<< Chapter < Page Chapter >> Page >

Education - as a discursive and social endeavour needs something trigger and carry our learning conversations. Education does not take place in a vacuum and in our digital world, our conversations - like this one, become the content for further discussion.

Viva (free) content - Viva

2. ken udas - october 4th, 2007 at 11:16 am

Hello, First, David, thank you. There are a lot of directions to take this. I have a quick question to start things off that I know is full of twists and turns. I am not sure how far we want to take the physical infrastructure analogy, but I will push it just a little further. Roads and other types of public physical infrastructure tend to be funded from public sources (general taxes, road taxes, gas taxes, etc), use-based sources (tolls), and volunteer sources (adopt a highway). I would assume that this combination of resources sort of represents the way we look at appropriate cost allocations. We see the roads as a public good so they should be supported by various governments (federal, state, local) through taxes, it is also recognized that some cost should be assigned differentially to who is using a specific roadway, while others see benefit in keeping the road clean in their community (by adopting a highway) and are willing to take care of that for a number of reasons.

  • Here is the question. To help ensure that “content” infrastructure is of high quality, functioning to enable rather than constrain education and innovation, how might we think about resourcing “content infrastructure” in a sustainable manner?
  • Here is another question. Are there things that we can do that will change the way we think about resourcing content (work processes, licensing, the nature of education&education providers, our identities as educators, etc.)?

Thanks!

3. wayne mackintosh - october 4th, 2007 at 6:45 pm

Hi Ken, Good questions.

I’d like to add into the mix Elinor Ostrom’s 2X2 matrix classification between rivalrous versus non-rivalrous and excludable versus non excludable goods. (Frome Governing the Commons, 1990).

See for example:

Rivalrous versus non-rivalrous goods and

Excludable versus non-excludable goods.

The matrix then classifies for types of goods:

  • Common-pool resource (i.e non-excludable and rivalrous - eg the classic tragedy of the grazing commons, and a hard copy library book. When one patron has the book, another patron cannot take the book out at the same time)
  • private goods (i.e. excludable and rivalrous - eg commercially sold book)
  • toll good (i.e. excludable and non-rivalrous - eg paid subscription to an online journal. Digital copies are infinitely accessible)
  • public good (i.e. non-excludable and non-rivalrous eg knowledge or free content.)

The point being that content can assume different forms and depending on how the content is stored (hard copy versus digital) and the licensing that is used (excludable versus non-excludable) will determine whether the same content is for example a private good or public good.

Consequently I think we need to think about different resourcing models and a range of value propositions depending on where the content sits in this 2X2 matrix.

Questions & Answers

what is math number
Tric Reply
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
An investment account was opened with an initial deposit of $9,600 and earns 7.4% interest, compounded continuously. How much will the account be worth after 15 years?
Kala Reply
lim x to infinity e^1-e^-1/log(1+x)
given eccentricity and a point find the equiation
Moses Reply
12, 17, 22.... 25th term
Alexandra Reply
12, 17, 22.... 25th term
Akash
College algebra is really hard?
Shirleen Reply
Absolutely, for me. My problems with math started in First grade...involving a nun Sister Anastasia, bad vision, talking & getting expelled from Catholic school. When it comes to math I just can't focus and all I can hear is our family silverware banging and clanging on the pink Formica table.
Carole
I'm 13 and I understand it great
AJ
I am 1 year old but I can do it! 1+1=2 proof very hard for me though.
Atone
hi
Adu
Not really they are just easy concepts which can be understood if you have great basics. I am 14 I understood them easily.
Vedant
find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
salma
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
Abhi
If f(x) = x-2 then, f(3) when 5f(x+1) 5((3-2)+1) 5(1+1) 5(2) 10
Augustine
how do they get the third part x = (32)5/4
kinnecy Reply
make 5/4 into a mixed number, make that a decimal, and then multiply 32 by the decimal 5/4 turns out to be
AJ
how
Sheref
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
hmm
Abhi
is it a question of log
Abhi
🤔.
Abhi
I rally confuse this number And equations too I need exactly help
salma
But this is not salma it's Faiza live in lousvile Ky I garbage this so I am going collage with JCTC that the of the collage thank you my friends
salma
Commplementary angles
Idrissa Reply
hello
Sherica
im all ears I need to learn
Sherica
right! what he said ⤴⤴⤴
Tamia
hii
Uday
hi
salma
hi
Ayuba
Hello
opoku
hi
Ali
greetings from Iran
Ali
salut. from Algeria
Bach
hi
Nharnhar
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply

Get the best Algebra and trigonometry course in your pocket!





Source:  OpenStax, The impact of open source software on education. OpenStax CNX. Mar 30, 2009 Download for free at http://cnx.org/content/col10431/1.7
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'The impact of open source software on education' conversation and receive update notifications?

Ask