FOSSlike collaboration in schools/Resources

Line of sightEdit

Illich I 1970 Deschooling Society uses a different description but similar comparison between industrial and convivial systems.

Global abstractedEdit

Hoebeke L., 2003 Against Scarcity In Science And Knowledge Management: Towards A New Enriching Empiricism.

Lessig, L., 2007 Required Reading: the next 10 years


Global ecologicalEdit

Orr, D 2004 "All education is environmental education" Resurgence, No. 226 Sep/Oct

"All education is environmental education… by what is included or excluded we teach the young that they are part of, or apart from, the natural world."

Comparison between ecology/monoculture and access to knowledge/maximalist intellectual property.

Boyle J., 5 "Questions for James Boyle" KES Vol 1 2007

Wheatley, M., Leadership from Self-Organized Networks: Lessons from the War on Terror (PDF file) (thanks fhickman) from Performance Improvement Quarterly Vol.20 No.2, 2007

Open Space Session Discussion Notes: The place of freedom in self-organizing systems Turtles Weekend, Human Systems Dynamics Institute, Circle Pines, Minnesota, USA, 2005

Meadows, D., Randers, J., Meadows, D., Limits to Growth, The 30‑Year Update, A Synopsis. 2004

Review of Hock, D., Birth of the Chaordic Age

Bauwens M P2P Lecture in Australia (complete video) Natural scarcity and conceptual abundance.

Narayanan, G 2007 A Dangerous but Powerful Idea - Counter Acceleration and Speed with Slowness and Wholeness

Building on and developing the ideas of Holt (2000), Fuad Luke (2002), Manzini (cited in Thackara 2005) and Capra (2002) and by consciously embracing the core value of slowness – both as way of being and as a way of learning - has created the real capability for substantive change.

The concept of Slow emerged from the Slow Food and Slow Design movement in Europe and the United States and builds and develops on ideas of sustainable living as a desirable future. Slowness as a pedagogy allows students to learn not at the metronome of the school day or the school bell, but at the metronome of nature, giving them time to absorb, to introspect and contemplate, to argue and rebut and to enjoy.

Learning about metamorphosis and about the web of life in real time, by maintaining a butterfly garden, growing larval plants and simultaneously engaging in reflection, role play and scientific observation is powerful indeed. The short flash presentation that accompanies this article illustrates the power of slow pedagogy as a counter to the current culture of acceleration, which is necessitating the rapid learning of more content in less time.

This quote refers to:

  • Holt, J. 1983, How Children Learn, Penguin Books.
  • Faud-Luke, A. 2002, ‘Slow Design, a paradigm shift in design philosophy’. Retrieved 12 April, 2007 from
  • Thackara, J. 2005, In the Bubble: Designing in a Complex World, MIT Press.
  • Capra, F. 2002, The Hidden Connections, Flamingo.

Local valueEdit

Reclaiming youth network website Philosophy (viewed 2008 March 03, via Ruwoldt)

Rushkoff, D 2003 The Project Gutenberg eBook, Open Source Democracy,

Narayanan, G 2007 A Dangerous but Powerful Idea - Counter Acceleration and Speed with Slowness and Wholeness

Concepts, Contexts, Collaboration and Cultural Tools: A Sociocultural Perspective on Young Children’s Understandings Of Natural Phenomena

Broadcast and distributed publishingEdit

Moglen, E 1997, The invisible barbecue, Columbia Law School, viewed 1 August 2007,

Moglen, E 2006, ‘Software and community in the early 21st century’, Phone conference keynote address, YouTube, viewed 1 August 2007, Transcript available at Glass, G 2006, ‘Eben Moglen on free software and social justice’, a whole minute blog, viewed 1 August 2007,

Anderson, T 2008, Networks Versus Groups in Higher education via


Jungnickel, K., MakingWifi blog, Making category.

O'Reilly, T., Open Source: The Model for Collaboration in the Age of the Internet. 2000

Lakhani and Wolf, 2005 in Why Hackers Do What They Do: Understanding Motivation and Effort in Free/Open Source Software Project

Robinson K Do schools kill creativity. TED Talks 2006 viewed 2008 via White G

Comparing policiesEdit


Boyle J, The second enclosure movement and the construction of the public domain.

Brown L., Freshman hit with 147 academic charges for online study network at Ryerson University Mar 06, 2008 04:30 AM

Copyleft and A2KEdit

Ruwoldt P and Hawtin J Commons and copyright

Ursula K. LeGuin, _The Dispossessed_, pp. 72, New York: HarperPaperbacks, 1974. via

Access to knowledge is a collection or movement around open information policy

Richard Stallman has made his definitions of freedom in software explicit and concise.

Adelphi charter



Freedom to tinker

M Geist in CA

Creative commons offers a range of options for copyright owners to define scope

Otago Polytechnic using CC-BY for open education

Open education resources

Neill J, Four pillars of free and open teaching

Insurance (fault)Edit

Insurance (no fault)Edit

Applying policies for openness and innnovationEdit

Innovation in schools grounded in open policies(actual)Edit

Innovation in schools grounded in open policies(proposed)Edit

Accessibility and adaptabilityEdit


See alsoEdit