Nations by Adam Smith
  • Ways of Seeing by John Berger

Should we interpret these results as meaning that faculty are stuck teaching the same things over and over? If so, why? Because they are "classics"? Because the faculty are a bit lazy about preparing new material? Because it is what is expected by their department or academia?  That data doesn't answer these questions. 

Wikipedia, Ants and Stigmergy

herring swarm

Swarming herring


I like to discover new words, new fields of study - new things in general. My new one for today is STIGMERGY. According to Wikipedia (an apt source or the definition, as I will explain) is stigmergy is a "mechanism of indirect coordination, through the environment, between agents or actions.” That is not a very clear definition.

The concept of stigmergy has been used to analyze self-organizing activities. Those activities cover a wide area: social insects, social media, robotics, web communities, and the wider human society.

One principle of stigmergy is that the trace left in the environment by an action stimulates the performance of a next action, by the same or a different agent. This can explain the way an ant colony operates. It can also explain how Wikipedia articles are created and changed.

Social insects, like ants and bees, have long been a model of collaboration. Global knowledge sharing through asynchronous collaboration is a newer example. I believe I may have heard this word a or concept more than a decade ago when "Web 2.0" was a new and much-talked-about idea. Now, I hardly ever hear Web 2.0 mentioned - and that's not because we got past it and into Web 3.0.

The word is not all that new. It was coined in 1959 by French biologist Pierre-Paul Grassé in reference to termite behavior, from the Ancient Greek stigma, "mark”, “sign" + ergon "work”, “action."

You might hear the word used in a conversation about swarm intelligence. Swarm intelligence (SI) is the collective behavior of decentralized, self-organized systems, natural or artificial and it is employed in work on artificial intelligence and applications such as cellular robotic systems. It has been studied in the natural world in ant colonies, bird flocking, hawks hunting, animal herding, bacterial growth, fish schooling and the somewhat scary world of microbial intelligence.

The World-Wide Web is the first stigmergic communication medium for humans. The earlier telephone and even email don't count as stigmergic communication since they are only readable by the people on either end. Stigmergic communication means the messages are readable by everyone. And radio and TV don't fit the definition because they are read-only mediums for most people (until the Web emerges and the read/write of Web 2.0 takes hold). 

Wikipedia with its millions of contributors is an example of stigmergy. Its editors are a good example of how these traces of articles and edits left in the wiki environment stimulate the performance of a next action, by the same person or a different person(s).

I discovered (or possibly rediscovered) stigmergy from an episode of the playswellwithothers.org podcast with guests Katherine Maher, the executive director of the Wikimedia Foundation and Clint Penick, an ant researcher and assistant research professor in the Biomimicry Center at Arizona State University.

 

FURTHER READING
https://wiki.p2pfoundation.net/Stigmergy
"Stigmergy as a universal coordination mechanism I: Definition and components"