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Creative Commons training efforts strengthen our mission to “empower individuals and communities around the world through technical, legal, and policy solutions that enable the sharing of education, culture, and science in the public interest.” In 2024, our Learning & Training team focused on: 1) piloting new partnerships, 2) expanding training options, and 3) reaching new communities. We are pleased that our 2024 training and engagement efforts supported national governments, universities, secondary education institutions, NGOs, librarians, cultural heritage professionals, and web developers spanning almost every continent. See below for highlights, and contact us if you would like to collaborate in 2025.
- Piloting new partnerships:
- CC worked in partnership with the University of Nebraska at Omaha on “Introduction to Open Educational Resources,” our first professional development microcredential course.
- We partnered with Library Juice Academy to create an additional microcredential course launching in January 2025. Registration is currently open until all seats are filled.
- Similar to our partnership with the US Midwest Higher Education Compact (MHEC), we partnered with BCcampus to support subsidized CC Certificate training for additional higher education institutions.
- Expanding training options:
- CC provided increased support for our CC Certificate program and its 1,892 alumni across 68 countries. The CC Certificate program trains advocates, educators, librarians, and cultural heritage professionals in copyright, open licensing and open practices for advocacy. This year, CC awarded 35 scholarships for Certificate courses; hosted 24 webinars covering topics such as Digitized Representation by Heritage Institutions, Accessible OER, AI, copyright, and CC licenses; and provided multiple avenues of engagement for Certificate alumni, including both formal and informal mentorship options and a monthly newsletter.
- CC increased our customized training offerings, providing workshops, tutorials, talks and training for: the AAC&U’s Institute on OER, Africa Journals Online, CEU Press and Ukrainian Partners, California Zero Textbook Cost (ZTC) program grantees, CC Rwanda, the Connecticut Museum of Culture and History, Ghanaian secondary school educators focused on Open Education For Climate and Environmental Sustainability, ISTE Live 2024, the Missouri’s A&OER Conference pre-conference training day, OER and Social Justice for Affordable Learning Kentucky, Utrecht University, Wikimania, in partnership with Ukrainian and Netherlands librarians, a Willoughby Institute faculty workshop at Dickinson College, and a WordPress Campus Conference Lightning Talk. See additional engagements including keynotes and moderated discussions in our CC Open Education Year in Review.
- Reaching new communities:
- To reach more librarians, CC collaborated with the American Library Association to provide a 4-week webinar series for ALA’s Core division, supporting librarians’ professional development. CC also hosted presentations at ALA LibLearnX and ALA Annual.
- To reach more communities involved in Open Science and Open Data, CC hosted trainings including: an Open Climate Data Recommendations and CC Licensing 101 workshop for Open Education week, Open Data training for the California Department of Transportation, an open data workshop for ocean and climate researchers in partnership with Intertidal Agency, the Michael J. Fox Foundation, and the Estonian Ministry of Economic Affairs and Communications.
- CC provided training for additional government audiences with a CC 101 for the U.S. Department of State’s Bureau of Educational and Cultural Affairs.
Reflecting on 2024, we are grateful for the friendships and collaborations forged, and the new communities we had the pleasure of meeting. As we continue working toward the three goals in 2025, we hope to connect! If you would like to partner with CC, host a CC training for your institution, or get CC support for your community of practice, please let us know. Learn more on our website and email learning [at] creativecommons.org for more information. We’d be delighted to help you continue to grow your knowledge expertise in opening access to research, science, education, and culture.
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]]>The post Meet the Recipients of the Fall 2024 CC Certificate Scholarship appeared first on Creative Commons.
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The Creative Commons (CC) Certificate courses are widely considered an essential resource for open access education and for increasing capacity for individuals and institutions using the CC licenses to increase open access.
The CC Certificate program offers in-depth courses about CC licenses, open practices, and the ethos of the Commons. Courses are composed of various readings, quizzes, discussions, and practical exercises to develop learners’ open skills. Currently we offer a CC Certificate for Open Culture, a CC Certificate for Academic Librarians, and a CC Certificate for Educators. Courses are open to everyone, from university students and entry-level professionals to experts in the fields of library science, education, and cultural heritage.
With the goal of reducing the barrier of participating in one of these essential trainings, CC is proud to have recently awarded eight scholarships. These scholarships would not be possible without your donations. We invite you to donate today so that we can continue offering these scholarships. You may also want to consider joining our Open Infrastructure Circle so that we can increase participation in these trainings globally.
Join us in congratulating the following scholarship recipients and keep reading to learn more about their journey in the open community:
ABIR Mohammed Galib Hasan, Bangladesh
Galib is a PhD Researcher in Hokkaido University, Japan. His primary research areas are: Educational Technology, Open Education and Generative AI. He was a founding member of the CC Bangladesh Chapter, serving as the Education Lead since 2018. Galib also served on the program committee of CC Global Summit in 2019 and 2020.
Bukola James, Nigeria
Bukola James is a certified librarian, Wikimedian, and community coordinator for the African Wikipedian Alliance. She also serves as the co-lead for the Open Culture Platform’s Outreach Working Group and as a Sub-Saharan Liaison Officer for the Wikimedia Foundation Peer Learning Program. Additionally, Bukola is a communications expert for the EduWiki Newsletter and a special adviser for the EduWiki User Group. She holds the position of co-team and project lead within African Wiki Women and other impactful initiatives.
Chaidir Amir, Indonesia
Chaidir is a professional librarian who has been working in libraries since 2023. He has certifications and competence in library management based on information and communication technology. He is an active member of multiple library forums and associations. Chaidir also serves as an accreditation assessor and library training facilitator.
Jes Graham, South Africa
Jes is a 28-year-old, disabled, non-binary South African who works at the University of Cape Town in open education, specifically in the development and production of open textbooks. Their driving motto for their work is to “be conscientiously creative in the pursuit of developing and sharing accessible knowledge through design.” To this end, Jes combines their skills in graphic design, Disability Studies, and editorial work and publishing to develop open educational resources (with a strong focus on multiple forms of accessibility) from a South African perspective. In their current work at the University of Cape Town, Jes has developed foundational skills in CC licensing, but aims to advance this knowledge to more deeply integrate CC licensing in their own work and support others in the local design and academic community.
John Okewole, Nigeria
John is an open education advocate working locally by encouraging colleagues to engage openness as a culture and attitude, and globally as a CC Global Network member and member of CC’s Open Education Platform). Some of his recent contributions include acting as a member of the Working Group 4 — Beyond Copyright: the Ethics of Open Sharing and serving as a co-lead of the CC Open Education Platform’s working group on the UNESCO Recommendation on OER. John is a Commonwealth Scholar who has completed an MA in Online and Distance Education at the Open University, UK and he also has a certificate in Designing and Facilitating E-Learning (Level 5) at the Open Polytechnic of New Zealand.
Jonas Bäckelin, Sweden
Jonas is currently the Content Manager on the Creative Commons Sverige team and the Sweden Chapter Lead. Outside of his CC work, Jonas is the solution manager and learning designer at Adda Kompetens, a part of the Swedish Association of Local Authorities and Regions (SALAR). He also serves as the moderator of the Upskilling och Reskilling committee at Swedish JobTech.
Tina Kalan, Slovenija
After working in the public school system and the national library, Tina has found her place in the academic library world. Her work is very dynamic, including everything from cataloging to information literacy courses. An important part of her workload is bibliographies, and her goal is to provide support to patrons, from students to researchers, in questions related to open access, open science and research assessments.
Tri Astari, Indonesia
Tri Astari is a lecturer who creates educational content under CC licenses, driven by a strong desire to make knowledge easily accessible. In addition, she is a member of Wikimedia Indonesia.
Congratulations again to the recipients. If you are interested in the CC Certificate courses, we invite you to register for 2025
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]]>The post CC Certificate Alumni Making a Global Impact appeared first on Creative Commons.
]]>In this interview, we were delighted to speak with Hanae Lrhoul, a graduate of the CC Certificate for Educators.
Hanae works as a professor at the Information Sciences school in Rabat, Morocco. Her main research topics are related to open access, scientometrics, and data visualization. She is also an associate editor of the Directory of Open Access Journals (DOAJ), the CC Morocco chapter lead, and Vice President of the International Association of Francophone Libraries (AIFBD).
Q: What inspired you to take the CC Certificate for Educators?
Q: You’re a professor in the school of information science. How has what you learned in the CC Certificate course informed your work?
Q: I understand that you’re an integral part of the CC Morocco team and helped establish that chapter back in 2020/2021. Can you tell us more about the state of open access and CC licenses in Morocco?
Q: I also know you’ve done some interesting work with the government – for example, you recently told me that the Ministry of Higher Education launched the first open science project as part of the Minister’s ESRI pact.
Q: What advice do you have for folks who are new to open science or open education initiatives and are looking to get more involved?
Q: Final words?
CC Certificate Alumni Interview with Hanae Lrhoul by Shanna Hollich is licensed via CC BY 4.0.
Registering for the CC Certificate program is one way to start taking Hanae’s wonderful advice to “adopt and embrace open access.” To learn more about our upcoming courses, please visit the CC Certificate website. Or, read about how our alumni have used the Certificate course knowledge in a number of ways, including: developing a microcredential course about open educational resources, an Open Syllabus project, supporting the UNESCO Recommendation on Open Science; an open access policy for a cultural heritage institution working with digitized art works; open licensed content for a bachelor of business program in Bangladesh and Masters courses in the US. You can also read alumni testimonials here.
If you are a CC Certificate alum and would like to share your amazing work with our CC community, please reach out to us at certificates AT creativecommons DOT org.
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]]>The post New Revisions to CC Certificate Course Content = New Opportunities for Translations appeared first on Creative Commons.
]]>The Creative Commons Certificate program launched in 2018 to strengthen our global communities’ efforts to share open knowledge and culture. To date, we have over 1700 graduates of the Certificate program from 65 different countries.
The program was built for iteration and adaptation. We regularly revise and update the CC Certificate materials based on direct feedback from our community of participants, facilitators, and alumni. We make all iterations of our course openly available under a CC BY license. As a result, our community has created countless derivative trainings, faculty presentations, workshops, courses and open education, open access and open culture communication materials. Community members have also translated course reading content and made it available as open educational resources in 10 languages: Arabic, Bengali, Burmese, English, French, Italian, Slovak, Spanish, Turkish, and Yoruba.
Now, we are pleased to announce the latest revision of our course content available on our Certificate Resources page, accessible and downloadable in multiple file formats.
With the 2024 course content, we hope to reach new audiences, and we invite new translation projects to help us. Translation work could mean both updating existing translations or creating entirely new ones. If you’re interested in making the CC Certificate course content available in your own local language(s) by participating in a future translation project, please reach out to us at certificates [at] creativecommons.org for more information.
If you’re interested in a CC Certificate course, you can learn more and register for our upcoming June 2024 and September 2024 options on our website. If you are already CC Certified, we encourage you to share your experiences with your colleagues and to become an active participant in our alumni community, where you can read our alumni newsletter, learn about additional training opportunities, and participate in upcoming community projects. Contact certificates [at] creativecommons.org if you are not already on the alumni listserv and we will add you.
We send a special thanks to the many wonderful CC staff, Certificate course facilitators, community members and volunteers who help make this work possible. We’re looking forward to continued improvements to the CC Certificate program as we explore new audiences and new opportunities to help you reach your open education goals.
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]]>The post Highlights from GLAM Wiki by the CC Open Culture Team appeared first on Creative Commons.
]]>GLAM Wiki is an extraordinary international gathering that brings together cultural heritage professionals (from Galleries, Libraries, Archives, Museums, etc.) with the vibrant Wikimedia communities. More than 150 participants from all over the word came together with the goals to:
- Identify strategic priorities for the GLAM Wiki communities that promote knowledge equity, diversity and inclusion.
- Exchange and build capacity around GLAM Wiki tools, outreach and collaborations.
- Reflect, discuss and think of new roadmaps for our existing tools and platforms.
- Reconnect after the pandemic, network and discuss the future of GLAM Wiki.
The program was rich and diverse and included four sessions organized by CC, summarized as follows.
Creative Commons sessions’ highlights
1. Remixing Open Culture: Get Creative with Creative Commons
In this session, we provided a short presentation about remixing open culture. ALL culture is a remix, and everything we create draws inspiration from the art we have seen and been inspired by. We asked participants to think about why open culture is important to them as an individual. Using public domain images, attendees created “propaganda” for open culture, openly licensing their new creations, as in the example below. The CC licensed works have been uploaded to Wikimedia Commons under the category: Open Culture Remix Posters. Create your own poster to promote open culture and upload it to Wiki Commons with the category “Open Culture Remix Posters”.
2. Towards a Recommendation on Open Culture – What, When, How?
In this session, we presented an overview of our work around the TAROC initiative and invited participants from the audience — coming from Chile, Morocco, India, Finland, Mexico, Serbia and Portugal — to share their open culture experiences in order to inform this international, community-focused initiative. Some of the topics raised include: the notion of culture is much broader than fine art or even “the arts”; open culture raises specific questions in the context of heritage preservation during armed conflict, where the risk of looting is heightened; better sharing might imply “conditional” sharing in certain contexts; the control over access and use of cultural heritage might be shared by a multitude of stakeholders; open culture raises financial challenges that must be addressed; and more.
This served as a continuation of our ongoing community consultation, after a session on Values at the CC Summit in October, where we polled the audience to learn more about some of the core principles that underpin the movement’s aspirations. These consultations will continue in-person and online with the Open Culture Platform.
3. Open Culture on Wikipedia
In this collaborative session, participants worked together to draft and publish the first Wikipedia articles dedicated to open culture. In one hour we managed to publish pages in English, French, and Spanish, which are now open for anyone to edit and contribute to. We started articles in Finnish and Swedish as well.
4. The CC Certificate for GLAM: learn about it by becoming part of a human sculpture collection
This workshop highlighted considerations from the CC Certificate for Open Culture, a professional development training that builds expertise in open licensing and open practices for cultural heritage professionals. With participants, we put the teaching into practice by creating an exhibit of human sculptures, “digitizing” the works, then evaluating the ethical, cultural, logistical, and copyright considerations around the digitized collection.
GLAM Wiki and the broader open culture context
In running our Open Culture Program, we strive to hold space for conversations about the complexities of openness and the practical implementation of better sharing, our strategic north star — sharing that is contextual, inclusive, just, equitable, reciprocal, and sustainable.
As we engage with diverse stakeholders around the globe and as the landscape of the internet continues to evolve, we face new and important questions around how culture should be shared in a variety of contexts. For example, how can we envision exploration, and not exploitation, of the commons in the age of AI? What does equity look like in a global context where not all GLAMs have the resources for digitization? How can we think of “open” as a means to support wider cultural policy ambitions, not just an end in and of itself?
Our participation in GLAM Wiki was a way to tackle these questions and continue some of the exciting conversations we have had in the past months, including at the CC Summit, on TAROC, traditional knowledge and Indigenous cultural heritage, open culture and generative artificial intelligence (AI), and the future of the open movement.
We will continue to explore these complex topics to gain fresh perspectives in our Open Culture Live webinars, publications, Open Culture Platform calls and activities, and at in-person events where we can connect with the open culture community.
For more information on how to get involved, including in translations of our Open Culture resources:
- Join the Open Culture Platform
- Sign up for our Open Culture Matters newsletter
- Register for the CC Open Culture Certificate
- Write to us at info@creativecommons.org
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“Creative Commons a vessel ideas” by opensourceway is licensed under CC BY-SA 2.0..
We ran a successful French translation, as well as the first ever Spanish language sprint for the CC Certificate course reading content. Thanks to the efforts of CC Certificate graduates and additional translators,2 569 million more people will have access to CC Certificate open educational resources (OER) in their native languages. These published works enable 493 million native Spanish speakers and 76 million native French speakers to access translations in their languages — not to mention others who have Spanish or French as a second language.
CC continued its partnership with InclusiveAccess.org, a community-driven initiative that launched in 2021, to raise awareness of the facts about textbook sales models that add the cost of digital course materials into students’ tuition and fees. Learn more about it in our Open Minds Podcast interview with Trudi Radke.
We interviewed Jennifer Miller about her Open Syllabus for Open Science project (see lightning talk below), which provides a complete but flexible way for early career researchers to learn about open science.
We ran CC Open Education Lightning Talks in March and August. Lightning talks are concise presentations that provide a specific update or story. During the talks, open education practitioners highlighted OER into capstone courses, discussed funding opportunities within open education, and explored how the CC Network can provide support for the United Nations Sustainable Development Goals. Practitioners also discussed leveraging tax legislation for open education funding, theories and practices around OER, fireside stories of open sharing, and even led a Texas Sing-a-long!
- “Open Syllabus: UNESCO Recommendation on Open Science” by Jennifer Miller.
- “More OER for Free!” by Jonathan Poritz.
- “Open Climate Campaign” by Dr. Cable Green, and Dr. Monica Granados
- “Building OER into Capstone Courses” by Dr. Carolyn Stevenson
- “Improve It Challenge” by Jamison Miller
- “Enabling OERs at no additional cost” by Kathryn Kure
- “Promoting Educational Equity through OERs and Open Degree Plans” by Carolyn Stevenson
- “The Venn Diagram of OEP and Ungrading is a Circle” by Sybil Priebe
- “Still Amazing: True Stories of Openness” by Alan Levine
- “Student Scholars: Publishing Student OER Work” by Liza Long
- “Evolution of a state-wide OER Initiative” by Suzanne Wakim
- “Deep in the Open Heart of Texas” by Judith Sebesta
CC continued to engage global partners and stakeholders in our work on Open Education.
CC staff and network colleagues presented at six regional UNESCO hosted meetings to support national governments and NGOs in understanding and implementing the UNESCO Recommendation on Open Education Resources. We highlighted the importance of using standard international CC open copyright licenses in open education policies and open educational resources (slides).
CC participated in the United Nations Transforming Education Summit, presenting sessions on effective educational ecosystems, approaches to implementing the UNESCO Recommendation on OER, and our recently launched Open Climate Campaign.
CC is working with UNICEF and others to find OER curriculum and openly licensed psycho-social support materials to help Syrian and Turkish children and their teachers who have been displaced by the devastating earthquakes.
The CC team expanded our Certificate program. We ran 16 online courses in 2022, raising the total number of graduates to over 1255 from 65 countries by the end of 2022. We piloted two open pedagogy CC Certificate courses in September, which encouraged participants’ greater agency in the course and also as contributions to their larger communities.
We also launched the CC Certificate for GLAM with three courses and 93 participants. With Evelin Heidel (nickname: Scann), we were able to also offer a facilitator training for this program, thereby certifying additional instructors to teach the course. We also offered 38 scholarships to Certificate participants, expanding the program’s global reach. The CC Certificate program also continued facilitation and evaluation measures, ensuring the CC Certificate program is on a trajectory of continuous improvement. Thanks to Jonathan Poritz’s analysis, we learned four key takeaways from evaluating the CC Certificate.
Aside from the CC Certificate courses, CC continued its training, including a workshop for the U.S. Department of State’s TechCamp Morocco, thanks to facilitation from Shanna Hollich; a workshop for the UK National Lottery Heritage Fund, and training for Open Education Fellows at Lafayette College, among others.
In addition to these efforts, many more community members noted their work advancing open education in CC Open Education Platform meetings, ongoing conversations and collaborations. While we cannot cite everyone’s efforts here, we are honored to work with and learn from this community. Interested in joining us? If you are not yet a member, learn more about the CC Open Education Platform – we hope to hear from you!
This work is essential. While Open Education Week has ended, our efforts in support of open education march on as strong as ever. We believe access to knowledge is a human right, and CC is working hard to ensure that open educational opportunities are available to all.
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[1] While CC celebrates the wonderful contributions our open education community members have made, we recognize even more advancements were made than we can highlight, from collective open education work, spanning multiple communities, networks and continents.
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]]>This January, Creative Commons led a CC Certificate Bootcamp, or condensed training for 12 faculty and staff from 11 California Community Colleges implementing Zero Textbook Cost (ZTC) degree programs. Building on a successful pilot ZTC Pathways program, the California Legislator invested $115 million to expand Zero Textbook Cost degrees and OER within the California community college system. The California ZTC programs reduce the overall cost of education and reduce the time to degree completion for California community college students. With the average costs of course textbooks estimated at $100/student/course, ZTC programs have the potential to save students nearly a billion dollars in the coming years, offering a more than 800% return on investment, according to SPARC.
The CC Certificate Bootcamp provided needed training and tools for ZTC program staff to legally and effectively implement the open licensing requirements of the $115 investment.
But, beyond open licensing lessons, the CC training strengthened a network of open advocates. The week offered engagement with copyright lawyers, and open advocates, space for collaborative brainstorming, play, and iterative problem solving. From participant-focused brainstorms emerged three clear interventions to address needs in the ZTC program development and expansion. Participant work kickstarted (1) a guide to support faculty in using and integrating LibreTexts OER in Canvas; (2) a ZTC Conversion Faculty Resource guide, sharing resources for both OER liaisons and interested faculty supporting the process of ZTC course development; and (3) the outline of wholistic considerations and needs for roadmapping ZTC programs efficiently and effectively, as the Michelson 20MM Foundation highlighted. In less than two months since the bootcamp, faculty and staff have continued to collaborate and champion for OER in their institutions, by:
- Presenting simple guides and presentations for faculty and administrators to absorb to mitigate overwhelm with the program;
- Presenting Creative Commons License tutorials, as well as additional needs for adjacent networks, at professional development days, to the Academic Senate and Deans of various departments;
- Planning OER conferences;
- Launching a survey for the ZTC program;
- Setting up mapping to the degrees in smartsheets, which can pull survey data to courses and identify what courses have been converted to ZTCs;
- Sharing a guide about what the ZTC funding (with legislation definitions, how is the funding working and more)
CC Bootcamp collaborations moved beyond the initial goals of supporting cost savings for students–faculty and staff worked toward interventions addressing barriers to teaching and learning in their systems. As Cailyn Nagle notes, OER are worth more than their cost savings. “They have the power to free, to be liberatory. When educators are able to craft the ideal materials their students can use without barriers, and librarians are able to curate that knowledge for everyone’s benefit, we come closer to the promise of Open.” We applaud California Community Colleges increased collaborative work–strengthening a foundation for that freedom.
As we revel in the offerings of Open Education Week and our collaborations, I hope we can draw from the energy of California Community Colleges’ faculty and staff, striving toward increasingly liberatory structures in the future.
CC thanks the Michelson 20MM Foundation for generously funding the bootcamp.
Special thanks also go to the Academic Senate for California Community Colleges for their liaison work, expertise and support, to Skyline College for hosting the event, and to Fresno Pacific University for providing professional development credits to faculty.
At Creative Commons, we offer an array of learning and training opportunities to support our global community in developing open licensing expertise and a deeper understanding of recommended practices for better sharing. Visit the CC Trainings page to learn about our workshops, consulting options, lectures, and our CC Certificate courses.
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]]>The post Creative Commons (CC) Certificate Content: Available in French and Spanish! appeared first on Creative Commons.
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The CC Certificate program offers training covering open licensing and the ethos of sharing. All CC Certificate content is openly licensed and built with the intention of adaptation and remix. While CC currently offers Certificate courses to address (1) educators, (2) academic librarians, and (3) cultural heritage communities (also known as GLAM: galleries, libraries, archives and museums), everyone is welcome. We seek opportunities to share and adapt the course content for different cultures, languages and countries — leveraging its Creative Commons Attribution licensing (CC BY). The more audiences for whom the content resonates, the greater the impact of our open licensing training.
Creative Commons proudly presents the latest translations of the CC Certificate course content. Thanks to the translation efforts of CC Certificate graduates and additional translators below, a total of 569 million people will have access to the educational resources in their native languages. These published works enable 493 million native Spanish speakers and 76 million native French speakers to access translations in their languages — not to mention others who have Spanish or French as a second language.
“Nicolas Simon – Creative Commons 2022” by Nicolas Simon is licensed under Creative Commons Attribution 4.0 International license
Nicolas Simon offered the first iteration of our French translation. Nicolas Simon is an Associate Professor of Sociology in the Department of Sociology, Anthropology, Criminology, and Social Work at Eastern Connecticut State University. He graduated from the CC Certificate for Educators course in 2022.
The following individuals engaged in a two-week “translation sprint” using open source software, built for translations:
Photo courtesy of Carlos
Carlos E. Ferrero is an ATA certified English into Spanish translator. He was a financial analyst for La Banque Française et Italienne pour L’Amérique du Sud in Caracas and the Citizens & Southern National Bank in Atlanta, GA.
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Photo courtesy of Emma
Emma Miliani is Linguistics Full Professor at Carabobo University, Valencia Venezuela. (Now retired). Milani taught English and Spanish at Università della Tuscia in Viterbo, Italy, after leaving Venezuela.
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Photo courtesy of Hector
Hector Teran Torres (also known as Hecter) is a Professor in the Engineering Faculty at Simon Bolivar University, Colombia. He is passionate about the Sustainable Development Goals and Creative Commons. He likes to share knowledge, teach computer science, volunteer, inspire his students and ride his bike. Hector was part of the inaugural CC Certificate BETA class for Educators, and graduated in 2019.
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Tata Méndez, CC BY-SA 4.0, via Wikimedia Commons
Talia Méndez Mahecha (also known as Tata) is a digital creative. She is a PhD student at Western University studying Media Studies. Her experience includes consulting for libraries, museums, and historical memory projects, including the National Library of Colombia and the Colombian Truth Commission. Currently, she serves as research assistant to the projects “Surviving Memory in Post War El Salvador” and “Google Arts & Culture – Assessment of Collection”. Tata graduated from the CC Certificate for Open Culture / GLAM (Galeries, Libraries, Archives and Museums) in 2022.
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Txtdgtl, CC BY-SA 4.0, via Wikimedia Commons
Jackeline Bucio currently serves as Deputy Director in the Online high school & MOOC area at the Open University, Educational Innovation and Distance Education Department (CUAIEED), Universidad Nacional Autónoma de México (UNAM). She also works actively in the use of Wikipedia in educational contexts (WMMX). Jackeline graduated from the CC Certificate for Educators in 2022.
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Carlos Ferrero, Emma Miliani and Hector Teran Torres revised the drafted translation following the sprint, providing the final version.
Both translations are available on the CC Certificate website. While Creative Commons does not vet or update translations, we are proud to share these efforts to localize the core CC Certificate content. We celebrate having the CC Certificate materials now available in nine languages: Arabic, Burmese, English, French, Italian, Spanish, Turkish and Yoruba!
Want to get involved?
If you are interested in translating CC Certificate content in a different language or creating an audio version of the content in 2023, please be in touch. We hope to work with you.
We also look forward to working with Nicolas Simon and other native French speakers on a revision process for the French translation in 2023, to ensure the translation is useful to a range of French speaking communities beyond France. Please contact jennryn@creativecommons.org if you are interested in either of these opportunities.
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“Free Texts: Sources” by opensourceway is licensed under CC BY-SA 2.0.
Launched in 2018, the Creative Commons Certificate program has trained and graduated 1255 people from 65 countries to date. We celebrate the incredible projects in open knowledge and culture led by the graduates of our program. CC Certificate alumni have used the Certificate course knowledge in a number of ways—read about how alumni have worked on an open access policy for a cultural heritage institution working with digitized art works, or developed open licensed content for a bachelor of business program in Bangladesh and Masters courses in the US. Or read about alumni testimonials here.
In this interview, we were delighted to speak with Jennifer Miller, a graduate of the CC Certificate for Educators with over 10 years experience teaching and doing research in public policy and public management. She is a civic technologist and open knowledge advocate. Here is the Q&A:
Thank you for joining us today. Starting off with a personal question, what’s one thing people might be surprised to learn about you?
I’ve lived in states on four of the five U.S. coasts.
So, you’re quad or tetra-coastal – that’s fun! Alright, switching gears: I know you presented “Open Syllabus: UNESCO Recommendation on Open Science” Lightning Talk for the CC Open Education Platform earlier this year. Tell us a bit more about the Open Syllabus project and how it supports the UNESCO Recommendation on Open Science.
The Open Syllabus for Open Science provides a complete but flexible way for early career researchers to learn about open science. Compared to many of the other materials being developed around open science recently, the course takes an educational approach to thinking about principles rather than focusing on specific tools. It also grounds the whole course in the principle of a human right to science, something that tends to be neglected in our STEM education.
In addition to the UNESCO Recommendation, we were heartened to see the White House Open Access Mandate, requiring that all federally funded research and data in the US be available for the public to freely access and re-use in agency-designated repositories without any embargo or delay after publication. 1 Seems like this is the right time to be focused on Open Science for a number of reasons. What do you expect to see in the field of open science in the future?
It is exciting to see this momentum! I think it’s important for this message to get to educators, and from there to students. In the past, students often learned to use statistical software, data, and peer-reviewed research as part of their studies, but found that these were not accessible to them after graduation. Students could take a “never going to use that after graduation” attitude, and they weren’t entirely wrong. Now, though, software, data, and research publications are widely available for free and under open licenses. With all of the open science resources available now, graduates can’t afford to ignore it; whatever their field, the information is available to their competitors as well.
“With all of the open science resources available now, graduates can’t afford to ignore it; whatever their field, the information is available to their competitors as well.”
In terms of publications, the way some policies use the term open access doesn’t always mean openly licensed, though. One area where this difference is especially important for open science is translation of scientific publications. An article under copyright made available to access for free still requires permission to create derivatives or adaptations, including plain language summaries or translations.
“Firefox naps on computer backpack © 2020” by Jennifer Miller is licensed under CC BY 4.0
What got you into open education and open access in general?
My first experiences with open education and open access were with openly licensed materials for teaching economics and public policy. I was especially impressed with the CORE Economics curriculum, which eliminated textbook costs for my students and presented the material in a way that felt more humane and helped more of my students see their lived experience in the material.
What inspired you to take the CC Certificate for Educators, and was the training useful to you?
I saw a presentation about it at the 2019 Open Education conference. The timing to take the course in early 2020 worked out perfectly!
Has the CC Certificate training been useful to you? If so, in what ways?
Yes, definitely! It has allowed me to confidently share open licensed work in my civic technology activities and advocacy in open science and open education. It also opened my eyes to the wealth of open information available. Resources like the Directory of Open Access Books really open up the world.
Any advice for people who want to get involved in open education or open science?
If you are a scientist or educator who was part of the so-called “Great Resignation,” or wave of retirements associated with the pandemic, consider how open knowledge movements can help you contribute what you’ve learned to a global knowledge commons. The Creative Commons Certificate program can be a great place to start that journey!
Notes
1. While the mandate does not require open licensing, both policies support better sharing of the knowledge we collectively produce and use.
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The CC Certificate program helps Creative Commons build professionals’ capacity in open licensing and open practices. The program offers global courses for academic librarians, educators, and cultural heritage advocates; but courses are open to everyone. Through global discussions, course participants work through what it means to engage in an online commons of shared knowledge and culture.
The CC Certificate program is an investment in the global community of open creators and advocates. It is a tool to support people as proactive participants in our shared digital commons, and strengthen the diversity of creative thought and expression to improve open access to open knowledge and culture.
But how can we understand the potential impact of this effort on our global community? We explore the CC Certificate programs’ effects on community members through a series of focused measures, such as interviews with alumni who developed a master level courses related to open education, open policies, or openly published a digital collection of artwork, with cultural considerations. We also draw feedback from surveys and workshops.
In this post, we highlight one evaluation effort analyzing how Certificate course participants’ knowledge changes over the 10 weeks of engagement. We administer baseline and endline surveys to participants on a voluntary basis, in order to: (1) understand if participants develop a greater understanding of our course content, and (2) understand differences between course communities, where participants have more challenges in course content, and what this data might mean for our teaching practices.
CC works with Jonathan Poritz to track participants’ understanding of course content, and how it changes over time. Learn more about the baseline and endline survey background, methodology and findings in a detailed analysis on Jonathan Poritz’s website. [1]
Below are the top four takeaways from an evaluation of our baseline and endline surveys on copyright, open licensing, and reuse of CC-licensed content supported by our experience facilitating the course.
Top takeaways:
- While our open culture course (the GLAM Certificate) has not been running long enough to gather meaningful data, we do find participants in the Educators and Academic Librarians courses make significant gains from taking their respective courses. We have statistically significant evidence that the post-test scores are more than 21.2% higher than the pre-test scores, at the 5% significance level. Both the Educator and Academic Librarian participants had fairly similar starting scores, ending scores, and (therefore) gains from taking the course as each other (and the whole group).
[2] - The surveys confirm our experience that Unit 4, which covers reuse of CC licensed content, is the most challenging unit for participants. Most graduates score between 80 – 85 points on all units, except Unit 4, where they score around 65 points. What does this mean? We should spend more time and focus facilitating this unit for participants.
[3] - On a side note: almost everyone realized they could not provide legal advice following the course. This will make course facilitators chuckle, because we make it a habit to remind participants that we cannot provide legal advice–that’s something shared between lawyers and the clients hiring them.
- While this analysis sincerely charms us, we need to contextualize it. These data points show increased knowledge over time, which is arguably the first building block in empowering our communities with the tools they need to take advantage of the “copyright meets digital” landscape. What participants then do with their increased knowledge is crucial.
Ideally, evaluation of Creative Commons training efforts will also feed into a broader conversation about how we can evaluate, learn and adapt in open education training efforts more broadly. Now we see a wonderful variety of professional development opportunities in this field. We expect each of our efforts to be like puzzle pieces, contributing to the larger impact of open education. Ideally, we can track how the CC Certificate can work with other efforts to best support the agency and learning of our global community members.
We want to thank all of the anonymous CC Certificate participants who volunteered their time to help us with this analysis.
[1] – Of note: Because the surveys were voluntary, we were concerned about the risk of volunteer sample bias. To rule out one element of this bias, which would show favorable endline survey results in favor of people who were “good students” or on the trajectory to graduate anyway, Jonathan analyzed just the results of participants who passed the course. We did this to address the potential critique: “maybe the course doesn’t teach anything, but merely convinces the bad students not to take the post-test, so the distribution of post-test scores of course looks better than the distribution of pre-test scores.” We learned that by making a pair of histograms for over-all score before and after the course from only participants who were successful in the course, then they should look pretty much the same.
[2] – Per Jonathan Poritz, if you’re a little rusty in your statistical terminology, most of the graphs in the full analysis are histograms, meaning that the heights of the bars indicate how many scores lie in the range of percentages covered by the base of that bar on the horizontal, “Percent Correct,” axis. For example, the bar in the “Before Course” histogram whose left edge is at location 60 on the horizontal axis has a base going from 60 to 65 on that horizontal axis and height of 13. That means that 13 participants’ pre-test scores were in the range 60 to 65% correct.
The vertical blue line in these histograms is located at the median of the scores for that graph, meaning that half of the scores in that dataset are less than (to the left of) that score, and half are greater than (to the right of) that score: it is a good measure of the “middle value” of the dataset.
The x̄ in the key box in each graph indicates the mean (or average) of that dataset, which is another measure of the middle of data, but means are more sensitive than medians to outliers, meaning that atypical scores way off to one end will pull the mean in that direction but not the median.
The σ in the box is the standard deviation of that dataset, which is a measure of how much variation there is in the data.
The η in the box tells the size of that dataset.
[3] – The term “95% confidence interval” is a standard assumption in applied statistics. The 95% confidence interval is a range of values within which we would expect to see 95% of those sample means if we were to (1) repeatedly collect random samples and (2) recalculate the sample mean each time. If the subset of participants who took the test were a random sample of course participants (rather than a self-selected group of volunteers), then the sample mean would slightly vary every time a new random sample was chosen from among all participants.
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