PressED Conference – The morning after the night before

I’m touched and a little overwhelmed by the response to my talk at last night’s PressED Conference.  I was stupidly nervous before hand, I always am when I’m taking about something a little more personal, and I was terrified my crappy home broadband was going to keel over mid tweet.  It didn’t, thank the lord.  My experience of surviving precarity and rebuilding an academic identity through open practice and the awesomeness that is WordPress and Reclaim Hosting seemed to touch a cord. There was also a lot of interest in using ALT’s CMALT accreditation as formal recognition of skills that are often built up informally and in an ad hoc manner.  I’m now in the very fortunate position that my employer, the University of Edinburgh, supported me through CMALT accreditation, but if anyone is out there wondering it they can do CMALT without institutional support the answer is absolutely yes!  ALT provides an enormous amount of support and resources for candidates and there is an active and entirely voluntary CMALT community online who are incredibly supportive and generous with their time and experience.

Back in the day I would have used Storify to archive the conversation around my “talk” but, because I’ve learned *that* lesson the hard way, I’m going to archive some of them here instead.  On WordPress.  The sensible way.

Huge thanks once again to Natalie Lafferty and Pat Lockley for making this amazing event happen.  You’re stars. Both of you.

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Using WordPress to build an online academic identity

This is my presentation for the amazing PressED Conference #PressEdConf18, run by the equally amazing Pat Lockley @pgogy, and Natalie Lafferty @nlafferty.   My “talk” is about surviving precarious employment and using WordPress to build an independent academic identity and support formal CPD through CMALT.

Hello, I’m Lorna & I work at the OER Service @OpenEdEdinburgh at @EdinburghUni. I’m also an independent open education practitioner.  I’m going to talk about how you can use WordPress to support open education practice, personal academic identity & formal CPD #pressedconf18

Before joining @EdinburghUni I worked for the @Jisc Cetis service @UniStrathclyde for 15 years. Most of that time I was employed on a series of short term precarious contracts.  In 2015 my dept was shut down & I was made compulsorily redundant. It wasn’t fun. #pressedconf18

After 15 years my prof. identity was tied up with the Uni & Cetis, extricating myself hard.  1st thing I did was set up a WordPress blog to reassemble evidence of my work & my career. It’s called Open World after a Kenneth White poem http://lornamcampbell.org/ #pressedconf18

Setting up my blog allowed me to take ownership of my academic identity, #outwith the constraints of the institution.  This was an important positive step that helped me through a difficult period of transition and uncertainty. #pressedconf18

It was also reassuring and encouraging to gather evidence of my skills in one place, and my blog now hosts my cv, papers, presentations, history research. #pressedconf18

It’s also where I think out loud &, along with twitter, where I connect with my community & share my practice & personal politics with my peers.  You can listen to me Shouting From The Heart about why blogging is so important to me #pressedconf18

Having reclaimed my professional academic identity, in 2016 I took the next logical step as an open practitioner, and moved my blog to Reclaim Hosting. The process couldn’t have been simpler and I can’t recommend the service highly enough. #pressedconf18

Anyone who has worked on short term or precarious contracts know’s how difficult it is to manage career progression & CPD, esp. in a domain as diverse & rapidly changing as learning technology. I wrote a blog post about this here: Thoughts on ALT’s CPD Rebooted #CMALT #pressedconf18

I’m now fortunate to work at @EdinburghUni which supports learning technologists to undertake CPD through @A_L_T’s #CMALT programme. In 2017 I started gathering evidence for my CMALT portfolio  #pressedconf18

Because I had already gathered evidence of my professional practice on my blog, it was easy to find the information I needed.  Choosing which evidence to use for my #CMALT portfolio was much harder! #pressedconf18

Being an open practitioner, I decided to practice what I preach & build my portfolio in the open on my existing WordPress blog http://lornamcampbell.org/cmalt/  I shared it with the #CMALT community on twitter and got lots of helpful advice & feedback. #pressedconf18

Developing my #CMALT portfolio in the open, & using WordPress, was a really positive experience for me & you can read my reflection on the process here: CMALT Reflection and Thanks #pressedconf18

I was delighted when my CMALT portfolio was approved on first submission with the peer assessor commenting on my commitment to open education and open practice.  None of this would have been possible without my Open World blog. #pressedconf18

CC BY, @ammienoot

I still keep my Open World blog at & my OER blog posts are now pulled through to our Open.Ed blog  enabling me to maintain my own academic identity & still share my practice with my colleagues. #pressedconf18

And last but not least….#pressedconf18

WonkHE: Openness in Education – a call to action for policy makers

As part of Open Education Week I’m delighted that Maren Deepwell, CEO of ALT, and I have an article published in WonkHE on Openness in education: a call to action for policy makers.  The article introduces the recent ALT policy guide,  highlights some of the benefits of OER, and articulates why we need policy makers to embrace open education.

Celebrating Wikipedians for International Women’s Day

Today is International Women’s Day, and as a passionate Wikipedian, I want to give a shout out to everyone who is working so hard to address the gender balance of articles on Wikipedia.  It’s no secret that Wikipedia has a gender problem, here’s the encyclopedia’s own article on the topic: Gender bias on Wikipedia.  On the English-language Wikipedia only 17.49 % of biographical articles are about women.  This figure is better for some languages, such as Welsh which achieved gender equilibrium in 2016, and worse for others. This disparity is hardly surprising given that women account for only around 10 -15% of editors on English Wikipedia.   What is perhaps less well known is that, all over the world, editors, Wikimedia chapters, and Wikipedia projects, such as Wiki Women in Red, are working really, really hard to change this.

At the University of Edinburgh we are fortunate to have an amazing Wikimedian in Residence, Ewan McAndrew, who works tirelessly not only to embed open knowledge in the curriculum, but also to redress the gender imbalance of contributors by encouraging more women to become editors, and to improve the representation, coverage and esteem of articles about women in science, art, literature, medicine and technology.  Ewan regularly runs WikiWomen in Red editathons and events for International Women’s Day and Ada Lovelace Day to name but a few.

In my own fledgling Wikipedia editing career I’ve created a whole seven new articles, all of them about women, and I wouldn’t have been able to do this without Ewan’s support and guidance. Seven articles might seem like a drop in the ocean, but those little drops can ripple out and have an unexpected effect.

Last week in school, as part of The Young Women’s Movement, my daughter and her class were asked to write a couple of lines about a person who inspired them.  This is what my daughter wrote.

I choose my mum because she wants to empower women by making Wikipedia pages for them, she makes wikipedia pages for women who played a big part in history but aren’t known that well. #Gomymum

I hope by the time she is old enough to become an editor herself the gender balance of Wikipedia will have improved a good deal, but in the meantime, here’s a shout out to some of the amazing women who are helping to make that a reality:  Lucy Crompton-Reid, Daria Cybulska, Marshall Dozier, Charlie Farley, Josie Fraser, Gill Hamilton, Melissa Highton, Susan Ross, Ann-Marie Scott, Jo Spiller, Sara Thomas, Alice White, and all my Wikimedia UK colleagues and fellow Board members, past and present.

Open Education Week and USS Strike

This week is Open Education Week and it’s normally one of the busiest weeks of the year for me with lots of events, webinars, blog posts and tweets lined up. This year however my calendar is empty and I’m watching fabulous open education events all over the world going by on my twitter feed without retweeting a single one.  Why?  Because although open education is a deeply held personal principle for me, it’s also a large part of my job and I am currently on strike as part of the University and College Union’s (UCU) industrial action to defend our right to a fair pension.  I had really hoped that the strike would be over in time for Open Education Week, but unfortunately UUK are dragging their heels in an unforgivable fashion, so I’ll be maintaining my digital picket line for as long as it takes.

That doesn’t mean I’ve completely put open education on the back burner though.  I’ve been thinking a lot about my OER18 keynote and these strikes have really helped to focus my mind because at the root of this dispute is the belief that we all deserve to be treated fairly and equitably, and fairness and equity are among the founding principles of open education.

There is one event I will be participating in this week though.  The ALT Open Education SIG have helpfully re-scheduled their OER18 Conference Preview webinar for Friday 9th March (13.00 – 14.00) when the strike breaks for a day.  I’ll be joining my fellow keynote speakers to give a brief introduction to some of the themes I’ll be addressing in my talk.  I’ll be keeping things informal as I won’t be able to prepare slides in advance due to the strike action, but I certainly don’t think I’ll be short of things to talk about.  Come and join us it you can.

Why I am striking

I am currently on strike as part of the University and College Union’s (UCU) industrial action to defend our right to a fair pension.  Please support university staff by writing to university management asking them to resume negotiations with UCU immediately. https://www.ucu.org.uk/why-we-are-taking-action-over-USS

This is the strike notification from UCU and I stand by the Union’s commitment to fight for fair pensions for all USS members. It’s not a difficult decision to make, despite the loss of wages, supporting the strike is a simple ethical choice for me.  All my colleagues across the university sector are deeply committed to their work and their students, they work incredibly hard, and regularly put in many, many long hours for which they are not paid.  It goes with the territory and there is an expectation that we do it for the love of our domain, which of course we do.  But that doesn’t mean we don’t deserve decent employment rights, fair wages and a secure pension.  Academia may be a calling, but it’s also a job.

However I also have more personal reasons for supporting this strike. As is so often the case, punitive moves like this have a disproportionate impact on women, who already earn less over the course of their careers than their male colleagues, and those employed on precarious contracts.  I was recently struck by this report in The Economist on the gender pay gap: The roots of the gender pay gap lie in childhood.  The research was undertaken at Princeton University using data from Denmark but I suspect the findings, which highlight the disparity in men’s and women’s salaries after having children, are equally true of the UK. Becoming a father has little impact on men’s earnings in the long term, while the opposite is true of women.

It was sobering looking at these graphs as they are a perfect illustration of my own career.  Like many women, since having a child, I have worked part time in order to accommodate childcare and I have only been able to apply for jobs that provide a degree of flexibility.  And this is with the support of my partner who plays an equal role in childcare.  Clearly this has had an impact on my earnings, but more importantly, it has also had an impact on my pension contributions. Like many women with children, my pension will already be lower as a result of working part time, so I really, really can not afford to see it eroded further.

So that’s my added incentive for joining the strike, but when all is said and done, we all deserve a fair and secure pension, and that is something we should all fight for.

Read more

Kleven, H., Landais, C., and Sogaard, J. A., (2018), Children and Gender Inequality: Evidence from Denmark, Working paper 24219.

Changing Perspectives on OER

In case you missed it, this blog post outlining my OER18 keynote appeared on the conference website last week.

Being invited to keynote is always a privilege, but I was particularly honoured to be asked to present at this year’s OER18 Conference in Bristol, not least because I’ll be following in the footsteps of the three inspirational women who presented last year’s keynotes; Diana ArceMaha Bali and Lucy Crompton-Reid. You see, OER is my conference, I’ve attended every single one since the conference launched at the University of Cambridge in 2010, and in 2016 I had the pleasure of chairing the conference at the University of Edinburgh with my inspiring colleague Melissa Highton.

To my mind, the success of the OER Conference has always been founded on its willingness to examine and renegotiate what “OER” means, and this is one of the themes I’ll be exploring in my keynote.  And by that, I don’t mean defining the specific attributes of what constitutes an Open Educational Resource, I mean critically reflecting on what openness means in relation to education at different points in time and from different perspectives, because as Catherine Cronin reminds us in Open Education, Open Questions, “openness is a constantly negotiated space”.   Open education looks very different to each and every one of us, and our perspective will depend entirely on where we are standing and the privilege of our vantage point.  And of course it is inevitable that our perspective will change as our roles and careers develop over time.

Gabi Whitthaus has already written a thoughtful personal reflection on her journey through the OER conferences and, like Gabi, the changing themes and fluctuating interpretations of “OER” have influenced and reflected my own development and perspective as an open education practitioner over the last decade.

In my current role I have the privilege to work with a great team of people at the OER Service at the University of Edinburgh, an institution with a strong commitment to openness and a vision for OER.  This commitment is squarely aligned to the University’s mission to provide the highest quality learning and teaching environment for the greater wellbeing of our students, and to make a significant, sustainable and socially responsible contribution to Scotland, the UK and the world, promoting health and economic and cultural wellbeing. During my keynote I’ll be exploring some of the ways that the university encourages learners to engage with and co-create open education through a wide range of initiatives including internships, playful learning activities, Wikipedia in the classroom assignments, and outreach and engagement courses.

I strongly believe that engaging learners and equipping them with the digital skills necessary to participate in open education is key to ensuring that OER and open education is collaborative, diverse, accessible and participatory. Because ultimately that is what openness is about.  Openness is not just about attributes, definitions and licences, openness is also about creativity, access, equality, and inclusion and ultimately it’s about expanding access to education, supporting social inclusion and enabling learners to become fully engaged digital citizens.

When the conference first launched eight years ago, I approached open education and OER from a rather different perspective.  In 2010 the JISC / HEA UKOER Programme was well underway and the first OER keynote was presented by JISC’s Executive Secretary Malcolm Read.  At the time, I was working for the JISC Innovation Support Centre CETIS, where I led the team that provided strategic and technical support to the UKOER Programme.  My focus then was on how we could harness lightweight web technologies and new Web 2.0 platforms to create a sustainable OER infrastructure without relying too heavily on the monolithic systems and formal education technology standards mandated by previous programmes.

Two years later in 2012 I sat in the audience with my colleague Joe Wilson, then Head of New Ventures at SQA, and listened to Sir John Daniel, talking about the UNESCO / COL initiative Fostering Governmental Support for OER Internationally, one of the outputs of which was the influential Paris OER Declaration. In a rather roundabout way, that keynote and the subsequent Declaration inspired us to launch the Open Scotland initiative and, together with colleagues from across the open education community, to draft the Scottish Open Education Declaration. And it was through this initiative that I started to re-frame my perspective on OER and open education in terms of personal ethics and the wider policy landscape.

2012 was also the year that the UKOER Programme came to an end and the education technology sector in the UK faced an unprecedented and prolonged period of change and restructuring. Many predicted the demise of the OER Conference at that time, particularly when open education discourse was increasingly becoming dominated by commercial MOOC providers and their promise to disrupt! education.  However, far from being swept side by the avalanche, the OER conference continued to thrive and to push the boundaries of open education to incorporate open pedagogy, policy, research and practice, and when ALT stepped up to support the event in 2015, its future was assured.

While it is crucial that we continue to critically negotiate and reassess openness, it is also important that we don’t lose sight of some of the fundamentals of open education.  And I would argue that one of those fundamentals is that publicly funded educational resources should be freely and openly available to the public.  As open education discourse shifts to focus on open policy, open practice, open textbooks, one might be forgiven for thinking that open educational resources are done and dusted, but that is very far from the case and this is another theme that I want to expand on in my keynote.

In addition to expanding its focus, the OER Conference has also made real and tangible efforts to expand its community, and to ensure that the event is diverse, inclusive, accessible and welcoming.  The conference has become increasingly international and has gone to significant lengths to ensure that it really is open and accessible to as diverse a community as possible.  ALT is to be applauded for its commitment to providing a wide range of channels and opportunities to enable colleagues to participate in the conference virtually and remotely, and the event has not shied away from asking difficult questions about who is included and excluded from open spaces and conceptualisations of openness.

One perspective that has sometimes been missing from open education discourse is the voice of the learner.  That is not to say that the OER Conference has not made an effort to ensure that the student voice is included and represented.  Two officers of the National Union of Students have presented keynotes; Toni Pearce at OER13 (standing in for Rachel Wenstone) and Wendy Carr at OER14.  However I’m particularly encouraged to see that this year’s conference is squarely addressing learner inclusion by focussing on how open education and open practice can support learners, foster learner diversity and inclusion, and help students develop important digital literacy skills.

At the University of Edinburgh, students have always played a key role in shaping the institution’s vision of openness.  Together with senior colleagues within Information Services, it was the Edinburgh University Student Association (EUSA) that provided the initial impetus for the development of an OER policy at the university, and in 2014 EUSA’s Vice President for Education, Dash Sekhar, attended the conference in Cardiff along with colleagues Melissa Highton and Stuart Nicol to talk about this student-led OER policy.  I’m delighted that EUSA’s current  Vice President for Education, Bobi Archer, will be attending the conference this year, and several of my Information Services colleagues will be coming along to present papers highlighting innovative and creative examples of student engagement across the university. Edinburgh’s vision of openness encourages both staff and students to engage with the use and creation of OER and open knowledge, to enhance the quality of the student experience while at the same time making a significant, contribution to the cultural and digital commons.

Over the years, my own journey as an open education practitioner has followed a similar trajectory to the OER Conferences; my focus has shifted from national technology strategy, to institutional policy and practice, and personal ethics and politics.  One thing that has not changed however is that I still believe passionately that open education and OER are necessary to provide diverse and inclusive education and to ensure that education really is Open to All.

CC BY City of Glasgow College

She is done with doing

I was deeply saddened today to hear of the death of Ursula K Le Guin.  Despite being an avid reader as a kid, for some strange reason I never came across any of Le Guin’s books.  I have no idea why but it’s something I still regret.  It was actually my current partner who introduced me to LeGuin in my mid thirties. During a very wet holiday in Sleat on the Isle of Skye he read The Wizard of Earth Sea to me.  I was entranced, and read all six books of the series back to back.  Having grown up in the Western Isles, the archipelago of Earthsea, and the rocky island of Gont in particular, was instantly familiar. The Outer Hebrides with dragons!  What’s not to like?

It’s hard to pick a favourite from the series, but if I had to, it would be Tehanu, because it is so rare to find a work of transformative fiction told from the perspective of a middle aged woman.  And it’s not just the perspective of one single woman, women’s experience of the world, of child hood, adulthood, birth and death is absolutely central to the whole mythos of Earthsea.

It was only after reading the Earthsea series two or three times that I moved on to Le Guin’s science fiction.  I never got much further than The Dispossessed and The Left Hand of Darkness, because they raised so many questions and gave me so much to think about and to process.

When I read the news of Le Guin’s death on twitter this morning, it was The Dispossessed I picked up to read in remembrance, but it’s this quote from the end of The Farthest Shore that’s been with me all day.

The Doorkeeper, smiling, said, “He is done with doing. He goes home.”

From Scotland to Morocco

One of the great things about openness is that when you release something under open licence, you never quite know who’s going to pick it up and what’s going to happen to it. I know this is one of the things that can make some colleagues apprehensive about using open licences but to my mind this serendipitous aspect of openness is one of it’s unique benefits.

One lovely example of this is that following the Morocco Open Education Day hosted by Cadi Ayyad University in Marrakech as part of the OpenMed project, a forum of Moroccan scholars came together to draft the OER Morocco Declaration, which is based partially on the Scottish Open Education Declaration which I had a hand in writing in 2014.

Colleagues in Morocco have made significant progress since then, so I was delighted to be invited by Dr Khalid Berrada to attend the 2nd Morocco Open Education Day, which is taking place in Marrakech today, to give a talk about the Scottish Declaration.  Unfortunately due to work and family commitments I’m not able to attend in person, but thanks to the University of Edinburgh’s fabulous Media Hopper Create service I was able to record this video contribution to the event.

The Scottish Open Education Declaration is an output of the Open Scotland initiative which is supported by the University of Edinburgh and ALT Scotland.

Open Education and OER – A guide and call to action for policy makers

Towards the end of last year I had the pleasure of working with ALT to develop a policy briefing on Open Education and OER.  Open Education and OER – A guide and call to action for policy makers was co-authored by Maren Deepwell, Martin Weller, Joe Wilson and I and it can be downloaded from the ALT Open Access Repository here https://repository.alt.ac.uk/2425/

Executive Summary

ALT has produced this call to action to highlight to education policy makers and professionals how Open Education and OER can expand inclusive and equitable access to education and lifelong learning, widen participation, and create new opportunities for the next generation of teachers and learners, preparing them to become fully engaged digital citizens.

Open Education can also promote knowledge transfer while enhancing quality and sustainability, supporting social inclusion and creating a culture of inter-institutional collaboration and sharing.

One of ALT’s three strategic aims is to increase the impact of Learning Technology for the wider community and we are issuing this call to action for policy makers to mandate that publicly funded educational resources are released under open licence to ensure that they reside in the public domain and are freely and openly available to all.

This will be of wide benefit, but in particular will enable education providers and learning technology professionals to:

  • Keep up to date with the rapid pace of technological innovation
  • Develop critical, informed approaches to the implementation of Learning Technology and the impact on learners
  • Scale up knowledge sharing and its benefits across sectors.

CC BY @BryanMMathers for ALT