Tag Archives: OpenEdFeed

EDEN Webinar – How To Be More Open: Advice for Educators and Researchers⤴

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It’s Open Education Week and I’m delighted to be participating in a special EDEN webinar on How To Be More Open: Advice for Educators and Researchers.  I’ll be joining Fabio Nascimbeni, Catherine Cronin and Chrissi Nerantzi to discuss a range of questions including:

  • Why should I be more open in my practice and profession?
  • How do you practice openness (as researcher, teacher, student)?
  • How do we deal with the “publish or perish” reality?
  • What if my institution doesn’t allow me to be open?
  • I want to be more “open” as a teacher, researcher, or student. Where do I start? Advice from panelists.
  • What platforms/environments do you recommend in supporting my practice as an open academic?

The webinar, facilitated by EDEN Vice-President Lisa Marie Blaschke, takes place on  Wednesday 29th March, 14:00-15:00 CET and you can register here.

Crossing the Field Boundaries: Open Science, Open Data & Open Education⤴

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Last week I was invited to speak at the International Open Science Conference in Berlin which this year had a special focus on OER.  My talk featured a case study of the University of Edinburgh’s Geosicence Outreach and Engagement Course so I’d like to thank Colin Graham and all those involved in the course for allowing me to present their inspirational work.

This talk focuses on the interface between OER, open data and open science and our experience at the University of Edinburgh of promoting open education through the School of GeoSciences Outreach and Engagement course.

The title of this paper, “Crossing the field boundaries”, comes not from the domain of GeoScicences though, but from Maryam Mirzakhani, professor of mathematics at Stanford University and the first female winner of the Fields Medal.  In a 2014 interview Maryam said

“I like crossing the imaginary boundaries people set up between different fields—it’s very refreshing. There are lots of tools, and you don’t know which one would work. It’s about being optimistic and trying to connect things.”

A Tenacious Explorer of Abstract Surfaces, Quanta Magazine, August 2014

I am not a mathematician, or a scientist, but I do have some experience of crossing field boundaries, and since open education is all about breaking down boundaries and cutting across fields, this seems like a nice metaphor to hang this talk on.

I’ve worked in open education technology for a long time now, but like most education technologists my background is not originally in either education or technology. In my case I started out as an archaeologist.  I studied archaeology at the University of Glasgow and after working there as a field worker and material sciences technician for a number of years, I decided to cross over into another field, and by rather circuitous routes I found myself working in open education technology.  Over the intervening years I’ve developed a strong personal commitment to openness in education, and I firmly believe that we have a moral and ethical responsibility to open access to the outputs of publicly funded education, research and science.

We’ve already heard a lot about the benefits of OER over the last two days so I’m not going to labour the point, however I just want to highlight this quote from the Scottish Open Education Declaration as it neatly encapsulates the affordances of OER:

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.

Scottish Open Education Declaration

Institutions are already being encouraged to adopt open research policies and to publish publicly funded research outputs under open licences; similar policies and initiatives are required for open educational resources. Although open access, open education and open data have all made significant progress in recent years, there has been a tendency for these domains to progress in parallel with little sign of convergence. In the UK, Research Council mandates may have had a positive impact on open access and open research data, however the connection has yet to be made to open education and as a result there is a tendency to end up with “open silos”.  Indeed open access mandates may even have a negative impact on open education, as institutions focus their efforts and resources on meeting these requirements, rather than on ensuring their teaching and learning materials are appropriately licensed and shared online as OER.  So while it’s great that institutions are now thinking about how they can link their open research data with open access scholarly works, we also need to focus attention on linking open data to open education.

While the benefits of open data are widely recognised in relation to scientific and scholarly research, open data also has considerable value in the context of teaching and learning.  Many governments, non-governmental organisations and research centres are already producing large volumes of open data sets that have the potential to be used as open educational resources. Scenario based learning involving messy, real world data sets can help students to develop critical data literacy and analytical skills. Using open data introduces an invaluable element of realism and complexity as the data is flawed and inconsistent.  Students come up against challenges that it would be difficult to reproduce artificially and, as a result, they learn to deal with the kind of problems they will encounter in the real world.  And perhaps more importantly, working with real world open data from real governments and communities doesn’t just help students to develop data literacy skills, it also helps to develop citizenship, social responsibility and community engagement.

In an influential report by the Open Knowledge Open Education Working Group, Javiera Atenas and Leo Havemann noted that

Educators who make use of Open Data in teaching and learning encourage students to think as researchers, as journalists, as scientists, and as policy makers and activists. They also provide a meaningful context for gaining experience in research workflows and processes, as well as learning good practices in data management, analysis and reporting.

Open Data as Open Educational Resources: Case studies of emerging practice, Javiera Atenas & Leo Havemann (Eds)

Despite these acknowledged benefits, there is still a tendency to conceptualise OER as what Atenas and Havemann describe as “educator-produced learning materials” – resources created by teachers for use by students.  However if we simply replicate existing academic modes of production through open education, then we’re missing a trick.  One of the most important aspects of openness is the ability to break down boundaries and cut across fields.  So I want to present a case study from the School of GeoSciences at the University of Edinbrugh that does just that.

Open knowledge, open access and open education are central to the University of Edinburgh’s Strategic Vision. In support of this vision, the University host a range of open initiatives and services including an Open Knowledge Network, an Open Research Repository, an Open Data Repository, a Wikimedian in Residence, a Citizen Science and Crowdsourced Data and Evidence Network, open archives and collections, a wide range of MOOCs, and Open.Ed a one stop shop providing access to the University’s open educational resources.

The University’s vision for open educational resources builds on three strands:

  • The history of the Edinburgh Settlement.
  • Excellent education and research collections.
  • Traditions of the Enlightenment and the University’s civic mission.

The University has established an OER Service that provides support frameworks to enable staff to share OER created as a routine part of their work, and to find and use high quality teaching materials developed within and beyond the University.

The service showcases Edinburgh at it’s best, highlighting the highest quality learning and teaching; identifying collections of learning materials to be published online for flexible use, and enabling the discovery of these materials to enhance the University’s reputation.

And as a contribution to the University’s civic mission Edinburgh is opening access to its treasures, making available collections of unique resources to promote health, economic and cultural well-being; digitizing and sharing major collections of unique archives and museum resources to encourage public engagement with learning, study and research.

In order to ensure Edinburgh’s OER Vision is sustainable and supported across the institution, the University has an accompanying OER Policy that encourages staff and students to use, create and publish OERs to enhance the quality of the student experience and to help colleagues make informed decisions about creating and using open educational resources in support of the University’s OER Vision.

One of the key aspects of Edinburgh’s open strategic vision is to engage with and benefit communities outwith the institution.  The university is not alone in this; there are moves towards increasing community engagement right across the higher education and research sector.  At the same time, universities are rethinking how degree programmes are structured and are moving beyond traditional knowledge based courses in order to accommodate self directed learning, enable learning for life, empowering students to co-create their own education and build student capital.

initiative that does just that is the School of Geosciences Outreach and Engagement Course developed by the Geoscience Outreach Team. (list members on slide). This optional project based course for final year Honours and taught Masters students, has been running for a number of years and attracts students from a range of degree programmes including Geology, Ecological and Environmental Sciences, Geophysics, Geography and Archaeology.  Over the course of two semesters, students design and undertake an outreach project that communicates some element of the field of GeoSciences outside the university community.  Students have the opportunity to work with a wide range of clients including schools, museums, outdoor centres, science centres, and community groups, to design and deliver resources for science engagement. These resources can include classroom teaching materials, leaflets, websites, smartphone/tablet applications, community events, presentations or materials for museums and visitor centres. Students may work on project ideas suggested by the client, but they are also encouraged to develop their own ideas. Project work is led independently by the student and supervised and mentored by the course team and the client.

This approach delivers significant benefits not just to students and staff, but also to the clients and the University.

Students have the opportunity to work in new and challenging environments, acquiring a range of transferable skills that enhance their employability. They also gain experience of science outreach, public engagement, teaching and learning, and knowledge transfer while at the same time developing communication, project and time management skills.

Staff and postgraduate tutors benefit from disseminating and communicating their work to wider audiences, adding value to their teaching and funded research programmes, supporting knowledge exchange and wider dissemination of scientific research.

The client gains a product that can be reused and redeveloped, new partnerships are formed, new education resources created, and knowledge and understanding of a wide range of scientific topics is disseminated to learners, schools and the general public.

The University benefits by mainstreaming community engagement, and embedding it within the curriculum.  The course also provides the opportunity to promote collaboration and interdisciplinarity across the University and helps to forge relationships with clients.

In the words of GeoSciences Brian Cameron, MBE:

 “the University and the students create a legacy of knowledge transfer and cooperation that benefits all.”

The Geosciences Outreach and Engagement course has proved to be hugely popular with both students and clients.  The course has received widespread recognition and a significant number of schools and other universities are exploring how they might adopt the model.

Here’s just a few quotes from students who have taken the course;

“It has been good to take my learning out into the community and give something back”

“By taking this course, not only was I, as the student, able to learn about the values and excitement of public engagement with other disciplines, but I also developed a working tool for further scientific engagement for a new audience.” (Jane Robb)

“Geoscience Outreach and Engagement is one of the most interesting courses I have undertaken in my 5 years at Edinburgh. Not only do I get the opportunity to find new and exciting ways to inform people of all ages about Geosciences, I’m also learning valuable skills to enhance my future career after university. This course has taught me that everyone has a different way of learning, and instead of following one strict path, we should expand our ideas on how to effectively communicate science to the general public.” (Rebecca Astbury)

Feedback from the clients was equally enthusiastic:

“The student has done a wonderful job and we now have a new resource that we can use for years to come” (Class teacher)

“We have appreciated the joint work with the School of GeoSciences and the experience has given me a new avenue in my own teaching to explore vis-à-vis practical hands-on experiments. S1 classes all did a practical demonstration of the erosion processes in rivers for example.” (Class teacher)

“She was an excellent ambassador not just for the university but for women in science and I feel she set a good example for a few of the girls in the class who are embarking upon geography and earth science studies and who may well now add geology to their subject choices. ” (Class teacher)

A key element of the Geosciences Outreach and Engagement Course is to develop resources with a legacy that can be reused by the client and developed and disseminated further for use by other communities and organisations.  The University is now taking this one step further by repurposing some of these materials to create open educational resources.   Last year we recruited an Open Content Creation intern, undergraduate Physics student Martin Tasker, whose job it was to take some of the materials created by the Geoscience students, make sure everything in those resources could be released under open license and then share them in places where they could be found and reused by other teachers and learners.

So here for example is a resource on sea level variation developed by student Roseanne Smith.  The resource covers glaciation, global warming, and isostasy and it includes a lesson plan, a PowerPoint presentation, printable photographs and questions, a student workbook, and a timeline to illustrate geological timescales.  The course is designed for students learning Geography at third and fourth level of the Scottish Curriculum for Excellence and it can be downloaded under a CC BY Share alike license from Open.Ed and TES. And there are other resources of this kind.

One of the things that was really inspirational about this initiative is that as part of his internship, our student was asked to reflect on his experience of the project and what he learned from it, and I think it’s worth taking a little time to listen to Martin’s thoughts.

This first quote is taken from a blog post our student wrote at the start of his internship where he talks about how he had already engaged with OER.  Before becoming an undergraduate, he had looked at MOOCs and OERs from various universities to find out more about subjects and course he was interested in.

“Open education has played such an integral part of my life so far, and has given me access to knowledge that would otherwise have been totally inaccessible to me. It has genuinely changed my life, and likely the lives of many others. This freedom of knowledge can allow us to tear down the barriers that hold people back from getting a world class education – be those barriers class, gender or race. Open education is the future, and I am both proud of my university for embracing it, and glad that I can contribute even in a small way. Because every resource we release could be a life changed. And that makes it all worth it.”

A Student’s Perspective on Open Education, Martin Tasker

So that was the place where our student intern started out form, he was obviously every much on board with open education and OER right from the start.   And this second quote is from his final blog post “Wrapping up my time as open content intern”

“Open Education is a large part of the reason I’m at Edinburgh studying physics, and I firmly believe that it is one of the keys to widening participation in education in a meaningful way. The proliferation of the internet among all classes in society means that a savvy university can reach those that would previously have had little access to education beyond their school years. And with our work in OERs, we can hopefully feed back some of the expertise of our academics into the classroom, raising the standard of teaching and taking some of the pressure off extremely overworked teachers.”

Wrapping Up: My Time as an Open Content Curator Intern, Martin Tasker

One of the things I really like about these two quotes is that, I have worked in open education for over ten years now but I don’t think I could have articulated any more clearly why open education and OER is so important. The Geosciences Outreach and Engagement course provides an excellent example not only of community engagement and knowledge exchange up also of involving students in the co-creation of their learning experience more widely.

Additional References

International Open Science Conference⤴

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This week I’m looking forward to presenting an invited talk on OER at the International Open Science Conference in Berlin.

My talk, Crossing the Field Boundaries will explore the interface between open education, open data and open science. The talk will highlight the Open Knowledge Open Education Group‘s influential study of Open Data as OER by Javiera Atenas and Leo Havemann, and using examples from the University of Edinburgh’s GeoScience Outreach and Engagement Course will highlight how student created open educational resources can be used to widen participation and encourage knowledge transfer and community engagement in science education.  I’ll post my paper and slides when I get back later in the week.

Thanks to the conference organisers for making these cute twitter cards!

Open Knowledge, OER, Wikimedia, MOOCs and Maritime Masculinities⤴

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How is it March already?!  I’ve been sorely neglecting this blog for the past few months, not because I’ve got nothing to say, quite the opposite, I’ve been so tied up with different projects I’ve barely had a chance to write a single blog post! A poor excuse I know, but anyway, here’s a very brief run down of what I’ve been up to for the past three months and hopefully I’ll be able to get back to blogging on a regular schedule soon.

Most of my time has been taken up with two new IS Innovation Fund projects I’m running at the University of Edinburgh.

UoE Open Knowledge Network

The UoE Open Knowledge Network is an informal forum to draw together the University’s strategic policies and activities in the area of Open Data, Open Access, Open Education, Open Research, Open Collections and Archives, in order to support cross-fertilisation and promote the institution’s activities in these areas. This Network aims to embed open knowledge within the institution and to establish a self-sustaining network supported by the departments and divisions that have oversight of the University’s strategic Open Access, Open Education and Open Data policies.

The Network held its first event in January which featured a keynote from Gill Hamilton of the National Library of Scotland plus lightning talks from colleagues across the institution.  You can read more about the event on the Open Knowledge network blog here: http://okn.ed.ac.uk/

UoE Open Knowledge Network, CC BY Stephanie Farley

Accessing Open Research Outputs MOOC

Since the publication of the Finch report and the Research Councils’ policy on open access, universities have increasingly made the outputs of their publicly funded research freely and openly available through open access journals and repositories. However it’s not always easy for people outwith academia to know how to access these outputs even though they are available under open licence.

This project is developing a short self paced learning MOOC aimed at the general public, private researchers, entrepreneurs and SMEs to provide advice on how to access open research outputs including Open Access scholarly works and open research data sets, in order to foster technology transfer and innovation. The course will focus on developing digital and data literacy skills and search strategies to find and access open research outputs and will also feature a series of case studies based on individuals and SMEs that have made successful use of the University of Edinburgh’s world class research outputs.

This is the first time I’ve worked on a MOOC project and I’m delighted to be working with Morna Simpson, of Geek Girl Scotland who has just been named one of Scotland’s most influential women in tech.

Wikimedia UK

I’ve been involved in a whole host of Wikimedia events including the Wikimedia UK Education Summit at Middlesex University, where Melissa Highton gave an inspiring keynote and I chaired a panel of lightning talks, #1Lib1Ref which encouraged Librarians and wikimedia editors to add one reference to Wikipedia to mark the 15th anniversary of the foundation of Wikipedia, and the History of Medicine editathon, part of the University of Edinburgh’s Festival of Creative Learning.  This event was a personal highlight not only because it took place in the stunning Surgeon’s Hall Museum and featured an utterly fascinating series of talks on subjects as diverse as Lothian Health Services Archive and William Burke, Scotland’s most prolific serial killer, but also because I got to create a new Wikipedia page for Ethel Moir, a nurse from Inverness who served on the Eastern Front in WW1.  I’m planning to do some more work on Ethel’s Wikipedia page tomorrow as during the University of Edinburgh’s Bragging Writes editathon as part of International Women’s Day.

History of Medicine Editathon, Surgeon’s Hall, CC BY Ewan McAndrew

UNESCO European Consultation on OER

2017 marks the 5th anniversary of the Paris OER Declaration and UNESCO and the Commonwealth for Learning are undertaking an international consultation focused on OER for Inclusive and Equitable Quality Education. Since the end of last year I’ve been liaising with COL to ensure that Scotland was represented at this consultation which is being undertaken in advance of the 2nd World OER Congress which will be held in Ljubljana later this year.  Joe Wilson went along to the consultation in Malta represent Open Scotland and you can read his report on the event here.

Maritime Masculinities Conference

Way back in December I took a week off from Ed Tech to co-chair the Maritime Masculinities Conference at the University of Oxford. The two day conference featured keynotes from Prof. Joanne Begiato, Dr Isaac Land and  Dr Mary Conley and a wide range of international papers.  I chaired a panel of papers on the theme of Sexualities and my co-author Heather Noel-Smith and I also presented a paper on Smoking Chimneys and Fallen Women: the several reinventions of Sir Henry Hart.  We were pleasantly surprised by the success of the conference and the lovely feedback we got from delegates.

I’ve also got a lot of conferences and events coming up over the next couple of months, but I think that deserves a separate blog post!

23 Things: Thing 13 Video⤴

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So here’s a thing…. (thing…get it?) …. although I consume as much online video as the next person I don’t actually produce a great deal, though there are plenty of embarrassing videos of me on YouTube from various conferences and events. Recently however I did have to produce a couple of videos.  The first was this video for the ALT Learning Technologist of the Year Community Choice Awards earlier this autumn.  Although our media production colleagues here at the University did an excellent job of producing the video and stitching the content together, recording the film was a bit of a faff to say the least. Due to tight deadlines and people disappearing for summer vacations, Stuart Nicol and I ended up filming the clip ourselves using a camera balanced precariously on a stool on top of a table. We may have forgotten to turn the microphone on during the first take and we lost another take due to hopeless laughter.  Anyway, it was a bit of a hassle, so it’s no wonder we look a bit rabbit-in-the-headlights in the film :}

Fast forward a couple of months and I was asked to present a guest lecture for the University’s Introduction to Online Distance Learning course.  Because I was on leave in the Outer Hebrides the week I was scheduled to talk I offered to record my lecture instead.  This time I used MediaHopper, the University’s Kaltura based media management platform, to record my talk and I have to say I was very impressed.  Once I’d created my slides I was able to record my lecture on my own laptop which was incredibly convenient for me as I have to work from home two days a week owing to childcare responsibilities.  Everything worked perfectly and although it took over half-an-hour to upload the video file from my cranky home network, I was able to get the whole recording done and dusted in a few hours.  Sorted!  Unfortunately the MediaHopper embed code isn’t quite as effective and my slides don’t render properly when I embed the video in WordPress, however you can see the lecture complete with slides here: Open Education and Co-Creation.  And because it’s CC BY licensed you’re welcome to download and reuse it too ?

Open Education and Co-Creation⤴

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Last month I was invited to present a guest lecture on Open Education and Co-Creation as part of the Institute for Academic Development’s Introduction to Online Distance Learning staff development course.The lecture covers an introduction and overview of open learning, OER and open licences and includes a co-creation case study about the fabulous work of our Open Content Curation Intern, Martin Tasker.

Because I was away the week the my lecture was scheduled, I recorded it in advance using the University of Edinburgh’s Media Hopper service and uploaded it with a CC BY license. You can find the lecture here and the slides are on Slideshare here.  Feel free to reuse and repurpose!

(PS The WordPress embed code is being a bit wonky, but if you download this presentation or view it on MediaHopper you’ll be able to see my slides and me talking at the same time.)

23 Things: Thing 11 & 12 Copyright and OER⤴

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First of all a confession – I can get quite emotional about copyright and licensing :’} So emotional in fact that Jane Secker’s ALT Conference keynote Copyright and e-learning: understanding our privileges and freedoms  actually brought a wee tear to my eye.  You might think I’m making this up but it’s true, and the reason why is that copyright and licensing is ultimately about rights and freedoms and, at this point in time more than ever, what could be more important and fundamental than that?

One of the things that fascinates me about copyright is that people often hold contradictory views on it at the same time.  On the one hand there is a nebulous fear of copyright founded on the assumption that both copyright and licenses are preventative and punitive and that getting it wrong will call down the wrath of lawyers. On the other hand there’s a general assumption that anything that’s out there on the internet can be reused without permission, because if you weren’t happy with your stuff being reused you wouldn’t put it online in the first place, right?

Encouraging colleagues to engage with copyright is no easy task, it’s seen as dry and dull and vaguely threatening. However engaging colleagues with open education resources (OER) is a great way to raise awareness of both copyright an licensing.  Learning about OER can help colleagues to think about their own rights and to consider how to express, in unambiguous terms, what they will or will not allow people to do with content that have created.

The beauty of Creative Commons licenses is that they are designed to enable reuse, rather than prevent it. Admittedly CC licences are not perfect, the Non-Commercial clause is widely regarded as being particularly problematic but it’s no exaggeration to say that they have played a fundamental role in facilitating the development of open education and OER. Creative Commons licenses are now so integral to my work that I can’t imagine life without them and I can’t think of copyright without also thinking of Creative Commons.

So the task for Thing 11 & 12 is to find two CC licensed resources and then find or create an OER, so in the best traditions of Blue Peter – here’s one I prepared earlier! Two CC licensed images from flickr and the open education resource I used them in – a guest lecture for the University of Edinburgh’s Introduction to Online distance Learning Course.

Free Speech Zone by Caitlyn_and_Kara CC BY 2.0

Free Speech Zone by Caitlyn_and_Kara CC BY 2.0

Free Hugs

Gratis by Abrazo Dan CC BY-NC-ND 2.0

FutuOER: Dream A Little⤴

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Although I’m not attending the Open Education Conference in Virginia this week I’ve made a small contribution to a panel session with the intriguing title FutuOER: Designing the Next Generation of Open Education.  The panel, which is being run by Brandon Muramatsu of MIT and Norman Bier of Carnegie Mellon, will explore “possible visions of open education in 2036, using a series of broadly solicited papers as a starting point.”  The brief for these solicited papers was to “think about the past and to dream about the future,” and Brandon and Norman assembled an amazing group of thinkers and dreamers including Mary Lou Forward, Martin Weller, TJ Bliss, Paul Stacey, Catherine Casserle, Stephen Downes, Tomohiro Nagashima and others. You can read all these papers and more about FutuOER: The Future of Open Education Resources here http://www.futuoer.org/  And here’s my dream….

Dream a Little

The brief for this short paper was to “envision open education 20 years from now,” to “dream about the future.”

I’m not normally much of a dreamer. If I had to hang a label on myself, I’d say I’m more of a pragmatic realist, not much given to flights of fancy. However, there’s no denying that I’m passionate about open education, and sometimes it’s nice to dream a little…

My dream for open education is for all publicly funded resources to be released under open licence and to be accessible and available to all members of the public. And by resources, I don’t just mean education resources. I mean cultural heritage collections, works of art, and archives, too. Commercial companies that digitise and paywall public archives will be a thing of the past, and our cultural commons will be unenclosed and unencumbered by restrictive copyright legislation and prohibitive access fees.

Copyright legislation will be reformed internationally and harmonised regionally, and new legislation will be designed to protect the creative rights of the individual, rather than the profits of commercial publishing corporations.

Our politicians, legislators, librarians, archivists, teachers, and learners will understand the importance of open licensing and will take great pride in ensuring that any publicly funded resources they create or curate are freely and openly available to all.

Open education resources, open assessment practises, open textbooks, and recognition of prior learning will be employed to develop the potential of all the citizens of the world, particularly those who have been forced to flee persecution, prejudice, war, and instability, as well as those who simply want a better life for themselves and their families. Population movement will be encouraged and supported by an international education framework of transferrable skills and credits.

Any vision of open education for the future must be inclusive and accessible to all. Open education will no longer be the preserve of the global north and the privileged white Western elite. Mandarin, Spanish, Hindi, Arabic, Portuguese, and Bengali open education resources will be as common and as readily available as English ones. Additional support will be provided to develop open education resources in minority and indigenous languages, aimed particularly at the young learners who are key to preserving their language, culture, and heritage.

That may all sound a little far-fetched, but I think we have to dream a little. The alternative is a bit of a nightmare, in which access to high quality education becomes the preserve of the privileged few, open education is dominated by the global north, textbooks are so prohibitively expensive that they are beyond the reach of mere mortals, copyright reform is driven by corporate publishers, our cultural commons is enclosed by paywalls, and we rely on technology entrepreneurs to reform our broken education system. Heaven forbid that should ever happen, right?

Let’s keep on dreaming.

And here’s the soundtrack for my dream… Forevergreen by Edinburgh’s very own Finitribe

People used to dream about the future. They thought there was no limit to progress. They dreamed of a clean, bright future, where science would make everything possible, and everybody better off. But somewhere along the line that future got cancelled.”

“We live in the short term and hope for the best”

23 Things: Thing 10 Wikimedia⤴

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Still woefully behind…I should be on Thing 18 by now and I’ve only reached Thing 10 :}  Never mind though because Thing 10 is a wonderful Thing.  Thing 10 is Wikimedia!  It’s a bit of an understatement to say that I am a huge fan of all the Wikimedia projects, whether it’s Wikipedia, Wikimedia Commons, Wikiquote, Wiktionary, Wikidata, I use them all regularly and together they constitute a vast open educational resource of incomparable value.

I’ve been involved with Wikimedia for a number of years now; most of my involvement has been in the form of participating in and supporting Wikimedia events such as conferences and editathons and I’m also honoured to be a member of the  Board of Wikimedia UK. I’ve never been much of an editor though.  I’m already juggling so many other commitments that I never seem to find time to actually edit Wikipedia or contribute content to any of the other Wikimedia projects.  I had high hopes of submitting some photographs to the Wiki Loves Monuments competition, which is a fabulous initiative to capture pictures of historic monuments and submit them to Wikimedia Commons but alas I missed the deadline. The month went by in a flash before I even had a chance to look through my photographs.

I’m hoping that as of this week I can become more of an active editor though.  As part of the University of Edinburgh’s Samhuinn Editathon I created my very first brand new Wikipedia page about the Scottish women’s education reformer Janet Anne Galloway.  Despite being instrumental in founding Queen Margaret College, which was later incorporated into the University of Glasgow, Janet, and her equally important colleague Jessie Campbell, had no Wikipedia entries.  Janet now has her very own shiny new Wikipedia page and I’m hoping that I can also create one for Jessie and also tidy up the entry for Queen Margaret College which lacks citation and says more about the building that housed the college than the remarkable women who established it.  There is a beautiful stained glass window in Bute Hall commemorating Janet, Jessie and Isabella Elder, the Glasgow philanthropist who supported the college. Alas the best picture I could find of it online is held in the Scran archive which is sadly paywalled and therefore can not be added to the cultural commons.

One last thing I’d like to add, I’ve met and worked with a number of Wikimedians over the years and they are without doubt some the nicest people you could ever wish to meet ?

I also won the prize for best Halloween Tumshie :) by Ewan McAndrew

I also won the prize for best Halloween Tumshie ? by Ewan McAndrew

Two new projects for Open Access Week⤴

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Open Access Week seems like a good time to write my first blog post about two new projects I’m going to be working on over the coming months.  One is to facilitate a University of Edinburgh Open Knowledge Network and the other is to create a MOOC for small to medium enterprises on how to access open research outputs produced by the UK Higher Education sector.  Both projects have been funded by the University of Edinburgh’s Information Services Innovation Fund.

UoE Open Knowledge Network

The aim of the network will be to draw together the University’s activities in the area of Open Data, Open Access, Open Education, Open Collections and Archives and to promote collaboration and cross fertilisation across these areas.  The Open Knowledge Network will host a series of meetings that will bring together guest speakers and open practitioners from across the institution to share ideas and practice. The project will also aim to raise awareness of the benefits of open licensing and sharing open data, collections, scholarly works and OER within the institution and across the sector.

Accessing Open Research Outputs MOOC

This project will scope and develop a short information Services MOOC for small to medium enterprises on how to access open research outputs. The course will focus on developing digital and data literacy skills and search strategies to find and access open research outputs including Open Access scholarly works and open research data sets.  The course will be developed with Edinburgh Research and Innovation and will feature  case studies based on the University of Edinburgh’s open research outputs.  In line with the University’s commitment to OER, all resources developed for the course will be released under open license and will be available to be re-used and re-purposed through a range of channels.

If you have an innovative case study that could feature in the new course, or if you’d like to get involved in the Open Knowledge Network you can drop me a mail at lorna.m.campbell@ed.ac.uk or tweet to me at @lornamcampbell.University of Edinburgh Information Services

 

 

Open Access Week

Open Access WeekOpen Access Week is a global event that provides an opportunity for the academic and research community to learn about the potential benefits of Open Access, to share what they’ve learned with colleagues, and to inspire wider participation in helping to make Open Access a new norm in scholarship and research.