Linux is a free and open-source software operating system. One might reasonably ask the question: So, what does this have to do with instruction materials for a class? As it turns out, quite a bit. Before making this argument, we should provide some background on the history of Linux.
Linux was born in a world of proprietary operating systems (remember OS2, Sun OS, and others). These operating systems provided the interface between hardware developers and application software developers. The proprietary nature of the operating systems did not allow either of these entities to innovate at the rate required. In 1991, Linux was introduced as an open-source platform, and soon grew in popularity. Today, Linux has significant market share in the commercial landscape, and in fact, the Linux ecosystem is larger than anything any single company (ex: IBM) or country (ex: China) can build. This begs the question: What makes Linux (or any open-source) successful?
The lesson of open-source systems such as Linux (WordPress, Apache, etc.) is that when enabled by an open collaboration environment, a community can build, debug, and innovate at a rate much faster than any single entity. The key aspects to enable this collaborative environment are:
For all the constituents, this environment provided a win-win situation. For hardware makers and application software makers, they could incrementally enable their solutions on a mainline operating system. A number of innovations coming from academia and industry could also be easily added to the system. Finally, even for the proprietary OS developers, Linux provided them a way of gaining revenue through value added services while the baseline was debugged literally by the world. Thus, at some point, IBM embraced Linux.
As we have discussed in previous articles (HERE) or the Ted Talk (HERE), the current educational system largely views students as commodity vessels into which knowledge is poured in an industrial manufacturing process. The fundamental structure of the current model is driven by an economic imperative from the last century around the scarcity of the instructor and classroom which is actually no longer true. Also, the actual process of teaching occurs in a craftsman-like model which has not changed for hundreds of years.
Let us consider the impact of an open-source collaborative environment in the context of something like a calculus class. Today, the delivery of these classes consists of a book, various disorganized Youtube videos, and a teacher in the classroom performing for the students. Even with automation and content from the internet, it is a maddeningly inefficient process. Consider the following structure:
Let’s consider the power of this community approach vs the current system:
Overall, the introduction of open-source instruction IP can harness the broader community. It has the potential to enrich the student experience in a way not possible by any single institution — much less any particular professor.