Harvard Open Source Courseware 162
mpawlo writes "Gnuheter reports that the Berkman Center for Internet and Society releases the H20 courseware software as open source. Two years and 1 million USD are invested in the software so far... The software has been tested at Harvard Law School, but should be suitable for other disciplines than law."
Re:speaking of open courses... (Score:2)
Jason
ProfQuotes [profquotes.com]
Re:speaking of open courses... (Score:2)
1) Hi, I'm Prof. X
2) We're going to learn Y
3) Read a single chapter from each of these 20 books that cost $100 each
If the MIT initiative actually made the learning materials themselves free, that would be another thing altogether, but unless you buy all those books it is worthless.
Of course, I'm not saying this is practical or possible.
1 million dollars???? (Score:1, Insightful)
Someone, please enlighten my ignorant soul and tell me what makes this software so special?
$2.7 million (Score:5, Funny)
$1 million for a not-so-special piece of software for a major law school seems much less moronic now.
"Momma always said, 'Stupid is as stupid does.'", Forest Gump.
Re:$2.7 million (Score:2)
Re:$2.7 million (Score:1, Informative)
yeah, school sucks (Score:2)
2. I'm testing out of English 11 and 12 to graduate a full year early!
3. I'm looking at U.C. Berkeley, though I could be swayed to another school for some serious scholarship money.
4. My books are in fairly-decent condition, but we don't even have warm water in "Automotive Mechanics: Suspension and Steering", the most technical class my school offers.
5. As a minor, I don't have to wait f
Georgia Tech is the 42nd circle of Hell (Score:1)
That being said it also tons of problems. It has professors who only care about their pet projects. If you're not one of their research assistants they don't care about you. You have to research every professor before you sign up for their classes to make sure
Re:$2.7 million (Score:2)
My graduate university spent I think $13M on upgrading the graduate college - about $100K per room. Sure, afterwards, there was no asbestos, there were sprinklers, the heating system no longer did 'elves with sledghammers' imitations in the middle of the night, and the fire alarm system worked so well that on some nights it detected 5 separate non-existent fires. But $100K per ROOM?
(And when we asked them to make a path by putting down some woodchips over the
Re:$2.7 million (Score:1)
Why do you need a ring? (Score:2)
Why is the US the only school system in the world that produces graduates so dumb that they have to have a reminder on their finger that they actually graduated...!
I can remember on my own (Score:2)
Forrest always said.. (Score:1)
Re:1 million dollars???? (Score:2)
Not only that, it's a message board in which each participant is required to respond to a random post from one of the other members of the rotissirie.
In short, it is not a place for having discussions, but rather a place for forcing people into disjointed discussions with whatever oddball gets stuck with your post.
On the other hand, it would appear that their is currently a fairly high signal to noise ratio. The threads are all disjointed, but the posts are quite intelligent all the same.
Concept explanation (Score:1)
I can see a lot of value to this approach in an academic setting.
Re:1 million dollars???? (Score:5, Informative)
More importantly, the Rotisserie is far, far from a glorified message board. It is, in fact, one of the very few true, recent innovations in online discussions. It implements a radically different approach to online discussion that solves many of the problems that people generally make about online discussions -- that the quality of the posts is often very poor, that boards are more often than not balkanized into narrow interest groups that merely agree with one another, and that many more people lurk than participate in discussions. The tool uses a combination of techniques to combat these issues, which are especially important for facilitating meaningful academic discouse but are also vital for conducting any thoughtful, productive discussion online.
First, the system slows down the discussion into semi-synchronous rounds. Every discussion is broken up into a series of discrete rounds, and no rotisserie post is published until the end of the given round. This structure encourages people to take the time to put considerable thought into their posts rather than trying to post as quickly as possible to garner the most attention.
Second, the system democratizes the discussion by automagically routing posts between users for further response. After the first round is over, each first round post is assigned to a specific other user for further response. The discussion can continue in this way for as many rounds as the discussion creator desires. This structure encourages everyone to participate equally in the discussion, allowing smaller voices equal weight to large ones. This structure also encourages more careful response, since every post has a very good chance of getting a response (posters are encouraged by the likelihood of a careful critique, in both the carrot and the stick senses).
Last, the system allows for discussion between different projects (projects are loosely analogous to courses, though they can also be less formal, ongoing centers for discussions around a common topic). This combats the balkanization problem by bringing genuinely differing views into play for a given discussion. On a less idealistic scale, it allows for different courses within a given school or, even better, different courses at different schools to discuss with one another, giving students the opportunity to get exposed to potentially radically differing frameworks of thought than those taught by their own professors.
We have been using some form of a rotisserie tool at the Berkman Center for several years now and have been using this particular incarnation of the tool for almost a year now. Both teachers and students report great success in using the tool. It really works. It's our hope to encourage its use beyond the academy for any group that wants to create the kind of productive, meaningful discourse that is difficult with traditional threaded messaging systems.
The further plans for the project are also potentially groundbreaking. We plan to create a collaborative course development system that will allow teachers freely to share their syllabi with one another and easily connect with other courses exploring similar topics. Teachers are currently limited pretty strictly to their own local resources and those of the propietary text book companies when creating course content. H2O will make it possible for teachers to participate in the same kind of community based production demonstrated by the free software world and by the bevy of other such successful efforts (cddb, wikipedia, kuro5hin, etc)
Open Slate Chalk Dust (Score:1)
Gary Dunn
Open Slate [sourceforge.net]
Re:1 million dollars???? (Score:2)
In fact, the balkanization you refer to is widely prevalent in the majority of comments posted to this particular story.
Actually, so is the phenomenon that you mentioned in which people rush to post quickly because otherwise their post will be lost in the noise.
H20 appears to intell
à propos Open-Source Courseware (Score:1)
Re:1 million dollars???? (Score:1)
This all sounds like you lifted it from Androidson Conslutting or Toilet & Douche. Or indeed Dilbert. I thought about giving you bonus points for avoiding 'Paradigm shift', but then I decided it was only because you can't spell it.
It's usenet with a bag on the side.
Re:1 million dollars???? (Score:1)
Re:1 million dollars???? (Score:1)
See it at http://www.moodle.org/
This is interesting to see.... (Score:2)
It's good to see open sourced college software.
mmm (Score:5, Insightful)
I would kill for the ability to take some classes remotely over the summer. Though nothing replaces a real teacher, there are some subjects that could do it.
Also, this would mean worlds of difference for people outside the big cities. The ability to start a degree while living in some-godawful-place, NM could mean the difference between living your life in said godawful-place, and being able to get out if you wanted.
The real question is, will people use it? Or will distance-learning stay the toy of masters students?
WebCT (Score:1)
If you had time, could you please list some of the major hangups you have so I know what to look out for.
Cheers,
Ashley Norris
Australian National University
Re:WebCT (Score:1)
Re:WebCT (Score:2)
I'd reccomend either just creating a series of web pages manually, or try some other LMS. Most other LMSs suck in dif
What About Mimerdesk? (Score:1)
Gary Dunn
Open Slate Project [sourceforge.net]
Re:What About Mimerdesk? (Score:1)
Re:WebCT (Score:1)
1. It only supports IE. You can use other browsers, but some functions (like adding an email address from webct's internal contact list) only work with IE
2. Its slow. If you have students that will be connecting dial-up they're going to be frustrated. WebCT likes to use large gifs as links.
3. It makes your stu
Re:WebCT (Score:2)
Even IE on Mac doesn't work for all features.
The discussions are amazingly weak. Your ability to find information in past discussions sucks.
Why not use best of breed apps, rather than lowest common denominator?
Newsgroups + email + wiki = 10 times what WebCT is. If WebCT would just offer a POP3/SMTP and NNTP interface with its databases, pretty much al
Re:WebCT (Score:2)
Usenet / COW (Score:2)
Unlike pretty much every system out there, newsgroups can be decentralized, useful if you have several campuses or geographic groups of users. Seems to me the way to go might be to fix up a web-based news client w/roaming profiles and use private newsgroups in combination with a mailing list gateway. That way users could use either their favorit Usenet client or their favorite mail client.
An old standby is COW. COW [sfsu.edu] is an excellent quick-n-dirty sol
Re:WebCT (Score:2)
It is about UBC's WebCT system, but since WebCT was actually started at UBC I'm sure the problems there affect all WebCT versions at all unis.
Personally I'd just make your own material and develop a comprehensive webpage. Don't use any ugly frames and fancy crap like on WebCT. For a forum, ask a keen student to set up a PhpBB, or use a mailing list.
Re:WebCT (Score:1)
Re:mmm (Score:1)
I completely agree that these types of programs are what the Internet should enable for people: to do things that they are unable to do because of location. We are able to meet people, communicate, and maintain relationships (professionally and personally) on the Internet - using this resourc
Re:mmm (Score:2)
BTW, those people complaining about WebCT might feel better to know that the system sucks from a sysadmin's point of view, too. Then again,
Re:WebCT (Score:1, Interesting)
I use FreeBSD at home, and WebCT seldom works for me, and when it does, it is slow. WebCT is worse than Windows, but unfortunately almost as widespread among people doing this sort of thing.
Re:WebCT (Score:2)
Researcher David Wiley [ed.usu], who's built most of his reputation on Learning Objects [learnativity.com], seems to agree. He's promoting Slashdot and K5 as Online Self-Organizing Social Systems [usu.edu] that do a better job of gathering and organizing content than most course developers.
Apparently, he's received a NSF grant to study this.
Re:WebCT (Score:2)
Re:mmm (Score:2)
Re:mmm (Score:2)
One colleague of mine has done a great job of cataloging some of these problems with WebCT [alanmacek.com].
Re:mmm (Score:3, Informative)
I just happen to have the glorious (mis)fortune of operating a webct server. WebCT has gone through 3 standard major versions with a 4th due soon and a fork to a horribly expensive entirely redesigned version called vista which requires a mix of sun hardware, oracle and a few other things which cost half the earth (note, I like Sun hardware, but I'm talking rather sizable Sun hardware). The upcoming standard version looks a lot nicer in screenshot, and I hope they fix the backend, because of those problem
Re:mmm (Score:1)
Another interesting "feature" of it is that on the messageboard, teachers can delete messages (see issue 16.10 page 5 [seercom.com]) but students can't.
engineering (Score:1)
Re:mmm (Score:1)
Learning ability is great... (Score:2, Interesting)
Re:Learning ability is great... (Score:2)
Re:Learning ability is great... (Score:2)
For example, you can get undergad degrees in programs like accounting, business administration, computer and information science, english, environmental management, fire science, history, human resource management, humanities, information systems management, legal studies, management studies, marketing, psychology, and social science.
A Social Leveller? (Score:5, Insightful)
Could internet teaching methods promote a global meritocracy (at least academically) which is truly fair?
I suppose the answer is not quite (e.g. all material is presumably English only, and only those relatively rich enough to be able to buy some internet time will benefit) but this idea could given time really develop those with potential but without opportunity at present.
I would love to see an extension to the scientific disciplines.
This can only end in tragedy. (Score:2)
"I felt a great disturbance in the Force... as if millions of university tech support people suddenly cried out in terror--and were suddenly silenced. I fear something dreadful has happened."
Seriously, is there any demographic (outside of sales) more technophobic than university professors? Or was my experience atypical?
It's OK - the school gives them support (Score:2)
My experience with professors has been hit and miss. Sure, some are indeed technophobic, but more and more professors are becoming tech savy as they realise what computers can do for them. It begins with simple things like powerpoint presentations in class or e-mailing an interesting New York Times article to the students. Eventually professors really get excited about thi
Re:This can only end in tragedy. (Score:1)
I think professorial technophobia may be relaxing a little, anyway. I took a couple years off to work and I've noticed a difference even between my freshman year and now - NYU [nyu.edu] has, in that time, implemented Blackboard [blackboard.com], and many professors take advantage of it. It's not much more than simple templated course home pages and discussion boards, but it's somewhere to get handouts and assignments and discuss topics outside of class. It's easy for the faculty, and a lot of them use it.
In the past year, nearly al
Not full courseware (Score:5, Informative)
eLearning standards links (Score:1)
While these links tend towards the corporate/military, there's been a lot of work on just that very thing:
Re:eLearning standards links (Score:2)
If people are interested, look up the AICC (http://www.aicc.org/) or SCORM (http://www.adlnet.org/index.cfm?fuseaction=scorm
Of course, the joy of standards is the multitude of available standards and interpretations of available standards but it's an improvement on LMSs having to hack courseware to talk to it at all...
Re:Not full courseware (Score:1, Offtopic)
Re:Not full courseware (Score:3, Interesting)
The rotisserie that they describe does not seem to be a collaborative tool, but rather an asynchronous discussion tool.
The obvious comparison is not other [expensive] courseware type systems, but Slashdot. Slashdot's system of open, anonymous graded peer review is probably at least as good a way of refining knowledge in this way. A side by side comparison would be very interesting.
Just think, if they had dropped a million on slas
Re:Not full courseware (Score:4, Interesting)
segue.middlebury.edu [middlebury.edu] - our current version, in use by over 100 courses (double the total number of course websites from last year).
The Segue Project Page [middlebury.edu]
Segue approches Course Management from the "Course Website" paradigm as oposed to "course folders" paradigm of BlackBoard and WebCT. We feel that websites as they are, are a superior way of displaying information than the idea of posting documents for download. Our goals were to make a system that is platform independent and will allow even the most technically timmid professors to quickly and easily get their course information and discussions online. On both fronts we've had much success; professors find the system easy to use (even the foreign language departments) and all functionality is availible from any platform with the exception of WYSIWYG text formatting. We are looking for a browser-independent XML WYSIWYG editor to replace our ActiveX one for PCIE. Any recomendations on this front would be welcome.
Segue is written in PHP and currently runs on a mySQL database. As of May however, we will be using ADODB to support virtually all databases. In April our development team will be heading to MIT to work out OKI interoperability.
Our code is all GPL so check it out!
Re:Not full courseware (Score:1)
Content is separated from form, so that all sites made with Segue can be easily themed and customized by the owner/professor, eliminating that bland cookie-cutter look of so many CMSs.
Also, we have implemented a completely granular permissions structure that allows creators of sites (students can create sites too) to precisely define who (anyone, authenticated users, students in the class, or individual users) can view, add, edit, or delete content from their sites. This ha
More alternatives (Score:1)
Other Open Source Course Management Systems (Score:5, Informative)
Stanford's CourseWork [stanford.edu]
University of Michigan's CHEF Project [chefproject.org]
Re:Other Open Source Course Management Systems (Score:2, Informative)
Moodle [moodle.org]
cbd.
Re:Other Open Source Course Management Systems (Score:1)
The BOSS [sourceforge.net] Online Submission System is a course management tool, developed by the Department of Computer Science [warwick.ac.uk] at the University of Warwick [warwick.ac.uk].
BOSS allows students to submit assignments online securely, and contains a selection of tools to allow staff to mark assignments online and to manage their modules efficiently.
TomCat (Score:1)
Another interesting distance learning program (Score:5, Informative)
Friday, March 7, 2003:
Through a teleconference linking Singapore and Stanford last month, Nanyang Technological University and Stanford finalized an agreement for a multifaceted research and distance learning project that will increase the University's presence in Southeast Asia and expose it to unique environmental engineering challenges.
"The Stanford Singapore Partnership, which enables students and professors in environmental engineering to collaborate on research projects, will allow 15 to 20 Singaporean graduate students to spend a summer quarter at Stanford and three quarters in Singapore taking Stanford classes through distance learning arrangements."
CHEF- Comprehensive Collaborative Framework (Score:4, Informative)
Angel (Score:1)
Issues I can remember:
"One of the three servers was down all weekend before we noticed. In the future if you can't log in make sure you try a few times."
"Something happened and we lost all your quiz scores for the semester. You'll have to redo them."
Plus it's IIS with a SQL Server backend. It took down the entire IST [psu.edu] departments network for two and a half
'rotissirie' message board (Score:1)
Don't know why it cost so much to develop, but hey! its open source. Someone might mod this & get some good use out of it.
Waste of Money (Score:1)
Re:Waste of Money (Score:1)
So the money developing a courseware product, particularly as part of consortium, isn't wasted in the long term. And, believe me, without that, they'd find something else to waste your hard earned tuition money on :).
Re:Waste of Money (Score:1)
ANY course software creatd on this model is going to eventually be purely about seling
Re:Waste of Money (Score:1)
Guess who they sold prometheus to...
Blackboard (which I feel is also a piece of crap).
I work for a university in california which pays approx. $70,000 a year for blackboard licensing and support fees. The blackboard support people understand less about the program than the sysadmi
Re:Waste of Money (Score:1)
Re:Waste of Money (Score:1)
H20 is awesome! (Score:1, Offtopic)
Distance Learning sites (Score:1)
A best-of-breed up-and-coming framework (Score:3, Interesting)
MIT Intellectual Commons (collection of related e-learning initiatives including dotlrn): http://web.mit.edu/cet/strategy/commons.html [mit.edu]
What is .LRN? (from www.dotlrn.org [dotlrn.org] ):
-A fully open source eLearning platform.
-A portal framework and integrated application suite to support course management and online communities.
-A scalable, secure, and enterprise-ready eLearning platform that can be deployed readily by small and large organizations.
-A modular architecture to permit flexibility and to drive innovation.
-A set of best practices in online learning shared in the form of source code.
The dotlrn project page [openacs.org] has documentation, news, forums... It is hosted on the www.openacs.org [openacs.org] site, which is the parent web framework upon which dotlrn is based. Besides the above, the framework has a rich architecture for managing permissions, users, groups, content management, course management, forums, email, and more.
Where's the content? (Score:4, Informative)
Slashdot Moving In (Score:1, Informative)
Re:Where's the content? (Score:2)
Harvard Law School? (Score:3, Funny)
That was a joke, by the way. Kind of.
Re:Harvard Law School? (Score:1)
Which distro you like?
Great! (Score:1)
learning (Score:2, Insightful)
There are, however, many applications built for learners. They just all happen to focus on teaching a small number of specific ideas. Good examples are World Watcher [northwestern.edu] for teaching climatology and SimCalc [umassd.edu] for teaching Calculus to middle schoolers.
Writing small applications for teaching in a limited domain is
In Soviet Russia the Computer Programs You! (Score:1)
I know it depends on how the eClassroom thing works, but personally I prefer sitting in a class and listening to a lecture rather than watching a video of it. Though there are advantages, such as having material when the teacher makes mistakes and all, but still...
As for the coursware sho
moodle (Score:2, Informative)
the system looked nice... but the institution i work for probably wouldnt use it... they use blackboard [blackboard.com]. I did however find something similar and opensource...
it was moodle [moodle.org]. it works nice and even has some extra cool features
Re:moodle (Score:1, Interesting)
More features to come with 2.0 release, then it will fix to large enviroments too.
Re:moodle (Score:1)
interoperability with admin systems (Score:2, Interesting)
What strikes me, then, is how stuff like WebCT and others end up duplicating admin effort. Download your classlists from the central admin system, convert them to CSV, upload them to WebCT...and do this repeatedly to catch any modifications (or, more likely, the lecturers add names manually so that they can produce class l
Connexions Project at Rice U. is doing great work (Score:1)
They're collaborating with Creative Commons
http://www.creativecommons.org
VLE, MLE, etc. (Score:2, Informative)
Two rather more mature open-source projects not mentioned here (I think) are
The University of Oxford has just chosen the latter as its VLE. I've not used Bodington, but Claroline I've found to be very good already, albeit not as full-featured as WebCT.
As someone starting to use a VLE to teach, they are useful (if nothing else) for integrating content and discussion, rather than hundreds of depa
Opensource courseware and community system (Score:1)
Where did the teacher go? (Score:1)
My wife is 2.5 years into her (exclusively) online business degree and it seems that a missing component is the interaction with students.
What ends up happening a lot of the times is the teacher gives an assignment, the student does it and turn it in (plus tests, yadda yadda).
There isn't much of a "Teaching" or presentation component.
Imagine learning Calc or Statistics exclusively through the book. It can be a real challenge for someone whose strength is not mathematics.
There has to be a better way.
Blog Course Management System (Score:1)
Open source is just beginning to seep into academia, primarily because many institutions are balking at the absurd pricing of commercial course management systems such as BlackBoard and WebCT. MIT's Stellar and dotlrn, Stanford's Courseworks, Michegan's CHEF are various approaches to course management using open source code.
A very different approach to course management is being developed at Middlebury College based on weblogs called S
Moodle! (Score:2, Informative)
Re:Moodle! (Score:2, Informative)
http://moodle.org/ [moodle.org]
Re:In related news, is MIT backpedaling on OC? (Score:1)
the lecturer uses copyrighted material in the
lecture notes, and therefore must restrict access
to these notes. In order to make the notes
available on OCW the notes will have to be
restructured.