Monthly Archives: September 2009

Public Domain at Risk

Stephen Downes has a new post (URL unavailable at the time of writing) pointing to the book The Public Domain: Enclosing the Commons of the Mind. The book discusses the public domain in the broadest sense, including things beyond copyright law, such as the environment. The book is available at Google Books. From the description:

Boyle identifies as a major problem the widespread failure to understand the importance of the public domain—the realm of material that everyone is free to use and share without permission or fee. The public domain is as vital to innovation and culture as the realm of material protected by intellectual property rights, he asserts, and he calls for a movement akin to the environmental movement to preserve it. With a clear analysis of issues ranging from Jefferson’s philosophy of innovation to musical sampling, synthetic biology and Internet file sharing, this timely book brings a positive new perspective to important cultural and legal debates. If we continue to enclose the “commons of the mind,” Boyle argues, we will all be the poorer.

Microsoft’s Objections to Google Books

Today, Microsoft filed a brief with the U.S. District Court for the Southern District of New York raising several objections to the proposed settlement in the copyright infringement lawsuits filed against Google in 2005 related to Google Books. You can find the brief here.

The Public Index brings other objections here.

Putting OCW to the Test

Josh Dean at Popular Science has a new article entitled “How Much Can You Really Learn With a Free Online Education?” The article describes Dean’s efforts in taking MIT OCW courses that were of interest to him, and his frustrations with the experience. In fairness, Dean never purchased the textbook for the class. From the article:

“You know where we’re heading with this,” says Shigeru Miyagawa, who believes that OCW has enriched current students and faculty, enhanced MIT’s reputation as an institution at the forefront of innovation, and provided an invaluable opportunity to show off its smarts to those prospective geniuses that top schools fight for.

Thanks to Neil Allison on Twitter for the link.

Google Book Settlement News 9/9/09

Contuining OEN’s coverage of the Google Book settlement, there is a new round of articles to report. Arstechnica is covering the European Commission’s hearings on the settlement. ThePublicDomain.org argues that the settlement will unlock cultural heritage. Gavin Baker at Open Access News has two postings, one on the Software Freedom Law Center’s opposition, and another on discussion at the International Federation of Library Associations (IFLA) Conference. From the Arstechnica article:

Viviane Reding issued a joint statement with fellow Commissioner Charlie McCreevy. Reding has been involved in attempts to tack a consideration of music file sharing onto legislation that would update Europe’s telecom laws, and the statement reiterates that concern. “We also need to take a hard look at the copyright system we have today in Europe,” the statement suggests, asking, “Is the present framework still fit for the digital age?”

Open Everything Mindmap

Michael Bauwins has a new post at the P2P Foundation Blog. Bauwins has created a “mindmap,” or visual representation of various aspects of openness. From the post:

To make it all real, we need infrastructures in which these enabling elements are embedded, i.e. we need open platforms, both virtual and physical, which alllow us to produce in a open way: open collaborative technical platforms, open places where we can gather, open media and communication infrastructures we can use, open and free software, knowledge and scientific data…

Public Funding in Higher Education Pays Off, According to Report

Aisha Labi at The Chronicle of Higher Education has a new article on benefits of public funding in higher education. The report (link unavailable at the time of writing) found that the benefits of higher education outweighed the costs in almost every country surveyed. From the article:

On average across the OECD, the net public return on the cost of providing a university education for a male student is in excess of $50,000. “In virtually every country, the public benefits of higher education outweigh the costs,” Mr. Schleicher said. “The traditional wisdom was that higher education benefits individuals most, but this was the first time we looked at public costs and public benefits in conjunction.”

Motivations for Creating Derivative Works

John Hilton III has announced a new article by him in First Monday. The article covers motivations for authors to openly license their works. From the abstract:

Seventeen creators of derivatives were surveyed on their motivations for doing so. They indicated that they were willing to create derivatives that extend the original content of a book because they want to help others access the work. Nearly all the people surveyed indicated they were glad they had created derivative works, often feeling like they were part of a community effort to share the work with others.

Open, Collaborative Dinosaur Project

Glyn Moody has a new post pointing to The Open Dinosaur Project. The project is to create a database of dinosaur bone measurements for the purposes of statistical analysis. From the project’s blog:

As for who you are: if you care about dinosaurs, and want to make some science, then you can be involved. It doesn’t matter whether you’re a seasoned professional palaeontologist, a high-school kid or a retired used-car salesman: so long as you can conduct yourself like a professional, you’re welcome here.

Short Introduction to Open Education

Cathy Anderson has a new post defining OER and providing links to repositories.

Cringley on Higher Ed.: Burn Baby Burn

Robert X. Cringley, technology commentator, has a new post on higher education. Cringley points to MIT OCW and asks why new schools haven’t been built up around open content. From the post:

We’re on the cusp of a new era where the marginal cost of insight is low enough to create new kinds of virtual education institutions. The important concept here is insight, which means more than fact, more than knowledge. It is the link between facts and knowledge, a true act of understanding that enables thinking people to create something completely new. Without insight you don’t know jack. But insight generally comes through personal connections — connections that to this point we’ve typically had to create campuses and pay $50,000 per year to enjoy.