Over the last couple of years, the NDLA team have been working to replace Flash-based applications and interactive learning objects. NDLA also needed a tool to make it easy to create, share and reuse HTML5 content and applications. We started developing a new tool in public-private partnership with Joubel, a tech startup in Tromsø, in the northern part of Norway. This collaboration ended up as a project and product called H5P.
H5P is at the time of writing installed on over 14.000 websites. H5P is reused by many universities, large companies and smaller personal websites worldwide. It´s great to see this kind of reuse and in the long run, this will make the platform more sustainable, also for NDLA.
The team developing and designing H5P have been set up with the best product developers from NDLA and designers and developers from Joubel. This kind of public-private partnership is essential to NDLAs innovation process.
In H5P, all you need is a web browser and a website with an H5P plugin. H5P empowers creatives to create rich and interactive web experiences more efficiently.
H5P is a free and open source tool that helps you create HTML5 content in the browser of your choice and share it across all operating systems and browsers. Check out the list of different content types.
As H5P is open source there are no “strings attached”. Anyone can reuse both content and technology without asking Joubel or NDLA for permission. One of the universities that have reused H5P is Colorado.
How to use H5P?
H5P is a plugin for existing CMS and Learning Management Systems (LMS) systems like WordPress and Drupal. Just install the H5P and your system becomes able to create, share, and reuse great interactive content. For systems that don’t have an H5P plugin available yet it is possible to embed content using an iframe or using the Learning Tool Interoperability (LTI) standard. With the LTI and supporting APIs and specifications embedding an externally hosted H5P authoring tool is also possible.
The H5P format is open and the tools for creating H5P content are open source. This guarantees that creatives own their own content and are not locked into the fate and licensing regime of a specific tool.
In this podcast, I talk with Jamie Alexandre from Learning Equality. Learning Equality focuses on technology solutions which are optimized to work in areas where Internet access is lacking or costly. Their project KA Lite is an offline version of Khan Academy, used in over 170 countries. Based on feedback from KA Lite users, the Learning Equality team is actively developing Kolibri, their next generation platform which allows for curriculum alignment of a broader set of content.
Learning Equality builds educational technology solutions that leverage open-licensed content and low-cost hardware to enable a broad range of NGOs, schools, governments, and individuals to implement programs that improve educational outcomes in their communities.
I believe that the CC-BY license is the ideal Creative Commons license for open textbooks and other open educational resources. If you are part of a project funded with money from a donor trying to get the most out of every invested dollar the more restricted licenses would create unwanted barriers.
The CC-BY license drives innovation and creativity – including commercial use. It also increases the overall goal of sharing, translation and re-contextualization of open textbooks and OER.
Sometimes there could be good reasons for adding restrictions but more often the not, CC-BY is the best way to go.
Why? Here are some of the most obvious reasons:
- The CC-BY license drives innovation and creativity – including commercial use.
- The CC-BY license increases the overall goal of sharing, translation and re-contextualization of open textbooks and OER.
- The CC-BY license is easy to understand and follow, requiring simply that attribution be provided to an open textbook author(s).
- Content with a CC-BY license can be remixed** with all non-ND CC licenses, making it easier to remix others’ OER into an open textbook.
- I believe an ND (no-derivatives) licensed textbook is not an open textbook because ND licenses do not allow two of the five Rs: revising and remixing.
- The NC license also reduces remix options.
- The SA license reduces remix options.
- The NC license often causes confusion and limits the spread, adoption and use of OER. Creators should consider carefully whether their reasons for using an NC license justify the limitations it will impose on users.
- NC license has been used to claim that OER cannot be printed by a commercial print shop for use in classrooms.
- Some Colleges have assumed that because they charge tuition, they can’t use NC-licensed OER. Others worry about printing and selling (cost recovery only) NC-licensed open textbooks.
This article is a derivative of “Open Textbook Community Advocates CC BY License for Open Textbooks” by Mary Burgess, David Ernst, Hugh McGuire, David Wiley used under CC-BY 4.0 International License. This article is licensed under CC-BY 4.0 International License by Christer Gundersen.
Quality education should be delivered in the language spoken at home. However, this minimum standard is not met for hundreds of millions, limiting their ability to develop foundations for learning. By one estimate, as much as 40% of the global population does not have access to an education in a language they speak or understand (Walter and Benson, 2012).
A great part of the world’s learning content is written in English or in major languages in the industrial world. We don’t know the exact shares for the most-used languages when it comes to learning related content in particular, but it’s reasonable to assume this to be proximately equal to the most-used languages on the Internet as a whole.
As of 2015, 55.5 percent of all web content was in English, followed by the next four most-used world languages Russian, German, Japanese and Spanish, adding up to an additional 21.5 percent. Compared to this, the lack of digital resources is striking for languages like Swahili, Bangla or Hindi which are mother tongue or commonly spoken languages for an estimated 60+, 200+ and 500+ million respectively.
Two weeks ago I posted a blogg with a timeline of OER. After reading this, my friends in Addis Ababa, Ethiopia picked up the timeline and translated it into Amharic. This involved a different language, different plattform and context. The common thread is H5P, a tool I have blogged about many times before, that allows anyone to create, share and reuse interactive HTML5 content in their browser.
The important thing to notice here is that the team in Addis could reuse all the effort that I put in the timeline and at the same time just by translating it the timeline was available in a new language, something that would be impossible for me to do simply because I don´t know Amharic.
There is a growing edTech and OER community in Addis and this last weekend they organized a workshop where they also made their own timeline describing important events in Ethiopian history(see it at the end of the bloggpost). As a part of the same workshop they made an interactive test where you can test your skills on the most common Amharic words.
This put me up to the idea that I could make a new resource based on what they have made, and in fact make an OER in Amharic, a languages that I do not master. How? I made all the «cards» in the object below based on text from the team in Addis. Our common ground is that we all understand English.
When advocating for Open education resources, open source and open standards the message sometimes is lost in the complexity of all the technical issues. I myself have on more then one occasion struggled to explained the «magic of OER». In this case working with a small usecase like this just seams like a great way to demonstrate the magic of open educational resources.a
Check out this timeline on Ethiopian history:
Occasionally I bump in to representatives from the «anti OER lobby» and they often start of by talking about how open educational resources ruins the marked, and if the OER is financed with public money they go on about how the government is using their position to compete in the marketplace handing out «free content».
The problem with this claim is of course that it belongs in another paradigm, a paradigm without what we now call «the internet». This is a global issue but we could use Norway as an example. The idea that the Norwegian government, municipalities and counties should not be able to let teachers(with a public paycheck) share content on the web under a free license is just ridiculous.
Last week I met a guy from an organization that lobbies hard against OER and while talking to him I came to think about Steve Ballmer, former CEO of Microsoft. It was sort of a deja vu moment and it took me back to 2001.
During an interview with the Chicago Sun-Times on June 1, 2001 Ballmer said that «Linux is cancer that attaches itself in an intellectual property sense to everything it touches»
15 years later Microsoft has shifted their stands completely and invest substantially in open source and even Balmer himself is quoted saying «We now considers that the threat from Linux is over». Current chief at Microsoft Satya Nadella took it even further and went public 2 years ago saying that Microsoft loves Linux.
In the 15 years that has past Microsoft has lost its position in many markets and is now overtaken by Google and Android in the mobile market while Linux dominates everything from the server market to devices running in cars or in the kitchen.
For anyone that has been a part of both the open source movement and the OER movement its obvious that they share principles, philosophy and methodology.
So my simple question is: What can the «anti-OER lobby» learn from former Microsoft CEO Steve Ballmer?