Tag Archives: oer

Blogging to Build your Professional Profile⤴

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Last month the University of Edinburgh rolled out a new centrally supported Academic Blogging Service, which provides staff and students with a range of different blogs to support professional development and learning, teaching and research activities.  The service has already been hugely successful, with almost 200 new blogs created in the last four weeks.  My colleague Anne-Marie has written a lovely post about the service here: A month of Blogs.Ed

I’ve been blogging for more years than I care to count and my blog has been hugely important in supporting my career and my professional practice.  So much so, that I reflected on the significance of my blog in my CMALT portfolio, which is also hosted here, and I presented about Using WordPress to build an online academic identity at last year’s PressED Conference.  So I was really pleased to be asked to develop a new digital skills training workshop on Blogging to Build Your Professional Profile to support colleagues at the University.

Because we like to practice what we preach, I’ve created all the workshop resources on a WordPress blog running the SPLOT theme developed by Alan Levine.  The SPLOT was Anne-Marie’s idea.  I’ve been a fan of SPLOTs for a while but this is the first time I’ve used one and I think it’s the ideal format for presenting online resources like this.  The workshop covers using blogs to build your professional profile, writing for blogs, group and syndicated blogs, privacy, openness, copyright and licensing, and amplifying your blog with social media. It also includes practical guidance on setting up a blog on the new blogs.ed.ac.uk service, provides links to additional training courses running by the University, and examples of some fabulous professional blogs to provide inspiration.  There’s far too much material here to cover in a one hour workshop, but the beauty of the SPLOT format is that workshop participants can access all the course materials at a single URL, work through them at their leisure, and refer back to them as needs be.

And because we believe in spreading the love and supporting OER and open practice, all the workshop materials are CC BY licensed so you’re welcome to take them away and adapt and re-use them.  All the lovely header images are from a collection of  Architectural Drawings by William Henry Playfair, and they’re available under CC licence from the University of Edinburgh’s Image Collections.

If you’ve got any comments or feedback on these resources I’d love to hear your thoughts!

Blogging to Build your Professional Profile

thinking.is.ed.ac.uk/professional-blogging/

Subtitles again⤴

from @ education

I wrote a short piece recently about audio tracks and transcription in relation to a sign I saw for a coop called Typeology, and some work we are about to do on subtitling. A lot of the investigation that has been done so far in … Continue reading Subtitles again

A month of Blogs.ed⤴

from @ education

We launched our new University Academic Blogging service a month ago, with a significant new piece - our Blogs.ed WordPress platform - and it's been a sheer delight to watch Blogs.ed grow. I've mentioned in a previous post that as well as being closely aligned … Continue reading A month of Blogs.ed

A few loose WordPress LTI threads⤴

from @ education

There are about 8 blog posts queued up and needing written before things start to fade from my memory. I've even made a list in case I forget them. However, I can't quite stop myself from just quickly bashing this one out if only to … Continue reading A few loose WordPress LTI threads

Making an exhibition – thankfully not of oneself⤴

from @ education

All the best ideas start with a good lunch, and so it is with this one. Some time ago, my colleagues Jacky MacBeath, Rachel Hosker, Melissa Highton and I were mulling over lunch in the Art College cafe as to what we might do to … Continue reading Making an exhibition – thankfully not of oneself

Apprentice SPLOT Maker⤴

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Continuing my foray into enquiry-based, self-regulated, mastery learning, I've been hacking away at some more SPLOT code. After my last efforts I felt like I now had enough knowledge to try customise the SPLOTBox theme to see how well it might fit my requirements for … Continue reading Apprentice SPLOT Maker

Academic Blogging; or what we did this summer…⤴

from @ education

https://twitter.com/UoE_LTW/status/1042790396752003075 We're a week out from launching a new blogging service - a project that has had a number of false starts and delays along the way - and I am so impressed with the work the team have done to get this there. There's … Continue reading Academic Blogging; or what we did this summer…

Quick Notes: Defining Textbook Structure and Elements⤴

from @ Sharing and learning

Yesterday I joined an Office Hours session run by the Rebus Community, which was a presentation by  Dave Ernst, (University of Minnesota, Twin Cities and  Executive Director of the Open Textbook Network). He spoke about  Defining Textbook Structure and Elements, essentially summarizing a chapter on developing text book structure from guide by the Rebus community for teachers who are creating open textbooks. That resource, and the Rebus community look like they are well worth a look if you are not already familiar with them. Here are my notes mixed with my own reflection & comment.

Notes

What makes a textbook different from a monogram?

Books are divided into various slices: some or all of the following may be present: Book ⟹ Unit ⟹ Chapter ⟹ Section ⟹ Sub-section. I see parallels between this and the sort of divisions envisaged by schema which define course structures (e.g. OER Schema).

In a text book that Dave wishes to encapsulate the idea that curriculum (content) is separate from instruction (teaching the content). A textbook is content that is structured in such a way that facilitates instruction. This builds on lessons in instructional design learnt in creating online courses.

Structural elements have been defined (i.e. Openers, Closers, and ‘Integrated Pedagogic Devices’) into which any part of the book hierarchy can be split. The Opener of a book corresponds to the Front Matter, the Closer to the Back Matter the rest is in the Body. But Units, Chapters Sections can also have these structural elements. There were various examples of what might be part of each of these elements: the Opener may include an introduction, learning objectives, focus questions; the integrated pedagogic devices in the main content may be call outs or info boxes, case studies, illustrations; the Closer may have a summary, further reading and review questions (there were many other examples). Repeat to emphasize: these elements are relevant to any level of division of a book.

Dave two factors regarding the content of a book: scope (what is to be covered) and sequence (the order to cover it in). For any topic, teachers will differ in opinion as to what the optimum scope and sequence are–holy wars have been fought over sequence in particular. There was an interesting comment about teachers wanting to re-purpose an open textbook to have the same content in a different order–this is what Open is for.

Agreeing the structure of  a book (do you want units? do you want subsections?), the structural elements for each part, and the scope and sequence for each part, will give you the outline of the book and the elements to assist students in understanding what is covered. I know how well this can work from having taken part in a booksprint with colleagues.

I found a lot of interest in the parallels between instructional design of online courses and textbooks, and in the discussion about how the technology of printing affected the designs of textbooks (see also Euclid in colour and technology for learning).

Many thanks to Dave Ernst, Rebus and all on the call.

The post Quick Notes: Defining Textbook Structure and Elements appeared first on Sharing and learning.

EC-TEL 2018: Student Facing Learning Analytics Dashboards⤴

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Rattling back up the tracks from Leeds after a super-fast visit to the EC Technology Enhanced Learning conference. Sadly I couldn't stay for the main conference, but thanks to the efforts of Dr Adam Cooper, myself, Dr Maren Scheffel and Dr Liz Bennet had the … Continue reading EC-TEL 2018: Student Facing Learning Analytics Dashboards

Open.Ed at RepoFringe18⤴

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Way back at the beginning of July my lovely OER Service colleague Charlie and I had a 10X10 presentation accepted for the the Repository Fringe conference. We agreed that I would write the talk and Charlie would go along and present on the day.  Alas disaster struck and poor Charlie came down with a nasty bug, so our fabulous Wikimedian in Residence Ewan McAndrew stepped in to save the day and present on our behalf.  Not All Heroes Wear Capes.  So here I am (very) belatedly posting the script and slides from that presentation.

The University of Edinburgh’s OER Service is based within information Services and provides staff and students with practical advice and guidance on creating, finding and using open educational resources.  Charlie Farley and Lorna Campbell run a wide range of workshops and initiatives within the University and beyond, and also maintain Open.Ed which provides a one stop shop to access open educational resources produced by staff and students across the university.  The University does not have a single OER Repository, instead we have multiple repositories across the institution for different kinds of content and we believe in sharing our open resources where ever they will be found most easily, e.g. Media Hopper Create, flickr, Vimeo, Sketchfab, TES, etc.

OER Mission, Vision and Policy

  • Provide the highest quality learning and teaching environment for the greater wellbeing of our students
  • Make a significant, sustainable and socially responsible contribution to Scotland, the UK and the world.
  • OER Vision draws on history of the Edinburgh Settlement, excellent education and research collections, traditions of the Enlightenment.
  • OER Policy encourages staff and students to use, create and publish OERs to enhance the quality of the student experience.

At Edinburgh we believe that open education is strongly in line with our institutional 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.

Our vision for OER builds on our excellent education and research collections, traditions of the Scottish Enlightenment and the university’s civic mission.   In addition to the OER Service, this vision is backed up by our OER Policy which 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.

OER for Digital Skills

OER can help to develop digital skills for both staff and students. 23 Things for Digital Knowledge is an award winning, open online course, adapted from an open course developed by the University of Oxford.  23 Things is designed to encourage digital literacy by exposing learners to a wide range of digital tools for personal and professional development. Learners spend a little time each week, building up and expanding their digital skills and are encouraged to share their experiences with others.  All course content and materials are licensed under a CC BY licence and the University actively encourages others to take and adapt the course. The course has already been used by many individuals and organisations outwith Edinburgh and it has recently been adapted for use by the Scottish Social Services Council.

OER for Equality and Diversity

OER can make a significant contribution to diversifying the curriculum.  A number of studies, including the National LGBT Survey released by the Government today, have shown that lesbian, gay, bisexual and transsexual health is not well-covered in Medical curricula, however knowledge of LGBT health and of the sensitivities needed to treat LGBT patients are valuable skills for qualifying doctors.

Using materials from the commons, a project at the University of Edinburgh, LGBT+ Healthcare 101, sought to address the lack of teaching on LGBT health within the curriculum through OER.  The project remixed and repurposed resources originally created by Case Western Reserve University, and then contributed these resources back to the commons as CC BY licensed OER.  New open resources including digital stories recorded from patient interviews, and resources for Secondary School children of all ages, were also created and released as CC BY OER.

OER for Knowledge Exchange

Open access makes research outputs freely accessible to all. It allows research to be disseminated quickly and widely, the research process to operate more efficiently, and has the potential to increase use and understanding of research by the wider public.  However it is not always easy for those outwith academia to know how to access these outputs, even though they are freely and openly available.   In order to address this issue, we’ve created a series of open educational resources in the form of video interviews and case studies called Innovating with Open Knowledge.  These resources are aimed at creative individuals, private researchers, and entrepreneurs to provide guidance on how to find and access the open outputs of Higher Education.  The resources focus on developing digital and data literacy skills and feature case study interviews with creative individuals and entrepreneurs engaging with the University of Edinburgh’s world class research outputs.

OER and Co-creation 

We believe strongly in engaging both staff and students in the co-creation of open education and one hugely successful example of this is the School of Geosciences Outreach and Engagement course.  Over two semesters, students develop an outreach project that communicates an element of GeoSciences outside the university community.  Students work with schools, museums, and community groups to create a wide range of resources for science engagement. Students gain experience of science outreach, public engagement, and knowledge transfer while working in new environments and developing transferable skills to enhance employability.  A key element of the course is to develop reusable resources which are then repurposed by our Open Content Curation Interns to create OER that are then shared online through Open.Ed and TES where they could be found and reused by other teachers and learners.

e.g. The Sea-Level Story, http://open.ed.ac.uk/the-sea-level-story-geoscience/

Open Content Curation Student Interns 

Open Content Curation student interns play an important role in OER creation at the University.  These fully-paid interns help to repurpose and share resources created by staff and other students while at the same time developing their own digital literacy skills. We’re now in the third year of this internship and the feedback we’ve received from the students has been nothing short of inspiring. This is Tomas Sanders who worked as our Open Content Curation Intern last year, and who then went on to run a successful Wikipedia editathon for Black History Month with the student History Society.

 

OER for Playful Learning

The OER Service also runs a wide range of events that develop playful and creative strategies for finding and reusing open licensed content.  Board Game Jam is a popular workshop that leads groups through creating, licensing, and sharing an OER board game using digitised images from the University collections.  It’s a fun and creative way to teach copyright and open licensing by stealth.   GifItUp is another workshop that provides an introduction to creating GIFs using free and open tools and openly licensed and public domain images.  It teaches colleagues how to find and use open licensed public heritage content and encourages discussion of the ethical responsibilities we as creators have towards those materials.

OER for Creativity

Eric Lucey was a pioneering biologist and film maker at the University of Edinburgh whose film collection from the 1950s and 60s has now been made available under open license by University’s Centre for Research Collections. With help and guidance from the OER Service on open licensing and content reuse, students from Edinburgh College of Art and the Edinburgh Film Society have created film poems from the Lucey collection for the Magma Poetry journal.  And we’ve also released open film snippets from our MOOC content that can be reused in a wide range of creative contexts.

These are just a few examples of how the OER Services encourages staff and students at the University of Edinburgh to engage with and contribute to a wide range of open content collections, while enhancing their own digital skills and contributing resources back to the digital commons.