Brian’s been a-blogging, and I am grateful for his latest post where he dives into his own personal edtech history.
I took part in a lot of conferences, workshops and focus groups with higher education people who attended those “learning object” sessions because they were interested in reusing materials using the as-yet untapped power of the world wide web. I listened as “serious” educational leaders dictated that the platforms require users to adopt unfathomable and complex metadata to ensure that no tangential learning materials be encountered by mistake. I took part in meeting after meeting where technology leaders and faculty representatives demanded strict access controls to limit sharing within elite consortia or collections of funding partners, or even within faculties or departments. Later on in the process, I would try to facilitate workshops with other groups of working educators that rightfully complained that the resulting systems were unwieldy and useless.
I’m grateful that he wrote that because these stories and experiences from early efforts to build systems that enable reuse of OER are important for me to hear. They help me understand what has and has not worked with these earlier efforts and give me a historical frame of reference for the work I am doing now. Learn from our collective edtech history.
Brian’s post (and a conversation I’ve been having with Adam Hyde in response to my post yesterday about the work Brad has been doing to extend PressBooks to enable some of that unfathomable and complex metadata that Brian referred to) have been making me thinking about remix & audience. Specifically, the different audiences we have who may want to reuse or remix the content we are creating as part of the open textbook project.
First, there are educators; the faculty. The people who are using the resource on the ground in their class. For this group, simplicity & ease of use are key consideration. As Brian points out:
Later on in the process, I would try to facilitate workshops with other groups of working educators that rightfully complained that the resulting systems were unwieldy and useless.
Adam’s comment underscores that point
The trick is in the re-use. Making it easy to reuse. I think copy and paste is MUCH slighted in this area. It solves a lot of problems that other ‘more sophisticated’ approaches don’t (and its OS independent). IMHO tech systems that try and ‘enable’ remix beyond what C+P can do often create problems and ‘dis-empower’ people since somehow the techno whizzy magic makes them forget that Cut and Paste even exists
The power of cut and paste. Such a simple tool. And one I bet that most educators use on a routine basis. I wonder what kind of answer you would get from faculty if you asked them if they have ever “remixed” content? Chances are the answer would be no. But ask them if they have ever cut and paste content from one place and used it in another and the answer might be different. Ever copied a photo off a webpage and used in a lecture presentation? Congratulations! You have just remixed content! You have taken something from one context and reused it in another (and I appreciate Adam’s point about the language we use to talk about this remix/adapt/translation behaviour that we are trying to enable).
Really, isn’t a course a remix? I mean, you are taking a whole bunch of disparate content – a textbook from here, some course readings from here, some quiz questions you create, a YouTube video – and you stick it all together to create “a course”. Something new. Something that didn’t exist before. Made from disparate parts. Isn’t a course the result of remixing a whack of content together? (Before the ID’s reading this go apoplectic, I know that there is much more than content selection that goes into course development. My example is merely to make the point that “remix” is something educators do all the time already).
So, when it comes to enabling faculty to “remix” our open textbooks, maybe we need to focus more on really simple things like cut and paste. I wonder if that message would resonate with faculty moreso than “remix this textbook” which, as you can imagine, is a pretty daunting task for reasons beyond the technical challenges (like licensing). Here is a textbook. Feel free to copy and paste a case study for your own course notes. Like that chart in chapter 3? Copy it. Put it in your presentation.
Easy. Simple. That is the mantra for audience #1.
Then there is the second audience group for our content where remix has a different, grander meaning. Bigger scale. I think of projects like ours. What can I do to our content now to make it easier for a future project like ours to reuse our material? This is where the importance of things like metadata comes in. For these projects, we need to pay attention to more complex pieces to ensure that the content can be shared and reused by these other projects at scale. Want to take 12 books from our collection and put them in yours? Here’s a way to do that. Want to extract all the self assessment questions from that Sociology textbook we made? Oh, here is an API that allows that.
Both those audiences need to be satisfied if we really want our project to have lasting value, both locally within BC and for the wider education system.
Complex Simplicity by Clint Lalonde is licensed under a Creative Commons Attribution 4.0 International License.