Tag Archives: Open Badges

How we could reform assessment and certification⤴

from @ Pedagoo.org

[Originally published on stuckwithphysics.co.uk on 5th November 2015] In my recent post ‘Why we need to reform assessment‘, I outlined a number of issues which give me concern over the assessment of SQA National 3-5, Higher and Advanced Higher courses, introduced as part of the delivery of Curriculum for Excellence. Whilst there may be many […]

How we could reform assessment and certification⤴

from @ stuckwithphysics.co.uk

In my recent post 'Why we need to reform assessment', I outlined a number of issues which give me concern over the assessment of SQA National 3-5, Higher and Advanced Higher courses, introduced as part of the delivery of Curriculum for Excellence.

Whilst there may be many teachers who would wish for a return to the simpler assessment arrangements of the Intermediate 1 & 2, Higher and Advanced Higher qualifications of the 'Higher Still' era, which have been replaced by the CfE courses, I feel that one of the major shortcomings of CfE is its failure in doing anything to fundamentally change the nature or the purpose of assessment.

The new system, as with all of its predecessors, places almost the entire value of the certified qualifications on the terminal summative assessment of the course - the exam. Though some courses have significant elements of coursework, and many include an extended project or research task, still the majority of what our students, schools and staff are judged upon happens in a narrow time frame of a few hours at the end of almost an entire year of study. The results of these high stakes assessments supersede those for the individual unit assessments completed during the courses studied, rendering them effectively worthless.

In addition to this, there is the issue of the complexity involved in marking and recording the results of the unit assessments (which I outlined in 'Why we need to reform assessment') which makes it difficult for students to understand whether they have passed units or not and increases the administrative burden on teachers.

In order to overcome these issues I propose the following changes to the methods of assessment and certification.

Unit Assessment via online e-Assessment

The SQA currently makes use of its own system for online e-Assessment, SQA Solar, for a range of courses across Nationals, Higher, HNC etc. Centres and candidates have unique, secure logins ensuring security of the assessment, and the system allows assessments to be scheduled at a time when the student is ready to be assessed.

This system could be expanded to incorporate all unit assessments in all subjects at all levels, and could be set up so that students performance could be recorded against the many individual criteria necessary to achieve a pass in a given unit. Any reassessment required could automatically be tailored to the specific areas not achieved at the first attempt. Given a sufficiently large bank of assessment items, or a sufficiently adaptable format, allowing numerical data to change for calculation-based questions (as it does on Heriot-Watt University's Scholar VLE), it might be possible for students to make multiple attempts at assessments until the required standard is reached.

As the system is fully automated, this would free up teachers' time for teaching and supporting their students learning, rather than using it for the bureaucratic administration of data. It would also reduce the 'data chase' required to ensure that SQA data is kept up to date on school MIS systems for transfer to SQA systems.

'Points' allocation and certification for internally assessed components -

Most courses have individual unit assessments which must be passed by students in order for them to achieve a grade in the final examination. Although these unit passes are included on students' certificates, there is no explicit value placed upon them in comparison to the exam grade achieved. By allocating all components of all courses a number of points at the relevant SCQF level, students could potentially build up points across a number of courses whilst being able to choose whether or not to sit the final examination. This would reduce the 'high stakes' nature of the final examination, and allow for students, departments and schools to be judged and compared over the full range of their performance.

Points allocation for units could be based on the 'size' of the units, whilst exam grades could be allocated points determined by the band of pass. In my own subject, Physics, for example -

N5 - points awarded at SCQF level 5

3 x units, each with 10 points = 30 points,

Exam grade bands - A1 = 30 points, A2 = 25 points, B3 = 20 points, etc

Higher - points awarded at SCQF level 6

2 x full unit, each with 10 points + 2 x half unit, each with 5 points = 30 points,

Exam grade bands as for N5

Revision and separate certification of assessed course 'Added Value' units and 'Assignments' - 

Many courses have an internally assessed 'Added Value' unit, which at N4 has to meet every one of a significant number of individual criteria. Teachers are allowed to provide feedback to students in order to modify their submissions so that these criteria can be met.

The equivalent component of most N5 courses is an externally assessed 'Assignment', a formal report which is completed 'under close supervision' after a period of research which may include practical experimental work. Though guidance is given to students from their teachers, no feedback may be given on the report produced which is sent to the SQA to be assessed. The final mark for the assignment, given out of 20, forms a small proportion of the final score and hence the final grade.

These arrangements make it much more demanding for an N4 student, who may find the task much more challenging than most N5 students. A poorly completed N4 AVU would not meet all of the critera, resulting in the student not meeting the requirements of the unit, and subsequently not receiving an overall award for the course. A poorly completed N5 Assignment carries no such penalty, and would simply give the student a lower final score - without denying the student an overall pass.

Revisions should be made to the assessment of AVU tasks to make them fairer on the students. Perhaps an AVU could be consider to have been passed if a significant proportion of the criteria for the task, say 10 out of 15, were met by the student.

In addition to the significant differences in the assessments of these equivalent tasks across SCQF levels, AVU and assignment tasks are often very similar in related subject areas. This results in significant duplication of effort and repeated assessment of skills across a number of a student's subjects.

By assessing these tasks on a skills basis, rather than within subjects, a single AVU or assignment could be completed by a student studying more than one science, or social subject. Students could choose which subject or subjects their assignments could cover, potentially allowing more meaningful, challenging, inter-disciplinary work to be undertaken. Though this might make the assessment of students' reports more complicated, it might offer an opportunity to make the assessment criteria more flexible, as they are for the Baccalaureate qualifications undertaken by some students in S6. If nothing else, a reduction in the number of these tasks would significantly reduce the workload on students and reduce the SQA who have found it increasingly difficult to recruit sufficient markers for these tasks since their introduction.

I recognise that these proposals would require significant change to our current systems of assessment and certification, and that the Scottish teaching profession has experienced unprecedented change throughout the development and delivery of Curriculum fro Excellence. I further accept that one of the main reasons for avoiding radical change in the exam system has been concern that parents, employers, colleges and universities, might not fully understand the significance of new qualifications. In reality, it could be argued that these groups don't fully understand the significance of the current qualifications system, and haven't done so for a long time, if they ever have at all.

On a superficial level, it is easily understood that a student with an 'A' grade in a qualification is in some way 'better qualified' than another with a 'C' grade in the same subject, and that a student with five Higher passes is 'better qualified' than another with three Highers and two National 5s. But unless one has recently studied a course, or taught it, there is little chance of understanding what knowledge and skills are really involved gaining such a qualification, let alone how that qualification compares with other subjects or other levels.

It is often argued that we need these qualifications to allow universities to choose between applicants for places on their undergraduate courses. Without wishing to belittle this assertion, it does bear comparison to the 'Sorting Hat' in the Harry Potter novels - e.g. 'AAAAB' at Higher being the minimum requirement for a Law degree (Slytherin?). Increasingly, however, universities apply their own assessment requirements (BMAT, UKCAT exams), conduct entrance interviews, or consider applicants on the broader indicators of their personal statements, reducing their reliance on the crude measurement of 'ability' given by exam results alone.

In many ways the awarding of badges by organisations such as the Boy's Brigade or Scouts to indicate the achievements of their members is a much more understandable form of accreditation. Indeed many professional and vocational qualifications are already 'badgified' in this way using industry standards, against which 'badges' are referenced and accredited. Mozilla, the organisation behind the Firefox we browser, support such a system for teachers to award 'Open Badges' to their students using 'open standards' - where the criteria for which the badge is awarded are embedded as meta-data and awarded digitally. These badges can be electronically attached to a student's digital profile via their blog, Google or other online account, and shared with prospective employers, colleges and universities.

Some work has already been undertaken by the SQA to develop this approach to accreditation, outlined in this press release from 2013, with small scale projects being adopted by some FE colleges, including Borders College, for accrediting the work of both students and staff whose CPD is accredited in this way.

Open badges may not solve all of the short comings of our current system, indeed other, better systems may be in use elsewhere, or currently under development. Such a system, if combined with students' unique Glow account could potentially stay with them throughout their schooling and beyond, perhaps even following them beyond further and higher education and into employment. The development of such a 'Scottish Learner's Account', integrating assessment, certification and the accreditation of skills could form the foundation of a truly radical approach to these issues upon which students at all stages could build throughout the 'Lifelong Learning' that lies at the heart of the Scottish Government's ambitions for the future of education.

Open Education, Open Scotland – report & presentations⤴

from @ Open World

(Originally posted at Open Scotland)

Last week the ALT Scotland Special Interest Group hosted the second Open Scotland event, Open Education, Open Scotland at the Informatics Forum at the University of Edinburgh.  This free and open event was attended by sixty colleagues, and speakers represented every sector of Scottish education including schools, further education, higher education and government.

A recording of the event livestream, courtesy of Martin Hawksey of ALT, is available here: morning livestreamafternoon livestream, and there is a storify of tweets, links and presentations here: Open Education, Open Scotland Storify.

 Open Education, Open Scotland  – Joe Wilson, Scottish Qualifications Authority

The event was opened and introduced by Joe Wilson of the Scottish Qualifications Authority and the ALT Scotland SIG.  Joe suggested that universities in Scotland are currently in a very privileged position, but warned that the relationship between learners and institutions is changing.  Meanwhile the college sector has been comprehensively restructured but there is a danger of loosing the focus on the learner in the midst of restructuring.  Joe asked where are the attempts to look at new models of assessment?  Employers want to see that rich portfolio of experience that differentiates students as individuals.  He also asked, what can we do to encourage community learning and digital participation? A  citizen without a browser is now at a disadvantage as Government moves online by default.  Joe challenged delegates to think out of the box in terms of resources, assessment, and credentials and asked how can we open up access to resources to empower disadvantaged learners?

Open Scotland, Open ALT – Maren Deepwell, ALT

Maren provided an update on ALT’s collaboration, strategy and partnerships.  With a slide of Glasgow School of Art’s now destroyed Mackintosh Library, Maren gave us a timely reminder that not all we care about is digital, people are at the heart of what ALT do.  Maren also flagged up some good examples of sharing and open practice including ALT’s ocTEL online course and the Scottish Open Education Declaration from Cetis and Open Scotland.

Scottish Government Perspectives – Colin Cook, Deputy Director of Digital Strategy, Scottish Government

Colin introduced the Scottish Government’s Digital Strategy and focused on the role of the Digital Directorate to bring coherence to digital and ICT initiatives.  The Scottish Government has a policy commitment to build a world class digital Scotland and recognises that digital participation offers an opportunity to challenge ingrained inequalities. The Government wants to provide opportunities for people to move up the digital skills pathway, but it’s important to focus on learning, not just assistance. Third sector organisations have a huge role to play due to the position of trust they have with the digitally excluded.

The government is committed to driving forward digital transformation across the public sector and recognises the need for industry partnerships with education to develop a digital skills academy.  Colin acknowledged that wider use of data is critical to the Government’s long term vision of delivering effective public services, but added that safeguards are in place to promote public confidence so that people can be comfortable with how data is being shared.

SFC and OU update –  David Beards, SFC and Ronald MacIntyre, OU

Learning technology is high on the funding council agenda at the moment.  MOOCs currently dominate the policy rhetoric, but this is well understood and the importance of pedagogy is always there in the background.  Jisc is still the biggest thing that SFC funds and they are committed to the open agenda so it is up to everyone in the sector to let Jisc know what we want them to do.

SFC is providing the Open University with £1.27 million over three years to raise awareness of open education practice and support the sector’s capacity for online pedagogy.  The new “Open Project” will develop an online hub to share best practice, produce a small number of high quality OERs of particular benefit to Scotland, and evaluate various economic models for openness.  The outputs of the project will be very much in accordance with the activities undertaken by Open Scotland over the last year.

Open Badges, Open Borders – Suzanne Scott,  Borders College

Suzanne presented Borders College’s innovative use of open badges. Borders College’s journey started with a Moodle open badges pilot but following a chance discussion with the head of human resources, the initiative has now spread. Open badges are now used to engage with staff and have replaced all staff CPD paper certificates.  The use of badges for staff has increased loyalty and attendance at CPD sessions.

Phonar Open Courses – Jonathan Worth, Coventry University

Jonathan related his experiences of rethinking the business model behind photography and opening access to his Coventry University photography course.  The course, Phonar,  expanded from 9,000 to 35,000 people over a thirteen-week period prompting a mixed response from the university.   Institutions hear “open” and they think “free”, but talk about “connected” and they see business opportunities. Connections mean networks and opportunities.  Photographs are not the product, but digital fluency is an extremely valuable product.  Jonathan also warned “If you think your product as a teacher is information, you’re going head to head with the internet. Good luck with that!”  Jonathan also introduced Phonar Nation, “The biggest youth photography class in the world”.

Exploring the Digital University – Sheila MacNeill, Glasgow Caledonian University

After our scheduled speaker was unfortunately unable to attend,  Sheila kindly agreed to step in at the last minute to talk about research she and Bill Johnson have been undertaking on exploring the digital university. Sheila presented four key themes for digital universities: digital participation, information literacy, learning environments,  and curriculum and course design. She noted that universities’ civic roles can change quite profoundly through digital technology and urged us to think about the interface of digital and physical interaction.  Sheila also referred to Edinburgh Napier University’s Digital Futures project and talked about mapping digital literacy and residency across different university services.  Wrapping up her presentation Sheila questioned whether being an open practitioner was a “luxury” or a “daily necessity” for colleagues across the sector. 

Opening GLOW – Opening GLOW – Ian Stuart and John Johnston

GLOW initially started life as a national schools intranet in 2001, now Glow is about unlocking the benefits of the internet and providing learning opportunities.  For some time GLOW seemed clunky and unworkable but in 2010 wikis and forums were added.  Identity management should be core to GLOW services and accommodating BYOD has to be part of the GLOW landscape.  John and Ian acknowledge that there’s still lots of work to do with GLOW, but also plenty room to manoeuvre and to encourage teachers to become open educators. We need to encourage teachers to open up in as many ways as possible, the technology is the easy bit, culture is harder, and we need help from folk further along the road.

The Scottish Open Education Declaration – Lorna M. Campbell, Cetis

Lorna introduced the Scottish Open Education Declaration a community initiative launched by Cetis and Open Scotland. Based on the UNESCO Paris OER Declaration, the Scottish Open Education Declaration has a wider scope as it focuses on all aspects of open education practice, not just open education resources. The declaration also includes a clause on supporting the use of open source software in education. A key aspect of the declaration is the focus on education as a public good. The declaration is an open CC licensed public draft and all colleagues are invited to contribute.  A large number of comments have already been received, points that have been raised include, changing the focus of the declaration so that technology is viewed as an enabler rather than a driver, the need for an open culture shift and the necessity of capacity building, the importance of sharing and education sectors and stronger commitments to open licensing.  The first draft will remain open for comment for another month, then comments will be edited into the document, and a second draft posted for further discussion.


Open Education, Open Scotland Event⤴

from @ Open World

The Association for Learning Technology (ALT) Scotland Special Interest Group (SIG), in collaboration with Jisc RSC Scotland, SQA and Cetis will host Open Education, Open Scotland at the Informatics Forum at the University of Edinburgh on Tuesday, 3rd June 2014.

This free one-day event will provide an opportunity for ALT Scotland SIG members and the wider community to come together and share ideas and experiences of adopting and promoting open educational practices across all sectors of Scottish education.

“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. In addition, 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.”

- Scottish Open Education Declaration

Early last year, these four supporting institutions launched Open Scotland, a voluntary, cross-sector initiative that aims to raise awareness of open education, encourage the sharing of open educational resources, and promote the development of open policy and practice. A number of awareness raising activities have taken place including:

  • The Open Scotland Summit, which brought together senior managers, policy makers and key thinkers to explore the development of open education policy and practice in Scotland.
  • The Open Scotland blog was launched to disseminate news relating to all aspects of openness in education and to act as a focal point for discussion and debate.
  • The first draft of the Scottish Open Education Declaration was released. This open draft is based on the UNESCO Paris OER Declaration, but extends its scope to focus on open education in general, rather than OER in particular.

Invited Speakers and Topics:

  • Maren Deepwell, ALT: Update from ALT
  • Colin Cook, Scottish Government: Scottish Government perspectives
  • David Beards, SFC: SFC Update
  • Ronald MacIntyre, Open University: OU Scotland’s Open Education Project
  • Suzanne Scott, Borders College: Open Badges, Open Borders
  • Jonathan Worth, Coventry University: Open Courses
  • Natalie Lafferty, University of Dundee: Students as consumers and producers of open educational resources
  • Ian Stewart and John Johnstone, GLOW
  • Lorna M Campbell, Cetis: Scottish Open Education Declaration

There are still a few places available for this free event.  Registration and further information is available here: https://www.alt.ac.uk/civicrm/event/info?reset=1&id=106


Open Scotland Webinar⤴

from @ Open World

Last week Joe Wilson of SQA and I presented a short webinar on the Open Scotland initiative and the Scottish Open Education Declaration.  The webinar, which was hosted by Celeste McLaughlin of Jisc RSC Scotland, generated some interesting discussion and debate around open education in Scotland.  A recording of the webinar is available here, and our slides are embedded below.

The Scottish Open Education Declaration was introduced in the context of other open education developments including the UNESCO / COL Paris OER Declaration, the Open Educational Resources in Europe project, and Welsh HEIs statement of intent to work to open education principals. The Open Scotland initiative welcomes participation from individuals and institutions and we encourage all those with and interest in open education to comment on and endorse the Scottish Open Education Declaration.  Joe encouraged participants to get involved as individuals and also to take the Declaration back to their academic boards to raise awareness of the initiative and to get their institutions to sign up.  At this stage, the main aim of the Declaration is to raise awareness of the potential benefits of open education policy and practice, a valuable next step would be to start gathering exemplars that illustrate each statement of the declaration in action.

Joe and I both highlighted examples of open education practice in Scotland and further afield and participants also suggested other examples of communities sharing educational resources including the Computing at School Scotland initiative which aims to promote the teaching of computer science at school, and the fabulously named Magic Physics Pixies and their Scottish Physics Teaching Resources network.  This discussion prompted Tavis Reddick, of Fife College, to ask:

“Are there any illustrative exemplars of, say, OER, which Open Scotland would recommend to show how sharing and remix could work in practice?”

Although Open Scotland hasn’t got as far as recommending specific resources, the UKOER Programmes produced a wide range of resources including the OER Infokit,  and the ALT Open Education SIG recently gathered a series of case studies for Open Education Week.  The University of Leeds have also produced guidelines on developing and using OER for staff and students which have been adopted and repurposed by Glasgow Caledonian University: Library Guidance on open educational resources.

There is also considerable interest in the potential of Open Badges across the sector. Joe flagged up SQA’s commitment to Open Badges  and Celeste highlighted the work of the Open Badges in Scottish Education Group and Borders College’s use of Open Badges to replace paper based certification for continuing professional development activities.

There was some discussion of the Re:Source repository of open education resources for the Scottish college sector, with questions being asked about how extensively it is currently being used and whether a sustainable funding model could be developed. One suggestion was that, in the longer term, recurrent funding for Re:source could potentially come from the things it might replace, such as teaching materials acquisition budgets. One participant noted that their college did not yet have a policy that allowed them to publish OERs to Re:Source, but added that they hoped their board would take an interest soon.

One very valid question raised towards the end of the webinar was “how will we know if we are getting any better at this?” There are currently no benchmarking guidelines or KPIs for open education in Scotland but it would certainly be very interesting to undertake a landscape study of current open education practice across all sectors of Scottish education.  This would act as a baseline against which we could measure progress, but a survey of this nature would require dedicated funding and resources.    We’re already aware of lots of interesting examples of open education practice in Scotland but I’m sure that are many, many more out there, so if you know of any, or if you’re involved in any open education initiatives at your own institution, please do get in touch!


RSCtv: Open Badges⤴

from @ OPEN SCOTLAND

RSCtvJisc RSC Scotland’s Grainne Hamilton will host a online lunchtime seminar at 12.30 tomorrow, 19th Feb, on Open Badges in Scottish education.  The seminar  is free to all, further details are available here RSCtv: Open Badges

A new infrastructure for enabling the digital accreditation of learning, Mozilla’s Open Badge Infrastructure is well-placed for recognizing 21st century skills as well as unlocking career and educational opportunities. Grainne Hamilton will introduce the concept of Open Badges, covering how they could enhance current accreditation and how people are using Open Badges in Scotland. Grainne will go into some principles of effective Open Badge design and discuss tools to aid Open Badge development. By the end of the session, participants will have gained a basic understanding of the Open Badge Infrastructure, how Open Badge design can be approached and have had the opportunity to ask questions about Open Badges. 

Target audience: Anyone interested in Open Badges
Price: Free Event
Closing Date: Tue, 18 February 2014
Register: RSCtv Open Badges registration


College Development Network Librarians Open Developments in Scotland⤴

from @ OPEN SCOTLAND

Earlier this week I travelled up to the Stirling where I had the pleasure of presenting the keynote at the College Development Network Librarians Open Developments in Scotland event. It was an interesting and lively event and it’s great to see college librarians really engaging with the open education debate. Open education has the potential to be of enormous benefit to the FE sector, and librarians have a critical role to play in raising awareness of open education and advising their staff on the development and use of open educational content and licences.

My slides are available here and I’ve posted a Storify of the event here: Librarians Development Network: Open Developments in Scotland.

My presentation was followed by a fascinating talk by Suzanne Scott about Borders College‘s adoption of Mozilla Badges.  There’s been a lot of talk about the potential of open badges recently, so it’s really interesting to see them being used in a real world scenario.   Borders College aren’t just using badges to motivate students and acknowledge their achievement, they are also using them to engage with staff and have replaced all staff CPD paper certificates with Open Badges.  Adopting badges has also had significant reputational benefit and has raised the profile of the college;  Borders College are 4th on Mozilla’s list of international Open Badge Issuers. 

Following Suzanne, Mike Glancey of the National Museums of Scotland gave a talk about SCURL‘s Walk in Access initiative.  Now I have to confess, I had never heard of Walk in Access before, but it sounds like a really valuable initiative.  Walk in Access provides members of the public with on-site access to digital content such as journals and databases, where licensing terms and conditions permit.  Walk in Access highlights libraries commitment to opening access and also helps to widen engagement and provide access to distance learning students. The SCURL Walk in Access report is available here.

In the afternoon we were lucky to have a presentation from the always inspiring Christine Sinclair about the University of Edinburgh’s Coursera MOOCs and her team’s experiences of running the ELearning and Digital Cultures MOOC (). Christine explained that Edinburgh initially got in involved with MOOCs for five reasons: reputation, exploration, outreach, shared experience and, most importantly, fun!  The Edinburgh MOOCs have the support of the principal and the senior management, and the university has invested a considerable amount of funding in the initiative, however a lot the courses still run on “staff goodwill, evenings and weekends.”   It’s too early to say if this is a sustainable approach, Edinburgh are still exploring this.  Although the  team didn’t want to produce “star tutor talking heads” videos they discovered that students still wanted to “see” their lecturers and to form a connection with them. Some students struggled with the  approach, asking “Why aren’t you teaching us? Where are our learning outcomes?”  but others really engaged and came back to act as Community Teaching Assistants the following year.

Christine was followed by Gary Cameron of the College Development Network who gave an inspirational talk calling for his colleagues across the college sector to “Share, Share, Share!” To facilitate this sharing the Re:Source repository has been established for the Scottish college sector as a place to share open educational resources.  CDN are also planning to issue small grants for staff to openly licence resources in key topic areas. Gary ended his talk by reminding us that:

“OER is no longer an option, it’s an imperative, but still need to win battle for hearts and minds.”

The final presentation of the day was from Susanne Boyle, who has recently taken over from Jackie Carter as Director of Jorum and Senior Manager, Learning and Teaching at Mimas.  Susanne is not the only new member of staff to join the Jorum team, within a couple of months, 50% of the  team will be new appointments!  Jorum will be supporting the Jisc funded FE and Skills Programme, and will be creating tools to make it easier for FE practitioners to connect with Jisc and Jorum content.  The team will also be focusing on Health Practice resources and collections, and will be working closely with the North-West OER Network.  I have been involved with Jorum since it was just a wee glimmer of a project proposal, and I have sat on its Steering Group through every phase of its development so it will be very interesting to see what this new lease of life brings!


College Development Network Librarians Open Developments in Scotland⤴

from @ Open World

[Cross-posted from the Open Scotland blog]

Earlier this week I travelled up to the Stirling where I had the pleasure of presenting the keynote at the College Development Network Librarians Open Developments in Scotland event. It was an interesting and lively event and it’s great to see college librarians really engaging with the open education debate. Open education has the potential to be of enormous benefit to the FE sector, and librarians have a critical role to play in raising awareness of open education and advising their staff on the development and use of open educational content and licences.

My slides are available here and I’ve posted a Storify of the event here: Librarians Development Network: Open Developments in Scotland.

My presentation was followed by a fascinating talk by Suzanne Scott about Borders College‘s adoption of Mozilla Badges.  There’s been a lot of talk about the potential of open badges recently, so it’s really interesting to see them being used in a real world scenario.   Borders College aren’t just using badges to motivate students and acknowledge their achievement, they are also using them to engage with staff and have replaced all staff CPD paper certificates with Open Badges.  Adopting badges has also had significant reputational benefit and has raised the profile of the college;  Borders College are 4th on Mozilla’s list of international Open Badge Issuers. 

Following Suzanne, Mike Glancey of the National Museums of Scotland gave a talk about SCURL‘s Walk in Access initiative.  Now I have to confess, I had never heard of Walk in Access before, but it sounds like a really valuable initiative.  Walk in Access provides members of the public with on-site access to digital content such as journals and databases, where licensing terms and conditions permit.  Walk in Access highlights libraries commitment to opening access and also helps to widen engagement and provide access to distance learning students. The SCURL Walk in Access report is available here.

In the afternoon we were lucky to have a presentation from the always inspiring Christine Sinclair about the University of Edinburgh’s Coursera MOOCs and her team’s experiences of running the ELearning and Digital Cultures MOOC (). Christine explained that Edinburgh initially got in involved with MOOCs for five reasons: reputation, exploration, outreach, shared experience and, most importantly, fun!  The Edinburgh MOOCs have the support of the principal and the senior management, and the university has invested a considerable amount of funding in the initiative, however a lot the courses still run on “staff goodwill, evenings and weekends.”   It’s too early to say if this is a sustainable approach, Edinburgh are still exploring this.  Although the  team didn’t want to produce “star tutor talking heads” videos they discovered that students still wanted to “see” their lecturers and to form a connection with them. Some students struggled with the  approach, asking “Why aren’t you teaching us? Where are our learning outcomes?”  but others really engaged and came back to act as Community Teaching Assistants the following year.

Christine was followed by Gary Cameron of the College Development Network who gave an inspirational talk calling for his colleagues across the college sector to “Share, Share, Share!” To facilitate this sharing the Re:Source repository has been established for the Scottish college sector as a place to share open educational resources.  CDN are also planning to issue small grants for staff to openly licence resources in key topic areas. Gary ended his talk by reminding us that:

“OER is no longer an option, it’s an imperative, but still need to win battle for hearts and minds.”

The final presentation of the day was from Susanne Boyle, who has recently taken over from Jackie Carter as Director of Jorum and Senior Manager, Learning and Teaching at Mimas.  Susanne is not the only new member of staff to join the Jorum team, within a couple of months, 50% of the  team will be new appointments!  Jorum will be supporting the Jisc funded FE and Skills Programme, and will be creating tools to make it easier for FE practitioners to connect with Jisc and Jorum content.  The team will also be focusing on Health Practice resources and collections, and will be working closely with the North-West OER Network.  I have been involved with Jorum since it was just a wee glimmer of a project proposal, and I have sat on its Steering Group through every phase of its development so it will be very interesting to see what this new lease of life brings!


Wikimedia in Scotland 2014⤴

from @ OPEN SCOTLAND

A guest post from Graeme Arnott on WIkimedia UK‘s activities in Scotland.

Wikimedia UKWhen  I first discussed the idea of a retrospective of Wikimedia in Scotland’s activities in 2013 I thought that I would probably say something about a year that saw Dr. Ally Crockford take up the first Wikimedian-in-Residence role in Scotland at the National Library of Scotland, and maybe something about the success of the Women in Science editathon that was run in conjunction with the MRC and supported by the Royal Society of Edinburgh. I also thought that I could say something about the successful first meetup of Wikimedians in Glasgow and the recommencement of meetups in Edinburgh, or the amazing experience of coordinating Scottish Women on Wikipedia with Glasgow Women’s Library (#SWoW). I also thought that I’d write about the pleasure of being asked to speak at EduWiki 2013 in Cardiff, mostly on the subject of Open Badges, and being even more thrilled when the OBSEG members’ Open Badge appeared on a slide in one of the following day’s presentations. When I started putting ideas together I fondly remembered the sheer enthusiasm of the the first librarycamp in Scotland which resulted in proposals to work with CILIPS MmIT, Glasgow School of Art and the Mitchell Library respectively. However, that was last year and instead I thought I’d take the opportunity to look ahead at what’s happening in 2014.

The relationship between Glasgow School of Art and Wikimedia UK has developed really well over the last few weeks in no small part to the hard work of their SCONUL Graduate Trainee Librarian, Delphine Dallison. In November 2013 Ally and myself provided some skills training in December for librarians and archivists and what’s been really satisfying about this project is the way that the staff have really got excited about editing the encyclopaedia. Duncan’s initial editing has seen an increase in the amount of information added to the article about the designer Talwin Morris, whilst David has done some really splendid work developing the list of Scottish architects as well as expanding the article on the Scottish architect James Miller. What I found really quite interesting about David’s work was the amount of effort he put into increasing the number of photographs of Miller’s buildings on the article, and not just into Wikimedia Commons. It’s going to be really interesting working with the GSofA peeps to see how they work with or against the encyclopaedia’s logocentrism. Delphine’s first blog post on her Adventures in Wikipedia is here.

After the success of the library and archive training session word got around, and in late December I met with Dr Robyne Erica Calvert of the school’s Forum of Critical Inquiry (FoCI). We roughly sketched out an idea for her second year undergraduate module, Glasgow Architects, that would see the twenty-one students improve the article on Wikipedia of their chosen architect or Glasgow building. Since then I’ve provided the students with an initial overview of Wikipedia, and in particular it’s writing conventions. The initial project idea was that the students would use their GSA assessment as a means to develop and improve the respective Wikipedia articles, but as the project’s developed we seem to be moving towards a more critical analysis of Wikipedia as a source and how it constructs the legitimacy of its content. This eight week long module has generated Wiki-interest amongst other FoCI staff and we are in the process of arranging a workshop to discuss how the Wikimedia projects can be integrated into the Forum’s teaching and learning. Robyne and David will be speaking at the next Open Knowledge Foundation Scotland meetup (#OpenDataGLA) in the Club Room of the CCA, Sauchiehall St. Glasgow on 3rd February from 6.30pm onwards.

Stevie Benton

Stevie Benton

In late January (22-01-14), Stevie Benton, the Head of External Relations at Wikimedia UK, spoke at the Edinburgh community meetup of the Open Knowledge Foundation Scotland, (#OpenDataEDB). Stevie spoke about the plans for the Open Coalition and his hope that the employment of a WMUK funded Project Co-ordinator’s position will further cement the good relations established between different open communities that took shape at Mozfest in London in October 2013.

The Open Coalition chimes nicely with Wikimedia in Scotland’s close association with the local Scottish grouping of the Open Knowledge Foundation: Ally introduced herself as the WiR at an Edinburgh meeting and in early December I was joined by Anabel Marsh to give a lightning talk on the Scottish Women on a Wikipedia project. Anabel and myself later got into a discussion with Dele Adeyemo, from the wonderfully named Perfect Pidgin, about a possible collaboration involving the Asian community in Pollokshaws that we were hoping to do in January but it’s been postponed until sometime later in the year.

Editing at Anybody But Burns, A Crockford, (Own work), CC-BY-SA-3.0

Editing at Anybody But Burns

Our January activities came to a head on the 25th of January with our ‘Anybody but Burns‘ Scottish poetry editathon that was held in conjunction with the Scottish Poetry Library and the NLS. This editathon was actually born during the BCS’ Women in Computing editathon back in November: Ally was on her soapbox about Robert Fergusson and I was punning on the names of poems, and between us we came up with the idea of a poetry event to improve any article related to Scottish poetry, except for ones that related to Robert Burns. I think we were all a bit taken by surprise to learn that there are roughly three-hundred and fifty Scottish poets listed on Wikipedia.  The event had been described in The List as the most eccentric Burns event and The Telegraph had kindly listed us as one of the top-ten Burns events to attend. It was an absolutely miserable day in Edinburgh which I imagine might have prevented some people from attending. Still, about fifteen people turned up, some of whom had never edited before; by the end of the day new articles were created and existing articles expanded, tidied up and improved. There was a really friendly atmosphere at the event and I hope it turns into something we repeat.

One of the current features of Wikimedia in Scotland that needs to be challenged is its M8-centricness. This is hopefully forgiveable, given that Ally and I live at opposite ends of the M8; but we know we need to reach out to both the north and south of Scotland, and to the Uicipeid na Gàidhlig and Scots Wikipædia communities too. Hopefully the training sessions that we’re currently arranging  - one for lecturers at UHI Inverness College, and one for staff at JISC Scotland – in February or March will start to help in this process. The training at UHI Inverness College in particular will act as a precursor to the use of the Wikimedia projects by the college’s students. In addition, there has been a request from students at Dundee University to form a student’s society. In February, Ally and myself have also agreed to do a joint webinar with CILIPS MmIT, although no firm date has yet been arranged for this, and one of the projects that Ally in particular is keen to see develop is a recorded training session supported by JISC which could be circulated online throughout regional JISC offices and made public on Wikimedia Commons.

I first met Dr. Greg Singh at EduWiki 2013 in Cardiff when he gave a cracking talk that ranged from Andrew Keen to Adorno and Horkheimer to Michael J. Sandel. Wikipedia’s institutionalised gender bias had often been the topic of our conversations, and Greg’s lingering question as to what makes a good wiki is one that seemed to go directly to the heart of the matter. Users of Wikipedia will undoubtedly be familiar with stub articles and that these are generally regarded as poor in quality and/or lacking relevant material. Whilst in one sense stubification can be seen as a straightforward administrative process of classification, its application to articles of women who have been anonymised by the culture of their time can make it seem like the encyclopaedic equivalent of “You’re not worthy” – more of a snub than a stub. Greg is based at Stirling University where he is organising a one-day Wiki-themed symposium to be held there on 19th March. Ally will be speaking about digital publishing and open access, building on her own academic projects as well as her work with Wikimedia UK, and the programme also boasts as speakers Lorna Campbell from Open Scotland, Wikimedia UK’s Academic Liaison Dr. Tony Sant, and Wikimedia UK board member Dr. Padmini Ray Murray from the University of Stirling. More details will be confirmed on the meta-wiki Events page.

Perhaps one of the most striking and unexpected results of the NLS’s Wikimedian in Residence programme has been the intense amount of interest generated across the IS sector and cultural organisations more generally. On February 27-28, Ally has been invited to speak at the prestigious Edge Conference, hosted by the Edinburgh City Libraries. Speakers and delegates alike span diverse career fields, spanning council managers, Library services, and corporate directors. A similar audience will be courted by the Special Libraries Association during a Wikimedia-centred event to be held at the National Library of Scotland in early March. These events offer the opportunity to introduce organisations outside of the NLS in particular and libraries more generally to the possibility and benefit of working alongside the Wikimedia Foundation. That these talks are being delivered in Scotland will undoubtedly have a significant impact in increasing the presence of Wikimedia events and other collaborations across the country.

The considerable change from 2013 into this year is the way that events now seem to be a consequence of a request from a group/organisation rather than something Ally or myself have pitched to the group. Ally has received requests from two groups for March edit-a-thons that fit with the Women who Shaped Scotland theme which forms part of the Residency’s focus. These are the Feminist Art group at the Duncan of Jordanstone College of Art and Design in Dundee, and the BSCWomen who are keen to do a follow up event on the subject of women-in-science.

Plans are also in place to take part in and support the joint Open Knowledge Foundation Scotland, OpenStreetMap, National Library of Scotland and Open Glasgow/Future Cities Demonstrator at Datafest Scotland 2014 to be held in the University of Glasgow on the 12th, 13th and 14th of June this year. One of the exciting ideas that we’re currently working on is the means by which Wikipedia could (will) become the portal of choice for accessing geo-specific open data. The conference will be a mixture of speakers, training events and workshops. More details to follow. Ally’s piece for Post magazine on opening the National Library can be read here.

In all these areas, our goal is to develop the Wikimedia community in a Scotland and to enrich the projects by reaching out to the widest and most diverse range of people. You can keep up to date with Wikemedia in Scotland’s projects and events by signing up to the #ScotWiki mailing list by following this link. We hope to see you at an event soon!

Graeme Arnott is a Training Officer with the Scottish Electrical Charitable Training Trust (SECTT) and manages the Scottish Joint Industry Board‘s (SJIB) Adult Training Scheme. He’s a member of Wikimedia UK, and a Community Coordinator with OKF Scotland.

 


Jisc RSC Scotland Open Education Joint Forum⤴

from @ Open World

(Cross posted from Open Scotland)

Earlier this week I was invited by Jisc RSC Scotland to attend their Open Education Joint Forum which took place at the Informatics Forum at the University of Edinburgh.  It was a very well attended event that featured a packed programme of thought provoking and  engaging presentations that highlighted a range of really inspiring open education developments.   I’ve put together a storify of the event’s lively twitter back channel here and links to all the presentations are available from Jisc RSC Scotland here.

Open Scotland

Lorna M Campbell, Cetis and Joe Wilson, SQA

I kicked of the event with a short overview of the Open Scotland before passing over to Joe who challenged the audience to share their educational resources, before talking about about the benefits of openness and calling for changing mindsets around Open Education.  Joe also reminded us that there is a real strength in Scottish education, we have dedicated and talented teaching staff and by opening up education they can shine for learning.

Joe Wilson, SQA

Joe Wilson, SQA

Massive Open Online Courses: Open education  of course?

Martin Hawksey, ALT

Martin Hawksey, my former Cetis colleague, now with ALT, gave an inspiring presentation that placed MOOCs in the historical context of technology innovation and asked if we are now in danger of promoting a dogmatic approach to programming and technology innovation. Martin revisited Doug Englebart’s “Mother of All Demos” which, among many other innovations, demonstrated screen sharing and videoconferencing as far back as 1968.  In education we have a tendency to get stuck in particular ways of doing things, both students and teachers have specific expectations and can be very resistant to change.

Martin Hawksey, ALT

Martin Hawksey, ALT

Martin highlighted some of the tools, services, platforms and applications that can be employed to deliver MOOCs.  He also reminded us that every letter of MOOC is negotiable and suggested that the issue of MOOC completion rates is irrelevant.  Open or closed is not a binary thing, but there are huge benefits to moving towards more openness.  Martin concluded by telling is all that “openness is about feeling warm inside” and that we should all “ride the waves of innovation to a more open, more relevant style of education’.  Martin has written a an excellent blog post about his presentation which you can read here: Taking on the dogmatic approach to education with a bit of ‘reclaim open digital connectedness’.

Re:Source OER Repository

Garry Cameron, Scotland’s Colleges, Jackie Graham and Sarah Currier, Mimas

Gerry spoke about the need to change hearts and minds to use and develop open educational resources and called for a clear statement and a decisive stance on open educational resources from Scottish Government. Scotland’s Colleges committed to releasing resources under Creative Commons licences.

Gerry Cameron, Scotland's Colleges

Gerry Cameron, Scotland’s Colleges

Re:Source is an OER repository for Scotland’s colleges. The open platform is here and could be used by many across the Scottish education sector but policy drivers needed.  Jisc RSc Scotland is collaborating with Scotland’s Colleges to work ona  way forward. Librarians also have a crucial role to play in developing open repositories within Scotland’s colleges.  Jackie Graham went on to demonstrate the Re:Source repository before handing over to Sarah Currier who spoke about the Jorum repository which powers Re:Source.

Jackie Graham, Re:Source

Jackie Graham, Re:Source

Blackboard xpLor

Julie Usher, Blackboard

Julie Usher, Blackboard

Julie Usher, Blackboard

Julie Usher began by highlighting the potential of OERs but suggested that they can be hard to find; how do you fin and evaluate OERs, link them to curricula, including assessments.  To address this problem Blackboard have developed the xpLor content repository. xpLor supports OER discover and allows content to be pulled directly into Blackboard courses.  Creative Commons is baked into xpLor repository so content can be exported with  CC licenses.

Introduction to Open Badges and OBSEG

Grainne Hamilton, Jisc RSC Scotland

Grainne Hamilton, Jisc RSC Scotland

Grainne Hamilton, Jisc RSC Scotland

Open badges are a form of digital accreditation that can be displayed online.  Badges are like coats of arms, they are images that contain information and have meaning beyond the visual.  Open Badges incentivise informal, formal and work based education and break learning into manageable chunks. The Open Badges in Scottish Education Group (OBSEG), which is supported by Jisc RSC Scotland, has set up three sub-groups focusing on Learner Progress, Technology and Design and Staff Development.