As part of Open Education Week I’m delighted that Maren Deepwell, CEO of ALT, and I have an article published in WonkHE on Openness in education: a call to action for policy makers. The article introduces the recent ALT policy guide, highlights some of the benefits of OER, and articulates why we need policy makers to embrace open education.
This week is Open Education Week and it’s normally one of the busiest weeks of the year for me with lots of events, webinars, blog posts and tweets lined up. This year however my calendar is empty and I’m watching fabulous open education events all over the world going by on my twitter feed without retweeting a single one. Why? Because although open education is a deeply held personal principle for me, it’s also a large part of my job and I am currently on strike as part of the University and College Union’s (UCU) industrial action to defend our right to a fair pension. I had really hoped that the strike would be over in time for Open Education Week, but unfortunately UUK are dragging their heels in an unforgivable fashion, so I’ll be maintaining my digital picket line for as long as it takes.
That doesn’t mean I’ve completely put open education on the back burner though. I’ve been thinking a lot about my OER18 keynote and these strikes have really helped to focus my mind because at the root of this dispute is the belief that we all deserve to be treated fairly and equitably, and fairness and equity are among the founding principles of open education.
There is one event I will be participating in this week though. The ALT Open Education SIG have helpfully re-scheduled their OER18 Conference Preview webinar for Friday 9th March (13.00 – 14.00) when the strike breaks for a day. I’ll be joining my fellow keynote speakers to give a brief introduction to some of the themes I’ll be addressing in my talk. I’ll be keeping things informal as I won’t be able to prepare slides in advance due to the strike action, but I certainly don’t think I’ll be short of things to talk about. Come and join us it you can.
PressBooks does a reasonable job of importing ePub, so that ePub can be used as a portable format for open text books. But, of course, there are limits.
I have been really impressed with PressBooks, the extension to WordPress for authoring eBooks. Like WordPress it is available as a hosted service from PressBooks.com and to host yourself from PressBooks.org. I have been using the latter for a few months. It looks like a great way of authoring, hosting, using, and distributing open books. Reports like this from Steel Wagstaff about Publishing Open Textbooks at UW-Madison really show the possibilities for education that open up if you do that. There you can read what work Steel and others have been doing around PressBooks for authoring open textbooks, with interaction (using hypothe.is, and h5p), connections to their VLE (LTI), and responsible learning analytics (xAPI).
PressBooks also supports replication of content from one PressBook install to another, which is great, but what is even greater is support of import from other content creation systems. We’re not wanting monoculture here.
Open text books are, of course, a type of Open Educational Resource, and so when thinking about PressBooks as a platform for open text books you’re also thinking about PressBooks and OER. So what aspects of text-books-as-OER does PressBooks support? What aspects should it support?
OER: DERPable, 5Rs & ALMS
Frameworks for thinking about requirements for openness in educational resources go back to the very start of the OER movement. Back in the early 2000s, when JISC was thinking about repositories and Learning Objects as ways of sharing educational resources, Charles Duncan used to talk about the need for resources to be DERPable: Discoverable, Editable, Repurposable and Portable. At about the same time in the US, David Wiley was defining Open Content in terms of four, later five Rs and ALMS. The five Rs are well known: the permissions to Retain, Reuse, Revise, Remix and Redistribute. ALMS is a less memorable, more tortured acronym, relating to technical choices that affect openness in practice. The choices relate to: Access to editing tools, the Level of expertise required to use these tools, the content being Meaningfully editable, and being Self-sourced (i.e. there not being separate source and distribution files).
Portability of ePub and editing in PressBooks
I tend to approach these terms back to front: I am interested in portable formats for disseminating resources, and systems that allow these to be edited. For eBooks / open textbooks my format of choice for portability is currently ePub, which is essentially HTML and other assets (images, stylesheets, etc.) with metadata, in a zip archive. Being HTML-based, ePub is largely self-sourced, and can be edited with suitable tools (though there may be caveats around some of the other assets such as images and diagrams). Furthermore, WordPress in general and PressBooks specifically makes editing, repurposing and distributing easy without requiring knowledge of HTML. It’s a good platform for remixing, revising, reusing, retaining content. And the key to this whole ramble of a blog post is the ‘import from ePub‘ feature.
So how does the combination of ePub and PressBooks work in practice.
I can go to OpenStax, and download one of their text books as ePub. As far as I can see the best-known open textbook project doesn’t seem to make ePub available (Apple’s iPub is similar, but I don’t do iBooks so couldn’t download one). So I went to Siyavula and downloaded one of their CC:BY textbooks as an ePub. Chose that download for import into PressBooks and got a screen that lets me choose which parts of the ePub to import and what type of content to import it as.
After choosing which parts to import and hitting the import button at the bottom of the page, the content is there to edit and republish in PressBooks.
From here you can edit or add content (including by import from other sources), rearrange the content, and set options for publishing it. There is other work to be done. You will need to choose a decent theme to display your book with style. You will also need to make sure internal links work as your PressBooks permalink URL scheme might not match the URLs embedded in the content. How easy this is will vary depending on choices made when the book was created and your own knowledge of some of the WordPress tools that can be used to make bulk edits.
I am not really interested in distributing maths text books, so I won’t link to the end result of this specific example. I did once write a book in a book sprint with some colleagues, and that was published as an ePub. So here an imported & republished version of Into The Wild (PressBook edition). I didn’t do much polishing of this: it uses a stock theme, and I haven’t fixed internal links, e.g. footnotes.
Of course there are limits to this approach. I do not expect that much (if any) of the really interesting interactive content would survive a trip through ePub. Also much of Steel’s work that I described up at the top is PressBook platform specific. So that’s where cloning from PressBooks to PressBooks becomes useful. But ePub remains a viable way of getting textbook content into the PressBooks platform.
Also, while WordPress in general, and hence PressBooks, is a great way of distributing content, I haven’t looked much at whether metadata from the ePub is imported. On first sight none of it is, so there is work to do here in order to make the imported books discoverable. That applies to the package level metadata in ePubs, which is a separate file from the content. However, what also really interests me is the possibility of embedding education-specific schema.org metadata into the HTML content in such a way that it becomes transportable (easy, I think) and editable on import (harder).
In case you missed it, this blog post outlining my OER18 keynote appeared on the conference website last week.
Being invited to keynote is always a privilege, but I was particularly honoured to be asked to present at this year’s OER18 Conference in Bristol, not least because I’ll be following in the footsteps of the three inspirational women who presented last year’s keynotes; Diana Arce, Maha Bali and Lucy Crompton-Reid. You see, OER is my conference, I’ve attended every single one since the conference launched at the University of Cambridge in 2010, and in 2016 I had the pleasure of chairing the conference at the University of Edinburgh with my inspiring colleague Melissa Highton.
To my mind, the success of the OER Conference has always been founded on its willingness to examine and renegotiate what “OER” means, and this is one of the themes I’ll be exploring in my keynote. And by that, I don’t mean defining the specific attributes of what constitutes an Open Educational Resource, I mean critically reflecting on what openness means in relation to education at different points in time and from different perspectives, because as Catherine Cronin reminds us in Open Education, Open Questions, “openness is a constantly negotiated space”. Open education looks very different to each and every one of us, and our perspective will depend entirely on where we are standing and the privilege of our vantage point. And of course it is inevitable that our perspective will change as our roles and careers develop over time.
Gabi Whitthaus has already written a thoughtful personal reflection on her journey through the OER conferences and, like Gabi, the changing themes and fluctuating interpretations of “OER” have influenced and reflected my own development and perspective as an open education practitioner over the last decade.
In my current role I have the privilege to work with a great team of people at the OER Service at the University of Edinburgh, an institution with a strong commitment to openness and a vision for OER. This commitment is squarely aligned to the University’s mission to provide the highest quality learning and teaching environment for the greater wellbeing of our students, and to make a significant, sustainable and socially responsible contribution to Scotland, the UK and the world, promoting health and economic and cultural wellbeing. During my keynote I’ll be exploring some of the ways that the university encourages learners to engage with and co-create open education through a wide range of initiatives including internships, playful learning activities, Wikipedia in the classroom assignments, and outreach and engagement courses.
I strongly believe that engaging learners and equipping them with the digital skills necessary to participate in open education is key to ensuring that OER and open education is collaborative, diverse, accessible and participatory. Because ultimately that is what openness is about. Openness is not just about attributes, definitions and licences, openness is also about creativity, access, equality, and inclusion and ultimately it’s about expanding access to education, supporting social inclusion and enabling learners to become fully engaged digital citizens.
When the conference first launched eight years ago, I approached open education and OER from a rather different perspective. In 2010 the JISC / HEA UKOER Programme was well underway and the first OER keynote was presented by JISC’s Executive Secretary Malcolm Read. At the time, I was working for the JISC Innovation Support Centre CETIS, where I led the team that provided strategic and technical support to the UKOER Programme. My focus then was on how we could harness lightweight web technologies and new Web 2.0 platforms to create a sustainable OER infrastructure without relying too heavily on the monolithic systems and formal education technology standards mandated by previous programmes.
Two years later in 2012 I sat in the audience with my colleague Joe Wilson, then Head of New Ventures at SQA, and listened to Sir John Daniel, talking about the UNESCO / COL initiative Fostering Governmental Support for OER Internationally, one of the outputs of which was the influential Paris OER Declaration. In a rather roundabout way, that keynote and the subsequent Declaration inspired us to launch the Open Scotland initiative and, together with colleagues from across the open education community, to draft the Scottish Open Education Declaration. And it was through this initiative that I started to re-frame my perspective on OER and open education in terms of personal ethics and the wider policy landscape.
2012 was also the year that the UKOER Programme came to an end and the education technology sector in the UK faced an unprecedented and prolonged period of change and restructuring. Many predicted the demise of the OER Conference at that time, particularly when open education discourse was increasingly becoming dominated by commercial MOOC providers and their promise to disrupt! education. However, far from being swept side by the avalanche, the OER conference continued to thrive and to push the boundaries of open education to incorporate open pedagogy, policy, research and practice, and when ALT stepped up to support the event in 2015, its future was assured.
While it is crucial that we continue to critically negotiate and reassess openness, it is also important that we don’t lose sight of some of the fundamentals of open education. And I would argue that one of those fundamentals is that publicly funded educational resources should be freely and openly available to the public. As open education discourse shifts to focus on open policy, open practice, open textbooks, one might be forgiven for thinking that open educational resources are done and dusted, but that is very far from the case and this is another theme that I want to expand on in my keynote.
In addition to expanding its focus, the OER Conference has also made real and tangible efforts to expand its community, and to ensure that the event is diverse, inclusive, accessible and welcoming. The conference has become increasingly international and has gone to significant lengths to ensure that it really is open and accessible to as diverse a community as possible. ALT is to be applauded for its commitment to providing a wide range of channels and opportunities to enable colleagues to participate in the conference virtually and remotely, and the event has not shied away from asking difficult questions about who is included and excluded from open spaces and conceptualisations of openness.
One perspective that has sometimes been missing from open education discourse is the voice of the learner. That is not to say that the OER Conference has not made an effort to ensure that the student voice is included and represented. Two officers of the National Union of Students have presented keynotes; Toni Pearce at OER13 (standing in for Rachel Wenstone) and Wendy Carr at OER14. However I’m particularly encouraged to see that this year’s conference is squarely addressing learner inclusion by focussing on how open education and open practice can support learners, foster learner diversity and inclusion, and help students develop important digital literacy skills.
At the University of Edinburgh, students have always played a key role in shaping the institution’s vision of openness. Together with senior colleagues within Information Services, it was the Edinburgh University Student Association (EUSA) that provided the initial impetus for the development of an OER policy at the university, and in 2014 EUSA’s Vice President for Education, Dash Sekhar, attended the conference in Cardiff along with colleagues Melissa Highton and Stuart Nicol to talk about this student-led OER policy. I’m delighted that EUSA’s current Vice President for Education, Bobi Archer, will be attending the conference this year, and several of my Information Services colleagues will be coming along to present papers highlighting innovative and creative examples of student engagement across the university. Edinburgh’s vision of openness encourages both staff and students to engage with the use and creation of OER and open knowledge, to enhance the quality of the student experience while at the same time making a significant, contribution to the cultural and digital commons.
Over the years, my own journey as an open education practitioner has followed a similar trajectory to the OER Conferences; my focus has shifted from national technology strategy, to institutional policy and practice, and personal ethics and politics. One thing that has not changed however is that I still believe passionately that open education and OER are necessary to provide diverse and inclusive education and to ensure that education really is Open to All.
One of the great things about openness is that when you release something under open licence, you never quite know who’s going to pick it up and what’s going to happen to it. I know this is one of the things that can make some colleagues apprehensive about using open licences but to my mind this serendipitous aspect of openness is one of it’s unique benefits.
One lovely example of this is that following the Morocco Open Education Day hosted by Cadi Ayyad University in Marrakech as part of the OpenMed project, a forum of Moroccan scholars came together to draft the OER Morocco Declaration, which is based partially on the Scottish Open Education Declaration which I had a hand in writing in 2014.
Colleagues in Morocco have made significant progress since then, so I was delighted to be invited by Dr Khalid Berrada to attend the 2nd Morocco Open Education Day, which is taking place in Marrakech today, to give a talk about the Scottish Declaration. Unfortunately due to work and family commitments I’m not able to attend in person, but thanks to the University of Edinburgh’s fabulous Media Hopper Create service I was able to record this video contribution to the event.
Towards the end of last year I had the pleasure of working with ALT to develop a policy briefing on Open Education and OER. Open Education and OER – A guide and call to action for policy makers was co-authored by Maren Deepwell, Martin Weller, Joe Wilson and I and it can be downloaded from the ALT Open Access Repository here https://repository.alt.ac.uk/2425/
ALT has produced this call to action to highlight to education policy makers and professionals how Open Education and OER can expand inclusive and equitable access to education and lifelong learning, widen participation, and create new opportunities for the next generation of teachers and learners, preparing them to become fully engaged digital citizens.
Open Education can also promote knowledge transfer while enhancing quality and sustainability, supporting social inclusion and creating a culture of inter-institutional collaboration and sharing.
One of ALT’s three strategic aims is to increase the impact of Learning Technology for the wider community and we are issuing this call to action for policy makers to mandate that publicly funded educational resources are released under open licence to ensure that they reside in the public domain and are freely and openly available to all.
This will be of wide benefit, but in particular will enable education providers and learning technology professionals to:
- Keep up to date with the rapid pace of technological innovation
- Develop critical, informed approaches to the implementation of Learning Technology and the impact on learners
- Scale up knowledge sharing and its benefits across sectors.
I ended up taking an unscheduled break from blogging and social media over the holidays as I was laid up with a nasty virus and its after effects. Bleh. So in an attempt to get back into the saddle, I’m taking a leaf out of Anne-Marie’s book with this “What I did in 2017” post. So in no particular order here’s a ramble through some of the things that made an impression on me, for one reason or another, over the last year.
OER is my conference. I’ve never missed a single one since the conference kicked off in 2010. They’re always thought provoking and topical events, but OER17 The Politics of Open was particularly timely and unexpectedly emotional. I was fortunate to take part on several panels and and talks, but the one that will always stay with me is Shouting from the Heart, a very short, very personal, lightning talk about what writing, openness and politics means to me. I’d never given such a personal talk before and, not to put too fine a point on it, I was fucking terrified. I was supposed to end with a quote from the Declaration of Arbroath but I bottled it and had to stop because I was in danger of crying in front of everyone. It was a deeply emotional experience, but the overwhelming response more than made up for for my mortification. I was also extremely grateful to meet up with many old friends and to meet many new friends too.
— ℳąhą Bąℓi مها بالي (@Bali_Maha) April 6, 2017
International Women’s Day
I was honoured to be name checked on International Women’s Day by several colleagues who I respect and admire hugely. I’m still deeply touched. Thank you.
Mashrou’ Leila مشروع ليلى
Mashrou’ Leila مشروع ليلى are a Lebanese indy rock band whose lead singer Hamed Sinno is openly gay and a vocal advocate for LGBTQ issues, women’s rights and contemporary Arab identity. Mashrou’ Leila also happen to be one of my favourite bands of the last year so I was over the moon to be in London when they played an amazing open air gig at Somerset House in July. It was a fabulous night and I don’t think I’ve ever seen such a diverse crowd at a music event. I got quite emotional seeing the rainbow flag flying over Somerset House. Sadly, when Mashrou’ Leila played in Cairo a few months later, seven concert goers were arrested for raising that same rainbow flag and were subsequently charged with promoting sexual deviancy.
Wiki Loves Monuments
I’ve meant to take part in the Wiki Loves Monuments photography competition for years now. I’ve taken hundreds of photographs of monuments over the years and they really should be in the public domain rather than languishing on various ancient laptops. But it took my fabulous colleague and University of Edinburgh Wikimedian in Residence, Ewan McAndrew, to prod me into contributing. Ewan made it his mission to get as many photographs of Scottish monuments uploaded to Wikipedia Commons as possible, and maybe try to beat the Welsh in the process. The whole competition was hugely enjoyable and got very competitive. By the time it closed at the end of September over 2000 new images of Scottish monuments had been uploaded, and 184 of my old holiday snaps had found a new lease of life on Wikimedia Commons. Hats of to Ewan and Anne-Marie for the hundreds of amazing photographs they submitted to the competition.
Women in Red
In 2016 I was honoured to join Wikimedia UK’s Board of Trustees but it was in 2017 that I really started editing Wikipedia in earnest. I created a number of new pages for notable women who previously didn’t have entries. The ones I’m most proud of are:
Mary Susan MacIntosh, sociologist, feminist, lesbian, and campaigner for lesbian and gay rights. MacIntosh was a founding member of the London Gay Liberation Front, she sat on the Criminal Law Revision Committee which lowered the age of male homosexual consent, and she played a crucial role in shaping the theory of social constructionism, a theory later developed by, and widely attributed to Michel Foucault. MacIntosh’s Wikipedia page still needs a lot more work, so please, if you can help, go ahead and edit it.
Elizabeth Slater a British archaeologist specialising in archaeometallurgy. She was the first female professor of archaeology appointed by the University of Liverpool. Liz was also the only female lecturer teaching archaeology at the University of Glasgow when I was a student there and her lectures made a huge impression on me. I was chuffed to be able to build a Wikipedia page for her.
Mah tumshie appeared in The Scotsman online! And you can read about it here
In July my partner drove our aged VW camper van all the way to Brittany and we spent two weeks camping in Finistère with our daughter. While we were there we visited Audierne Bay, where the Droits de L’Homme frigate engagement took place during a ferocious gale on the night of 13th January 1797. This engagement was the starting point for the book Hornblower’s Historical Shipmates, which I wrote with my dear friend Heather Noel-Smith. The day I visited Audierne Bay was bright and sunny and the beach was filled was families and holiday makers. It was a sobering thought to stand there and look out at the reefs where hundreds of men lost their lives two hundred years before.
Finally, after years of procrastinating, I wrote my portfolio and became a Certified Member of the Association for Learning Technology. And I did it all in the open!
UNESCO OER World Congress
In September I was honoured to attend the UNESCO OER World Congress in Ljubljana to represent the University of Edinburgh and Open Scotland, along with my colleague Joe Wilson. I’m so glad we were able to attend because, along with the fabulous Leo Havemann, we were the only people there from the UK. It was a really interesting event and I hope the resulting OER Action Plan it will help to raise the profile of OER worldwide.
In November I was invited to give a talk about OER and open education at UCLouvain. It was a brief but enjoyable trip and I’d like to thank Christine Jacqmot and Yves Deville for their hospitality and for showing me around their unique city and university.
I don’t get to dance much these days, due to work, commuting, childcare etc, but I did get to have one or two tango adventures this year.
A wedding and a ridiculous frock
In October my sister got married in Stornoway and I promised to buy the most ridiculous vintage frock I could find for the wedding. I think I succeeded.
Also these guys…
We had a family of foxes living in the garden this year. When I was working from home through the summer months I often had two or three foxes curled up sleeping in the sun outside my window, if not even closer!
Inevitably there was some real low points and losses during the year too.
I had a horrible medical emergency while travelling to Brittany and had to get blue-lighted off the boat in an ambulance and carted off to hospital in Morlaix. Never, ever, have I been so glad that my partner is a nurse and stubborn as hell. Without him, I don’t know what would have happened.
I don’t drive. That’s a choice, not an accident. But I travel continually so I spent a lot of my time on public transport. I take the bus and the train to work, which is a four hour commute twice a week. When public transport isn’t available, I use a local taxi firm. I never use Uber, because fuck that for a business model. I keep reading all this stuff about automated and driverless cars but tbh, I don’t want any more cars on the road, driverless or otherwise. I want decent public transport, which is regular, reliable, clean, and safe for women travelling alone at any hour of the day or night. Oh, and I also want the people who work for these public transport systems to earn a decent living wage. Is that too much to ask?
Maryam Mirzakhani was an Iranian mathematician, professor at Stamford University and the first woman to win the Fields Medal for mathematics. In March I was invited to speak at the International Open Science Conference in Berlin and I took the title of my talk, Crossing the Field Boundaries, from an interview with Maryam.
“I like crossing the imaginary boundaries people set up between different fields—it’s very refreshing. There are lots of tools, and you don’t know which one would work. It’s about being optimistic and trying to connect things.”
A Tenacious Explorer of Abstract Surfaces, Quanta Magazine, August 2014
Four months later, I was deeply saddened to hear that Maryam had died of breast cancer at the age of 40. The loss of such a gifted woman is unfathomable.
In August we heard the devastating news that the detained Syrian open knowledge advocate Bassel Khartabil had been executed by the Syrian government in 2015. I never met Bassel, but I was deeply moved by his story and I contributed to a number of initiatives that tried to raise awareness of his plight. I will never forget that this man lost his liberty and his life for doing a similar job that I, and many of my colleagues, do every day. This is my memorial to him.
I’m feeling a bit ranty this morning. Crazy Scottish lady is rising a little close to the surface.
I’ve been reading articles (old and new) and watching videos (old and new) this week which are replaying familiar EdTech tropes and I’m sick of it. I’m not going to quote anything directly here because I have no interest in fighting with or offending anyone. Rather I’m going to rant and people can take offence broadly. Sorry in advance. I love you all.
A summary of what is annoying me goes a bit like this:
VLEs are bad because: vendors, surveillance, no access after courses finish, no access for academics to each other’s work. It’s a closed system. It’s a waste of student time. If only we could all just use WordPress instead (insert other variants on the theme of open technologies).
“IT” run our stuff and they don’t understand. Snake oil salesmen charm our senior management. If only they knew what we know.
Learning analytics are bad, evil. Algorithms, surveillance, surveillance capitalism.
Repeat the above for AI and automation, add in something about loss of teacher agency too.
Fundamentally I am getting cross because whilst I see genuine issues and *genuine* concern, I also think that I see a quite a lot of lack of agency and responsibility. Not across the board, but enough to piss* me off.
I completely get that some of what I’m reading is from people who have little agency or traction in their particular EdTech setting. Some of what I want to rant about requires an amount of privilege to action. That I can even have a wee rant on my blog is privilege, however: Some of the people I’ve been reading are quite senior in their organisations or have significant platforms; there is always *something* that can be done, no matter how small.
Don’t just complain that this is the nature of the IT / the approach of senior management / the power of big vendors (don’t not complain though!). Things are not perfect by a country mile, but a whole lot of this is about local institutional choices and culture, and until that changes, institutions are going to keep investing in and implementing technologies in the same low denominator, low trust, uncritical way.
I don’t have all the answers. I’m
not sure anyone does, but I can tell you what I believe. If you want to resist, you can do worse than to start occupying territory. Institutions are fundamentally collections of people, not abstract concepts. Culture is not immutable.
Get to know your IT colleagues. They are on the same below-industry-salary as you because mostly they give a damn about the same things as you. Talk about the “virtual team” who make our EdTech activities doable. Include them where you can in your work, ask to be included in theirs. Prove that together you can do more interesting things. Demonstrate the value of working closely to the institution by talking about the great things you achieve together. Give thanks privately and publicly.
Remember that at the point you advocate technological solutions (WordPress etc) you are “IT” too. This learning technologist / IT bullshit* is a false divide. If there are big divisions between your job functions this is organisational culture in your institution, or in your head.
Find out who your data protection or legal people are. Learn from them. Implement their best practices in whatever small way you can. Permission to use data, record keeping, contractual negotiations, bringing them into conversations with suppliers, consent forms. Arm yourself with whatever weapons you can find in this area. Give thanks privately and publicly.
Do the same for data architects. If roles like data stewards, data owners etc are defined in your organisation then try make sure someone with EdTech awareness is the owner for things like VLE activity data. It might even be something you need to do. Give thanks privately and publicly.
Get to know your procurement people. Learn about what they do. Understand better how to use procurement processes to your advantage. Once the ink is dry on a contract it’s all over. Give thanks privately and publicly.
There’s probably lots more to add here, the main point is start always by holding your own internal setup and choices to account, and being as active a participant in those processes as you can, because that’s something you can and should influence. If our field is as important, critical and vital as we think it is, then be prepared to get into the trenches.
This is dirty, dull work. There are no prizes, no conference presentations, no sexy innovation projects in this space. But it has integrity.
Also do this work with grace. Do it without aggression, do it respectfully even when you deeply disagree. If you are genuinely motivated by improvement then don’t do this work by being an asshole* to people. Even EdTech vendors.
This is a rant btw. So it doesn’t have coherence, you will be able to pick holes in it, I probably have contradicted myself. I don’t care. It’s not important. What is important is that we all do something that is doable in our context to move forwards. There is no magic bullet here. Just hard work. Get on with it. And be proud of it too.
* don’t be a potty mouth like me either.
- Submit proposal to OER18 based on Open to All blog post.
- Talk to colleagues about a Festival of Creative Learning Week vox-pops session.
- Discuss API access to our media servers for search indexing videos as part of a new University search engine project. Can we have a Creative Commons filter on the search please? Need data protocol forms filled out.
- Review the beginnings of a video and graphic design style guide for new online content.
- Review Web Governance vision and objectives with Colan ahead of workshop later in the week.
- Discuss whether we should extent the coaching / feedback report we built for QMP into something that all users can have access to. Following up with potential users and guage interest.
- Meet with project team for Notifications project – API access to Learn for Announcements data and permission to use data protocol to be taken forward.
- Run to IAD and review PTAS applications as part of the adjudication panel. 2 lecture recording related projects approved.
- Meet with colleagues on Service Excellent projects to share experiences of procurement processes, and some ideas around building buy-in for their direction of travel.
- Catch up with the team on their impressions of the Wiseflow product demo on Tuesday PM.
- Web Governance workshops with Colan et al. Really starting to pull things together. Can see where DOOO and blogging fit within the bigger digital strategy. This is good stuff and we are getting quite excited about it. We talked a lot in my group about content design and development; the extent to which content needs to be highly design in some areas of our web estate, and the extent to which a wide variety of user generated content might be curated in other areas.
- Met with the Surgical Sciences teams to check progress and plans on their VLE migration projects. Everyone is really very positive about the opportunities they see in coming off their bespoke platforms.
- Implementation Steering Group for Lecture Recording Programme. Signed off briefs and scope of this stage; update on comms plan; update on rooms for the next phase from Euan. Still a lot to do and aspects like timetabling integration will be technically challenging.
- Marc was at Sheffield Echo360 User Group – learning all about their opt-in project and timetabling integration.
- Met Chris Cheong from RMIT for an overview of his learning analytics work. Described the Task, Test, Monitor system and how it supports student self-reflection. Some really interesting observations from this project. In terms of how students use TTM – starts as a testing system, but flips into being a diagnostic system around mid-semester as assessments kick in.
- Whole afternoon workshop with Shane and Aaron from Pebble Learning, looking at what we want from ATLAS assessment tools for the future.
Earlier this year I had the pleasure of working with Morna Simpson, of Girl Geek Scotland, on Innovating with Open Knowledge, an IS Innovation Fund project at the University of Edinburgh, that aims to provide creative individuals, independent scholars, entrepreneurs, and SMEs with the information literacy skills to find and access free and open research outputs and content produced by Higher Education.
Since the Finch Report and RCUK’s Policy on Open Access, universities increasingly make their research outputs available through a wide range of open channels including Open Access journals and repositories, data libraries, research explorer services, and research and innovation services.
Free and open access to publicly‐funded research enables the research process to operate more efficiently, disseminates research outputs more widely, fosters technology transfer and innovation, and provides social and economic benefits by increasing the use and understanding of research by businesses, governments, charities and the wider public. Open Access is also in line with the government’s commitment to transparency and open data, and it contributes to the global Open Knowledge movement more generally.
However it’s not always easy for those outwith academia to know how to access open research outputs, even though they are freely and openly available to all. In order to improve technology transfer we need to do more to disseminate Open Access research, open knowledge and open content to the general public, creative individuals, entrepreneurs and SMEs. This is the challenge that the Innovating with Open Knowledge project sought to address.
Innovating with Open Knowledge has produced a series of eleven open licensed case studies featuring a wide range of innovative individuals and companies that have used the University of Edinburgh’s open knowledge outputs to further their projects, products and initiatives. The case studies are composed of video interviews, supplementary text transcripts, learning activities and search tasks, and they demonstrate how entrepreneurs and creative individuals can find, use and engage with Open Access scholarly works, open science, images and media, physical resources and maker spaces, open data and open-source software.
- Creative Writing: Writing historical fiction with Peter Ramscombe
- Citizenship: The Conscientious Objectors Project with Nick Williams at WEA Scotland
- Climate Change: Solving Climate Change with Ecometrica
- Crafts: Bookbinding with Emma Frazer
- Heritage: Spirit of Leithers with Fraser Parkinson
- Maker Spaces: uCreate Studio with Mike Boyd
- Grand designs: Wikihouse with Akiko Kobayashi and Duncan Bain
- Open-source Software: with Scott Wilson, Cetis LLP & OSS Watch
- Citizen Science: Dogslife with Dylan Clements
- Bioinformatics: Bioinformatics in the Classroom with Heleen Plaisier & Daniel Barker
- Drug Discovery: Parkure with Lysimachos Zografos
Innovating with Open Knowledge also features expert guidance on finding and accessing open knowledge from the University’s Centre for Research Collections and OER Service, and from the National Library of Scotland.
Please feel free to reuse, revise, remix and redistribute these open resources.
This project was funded by the University of Edinburgh IS Innovation Fund, with generous support from Gavin McLachlan, CIO, and Hugh Edmiston, Director of Corporate Services. The project was steered by Melissa Highton, Assistant Principal Online Learning, and managed by Lorna M. Campbell, Learning, Teaching and Web Services. All video and text resources were created by Morna Simpson, Girl Geek Scotland and Enterprise Porridge Ltd. Graphic design by Interactive Content Service, University of Edinburgh.