OER’s, DL’s, Reuse and Culture

its about being a phd student researching digital resoures in a multicultural world.

the victim of the filter

i’m sitting here in the charlotte international airport witing for a flight to roanoke va – my dad is retiring after 34 years in service to the academy (whoo hoo!  yeah dad!) – and i logged on to their free wireless (gotta love it, free wireless) and upon being redirected to my personal site, found that their filter had decided that my own website wasn’t worth myself having access to it, because its ’sex education’.. yep, the neurotic musings of a first year phd student (of course, i’ve been blogging since ‘00, so it could be the neurotic musings of an activist, etc..) is now considered sex ed.

a couple of years ago i would have gotten all up in arms about it, and i kind of actually am a little miffed about it, but since i’m so exhausted after a day of travelling (and another 2- 3 hours left to go), i’m more amused.

but it is a sign of the times, eh?  or, a sign of the times in charlotte, nc.  i don’t come back to these parts very often – while the appalachains are the most beautiful mountains in the world, and the new river will always have large piece of my heart, it’s just not home.  but i am left to wonder if the blocking of my site is a sign of the political atmosphere around these parts or not.  or, does it really matter?

well, yes, because we must consider the kind of content we put up and we want potential students to seek out and use.  are filters like this going to filter out aids education content?  sex education, important courses for first, second and third world doctors wanting to educate patients and the public about sexually transmitted diseases?

i know, i’m not the first one to ask these kinds of questions, but that this is the first time i’ve been blocked form my own site causes me to write about it.

what will i do about this particular instance?  well, i’ve taken a screen capture, and at some point i’ll email the manufacturer and the charlotte international airport to let them know.  that this is an international airport causes concern, because they have made the effort to make things accessible through this handy dandy free wireless makes me think that they would want people to have access to not just those  things a commercial company deems appropriate.  or, at least i would hope that CLT would want that kind of access available.

2 different types of localization.

i’m talking to a friend right now on g-chat. we’re both interested in reusabililty or, localization. only he’s thinking about it in – how do users change the context within which the object is used, and me – i’m interested in how users change the object.

so is it 2 processes? is it two lines of research that take place? the context versus the object?

hmm. just a thought i’m having in this moment.

it has everything to do with open content

from the Eugene (Ore.) Weekly

A Room of Their Own
Teen center opens to anticipation, elation
BY SUZI STEFFEN

Last February, Terra Williams was pumped. A co-coordinator for LEAD’s teen center committee and a senior at Churchill Alternative High School, she knew that the city had a lot of vacant space, specifically the old fire station under City Hall, and she wanted it for the teen center.

She and her peer Nuestro Lugar/Our Place teen center planners, along with real estate broker John Brown and other locally powerful downtown supporters, went into a meeting with the city staff in late April, only to be told that the fire station wasn’t up to code, wasn’t safe for the teens to move into. Road block.

LEAD teens (and their siblings) paint the Overpark space
Nuestro Lugar/Our Place’s name reflects a commitment to welcome youth whose first language is Spanish.
LEAD encourages outdoor skills like rock-climbing, rafting and snowshoeing.

But the teens of LEAD (Leadership, Education, Adventure and Direction), low-income youth who learn leadership skills and gain support for their educational and career goals, don’t give up easily. Nor do the youth of Positive Youth Development’s Youth Advocacy Board or Juventud FACETA, a group for immigrant teens. It’s not as if the teens in these partner groups haven’t seen adversity before or persisted in the face of daunting odds. So the teen center committee regrouped. The Eugene City Council was, by this time, used to hearing several teen center advocates speak during each public comment session. The youth reminded councilors, professionally and firmly, that the councilors would hear them again and again … and again … and again … until finally, the city of Eugene, in cooperation with Downtown Eugene, Inc., agreed to give Nuestro Lugar a space.

And the space, in Oak Alley under the Overpark and behind the Downtown Athletic Club, wasn’t exactly perfect. Holes in the ceiling, a concrete floor, years of being a storage space — not, perhaps, what the teens would have envisioned for their first center. But again, this group does not give up when faced with obstacles. After all, LEAD had years of experience meeting catch-as-catch-can in apartments, Churchill Alternative, Looking Glass’ Station 7 and other spaces that didn’t belong to LEAD. And partner group Juventud FACETA didn’t exactly have its own space either, having met in people’s homes for several years of its existence. So what if the space was dusty and broken? So what if the walls were dingy? They’d get in there and clear the space, make it welcoming for teens, make it their own.

And, over last summer, they did. LEAD groups and offices moved in last fall, and on Monday, Jan. 22, Nuestro Lugar/Our Place Teen Center opens officially as a space for low-income, multicultural and/or at-risk teens ages 12-17. The grand opening for the public is Friday, Jan. 26 from 6 to 8 pm at 965 Oak Alley. There, everyone can see the quiet table space in which teens do homework with donated textbooks, the computer lab, the space for counseling and mentoring from the adults associated with Nuestro Lugar and, of course, the couches where they can hang out, making friends with other teens who know what it’s like not to have any place to go.

On Martin Luther King Jr. Day, Caleb Pruzynski rediscovered the feeling of having no spot to call his own. The library was closed. School was closed. He had been to the mall with his siblings, where, thanks to a gift from his step-grandparents, he was able to get lunch and buy a T-shirt. “It’s the first clothing I’ve ever bought for myself with my own money,” he said. But that pretty much did it for the gift, and he came downtown for a meeting at Nuestro Lugar. Oops: It, too, was closed. And it was cold outside — though Caleb, a 14-year-old freshman at South Eugene High School, claimed not to feel it. Maybe that was because of his hat, which he wore because on his family’s farm in Walton, the pipes were frozen; he couldn’t get any water for a shower.

When Caleb stood up to speak at the City Council meeting on Jan. 8, Mayor Kitty Piercy smiled and said, “Hi, Caleb!” He’s a polished speaker, looking his audience in the eye and sounding like a student body president in the making with his cadence and ability to paint a picture. He closes his two-minute time with a nod and a reminder that the youth asked the city for a bit more. “It is a beginning to what I feel is needed — and thank you.”

Caleb and 16-year-old Elizabeth Sampedro, who attends Churchill High, are the co-coordinators of Nuestro Lugar now that Terra Williams has aged out of LEAD’s target range. Williams remains a volunteer and, until her schedule at LCC grew maddeningly busy last term, she was a paid intern for LEAD, working on the teen center specifically. But where does Nuestro Lugar get money for its operating costs? Well, like most nonprofit organizations, it runs on donations and grants. And Elizabeth, Caleb and many other teens bear their spokesperson roles well enough that powerful adults find themselves ready to donate more than they would have thought possible.

John Brown, the real estate broker and new EWEB board member who helped the teens interact with the city, remembers when he first heard about the idea of a teen center. He agreed to meet with the teens, but, he says, “I went to the meeting with preconceived notions: I’ll kill this idea in a minute. But when I walked out an hour later, I said I’ll find you a home and I’ll write you a check.” Why? “Have you met Caleb?” he asks. Caleb and Terra Williams “had a plan, were well-spoken and were organized,” Brown says, and they were also “honest, from the heart.”

When the city said no to the fire station, Brown was furious. “It pisses me off!” he says. “What other youth group isn’t afraid of being 200 feet from the police station?” But Brown knows how to deal with reality, and when the Overpark space came open, he looked at the space and helped Nuestro Lugar find contractors who donated their work (John Critelli from Essex Construction and Ethan Hutchinson from Rainbow Valley Design and Construction, among others) and a carpet, donated by Imperial Floor, to warm up the space. One of the reasons Brown likes working with LEAD and Nuestro Lugar is that the whole group, including Executive Director Maj Rafferty, Nuestro Lugar Director D Cohen and two other adult staff members, runs on a shoestring budget, leveraging what they have into direct help for the teens. From REI and SportHill’s clothing, equipment and time donations to FOOD for Lane County and Papa John’s gifts of food for meetings, the teens get what they need. “They make do with what they have,” Brown says admiringly.

That doesn’t mean that the teens don’t aspire to more. Terra Williams, who grew frustrated at the lack of academic counseling available to teens at Churchill Alternative, was grateful for Cohen’s support in applying to LCC and the UO. She’s looking forward to a program, now headed up by LEAD intern Teresa Montes, that will provide higher education counseling and support. Rafferty is excited that LEAD has almost met a $20,000 fundraising challenge; an anonymous donor promised $20,000 if the organization could raise that much in matching donations by Jan. 31. By the end of last week, LEAD was about $2,000 away from its goal and at press time, an source who prefers to remain anonymous told the Weekly that the source would send a check to make up any gaps left by the end of the month.

Sampedro, one of the busiest but most organized teens in the city, is looking toward the long-term future. She’s happy about the programs that Nuestro Lugar will be able to offer to teens, from computer labs and tutoring to dance lessons, self-defense classes and the opportunity to develop leadership skills. “I’m really happy that resources will be more equally distributed between the rich and the poor,” she says, noting that low-income teens rarely get the opportunity to take extra classes. Brown’s also happy about it because he sees the tragedy of letting low-income and at-risk teens fall through the cracks. “If you don’t pay attention to them, they get thrown out with the trash,” he says, and he thinks they deserve better. But Sampedro has a vision of more teen centers, spread across the county, within ten years.

One of the ways Nuestro Lugar helps low-income, multicultural or at-risk youth strive for and accomplish more is the three agreements. Those agreements, central to LEAD philosophy, were also adopted by the teen center committee. First is for anyone taking part in the center to stay in school or, if they’re not in a conventional school, to be actively working towards a GED. Second is to obey the law — not to drink, do drugs, join a gang or otherwise get into trouble. Because both LEAD and Nuestro Lugar believe in social justice, however, there are exceptions for those arrested during civil disobedience actions and those who are in the country without documentation. But the third agreement goes beyond a rule to help the youth reach for their dreams. It’s the “life assignment” piece, in which teens define and actively work on reachable goals in their lives.

Williams says that when she joined LEAD at 16, the agreements helped her focus on her schoolwork, stop drinking and gain confidence in her speaking abilities. And when, early on in her LEAD time, one of her friends died in a car accident, her LEAD group and Rafferty supported her and let her deal with her grief. “I remember that so clearly,” she says. “I took up an hour of LEAD’s time, and people genuinely cared.” Her life assignments right now include being the first person in her family to finish college and, as a LEAD volunteer, being an adult advocate for the LGBTQ community. “It feels really good to have the teen center, to give a safe environment for teens,” she says.

Other LEAD teens note the value of the life assignments. “I was going through life school portion by school portion,” says 14-year-old Ben Ennis, a freshman at the Network Charter School, until his mom found LEAD for him. “It was totally open, everybody greeted me warmly.” Now Ben, whose life assignment is “to learn everything and anything I can about computers and spread that knowledge around,” has set up Nuestro Lugar’s computer lab and plans on replacing the office computers. And, D Cohen notes, Sacred Heart Medical Center donated many computers to LEAD. With Ben’s help, Nuestro Lugar intends to provide rehabilitated computers for the teens to use at home.

Ben’s counterpart on the environmental front is Will Ross, a 17-year-old who attends the Center for Appropriate Transport and is one of two teens from LEAD to take part in the super-tough National Outdoor Leadership School. Will serves as an intern for LEAD during the second half of the school day, and his life assignment, he says, is “to reduce air pollution through the use of bikes rather than cars.” He’s agonized by the fact that people can’t fix their own bikes because they don’t have the knowledge or tools, and that low-income teens can’t spend money on that kind of work either. “I want to build and repair bikes for cheap or maybe free, so I can eliminate all the excuses people have,” he says. A big part of LEAD’s adventure portion, monthly outdoor excursions plus a five-day rafting trip at the end of the year, consists of environmental awareness, and Will is all for it. He took part last year in LEAD’s Plant-a-Thon, which will happen on a grander scale this year (the group has 10,000 trees to plant, with the help of McKenzie River Trust and countless volunteers). An unfinished mural on the wall shows off each component of LEAD, and the “adventure” portion is clearly going to be a celebration of the rafting trip. “I’m too poor for a week-long rafting trip” without LEAD, says Jenna McSween, a 15-year-old sophomore at Wellsprings Friends School who is working hard on the mural. Jenna says she’s been drawing “since I could pick up a crayon,” and as a creative person, her life assignment is to create a magazine for teenagers and publish what teens want to say.

And teens don’t only want to express themselves in English. Nuestro Lugar’s bilingual name reflects a commitment on the part of LEAD and teen center staff to welcome youth whose first language is Spanish. But former co-coordinators Itahi Diaz and Itziri Moreno got busy with school, and Juventud FACETA, whose members range in age up to 24, found a home of its own earlier this year with Amigos Multicultural Services at the old Whiteaker Elementary School. That means the center isn’t quite as bilingual as the three partner groups originally planned. That doesn’t mean LEAD or Nuestro Lugar have given up, though; the Wednesday night LEAD group is bilingual in Spanish and English, and many of the youth and staff members either speak both languages or are working on improving in a second language.

Co-coordinator Elizabeth Sampedro can’t wait to see the effect of Nuestro Lugar spreading throughout the community. “Our main goal is to provide a place that’s supportive, fun and safe, where teens can be themselves, grow in leadership skills and stay away from risk factors like school dropout, being in gangs or engaging in risky sex.” She knows the three agreemants will help with that goal, and she also knows how valuable it is to have the space. She adds, “After so many times of us meeting in little offices or places that weren’t really ours, to say this is ours, we are welcome here, we have the resources we need to keep our education going and get the help that we need that won’t cost us anything, that’s a really important thing.”

For more information on hours, donating or volunteering for LEAD or Nuestro Lugar, visit www.leadteen.comor call 342-8336.

so, how to disseminate open courseware

I just read an interesting article about poverty in america. One of the things that comes up in the article is people being stuck in the social class they are born into. People from lower social classes have less access to opportunitites.

So, that takes me to open content, open courseware. Part of the mission of the COSL is:

“We believe that all human beings are endowed with a capacity to learn, improve, and progress. Educational opportunity is the mechanism by which we fulfill that capacity. Therefor free and open access to educational opportunity is a basic human right. When educational materials can be electronically copied and transferred around the world at almost no cost, we have a greater ethical obligation than ever before to increase the reach of opportunity.”

So, then the question I think I’ve asked here comes up again — how do we do this? I’m still not sure. And, I don’t think that the content we currently have up will help to create that access. I think I’ve said this before as well. I don’t think that we can simply expect low SES folks to all of a sudden decide – HEY! I’m gonna go get a college education. If folks are struggling just to make ends meet, then don’t we have to provide stepping stones to get to where OCW is right now? Sorry, but I think I’m repeating myself again.

So, what are the stepping stones? What are the stepping stones in OCW from barely making ends meet and having values of survival to having time to think abstractly and not worry about if there is going be food on the table at the end of the month? What is that content? Is it parenting content, life skills content? Or? What is it? Is it educational content.

I actually do believe firmly in COSL’s mission. I do believe that giving people access to free, quality, education will make a difference in people’s lives. Its just a question, for me, of how to get there. What to offer, how to offer it? What changes in current content do we need to make for it to be accessible? How do we learn what we need to do? How do we fully understand what it takes to properly localize?

well..

How do we localize? I’m not sure exactly what the full answer, but one answer that has been hit home in 2 sessions of a cultural diversity class I’m taking is knowing that we’ve got to become culturally competent. We’ve got to learn as much as possible about the culture we are going to, we’ve got to take the time to be able to fully understand where we have gone from to where we are going to. And, we’ve also got to view those that we are working with as equals. (Yes, yes, I’m not the only person saying this, I know that)

I’ll take this from LEAD, a teen leadership program in Eugene, Oregon:

LEAD believes that when an organization is working with an oppressed group, like young people, that there must be people from the targeted group in leadership in that organization. To understand and eliminate the difficulties of oppression must include the thinking and perspectives of the people who are experiencing it.

What does oppression have to do with content? Simple – when we are taking content from one group to another, whether that be going from a dominant group to an oppressed group or the opposite way, we have got to take leadership from that group. We have got to sit down with members of that group that is learning the content and understand what it is that they need. We’ve got to include them on our decision making. If that is possible. Sometimes it is not always possible, but we have to make an effort. If we are not able to bring members of the group in, we should learn about the group in other ways. We will be rotten localizers if we don’t know about the group we are localizing for.

on racism

I posted the following response on another blog. It was in response to the question directed at me: “What is your definition of racist?” I think it is more than an appropriate topic to post here. As people who are involved in education I believe that we need to constantly look at ourselves and our own biases, so that our teaching and content can be accessible as possible. Plus, I believe that to be honorable members of society we need to understand our own biases. Many of us don’t intentionally oppress others with our language and actions, but because of the world that we’ve grown up with we often do and we don’t even know that we are doing it. In fact, I would bet that most people would be disappointed with themselves to know that they have been oppressive.

Here’s my response to the question:

I am racist because I notice that someone is black. I am racist because I notice that someone is brown.
I am racist because I notice that I am white.

Race is a part of how we view society. Because I am a highly educated white woman I have advantages that that a highly educated black woman has. Our default in this society is white.

I don’t think its a matter of looking at who has oppressed who in the past, for me it is a matter of acknowledging that racism still exists, and as white person I still get benefits because of the colour of my skin.

To illustrate, from a wonderful book written by a man by the name of Paul Kivel, it is called ‘Uprooting Racism: How White People Can Work for Racial Justice’, some statements from his White Benefits checklist (and comments about my own experience):

  • I live in a school district or metropolitan area where more money is spent on schools that white children attend than on those that children of colour attend. (Yes, this is the case in Eugene, Oregon. I don’t know enough about Logan, UT yet to make a similar statement)
  • I work in a job, career, or profession or in an agency or organization in which there are few people of colour. (Yes. In my lab there is one person of colour (out of 26 of us), and out of 8 faculty members, there are 2 people of colour)
  • I can always vote for candidates who represent my race. (YES! YES! YES!)
  • I see people who look like me in a variety of roles on television and in movies. (Yep)

and on and on and on..

The work that I believe we must do is first and foremost on our own hearts. We have got to recognize our own racial biases. We have got to recognize how we benefit, or not, from being the race we are.

Then we have to change things. We have to become aware of our behavior and the behavior of organizations we participate in. When we hear racist comments we have to stand up to them. We have to be willing to be allies. Then we have to be willing to learn how to recognize, and then give up, our own privilege we carry because of our race. And if our race is not a benefit, I believe we still need to stand up to racist comments and do whatever we can to be allies for ourselves.

questions about ocw

I’m spending time surfing the open courseware sites tonight. I decided to spend this time because I’ve not had much of a chance over the semester to do so because I’ve been very focused on class work. Now that I’ve got a brief break its time to get back to the thing that drew me here to Utah State –> open content / open courseware / oer’s (jargony o words).

I thought I would spend the time tonight looking specifically at readability. It is readability that I’m looking at for my study in the spring with the Power of Positive Parenting. While that has definitely been an item of interest tonight, it hasn’t ended up being the sole focus of my web surfing. What has happened instead is that I am developing a list of questions.

like:

  • Who is open content for? Okay, lets say its for all of us, but in looking at the content, the majority of it is for those of us who have access. In my opinion, we should be focusing on relevant content for those who need access.
  • What about standards? What I mean is that I go to one open courseware site and see a really groovy course title, go into the course, and find myself terribly disappointed by the fact that there was just a list of topics covered in the face to face class, a list of readings that i have to go way out of my way to access, but nothing I could chew on. Whereas I go to another site, see a groovy course title, find complete lecture notes and readings linked directly from the site that end up being more than a meal. Do we need standards about what should be called open courseware? Or, if not standards, do we need to redefine what open courseware is? It seems as though the broad spectrum of what is available under that particular o word is too broad. Somehow, we need to make expectations of what is contained in each course at the forefront clear (color code it?), and give people the ability to search based on if they are just window shopping for content or are interested in a big meal.

power of positive parenting

usu open courseware just released the power of positive parenting by glenn latham. its not fully open though, we agreed to put it up under a no-derivatives license, but people can now access it for free. and its good for me, because thats the content i’ve been banking on using for my localization work.

the open ed movement should be at conferences like this

the national conference for media reform –> all sorts of lefty activists talking about changing the world. this year some of the featured speakers include: amy goodman, phil donahue, jane fonda, jesse jackson and many others. last year medea benjamin was one of the speakers. i figure any place where medea benjamin speaks is a good place. anyhow, why? because this movement, this open education movement that we’re a part of is about getting out to the grassroots, its about doing the things that folks at conferences like this one believe in –> giving information to the people, educating the people, making change. education, open education, is a great way to make that change.

this year the conference is in memphis, jan 12 – 14th. i may not be able to go this year, but maybe next year. i think i’ll also be on the lookout for other similiar conferences. too bad the peace, justice and media conference is defunct, but maybe the bioneers? we would so fit in there.

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