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Fork It

Michael Feldstein has a good post on distributing and tracking open content. His post looks at some issues with Common Cartridge, and maintaining a canonical version of a resource. In his post, Michael lays out his position that:

there should only ever be one copy of a learning resource except under very limited and specific circumstances.

I left the thoughts below as a comment on the original post.

This approach/perspective puts more control than is needed into the hands of the content author (or content distributor).

The purpose of the content is to support interactions around it/with it that lead to learning, and these interactions take place within a different context that the point where the resource is authored/distributed.

Learning analytics around a resource, a canonical version of that resource, and the format used to distribute a resource are related, but technically separate issues. They can be joined to serve the needs of distributors, but learning can take place very well without these elements being addressed in lockstep.

So, with all that said, why aren't we focusing our efforts on eliminating barriers to reuse and remixing? Forking is good; it's where new varieties, each modified for their specific environment, can go to meet the specific needs of that environment. Many of these localized changes would never have a place in the original, "canonical" version of the resource.

But, given that the idea of a "canonical" version is arguably a dated term of more convenience to publishers/distributors that users/learners, why mandate that as a requirement that limits the ability to reuse this material elsewhere?

The business case around content shouldn't get in the way of the actual usefulness (remixing/reusing/redistributing) that content. In reading through the SCORM and Common Cartridge specs, there are elements of those specs that have more to do with the business case of distribution than the actual process of learning.

NOTE

I'm closing comments on this post; the full thread is worth a read.

There's This Thing. It's Called The Internet

It looks like iPad magazine sales are down.

I've said it before, and I'll say it again: it's not about content, it's about interaction and the ability to find and remix the things that matter to you.

With the declining magazine sales on the iPad, it's hard not to see this as another nail in the coffin of the "you will pay for my content tethered to my device" business model.

The Internet

And it's fun watching the music industry and the publishing industry flail about, largely because the textbook industry is next. The textbook industry has been able to buffer their fall because they have a captive audience. Textbook industry involvement in the development of new standards can be seen as a way for the industry to play a role in designing the cages in which they want to lock districts, schools, teachers, and learners for the next several years.

But the internet solves many of the logistical issues related to distribution. And people can learn without traditional textbooks. And people are voting with their feet - by running away, fast - from delivery models that tether content to a specific channel or distributor.

There's this thing. It's called the internet. It works.

Image Credit: "It's the internet" taken by Robert Jagger, published under an Attribution-Share Alike license.

Don't Blame The Textbook

The business of creating and selling textbooks contributes to the mediocrity of textbooks, but the medium itself still has potential.

What options aren't possible using an existing text? Many of the shortcomings of existing textbooks are artifacts of the creation, licensing, and distribution mechanisms of traditional textbook publishers, and not of the textbook itself.

The licensing structure of textbooks interferes with remixing, interaction, and reuse; this is a business problem, not something inherent in the medium.

The medium (print) drives up cost, creates the practice of remaindered copies (and the cost of remaindered books is factored into the price of the book) and creates a need for "updated" editions. Print on demand mitigates this to an extent, but a version of a text where the digital copy is always accessible makes this problem smaller still. Textbook manufacturers could be providing access to digital versions of the latest copies now, but their business model doesn't allow for this type of transparency (One notable exception to this is Flat World Knowledge, who puts current versions of their texts online, under a Creative Commons license).

Textbooks are aligned to standards that have been shaped by the same people writing the textbooks. This is an issue with the infrastructure around learning, and not a problem with the textbook.

People talk about reinventing the textbook. Too often, this is code for "discovering a business plan that helps us license, sell, and profit from content." As we talk about creating the next generation of texts that support learning, we need to focus on what worked with existing texts, and what didn't. The pedagogical need must drive what textbooks evolve into. The existing business practices of textbook manufacturers are the chaff that prevents textbooks from being as useful as they could be. Alternative means of creation and distribution - that allow localized solutions to specific learning contexts - provide a cost-effective way into a new phase of what learning can be.

So, when I read announcements where a person describes a planned text where "a student would watch some things, read some things, but most importantly, do some things" I need to wonder: given that open content supports precisely this type of learning, why do we need to "create" a "new" textbook to do this? The next iteration of texts that support teaching and learning need to be shaped by the needs of teachers and learners.

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