The process by which Montgomery County has partnered with Pearson is unsettling–it seems to have come as a relative surprise to teachers and parents. According to the Parents’ Coalition of Montgomery County Maryland blog, the Pearson contract was a done deal even before it was debated by the school board, and apparetly MCPS has already hired staff with taxpayer dollars to begin working on the curriculum for Pearson.

The downstream effects of the deal are detrimental to teaching and learning in Montgomery County, and potentially to other school districts if Pearson’s marketing efforts are successful. Pearson will be the sole and exclusive owner of all the rights to the curriculum and teacher professional development materials. According to a response penned by the Post’s Valerie Strauss, “[i]f Montgomery County decides it wants to use any of the materials that Pearson issues in its national versions, MCPS will have to pay, albeit at a 60 percent discount.” In order to fill a short term budget crisis, Montgomery County has traded teachers’ creativity and the good name of MCPS.

By transferring the copyright to Pearson, MCPS is throwing away a huge opportunity to engage with teachers, students and content providers in supporting open educational resources. Open education efforts have been blossoming in entrepreneurial schools, state education technology offices, and federal departments. Instead of exploring the benefits to adoption of innovative OER–teaching and learning materials in the public domain or released under an open license that allows for collaboration, customization, and updating of content–Pearson will hold materials under its lock and key, and relicense materials paid for by Maryland taxpayers to other schools around the country.

OER and open education has been discussed in the National Educational Technology Plan, the National Broadband Plan, in proposed federal legislation, and within grant priorities via the U.S. Department of Education. But, with the Pearson deal, we still see the old publishing institutions gobbling up copyrights and replicating the old model akin to those perpetuated by the vilified scholarly publishing industry. Perhaps what’s most frustrating about the Pearson deal is that policymakers and government staff at places like the Department of Education working to support OER have remained generally empathetic to the concerns of the publishing industry. They recognize that there is a a role for experienced publishers in providing quality content and supplemental resources for teaching and learning to schools throughout the U.S. Arne Duncan, U.S. Secretary of Education, reiterated this point in a March 3 speech to the Association of American Publishers:

To support technological innovation in online learning, the president has proposed investing $500 million over ten years in an Online Skills Initiative designed to produce open and free high-quality courses that contribute to post-secondary access and success. These courses can and will be used by students, institutions and self-learners and will also be freely available to commercial firms.

Duncan realizes that innovative teachers, motivated students, and traditional publishers will have a role in helping craft quality educational content, and leaves open the opportunity for publishers to add value (and make money too) with openly licensed materials. However, the Pearson deal gives the publisher complete control of the content–probably not what Duncan had in mind. It now seems that in Montgomery County, public funded education content will be privately owned and controlled by a massive publishing giant.

A subset of that movement has been focused on getting openly licensed textbooks into classrooms. Flat World Knowledge is often cited as being a leader in the commercial distribution of open content, relying on supplemental materials for sustainability. But until just recently, the concept of open (not just “free” or “digital”) textbooks hadn’t begun to creep into education policy discussions. But now it has, and as usual those organizations in a position to embrace and benefit from change make it their business to oppose it. Just as the music and movie trade associations went after innovative technology, textbook publishers are fighting innovation and change in their industry.

The Association of American Publishers (and its School Division in particular) are quickly becoming one of the main barriers to the adoption of open educational content in K12 and higher education. When the U.S. Dept. of Education wanted to require that any educational materials developed with Race to the Top funding (a $4.35 billion dollar state education grant competition) be made “freely available”, the School Division submitted comments opposing the requirements saying it would “compromise the intellectual property rights of third-party providers.” Basically, the AAP didn’t like that public money would fund public, rather than proprietary, content. And at least according to the AAP, the rule has been changed to allow for Race to the Top funding to go towards proprietary content.

But the AAP doesn’t limit itself to influencing policy at a high-level. They’re movings towards co-opting a desire for textbook reform at the grassroots level.

Take a look at this flier for an upcoming AAP briefing at Southern Illinois University on “New Textbook Technologies”. From the flier:

The goal for the Cost Effective Solutions for Student Success program is to begin a broader and more informed discussion between members of the academy, policy makers and publishers about course materials and the benefits they offer for:

• Improving students’ grades, pass rates and retention;
• Lowering students’ costs for course materials;
• Providing flexibility and efficiencies for instructors; and
• Lowering the postsecondary institutions’ cost per pupil for instruction.

The AAP frames their briefing at Southern Illinois University as an attempt to begin a “broader and more informed discussion” about textbooks. Apparently members of the academy, policy makers, and publishers (students notably absent) had been having a less than optimally informed discussion about course materials. But what we don’t know based on this flier is what kinds of information they will be providing.

Luckily for us, on the AAP-operated site TextBookFacts.org, they have a handy FAQ which hopefully will start this more informed dialogue. From the FAQ:

The cost of developing a new textbook and the accompanying materials can exceed $1 million. Most of this cost is attributable to paying for the work and original ideas of authors, experts, editors, researchers, reviewers and designers. Many other factors also contribute to the final retail price of textbooks, such as:

• Inflation, which accounts for the lion’s share of most years’ annual increases in textbook prices.
• Freight and transportation, which are driven by rising fuel costs
• Bookstore mark-ups, which are determined by bookstores and affected by a number of factors – such as staff and operational costs – that vary from store to store
• Paper, which is driven by the cost of raw materials
• Layout, typesetting and printing, which are driven by time-intensive labor costs
• Taxes by federal, state and local governments

The AAP falsely claims that inflation is a main factor in the rise of textbook costs. In fact, according to the Government Accountability Office, the costs of textbooks have increased by twice the rate of inflation.

They also misrepresent the costs associated with textbook development. According to a 2007 University of Wisconsin budget review (citing a 2006 College Store Industry Financial Report by the National Association of College Stores), 77.8% of the cost of a textbook goes to the publisher. Of that 77.8%, the break down is roughly:

Only 33.5% of the cost is due to the physical production and shipment of the book. The rest is marketing, profit, overhead, and unnecessary expenses avoidable through different models of knowledge production and dissemination (but more on that in a bit).

They continue:

Student Monitor, an independent student research service, found that the average four-year undergraduate spends approximately $650 a year on textbooks. That’s less than five percent of an average student’s total direct higher education expenses.

Not true. Even back in 2007 the Congressional Advisory Committee on Student Financial Assistance found that “Annual per student expenditures on textbooks can easily approach $700 to $1,000 today.” (Source: Turn the Page: Making College Textbooks More Affordable, A Report of the Advisory Committee On Student Financial Assistance, 2007) Today the cost is likely to be higher.

And even $700-1000 a year seems inexpensive to you, “affordability cannot be assessed by examining the absolute level of total expenses alone. It depends on how much expenses have risen over time, what share of family income they represent, and whether they are typically covered by grant aid for students from low- and moderate income families.” (Same source as above) That is, it isn’t the number that’s important in evaluating costs, it’s the percentage of overall budget and income, taking financial and sociological contexts into account. And the AAP doesn’t really take into account the financial contexts of students… or at least not in the way you might expect. Continue reading their FAQ:

What do college students buy? LOTS! But only a small percentage of these expenditures go towards important learning tools such as textbooks. [...]

This semester (Spring 2009) the average student bought 5.3 textbooks (2.2 new and 3.1 used) spending an average of $333 for both new and used textbooks. (Source: Student Monitor 2009)

Retail spending on new college textbooks last year was about $4.7 billion — significantly less than what college students spend on clothes and accessories and less than half of what they spend on electronic products such as iPods, laptops, video games, stereos and televisions. (Source: Association of American Publishers and the National Retail Federation)

Yes, you read the AAP right! Students are too busy buying iPods, shoes, and concert tickets to notice the high cost of textbooks. Just another drop in the bucket, right?

The AAP implies that college students spend so much on electronics, clothes, and accessories that their textbooks should be considered cheap. So what exactly are students and faculty getting for that low low price of $1,000 a year (roughly the equivalent of buying a high-end laptop a year)?

What is the role publishers play with students and faculty? Publishers serve the needs of students and faculty

Publishers’ primary focus is on meeting the needs of students. Today, a wider range of instructional supplements enable faculty to teach more students and empower students to achieve better results.

Colleges are being asked to serve students with diverse learning styles and a wider range of preparedness and skills. At least 50 percent of students who enter 2- and 4-year colleges drop out in their first year and never return

Only 54 percent of students who remain in college graduate in 4 – 6 years, increasing costs and debts for students and straining campus assets.

So publishers serve needs, help schools to pack diverse groups of students into classrooms, annnnd… not sure what those last two mean. Publishers cause students to drop out and increase cost and debt and strain campus assets?

Maybe the AAP is struggling with this question because they have no good answer. Of course publishers should be responding to the needs of students and teachers. But when it comes to spelling out the details of what those needs are, big publishers in the AAP fail on all counts:

What are the demands that students and faculty place on textbooks?

Today’s students and faculty demand choices

Students and faculty have become smarter, more demanding consumers, who value options.

In today’s challenging environment publishers are offering a broader range of textbooks and instructional materials at a wide range of prices.

Options available today include low-cost editions, one- or two-color editions, loose-leaf editions, split editions, black-and-white editions, custom books, books by the chapter, abbreviated editions, and electronic books.

College instructors adopt the textbooks and supplemental instructional materials that they believe best meet their students’ needs. They want their students to succeed by having the latest information and the most up-to-date learning tools.

Students and faculty want choice, customizibility, low cost, up-to-date, and optionally digital textbooks. Sounds exactly like what OER provide! Not only do you have the legal right to modify and redistribute OER, they are usually digitally provided free of charge. And given the completely public availability of Creative Commons licenses, there is little barrier to any individual, academic, or organization developing and distributing their own textbook at a small fraction of the cost that the AAP claims is required to develop a textbook.

The high-level message the AAP tries to convey is “we spend a lot of money on producing textbooks, but they’re actually cheap and students buy so much crap anyways they can afford it”. And to top it all off, they argue for innovative digital solutions that their own IP-centric business models discourage.

In the end, the AAP gets its numbers wrong, implies students are materialistic spend-heavies who care more about iPods and concert tickets than education, and makes a compelling argument against their own product.

A Peer 2 Peer University co-founder recently posed this question to our tight knit community of volunteers: “Where are we in terms of P2PU’s evolution (one guy with his shirt off, or three people falling over themselves?)” Of course, this question was in reference to this infamous YouTube video of the Sasquatch music festival where, if you haven’t seen it, one lone naked dude starts an awesome dance party. I have to say, that after our inaugural workshop last week in Berlin, I think we’re past the point of three people falling over themselves. We were probably (definitely) in that phase during the pilot, where we stumbled through our courses, attempting to cohere and make sense of things, but without the glue to pull it all together. Even after the pilot and before the workshop, we sort of looked back and saw the different pieces and couldn’t quite put it together in our heads. For one thing, we didn’t know each other. Instead of a face without a name, it was more like an email without a face, anonymous @ placeholders populating our inboxes. Secondly, we knew we were scattered around the globe, which somehow deepened the mental disconnect. And finally, though we all had different reasons for volunteering, I suspect most of us had joined thinking it would simply be a fun experiment. Sure, why not organize a course online? It’s only six weeks of my time. An online book club? Sounds fun, and most importantly, noncommittal. If the pilot tanks (or even if it doesn’t), we can always pull out. We’re only volunteers after all. At least, that’s how I felt.

Then the P2PU workshop transpired. But before I dive into that, let me give newbies some background into what P2PU is, and what it’s all about (or at least, has become). I think Larry hit the nail on the head when he said that, “P2PU is the social learning wrapper around OER.” More elaborately stated, “The mission of P2PU is to leverage the power of the Internet and social software to enable communities of people to support learning for each other. P2PU combines open educational resources, structured courses, and recognition of knowledge/learning in order to offer high-quality low-cost education opportunities. It is run and governed by volunteers.” It’s an idea that was dreamed up and shaped by five founders a year or so ago, that materialized into an initiative called Peer 2 Peer University, manifesting itself in both virtual (p2pu.org) and physical (p2pu.org/Team) forms. We launched the pilot with seven courses (seven+ volunteer course organizers, plus volunteers around tech and admin issues) on 09.09.09. The pilot ran for six weeks, during which time we saw a good number of participants drop off like flies. The majority of our participants had full time jobs, were full time moms or dads, or were otherwise engaged with non-virtual life. There was also the issue of multiple tech platforms (blogs, wikis, etc.) which not all of us or our participants were fully familiar or comfortable with. Basically, it was a true pilot, from start to finish.

So we learned a lot about what didn’t work, but how to transform that knowledge into progress?

Photo by John Britton CC BY-SA

Well, with one awesome facilitator to keep us on target and another one to keep us moving forward, we put our heads together and brainstormed our way through four intense days of workshop. We set the agenda on the first day in post-its–the Wall of Ideas–and then proceeded to take the wall apart piece by piece in break-out sessions in the days ensuing. Personally leery of group work, I was at first skeptical about these group sessions, where we were split off into three groups of four–how much could we really accomplish with three disparate group resolutions? How much consensus could we really reach? And wouldn’t we end up hating each other in the end having to work, live, and play with each other? (Especially me with my penchant for disliking most people upon first meeting?)

First impressions, even if they are unpleasant (which they weren’t), don’t last long when you have a group of truly genuine, intelligent, and like-minded people together in one space for four days. Maybe it was Berlin, or the uber hip design space we were working in, or the fact that we all cared about the basic innovative idea of P2PU (peers learning from peers outside the ivy walls of tradition)–whatever it was, and as cheesy as it may sound, we truly connected. There was not one person who came out of that workshop who was skeptical of what we had accomplished or where we were headed. Some of us may have started out that way, myself included, but by the end we were ready to change the world, or at least the unbounded universe of education.

Photo by John Britton CC BY-SA

It was amazing how much consensus we reached after the hours of discussion in groups and report-backs to the group at large, how much concrete progress we made in terms of objectives and volunteered tasks to achieve those objectives. I think the moment when I knew I was part of one of the most functional groups of people I have ever worked with was near the end on Saturday during the tech session. John got up after our report-backs for what we’d like to see created (because the idea of casual changes to an existing platform did not even cross our minds) and laid out a schedule of deadlines and feedback dates where this was all going to be implemented. My jaw dropped–really? Since when did developers ever set deadlines like this, and since when did those deadlines ever come to mean anything? Especially volunteer developers? I was floored. I think we all were, not to mention incredibly humbled by this collective vision that had somehow coalesced from our individual ambitions and presented itself to us unawares.

I may sound like a giant cheese ball, but I really, truly appreciated the presence of every single person I met in Berlin. Throughout the group discussions and individual conversations I had with people, not to forget the dinners and yes, not entirely sober dance sessions, I really got to know each and every P2PU volunteer as more than just an @ placeholder, and as someone who was contributing to some larger effort just like me, on an entirely voluntary basis. I think in the end that is the crux of P2PU, that it’s made up of and run by volunteers–people who are willing to risk their time and effort to realize a vision that may not be realizable.

There are various theories as to why this happens in groups, one of which we discussed over our last dinner–that a part of a person’s brain shuts off when she or he feels part of a larger group effort, essentially positing that some part of her nature is satisfied that was previously working to be satisfied (maybe?)–but theorizing aside, P2PU is a lot more concrete and unidirectional than it once was. We have a real agenda and a community vision, and we’re headed towards it. I’d say that makes us more than three people falling over themselves. We’re somewhere in between three people and the awesome dance party that erupts at the end. We’re in the growing stages, and I’m willing to stick around ’til the end, if there is such a thing.

Photo by kiyanwang CC BY-NC-SA

1. Define “educational use” for me. Does it include education taking place outside of formal educational situations? Do you have to be a “qualified educator” (or an “enrolled student” or an “accredited institution”) in order to enjoy this right? I have never seen a non-discriminatory definition for “education.” In a world of rapidly evolving educational practices and in desperate need for alternative pathways to educational attainment, it seems quite foolish to define education in any narrow sense.

2. Define an “educational resource” for me. In my experience, anything can be an educational resource, properly contextualized and presented. Even the most crassly commercial product can be easily converted to “educational material” if the subject at hand is mass merchandizing, popular culture, or any number of other relevant disciplines of inquiry. Given this context-dependence, we should reject out of hand any attempt to lock “educational” resources into a specific, and almost certainly highly restrictive and archaic, form and function.

3. A fair use determination, even if we somehow capitalize on that capacity within some “educational” safe-harbor, is necessarily subjective and always carries some risk. It is highly doubtful that most risk-averse institutions will support such uses as a matter of course.

4. Even if we enjoyed broader fair use considerations, fair use is not a free ticket to do whatever you want with a resource, nor is it available to everyone on the globe. At best, fair use gives you some limited capacity for copying and sharing, and even more limited capacity for re-use, and then only in the select few countries that permit such uses What makes open educational resources (OER) interesting and powerful is the explicit permission to adapt, translate, and otherwise customize and improve the works. Creative Commons licenses are the only globally standardized tools that enable these uses to be made easily and transparently by anyone, anywhere.

I suspect that many people who espouse this desire for universal “educational fair-use rights” are basing this desire on a feeling that education is different, somehow. In education, people like to share. In education, the value of a resource is enhanced by increased use, adaptation, and customization to local needs. I agree. And this is why Creative Commons is the perfect solution to overcoming the copyright barriers that prevent these activities. As an opt-in system, we don’t need to argue with people who find all-rights-reserved copyright to be necessary for their work, such as many artists, musicians, and others in the creativity business. As a system that builds on top of copyright, we provide a mechanism for people to build a global education commons while respecting the rights of others. And as a global standard, Creative Commons transcends the diversity and incompatibilities inherent in the laws of the many different countries around the world.

The Internet, which obviously facilitates the sharing and adaptation that we desire, is a global medium – we need a global legal infrastructure to make it work. Creative Commons provides that infrastructure. Anything else is just so much hot air.

The conference itself was teeming with a variety of a different sort; the make-up of the audience (or perhaps the auditorium itself) strangely reminded me of a theater I attended back in Orange County. The crowd was a tad older, and certainly more formally dressed than the usual canvas sneaker and jean combo I am used to. And not entirely opposed to free culture folk, but certainly unlike, they were the paradigm of decorum.

WhippleHill services high schools in their online communication needs, and mainly because its founder, Travis Warren, went to one, it specifically targets private schools. WhippleHill is a for-profit, but like a lot of for-profits who offer services around next generation web technologies, pushing out open content and tools to their community only helps them. WhippleHill is a great example of the service model that is growing around open content and open tools, and I think it’s a model others should be taking note of, especially in this belly-up economy.

If anyone can work up a crowd, I should have guessed it would be Clay Shirky (or someone like him). Shirky elicited much laughter, and I definitely recognized anecdotes from his book whereupon I had LOL-ed. The one that got the crowd in particular was involving high school students’ myspace or blog postings, which usually revolved around such “banal” subjects (Shirky’s words not mine) like the thumb fishing app for the iPhone (personally, I did not know such an app existed and so found this post rather interesting). The title of the one student’s blog post was “Gone fishin’ ” and displayed an image of the iPhone with the app in the background. Underneath, it read, “I have been spending way too much time on this” or something akin to it. Now why would she (it was a she, and a fashion student in this case with a (not-so-curious to me anyway) fascination with Hello Kitty phone covers) post something so banal? Shirky asked. It’s simple; she’s not talking to you.

This, he continued, is what high school students discuss at the food court in the mall. If you’ve ever listened in on one of their conversations, it is filled with banal subjects like Hello Kitty phones. But you are obviously the weird one in this case, for what are you doing at the mall listening in?

Funny, and hilarious by some standards, but I had read it before. So what piqued my interest was his pizza-by-the-slice analogy (if it was in his book, I missed it). Maybe I’m just a foodie, but I found it a very apt example of what can happen when you get large groups of people together. Basically, Shirky grew up in the Midwest, where he worked at a pizza joint that only sold whole pies. (Myself having worked at a pizza chain in the OC recognized and sympathized with this situation.) Upon a visit when he was 16 to New York City, he was astonished that their pizza places not only sold pizza by the pie, but by the slice, and he wondered how this was sustainable. Well it turns out that NYC pizza joints have the pizza baked ahead of time, a novel concept, and simply reheat each slice when sold. From this he gleaned that the city has enough people willing to purchase pizza by the slice, which is what makes this type of marketing strategy sustainable. “When you get really large amounts of people involved, improbable events become certainties,” he concluded. “You can’t predict in advance how things will happen, so you have to provide tools to allow things to happen.” Baking the pizza prior to purchase was this sort of tool for pizza joints; it not only saved time but gave people more options. In turn, it allowed a kind of business (pizza-by-the-slice) to flourish that would not have otherwise done so.

Shirky is the master at anecdotes, and dropped a few more gems into the bucket before retiring to answer questions from the audience. I won’t go into detail about them here, for risk of running too long like my last post, but I would urge any and everyone to read his book, Here Comes Everybody. It puts the world into enlightening anecdotal perspective, and you are bound to catch yourself uttering a lot of “Mmmhmms” throughout. Anyway, now that I’ve done my part in promoting book sales, I wonder how long it will take before he decides to make it available online under a Creative Commons license…

“Loss of control is already in the past.”

This was the response Shirky gave to an audience member who asked how he should deal with parental and faculty concerns about the use of new media tools. It was also, coincidentally, the meme I went with for my own presentation, where I emphasized that it is up to us to educate our youth with a different approach to copyright law, because kids are going to keep doing what they are doing anyway—namely, what the Recording Industry Association of America calls “piracy”. The world is changing has already changed and we need to do our part in dealing with it rather than flogging a dead horse.

I presented to a full room, and even spied people lingering in the doorway while I was giving my talk. I thought my voice would give (I did croak a few times, and friends have told me I have an “adorable” little lisp…), or that my Macbook would suddenly shut down (as punishment for using proprietary software), but other than a little projector-laptop miscommunication in the beginning, things went pretty smoothly. Surprisingly, I ended with fifteen minutes to spare for questions, which were not all filled up. It’s always hard to gauge an audience who doesn’t respond with wild exclamations of support, so I wasn’t sure if they “got it” or not. But after the session, I had quite a few people come up to me, and there were general smiles and thank you’s all around. Jen, who deals with the WH communications end of things, told me it was all the rage on Twitter, and that one fellow had even mentioned how he was going to integrate Creative Commons education at his school. This made me happy. Teaching kids about CC is probably one of the best ideas in terms of copyright education. I only wish I was the one who came up with it. But as the sentiment goes, what does it matter, if you can build upon that idea and make it better. My favorite session member was one woman who sat smiling with attention at the very front. After I had finished packing up my things, she thanked me and remarked, “I have so much to learn!” I wanted to tell her—so do I!

In retrospect, I think Travis’ suggestion over a phone call some months prior is what helped with preparing for this crowd. By this crowd, I mean members of the majority of the education population who know almost nothing about copyright law, much less Creative Commons. He told me to “start at the beginning”, and I really took that advice to heart. Having started in the middle of things myself, when the open movement was already in full swing, I was really grasping at straws for a while. A lot of talks on CC will gloss over its origins and the history of copyright law—but WHUC 09 made me realize how important it is to linger on these details. Showing people the history behind Creative Commons, namely what led to its necessity, is pretty much identical to showing them the importance of “open”.