= Why Open? course = 

The community has brought up the importance of a course or courses on not only how to implement open practices, but on why open practices are important, eg:

"To my impression, the philosophy should not only rest on the 2 mission parts  "tell what open means" and "teach how to do that", but also rest on part  3 "show why open is better when and for whom". From years of experience around "open everything" I'd say that promoting open is not so much  about telling people how to do it, but to tell them why to do it. Once  they understand the Why they tend to find pleasure in teaching  themselves the How. This is not about convincing by being evangelic or  ideological about open, but rather about giving good examples for why  open is different, where it improves what and how that relates to almost everybody's life." - John Weitzmann

Communicating with the participants
Jane can export emails once signup closes Aug. 4 - I'll send you Aug 4 evening or Aug 5 morning

• Say that they receiving this email bc they signe up for X course. If they don't want to be part of the course anymore (or dont want to be part of the facilitated version), just respond and we'll remove you. (this is to give them a chance to opt out of email)
• Start by welcoming people to the course(Expectation Management)
  • web polls for hangout times and Twitter chats with deadline
  •  give them link to survey for groups with deadline
  • talk about what to do in week 1
  • course organizers send contact information to participants and which week they'll be facilitating 
• send out weekly emails before the week starts, just to prod them; send out main facilitator's contact info again
• We should all sign up to each Disqus page for each content page of the course--at the very bottom of each course page, "sign up via email"
• HOW TO USE DISQUS https://docs.google.com/a/creativecommons.org/document/d/1YaVZl3T2cY-a3Ni5Xwochq1WsgF61dbV97Gc1m1UXVo/edit
• share link to pad  http://pad.p2pu.org/p/Why_open_course_pad for Google hangouts
  • with RSVP for each week, eg. http://pad.p2pu.org/p/Designing_Collaborative_Workshops

Groups
set up survey asking for time zones and professions -- send out during the first email to participants
-- give each group the emails of the others

Here is the survey for people's views of open (see "responses") at top to see the responses: https://docs.google.com/forms/d/1rxV_sdlyejuQT2_iJ-b6A5MZT91o3_oYi2QM8FIoV5M/edit#
Course blog hub (with links to Twitter and links pages): http://www.whyopencourse.org/bloghub/




To do before the course starts

1. Create a main etherpad for the course, with links to other pads; other pads could have http://pad.p2pu.org/p/Why_open_course_pad
   1. blog URLs, just in case the blog hub isn't working right (which, since this is my first time doing it, is a real possibility)
   2. google hangout info: ppl put the email account they used to sign up for G+ so we can find them and invite them to the hangouts; links for each session so ppl can join in, live notes being taken so people can follow along
   3. a pad for links related to the course that people come up with
   4. a pad with the responses to our meaning of open survey. We can all see the responses here: https://docs.google.com/spreadsheet/ccc?key=0AoYdoYRECznndEJIYXNTQWlmNVc5aG4zWlM2bk5fdGc#gid=0
   5. anything else?
2. Decide who is doing which hangout and Twitter chat, and perhaps have one person be the point person for each week--reading some of the blogs and commenting, making sure to check the discussion board for that week, probably running the hangout
   1. Week One (August 4 - 10): Christina
   2. Week Two (August 11 - 17): Simeon
   3. Week Three (August 18 - 24): Jeannette said she could do week 3
   4. Week Four (August 25 - 31): Jane
   5. Week five hangout for final project (Sept. 2-8): Christina, Jane could do after Monday
3. Should we give participants our email addresses or some other way to contact us directly with questions? How do organizers usually handle this?
   1. In our first communication/email to course participants we can list all our emails, or copy all organizers. I can export participants' emails after sign-ups close.
4. Best way to let people know about the Google Hangouts link? Ask them to provide their G+ profile when sending out the first email communication, and post the hangout URL to an etherpad?

http://pad.p2pu.org/p/Designing_Collaborative_Workshops


Right before course starts, or after we've hit 50 registrants as maximum

1. Send out web polls for G+ hangouts and Twitter sessions
2. Create small groups and let people know who's in their group (give out emails so they can contact each other)
   1. are we forming these groups randomly from list of emails?

July 15 call agenda and notes

Course shell is here: https://p2pu.org/en/courses/588/why-open/
What still needs to be decided/done (below):

• Need to edit google form survey to give link to where people's stories will appear in the course and send it out. But need first to decide how to include the stories in the course shell. See B1 here: https://p2pu.org/en/courses/588/content/1143/ Christina will edit google form and send to all via email

• What needs to be decided about the course generally
  • Need to decide if participants are going to post reflections on own blogs and then comment on each others' blogs, or have discussions on the course site (I prefer the former). If blogs, then how to aggregate them? See here for options: https://docs.google.com/document/d/15-lUwM4_rVlbLCP8ENZ_3jmwEWYsQ_zaP9ReQ0xd4oE/edit 
    • Then add this to the "about" page--instructions for how the course is going to work
  • Need snappier/more engaging "about" section. So boring so far!-- Jeannette will help
  • Need to determine how long each section of the course should be, to make the whole course two weeks (or three weeks, whatever we decide)
    • What does open mean: 1 week
    • Practicing open parts 1 and 2 are one week
    • Benefits and issues plus what is open revisited: 1 week--could just do one reflective blog post
    • Final project: interviewing someone or creating own story, have a synchronous session (Skype or google hangout), apply for badge 
  • Most of our activities are blog posts and commenting on others' blogs--almost nothing where participants are discussing things all together as a group. Should we add some of those? 
  • I had an idea of maybe having a Twitter chat once a week during the course. I've done these quite a bit in other courses, and it's how I've gotten to know a good number of people. We just come up with 6-8 questions for an hour, and people discuss on twitter. Works quite well, though you do need a critical mass of about 8-10 people for it to not be too slow. Yes, let's do it. Christina and Jeannette can run these.
  • In section 3, below, we talked about possibly having a Wikipedia activity or  two--we need to discuss that and include in the course. Christina will email Pete about this
  • Need to find a picture for the course on P2PU--Jane will do this
  • We have small groups for one section of the course (doing open practice), but not for any other activity. Should we ask them to do something else in their groups, like maybe read blog posts from each other and comment? But I'd like them to read blog posts from others too, not just those in their group. 
    • I think what we have them doing is fine. We should encourage them to read everyone's blog posts (as they willa ll be aggregated by then right?) throughout.+1
  • Should we have a way for people to share links, such as a social bookmarking group? I can set up a Diigo group for the course, and I think it can be outputted onto the WP site that has the blog hub (on a different page of the site). At least, people can have the bookmarks in their own library if they're part of the group. The thing is, it's one more thing to sign up for (you have to have a Diigo account), and we're already asking them to do a lot for a three-week course if they're new to all this (set up blog, Twitter, G+). But it's a better way to share links than just in the discussion area, where they can get lost. What do you think?
    • I think nix the Diigo, but maybe link to it as an optional bookmarking tool
    • Diigo may be asking too much. I still think an etherpad would help with this. We can ask the participants to categorize the links
  • A friend of mine running a MOOC in the UK just told me that if we use Google Hangouts, then people in several countries can't participate, b/c YouTube is blocked in those places. I don't know if Skype would be any better in that regard? Can you get 10 people on a video skype call like you can for google hangout? Just a thought, to try to open up access as much as possible! I realize Twitter may have similar issues.
    • If we do use Google Hangouts, how should we find people's G+ accounts to invite them to the hangouts?  Should we create a G+ group for the course that people add themselves  to, or can we find them through their email address? Though they may use  a different email address for G+ than what they registered with. Just searching for names on G+ is difficult, given how many people there are with similar names!
    • We will have an etherpad where people can RSVP with the gmails and where we will take notes during the call. We can also just post the link to the hangout once it has started - that way anyone can join. 
    • This also allows those who cant join the hangout to partcipate via etherpad and watch hangout "on air" or the recording after the fact
    • If G+, there are four facilitators,  which means that we are almost half the class. Depending on sign-ups, should we plan for at least two of us to watch the hangout afterwards? Yes; I was thinking even just one facilitator per hangout, but we could have two.
    • Ok, so we could post the link to the hangout on the etherpad. I don't know how to set up a pad for p2pu that we can use for the course; Jane, can you do that and post a link on the "about" page to the "main" pad on which we can post links to any other pads we create?
  • Speaking of Twitter, I'm wondering now if we need both synchronous video sessions and Twitter chats (even though I suggested the Twitter chats!). Reasons I'm now thinking to drop it:
    • I'm not sure what we're doing with the synchronous video sessions. Are they mostly for having discussions about what we're doing/learning? That's what Twitter would be for too, and I'm not sure we need both? 
    • People who are new to Twitter may not be able to participate because their tweets won't show up in search yet. It takes awhile for Twitter to accept that new accounts are from real users, and people need to Tweet a bit first. So this could be a problem.
    • We're already asking participants to do a lot in this course, so two synchronous things a week may be too much! Plus, learning how to use Twitter for the first time, plus Google+, plus create a blog...it would be a lot for people new to this stuff to do for a very short course. If we had an extra week just to learn the tools, that would be different.
    • I'm realizing how busy I am in August and I'm not sure I can participate in all these things. So now I'm suggesting either dropping the Twitter or just having two chats instead of, say, four. 
    • What do you think?
    • I'm fine with dropping Twitter - but it sounded like Jeanette might want to host that. It's just another optional venue for folks to participate -- we just have to make it clear that not all of it is required
    • I think the required things are the blog posts, doing the open practice, and providing feedback for each other. The hangouts, etc. people can join and those who can't can watch the recordings later.
    • I can host the twitter chat as an option, but I agree that participants might already be signing up for blogs and google+.
    • Okay, so how about if we say we'll have Twitter chats and they're optional? I can do one or two, and Jeannette can do the others?
  • How should we split up the synchronous sessions in terms of who is hosting and planning them? Each one of us takes one? There are four. 
    • Sure I'm happy to do it that way. 
    • I am fine with that also.
    • Any preferences on which one you'd like to take, anyone? I don't care, myself.
  • My UK friend noted that if we do a poll for days/times for the synchronous sessions, then if most people are in N. America, the times will all be good for N. Americans and the other parts of the world may not be able to participate. Once we get registrants, maybe we make sure there's no one for whom all synch sessions are in the middle of the night? So, for example, if there's someone in Japan, we make sure we have one during the day in that time zone. Otherwise, we'll end up with just people in the Americas being able to participate, perhaps, if they're the majority.
    • Yeah - it will depend on who signs up. I'm flexible.
    • I am also flexible
  • Should we make Parts 3 and 4 of the course just one part, to avoid confusion b/c they're both for the same week?
    • nah. too much info one page - i like how it is clearly delineated now
  • What should they need to do for the first badge, the open practices badge? And once we decide, can someone please write up on that badge page what it is they need to do? And also write up what they need to do on the final project badge page too?
    • I added this for both badges  Thanks, Jane!
  • Should we think about capping the number of people who can join? I say this only because I don't have a ton of time, and we may get a lot of emails asking for help. Also because I'll have to add in all the blog RSS URLs by hand, and that will take a very long time if there are lots of people. I was thinking maybe 50 maximum. What do you think?
    • Sure - but I doubt we'll get that many people. But we should say that up front on the about page - that it will be capped at 50 if so. Ok, I'll put that on the "About" page.
  • Christina will  set up a Word Press blog on own domain with a blog aggregator so all  blog posts will show up in one place (actually, a friend is doing it b/c he has unlimited sites he can set up on his hosting service; he'll do it this weekend). We can also set up an etherpad  that people could post blog links to so others can find the blogs that  way in case the aggregator isn't working. Who will set up the pad and where will it be hosted? I've created a couple of Google doc pages with tutorials on various web tools (see the "about" and "final project" sections of the course), so maybe we should just make a Gdoc page for this too? I just used Gdoc b/c I'm so used to it. I could transfer my help pages over to etherpad if we want to use that instead.
    • Gdoc is fine - as long as you make the docs compeltely public and publicly editable so people can edit without an account  Okay, done! I made them viewable and editable to anyone with the link, w/o needing to sign in.
  • If  we wanted to make some parts of week 1 required and some more optional,  how about making the second blog post optional? We could ask them to do  the first and then read the stuff after that, and then they could also  do another blog post if they want?
    • I think we should nix the blog post in D. and instead have folks just respond to the questions posed  So maybe respond to the questions in the discussion area instead of a blog post, or in a google hangout?
    • If we make anything optional, we should have a clear OPTIONAL section at bottom.
    • I agree that D should be deleted. Perhaps, we should set up the assignments for each week under two major headings as main and optional. Therefore, D can be placed under optional. 
    • Ok, sounds good. I made part D of the first section of the course optional
  • I think section 2 is quite a bit of stuff for one week, but I also think it's really important and I'm not sure I want to make any of it optional. Should we leave it as is and this will be a heavy week? Or make something optional? https://p2pu.org/en/courses/588/content/1262/
    • Section 2 is asking participants to do five separate activities, which I agree is too many. If we make D in section 1 optional, then section 1 will have three assignments. Perhaps, we can make sure to keep the same number of assignments per week for consistency. In section 2, we can have students learn about CC licences, brainstorm about open activity, and then participate in an open activity as the main activity and the additional  blog post and comment as optional.
  • For section 3, the optional blog post might be a main activity to help participants synthesise what they think about the stories of openness they viewed
    • I agree--I like that blog post in section 3! However, note that that week we're also doing section 4, so that means two blog posts that week, which is a fair bit.
  • Also, in terms of having participants comment on each other's blogs, are we going to state that we would like each comment to be on a different blog, so that they don't only comment on the same two blogs?
    • Yes, that's a good idea. I had that in there originally, but then I started making some things optional, etc., and I think it got lost. I'll put it back in if we have people commenting on more than two blogs after we finish discussing what should be optional.

• We are now getting to the point where I wonder if we might be asking people to create blogs for only a very few posts. As it stands now, here are the required posts:
  • Section 1: initial thoughts on meaning of open is required, the one on responding to what others have said about openness and to the "open vs free" distinction is now optional--so one blog post
  • Seciton 2: Right now there is one required blog post after the open activity, but we may make that optional (see above)--so maybe no blog posts here
  • Section 3: blog post on benefits and issues of openness is now optional, so no blog post for that section
  • Section 4: (same week as section 3): blog post looking back at original post on meaning of open and reflecting on what's changed, if anything--so one blog post
  • Final project: maybe posted on blog, maybe just uploaded to Soundcloud or youtube or something--so maybe no blog post
  • This means; 2 total blog posts, potentially. I think it's too much to ask people to create a new blog for two posts!

An option: extend the course to four weeks, with the following schedule. I'm not terribly into doing four weeks, but this might work.

1.    week 1
   1. initial thoughts on openness, in a blog post, and comments on others' blogs
   2. read responses to our survey, and comment in discussion area (and/or optional blog on this?)
2. week 2
   1. CC licenses: do the Get CC savvy course if you aren't already familiar with these licenses
   2. open vs. free: read some of the links and write blog post about either open vs free, or anything about CC licenses, or anything else that has come up
   3. Groups brainstorm open activities and put in discussion area
3. week 3
   1. Groups choose one of the activities in brainstorm or one of the ones on the list; do the activity
   2. blog post about what your group did, and comments on others' blogs (different blogs than your comments in week 1)
4. week 4
   1. ndividually or in groups, brainstorm benefits and/or issues about openness (their  ideas about what we give in the list of links about benefits and issues.  Put in discussion area.
   2. Read some of the links about benefits and issues of openness
   3. blog post: meaning of open revisited; optional to talk about benefits and issues of openness; comment on blogs of others
5. final project--first week of september

If we did this, there would be one blog post per week (4 total), plus they could put their final project on their blog if they want, so maybe 5. That makes it more worth it to start a new blog!
It would also mean 5 Google hangouts, though, so someone would have to do two!
The pacing of this is more reasonable in terms of reasonable expectation of participants thoughtful completion of pertinent assignments although like you Christine, this would be a little bit of a time crunch for me as it would overlap with the beginning of the school year. I really do prefer the four week model of the class because it allows us to keep the blog as well as the other assignments.
+1 - I prefer 4 weeks.

• 
  

• Specific things that need to be decided and/or added, for each section of the course

• What's needed for/questions regarding the About section:
  • Course dates: I set it for Aug. 5 (Monday) through the 25th (Sunday), with the final project due by midnight on Sunday, Sept. 1. Does that sound okay with everyone? The thing is, our first synchronous session is Aug. 7 rather than the 5th, so there will be two days of people doing things before the synchronous session. I figured that's ok b/c then people may have questions to ask in the synch. session. Sound ok? Yup!
  • The first part is dull and needs to be engaging. Jeannette said she would help rewrite that.
  • Should our last synchronous session be 1 or 2 weeks after we give them the final project assignment? Should they have 1 or 2 weeks to complete it?
    • How about right in the middle of the final project assignment? This will open participants to new insights from other participants and good material to reflect and add onto their final projects.
    • Two weeks may be too long. I think one week is enough. We're not looking for perfect but more of the content I guess.
      • Ok, Christina changed it to one week for the project, and the last synch session during the last week of August (time/date to be decided by poll of participants) - Sure
  • Might participants be upset that all our synchronous activities are on platforms that require a separate account, like Google Hangouts and Twitter? Just a question...not sure what other options there are besides Collaborate, which, as Jane noted, is not very collaborative. Skype requires an account too.
    • Don't see an issue with this per se. Most people will probably learn about the course from Google+ and Twitter. Perhaps to be sure, when registering, we could collect info like whether they have these accounts.+1
  • I just picked a hashtag for Twitter for our course: #whyopen. It's not taken on Twitter, as of mid-July!. Okay, or want something else?
    • Works for me. :) +1

• what's needed for part 1 of outline below
  • need more resources listed for "open" vs "free" (see 1.2.1 below)
    • Added a few more that I think are relevant. [Christina:] Actually, the mindmeister map on everything open and free doesn't seem to hone in on the difference between open and free. So I moved that one to a different section.
    • I changed the freedomdefined one to freedomdefined.org/Definition 
    • http://opencontent.org/definition/
  • Need to decide what sort of activity/discussion they should engage in after reading about open vs. free--see part C of first content section in course shell: https://p2pu.org/en/courses/588/content/1143/
    • How about a collaborative mind map outlining the two different themes and fleshing then out a la http://www.mindmeister.com/28717702/everything-open-and-free? [Christina:] Going back to the course and putting in suggested dates for each of the activities, I realize that we already have two activities for the first week (see the course site on P2PU at: https://p2pu.org/en/courses/588/content/1143/). So now I think perhaps we should just let them read through these things and not do an activity aftwerwards. Three activities in one week is a lot!
    • How about as a compromise, they reflect on open vs. free in the blog post, and draw an optional venndiagram of where they think the two overlap and are different?

• What's needed for part 2 of outline below (see here on the course at P2PU: https://p2pu.org/en/courses/588/content/1262/
  • we have a section where participants come up with their own ideas of activities that are "open" and engage in them. Do we want this to come before or after the ones we suggest (currently in Part 3, below). I'm just worried they might not have enough ideas if they're quite new to openness. I'm also worried they may not have the resources to complete these activities, depending on what they end up being.
    • I think after. The one's we've listed below would probably help them familiarize themselves with the concept and could spark thought processes about similar ideas that they can work on.
      • I'm not sure -- I thought the whole idea was to have them come up with their own ideas so that they don't come in with preconceived notions? each person thinking of one activity that they think is open, based on the stuff they've read, seems doable? we could have a discussion to draw out ideas. 
      • This makes sense (in purple--Jane?). Let's keep the brainstorming before.
    • On the resources, I'm not sure I understand what exactly what these resources would be. Please clarify?
      • I just mean that if they come up with an idea for an open activity but they don't have the tools or the knowledge on how to do it, then they're in trouble! But if we collapse the two sections as suggested below, then they could pick from one of the list of activities--those we suggested, and those the participants add themselves.
  • Another possibility is to collapse these two sections somehow. They seem to be doing similar things for the participants?
    • I'd agree to this in the context of time constraints. Perhaps adding to the list of open activities takes a day and picking one or two of them to participate in take another day?
    • (Christina)How about if we ask groups to choose a few open activities we've suggested to look at, then brainstorm their own, then choose one out of all those to participate in and blog about? I can change the two parts to the open practice sections into one, but I don't want to do so without getting comments from others, because it will be a pain to change it back!
    • Yes this sounds good, but let's first have them brainstorm their own, and then look at the list of suggested activities. if all else fails, they can look.
    • (Christina) okay, I've changed the two sections to one section and have the groups choose one activity to do out of all this (keeping the brainstorming before) and then blog about that.
  • we are asking participants to complete activities in small groups. How are we going to arrange the groups and let them know?
    • Do we have pre sign ups? We could randomly assign them to groups and let them know about it before the course begins.[Christina:] I think we will get email addresses with registration during the 2 weeks before the course. True, Jane?
    • yes - i can export emails. but if we want to do more curated assignment, we can always do a short survey of how we want that to happen, eg. where do you live/timezone - so easier for participants to connect with each other. i say, we play it by ear? bc we might not get that many sign-ups then it would make sense to just have 1 or 2 groups (Christina) so would it be ok if we give the groups the email addresses of the other participants, so they can connect with each other? Some might not want their email address shared? But how else to get people in touch with each other? - yes it's ok with P2PU TOU, we can share for these purposes. they agree to this when they use the site. its for the purpose of running the course Got it--great!

• What's needed for part 3 of outline below--see https://p2pu.org/en/courses/588/content/1261/
  • In some of the suggested activities, we ask them to use an open license for what they create, but we haven't talked about open licenses earlier in the course. Perhaps we should do so? If so, when/where?
    • In my research on Open vs. Free, licenses came up very strongly. Perhaps we could plug in the license conversation somewhere there? Just to make it a little bit obvious? [Christina:] I agree we should put this somewhere. But our weeks are filling up quickly! Week 1 is already too full. Unless we make that a week and a half, and make the whole course 3.5 weeks.Not too sure about 3.5 weeks. We probably need to start getting rid of non essentials from the course. I have a hunch licensing will come up at some point. We could alternatively default to Creative Commons.
    • I  suggest just sending them to the Get CC Savvy challenge - very short to  take in like 30 min, lots of positive feedback on it so far: https://p2pu.org/en/groups/get-cc-savvy/ < Perhaps use this a required reading? +! for the idea. - yeah maybe put this at beginning of practicing openly - or at the end of the previous section. like in order to complete some of the activities familiarity with CC licenses is required. 
  • The Mozilla webmaker Madame Lille course (first link in the P2PU shell for practicing openly, part 2) has mostly links that seem to go nowhere (hence, they are not actually hyperlinks). Whom can we contact to fix this? The course is still in "draft" mode. --making a web page with open images never seems to load. At least one of the pages is actually live, at a different URL, as I found it through a web search! FIXED
  • The Audacity course we have as one of the options in part 3, below, is also in draft form, but seems okay to me. Okay to use draft courses? - yeah i think so, when i click "start challenge" it seems to work for me. 
  • We have a task under section three on creating a badge for "openness," which I turned into: create a badge for engaging in open practices or reflecting on openness. But that's what they're doing here, and there will already be badges for those things! Should we ask them to create a badge for something else? Or take this option out? - why don't we just remove that option bc there are so many better activities that get them more intimately acquainted with the concept of open

• What's needed for part 4 of outline below--see https://p2pu.org/en/courses/588/content/1283/
  • I don't understand this story! Can someone please explain it in the course shell so participants know what it means? "Viaf bot connects library authority files with Wikipedia articles:" http://www.oclc.org/research/news/2012/12-07a.html
    • let's remove this. it's too technical for newbies. and if we dont understand it, we cant really discuss it!
  • Anyone have ideas for other links we could include in stories of openness, whether about the value of openness or barriers to openness or issues people have had with being open (especially the latter--only a little bit here on that)?
    • Lessig versus Valenti debate - https://www.youtube.com/watch?v=DnbyRnZlLH0
    • ASCAP letter attacking open culture - part 1 (https://twitpic.com/1zai6e ) part 2 (https://twitpic.com/1zai66 ); CC's response: https://creativecommons.org/weblog/entry/22643
    • What does CC mean for science? http://www.wired.co.uk/news/archive/2011-12/15/what-does-creative-commons-mean-for-science
    • I don't know how legit these are or whether we want to point to them, but http://p2pfoundation.net/Creative_Commons_-_Critiques
  • I put a list of arguments about specific cc licenses in section 4, and would like to include some arguments for (and against?) SA (already have NC and ND). anyone know of any? I put one down, but maybe there are others? Here's the one I listed on the course: http://www.bgsu.edu/departments/english/cconline/open/climate-of-trust-in-commons-development.html I have some arguments in my own blog, here, but am a bit wary of including my own stuff in case that would indicate what we think participants should agree with: http://blogs.ubc.ca/chendricks/2013/04/17/cc-what-part-2/
    • OKFN blog http://blog.okfn.org/2010/06/24/why-share-alike-licenses-are-open-but-non-commercial-ones-arent/
    • David Wiley against OKFN: http://opencontent.org/blog/archives/1498
    • Rob Myers http://robmyers.org/2008/02/24/noncommercial-sharealike-is-not-copyleft/
  • I made the part of the course where people record their own video story about openness or interview someone else a new section, because the section before it was already quite long. But we could collapse the two if preferred. (I'm ok with having these two separated. If its merged into one it may feel long and burdensome to participants) Right now it's only a draft at https://p2pu.org/en/courses/588/content/1285/  Possibly we could make this a final course project instead? And give people some links for help on recording, editing and posting video or audio?(This would make a good outcome as a final course project. It may help though mention this at teh beginning of the project to allow time to plan and prepare for it.)
    • Ok, Christina made this into a final course project on the P2PU site now.
  • Parts 4 and 5 are now one week. That means there are three activities for that week (see part 4 here: https://p2pu.org/en/courses/588/content/1283/ and part 5 here: https://p2pu.org/en/courses/588/content/1327/ ) They need to (Part 4) suggest a possible barrier that openness could help with, read about case studies and stories of openness and do a blog post, then (part 5) write a blog post reflecting on their initial view of openness and what has changed. Is that too much for one week?
    • combine blog post into one so they just need to 1) identify barrier that openness can help with 2) read about case studies/stories and 3) write a blog post reflecting on initial view o fopenness and what has changed. I compromised and made the blog post in what is now part 3 optional, so now: 1) identify barrier in discussion area, 2) read about case studies/stories, 3) optional blog post about (2), and 4) write blog post about intial view of openness & what has changed.

• Part V, below, is not yet up at the P2PU course site. Part V is there now!

• Final project
  • I set a hard deadline for this of midnight on Sept. 1, 2013, Pacific time. Perhaps we want to be more flexible and let people finish later and still get the badge? We would still need a firm deadline at SOME point! or should we keep the deadline I set and then we can award badges all at once? - i think we should e flexible - set the deadline, but still allow people to submit to get the badge later. Made the Sept. 1 deadline a suggested one, then said they could turn it in later. I also said end of 2013 was a hard deadline for submitting (like Dec. 31). Okay?
  • For posting their story of openness on their blogs, the easiest thing to do is for them to upload audio or video to a third party service, then either link to that on their blogs or embed on their blogs. I've suggested some services on the course itself: https://p2pu.org/en/courses/588/content/1285/  I can also link to tutorials for how to embed these on blogs, but that won't be done until later this week. Does this all sound okay, or are there other options that people know about?
    • Yeah they should upload their video or audio on to a CC license supported platform (we should specify that they open license it btw). We should recommend the following links:
      • http://creativecommons.org/choose/ - to choose a license
      • http://wiki.creativecommons.org/Publish - to choose a platform
    • Then just have them share link to their blog or wherever they are hosting the material

Action items from July 15 call--to be done BY END OF DAY WED JULY 17!

• Jane will find an image to put on the course at P2PU site
• Christina will write up the timeline for the course (how many weeks, when it starts, etc.) in the "about" section of the course
• Jeannette will help with making the "about" section sound more engaging and interesting
• Pete will give us some ideas for how to include Wikipedia activities in "practicing openly part 2" section
• Everyone will look at course on P2PU and questions above for each section, give comments here on pad 

Action items from July 15 call that can be done a bit later

• Need to create Etherpads for course: have one landing pad that links to others--who can set this up?
  • definitions of openness from others on a pad
  • blog URLs on another pad
  • a pad for links to G hangout sessions and notes on them
• Christina will set up self-hosted Word Press install this week; Jeannette can help if needed  Christina has a friend who offered to set this up for us on his own hosting service, b/c he has unlimited sites he can make on his webhost so it won't cost him anything. Yay!
• Christina  will finalize google form survey to gather definitions of openness and  send it to all of us via email, and to the SOO email list (and post on the Discourse site for P2PU) as soon as she's gotten comments from those who have them.

 2- week sign up period opens Monday July 22; courses should start week of Aug 5. 
 -- Our first synchronous session Aug. 7, 10am Pacific? -- then have doodle poll for participants to choose times for 2 other synchronous sessions (beginning of each week)



Action items for July 15 (changed from July 10)

• Christina revise survey (July 14: will do after decide where to put the stories in the course site so can put the link in the survey)
• Transfer content to P2PU UX: https://p2pu.org/en/courses/445/how-do-i-make-a-p2pu-course/ (Christina will add shell) (july 14: almost done!)
• Pete will make a specific proposal about modules that can overlap with Wikipedia course
• SOO Round 2 will open for sign-up July 22, courses start August 5
  • aim for before September
• Jane think of a badge; work with a Vanessa, send to group to iterate
• 10am pacific July 10 (changed later to same time, July 15)

June 17 call agenda and notes

• Scope: Intro to people who are just learning about the web. Also to people who are active participants to take as a reminder. 
  • Facilitated, for discussions about openness
  • Length: 2 weeks - 1 month?
• Survey -definition, profession, etc.
  • Need to have an example of what the final resource will look like. 
• Activities
• Stories of benefits of open
• Wikipedia collaboration - Wiki project on openness. Documentation of thinking that takes place at conferences, mailing lists, eg. How to incorporate Wikipedia activity
• Google Form: 
  • Add to the form a link to an example of what their info would look like once it's posted, so they could tweet about it, whatever; wait until we have a draft of course to send it out.
  • direct it to individuals when you can; address them directly
  • Ask people that you invite to do it to forward to one person
  • guideline for how long the answers should be
  • christina will do edits, send out for comments, then write invite email and send to Jane, simeon, Pete, others
  • Jane will send to all the lists she can think of
• We shoud also create a badge for this course
• How might people who come back for a second time take more of a leadership role? Maybe do harder challenges like create a badge?
• How long should it be? 
  • Maybe two-three weeks: could get more focus/attention; if longer, people get distracted
  • But also: may want more time for people to interact, comment on each others' work
  • Could have people finish longer projects at end and comment asynchronously, revisit them in last session after a week or so.
• Next steps - see action items above

Action items for June 17

• Move scope to outline (Jane)
• Everyone add 5 examples
  • What open means at #1
  • Benefits at #4
• Everyone add 2 activities for incorporating open resources
• Build on outline generally
• Everyone add all other resources under "existing resources" below

Goal of course

• Understand why people are concerned about opening up their work and help them to overcome these and related barriers
• Create one structured place for people to visit to learn about "open" and how it is part of the culture of the web 
• Help people express and act on their personal motivations around open

Scope

• Scope should be determined largely by the participants
• Focus on the culture and identities of the participants and their communities by emphasizing what they bring to the table
• Allow for discussion of "open" as it applie across many domains, or just the ones the group is interested in

Outline

1. What does "open" mean?
   1. What does "open" mean to you? (alternatives: What do you think "open" is? Describe a time when you have benefited from an "open" tool, resource, or practice. Place "open" in the context of participant's profession or field of expertise.) Participants reflect on this prompt and why they are interested in this course. Reflections are put in writing as part of course or individual blog.
   2. What "open" means to individuals in different fields. Provide statements by individuals in creative, educational, scientific, government, legal, and other fields.
      1. Open vs. "free"
         1. http://freedomdefined.org/Licenses/CC-BY
         2. https://en.wikipedia.org/wiki/Gratis_versus_libre
         3. http://www.forbes.com/2006/03/21/gnu-gplv3-linux-cz_dl_0321stallman2.html
         4. http://www.techradar.com/news/software/free-vs-open-what-s-the-difference-683592
         5. http://mako.cc/writing/coleman-hill-how_free_became_open.pdf
         6. http://www.mindmeister.com/28717702/everything-open-and-free
   3. Google form survey to send out: https://docs.google.com/forms/d/1rxV_sdlyejuQT2_iJ-b6A5MZT91o3_oYi2QM8FIoV5M/edit#
      1. Add statement example here...  (might we include some of the statements from groups like the Free Software people, the "open definition" here? Or just in the "resources?"
      2. ...
      3. ...
      4. ..
   4. Discussion
2. Practicing "open" or "openly", part 1
   1. Participants list a series of activities they think to be "open"
   2. Participants work in small groups to engage in and complete these activites
   3. Participants provide written reflections on blogs
   4. Discussion
      1. What issues, problems, barriers did you run into?
      2. What benefits did you experience? 
      3. What questions do you have?
3. Practicing "open" or "openly", part 2
   1. Complete one of the following 5 activities according to participant interest
      1. Open Web: use Mozilla webmaker tools - open webville https://p2pu.org/en/groups/open-webville/
      2. Find open materials that you can use - https://p2pu.org/en/groups/teach-someone-something-with-open-content/
      3. Create your own open definition (for your particular field of work or interest?)
      4. Do one or two "daily creates" from ds106, and license them for others to use/remix: http://tdc.ds106.us/
         1. these are quick, creative projects like taking photos, writing poems, making very short videos--should take 10-15 minutes to complete (nothing complicated)
         2. If people want to, they can do more complicated projects, but these often require knowledge of software tools for editing images, sound, or video: http://assignments.ds106.us/
            1. These are "assignments" for an online course, but people do them anytime (which is encouraged!), not just during a synchronous session of this course
         3. https://p2pu.org/en/groups/make-something-with-the-daily-create/
      5. Vanessa Gannelli suggested people might look to one of these courses as well, to find an open project to do: 
         1. A Look at Open Video: https://p2pu.org/en/groups/a-look-at-open-video/
         2. The Quickest Audacity Course in the World: https://p2pu.org/en/groups/the-quickest-audacity-course-in-the-world/
      6. There is a new MOOC happening right now that emphasizes "making" things: "Making Learning Connected" http://blog.nwp.org/clmooc/
         1. may have some projects that our participants could do, since it gives "make cycles" each week, and participants in this mooc can post their own ideas for projects
      7. Contribute to a Wikipedia article related to openness: OER, open access, open content, open source license… (Pete create a module that collects Wikipedia-related P2PU challenges?)
      8. Open Detective: https://p2pu.org/en/groups/open-detective/
      9. Contribute to Wikimedia Commons: https://p2pu.org/en/groups/contributing-to-wikimedia-commons/
      10. Get a CC license. Put it on your website: https://p2pu.org/en/courses/3/
      11. Create a badge certifying "opennness" - http://badges.p2pu.org/en/
      12. All the short challenges at http://schoolofopen.org/ ... 
      13. Add your activity idea here...
   2. Participants reflect on blogs; and/or participate in a Wikipedia discussion about improving relevant content
   3. Discussion
   4. Badge awarded for Open Practice
4. Benefits and issues of "open" or Stories of people using open tools, resources, practices
   1. Identify/Brainstorm barriers/problems that participants want to overcome, eg. access to a research article.
      1. Identify open tools, resources, or methods to overcome these issues.
   2. Provide a set of stories or case studies from different domains, including both the benefits and some issues that people have run into 
      1. We could use some of the stories from the link given below, the "true stories of openness" (and then ask people to record their own or interview someone else, if they want): http://stories.cogdogblog.com/
      2. How about stories of non-openness, like frustrations when you run into something that is closed? Or stories of why openness is needed?
         1. I could provide a couple of stories of trying to make audio or image or video artworks and running into copyright issues, and the value of finding openly-licensed content that I could use
         2. Creative Commons Has Failed Me and My Heart is Breaking: http://www.dr-chuck.com/csev-blog/2013/04/creative-commons-has-failed-me-and-my-heart-is-breaking/, http://www.dr-chuck.com/csev-blog/
      3. http://whoneedsaccess.org/ (a site in which people tell stories of why open access (publishing--esp scientific research) matters to them or their work)
      4. http://thepowerofopen.org/
      5. CC annual report - http://dispatches.creativecommons.org/
      6. Specific license provisions (NC, ND…): http://freedomdefined.org/NC , http://freedomdefined.org/ND
      7. See this "Right to Research Coalition" video interview with Dr. Francis Collins, Director of the US National Institutes of Health, and Jack Andraka, the 16-year-old inventor of a breakthrough cancer diagnostic, discussing the importance of Open Access:
         1. video interview http://youtu.be/G55hlnSD1Ys / http://www.righttoresearch.org/blog/open-access-empowers-16-year-old-to-create-breakth.shtml
         2. Jack used free online articles “religiously” in creating his pancreatic diagnostic that is 26,667 times cheaper, 168 times faster, and 400 times more sensitive than the current test.  In discussing his discovery, Jack points to pay-walls for journal articles as a central barrier preventing others from making similar breakthroughs.
         3. Jack is a perfect example of the increased innovation that arises from unexpected places when anyone with curiosity, determination, and an Internet connection has Open Access to the research literature.
      8. Viaf bot connects library authority files with Wikipedia articles: http://www.oclc.org/research/news/2012/12-07a.html
      9. Add story/example here...
      10. ..
      11. ...
      12. ...
   3. Particpants find someone to interview or record their own stories (audio or video), eg. http://stories.cogdogblog.com/ "true story of openness"
   4. Share and discuss
   5. Badge awarded for sharing "open" stories
5. What does "open" mean? revisited
   1. Participants read each others initial reflections
   2. Discuss
      1. What changed?
      2. What didn't change?
      3. Do you understand "open" better now? 
      4. Where will you go to learn about "open" further?
   3. Badge awarded for course completion

Format: 

• Facilitated
• Small groups or partners - should we set from beginning for support? 

Existing resources

• Add other resource here..
• ...
• ..
• Why open ed matters videos: http://whyopenedmatters.org/
• David Wiley - why openness in education? https://p2pu.org/en/courses/140/content/287/
  • https://learn.canvas.net/courses/4/wiki/the-extended-argument-for-openness-in-education
• Why Free Software? http://ftacademy.org/files/materials/fta-m5-economic_models.pdf
• An Open Web - http://en.flossmanuals.net/an-open-web/
• http://en.flossmanuals.net/an-open-web/distribution-how-to/ --> translate directly into a challenge?
• Open Definition
• FC debates
• guides to dif media
• cull through http://pad.p2pu.org/p/school-of-open-resources
• Mick can take on a couple of chapters,not sure which exactly, probably grumpy ones esp criticizing 'faux-pen' false open stuff
• Concept of The Commons stub https://p2pu.org/en/groups/history-philosophy-of-open/
• http://thepowerofopen.org/
• http://theopenbook.org.uk/

From Cable Green's email on SOO email list:

• http://www.hackeducation.com/2013/05/08/coursera-chegg/
• http://opencontent.org/blog/archives/2846
• http://bavatuesdays.com/reclaim-open-learning/
• Euro MOOCs (which are actually open): http://www.openuped.eu/mooc-features/digital-openness
• A Learnist Board Christina Hendricks did on Open Access Scholarly publishing: http://learni.st/users/InaHendricksBC/boards/8396-open-access-scholarly-publishing-and-why-it-s-important
• or just the following things from it that focus specifically on WHY open access publishing is important:
  • http://whoneedsaccess.org/ (a site in which people tell stories of why open acces matters to them or their work)
  • http://www.youtube.com/watch?v=L5rVH1KGBCY Open Access Explained! video--explains OA and why it's important
• OEP:
• http://enwp.org/Open_educational_practices (also consult the article's talk page, which currently has an extensive list of references that are not yet incorporated into the article)
• http://jennymackness.wordpress.com/2013/05/18/open-academic-practice-how-open-are-you/
• How open are you? (aimed at academics): http://jennymackness.wordpress.com/2013/05/18/open-academic-practice-how-open-are-you/
• 
  

Articles

• Interview with David Bollier: Viewing Education as a Commons http://blogs.edweek.org/teachers/living-in-dialogue/2013/03/question_1_can_you_explain.html

Notes:

• Courses should not be evangelical
• Should let people explore where openness makes sense, where it doesn't, and where the status quo could shift from closed to open. 
• Make it accessible to general readers and users of p2pu
• Courses should include economic, legal and philosophical examples/reasons for (and against?) using free and open tools
• Open often means free (as in beer) for software and licences - it would be good to outline how this is of immediate practical use to community, campaign and other groups with low resources
• maybe reframe as intro to open - what, why, who

Comments from others on the course

• Vanessa Gennarelli <vanessa@p2pu.org>
  • Seems like a discussion-based course. I'd recommend using Mozilla's classic "spectogram" activity--asking a provocative question, and then learners place themselves on a spectrum. ie "Wikileaks is great."
    • Suggestions for spectrogram-like activities are in this great workshop guide from Laura Hilliger at Mozilla: https://thimble.webmaker.org/p/l55m/
  • So far the course relies on reading/discussion, and I suggest adding projects people can share with each other/show the world. Related courses you could direct people towards to make an open project:
    • A Look at Open Video: https://p2pu.org/en/groups/a-look-at-open-video/
    • The Quickest Audacity Course in the World: https://p2pu.org/en/groups/the-quickest-audacity-course-in-the-world/
    • Teach Someone Something with Open Content: https://p2pu.org/en/groups/teach-someone-something-with-open-content/