Tag Archives: oer17

OER17 – Open Education in a time of Trump and Brexit⤴

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As well as my paper (The Distance Travelled) and lightning talk (Shouting from the Heart) at OER17, I also took part in a panel session organised by Jim Luke: Open Education in a time of Trump and Brexit.  The panel featured video provocations from Robin DeRosa, Nadine Aboulmagd, Chris Gilliard, and David Kernohan and responses from Jim, Martin Weller, Maha Bali and I.

The aim of the panel was to “provide different perspectives on the relationship between Open Education and the political changes represented by Brexit and the Trump election” and to address the following questions:

  • What challenges do these political movements pose for Open Education? What opportunities?
  • Open Education movement has largely embraced values of inclusiveness, sharing, connectedness, equity, voice, agency, and openness. How might these values be furthered under these new regimes? How might these values be hindered?
  • Will our work in the open education movement change?
  • In what ways can we shape the future of the Open Education Movement?

I don’t think any of us quite knew what to expect from the session, but we had a really lively and wide ranging conversation with some brilliant contributions from the audience including Helen Beetham, Audrey Watters, Laura Czerniewicz and Sheila MacNeil.

All the videos and materials created for the session are available from Jim’s website here Open Ed, Trump, Brexit and there’s a Storify of tweets here #Trexit.  Huge thanks to Autumn Caines who periscoped the whole session: #oer17 safety in open online learning, and to Bryan Mather’s for capturing the discussion.

@bryanMMathers, CC BY ND

OER17 – The Distance Travelled⤴

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Reflections on open education policy in the UK since the Cape Town Declaration

Paper presented at the OER17 Politics of Open conference.

2017 has officially been designated the “Year of Open”.

The Year of Open is a global focus on open processes, systems, and tools, created through collaborative approaches, that enhance our education, businesses, governments, and organizations … Open represents freedom, transparency, equity and participation … During the Year of Open, we want to capture and display these efforts to increase participation and understanding of how open contributes to making things better for everyone.

This initiative is backed by many of the major international players in the field of open education, including Creative Commons, the Open Education Consortium, OER Africa, etc.

And the reason that this is the Year of Open is that we have a number of important anniversaries

It’s the 15th anniversary of the Budapest Open Access Initiative, and it’s also the ¨ 15th anniversary of the release of the first Creative Commons licence.

It’s the 10th anniversary of the Cape Town Declaration which laid the foundations of the “emerging open education movement” and advocated the development of open education policy to ensure that taxpayer-funded educational resources are openly licensed. And if you haven’t read the Cape Town Declaration recently, I can highly recommend revisiting it, it’s really quite inspiring and inspiring statement.

And it’s also the 5th Anniversary of the UNESCO Paris OER Declaration which, five years after Cape Town, strengthened this call by encouraging governments and authorities to open license educational materials produced with public funds in order to realize substantial benefits for their citizens and maximize the impact of investment.

The Paris declaration was an output of the World OER Congress held at the UNESCO Headquarters in Paris in June 2012 and to mark this anniversary, UNESCO, in collaboration with the Government of Slovenia and the Commonwealth of Learning will host the 2nd World OER Congress in Lubljana in September this year.

This event will bring together government ministers, policy makers and open education practitioners in order to:

  • Examine solutions to meet the challenges of mainstreaming OER
  • Showcase best practices in OER policies and initiatives
  • Provide recommendations for the mainstreaming of OER

In advance of this event, the Commonwealth for Learning are undertaking a series of regional consultations in Asia, Europe, the Middle East, Africa, Latin America and the Pacific and in addition, to these consultations, COL have circulated a questionnaire to government education ministries and stakeholders focused on OER for Inclusive and Equitable Quality Education.  Both the consultations and survey are ongoing, so I don’t have figures for the number of governments that have participated, but I want to come back to this initiative later.

There’s no denying that there have been significant advances in open education in the ten years since the Cape Town Declaration.  And you only have to look at the programme of this conference to get an idea of the diverse range of open education initiatives that are going on worldwide. Even the International Open Science Conference had a special focus on OER this year. During that conference Dirk Van Damme of OECD gave a great talk on how OER can act as a catalyst for innovation.  Much of Dirk’s presentation was based on  this OECD report, which I can highly recommend.  One of the figures Dirk quoted was this one; out of 33 countries that responded to a 2012 survey undertaken by OECD, 76% of them had policies to support OER production and use. 76% is a pretty impressive figure, particularly if it’s representative.  Wouldn’t it be amazing if 76% of governments worldwide had OER policies?  But if we look at this map you’ll notice that one of the countries highlighted is the UK and the UK does not in fact have any government policies that support the creation and use of open licensed educational content. And neither do the devolved governments of Scotland and Wales.  In fact government support for open education has arguably declined since this survey was undertaken.  To be fair to OECD, I suspect the UK was originally included in these figures as a result of the UKOER programme, which came to an end in 2012.  UKOER did not result in the creation of government policy, that was never it’s aim, though it did result in the creation of institutional OER policies, and again, I want to come back to that later.  Funding for UKOER did come through government channels, but I don’t think that’s quite the same thing as actually having government policy on OER.

To my knowledge, the Westminster Government has not invested any further direct funding in open education since the end of the UKOER Programme and in the intervening years, central support for open education has diminished.  Jisc, the organization that coordinated and supported UKOER and once led the field in technology innovation for open education, is no longer active in this space and, as I’m sure many of you will be aware, last year they closed Jorum, the UK’s central OER repository. Selected resources from Jorum have been migrated to the new Jisc Store, which is intended to host both open licensed and paid for content, a move that resulted in some discussion and concerns about open washing when the prototype was launched last year.

As many of you will be aware, Scotland did not participate directly in the UKOER programme, as funding came from the Higher Education Funding Council for England and therefore, quite rightly, only English institutions were eligible to bid.  It’s my understanding that the Scottish Funding Council were invited to contribute to the pot, but for reasons that remain obscure, chose not to.  Some of us, who were involved in supporting the UKOER programme and happened to be based in Scotland, thought that was rather short sighted of SFC so we launched the Open Scotland initiative as a result. I’m not going to say too much about Open Scotland as I suspect many of you will have heard me talk about it before, but just briefly, Open Scotland is a voluntary cross sector initiative that aims to raise awareness of open education, encourage the sharing of open educational resources, and explore the potential of open policy and practice to benefit all sectors of Scottish education. Open Scotland has been supported by a number of organisations over the years, most recently ALT Scotland and the University of Edinburgh.

One of the main outputs of the Open Scotland initiative is the Scottish Open Education Declaration, which is based on the Paris OER Declaration of 2007, but which broadens the scope of the original to include all aspects of open education. And again, I’m sure some of you will have heard me speak about the Declaration before. Open Scotland has been lobbying the Scottish Government since 2013 to encourage them to endorse the principals of the Declaration and recommend the use of open licenses for educational resources produced with Scottish public funding. I’ve been personally involved in leading this initiative and after four years I can stand here with my hand on my heart and say that despite our best efforts we have had next to no influence on government policy.  We have contacted three consecutive Ministers for Education, and although two made vaguely encouraging noises about the Declaration, they had no inclination to support the principals of the Declaration.

I should add at this point that the Scottish Government isn’t completely blind to the concept of open education.  In 2014 the then Cabinet Secretary for Education, Mike Russell,  allocated £1.3 million to the Open University to launch the major Opening Educational Practices in Scotland Project.  That project, which has had considerable success in engaging the third sector in open education, is coming to an end on July this year and some of the team are here at the conference if you want to find out more about this initiative.

The Scottish Government’s lack of interest in open education can be seen at policy level too. In September last year Scot Gov launched their new digital learning and teaching strategy for Scottish schools.  Key themes are closing the attainment gap, developing digital skills, embedding technology across the curriculum, and using digital technology to improve the assessment process. While it’s encouraging that the strategy acknowledges the potential of digital technology to enhance learning and teaching, and equip learners with digital skills, it’s disappointing that it doesn’t acknowledge the significant role that open education can play in achieving these objectives. Similarly, the Government’s “refreshed” Digital Strategy makes no mention of open education, though it does talk about open data and digital education.

And remember the Commonwealth for Learning’s Regional OER Consultation and Survey I mentioned earlier?  Open Scotland liased closely with COL to facilitate Scottish Government participation in this initiative. Again, we had no response, the government did not send a representative to the consultation and to my knowledge they have not participated in the survey either.   ¨ Open Scotland did actually send a representative to the consultation, Joe Wilson attended on our behalf, and in actual fact Joe was the only person who attended from the UK.

To be fair, both the UK and Scottish governments have had other things on their mind recently, but this lack of engagement with international open education initiatives strikes me as being both short sighted and rather depressing.

So why is this?  Why is it that open education generates barely a flicker of interest at government level? In Scotland at least, there is a perception that open education is peripheral to government priorities, primarily because there is a lack of statistical evidence base supporting the impact of open education on learners.

This is not a new issue, many open education practitioners and scholars have highlighted the need for more evidenced based research into the impact of open education. In a challenging talk at the recent Open Science Conference Marco Kalz, UNESCO chair of Open Education at the OUNL, acknowledged that reuse and adaptation are notoriously hard to track and measure, as are direct and indirect effects of OER, and he pointed out, there are no studies that show a direct correlation between OER and innovation. Quoting Sian Bayne and Jeremy Knox’s research at the University of Edinburgh, Marco agreed that “discussions of OER too often tend to optimism and lack of critique” and he argued that the open education field must move from being advocacy driven to become more research driven.

That’s not to say that there is no high quality research into the impact of open education, I’ve already mentioned the work of the Digital Education team at the University of Edinburgh and of course there’s the OER Research Hub at the Open University who do sterling work.  There’s also a lot of good research being undertaken in the US, however much of this focuses on the significant cost savings associated with the adoption of open textbooks. However these figures don’t easily translate across the Atlantic and it has proved much harder to quantify the benefits of open education in sectors that are less reliant on textbooks.  Impressive though the figures are, knowing for example, that Maricopa Community College district saved students $5 million over 5 years isn’t going to cut the ice with education ministers if learners aren’t expected to buy costly textbooks in the first place.

So it’s not so much that there’s no research, its that we need more of it, we need more diverse research and we need research that directly addresses strategic government priorities.   One of the most frustrating things about all this is that we actually have an excellent evidence base for research on the long term impact of open education here in the UK.  The UKOER programme ended in 2014, but very little in depth research or evaluation has been undertake on its impact and outputs. This is primarily because the end of the programme coincided with JISC’s transition from government quango, to not for profit company and its subsequent shift in priorities.   Of course the political and education landscapes have changed radically since the end of the UKOER programme but I still believe there is useful research to be done here. After all, you don’t have to look far to see the continued impact of the programme.  Many people predicted the demise of the OER conference when the HEFCE funding came to and end, and yet here we all are participating in the biggest most diverse OER conference ever and despite all the funding cuts, despite all the political doom and gloom we are making progress.  We may not have had a significant impact on Government policy yet but there are a wealth of open education and OER initiatives going on all over the UK.

Several Higher Education institutions, including the University of Edinburgh[1], have formally adopted OER policies, policies I should add which have their roots in the UKOER programme, and there have been notable successes in the public sector with charities such as the Wellcome Trust and public institutions such as the National Library of Scotland and the British Library taking positive steps to make their collections more open and to support openness at scale. Other organisations such Wikimedia UK and ALT have also stepped in to play an important role in supporting open education policy and practice across the UK. And it’s been really encouraging to see ALT placing openness right at the heart of their new strategy.

Ten years ago the Cape Town Declaration identified a number of barriers to realizing the vision of open education

  • Educators remain unaware of the growing pool of open educational resources.
  • Governments and educational institutions are either unaware or unconvinced of the benefits of open education.
  • Differences among licensing schemes for open resources create confusion and incompatibility.
  • The majority of the world does not yet have access to the computers and networks that are integral to most current open education efforts.

Clearly some of these barriers remain to be overcome and on the evidence of our experience in the UK, I would argue that there is still much to be done to convince governments of the benefits of open education.  Some governments are really starting to get it though.

We may still be struggling to convince the Scottish Government of the benefits of open education but I was delighted to hear just a few days ago, that as a result of the Open Med project the Moroccan Government plans to endorse and adapted version of the Scottish Open Education Declaration making it the first country in Africa to have an open education policy I believe.  It’s perhaps not the kind of impact we envisaged for the Open Scotland initiative but I think it’s a brilliant example of the unexpected, serendipitous aspect of openness and I hope that where Morocco leads, the UK will, eventually, follow.

OER17 – It’s been emotional⤴

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I got back from #OER17 late last night, I’m still slightly reeling, and not just from the conference cold I picked up. OER is my conference, I’ve been to every single one and they’ve all been special in their own way, but this one was…emotional.  (Sheila has already written a conference blog called My OER (open emotional response) to #oer17 so I’m obviously not the only one with feels.)

There are so many reasons why this year’s conference was a bit of an emotional rollercoaster.  The theme,  The Politics of Open, couldn’t have been more timely; it provoked anger and disbelief, defiance and hope.  It was the most diverse, most international OER conference ever and it was a privilege to be part of such an inclusive group. It was really inspiring to hear about positive open education developments from countries including Canada, Germany, Morocco and Lebanon.  I got to catch up with some very dear friends who I haven’t seen for a long time (looking at you R. John Robertson), met others face to face for the first time (hey @Bali_Maha, @thatpsychprof, @fabionascimbeni), VConnected with others (*waves* at @NadinneAbo in Cairo) and met lots of new colleagues. And so many amazing women!  Never in my life have I been to a conference where all the keynotes and plenary panelists were women.  It’s hard to describe the buzz that I got from seeing this representation in such a public forum. Thank you Maha Bali, Diana Arce, Lucy Crompton-Reid, Muireann O’Keeffe, Catherine Cronin, and Laura Czerniewicz for your challenging, thought provoking, brave, funny and inspirational talks.  And thanks of course to the conference chairs Josie Fraser and Alek Tarkowski and the amazing ALT Team for making this happen.

I’ve made a storify of my personal highlights from the conference here: OER17 Personal Highlights, including my panels and presentations, trexit, shouting from the heart, wonderful women, wikimedians, shoetweets and…umm… goats.

There was another reason this was a bit of an emotional event for me. In addition to participating in Jim Luke’s #Trexit panel and presenting a UK open education policy update, I also presented a short personal polemic called Shouting from the Heart.  I’ve never given such a personal talk at a conference before and I confess I was nervous as hell.  I wrote most of the talk late on Tuesday evening, but I was struggling to find a quote to end the five minute piece with. It was during the #Trexit panel the following morning that someone, I can’t remember who, possibly Maha, Sheila, Helen Beetham or Audrey Watters, said something about openness and freedom which immediately brought to mind the famous quote from the Declaration of Arbroath.

It is in truth not for glory, nor riches, nor honours that we are fighting, but for freedom – for that alone, which no honest man gives up but with life itself.

For those of you who are unfamiliar with it, the Declaration of Arbroath is a declaration of Scottish independence, written in 1320.  Appropriate, given I was talking about writing in response to events such as the Scottish Independence referendum and Brexit, and also because I was highlighting the disappearance of detained Syrian open knowledge advocate Bassel Khartabil. When I came to it however, nerves and emotions got the better of me; I choked on freedom, and I couldn’t read the last words of the quote.  So please, read it now.

It might sound silly, but Shouting from the Heart is without doubt the most nerve wracking 5 minutes of public speaking I’ve experienced so I just wanted to say a huge thank you to everyone who responded so positively.

What was really astonishing though was that a few minutes after I finished speaking, Sheila retweeted this:

Yesterday, 6th April happened to be the anniversary of the signing of the Declaration of Arbroath. I had no idea!  Serendipity is an amazing thing….

Shouting from the Heart⤴

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This is my blog.  It’s called Open World.  It’s powered by Reclaim Hosting and the title is inspired by Kenneth White, Scottish poet and Chair of 20th Century Poetics at Paris-Sorbonne.  Mostly I write about work, about conferences and meetings I’ve been to, presentations I’ve given, papers I’ve written.  Sometimes I write about my thoughts on other people’s writing.  Sometimes I write about the frustrations of being a woman working in technology.  Sometimes I write about events like Open Access Week,  Ada Lovelace Day, or International Women’s Day.  Mostly I write about Open Education.

Mostly I write because I want to; but sometimes I write because I have to.  Sometimes writing is a necessity, a catharthis, the only way to process experiences or events that are too overwhelming, too infuriating, too incomprehensible to mediate in any other way.  That’s when writing gets, personal and political, messy, emotional and confrontational.

I seem to be writing more and more of these personal blog posts recently; after the failed Scottish independence referendum (Hearing voices), after  Brexit (This time it’s different), after the US election (The wrong side of history).  It was Helen Beetham who called one of these posts a shout from the heart and I guess in a way they are.  There’s no denying that they’re a personal emotional response to events that seemed, that still seem, to be utterly incomprehensible to me.  There’s also quite a lot of swearing involved, but I’m not going to apologise for that.

So what has any of this got to do with open education?  I’ve always had a strong personal commitment to open education.  I believe passionately that as educators we have a responsibility to work together to improve opportunities for all, not just for a select few. I believe there is huge creative potential in openness and I believe we have a moral and ethical obligation to open access to publicly funded educational resources.

 “Open education can expand access to education, widen participation, create new opportunities for the next generation of teachers and learners and prepare them to become fully engaged digital citizens. In addition, open education can promote knowledge transfer while at the same time enhancing quality and sustainability, supporting social inclusion, and creating a culture of inter-institutional collaboration and sharing.”

These words are from the Scottish Open Education Declaration.  I wrote them and you know what?  These aren’t hollow words, I actually believe them.  I actually have a genuine commitment to these words, and that’s why I find it increasingly difficult to disentangle my open education work from the personal and political.  And to be honest, I don’t really care because never has the feminist rallying call “The personal is political” rung more true than now.

I know I’m extremely fortunate to be in the position where I can write these personal political blog posts and express my opinions without fear of reprisal and I am aware that this is an incredibly privileged position to be in.   It’s very easy for some of us to take openness for granted but it’s important to remember that for many there’s is also a risk associated with openness, because openness, education, knowledge all seek to challenge structures of power and control. And in talking about risk, I don’t mean risk in the abstract sense.

“Bassel Khartabil (Safadi)” by Joi Ito – http://www.flickr.com/photos/joi/4670781482CC BY 2.0

Do any of you know who this man is? This is Bassel Khartabil a Syrian open source software developer, open knowledge advocate, Wikipedia editor and project lead for Creative Commons Syria.  Bassel is also a contributor to the New Palmyra project; a digital archaeology and open data project that aims to create a virtual reconstruction of the ancient city of Palmyra, much of which has been destroyed by ISIL during the Syrian civil war. Bassel was detained by the Syrian government in 2012 and held in Adra Prison in Damacus for 3 years. In October 2015 his name was removed from the Adra prison register and despite calls from numerous human rights organisations, his whereabouts are unknown.  In order to raise awareness of Bassel’s disappearance a group of open practitioners came together to write the open e-book The Cost of Freedom: A Collective Inquiry.  My contribution to the book was a short piece called The Open World which touches on the personal risks, costs and benefits of openness, much like this talk today.   The plight of Bassel Khartabil is a sobering reminder of the risks of openness, proof that open is always political, but it’s also shows why we need openness more than ever, because openness is inextricably bound up with freedom.  And in the words of another older declaration, the Declaration of Arbroath.

It is in truth not for glory, nor riches, nor honours that we are fighting, but for freedom – for that alone, which no honest man gives up but with life itself.

OER17 – Come and find me!⤴

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Image credit: Taro Taylor, CC-BY-NC, https://flic.kr/p/3pQWP

The OER17 Politics of Open Conference is taking place in London this week, and I can hardly believe it’s been a year since Melissa and I chaired last year’s conference in Edinburgh!  As always, I’m looking forward to catching up with friends from all over the world and meeting some long standing online colleagues irl for the first time.  I’ve got several sessions lined up up over the course of the two days, so if you want to catch me, this is where I’ll be. Come and say hello!

Perspectives on Open Education in a World of Brexit & Trump
Wed, Apr 5 2017, 11:20am – 12:40pm
Panellists: Maha Bali, Lorna Campbell, James Luke, and Martin Weller

Like the Internet itself, the Open Education movement, including OER and OEP, has grown in a world of globalised capitalism that has been dominant in North America and Europe, and indeed, developed and growing economies. The Brexit vote, Trump’s election, and shifts toward nationalist-right parties elsewhere are changing the political landscape. At a minimum, the rhetoric of these movements, both in support and opposition, has altered public discourse and often attitudes toward higher education. These political shifts have complex and multifaceted implications for the open education movement.

This panel aims to stimulate deeper thought beyond our initial reactions to these political movements. We will provide diverse, multiple perspectives on the relationship between Open Education and the political changes represented by Brexit and the Trump election. Many questions arise, including:

  • What challenges do these political movements pose for Open Education? What opportunities?
  • Open Education movement has largely embraced values of inclusiveness, sharing, connectedness, equity, voice, agency, and openness. How might these values be furthered under these new regimes? How might these values be hindered?
  • Will our work in the open education movement change?
  • In what ways can we shape the future of the Open Education Movement?

The Distance Travelled: Reflections on open education policy in the UK since the Cape Town Declaration
Wed, Apr 5 2017, 1:30pm – 2:50pm
Author: Lorna Campbell

Ten years ago the Cape Town Declaration laid the foundations for what it described as the “emerging open education movement” and called on colleagues to come together to commit to the pursuit and promotion of open education and to overcome the barriers to realizing this vision.  Among the barriers the Declaration recognized were “governments and educational institutions that are unaware or unconvinced of the benefits of open education” and it went on to advocate the development of open education policy to ensure that taxpayer-funded educational resources are openly licensed.  Five years later, the Paris OER Declaration strengthened this call by encouraging governments and authorities to open license educational materials produced with public funds in order to realize substantial benefits for their citizens and maximize the impact of investment.

This paper will provide an overview of the advances and mis-steps in open education policy and practice in the UK in the ten years since the Cape Town Declaration, while comparing and contrasting the UK experience with developments elsewhere in Europe and North America. The paper will include a case study on the Scottish Open Education Declaration and the efforts of the Open Scotland initiative to lobby the Scottish Government to endorse the principles of the declaration and adopt open licenses for publicly funded educational content.

Virtually Connecting
Wed, Apr 5 2017
With Martin Hawksey, John Robertson and Lorna Campbell

End of day session, from 1730-1800. With onsite buddy Teresa MacKinnon and virtual buddies Nadine Aboulmagd and Simon Ensor.

Shouting from the Heart 
Thu, Apr 6 2017, 11:40am – 12:40pm
Author: Lorna Campbell

This lightning talk will be a short polemic reflecting on political and personal events that have led me to both question and strengthen my commitment to open education over the last two years.  These include the detention and disappearance of Syrian open knowledge advocate Bassel Khartebil, and the project that created an open book dedicated to his life and work The Cost of Freedom: A Creative Enquiry.  The privilege of co-chairing the OER16 Open Culture Conference. The result of the UK’s European Membership referendum, announced the day after a meeting of European colleagues to discuss how we could work together to join up open education policy and practice across the Europe.  The appointment of the first Gaelic language Wikimedian in Residence by Wikimedia UK and the National Library of Scotland. The surge of horror and shout of rage following the results of the US presidential election.

My response to these disparate, seemingly unconnected events was to write, to blog, to try to find words to make sense of events and my reaction to them, and to reassert my belief that we have a moral responsibility to work together to improve education opportunities for all, not just the privileged few.

I can’t promise this talk will be neutral or balanced, but it will be honest and from the heart, and ultimately it will be open.

If the clothes fit…⤴

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This post is a slightly facetious response to Maha Bali’s post Fixing the shirt but spoiling the trousers #OER17 Open Call for Your Stories! and Sheila MacNeil’s Not so much the a case of the wrong trousers, more like a wardrobe malfunction my story for #oer17

Maha cited the rather fabulous Egyptian expression:

“when you tried to fix the shirt you spoiled the trousers”. It conjures up an image of comedy of errors or such, where trying to fix a problem creates new problems.

I think of “open” as having many such problems that arise out of its solutions, and I already have some examples in mind, but would love for the community to offer me more examples of this.

Sheila chimed in with

Over the past year I think my experience is more of having the right trousers but not the right top/jacket/shoes to go with them. What I mean is, that we have an OER policy in place in our institution which is great, but I’m not wearing “those trousers” as often as I’d like.

Sometimes feels like I have a wardrobe full for OER but nothing to wear

Yes, that is actually my wardrobe.

At the risk of stretching the metaphor until it gets threadbare, perhaps the problem is that the shirt and trousers don’t really fit?  You know you could get them altered so they fit better, but you never quite get round to doing it. Instead you just stick to wearing the clothes you’ve always worn, the ones you’re comfortable in.  So even if you have an OER repository, it’s a bit of a faff putting stuff in there, it’s easier just to shove your content into the VLE the way you’ve always done.

Or perhaps the shirt and trousers do fit, perhaps they’re beautifully tailored, perfectly fitting, outrageously expensive garments, but now you’ve spent all that money on them you can’t really afford to go out and wear them.  Maybe you’ve invested in an OER strategy or policy or repository, but have you allocated funding to provide the support services, guidance and advice that colleagues will need to actually get on board with OER?

Or maybe the problem is that you didn’t actually want to wear the shirt and trousers in the first place?  Maybe you only bought them because it’s what everyone else wears and you thought you should wear it too.  But really you’d rather wear jeans and a t-shirt, or that amazing vintage dress, or a sparkly frock, of whatever clothes express your individuality. In fact maybe what you want is a whole wardrobe full of clothes to choose from depending on what mood takes you or what job you need to do.  So rather than investing in a single central OER repository because you think that’s what you ought to have, or advocating a specific approach to openness, maybe look at a range of different solutions that will meet the needs of staff and students right across the institutions depending on their differing requirements.

After all, there’s more than one way to be open and wouldn’t it be boring if we all wore the same shirt and trousers? ?

OER18 Call for Co-Chairs⤴

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Ever dreamed of chairing an OER conference?  Well now’s your chance! Last week ALT announced a call for co-chairs of the OER18 Conference. ALT are seeking two people with

  • National/international standing in the Open Education field.
  • The commitment and vision to make the conference a success.
  • The capacity to chair a major international conference and its programme committee.
  • Enthusiasm and experience of working with the Open Education community and ALT.

Planning and organising the conference will be undertaken by the Conference Committee supported by ALT staff. You can find out more about this exciting opportunity and how to apply here and if you’re wondering what it’s actually like to co-chair an OER Conference, here’s a few words about my own personal experience…

Since its inception in 2010 the OER Conference has always been one of the most important and enjoyable events in my calendar.  I’ve always thought of OER as being “my” conference, it’s where my community, my colleagues, all the people I admire hang out.  And more than that, it’s where we all come together to share our practice, our experience, our love and criticism of openness.

Last year I was immensely privileged to co-chair the OER16 Open Culture Conference at the University of Edinburgh with my inspirational colleague Melissa Highton.  Hosting the conference reinforced Edinburgh’s strategic commitment to open education and we were delight to welcome delegates from the Wikimedia community and museums, libraries and archives domains.

On a personal level it was a wonderful opportunity to shape the direction of this increasingly international conference, to develop my own open practice and extend my network of peers.  It was an immensely rewarding experience to work so closely with ALT and a wide network of willing volunteers, and I can’t speak highly enough of the support they provided in planning and running the event.  And last but not least, it was also an enormous amount of fun! From start to finish, from planning the bid with Melissa, to handing over to the OER17 chairs after our closing keynote, it was all a hugely enjoyable experience.

OER17: The Politics of Open  is now just a few months away and with Josie Fraser and Alek Tarkowski at the helm, it can’t fail to be a fabulous and ground breaking event.  Just think…you could be next.

Never underestimate the amount of fun you can have co-chairing an OER conference!
Image by OER16 keynote Catherine Cronin. CC BY SA.

 

OER16 wins Wikimedia UK Partnership Award⤴

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As I mentioned in my previous post, I’m absolutely delighted that #OER16 has won Wikimedia UK’s Partnership of the Year Award!  The University of Edinburgh already building strong links with Wikimedia UK when Melissa and I started planning the OER16 Open Culture Conference with ALT and we were really keen that Wikimedia should have a presence at the event.  These links were further strengthened when the University became the first in the UK to appoint a Wikimedian in Residence late in 2015.

Ewan McAndrew, Wikimedian in Residence, University of Edinburgh

Ewan McAndrew, Wikimedian in Residence, University of Edinburgh

Wikipedia and the associated Wikimedia initiatives Wikidata, Wikimedia Commons, Wiki Source, etc represent the largest volume of open educational resources in the world and the Wikimedia and OER communities share a common goal to increase the quantity and quality of open knowledge so it makes good sense to bring them together.

Melissa and I were delighted by the response from Wikimedia UK and the Wikimedians in Residence when we invited them to participate in OER16 and many delegates commented over the course of the conference that they felt they learned a lot from their presence and that they made a really positive contribution to the event.  So I’d just like to thank all those, from both the OER and Wikimedia communities, who worked so hard to make this collaboration a huge success.

Next year’s OER17 Conference, which focuses on the Politics of Open, will be co-chaired by Josie Fraser and Alek Tarkowski.  As Josie is also a Trustee of Wikimedia UK I’m sure she will be keen to ensure that the relationship between the Wikimedia and OER communities continues to flourish.

Wikimedians in action at OER16 by Stuart Cromar

Wikimedians in action at OER16 by Stuart Cromar

“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…”

~ Sara Thomas, Wikimedian in Residence, Museums Galleries Scotland

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further the quantity and quality of open knowledge and enhance digital literacy, through skills training sessions and editathons, striving to embed open knowledge practices in the curriculum.

further the quantity and quality of open knowledge and enhance digital literacy, through skills training sessions and editathons, striving to embed open knowledge practices in the curriculum.