I just finished co-authoring of an article for a book that will be published by (and for) the Parliament of Finland. The title of the article is “Open learning – the end of teaching?”. In it we try to explain what open education and personal learning are and what kind of scenarios there are related to the theme. We present three scenarios:

1. Society of independent learning communities
2. Academic capitalism
3. Small entrepreneurs of open education

We do not value the scenarios anyhow. We aim to leave that for the reader.

We do, however, claim that a society of independent learning communities is a risk. With it we may loose the society wide cohesion and responsibility. In this case there would be some great communities but also some extremely nonconstructive one.

We also show how academic capitalism valuing highly knowledge with high exchange value (patents and immaterial right) is partly dominating, but also partly withdrawing trend. Open Access, open scientific data, free culture, Wikipedia/Wikimedia and open courseware movements are examples of the change. The knowledge with high use value (not necessary exchange value) has shown to be providing, in a long run, more value for the mankind at large.

With the small entrepreneurs scenario we build on the Ivan Illich’s deschooling idea. According to Illich:

“A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known.”

Some kind of “deschooling” would naturally require network of entrepreneurs interested in to operate in the area. If doing it with public funds it would make sense that all online activities are open and transparent for all.

We see that most likely in the future we will se features of all three scenarios. How national policy could then respond to the challenge? We propose five action points:

• We should invest to all citizens — including adults — ability to build good national online culture that will provide bases for the constructive open education online.
• We should expand the concept of “liberal education” / “free adult education” in the legislation so that public funding could be allocated also for individual citizens, organizations and businesses and not only for the established institutions.
• The public funding should operate so that it would allow direct support for individual open online courses.
• We should more widely recognize — also outside the “liberal education / “free adult education” — that studying and learning is not only a matter of reaching economical goals but as a such increases people’s happiness and wellbeing.
• Government should provide the most critical social media services for learning and research purposes.

With these action we have a chance to maintain the happy family we have been for a long time. Righ now it looks that we may loose it.

“All happy families resemble one another, each unhappy family is unhappy in its own way. ” – Leo Tolstoy

I was last weekend in Copenhagen. I learned a lot about many things. I have been many times in Copenhagen but only now realized that it is a happy family.

With the Tolstoy’s thought in mind I am now really interested in to study “happy families”. Whatever you consider your “family” to be a modern nuclear family, commune, neighborhood, language or racial group or an online community they resemble one another. They are mutually supportive and empathic.

In Finland we have a lot of open source expertise and know-how. We have developers. I also assume that majority of the (liberally) higher educated people in Finland, at least know what is “Open Source” and “Linux”. This should be a great foundation to get open source software to all public schools (and public institutions).

Today I did a little Internet study on the topics to find out where we are now. Frankly, I am positively surprised. There are a lot of things happening in the field. But there is also something very crucial missing. I’ll get back to this in the end of the post.

The good news is that the number of schools using Open Source is growing. Relying on several sources I would estimate that around 5% of the schools are using Linux on desktop and over 50 % of the schools have some Open Source software in their desktops — mainly Firefox browser, whose share in Finland is estimated to be over 50%. This is a great result when the Linux’s is estimated to have only 1-2% share of all the desktops in the world.

Another good news is that there are several projects raising awareness on Free and Open Source software for schools. There are blogs and newsletters, webinars and get-together events. The outreaching and educational activities seems to be today professionally carried out and well organized. Still, I would claim that the information provided on the topic is far too technical and as such irrelevant for most of the decisions makers. The people making decisions on the educational technology are not really interested in the LTSP (Linux Terminal Server Project). They want solutions. It looks that we are still missing credible providers of solutions.

Probably, however, the most promising thing in the field of Open Source in education in Finland is, that there actually are several small and middle size companies that are specialized in providing Open Source solutions for schools. Some of them have also build their own products and services specifically for the school market.

I am maybe doing some unfair promotion of only three companies, but they are good examples of those that were catched by my survey.

Opinsys seems to be the most promising one. Opinsys designs and implements networks, computers and software for schools — in practice solutions for teaching and learning. They provide support and maintenance. All Linux and Open Source.

Dicole use to develop their own Open Source community/intranet/learning environment platform, but has since then focus more on knowledge work. I still, however, believe that they could pull together a package of software-as-a-service specifically designed for schools.

Mediamaisteri is a company with strong presence in the Finnish education sector. Their product / service portfolio includes Moodle, Elgg, Mediawiki and Open meetings hosting. All Open Source. (Disclaimer: the founders of Dicole and Mediamaisteri are my friends)

Could these companies find growth in the international markets? I think they could. At least, in the European markets. Maybe there are similar small companies in other Scandinavian / Baltic countries (Sweden, Norway, Denmark, Estonia) or in the large European countries (Germany, France, UK, Poland, Italy, Spain). Maybe these small Finnish companies could establish partnerships with them?

I honestly was happy to find out that the Free / Open Source in education is not dead in Finland. Some regions in some other countries, like Andalucia in Spain and some pockets in the UK are maybe far ahead of us. I still, however, think that in Finland we have great chances to make a real impact in the field.

I wrote in the title that there is still something crucial missing. What is that?

It is the simple Linux based device designed specifically for school use. I think OLPC XO is not the solution for us or the rest of the Europe. We need our own device that is basically a touch screen with a web browser, a camera, audio in/out and all possible forms of wireless connectivity (Wlan, 3/4G, Bluetooth).

I know there are people in Finland who are able to do perfect electronic engineering and industrial design for this. I know that there are software people able to do relatively minor changes to existing Linux distributions to make it up and running. If we can do it, why we are not doing it?

Just with the European market — close to 100 million school children — it should make sense.

I took some notes in the WikiSym / Wikimania.

I take notes in rather unstructured way. I carry several paper notebooks with me: often an A5 size and a small A6 sketchbooks. Then I always have with me a laptop and a phone which I use for note taking, too. Sometimes I also write notes to some random Post IT notes, which I often have in the case.

My logics with this kind of note taking is that if something is not really important I may and will lose it. Also if I really need something later I should be willing to take the effort to search it.

So, what is there, couple of days after the Wikisym/Wikimania, in the top of my pile of notes? There are many things, such as:

• proper knowledge building research on Wikipedia,
• the OER policies and the Wikiwijs in the Netherlands,
• wiki governance and politics (the picture is related to this: it is a simple version of the Wikipedia policy/rules),
• Wikis and OER’s in open and distance learning,
• new talk pages with LiquidThreads,
• wiki content to books, and
• many, many semantic wiki projects.

From all these I have some random notes in here and there. I may write blog posts about them later.

The most hypnotic new thing I found during the WikiSym/Wikimania is probably the Wikipedia article traffic statistics. Actually it is not even new and I think it was not even presented in the conference, but with some free browsing on wiki-related things I happen to found it now.

With the service you can check the popularity of any Wikipedia article from more than 70 language versions. The latest statistics are from December 2009, but it is still la lot of fun. I have been playing with it now for several days.

For instance, I have been comparing the top 1000 articles of the Finnish, Swedish and Russian Wikipedias.

Here are the top-10 articles in the Finnish, Swedish and Russian Wikipedias in December 2009:

Finnish Wikipedia

1. Suomi (Finland)
2. Wiki
3. Talvisota (Winter War 1939)
4. Brittany Murphy (Hollywood celebrity)
5. Irwin Goodman (a Finnish protest singer, rock and folk singer)
6. Suomen itsenäisyyspäivä (The Finnish Independent Day)
7. Joulu (Christmas)
8. Twilight – Houkutus (Hollywood movie)
9. Lady Gaga (American celebrity)
10. Yhdysvallat (United States of America)

Swedish Wikipedia

1. Sverige (Sweden)
2. Brittany Murphy (Hollywood celebrity)
3. Wiki
4. Lucia (Saint Lucy’s Day)
5. Anna Anka (Swedish Hollywood celebrity)
6. Julkalendern i Sveriges Television (Christmas calendar in a Swedish Television)
7. Kurt Wallander (character in Henning Mankell’s novels)
8. Jul (Christmas)
9. Wikipedia
10. USA (United States of America)

Russian Wikipedia

1. В Контакте (Russian social network service)
2. Турчинский, Владимир Евгеньевич (Vladimir Turchinsky; Russian celebrity, bodybuilder, TV/radio, actor)
3. Википедия (Wikipedia)
4. Россия (Russia)
5. Порнография (Porno)
6. Мой Мир@mail.ru (free e-mail service)
7. Аватара (Avatar concept of Hinduism)
8. Москва (Moscow)
9. BitTorrent
10. Новый год (New Year)

Looking the top lists of English (I love The Beatles, too) German (and adore Elisabeth von Österreich-Ungarn) and French (and listen to Johnny Hallyday) Wikipedia’s and comparing them is also interesting and fun.

From the top 1000 lists we may already conclude some hypothesis / theories. All the lists show the actuality of using Wikipedias. For Finnish and Swedish people Christmas is important, whereas in Russia New Year is the Christmas (Orthodox Calendar). The Finnish Independent day is in December. In December 2009 it was 50 years from the Winter War.

Also the celebrities in the list were actual in December 2009. In Finland and Sweden people seems to follow Hollywood. In Russia they have their own stars. Brittany Murphy in the Finnish and Swedish WIkipedia and Vladimir Turchinsky in the Russian Wikipedia represent the celebrities who died in December 2009.

It looks that the Russian Wikipedia in December 2009 was still dominated by technology / internet people. The general public was not yet the main user of the Russian Wikipedia as it obviously was the case in the Finnish and the Swedish Wikipedias.

The high position of Irwin Goodman, a Finnish protest singer, rock and folk singer, in the Finnish Wikipedia could be a result of some new research about him that was published in December 2009, but why is the Hindu concept Avatar so high in the Russian Wikipedia? Could it be that people were looking for information about the movie Avatar but end-up to this page?

Then you may ask why the Twilight movie and Lady Gaga are in top ten in the Finnish Wikipedia but in the Swedish Wikipedia only in the places 43 and 36. In the Russian Wikipedia these great cultural products are in the places 60 (Twilight) and 352 (Lady Gaga).

I already started to copy paste the data to spreadsheet to do more analyses, but gave up. I know that there are people who really can do statistics. I am not very good with them, but I would love to do some cultural-historical analyses of the Wikipedias with someone with solid skill in statistics. Let’s do some hypothesis and see what the data tells us.

Its’ another great opportunity to spend some time with the world’s brightest wiki-minds: academics, developers, community members and bureaucrats.

I am going to give a short talk on Friday in the Wikiversity session. I am going to present the EduFeedr, a small and beautiful project I am working with Hans Põldoja.

If you can’t make it to Gdańsk — it’s sunny and with nice mixture (like good wikis) of Slavic flexibility and Prussian order — you may check the following presentation. I’ll copy here also the abstract of the talk:

Designing Tools for Supporting Wikiversity Courses: the Case of EduFeedr

In spring 2008 the authors organized a course on composing free and open educational resources (in the Wikiversity). It was officially a master’s course at the University of Art and Design Helsinki. The authors decided to make the course available with an open enrollment through the Wikiversity and promoted it in their blogs. As a result about 70 people from 20 countries signed up for the course on the Wikiversity page.

The course was organized as a weekly blogging seminar. In each week the facilitators posted a weekly theme and links to related readings on the course blog. The participants reflected on the weekly theme in their personal blogs and commented their peers.

One of the challenges in a large blog-based course is to follow all the communication. Typically this communication takes place not only in blogs but also in other environments such as Delicious, Twitter, etc. Most of these environments provide RSS feeds but typical RSS readers are not very suitable for following this kind of courses. Most of the RSS readers such as Google Reader are designed for personal use. In a Wikiversity course it would be important to have a shared feed reader that all the participants could use.

EduFeedr is a web-based feed reader that is designed specifically for following and supporting learners in open blog-based courses. The design process of EduFeedr is based on the research-based design methodology. We have organized several Wikiversity courses where we have tried out various online tools to manage the course. The initial user needs for EduFeedr came out from this contextual inquiry. Interaction design methods such as scenario-based design, user stories and paper prototyping have been used in the process.

As a result of the design process we have indicated the key features for EduFeedr. These include (1) signing up for the course, (2) visualizing how the students have proceeded with the assignments, (3) visualizing the social network between the students, (4) annotating blog posts and comments, and (5) archiving the course.

EduFeedr is currently a work-in-progress. The first version is implemented as Elgg plugin and we are currently doing internal testing with real data from several Wikiversity courses. In this version we have implemented signing up for the course and some of the planned visualizations. We are planning to launch the beta version of EduFeedr service in late summer 2010. The source code and more information about EduFeedr is available at the project web site (see http://www.edufeedr.org).

In Sweden I am on the right,” Mr. Westerberg said, “but in the United States, I’m considered a Communist.”

Some days ago David Wiley wrote that with the open content the Open Knowledge Foundation gets it wrong when claiming that share-alike licenses are open but non-commercial ones aren’t.

For those who are not that familiar with the open/free content/knowledge discussion, the share-alike (SA) license has a condition asking people who remix or build upon the content to distribute the resulting work under the same license. The license ensures that later works will be open, too — will stay in commons. Wiley wrote:

“When authors adopt a share-alike license, they are saying: we value the freedom of content over the freedom of people.”

As an author using share-alike license I see this a bit differently. I value the *freedom of mankind*, the common good, over the freedom of content or individuals.

I think that this is the way most SA people see it: When you are given, you should give back, too.

I also do not consider use of SA to be any kind of violation of individual’s rights. Individual’s rights is something I am not willing to negotiate about. In the case of content anyone is still free to release *their own stuff* under whatever license. So, as a such SA is not really communism. It is a way to contribute to the common good.

Later Wiley wrote a follow-up post with the title Openness, Radicalism, and Tolerance and asking “Why isn’t the open crowd more open-minded?”

I see here some signs of a straw man arguments.

I think we should look how the Free / Open Source Softeware movement and the Open Content movement were started. People simply started to do things. The Free software people made software and wanted to share it with their friends. Some other people started to write free encylopedia or publish University course content online. They just did it because they could.

What are people doing in the field of Open Education?

Many things. For instance, the Peer 2 Peer Univeristy and the Wikiversity are crassroot open education projects organizing self-organizing learning online. The idea is to bring people together to teach and to learn from each other. Simple.

Similar kind of initiatives are started here and there: from Indian to Brazil, From South Africa to Finland. I find these much more interesting that the discussion on content-driven “open education”. The content is there – now it is the time to use it. That is education.

Peer 2 Peer University 2010 from P2P University on Vimeo.

I feel uncomfortable to define my research with these concepts. Sometimes I even end-up to explain that our research is kind of “e-learning research” but we do it differently. This get people very confused.

On the other hand, when you do not know the background of the person asking — that is often the case — one must use terms and concepts you expect them to be familiar with. Still, I would like to be precise but also present the special characters of our work.

Within the learning environments research group we have before define ourselves that we are “theory-based, design-oriented”. That is a nice motto and even some kind of description. That tells a bit what we do and how we do it. The difficulty to tell “how we” do it has been a challenge.

Recently I have used the phrase: Practice-based design research of learning tools. I think it has everything what I do. Simple. I do “design research”, with a methodological approach relying on “practice”. My object of design research are learning tools.

Now you know.

Today in LeMill there are over 12 000 teachers and other learning content creators. The site has over 11 000 learning content resources and over 6 000 descriptions of teaching and learning methods and tools in over 30 languages.

With these numbers LeMill is one of the world largest community of open educational resources. The LeMill’s what’s going on -stream shows how active the site is.

LeMill is, however, a classical example of “long tail”. The head, the majority of the community members, come from Georgia (the country, not the US state) and Estonia. Actually, it is fair to say that the only communities with the critical mass are Georgian and Estonian communities.

This year we have noticed that pulling more language communities to the head is extremely difficult. For instance, among Finnish teachers we have worked hard to bring them to LeMill. The results are poor.

We may think why Finnish or English speaking teachers have not found LeMill interesting or useful. There are, for sure, socio-cultural reasons and structural obstacles. No more about them. In addition to these, there are also many design issues. As the designers of LeMill, these are things we may change.

Here is my list of LeMill design issues, we should work with:

1. Connections with Web 2.0/social networking services
We have some cool content in LeMill that do not move because we do not have any “share this” –tools in the site. For instance, I am sure some people could share some english listening comprehension exercise with their friends with Facebook. With all the content in LeMill we could simply use share this or something similar to the sexybookmarks Word Press plug-in.

2. Re-designing (Web 2.0) the appearance of the site
LeMill’s interaction and visual design should be renewed. LeMill is not easy enough to use, neither attractive. LeMill should be simple and elegant. This would require the design to be more like HeiaHeia or Facebook than Wikipedia. In the interaction design we should use Web 2.0 GUI widgets. For instance, LeMill’s Browse content is a brilliant idea: you can set different kind of criteria and will find content depending on it. The current implementation, however, is clumsy: you must choose the criteria and then press “Show”. Choosing the criteria should be enough.

3. Search centric approach
The main reason for a user to visit LeMill is to find some useful content. Google have taught us to simply write the words we are looking for and expect that we will find something useful. We should serve users this way. In practice, this would require including our search field in a central location and redesigning the search results. The algorithms organizing the search results in LeMill are already pretty good, so also this would be more like a design issue.

4. Online status information and chat for the community
We currently have IRC chat in the LeMill community. Nobody is using it. I think, to build LeMill community we should have online status information (the Facebook style green and red dots) and easy to use chat to connect with people online. We could use, for instance, Olark – chat or some other third party service.

5. User dashboard
We already have email announcements telling users what has happen in among their groups or in the content they have contributed to. This same information – kind of personalized “whats going on” should be provided in a user’s dashboard.

If you are interested in to develop these features, please, contact us. LeMill is Open Source platform and we are happy to have more designers and developers in the team.

You will find more information about LeMill platform development from the development site. The LeMill blog is also good place to follow the project.

Anyway. Here is my advice for local and national decision makers to do the “learning revolution”, caused by the digital revolution. I am sure my “reforms” would payoff, exactly the way learning does: educated people are able to provide higher output, economically and culturally.

Public Libraries
Invest on public neighborhood libraries with (1) wide collection of different kind of reading materials (books, newspapers, magazines, electronic materials) and (2) public access to Internet: Wi-Fi and laptops. Do a marketing campaign about the libraries. Let people to know about the services of the libraries.

Basic Education
Guarantee universal (for all) high quality basic education: literacy, math, arts, music, civics, culture. Make sure you will have highly educated and motivated teachers, and seamless access to internet, Wi-Fi and laptops (in every classroom and in every space). Support the schools to have continues effort to develop their operations; pedagogy, school culture, workplace. Request all schools to publish their mission, vision and curriculum in their website and to have a blog with weekly updates about their work.

Higher Education
I think Universities are the liver of the society. Make sure that they will function. Research and higher education is there to renew things that should be renewed and protecting things that should be kept.

Network Connections
Guarantee that all the citizens will have inexpensive access (cheap and free) to Internet, network computers (mini laptops) and mobile phones. Make sure that there is competition that will work for the benefits of the consumer. The markets work only when there is true competition.

Media, Journalism and Free Speech
Guarantee public broadcasting media services (radio, TV, online) that are, as independent as possible, from the markets and the politics. Do not limit the public media to news. Politics, civics, culture, arts and music in a widest possible meaning — including cotemporary and independent pop culture — should be the core of the offering. A strong public media will help the commercial media to renew itself to meet the future challenges. This way the public media is a bit like a liver of the media field (compare to the Universities).

Online Content
Invest on free and reliable online reference and other educational content, like Open Educational Resources, Wikipedia and Wikimedia. Bring the content of museums and archives online (Wikimedia may help museums in this effort).

Online Learning
Support peer-to-peer online learning and teaching communities. The open education movement is fast moving to the direction where people are self-organizing themselves to learn together online. The P2PU is a good example of this. People learning new things is almost always good thing. Still, to avoid people to do “home chemistry”, it might be a good idea to provide people something a bit more “guided”.

Community Colleges
Support community colleges and open universities online and on campus. In addition to the online learning we also need the “traditional” community colleges. Still, one should help (and force) the community colleges to go online. In Finland, Otavan Opisto is a good example of a college that is strongly online (and on campus).

A long wish list? It is and it will cost a lot of money. A good thing is that it is not a risk investment. The economist know that these things have a high return of investment. It is true that to get the return for the investment may take some time — 10, 50 or 100 years — but it will come.

The keynotes are video streamed online. The recording will be available in the same site, too.

The original home of the activity theory is in psychology (cultural-historical psychology) but people in the community have always moved across different disciplines. The theory has also achieved interest especially among such areas as education, organizational studies, work research and human-computer interaction.

This year — because of the location where the conference is taking place, I think — there are more design thinking in the air than probably ever before. Also the concept of combining art and design, economics, science and technology in the Aalto University is interesting when analyzed in light of the activity theory.

During the conference, I hope, we will have many discussions about design thinking and education, with emphasis on product design, artifact creation, architecture — on things that have concrete impact to people’s life.

It’s not the first time that “design” is discussed in the context of education and learning. One branch of learning science have present the idea or design-based research (Barab & Squire, 2004; The Design-Based Research Collective, 2003). In design-based research the aim is to do research with designed interventions into real-world educational, teaching and learning situations. In design-based research design interventions are a research method.

I think design-based research is missing some important aspects of design thinking. In design field the designs — artifacts, products, “things” — are the main outcome of the activity. The design process is creative and intentional activity of composition: “brining parts, pieces, functions, structures, processes and forms together n a such a way that they have a presence and make an appearance, particularly of unity, in the world” (Nelson & Stolterman, 2003). The designs (the “things”) are the change agents. They are concrete things that are changing our way of doing things.

For someone coming from the field of new media design the impact of tools and artifacts in human life and culture is obvious. People playing with new media and internet know that these things are changing the way we live our lives, socialize, communicate, work, love, hate, and learn.

The sad thing with the new media is that we easily take the tools and artifacts for granted, as something that just comes like a natural force. This is of course not true. There are people “designing” these things. They are driven by values, ideals and intentions. They are humans.

Design is communication. Design thinking is a skill of moderating design communication, deliberating different intentions and interests. But this is not enough. Design thinking is also an issue of leadership. When there is a request to deliver the “thing”, the designer must be able to do decisions. To get the thing done.

Here is a video nicely explaining how design process can go wrong.

In the free encyclopedia — the Wikipedia — there is a new feature and a service that allows anyone to create custom printed books from the Wikipedia content.

Users can create their own customized books from over 3 million articles in English Wikipedia by adding in to the book whatever article on whatever topic. The feature will, at some point in a future, be available in all the Wikipedia’s in more than 250 language.

The service provided by PediaPress, a partner of Wikipedia, will create out of your collection of articles a printed book and send it to you. You may, also just create a PDF out of your book, distribute it as a such or print it on your own.

So, what you could do with the Books out of Wikipedia content?

I think this is a great addition to the Open Education Resources (OER) offering. From the Wikipedia one may combine a learning materials (books) with selected content. For instance, I would love to see a book about history of New Media, multimedia programming, 3D design, or typography design.

I am going to do some books but would also love to see “your book” about these topics! More books — the better.

Some press:

Wikipedia And PediaPress Now Allow You To Create Books From Content In English

Wikipedia Now Lets You Order Printed Books