A Very CC Year …

As it’s the Creative Commons movement celebrates a birthday this week, I thought I’d take the opportunity to reflect on my year in CC terms, as well as showing off some very impressive CC-licensed work by my honours students.  It has already been a pretty big year in Creative Commons terms for me and the students I teach; in the first semester my Digital Media class experimented with Creative Commons licenses on a lot of their output, including many of their Student News reports and almost all of their outstanding Digital Media Projects; I’ve also enjoyed being part of an education panel at the Building an Australasian Commons conference in July, as well as presenting on my talk ‘Building Open Education Resources from the Bottom Up’ at the Open Education Resources Free Seminar today in Brisbane in September.

As the year’s drawing to a close, I’m delighted to highlight one last effort, this time from the honours students in my iGeneration: Digital Communication and Participatory Culture course.  The course, as in past years, has been a collaborative effort between the students and myself; I’ve provided the framing narrative and opening and closing weeks, while the students, in consultation, have written the central seminars in the course.  Moreover, all course content from the seminars to the curriculum, from the students’ audio podcasts to their amazing remix videos, has been released under a Creative Commons license as both an exemplar of their fine work and an Open Educational Resource which, hopefully, will be something other teachers, students and creative citizens can draw upon for their own purposes. Moreover, given that I first ran iGeneration in 2005, this year’s students already built upon the work of that first cohort, learning from their peers and, hopefully, sharing so future peers can build on this work, too.

I also thought I’d take this opportunity to showcase some of the specific media projects created this year.  The first is a really impressive podcast by Kiri Falls which looked at the Babelswarm art installation in Second Life

Babelswarm MP3

[Full Sources & Exegesis] [CC BY NC SA]
Kiri’s final project for the unit, this time a remix video, takes quite literally the idea that creativity builds upon the past, with this enjoyable video which mashes together a plenitude of videos and photographs …

[Full Sources & Exegesis] [CC BY NC SA]

The second remix project I wanted to showcase is by Alex Pond; Alex has created a short but very poignant  video which takes issue with the monolith that is copyright law, but celebrates the freedoms which are shared via the Creative Commons …

[Full Sources & Exegesis] [CC BY NC SA]

The final remix I wanted to highlight is a bit different.  This one, by Chris Ardley, includes art and music from creators who’ve explicitly given Chris permission to re-use their work and share it under a CC license.  This animation, created in Flash, explores remix more metaphorically, and tells a tale of worldly creation …

[Full Sources & Exegesis] [CC BY NC SA]

I think all of these projects are quite impressive, and I was delighted at how seriously this year’s students took the idea of remix and how many of them embraced everything that the Creative Commons has to offer, as well as giving back something of their own.  I’ve also finally written iGeneration up as an educational example in the CC Case Studies Wiki, something I’ve been meaning to do for a while!

So, Happy 6th Birthday to the Creative Commons! In the next six years, I hope you’ll consider sharing work under a CC license if you haven’t already, but a shared culture can help us all be a lot more creative.  I know my students have benefitted from the generosity of the Creative Commons, and have, in turn, added a few quite impressive ideas and artefacts back in the creative stream.

[Cross-posted from Tama Leaver dot Net]

Student Creativity and Writing (on) the Web

One of the things I’ve been thinking about a lot this semester has been the way my teaching does – or doesn’t – encourage my students to develop that elusive, highly ambiguous but universally sought-after quality of creativity. I’ve been running two units – Digital Media, which is a relatively large second year unit (about 140 students) with a fairly hefty hands-on component; and a far smaller honours unit called Creative Selves which is specifically about exploring the way creativity is thought about, situated and can ultimately be harnessed in the world of work (or, at least, the world outside of formal education).

Even though creativity is often associated with the romantic ideal of the lone creative genius, one of the contradictions I’ve been quite aware of, and something that has come up in both units, is that both individual and group creativity is often meaningfully enhanced and provoked when students are thinking about the audience that might ultimately view/experience/interact with their creative work. This really shouldn’t come as a surprise since over the last 4 years I’ve often encouraged (and occasionally mandated) that students blog their work for just that reason. In so many cases, when the potential audience for a work – written, audio, video or whatever else – stops being just the marker or examiner and starts being a potentially global community, students tend to push themselves to work that little bit harder. Occasionally one or two students have suggested this is unnecessarily stressful, but 99% of the time when students are faced with the large potential audience that the internet provides, they step up to the challenge.  There are other clear advantages of getting students to create in the public sphere, too, such as those outlined by Jason Mittell:

One of my pet peeves about teaching is that often you get wonderful student work that is, by design, written for an audience of one, and has no lingering presence beyond the semester. By asking students to blog, share, and otherwise publish their work, it both raises the bar for their own sense of engaging a community with their ideas, as well as offers an opportunity for faculty to publicize their excellent work.

Mittell has written a series of posts showcasing some of the impressive work students have made as part of his Media Technology course this past semester.  They range from podcasts which interrogate something specific about audio, to video-games based shorts (sort of machinima, but not in the Red Vs Blue sense – more videos which mix and match game footage in different ways to highlight a particular critical or creative point).  One assignment I particularly liked was the use of video remixes, or mashups, which included one student effort which remixed current blockbuster trailers – and a ubiquitous iPhone ad – to create an overhyped trailer for technological convergence itself:

ShakeGirlCov

Another student collaboration I’ve come across recently is Shake Girl, The Graphic Novel.  This graphic novel was a collaboration between 17 Stanford creative writing, art and design students who’ve produced a moving and provocative story which ultimately ends up being a heart-wrenching tale highlighting the terrible phenomenon of acid attacks on women in Cambodia.  This is no two-dimensional moral rant, though: it’s a thoroughly engaging story, with sophisticated characterisation which envelops the reader in the story only to shock them with the protagonist’s fate.  In their About section, one note rang particularly true for me, regarding the challenges but also the substantial rewards which come from successful creative collaborations between students:

The process of collaboration – we think all of our students will agree – was both one of the most frustrating and exciting experiences of our lives. A lot of the first in the first two weeks, much of the second in the last four. Those of us writing the script seemed to trip over one another in the early stages. We wrote, researched, rewrote, tossed drafts aside, argued, yelled sometimes, tossed our hands up in the air, and then started over. The illustrators waited patiently, until patience ran out, and we were finally left with this mission statement: 1. We want to get this project completed, and 2. We want to make everyone moderately happy.

And with that, we made the jump to light speed. How many late-night hours did we draw, redraw, rewrite, design, redesign, and mostly… really enjoy each others company, efforts, and camaraderie?

All I can say is that Shake Girl definitely highlights an impressively successful student collaboration! [Via BBoing]

This graphic novel also reminds me on one idea for a small-scale creative project I’ve always wanted to do especially with a large first-year class.  Many of you will recall the fabulous Theory.org.uk Theorist Trading Cards, which were essentially bubblegum cards featuring well-known cultural theorists.  In a large first-year class where new theorists, ideas and concepts are introduced for the first time, I suspect that if students generated their own cards as part of tutorial presentations, this would be a great way to creatively get them reading and thinking about the main features, and differences, between the writers and works they encounter.  As an added bonus, these trading cards could be collated online and serve, to some extent, as useful prompts when students are revising for exams.

For a few more examples of engaging creative work, Siva Vaidhyanathan has posted two nifty videos created by students in his Introduction to Digital Media course: Restricted Knowledge? University Bandwidth Regulation and Facebook World.

Along a similar line, this week my Digital Media students are presenting a pitch, outlining an idea for a short video which will critically explore some aspect of digital culture loosely based on arguments about either convergence or citizen journalism, so I hope I’ll be able to post a few of the results in a few weeks time.

Until then, I wanted to end this post by pointing to the very cool and very virally popular video Apple Mac Music Video by Dennis Liu.  While not really student work (Lui has just finished formal education, but has been working professionally for a while; read an interview here) this is video is inspirational.  It’s a brilliant reminder that under the hood of an Apple Mac (or even a decent PC) is more than enough power to make some truly inspiring and amazing creative work …

[Cross-posted from my main blog.]

Building an Australasian Commons – June 24, 2008: Brisbane

ccauconftopbanner

To explore, expand and expound upon the emerging Australasian Commons, the Creative Commons Australia team have organised a free one-day symposium which investigates a range of activities, programme and philosophies driving open access and the cultural commons across Australia, New Zealand and South-East Asia.  I’ll be there, participating in a panel on the Creative Commons and Education, as well joining the team facilitating a workshop on ‘Building Knowledge: Open Education Resources (OER) and Research Materials’.  Here are all the details:

… are proud to announce that registration is now officially open for the Creative Commons ‘Building an Australasian Commons’ Conference. The conference will be held on Tuesday 24th June 2008 from 8.30am – 5pm at the State Library of Queensland, South Brisbane, and is proudly supported by Creative Commons Australia (http://creativecommons.org.au), the ARC Centre of Excellence for Creative Industries and Innovation (http://www.cci.edu.aau), and the State Library of Queensland (http://www.slq.qld.gov.au).
This event provides an opportunity for those interested in the free internet to come together to exchange ideas, information and inspiration. It brings together experts from Australasia to discuss the latest developments and implementations of Creative Commons in the region. The conference aims to be an open forum where anyone can voice their thoughts on issues relating to furthering the commons worldwide.
The current programme detailing the array of presentations, workshops and round table discussions can be found at http://creativecommons.org.au/australasiancommons. Attendance is free and open to all comers. However, places are limited, so if you’re interested in attending please register ASAP. Registration closes 9  June 2008. You can download the registration form at http://creativecommons.org.au/materials/ccauconf08/
australasian_commons_conference_registration.pdf
and return it via email to Elliott@creativecommons.org.au.
The conference will be followed on the day at 6pm by the second CCau ccSalon, a showcase of Creative Commons music, art, film and text from Australia and the region.  This will be a great opportunity to mingle and relax after the day’s events while experiencing CC works in action. We look forward to welcoming you at ‘Building an Australasian Commons’.

Keep in mind, it’s a completely free event, so if you’re interested and can be in sunny Brisbane on 24 June, I’ll see you there!

[Image based on Them colors… by jurek d CC BY] [X Post]

Should academia boycott "locked-down" academic journals?

Open-access to scholarly research has been very topical the past few years.  The internet as a means of communication and distribution seems to have led down to paths, increasingly divergent: either academic journals are going open-access, allowing anyone to read the contents; or, they’re becoming part of large corporate conglomerates which charge university libraries (and very few others since they can’t afford it) very large fees for access to all the journals in their catalogue.  Graduate student and social networking guru danah boyd (yes, she spells her name without capital letters) has argued that academics need to form a united front and only publish in open-access journals.  Here’s what boyd proposes:

  • Tenured Faculty and Industry Scholars: Publish only in open-access journals. Unlike younger scholars, you don’t need the status markers because you’re tenured or in industry. Use that privilege to help build new journals that are not strapped to broken business models. Help build the reputations of new endeavors so that they can be viable publishing venues for future scholars. Publish in open-access journals, build a personal webpage and add your article there. You will get much more visibility, especially from younger scholars who turn to Google before they go to the library. I understand that a lot of you prefer to flout the rules of these journals and publish your articles on your website anyhow, even when you’re not allowed. The problem is that you’re not helping change the system for future generations.
  • Disciplinary associations: Help open-access journals gain traction. Encourage your members to publish in them. Run competitions for best open-access publications and have senior scholars write committee letters for younger scholars whose articles are stupendous but published in non-traditional venues.
  • Tenure committees: Recognize alternate venues and help the universities follow. Younger scholars can’t afford to publish in alternate venues until you begin recognizing the value of these publications. Help that process along and encourage your schools to do the same.
  • Young punk scholars: Publish only in open-access journals in protest, especially if you’re in a new field. This may cost you advancement or tenure, but you know it’s the right thing to do. If you’re an interdisciplinary scholar or in a new field, there aren’t “respected” journals in your space and so you’re going to have to defend yourself anyhow. You might as well use this opportunity to make the valued journals the open-access ones.
  • More conservative young scholars: publish what you need to get tenure and then stop publishing in closed venues immediately upon acquiring tenure. I understand why you feel the need to follow the rules. This is fine, but make a point by stopping this practice the moment you don’t need it.
  • All scholars: Start reviewing for open-access journals. Help make them respected. Guest edit to increase the quality. Build their reputations through your involvement. Make these your priority so that the closed journals are the ones struggling to get quality reviewers.
  • Libraries: Begin subscribing to open-access journals and adding them to your catalogue. Many of you do this, but not all. Open-access journals are free. Adding them to databases does costs money but it helps scholarship and will help you ween off of expensive journals in the long run.
  • Universities: Support your faculty in creating open-access journals on your domains. You are respected institutions. The bandwidth cost of hosting a journal would be much less than allowing your undergrads access YouTube. Support your faculty in creating university-branded journals and work with them to run conferences and do other activities to help build the reputation of such nascent publications. If it goes well, your brand will gain status too.
  • Academic publishers: Wake up or get out. Silencing the voices of academics is unacceptable. You’re not helping scholarship or scholars. Find a new business model or leave the journal publishing world. You may be making money now, but your profits will not continue to grow using this current approach. Furthermore, I’d bank on academics shunning you within two generations. If you think more than a quarter ahead, you know that it’s the right thing to do for business as well as for the future of knowledge.

(Read more here.) Personally, I commend boyd for her position.  I must admit, as an early career researcher, I’d be hard pressed to turn down an opportunity to publish in a well-respected journal, even a very locked-down one; academic careers are that hard to build and maintain that lost opportunities are costly.  However, I’d be delighted when we get to the stage that the most respected journals are open-access.  In the meantime, I really hope that boyd’s call is heard by our research leaders – I believe the push for open-access has to be top-led to be successful – and where I have any choice in the matter, open-access will be the way to go for me.

What do you think?  Does open-access matter to you?

From YouTube to UniTube?

It would appear that the University of New South Wales (UNSW) has the dubious honours of being the first Australian university to have their own YouTube channel.  In the past couple of months, there have been a number of reports of US universities setting up on YouTube.  For example, this article from News.com on UC Berkeley’s channel:

YouTube is now an important teaching tool at UC Berkeley.

The school announced on Wednesday that it has begun posting entire course lectures on the Web’s No.1 video-sharing site.

Berkeley officials claimed in a statement that the university is the first to make full course lectures available on YouTube. The school said that over 300 hours of videotaped courses will be available at youtube.com/ucberkeley.

Berkeley said it will continue to expand the offering. The topics of study found on YouTube included chemistry, physics, biology and even a lecture on search-engine technology given in 2005 by Google cofounder Sergey Brin.

“UC Berkeley on YouTube will provide a public window into university life, academics, events and athletics, which will build on our rich tradition of open educational content for the larger community,” said Christina Maslach, UC Berkeley’s vice provost for undergraduate education in a statement.

Similarly excited press has greeted other US universities, this article on the University of Southern California’s channel (Via).  However, the I think educational administrator and web 2.0 aficionado Greg Whitby notes probably wins the most excited prize for his take on the UNSW channel (Via):

While it?s a great marketing strategy, it recognises where today?s students are.  Although the channel will broadcast some lecturers in an attempt to reach potential students, it captures the ubquitous nature and popularity of Web 2.0.  

This is the democratisation of knowledge – no longer contained within lecture theatres or classrooms but shared.  Learning becomes accessible, anywhere, anytime.  Transportable, transparent, relevant and exciting.

The University of NSW is to be applauded but we still lag behind.  iTunes has developed a store dedicated to education called University.  It?s ?the campus that never sleeps? –  allowing universities across the US to upload audio/video lectures, interviews, debates, presentations for students – any age, anywhere.  And it?s free. It?s astounding and exciting to think that a cohort of students and teachers from a school western Sydney can watch a biology lecture from MIT. 

The challenge for us is to open our K-12 classrooms to a new audience – to share knowledge as professionals and to showcase quality learning and teaching as we move from isolated classrooms to a connected global learning environment.

Readers of any of my blogs will know I’m also an advocate for integrating certain web 2.0 tools into learning and teaching.  However, these announcements seem oddly familiar to me – it’s just like the press that came out as pretty much every university in the world embraced podcasting one after another, each pushing out press releases about embracing the future.  However, what didn’t happen half as readily was the pedagogical discussion about how podcasting should or could be used in education.  Nor, I have to say, are we seeing much interrogation of the use of online video via YouTube or other services.  Let me be clear: there is certainly value in using YouTube in particular ways in education.  However, as I argued about podcasting in the past, it’s probably more important to focus on working out new ways to engage students (such as having them create content for podcasting or to post on YouTube) rather than primarily just replicating the top-down structures of lecture delivery. (I don’t have a problem with recorded lectures, I should add, I just don’t think that’s all we should worry about.)

It’s also worth keeping in mind that YouTube is a two-way street as demonstrated by clips of teachers at their worst appearing on YouTube.

Australian Blogging Conference: 28 September 2007

BlogOz180

The big news of the day is that The Australian Blogging Conference, a fabulous-looking free one-day event exploring everything about blogging in Australia (including education and Creative Commons!) now has a date: Friday, 28 September 2007 in sunny Brisbane! All of the details are here. I’d write more, but I’m now running around to see if I can get myself from Perth to Brisbane for the day of the conference!

US Tweens and Teens Talk Education while participating in Online Social Networks

JD Lasica points to an interesting new report from the US National School Boards Association entitled Creating & Connecting /Research and Guidelines on Online Social – and Educational – Networking. The report focusing on ‘tweens’ and teens, and has some really important notes about the role of social networking in forming learning communities and even casual connections between online presence and learning.

As this graph shows, more than half US tweens and teens have discussed education in online social networking:

teen_online_edu

Likewise, many tweens and teens are not just discussing and downloading, but also creating, uploading and participating in creative projects:

social_networking_among_youths

Again we are reminded that education in the twenty-first century has to think about the digital literacies of students and how to allow those literacies to develop in our curricula.

Murdoch University Library in Second Life

I just watched Kathryn Greenhill’s presentation about introducing Second Life via Murdoch Library.  Clearly the potential for Second Life in tertiary education and digital literacy is impressive, even if there are some serious obstacles to overcome.  Kathryn’s presentation illuminates a very sensible and reassuring way to introduce SL to staff and students, so if you’re thinking of heading down that path, take a look:

[kml_flashembed movie="http://www.youtube.com/v/KiH7dkOVaLc" width="425" height="350" wmode="transparent" /]

Academic Ethics, Privacy and Transparency … all coming soon to YouTube!

Australia’s QUT has been in the grip of a very public controversy recently which dovetails between issues of freedom of speech, academic ethics and the transparency of university processes. The controversy came to light and media attention on 11 April this year when two QUT academics, John Hookham and Gary MacLennan, published an article in The Australian entitled ‘Philistines of relativism at the gates’. In it, Hookham and MacLennan very publicly took issue with the ethics of work being done by PhD candidate, Michael Noonan:

A time comes when you have to say: “Enough!”, when you can no longer put up with the misanthropic and amoral trash produced under the rubric of postmodernist, post-structuralist thought. The last straw, the defining moment, came for us when we attended a recent PhD confirmation at the Queensland University of Technology, where we teach. Candidate Michael Noonan’s thesis title was Laughing at the Disabled: Creating comedy that Confronts, Offends and Entertains. The thesis abstract explained that “Laughing at the Disabled is an exploration of authorship and exploitation in disability comedy, the culmination of which will be the creation and production (for sale) of a six-part comedy series featuring two intellectually disabled personalities. “The show, entitled (Craig and William): Downunder Mystery Tour, will be aimed squarely at the mainstream masses; its aim to confront, offend and entertain.” (Editor’s note: the subjects’ names have been changed to protect their privacy.) Noonan went on to affirm that his thesis was guided by post-structuralist theory, which in our view entails moral relativism. He then showed video clips in which he had set up scenarios placing the intellectually disabled subjects in situations they did not devise and in which they could appear only as inept. Thus, the disabled Craig and William were sent to a pub out west to ask the locals about the mystery of the min-min lights. […]

At the seminar we were told there was a thin line between laughing at and laughing with. There is no such thin line. There is an absolute difference that anyone who has been laughed at knows. We must admit with great reluctance that at the seminar we were alone in our criticism of the project. For us, it was a moment of great shame and a burning testimony to the power of post-structuralist thought to corrupt. It is not our intention here to demolish the work of Noonan, an aspiring young academic and filmmaker. After all, ultimate responsibility for this research rests with the candidate’s supervisory team, which included associate professor Alan McKee, the faculty ethics committee, which apparently gave his project total approval, and the expert panel, which confirmed his candidacy. […]

What we have instead is the reality that cultural studies is in the grip of a powerful movement that we call the radical philistine push. It is this same movement that has seen the collapse of English studies and the consequent production of graduates who have only the scantiest acquaintance with our literary heritage. It is also undermining the moral fabric of the university.

So, what starts with ethical questions about a particular thesis, quickly becomes a much more generic complaint about the corruption of education by poststructuralist and postmodern theory and approaches. I know nothing of the people writing or mentioned in this article, but have to say after reading the piece I wasn’t swayed; my sympathies were more with Michael Noonan than anyone else, because as a PhD candidate I know I would have been almost destroyed by such public denouncing of my work. This, I should add, is not a comment on the quality on the work being or proposed – I know nothing beyond the article above and the surrounding debate, and haven’t seen any of the footage mentioned – but rather a comment on the process and the reasonable expectation that any criticism of a candidate’s work be handled within the university as long as possible. I’m not saying there is never a case for ‘going public’ with dismay about certain research, but from what I’ve read I believe Hookham and MacLennan took that step far too early. More to the point, combining criticism of a specific project with a very generic attack on a particular body of theory and its influence on teaching seems a less than generous way of dealing with the work of a PhD candidate.

The issues raised here also beg serious questions about transparency and universities. There is a lot of talk about the need to transparency of research outcomes since (most) Australian universities are at least partially publicly-funded. I quite agree with that notion. However, I think the idea of the processes of a university being taken public under the rubric of transparency tend to skew what makes it into the public arena. Selectively releasing aspects of a process (such as an ethics review process and confirmation of candidature) around research which clearly relies on careful contextualisation is bound to produce a one-sided picture. Tellingly, when Hookham and MacLennan’s article was republished in Online Opinion, the were comments from a student – using the handle WWSBD – who’d had Noonan (the candidate) as a lecturer, praising his efforts to educate student about people with disability. Moreover, this is the only place I’ve seen Noonan himself comment publicly:

I am at the student at the centre of Hookham and MacLennan’s attacks.
I thank WWSBD for understanding and appreciating my work in its context. I appreciate the words of Anecdote, who understands that a work must be seen and placed in context before it should be attacked. And I am disappointed for bedwin, who has lost all respect for me on the basis of an uninformed and incorrect article.
Much has been assumed about my project, my integrity and my intentions. Very little of it is based on truth. The simple facts are these: the excerpts I showed at my PhD confirmation seminar were presented in the context of exploring and discussing issues of authorship and representation in disability. My project seeks to empower the disabled, to give them a voice through comedy. Each clip was prefaced with my own thoughts about whether or not this had been achieved.
As a sessional staff member at QUT, I can think of nothing more deplorable than attacking a student’s incomplete research in a public forum. Hookham and MacLennan have made no effort to read my PhD confirmation document (it was offered) and they rejected my attempts to meet and discuss their concerns.
To date I have not sought to respond to their attacks in print. But I refuse to be further bullied and vilified before the public, my peers and my students.

However, the story doesn’t end there. Earlier this month The Australian report that Hookham and MacLennan are now facing a disciplinary hearing at QUT for their public comments, with the university arguing that the two unfairly attacked the candidate and his supervisory team. Now, whatever their views, Hookham and MacLennan seem to have a reputation as inspirational teachers themselves, and the news of their censure galvanized some of the QUT student body to defend their actions on the basis of free speech. The student campaign is visible through it’s “Save Our Lecturers” MySpace page. Moreover, over at Martin Hirst’s blog, he has posted ‘Freedom of Speech disabled at QUT’ which points to this documentary which is now available at YouTube:

[kml_flashembed movie="http://www.youtube.com/v/cEucGUEQFwA" width="425" height="350" wmode="transparent" /]

(Hirst is a friend of Hookham and MacLennan’s, and his post also contains the full text from Hookham and MacLennan’s original article in The Australian, as well as some additional commentary from The Australian and subsequent letters to editor.)

The YouTube documentary clip, by QUT student Adrian Strong, is very compelling; Hookham and MacLennan both come across as intelligent, compassionate teachers and academics who have good cause for concern. My point here is not to judge the debate being documented in this clip – although I imagine it would be extremely compelling for many people. Rather, in the era of participatory culture and digital media, this clip is indicative of a very profound change which can see debates and arguments that once would have remained closed suddenly being open to public viewing and public debate. In such an era, digital literacy is extremely important – the ability to create, edit and share such a clip is a key part of the ability to make a case in the public eye. It’s no surprise that QUT, which has Australia’s most renowned Creative Industries faculty, should be the source of the first such debate in Australia (to my knowledge, at least).

Illustrating my point, I just noticed another posted by the same YouTube user who posted the clip above (and thus, I presume, also be Adrian Strong) which talks in even stronger terms about a perceived campaign of censorship at QUT:

[kml_flashembed movie="http://www.youtube.com/v/67MiKw0s3XY" width="425" height="350" wmode="transparent" /]

(Again, let me reinforce, I don’t know enough about the other things going on to really judge this debate, but I do know that the perception of censorship certainly doesn’t add to the reputation of any university. However, like the first clip, without any further rebuttal, this clip is likely to be very persuasive to viewers.)

[Cross-posted from TamaLeaver dot Net.]