Tag Archives: Further Education

OER16 Reflections – The Last Post⤴

from @ Open World

I had intended to write one last post to follow up the OER16: Open Culture Conference last month, but the moment passed, the weeks slipped by and I decided I’d left it too late. But then a couple of weeks ago Jim Groom posted a belated OER16 reflections post and I thought dammit, if Jim can do it, so can I!

When I was putting together my OER16 Overview  for the eLearning@Ed conference in May I emailed some of our keynotes and delegates to ask if they’d be willing to share some reflections on their experiences of the conference. I got some fabulous and very thoughtful responses that I really wanted to share, so here they are, after much delay and procrastination. Many thanks to everyone who responded.

It’s almost impossible to summarise so many diverse responses but if I can make an attempt…

Many OER16 participants commented on the strength of community that has grown up around open education. This is a mature and diverse community, which encompasses many different perspectives and interpretations of openness. For some open education is about resources, policy, technology, for others it’s about practice. Some are concerned with supporting and sustaining open education at scale across institutions, for others openness is more of a personal ethos. Some focus on the technologies we use to support open education, others are motivated by the potential of openness to address inequality and exclusion. None of these perspectives are mutually exclusive, none are above criticism, and indeed it appears that as a community we are moving towards a much more critical and nuanced analysis of what it means to be open.

As is so often the case Catherine Cronin put this into words much more eloquently than I can

“I feel a collective sense of “moving on” in the open education community, a willingness to tackle some of the more challenging questions about risk, power and inequality.”

Jo Spiller

Educational Design and Engagement, University of Edinburgh

My two highlights were Catherine Cronin’s keynote on participatory culture, the power of open to influence and celebrate change, especially with the focus on the Gay Marriage vote in Ireland. How it can be playful and moving and everyone can contribute to it.

As a counterpoint to this, Sava Singh on the perils of open scholarship “Open wounds: The Myth of Open as Panacea” was really interesting – that open can also become excluding for different demographic groups and also has both great benefits but also great challenges for academics.

Sara Thomas

Wikimedian in Residence, Museums Galleries Scotland

As the Wikimedian in Residence for Museums Galleries Scotland, I usually work alone, or remotely.  The opportunity to connect to the wider open knowledge community was fantastic – energising, informative and so very valuable.  And we had 4 Residents in a room at once!  This, you have to realise, is a rare thing indeed in the world of Wiki.  I’ve worked primarily in open culture and heritage for the last 16 months, and one of the growth areas has been in the interface between education and culture…. So #OER16 seemed to me so prescient, so perfectly timed.

Martin Weller

The Open University

The sessions I attended at OER16 demonstrated how the field is maturing, and in many ways moving beyond a narrow definition of OER as content. The potential of OER in fields as diverse as Shakespeare and understanding modern slavery was demonstrated, but so too was the nature of open identity, the type of research we should be undertaking, and the need for open infrastructure. The UK OER conference is now much more of an international one and also much more critically reflective of the nature of openness.

Sheila MacNeill

Glasgow Caledonian University

One of the things I keep coming back to is Melissa’s description of technical and cultural debt – I am going to try and blog about this but need to think about it a bit more in terms of my political position! But I found her description of them both really useful and thought provoking.

The theme of #oer16 was Open Culture, and it was great to have input from third sector organisations around the potential of open-ness (content, data and practice) outwith the education sector.  Catherine Cronin’s opening keynote  addressed cultural issues around inequality, culture, participation and open-ness head on.   Changing societal, organisational and personal attitudes to open-ness is an ongoing debate in the open education world.

A Tale of Two Conferences: #oer16 and #LAK16

Catherine Cronin

National University of Ireland, Galway

I thoroughly enjoyed the conference – the sessions I attended as well as the many conversations over the course of the 2+ days. I feel a collective sense of “moving on” in the open education community, a willingness to tackle some of the more challenging questions about risk, power and inequality. Though there is much work to do, this move towards more critical analysis is heartening.

Rachel Hosker

Centre for Research Collections, University of Edinburgh

It was great. Really refreshing and challenging in a positive way for collections. It was a fantastic opportunity to share ideas and meet people with different perspectives on sharing collections and how we can all do this.  I also found it useful as a platform for discussing some of the practical things in collections work that need to be done to make things open for use. As an archivist, working in collections I would encourage others in my sector and profession to go to OER and engage with making collections open.

Maha Bali

Center for Learning and Teaching, The American University in Cairo

As a virtual participant who was also doing OLC Innovate at the same time… I only got a glimpse of what was happening. But what I thought was particularly interesting about OER16 was the challenging of two things:

  1. Challenging OER as a key mode openness – Catherine Cronin’s keynote, my presentation with Suzan Koseoglu and one by Andrew Middleton and Katherine Jessen tried to move beyond OER as content as being the main form of openness…which was interesting given the title of the conference
  2. Challenging openness as necessarily a good thing. This again came from Catherine but also Jim and also my session with Suzan. I am sure if Frances Bell presented something it would also challenge that.

I don’t know if this is all normal for OER16… it resonates a little with how OpenEd last year was, but with OpenEd it felt like maybe a majority of attendees were less critical but there was a vocal minority that was critical…

Thank you for embodying true openness in your approach to my virtual participation and Virtually Connecting. We are continually mentioning ALT as one of the organizations that’s supporting us.

Frances Bell

francesbell.com

OER16 was a very friendly conference – with lots of smiling, networking and fun going on. The conference topic Open Culture, expressed through the themes, enabled participants to celebrate and critique openness in the overlapping contexts of cultural heritage and education. The keynote speakers really helped to frame that celebration and critique in conference sessions and informal discussions.

Stuart Nicol

Educational Design and Engagement, University of Edinburgh

At a high level I felt a little that there was an underlying split between the very technical-orientated view of open and OER (I’m thinking Jim Groom’s keynote around infrastructure & indie-web) and then the very human side (several presentations talking about the self as OER). But thinking of this as less of a ‘schism’ and more of the strands that sit under the OER grouping. Strands that can sit comfortably but that maybe we haven’t quite got to a place where we realise they can sit comfortably together?

I think it maybe comes down to a tendancy to try to simplify; that OER is a policy and/or it’s a repository. But actually it’s a digital sensibility that underpins a very wide range of practices … the specific human and technical implementation of OER will be different in different practice contexts … and it’s likely to change over time.

John Johnson

Radio EduTalk

In higher education the idea of open education is now well enough established that the discussions have become quite nuanced. There are a wide range of definitions and directions on the open road. Some look at practical issues around, licensing and searching of resources, others social or technical ideas.

I’ve not seen much evidence that these ideas are penetrating primary or secondary education in Scotland. I do think that open ideas are equally valid here. A good place for school based colleagues to start might be the Scottish Open Education Declaration.

I’ve not got a wide ranging knowledge of the OER world, but it was pretty obvious there are different interpretations of open, many speakers alluded to that. There was a general feeling that the more open a resource the more sustainable it is.

It was delightful to spend time with people who are gathered, not because they want to sell something, but with a shared idea that is aimed at doing good in the world.

Joe Wilson

joewilsons.net

I am prejudiced but I do think some of our most creative educators are interested in open education. All of the sessions I attended inspired me and showed the way forward for all of us in rethinking what education could be. There was something for everyone from policy makers to practitioners.

All of the sessions from Wikimedia offered something for Colleges and adult learners – I can’t do them all justice in a post . But Colleges should be using Wikimedia tools not just as reference materials but as active learning tools.

#OER16 Quick Overview and Some important links for Scottish FE

Anne-Marie Scott

Digital Learning Applications and Media, University of Edinburgh

My major takeaway has been the value of openness. Making educational resources available for many purposes using Creative Commons licenses, building software and infrastructure using open source technologies and licenses, being open about the algorithms we use to evaluate our students’ online activities, being transparent about what data we collect and why, being open and inclusive about the development of standards that will allow us to work better together, all of this activity requires a commitment to being open. Open to scrutiny, open to challenge, open to collaboration, open to cooperation, and open to being part of a community.

The value of being open

And last but not least from twitter….

Stephen Thomas

Michigan State University

#oer16 #sustainability panel had a wide variety of perspectives. Great session!

by Stephen Thomas

Pat vs. Viv by Stephen Thomas


OER16 Reflections – The Last Post⤴

from

I had intended to write one last post to follow up the OER16: Open Culture Conference last month, but the moment passed, the weeks slipped by and I decided I’d left it too late. But then a couple of weeks ago Jim Groom posted a belated OER16 reflections post and I thought dammit, if Jim can do it, so can I!

When I was putting together my OER16 Overview  for the eLearning@Ed conference in May I emailed some of our keynotes and delegates to ask if they’d be willing to share some reflections on their experiences of the conference. I got some fabulous and very thoughtful responses that I really wanted to share, so here they are, after much delay and procrastination. Many thanks to everyone who responded.

It’s almost impossible to summarise so many diverse responses but if I can make an attempt…

Many OER16 participants commented on the strength of community that has grown up around open education. This is a mature and diverse community, which encompasses many different perspectives and interpretations of openness. For some open education is about resources, policy, technology, for others it’s about practice. Some are concerned with supporting and sustaining open education at scale across institutions, for others openness is more of a personal ethos. Some focus on the technologies we use to support open education, others are motivated by the potential of openness to address inequality and exclusion. None of these perspectives are mutually exclusive, none are above criticism, and indeed it appears that as a community we are moving towards a much more critical and nuanced analysis of what it means to be open.

As is so often the case Catherine Cronin put this into words much more eloquently than I can

“I feel a collective sense of “moving on” in the open education community, a willingness to tackle some of the more challenging questions about risk, power and inequality.”

Jo Spiller

Jo Spiller by Brian Mather

Jo Spiller by Brian Mather

Educational Design and Engagement, University of Edinburgh

My two highlights were Catherine Cronin’s keynote on participatory culture, the power of open to influence and celebrate change, especially with the focus on the Gay Marriage vote in Ireland. How it can be playful and moving and everyone can contribute to it.

As a counterpoint to this, Sava Singh on the perils of open scholarship “Open wounds: The Myth of Open as Panacea” was really interesting – that open can also become excluding for different demographic groups and also has both great benefits but also great challenges for academics.

Sara Thomas

Wikimedian in Residence, Museums Galleries Scotland

As the Wikimedian in Residence for Museums Galleries Scotland, I usually work alone, or remotely.  The opportunity to connect to the wider open knowledge community was fantastic – energising, informative and so very valuable.  And we had 4 Residents in a room at once!  This, you have to realise, is a rare thing indeed in the world of Wiki.  I’ve worked primarily in open culture and heritage for the last 16 months, and one of the growth areas has been in the interface between education and culture…. So #OER16 seemed to me so prescient, so perfectly timed.

Martin Weller

The Open University

The sessions I attended at OER16 demonstrated how the field is maturing, and in many ways moving beyond a narrow definition of OER as content. The potential of OER in fields as diverse as Shakespeare and understanding modern slavery was demonstrated, but so too was the nature of open identity, the type of research we should be undertaking, and the need for open infrastructure. The UK OER conference is now much more of an international one and also much more critically reflective of the nature of openness.

Sheila MacNeill

Glasgow Caledonian University

Sheila MacNeil and Martin Weller by Josie Fraser

Sheila MacNeil and Martin Weller by Josie Fraser

One of the things I keep coming back to is Melissa’s description of technical and cultural debt – I am going to try and blog about this but need to think about it a bit more in terms of my political position! But I found her description of them both really useful and thought provoking.

The theme of #oer16 was Open Culture, and it was great to have input from third sector organisations around the potential of open-ness (content, data and practice) outwith the education sector.  Catherine Cronin’s opening keynote  addressed cultural issues around inequality, culture, participation and open-ness head on.   Changing societal, organisational and personal attitudes to open-ness is an ongoing debate in the open education world.

A Tale of Two Conferences: #oer16 and #LAK16

Catherine Cronin

National University of Ireland, Galway

I thoroughly enjoyed the conference – the sessions I attended as well as the many conversations over the course of the 2+ days. I feel a collective sense of “moving on” in the open education community, a willingness to tackle some of the more challenging questions about risk, power and inequality. Though there is much work to do, this move towards more critical analysis is heartening.

Rachel Hosker

Centre for Research Collections, University of Edinburgh

It was great. Really refreshing and challenging in a positive way for collections. It was a fantastic opportunity to share ideas and meet people with different perspectives on sharing collections and how we can all do this.  I also found it useful as a platform for discussing some of the practical things in collections work that need to be done to make things open for use. As an archivist, working in collections I would encourage others in my sector and profession to go to OER and engage with making collections open.

Maha Bali

Center for Learning and Teaching, The American University in Cairo

As a virtual participant who was also doing OLC Innovate at the same time… I only got a glimpse of what was happening. But what I thought was particularly interesting about OER16 was the challenging of two things:

  1. Challenging OER as a key mode openness – Catherine Cronin’s keynote, my presentation with Suzan Koseoglu and one by Andrew Middleton and Katherine Jessen tried to move beyond OER as content as being the main form of openness…which was interesting given the title of the conference
  2. Challenging openness as necessarily a good thing. This again came from Catherine but also Jim and also my session with Suzan. I am sure if Frances Bell presented something it would also challenge that.

I don’t know if this is all normal for OER16… it resonates a little with how OpenEd last year was, but with OpenEd it felt like maybe a majority of attendees were less critical but there was a vocal minority that was critical…

Thank you for embodying true openness in your approach to my virtual participation and Virtually Connecting. We are continually mentioning ALT as one of the organizations that’s supporting us.

Frances Bell

francesbell.com

OER16 was a very friendly conference – with lots of smiling, networking and fun going on. The conference topic Open Culture, expressed through the themes, enabled participants to celebrate and critique openness in the overlapping contexts of cultural heritage and education. The keynote speakers really helped to frame that celebration and critique in conference sessions and informal discussions

by Catherine Cronin, CC BY SA

by Catherine Cronin, CC BY SA

Stuart Nicol

Educational Design and Engagement, University of Edinburgh

At a high level I felt a little that there was an underlying split between the very technical-orientated view of open and OER (I’m thinking Jim Groom’s keynote around infrastructure & indie-web) and then the very human side (several presentations talking about the self as OER). But thinking of this as less of a ‘schism’ and more of the strands that sit under the OER grouping. Strands that can sit comfortably but that maybe we haven’t quite got to a place where we realise they can sit comfortably together?

I think it maybe comes down to a tendancy to try to simplify; that OER is a policy and/or it’s a repository. But actually it’s a digital sensibility that underpins a very wide range of practices … the specific human and technical implementation of OER will be different in different practice contexts … and it’s likely to change over time.

John Johnson

Radio EduTalk

Viv Rolf, John Johnson, David Kernohan by Martin Hawksey

Viv Rolf, John Johnson, David Kernohan by Martin Hawksey

In higher education the idea of open education is now well enough established that the discussions have become quite nuanced. There are a wide range of definitions and directions on the open road. Some look at practical issues around, licensing and searching of resources, others social or technical ideas.

I’ve not seen much evidence that these ideas are penetrating primary or secondary education in Scotland. I do think that open ideas are equally valid here. A good place for school based colleagues to start might be the Scottish Open Education Declaration.

I’ve not got a wide ranging knowledge of the OER world, but it was pretty obvious there are different interpretations of open, many speakers alluded to that. There was a general feeling that the more open a resource the more sustainable it is.

It was delightful to spend time with people who are gathered, not because they want to sell something, but with a shared idea that is aimed at doing good in the world.

Joe Wilson

joewilsons.net

I am prejudiced but I do think some of our most creative educators are interested in open education. All of the sessions I attended inspired me and showed the way forward for all of us in rethinking what education could be. There was something for everyone from policy makers to practitioners.

All of the sessions from Wikimedia offered something for Colleges and adult learners – I can’t do them all justice in a post . But Colleges should be using Wikimedia tools not just as reference materials but as active learning tools.

#OER16 Quick Overview and Some important links for Scottish FE

Anne-Marie Scott

Digital Learning Applications and Media, University of Edinburgh

My major takeaway has been the value of openness. Making educational resources available for many purposes using Creative Commons licenses, building software and infrastructure using open source technologies and licenses, being open about the algorithms we use to evaluate our students’ online activities, being transparent about what data we collect and why, being open and inclusive about the development of standards that will allow us to work better together, all of this activity requires a commitment to being open. Open to scrutiny, open to challenge, open to collaboration, open to cooperation, and open to being part of a community.

The value of being open

And last but not least from twitter….

Stephen Thomas

Michigan State University

#oer16 #sustainability panel had a wide variety of perspectives. Great session!

by Stephen Thomas

Pat vs. Viv by Stephen Thomas

Open Education Policy – blocked pipelines and infinite loops⤴

from @ Open World

Doesn’t time fly?  It’s almost a fortnight since I joined colleagues at what has now become an annual event in the Scottish education technology calendar; the ALT Scotland one day conference. One of the things I really like about this event is that it consistently brings together colleagues from all sectors of Scottish education to discuss issues relating to open education technology, policy and practice. The theme of this year’s event was Sharing Digital Practice and Policy in Scottish Education, and it was highly appropriate that it was hosted by Glasgow Caledonian University as they have just approved their new institutional OER policy.

Unfortunately I haven’t had the chance to put together a storify or write a full summary of the event, however thanks to Martin Hawksey’s fine audio visual skills you can view the entire livestream of the event on the ALT YouTube channel here: AM / PM.  I do want to pick up on one of the themes that emerged from several presentations though and that is the problem of blocked pipelines and infinite loops.

Infinite Loop II by Faruk Ateş, CC BY-NC 2.0

Infinite Loop II by Faruk Ateş, CC BY-NC 2.0

Marion Kelt, Senior Librarian: Digital Development and Information Literacy at GCU, was the first to raise this issue in her talk about the lengthy process of getting GCU’s Open Educational Resources policy approved by the university. At one stage this involved being referred to an institutional IPR policy that she eventually discovered did not actually exist! This is just one example the kind of infinite loop it’s very easy to get drawn into when trying to introduce new policy.  Often it’s unclear which management structures within the institution have the authority to ratify new policy, particularly if that policy has evolved from the ground up. The danger is that draft documents get endlessly stuck in limbo, waiting for approval that never comes. Thankfully Marion is nothing if not persistent and after going round these loops several times she was eventually successful in getting the policy approved. GCU’s Open Educational Resources Policy, which is based on the University of Leeds‘ OER policy, can be accessed here.

Joe Wilson, of the College Development Network, highlighted a similar infinite loop. When he was appointed as Chief Executive of CDN earlier this year, Joe made it his number one priority to encourage the FE sector to sign up to the principles of the Scottish Open Eduction Declaration, an initiative he has been involved with since its inception in 2013. Joe began by taking the relevant papers to the Committee of Regional Chairs, which is composed primarily of deputy principals of colleges.  They were broadly supportive but advised taking the Declaration to the Principals’ Forum. The Principals’ Forum were also very interested and keen to do something, but they in turn suggested that it was the Government’s responsibility to take a stance on open education.  Suffice to say, while there appears to be some interest in adopting open education principals and practice in the FE sector, there are still a  lot of blockages in the pipeline. As Joe said “we’re still at the stage of I’m not going to show you mine unless you show me yours”. However I’m quite sure that if anyone has the vision and determination to clear these blockages, it’s Joe.

Infinite Loop by Dave Walker, CC BY-NC-SA 2.0

Infinite Loop by Dave Walker, CC BY-NC-SA 2.0

Which brings me on to my own infinite loop…Earlier this year the ALT Scotland SIG Committee brought the Scottish Open Education Declaration to the attention of Angela Constance, Cabinet Secretary for Education and Lifelong Learning.  We were pleased to receive the following positive and encouraging response from the Higher Education and Learner Support Division.

“The Open Education Declaration and its aim at implementing wider and more equitable access to education and to lead the way in Europe is a noble initiative with potential to enhance diversity as well as many of our key aims, including widening access to education through free access to high quality education and to redraw traditional boundaries between informal and formal learning.”

In addition to highlighting the role of the Open University’s Opening Educational Practices in Scotland Project, the response noted that

“SFC also funds Jisc which supports the development and use of Open Educational Resources through platforms, repositories, and projects.”

However Jisc’s recent announcement that it will be closing Jorum, the UK OER repository for higher and further education and the skills sector, and “refreshing” their approach to open educational resources, does rather beg question who, if anyone, is supporting open education in Scotland?

I have no immediate answers as to how we break out of these infinite loops and clear the blockages in policy pipelines.  Sometimes it’s a case of identifying exactly where the blockage lies, sometimes it’s more to do with identifying that one person who has both the vision, the authority and the determination to make a stand and take the decision to move things forwards.

There is one blockage I have been able to clear however.  During the meeting several colleagues asked how much longer the Scottish Open Education Declaration would be available only as a draft.  They explained that the Declaration’s draft status was preventing them from using the document to promote open education within their own institutions as the draft status meant that senior managers were unwilling to give it serious consideration.   As there have been no further comments on the Declaration since draft 0.2 was published towards the end of last year, the status of the document has now been updated from draft 0.2 to edition 1.0. Hopefully I’ll be publishing a short post on this update over at the Open Scotland blog shortly.


Open Education Policy – blocked pipelines and infinite loops⤴

from @ Open World

Doesn’t time fly?  It’s almost a fortnight since I joined colleagues at what has now become an annual event in the Scottish education technology calendar; the ALT Scotland one day conference. One of the things I really like about this event is that it consistently brings together colleagues from all sectors of Scottish education to discuss issues relating to open education technology, policy and practice. The theme of this year’s event was Sharing Digital Practice and Policy in Scottish Education, and it was highly appropriate that it was hosted by Glasgow Caledonian University as they have just approved their new institutional OER policy.

Unfortunately I haven’t had the chance to put together a storify or write a full summary of the event, however thanks to Martin Hawksey’s fine audio visual skills you can view the entire livestream of the event on the ALT YouTube channel here: AM / PM.  I do want to pick up on one of the themes that emerged from several presentations though and that is the problem of blocked pipelines and infinite loops.

Infinite Loop II by Faruk Ateş, CC BY-NC 2.0

Infinite Loop II by Faruk Ateş, CC BY-NC 2.0

Marion Kelt, Senior Librarian: Digital Development and Information Literacy at GCU, was the first to raise this issue in her talk about the lengthy process of getting GCU’s Open Educational Resources policy approved by the university. At one stage this involved being referred to an institutional IPR policy that she eventually discovered did not actually exist! This is just one example the kind of infinite loop it’s very easy to get drawn into when trying to introduce new policy.  Often it’s unclear which management structures within the institution have the authority to ratify new policy, particularly if that policy has evolved from the ground up. The danger is that draft documents get endlessly stuck in limbo, waiting for approval that never comes. Thankfully Marion is nothing if not persistent and after going round these loops several times she was eventually successful in getting the policy approved. GCU’s Open Educational Resources Policy, which is based on the University of Leeds‘ OER policy, can be accessed here.

Joe Wilson, of the College Development Network, highlighted a similar infinite loop. When he was appointed as Chief Executive of CDN earlier this year, Joe made it his number one priority to encourage the FE sector to sign up to the principles of the Scottish Open Eduction Declaration, an initiative he has been involved with since its inception in 2013. Joe began by taking the relevant papers to the Committee of Regional Chairs, which is composed primarily of deputy principals of colleges.  They were broadly supportive but advised taking the Declaration to the Principals’ Forum. The Principals’ Forum were also very interested and keen to do something, but they in turn suggested that it was the Government’s responsibility to take a stance on open education.  Suffice to say, while there appears to be some interest in adopting open education principals and practice in the FE sector, there are still a  lot of blockages in the pipeline. As Joe said “we’re still at the stage of I’m not going to show you mine unless you show me yours”. However I’m quite sure that if anyone has the vision and determination to clear these blockages, it’s Joe.

Infinite Loop by Dave Walker, CC BY-NC-SA 2.0

Infinite Loop by Dave Walker, CC BY-NC-SA 2.0

Which brings me on to my own infinite loop…Earlier this year the ALT Scotland SIG Committee brought the Scottish Open Education Declaration to the attention of Angela Constance, Cabinet Secretary for Education and Lifelong Learning.  We were pleased to receive the following positive and encouraging response from the Higher Education and Learner Support Division.

“The Open Education Declaration and its aim at implementing wider and more equitable access to education and to lead the way in Europe is a noble initiative with potential to enhance diversity as well as many of our key aims, including widening access to education through free access to high quality education and to redraw traditional boundaries between informal and formal learning.”

In addition to highlighting the role of the Open University’s Opening Educational Practices in Scotland Project, the response noted that

“SFC also funds Jisc which supports the development and use of Open Educational Resources through platforms, repositories, and projects.”

However Jisc’s recent announcement that it will be closing Jorum, the UK OER repository for higher and further education and the skills sector, and “refreshing” their approach to open educational resources, does rather beg question who, if anyone, is supporting open education in Scotland?

I have no immediate answers as to how we break out of these infinite loops and clear the blockages in policy pipelines.  Sometimes it’s a case of identifying exactly where the blockage lies, sometimes it’s more to do with identifying that one person who has both the vision, the authority and the determination to make a stand and take the decision to move things forwards.

There is one blockage I have been able to clear however.  During the meeting several colleagues asked how much longer the Scottish Open Education Declaration would be available only as a draft.  They explained that the Declaration’s draft status was preventing them from using the document to promote open education within their own institutions as the draft status meant that senior managers were unwilling to give it serious consideration.   As there have been no further comments on the Declaration since draft 0.2 was published towards the end of last year, the status of the document has now been updated from draft 0.2 to edition 1.0. Hopefully I’ll be publishing a short post on this update over at the Open Scotland blog shortly.


Retire and Refresh: Jisc, Jorum and Open Education⤴

from @ Open World

Jorum_logo_blueYesterday Jisc announced its intention to retire Jorum in September 2016 and “refresh its open educational resources offer”.   I’ve been involved with Jorum, in one capacity or another, since 2002 when Moira Massey and Sarah McConnell at EDINA, started drafting a proposal for a repository as part of the Jisc eXchange for Learning Programme (X4L), and I’ve also been a member of the Jorum Steering group since it was set up in 2005 to help guide Jorum through its transition to service phase.

I’ve seen Jorum develop through many iterations and technical incarnations and it’s been a long and interesting journey. There have been many stumbling blocks along the way, but we’ve seen real progress and have learned a great deal about the practicalities of education resource description, discovery and management. Both the education and technology landscapes have changed fundamentally since Jorum came into being thirteen years ago and it hasn’t always been easy for the service to adapt to those changes as quickly as the sector sometimes expected.  Despite these challenges, all members of the Jorum Team, both past and present, always remained fully committed to providing a useful service to the community and have shown huge dedication to supporting their users, so I’d like to take this opportunity to publicly thank every one of them for their efforts.

That said, I do have some concerns about Jisc’s continued involvement in the open education space.  As a result of the Jisc / HEA UKOER Programmes and it’s many precursors, Jisc developed an enviable international reputation for open education innovation.  The fact that there is still a lively and active community of practice around UKOER is testament to the success of the programmes in raising awareness of open education and starting to embed open education practice across higher education.  There’s sill a long way to go of  course, few institutions are actually creating open educational resources in any great volume, evidence of reuse is still slim, and we have so much more to learn about how teachers and learners find, share, and use educational resources.  There is also a danger that the open education community is singing to the choir rather than preaching to the masses.  (Obligatory religious metaphor; cf John Robertson)

University of Leeds Jorum Window

University of Leeds Jorum Window

However there does seem to be a resurgence of interest in sharing resources in both the further and higher education sectors over the last year.  HE institutions are starting to explore the potential value of developing open education policy and Glasgow Caledonian University recently became the first HEI in Scotland to approve an institutional OER policy, based incidentally on a University of Leeds policy originally created as part of the UKOER programme. GCU also plan to implement their shiny new policy through the creation of an institutional OER repository based on the University of Southampton’s EdShare platform.   Leeds are still actively supporting the sharing and discovery of open educational resources through their institutional Jorum Window, a valuable service provided by Jorum that other institutions were beginning to explore. The University of Edinburgh also has an ambitious vision for open education and intends to develop frameworks to enable staff to publish and share their teaching and learning materials as OER in order to enrich the University and the sector.  In addition, the OER Conferences, now supported by ALT, continue to go from strength to strength, despite many predicting their demise once the UKOER funding ran out.

There is also increasing interest in sharing resources in the further education sector, partly as a result of the FELTAG recommendations, the full impact of which have yet to be felt.  Following an ambitious programme of regionalisation in Scotland, colleges are starting to explore the potential of sharing resources within consortia.  This may not be the fully open sharing that many in the sector aspire to, but its a good start.  There is some way to go in the FE sector before the culture of competition transforms into a culture of cooperation and collaboration and this is where the support of organisations such as Jisc and the College Development Network is invaluable.

I’m not going to comment too much on the Jisc App and Content Store yet, as it’s clearly very early days and, as with any agile development, I expect it will go through many iterations before it sees the light of day.  However I will say that talk of customers and App Stores rather concerns me as it brings to mind commercial associations that sit rather uneasily with my conception of open education.

There is still a huge amount of open education knowledge and expertise within Jisc, not just within the Jorum team, but also across their account managers, subject specialists and senior co-design managers, and I sincerely hope that Jisc will build on the invaluable expertise of their own staff and colleagues across the sector to ensure that their new refreshed approach to open education really does meet the changing digital demands of the Further and Higher Education community.


OEPS Forum and ways forward for the Scottish Open Education Declaration⤴

from @ Open World

Earlier this month I went along to the second Opening Educational Practices in Scotland Forum where I’d been invited to present an update on the Scottish Open Education Declaration.

OEPS Update

The event began with an update from the OEPS Project team outlining their progress in supporting a network of open education practitioners, developing a Scottish open education hub, collating case studies and supporting the development of new content and practice. There was considerable discussion as to the role of the hub, which has been revised following discussions at the first OEPS forum. Although the hub will facilitate aggregated OER search, it will focus more on being a community hub for open education practice. For a comprehensive update on OEPS progress, the project recently published their first report here: First OEPS Project Report.

 An international perspective on opening educational practices – Laura Czerniewicz

Undoubtedly the highlight of the morning, was Laura Czerniewicz remote presentation from Cape Town on international perspectives on opening educational practices. Laura spoke about how openness and the internet have reconfigured the post traditional education landscape and presented a series of case studies from South Africa. Laura went on to suggest that open education exists in an extremely contested and complex environment. In Africa there has been some scepticism about open education as it is seen as an extension of the commodification of knowledge, however Africa has a strong narrative culture of sharing which can be harnessed to encourage the sharing of open education resources and practice (Jane-Frances Agabu, National Open University of Nigeria). One of the most interesting and challenging points Laura raised in her presentation centred on the legitimacy of piracy as a means of sharing educational content in the face of rising text books costs.

“Is it unethical to want to be educated or is it unethical to charge so much for books? To have to pay that amount when you can’t afford it?”

A valid question indeed.

Towards the end of her talk Laura also discussed the potentially valuable role of open education policy, although she also cautioned:

“Policy is great, but policy without budget can be problematic.”

This is certainly a point I would agree with.  In order to make an impact, policy ideally needs to be backed up by adequate resources and funding, however this also begs the question of how to support unfunded policies that emerge from the community such as the Scottish Open Education Declaration.

The Scottish Open Education Declaration – the way forward

In the afternoon I presented two workshops on future directions for the Scottish Open Education Declaration. The second draft of the Declaration was published by Open Scotland in December 2014, after receiving a small amount of very welcome funding from the OEPS Project. Shortly afterwards, the ALT Scotland SIG forwarded the declaration to Angela Constance, the new Cabinet Secretary for Education and Lifelong Learning.  Although Open Scotland has not been in a position to actively promote and disseminate the declaration recently, primarily due to lack of funding, it was evident from participants at the workshops that there still seems to be real appetite across all sectors of Scottish education to continue taking the Declaration forward. Several participants said that they had found the declaration useful for raising awareness of open education within their own institution and for triggering discussions about open education at policy level. The Scottish Funding Council also appear to see some merit in the Declaration and during discussions with workshop participants and members of both Open Scotland and the OEPS Project, we were able to identify several steps to take the Declaration forward.

Evidencing the Declaration

While the Declaration may have some value as an aspirational statement of intent, clearly it will carry considerably more weight if each point can be evidenced by examples of existing practice in Scotland and further afield.   Examples of existing practice could be crowd sourced and collected via the Declaration Comment Press site and collated from evidence gathered by the OEPS Project.

Evidence of Impact

In order to highlight the value of both open education and the Declaration at government level it would be useful to be able to provide evidence of positive impact.  Assessing the impact of open education initiatives is always difficult as quantitative measures have a tendency to miss the bigger picture and, arguably, the ethos of open education.  Gathering qualitative user stories and case studies is likely to be a more useful way to provide evidence of the impact of the Declaration. The case studies being collated by the OEPS Project will hopefully be of particular value here, but continued efforts should be made to gather user stories from across the sector.

Harmonising the Declaration with current policy

When the first version of the Declaration was drafted in early 2014, we made a conscious effort to ensure that it tied in with Scottish Government policies and strategic objectives. Clearly the policy landscape has changed over the last twelve months and it would be useful to revisit the Declaration to ensure that it supports current policy particularly with regard of formal and informal learning, social inclusion and widening access.

Engaging Universities Scotland

A number of bodies and agencies have been identified that could potentially provide valuable support for the Declaration, one of which is Universities Scotland. Although an encouraging number of university colleagues have already made valuable contributions to the declaration, it would be beneficial to engage senior managers to ensure that open education is supported at policy level across the higher education sector.

Engaging schools, colleges and the third sector

It is important that the Declaration represents all sectors of Scottish education; therefore it is critical that we find routes to engage not just higher education but also schools, colleges and the third sector. We would welcome suggestions from colleagues as to how to raise awareness of the Declaration and encourage engagement with open education across all sectors of Scottish education.

The Scottish Open Education Declaration is an open community draft and we continue to encourage all those with an interest in open education in Scotland and beyond to comment on the document here http://declaration.openscot.net/


Academy of Music and Sound Edinburgh⤴

from

Hello,

The Academy of Music and Sound are delighted to confirm that we are currently applications for all courses running at The Academy of Music and Sound in 2015. We offer full time, funded courses in Guitar, Bass, Drums, Vocals and Singer Songwriter at SQA HNC and HND levels as well as a BA (hons) Top Up in Performance Industries.
Entry to all courses is through an audition, which can be booked directly with The Academy of Music and Sound on 0131 656 0600 or by emailing edinburgh@academyofmusic.ac.uk.
If you have any students interested in studying music at Higher Education, we would love to invite them to one of our Open Evenings. The Open Evenings at The Academy of Music and Sound are for anybody who is interested in attending any of our full time courses in 2015. If any of your students wish to attend one of these events they will be able to sit in on a presentation by the Centre Manager on the ins and outs of the courses, funding and progression routes. They will also be able to take a tour of our facilities and have the opportunity to book their audition there and then! Anybody who attends an open evening will be entitled to a free audition (usual price, £10).
If you would like Sarah, our Centre Manager to come and speak to students about the courses we run or careers in the Music Industry, please get in touch and we can arrange a time for her to come to see you.
I have attached various documents regarding our courses to the email but if you have any questions about anything, please don’t hesitate to get in touch.

Kind regards,

Alyssa Renwick
Administrator
Academy of Music and Sound Ltd
1 Grassmarket
Edinburgh
EH1 2HY
T: 0131 656 0600
E: edinburgh@academyofmusic.ac.uk

Applying for college 2015⤴

from

Local college websites:
Edinburgh College
Borders College
Oatridge College
Other Scottish Colleges here

How to apply for a course.


Shorter version.

College application flowchart.
YOUR COLLEGE APPLICATIONS

Some help with your application.
College Applications 2015

Student Awards Agency for Scotland information presentations available here

ELRAH Progression Routes from College to University here

Complete and submit this for and I will return a report to you that will help with your application.