Another open source software example is our current Learning Management System. Sakai is a type of open source software falling under what is called an Educational Community License. Wikipedia explains, “Sakai is a community of academic institutions, commercial organizations and individuals who work together to develop a common Collaboration and Learning Environment (CLE).” While this is software development, the interesting part of the project is the collaboration of educational entities to make recommendations for improvement, share “bug fixes,” and further develop and improve Sakai. It is an ongoing and active community effort.

A great collection of open source tools for education is found at Innovative Learning. Not only does the site link to a definition of open source but they provide 25 open source learning tools by category. Categories include Content Management Systems, Learning Management Systems, Media Production, Collaboration Tools, Social Networking, and Evaluation Tools. If you are unsure where to begin investigating open source, this is a good place to start.

April makes a further point that “open source encourages collaboration, innovation, and transparency in process.” It’s this idea of a community of organizations and individuals working together that I find intriguing and worth exploring. If we expand this concept beyond software development as April suggests, we begin to see an increasing movement in the educational community to collaborate and develop innovative projects, all made possible by web 2.0 thinking.

So what are some examples of collaboration in the education community or what we are calling “open source learning?”

One concrete example is WikiEducator, a wiki space built on the same general idea as Wikipedia but specifically for educators. This wiki is a collaborative, community effort of educators focused on generating free online content.  Content areas include early childhood, primary and secondary education, teacher education, professional development, and more.

Wikiversity is another open source project built on a wiki format. The project is hosted by the Wikimedia Foundation, the same entity that hosts Wikipedia. Wikiversity provides access to over 11,000 learning resources for pre-school through university learners. The site focuses on creating free educational resources and developing collaborative learning communities for teaching and learning.

Curriki is another community-based site worth investigating. The portal site says, “Curriki is an online environment created to support the development and free distribution of world-class educational materials to anyone who needs them.” Here you can find core subject content, contribute content, and connect with other educators. The site boasts 95,000+ members.

A portal similar to Curriki is Connexions. Content found at Connexions is made available for use and adaptation under a Creative Commons license. “Connexions is an environment for collaboratively developing, freely sharing, and rapidly publishing scholarly content on the Web.” Content is organized in both Modules and Collections and available in a number of languages.

A couple of great articles on open source learning you may want to check out are:
Open Source Learning: A New Pedogogy for 21st Century Aspirations by Jonathan Isham, Jr.
Open Source Learning by Anne H. Moore.

Additional Open Source Sites:
OpenCourseWare Consortium

ZaidLearn’s collection of OCW and OER

The reoccurring theme at all of the sites/portals highlighted is the focus on the development of free content through a collaborative community of educators. In fact this blog post came together through a collaborative community effort. (Many thanks to my LinkedIn network, Christy, and Lee Anne!)

What examples of open source learning do you have to share? How have you used open source in your teaching and learning?

If  you look at the mindmap, though, you can see that this concept extends to just about every aspect of our lives today. The idea is simple but the effects are far reaching: open source encourages collaboration, innovation, and transparency in process.

For your classroom, though, it means that you have access to a wide variety of tools that may be used in an educational setting without worrying about cost or licensing (for the most part).

Some great open source tools for creation, collaboration, and education are:

• WordPress - (.com rather than .org)
• Audacity - for creating podcasts or sounds
• Firefox - an Internet Browser
• Moodle - a learning management system
• Wikipedia – an online encyclopedia which uses an open source platform as well as offering open source content
• Dimdim – an web conferencing tool
• Freemind - a mindmapping software
• Openoffice – a productivity suite (think Microsoft Office)
• Bloglines – a rss aggregator that isn’t open source itself but runs on open source software
• Elgg - a social networking platform
• Camstudio - a screencasting tool

The list of open source tools above made Jane Knight’s top 100 list for 2009. Some others that didn’t make the list but are still outstanding are:

• GIMP - a photo editing program
• Nvu Web Authoring Software – an html editor similiar to Dreamweaver
• Zotero - a Firefox extension that helps you collect, manage and cite research sources
• Joomla - a content management system
• Drupal - a content management system
• Thunderbird – an email client created by Mozilla (also the creator of Firefox)
• ExE – a content authoring program that was specifically developed for teachers
• Sophie - book creation tool that redefines the term “book”
• Inkscape – vector creation program
• Pencil - 2D animation program

And the list could go on and on. The point is that you can use the tools to help develop content for your classroom. You do not have to redistribute the content created with these tools. What you make is yours.

However, if you want to, you can offer the content you create to the rest of the community through Creative Commons licensing. And, really, the choice is yours. That, too, is part of the idea behind open source.

This month we will explore what open source means not just in terms of software but how it might be applied to other aspects, like education and government. We encourage you to become a part of the community by commenting on our posts and adding to the knowledge base (this too is part of open source!).

Coffee Shop

writing skills… but not just a public forum within the classroom or school. She literally used the public, customers at coffee shops, to teach students about collaborative journaling.

Here is how it worked. The instructor, Ellen Stackable, left the students’ journals each evening at coffee shops around town. Coffee shop customers would read the student comments, add their responses and follow-up comments… dialoguing with the students through the journals. In this particular case, the collaborative writing was physical, not virtual. The student buy-in, as well as, that of the customers was apparent in the progress of the project and the students’ comments about the experience.  The Tulsa World newspaper published an article highlighting the project, in case you are interested in reading more.

I see strong parallels between the interaction and engagement in this project and the projects involving student blogging from Christy’s post earlier this month, not just because students are developing writing skills.  More important in both examples is the conversation with an unknown public.

So, what is it about public writing that draws students (and the audience) in? Is it the conversation or topic that is so engaging? Or perhaps the recognition that someone is actually interested in what they have to say? Think how important it is to you to know you are being heard.

What a powerful message of conversation… knowing someone is “listening” and responding! I know, it works for me!

Aaarrgh!

All is not lost though! The date and time might very well pop up on the Internet and, if I have my own RSS feed in place, I can have it sent to my feed reader, also know as an aggregator, to keep me updated. To do that, create an OPML file and upload it to the feed reader.

Gina Trapani has a great tutorial on how to create one for Google Reader. Netvibes and Bloglines also allow you to create OPML files and upload them.

You can do the same thing about people and topics you want to follow. Create an OPML file and feed it into your RSS aggregator. Be proactive in your findability and personal learning.

What does it mean to be findable, though, on a professional level?

It isn’t just opening up a LinkedIn profile (although that’s a good start) but also being active in the learning community at large. You are an expert in your field and therefore should be findable. That means that if a peer reads a comment on a forum you belong to, he or she may want to read your blog. Or find an article you wrote last year. Or respond to something you wrote on a wiki or on Twitter.

By being visible, or findable, on the Internet you are participating in a learning community that spans the globe, age range, and digital divide.

Resources

• Open Directory > List of Web-based Feed Readers
• 8 Tools to Track Your Footprints on the Web
• Feed Your Ego with RSS

An eighth grade English teacher, Jessie Thaler, says that being thanked was the most surprising effect of having her students blog. Her students weren’t used to being appreciated for what they do. Being visible and findable online means that her students’ work can be appreciated. And it should be; check out what her students have written. (Those of you who have taken or facilitate Cultural Competence: A Transformative Journey will recognize the “Where I’m From” poems as a similar activity from one in that course.)

That idea of being “findable” is our blog theme this month. One of the benefits of Web 2.0 technology is that it gives us the opportunity to make learning visible online. In Building Online Collaborative Environments, we talk about being “clickable.”

When we talk about making students “clickable,” we mean making them accessible to search engines and making it easier for people to find them and their work. It’s much more difficult for students to build their learning networks if no one else can find them (or at least their content).

When Jessie Thaler’s students post to her blog, they are building a learning network. They are making connections with others that would be difficult or impossible without this technology.

Being visible means students have an authentic audience for their work. How many hours did you spend in school writing papers that no one read besides you, your teacher, and maybe your family? Knowing that others can read their writing can be very motivating for students. High school math and computer science teacher Chris Higgins has written about the motivating effect of a map showing locations of visitors to his classroom site. Students are so excited about these global visitors that they check the stats on weekends and use Google Earth to explore the locations.

This also means we all have an easy way to support other educators, even if we can’t visit their physical classrooms. We can thank students for sharing their work; we can be the authentic audience that helps motivate them.

Now I have a favor to ask of you. Can you please find some student work posted online and be their audience? Thank them or give them feedback; just go comment and let them see that their work is appreciated. Look through the featured posts from Class Blogmeister for some inspiration (to leave a comment, click the teacher’s name and then look for the student entries in the left navigation of the classroom blog). You can also try this list of classroom blogs, although some of these blogs aren’t currently being updated. If you know of some great student blogging happening, please share the link in the comments below.

Thank you!

Image Credit: cc licensed flickr photo shared by psd

Over the course of my previous online experience, I have been a student, an instructor, a principal for a virtual high school, and a district manager for all online learning. Strangely enough, my horror stories are not focused on the Chemistry students who did not receive their lab kits, or even the software that refused to download, although those were challenges. My horror stories are more about relationships and people. The instructor who failed to show up in an online course for two weeks because someone in central office neglected to tell him he was scheduled to teach. The group member who waited until the last minute (literally at midnight!) to submit her portion of a large project. The superintendent who thought we could have hundreds of students in one course because “how hard could it be to teach online.”

More horrifying yet, are the individuals who’s vision of online teaching and learning takes on a 1998 perspective. The attitude of “but we’ve always done it this way” rather than embracing the possibilities of a 2010 online classroom. Web 2.0 tools and web 3.0 thinking.

When you look at your vision of online, are you a Gatekeeper or a Keymaster? The cataclysmic event being a 1998 vision that results in a old-school perspective of online learning. Or are you a Ghostbuster banishing the old thoughts that prevent the expansion of new ideas and possibilities?

Aspire to be a Ghostbuster! There are a growing number of us!

Quoth the raven, "Nevermore."

I took a bit of artistic license with this, but this is based on a true story shared by Jeff Goldman at the excellent MinuteBio blog.  Several weeks ago, I put out a call for e-learning horror stories. Jeff’s was by far the best (or worst!) story, and I’m grateful that he inspired me to this creativity.

With deepest apologies to Edgar Allen Poe…

Online Course

Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious module of forgotten lore,
While I designed, my objectives mapping, suddenly there came a tapping,
As of someone gently rapping, rapping at my cubicle door.
“Tis some visitor,” I muttered, “tapping at my cubicle door —
Only this, and nothing more.”

Ah, distinctly I remember, seven years ago December,
And each separate service center spread out upon the map
Eagerly I wished to prove, and vainly I had sought to move
Our onsite courses to online — online would be a snap
We’d learn across the distances, converting would be a snap.
We’d fill our knowledge gap.

Presently my soul grew stronger; hesitating then no longer,
Confidently I marketed this superb online course.
Who should take the online course, what to learn in an online course,
Such convenience as a benefit of the online course,
Why not take this online course?

Back in my Baltimore cubicle, I prepared for this pinnacle
Of online learning. But there, the tapping, louder than before.
“Surely,” said I, “surely that is someone from my local office.”
But I see, then, who is there, and confused I do implore,
“Why is a colleague from Virginia here at my door,
Traveling to tap on my cubicle door?”

This I sat engaged in guessing, but no syllable expressing
To the woman whose voice now started somewhat hoarse.
This and more I sat divining, with my head confused reclining
Her answer I was pining: “I’m here for my online course.

I’m here for my ONLINE COURSE.”

Image credit: cc licensed flickr photo shared by J. Heinisch

It’s a common complaint (often exaggerated) about online education that students plagiarize, but my horror stories aren’t about students. My horror stories are about developing online courses. (Note: neither of these stories is from PLS; these happened at a prior job.)

How NOT to Hide Your Tracks When Plagiarizing

I was reviewing a course I inherited from a coworker who had just left the company when I discovered some sentences that just didn’t fit quite right. The tone shifted drastically mid-paragraph—always a red flag. So I started to highlight some phrases so I could Google them…and suddenly realized there were links embedded in the text.

As it turned out, this course included extensive copying from other sources. One of the sources was a website that frequently linked to glossary terms. But the person who copied the content didn’t know how to remove the links after she pasted it in Word, so she just changed the blue text to black and removed the underline. As soon as I hovered my mouse over the offending passages, I could follow the links right back to the original source. It did make it easy for me to find it though.

Oh, the Irony

I’ve seen a number of subject matter experts plagiarize content for courses, but my all-time favorite story isn’t from a course I worked on myself. Another instructional designer had a SME who, frankly, really wasn’t a great writer. She had been struggling for weeks to coach him on the writing style and content. Finally, she received a draft that was right on track. She was so happy that she was getting better quality work from him…until she did a routine plagiarism check on it. Over an entire paragraph had been copied from a website.

The topic of the copied and pasted content? Business ethics.

Your Horror Stories

What about you? Do you have a great story about copied and pasted content finding its way into an online course, either as part of course development or as a student submission? What are your horror stories?

It was no admin nor help desk participants knew well,
No instructional designer in anger sent out that yell,
No course mentor moaned in exasperation or did write,
Twas just BobSmithly posting his noisy complaint for the night.

BobSmithly voiced that his work deserved more than due reward,
And thus he made collaboration within the course quite hard,
The other students read what he had wrote and kept their peace,
So ignored his wails and whinging that came without a surcease.

BobSmithly was convinced that he knew more than each classmate,
But his small group suffered the most from that horrifying ingrate,
For all of the assignments the group tried to get along,
And endured in hushed silence as he blamed them for every wrong.

It was a dark and stormy night or so transcripts contend,
And so perhaps that was the reason (or the holiday weekend),
When suddenly the all caps posts ceased; On Monday bright and eager,
Within the course they found that BobSmithly logged off…forever.

The course mentor logged on at once to see what had happened,
Then called the teacher and students for answers to her questions,
And one fact most interesting came out into the light,
That every thing the participants had done was flat out right.

His small group included him and ignored his text-based crimes,
The teacher, with gentle words, replied to his “concerns” each time,
So though the course was empty over the weekend so long,
The small group and instructor were sure to be cleared of all wrong.

At length the course mentor announced the reason he had quit,
BobSmithly had “personal affairs” to which he must commit,
The announcement caused relief of which there was now no lack,
Though a chill ran down their spines at his last message: I’ll be back…