Useful Free Tools for Back to School From the Internet Archive

As students around the world resume their education - perhaps in a physical classroom - probably online - there is still a lot of uncertainty.

The nonprofit Internet Archive is dedicated to Universal Access to All Knowledge. They provide a number of free resources for parents, students, teachers, and librarians around the world—check out these tools for remote learning!

Over the past several months, the Internet Archive has collaborated with a number of educational specialists to determine how our collections can best serve teachers. You can leverage the Open Library to get new material or find lesson plans to make curriculum preparation easier.

oregon trail screenStudents can also access the Open Library books. For younger students, there are Kid-Friendly resources. For homework help, The Internet Archive has a huge array of textbooks and study guides. If you’re looking for primary sources to cite in your History assignments, our 26 million historical books and texts are a great place to start; if you’re trying to get through English class we also have thousands of works of literature from around the world.

There is even a huge collection of educational (and some less-educational) software and computer games if you need a study break.

The American Libraries collection includes material contributed from across the United States including the Library of Congress, many local public libraries, including material in the public domainand materials sponsored by Microsoft, Yahoo!, The Sloan Foundation, and others.

Might Your Fall 2020 Courses Be HyFlex?

The HyFlex model is one that is being considered by schools for this fall semester. In this model, teachers teach simultaneously to students in their classroom and other students connect synchronously to the class. It can be labeled in other ways - hybrid, flex, blended - but all of them provide options for students who can’t come to class for health or logistical reasons. For this fall semester, this can also allow for socially distant classrooms because students can rotate through classroom spaces on alternating days.

At my university, NJIT, one model is called converged learning and offers a third option for students to view a class recording asynchronously later. By reducing the number of in-classroom students, they plan to use large spaces to socially distance students in courses that require face-to-face teaching, such as labs and studio courses. For a science and technology university, using physical spaces is essential for many courses.

Some faculty feel it will be very difficult to engage students in multiple locations. HyFlex also pushes faculty back to the "sage on the stage" lecture format that we have been trying to move away from the past two decades in order to increase engagement. many faculty at all grade levels still do not feel comfortable with the online technology even after the emergency switch over to it this past spring.

As an instructional designer, I feel that you need to design a course as a fully online one and consider the in-person portion (if it does occur this fall) as the enhancement. Don't expect the in-person portion to carry more than half of the teaching and learning.

Some things are better done in the classroom. Lecture probably isn't one of those things. Teachers and designers need to consider the differences based on the course, the space, and the instructor. In a FLEXible course, group might be best in-person or easier with more time put online. You wouldn't want to waste any lab or studio time lecturing.

In "Active Learning in Hybrid and Physically Distanced Classrooms," Derek Bruff, director of the Center for Teaching at Vanderbilt University, posted about using the technology. He suggests that you might forego classroom discussion and have students respond to questions using live polling and web conferencing platforms.

For any of the flex models to work, all the class materials, assignments, group work, and other activities need to be ina a learning-management system so that they can be accessed no matter where they are learning. Bruff thinks it's a misconception that flex courses require two versions of a course for the classroom and for online.

If you want to know more about HyFlex, look into Brian Beatty's open-source book, Hybrid-Flexible Course Design.  

Kevin Kelly wrote a guest post, "COVID-19 Planning for Fall 2020: A Closer Look at Hybrid-Flexible Course Design" with examples of how a HyFlex class session might work. 

An Open and Shut Educational Case

OER knife
Open Source "Swiss Knife" - illustration by Open Source Business Foundation - licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license

Here are some concepts that I see used as hashtags, which is a sign that they have a following: lifelong learning, lifewide learning. open education, open learning, open universities. Around 2012, when MOOCs went large, the open of Massive Open Online Courses was a really important part of what defined those courses. Today, the open part has been lost in many instances where you see the MOOC term applied to an offering.

I created a category here in 2006 called "Open Everything" as an umbrella term for what I saw as a trend which would include MOOCs, OER (Open Educational Resources), open textbooks, open-source software and other things used in "open education" and beyond what we traditionally have thought of as "education," such as training, professional development and unsupervised learning.

It's not that this openness started in 2012. In 2006, I was posting in that category about a conference on interoperability, iTunes U, podcasts, Creative Commons and other open efforts. It wasn't until 2008 that I used the term "Open Everything" in a post as a movement I was seeing, rather than just my aggregated category of posts. 

That 2006 conference brought together schools using different course management systems (CMS such as WebCT, Blackboard, Moodle, Sakai) to see if there might be ways to have these open and closed CMS work together. Moodle and Sakai were open-source software and schools (including NJIT where I was working) were experimenting with them while still using the paid products. At that time, a survey of officials responsible for software selection at a range of higher education institutions responded in a survey that two-thirds of them had considered or were actively considering using open source products. About 25% of institutions were implementing higher education-specific open-source software of some kind.

On a much larger scale, there were open universities with quite formal learning, such as the Open University in Great Britain. There were efforts at less formal learning online, such as Khan Academy. There was also the beginning of less formal learning from traditionally formal places, such as MIT’s OpenCourseWare.

The MOOC emerged from the availability of free resources, such as blogging sites, that were not open in that you probably could not get to the code that ran it or reproduce it elsewhere but were freely available. 

The Open Everything philosophy embraces equity and inclusion and the idea that every person has a right to learn throughout their lives. It champions the democratization of knowledge. 

In the 14 years since I started writing about this, we have made progress in the use of OER. Open textbooks, which I literally championed at conferences and in colleges, are much easier to get accepted by faculty than it was back then.

Unfortunately, some things that began as open - MOOCs are perhaps the best example - are now closed. They may not be fully closed. You can still enroll in courses online without cost. You may or may not be able to reuse those materials in other places or modify them for your own purposes.

In 2017, I wrote that David Wiley makes the point about "open pedagogy" that "because 'open is good' in the popular narrative, there’s apparently a temptation to characterize good educational practice as open educational practice. But that’s not what open means. As I’ve argued many times, the difference between free and open is that open is “free plus.”

Free plus what? Free plus the 5R permissions." Those five permissions are Retain, Reuse, Revise, Remix and Redistribute. Many free online resources do not embrace those five permissions. 

I view the once-open doors are mostly shut. I hope they won't be locked.

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