Re-purposing, poetry and plagiarism

Since 2008 I have been aware that re-purposing is a key activity of connectivist MOOCs (cMOOCs).  George Siemens, Stephen Downes and Dave Cormier explained what they meant by this in their introduction to Change 11 MOOC,  where they wrote:

We don’t want you simply to repeat what other people have said. We want you to create something of your own.

Remember that you are not starting from scratch. Nobody ever creates something from nothing. That’s why we call this section ‘repurpose’ instead of ‘create’.

In a paper that my colleagues Marion Waite, George Roberts, Elizabeth Lovegrove and I have had published this week, we have pointed out, as others have before us, the tensions between repurposing and plagiarism. It seems to be an intractable problem for Higher Education institutions wanting to go down the ‘MOOC with accreditation’ route.

A discussion in ModPo  this week about Dadaist poetry and with reference to Tristan Tzara’s instructions on how to make a Dadaist poem, is closely related to ideas around open educational resources, repurposing, creativity and plagiarism.

Tzara’s instructions

Take a newspaper. Take some scissors. Choose from this paper an article the length you want to make your poem. Cut out the article. Next carefully cut out each of the words that make up this article and put them all in a bag. Shake gently. Next take out each cutting one after the other. Copy conscientiously in the order in which they left the bag. The poem will resemble you. And there you are–an infinitely original author of charming sensibility, even though unappreciated by the vulgar herd.

Source: http://www.poets.org/viewmedia.php/prmMID/5774

This video illustrates the idea for those who relate better to video than text.

Is a poem written in this way an example of repurposing, or plagiarism, or both?

As chance would have it, just in the past week there has been a ‘storm’ about plagiarism by two Australian poets.

Toby Fitch of the Guardian writes:

But in all the outrage, and the quibbling over how poets should footnote their poems, the very legitimate poetic practice called “collage” is being dragged through the proverbial mud. Other experimental practices have been implicated, too – homage, misquotation, mistranslation, and more.

and

…..  it would be a great shame if, in our rush to lynch a couple of plagiarists and their misguided ideas of “patchwork”, “sampling” and “remixing”, we forget to remember why poetry needs experimentation.

Looking around it seems that plagiarism has been a concern in poetry for a while. See this excellent article by Kenneth Goldsmith in The Chronicle Review back in 2011 –

It’s Not Plagiarism. In the Digital Age, It’s ‘Repurposing’.

It seems that the boundaries between plagiarism and repurposing, what is creativity and what is not, remain very blurred and a bit of a minefield. Did Tzara plagiarise the newspaper article he cut up? At what point does repurposing end and plagiarism begin?

Interestingly, plagiarism has been made much of in ModPo, although, if I remember correctly, the word was not used in discussion of Tristan Tzara’s instructions on how to make a Dadaist poem.

I wonder  – how many poets license their poetry under Creative Commons?  Of course for this to work, poets would need to publish in the open. Perhaps its ‘openness’ and all that entails that is the problem, rather than plagiarism.

Update 28-01-14

See also this video – Embrace the Remix

‘Open space rewards consensus and punishes dissent’

Dave Snowden made a number of provocative statements  in his presentation to Week 17 of ChangeMooc, but ‘open space leads to consensus’ and ‘consensus is rewarded, dissent is punished’ were two that caught my attention.

As with all such statements, they have to be taken in context. He was arguing that spaces that lead to consensus are a constraint on innovation and creativity and that more conflict and processes such as Ritual Dissent, where people are literally harangued for their ideas, are needed in today’s education system. He denounced what he called ‘fluffy bunny’ approaches to learning and even suggested that good facilitation could be counter-productive.

So – what should we make of all this.

In some ways it is easy to understand and have some sympathy for these ideas. Open space (and it’s important to remember that he was not talking about ‘openness’) allows people to come and go as the please into the learning network or environment.

So would it be fair to say that the people who stay are those who can find like-minded people and ideas of mutual interest in the environment and feel reasonably comfortable there? We don’t often find out much about the reasons why many people don’t stay, but it could be that those are the people with alternative perspectives who either try and fail to ‘rock the boat’ (dissent), or just don’t have the patience to engage in ‘dissent’/posting counter-arguments, or for one reason or another can’t cope with the environment.

Are dissenters punished? My experience in Moocs (where most of my experience with open space has occurred) is that they can be, particularly if they make strongly dissenting posts. Usually the punishment is subtle. Dissenters are ignored. Or sometimes the dissenter receives a volley of angry posts and may even be openly asked to stop dissenting; these dissenters may be labelled as ‘trolls’ as happened in CCK08

A strong dissenting post into an online environment may be accepted if there is already a consensus that the dissenting person is ‘OK’ or has some authority and a respected reputation, as in the case of Stephen Downes and George Siemens, for example, and even Dave Snowden himself. For those not in this position of authority, any dissenting comment is often made tentatively, apologetically or politely, in the knowledge that it could be completely ignored or receive a lot of flak. On the whole, people don’t seem to know a lot about how to constructively handle conflict or dissent in open online spaces, so that we can learn from this and avoid group think.

So does this mean that ‘open space’ leads to consensus and if it does, is that a problem? We have to remember that Dave Snowden’s context for his work is in areas such as counter-terrorism and highly complex situations, where innovation and creativity, rather than consensus, is essential for effective decision making. But the open space offered by the net and open courses such as Moocs, allows those of us who are not learning in such highly complex situations to encounter a greater diversity of alternative perspectives than might otherwise be the case.  That is the point of Moocs, along with learning from these alternative perspectives through interaction and having the autonomy to vote with your feet (i.e. walk away) if you so wish.

I would suggest that if we see consensus as a problem (and it may or may not be according to the context), then it is not the ‘open space’ itself that is the problem. Rather it is knowing how to engage constructively with alternative perspectives, such that this engagement will lead to learning and higher levels of innovation and creativity. I don’t see an engagement with alternative perspectives as necessarily requiring dissent or conflict, but rather requiring ‘openness’ – an open environment, open resources and an openness of mind, self and spirit.

Constraints drive creativity?

Reading through the wealth of ideas that Jon Dron has presented us with this week, the idea that constraints drive creativity caught my attention. See this post of Jon’s with reference to the quote by Stravinsky – “The more constraints one imposes, the more one frees one’s self. ….”

This raises the question of constraints in MOOCs where there is extensive learner autonomy, diversity, openness and connectedness and an abundance of information. These are the principles of connectivism and MOOCs are based on 4 types of activities

1. Aggregation (collecting information and making connections)
2. Remixing (organizing information and connections to suit yourself)
3. Repurposing ( creation – ‘we want you to create something of your own’)
4. Feeding forward (sharing)

So a key purpose of MOOCs is the creation of artifacts that can be shared with others. But as Rita Kop and Hélène Fournier reported as a result of their research in the PLENK MOOC, the minimal creation of artefacts in that MOOC was a real disappointment for the course convenors.

From the above we could deduce that MOOCs simply don’t integrate enough constraints. It is all too free, open and distributed. John Mak, Roy Williams and I discussed this in our paper – The Ideals and Reality of Participating in a MOOC.

However, by all accounts ds106,  another MOOC convened by Jim Groom on the topic of Digital Storytelling, was enormously successful in the number of artifacts that were produced by participants and the levels of creativity demonstrated. So were there greater constraints in that MOOC and if so, what were they? Was it the extensive use of technologies in ds106 that  imposed the constraints? I haven’t been a participant in that MOOC, so I can’t judge.

Ultimately it comes down yet again to context (I know that there is a general weariness with that observation ☺) Too much freedom and we could get chaos and too many constraints and we get creativity stultified.

So what do I personally think? I think the ChangeMOOC type of MOOC – if it wants the creation of artifacts – needs to look to MOOCs like ds106 and see what can be learned from them and I don’t think that the ‘constraints drives creativity argument stands up’. So where are the ChangeMOOC artifacts and what are the reasons for participants’ reluctance to produce them? Including me ☺

Now I shall try to get back to what Jon is hoping we will talk about. But there are no constraints in this MOOC and therefore no possibility of predicting what participants will do ☺