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Stephen Downes Free Learning Essays on open educational resources and copyright Stephen Downes National Research Council Canada 2 Free Learning Free Learning Essays on Open Educational Resources and Copyright Stephen Downes Copyright (c) 2011 This work is published under a Creative Commons License Attribution-NonCommercial-ShareAlike CC BY-NC-SA This license lets you remix, tweak, and build upon this work non-commercially, as long as you credit the author and license your new creations under the identical terms. View License Deed: http://creativecommons.org/licenses/by-nc-sa/3.0 View Legal Code: http://creativecommons.org/licenses/by-nc-sa/3.0/legalcode Stephen Downes 3 I want and visualize and aspire toward a system of society and learning where each person is able to rise to his or her fullest potential without social or financial encumbrance, where they may express themselves fully and without reservation through art, writing, athletics, invention, or even through their avocations or lifestyle. Where they are able to form networks of meaningful and rewarding relationships with their peers, with people who share the same interests or hobbies, the same political or religious affiliations - or different interests or affiliations, as the case may be. This to me is a society where knowledge and learning are public goods, freely created and shared, not hoarded or withheld in order to extract wealth or influence. This is what I aspire toward, this is what I work toward. 4 Free Learning Free Learning Introduction .................................................................................................................................................. 6 Shifting Morality ........................................................................................................................................... 9 Copyright, Ethics and Theft ......................................................................................................................... 11 Pay Per Post ................................................................................................................................................ 24 Paid Content ............................................................................................................................................... 25 Will Richardson’s Business Model .............................................................................................................. 27 IIEP-OER: Our Discussion............................................................................................................................. 31 Copyright and Creativity, Again .................................................................................................................. 33 Reusable Media, Social Software and Openness in Education ................................................................... 35 Economics in a DRM-Free World ................................................................................................................ 48 Zero ............................................................................................................................................................. 52 Making Software, Making Money ............................................................................................................... 53 Models for Sustainable Open Educational Resources ................................................................................ 62 Crowdsourcing the Future of eLearning ..................................................................................................... 81 Access2OER: The CCK08 Solution ............................................................................................................... 84 Thoughts on Solutions ................................................................................................................................ 88 Valuable Learning........................................................................................................................................ 92 Noncommercial? ......................................................................................................................................... 95 Why Not CC-By? .......................................................................................................................................... 98 Criticizing the Cape Town Declaration ...................................................................................................... 100 Another Kick at the 'Free Content' Cat ..................................................................................................... 104 SELF: Building Knowledge in Freedom ...................................................................................................... 107 Mixing Content.......................................................................................................................................... 109 Understanding Me .................................................................................................................................... 111 OERs – Moving On..................................................................................................................................... 119 The DNC Kindle Plan.................................................................................................................................. 121 Open Content, Enclosure and Conversion ................................................................................................ 122 Open Educational Resources: A Definition ............................................................................................... 133 Learning and Ownership ........................................................................................................................... 138 Stephen Downes 5 Copyright Consultation Submission .......................................................................................................... 142 Open Source Assessment .......................................................................................................................... 161 Claiming Ephemeral Media ....................................................................................................................... 166 The Argument Against Usage Based Billing .............................................................................................. 167 The Open Journal Format ......................................................................................................................... 171 On Open Access ........................................................................................................................................ 175 The OER Debate, In Full ............................................................................................................................ 177 6 Free Learning Introduction Issues surrounding copyright and free access are among the most divisive and most important of the digital age, bringing into the open questions about the nature of knowledge, of content, of society, identity and democracy. So there should be no need to defend the presentation of a volume of thought on these issues, and yet, I nonetheless feel compelled. Some will say the release of such a larger work, which collects lecture transcripts, blog posts, position papers and essays, offers no new value. Others will suggest that the arguments based in such a work are needless semantics, hair-splitting, and unnecessary. Still others dismiss the positions advocated here as too radical. Yet I am not aware of any extended work that treats these issues in anything like a systemic fashion, much less a volume that stakes out the particular perspective on open access I offer in this work. For this reason along, a collection of these essays is necessary, as a version of record. And I think I am in a position to offer such a version, and I think there is a historical necessity for one. Indeed, it wasn’t until being engaged in the OER debate of May, 2011, that I realized how one particular version of the history of open source had taken sway, had become enshrined as the history of open source, when my own lived history was based on, and as a part of, quite a different history, one that had its origin not in the computer science departments of major U.S. universities, but in the back streets of FidoNet and the underground corridors of MUDs and MUDLibs. There is a story to be told about open source, open content, and open learning from the point of view of the person desiring access to these things, rather than from the point of view of the provider. And it has been my steadfast (if I may say so myself) setting of the priority on access that draws out and clarifies this alternative perspective on free content, free software and free learning. It is not just a point of fine semantics that determines, for example, whether ‘free’ includes or excludes commercial trade in the work. For those who make the fine distinction between ‘free’ as in gratis and ‘free’ as in libre I offer the sometimes baffled questioning of how one can exist without the other. And as we have entered into an era in history in which everything – from content to software to business methods and even DNA – is being valuated and commoditized and subject to the will – and whims – of the marketplace, we need to at last take into consideration a perspective on open learning that at least considers as reasonable an alternative perspective. The title of this
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