International Open Science Conference

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 Education and Co-Creation

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.)

University of Edinburgh acknowledged in ALT Learning Technologist of the Year Awards

Two teams from the University of Edinburgh were acknowledged in the ALT Learning Technologist of the Year Awards at the annual ALT Conference at the University of Warwick last week.  The Open Education Team was placed third in the Team awards, with the team from Educational Design and Engagement being highly commended.  

The ALT Learning Technologist of the Year Awards celebrate and reward excellent practice and outstanding achievement in the learning technology field, and aim to promote intelligent use of Learning Technology on a national scale. 

Open Education Team

The Open Education Team is a virtual team within Information Services whose role is to coordinate open education and open knowledge activities across the University. The Team undertakes a wide range of activities that support staff and students to engage with OER, and help the institution to mainstream digital education across the curriculum.  Initiatives run by the Open Education Team include the OER Service, Open.Ed, support for CMALT accreditation, engagement with Wikimedia UK and support for Open Scotland which raises awareness of open education policy and practice to benefit all sectors of Scottish education.

Accepting the award on behalf of the Open Education Team by www.chrisbullphotographer.com

Accepting the award on behalf of the Open Education Team by
www.chrisbullphotographer.com

Educational Design and Engagement

The Educational Design and Engagement team, which came into existence less than two years ago, supports University teaching and learning by providing a central hub for developing awareness, support for staff and students and leadership for e-learning service improvements. With a developing portfolio of 35 MOOCs with over two million sign ups globally, the team continues to grow. In the past year alone, supporting a 20% increase in online assessment submission institution-wide as well as over 10,000 ePortfolio submissions.

Stuart Nicol accepts the award on behalf of EDE by www.chrisbullphotographer.com

Stuart Nicol accepts the award on behalf of EDE by
www.chrisbullphotographer.com

Melissa Highton, Assistant Principal Online Learning at the University of Edinburgh, said

“These awards recognise excellent achievement by the IS teams, they show that our work in open education and educational design is recognised and valued at a national level. I’m very proud of the teams and it was great fun to be at the ALT Conference when they received their award.”

Me speaking after receiving the award on behalf of the Open Education Team

ALTC Connect, Collaborate, Create Highlights

ALTC used to be one of those conferences I only attended every second or third year, but over the last couple of years it really has become unmissable.  Whether you attend in person or participate virtually, it undoubtedly provides the best way to get a broad overview of technology enhanced learning in the UK together with plenty of opportunity for in depth discussion around many of the issues currently affecting the sector.  And this years conference Connect, Collaborate, Create co-chaired by Nicola Whitton and Alex Moseley, at the University of Warwick was no exception.

I’m not going to attempt to blog a summary of the conference, as the ALT team has already rounded up a whole host of excellent conference reports here Enabling the Connection, so I’m just going to pick out a few or my own personal highlights.

Lets get the team back together

I was delighted that ALT invited Rich Goodman, Chris Bull and I back to join Martin Hawksey and the conference social media team again this year. Live tweeting the conference keynotes from the official ALT account can be more than a bit daunting but it’s also an extremely rewarding experience and it was great to be joined this year by Kenji Lamb and Sandra Huskinson.

tweet tweet tweet - me & Rich Goodman by www.chrisbullphotographer.com

tweet tweet tweet – me & Rich Goodman by www.chrisbullphotographer.com

Trolls, myths, privilege and freedom

Josie Fraser’s keynote In The The Valley of the Trolls took an intelligent look at the thorny subject of trolling and didn’t shy away from addressing Gamergate head on.  (By contrast, aside from a single comment about gender imbalance in the games industry, Ian Livingston failed to address the issue of representation, sexism and harassment in the gaming community.)  Lia Commissar gave a highly entertaining keynote on Education and Neuroscience: Issues and Opportunities, which exploded a whole host of neuromyths common in education, ranging from learning styles and right / left brain thinking to the magical power of fish oils.  Jane Secker’s thoughtful and thought provoking keynote Copyright and e-learning: understanding our privileges and freedoms touched on many issues that are of deep personal concern to me, including privilege, equality and the enclosure of our cultural commons.  I actually found myself getting quite over emulsional while Jane was talking :}

Me fangirling Jane Secker's  keynote by www.chrisbullphotographer.com

Me fangirling Jane Secker’s keynote by www.chrisbullphotographer.com

The issues

Although I didn’t manage to get to nearly as many sessions as I would have liked, because I was running around doing so many other things, my impression is that some of the main issues to emerge from the conference this year were learning analytics, policies for lecture capture, and games in education.

Open education

It was great to see so many presentations on different aspects of open education, particularly at a time when there is so little external funding going into OER.  My impression is that openness is slowly starting to become embedded across the sector,  with more institutions starting to consider the sustainability of the resources their staff and students create. I gave a presentation Into the Open – a critical overview of open education policy and practice in Scotland and I’d like to say a huge thank you to everyone who provided enthusiastic comments and feedback.

ALT Scotland SIG

And talking of Scotland….we had a very successful meeting of the ALT Scotland SIG.  It was great to see so many new faces!  You can find out more about ALT Scotland and join out mailing list for updates.

Learning Technologist of the Year Awards

The University of Edinburgh was acknowledged twice in the Learning Technologist of the Year awards.  The Open Education Team, which I work with, was placed third in the team awards and the Education Development and Enhancement team was highly commended.  The awards were great fun and it was a real honour to join so many of the award winners from 2007 – 2016 on the stage.

ALT Learning Technologists of the Year by  www.chrisbullphotographer.com

ALT Learning Technologists of the Year by
www.chrisbullphotographer.com

ALT Trustee

I’m delighted to have joined the ALT Central Executive Committee as a Trustee and look forward to hopefully making a positive contribution to the organisation.

Virtually Connecting

I took part in a great Virtually Connecting session with Fiona Harvey, Teresa MacKinnon, Nadine Aboulmagd and others.  We discussed a wide range of topics including the risks and privileges associated with openness.

#altc #play

Despite patiently explaining to co-chair Nicola Whitton that I am #notagamer she insisted that I joined her team for the Actionbound School of Rock challenge. Yes really. I have to admit it was a lot of fun and we had the most awesome team.  Also this happened…

Ed Tech Cool, edit by James Clay

Ed Tech Cool, edit by James Clay

We should have won.  We were robbed.

 

Social Media at ALTC Connect, Collaborate and Create

ALTC 2015, CC BY, Chris Bull

ALTC 2015, CC BY, Chris Bull

It’s that time of year again!  The ALT Conference is taking place at the University of Warwick next week. The theme of this years conference, which has a distinctly playful feel, is Connect, Collaborate and Create, and the conference is being co-chaired by Nicola Whitton and Alex Moseley.  I’ll be joining the ALTC social media team again with my partner in crime Richard Goodman from Loughborough University and we’ll be live tweeting all five (count ’em!) of the conference keynotes.   Chris Bull will be on hand again to photograph the conference and this year we’re also being joined by Kenji Lamb from the College Development Network and Sandra Huskinson, Loughborough University, who’ll be helping Martin Hawksey to livestream and broadcast the event.

I’ll also be presenting a paper, Into the Open – a critical overview of open education policy and practice in Scotland on Thursday afternoon, and on Wednesday at 12.15 I’ll be joining Virtually Connecting to talk about open education.  Feel free to join us!

Oh and the Open Education Team that I work with at the University of Edinburgh is up for the ALT Learning Technologist of the Year Community Choice Awards.  If you’d like to vote for us, which would be super nice of you, you can send an email to LTAwards-vote@alt.ac.uk with the subject line #LTA6 or tweet a message with the hashtags #altc #LTA6. 

Look forward to seeing you in Warwick!

Richard Goodman at ALTC 2015, CC BY, Chris Bull

Richard Goodman at ALTC 2015, CC BY, Chris Bull

Inspiring Interns and Open Content

Over the summer, the Learning, Teaching and Web Directorate here at the University of Edinburgh has been hosting nine student interns across five different departments and last week I went along to an event that showcased their work.  All the students were really inspiring and spoke candidly and positively about their experience of working on their different projects. You can find out more about all nine internships here: The Power of 9: LTW Student Summer Interns, and also read some of the student’s own blog posts.

Martin Tasker developing OER for TES Connect, CC BY 2.0, Lorna M. Campbell

Martin Tasker developing OER for TES Connect, CC BY 2.0, Lorna M. Campbell

It seems unfair to pick out just one or two of the interns, as they all produced immensely valuable outputs, but I really want to highlight the work of Martin Tasker, who has been based here with the OER Team as our Open Content Curation Intern. Martin’s role has been to work with students and staff to repurpose collections of educational resources that engage with the wider community.  These resources have been made available through TES Connect and the University’s own Open.Ed one-stop-shop for OER.  The resources include:

Martin has writing a lovely blog post about his experience of working with OER here: A Student’s Perspective on Open Education.

Martin wasn’t the only intern that created open educational resources as part of their internship. Connie Crowe developed a script to create a playlist of all Creative Commons licensed content in the University’s media management platform  Media Hopper, which can be accessed here:  Media Hopper Open Educational Resources; and Annie Caldwell shared some beautiful pictures of the University’s learning spaces, taken while compiling an inventory of audio visual technology kits across 300 teaching rooms. Annie created a tumblr to record her internship here EdinburghUniExplorer and she as has also shared some of her gorgeous photographs under CC license on flickr here LST Photographs

CC BY 2.0 Annie Caldwell

Lecture Theatre Seats, CC BY 2.0, Annie Caldwell

OER16 wins Wikimedia UK Partnership Award

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

Ewan McAndrew, Wikimedian in Residence, University of Edinburgh

Ewan McAndrew, Wikimedian in Residence, University of Edinburgh

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

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

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

Wikimedians in action at OER16 by Stuart Cromar

Wikimedians in action at OER16 by Stuart Cromar

“As the Wikimedian in Residence for Museums Galleries Scotland, I usually work alone, or remotely. The opportunity to connect to the wider open knowledge community was fantastic – energising, informative and so very valuable. And we had 4 Residents in a room at once! This, you have to realise, is a rare thing indeed in the world of Wiki. I’ve worked primarily in open culture and heritage for the last 16 months, and one of the growth areas has been in the interface between education and culture…. So #OER16 seemed to me so prescient, so perfectly timed…”

~ Sara Thomas, Wikimedian in Residence, Museums Galleries Scotland

Links

I know we both feel that this link rea

 Wikipedia Uk is an important

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

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

Threats, intimidation and #femfog

I follow a lot of historians on twitter and earlier in the week I stumbled across the #femfog tag at the International Medieval Congress #IMC2016.  Femfog is a term coined by the retired Mediaeval historian Allen J. Frantzen who apparently had “strong views” about his female colleagues.  In a now deleted personal blog post Frentzen wrote

“Let’s call it the femfog for short, the sour mix of victimization and privilege that makes up modern feminism and that feminists use to intimidate and exploit men … I refer to men who are shrouded in this fog as FUMs, fogged up men. I think they are also fucked up, but let’s settle for the more analytical term.”

If you want to read the whole sorry history of femfog I can highly recommend reading this post by Jo Livingston Snakes and Ladders On Allen Frantzen, misogyny, and the problem with tenure.

The #femfog session covered a wide range of issues relating to women in academia in general and in humanities in particular, including lack of diversity, misogyny, racial and sexual discrimination even “dig culture” and harassment on archaeological excavations*.  I was only able to follow snippets of the conversation as I was in the process of writing this blog post NewDLHE – personal reflections on measuring success, which ironically touched on some of the issues being discussed. You can revisit the #femfog discussions on this storify #FemFog at IMC 2016.

One tweet that did catch my eye though was this one:

I retweeted it and added

It’s true. I’ve lost count of the number of times I’ve been told I’m “intimidating”.  I’m genuinely bemused by this.  I mean I’m barely over five feet tall and I’m the kind of person who actively avoids conflict and aggressive behaviour so why do colleagues find me intimidating? Of course I’ve always had my suspicions that the kind of behaviour people find “intimidating” coming from me would be regarded as perfectly normal among older, male colleagues. For example I don’t hesitate to speak up in meetings and if I have something to contribute to the debate I’ll say it (waiting my turn first of course). I also often chair meetings, committees and events which sometimes necessitates stopping some people from monopolising the conversation in order to ensure everyone has an opportunity to speak.  Is that really such “intimidating” behaviour? Or am I missing something?

Anyway, my reblog seems to have struck a chord as several colleagues retweeted it and added their own comments.

Three days later and this thread is still going strong on twitter. Seems like we’re an intimidating bunch…

* I should add, despite working on archaeological excavations for many years, I never personally experienced any harassment though I was well aware it existed and I was certainly familiar with dig culture.

NewDLHE – personal reflections on measuring success

Earlier this week I followed the Wonkhe and HESA conference on the future of the Destinations of Leavers from Higher Education (DLHE) survey on twitter and on the excellent Wonkhe liveblog. Anyone who follows this blog will know that this isn’t my normal territory however I’ve had an increasing interest in HE data since being involved in the development of the New Subject Coding Scheme as part of the HEDIIP programme in 2014/15. And like it or not, how data is gathered and processed across the higher education sector is of increasingly important to all HE institutions.

I want to pick up on three points that got me thinking about my own career and wondering whether or not I would be regarded as a “successful graduate”.

You too could become an accountant!

One theme that panellists returned to repeatedly was that UK graduates are more likely to find employment in fields that are unrelated to their degree. Stephen Isherwood commented

“the UK labour market is completely different to many other countries. Companies are far more likely to employ graduates who did subjects not connected to their occupation, such as recruiting historians into accountancy.”

Proof that I started life as an archaeologist

Proof that I started life as an archaeologist

I have a Master’s degree in Archaeology, and only once sought careers advice while I was an undergraduate. I’ll never forget the careers advisor cheerfully telling me “You could always get a job as an accountant you know!” I never went back. And I never got a job as an accountant, I got a job as an archaeologist and I worked as an archaeologist for the next five years. Of course I did eventually leave archaeology and found my way into web development and then into learning technology. One of the things I’ve always really appreciated about working in learning technology is the wide range of academic backgrounds colleagues have, and the breadth of experience and different perspectives they bring to the domain. So although the careers advice I received was spectacularly unhelpful at the time I do believe it’s a very good thing that people carry the expertise they develop as undergraduates into a wide range of sectors. Domain knowledge is invaluable for academic careers but there’s no doubt that transferrable skills broaden employability prospects.

Measures of success

One presentation and subsequent discussion that particularly interested me was Liz Bromley of Goldsmiths on Capturing the full range of graduate success. Liz questioned what we regard as success and, using the example of Mercury and Turner Prize winning Goldsmiths’ alumni, asked if the six month DLHE would capture them as “successful graduates”. She also suggested that the data should capture what students are doing outside work to give a more rounded picture of what is regarded as “success” and noted

“Salary is immaterial. The highest value jobs do not necessarily pay the best salaries”.

These themes were picked up in the subsequent discussion, particularly with regard to how success can be measured in the creative industries, which may provide significant personal and creative growth and social and cultural capital, but which may also be insecure and lowpaid. The WonkHE liveblog expressed this as

“the challenging ‘cognitive dissonance’ of measuring employment in the creative industries which is both precarious and fulfilling.”

I would argue that this cognitive dissonance isn’t unique to the creative industries; it’s increasingly common in higher education too. I’ve worked in Higher Education for twenty-five years and for the majority of that time I’ve been employed on short term contracts, most lasting 12 months. A lot has been written recently about the stresses associated with working in academia, the casualisation of contacts and the erosion of employment rights; I’m not going to go over those points here, but it does make me wonder whether or not I could be regarded as a “successful graduate”. On the one hand, failing to secure a tenured post after working in academia for over two decades does not look very successful at all, however, barring two short periods of redundancy, during which I worked as a consultant, I have built a reasonable reputation and managed to stay almost permanently employed in a field that is notoriously insecure and changes rapidly. So, how do we measure “success” in a context such as this? I don’t have any answers, but I think this highlights that we need to think carefully about how we identify success and be absolutely explicit about how we evaluate it.

(I also think the issue of how we identify success potentially has implications for how we use learning analytics, particularly with regard to identifying struggling and “failing students”.)

Not in front of the children

Another theme that came up, which I have strong feelings about but which I tend to avoid writing about, is the impact of motherhood on career success.

Unfortunately this theme didn’t come across strongly on twitter. (Were people not tweeting about it? Did they think it was uninteresting, unimportant or didn’t relate to themselves? Impossible to know without being there.) Again it made me think of my own experience. There is no doubt that having children had a massive impact on my “success”. At the time I had my daughter I did a lot of travel and had a wide network of colleagues in the international standards community around the world. When I was no longer able to travel internationally owing to childcare responsibilities it had a significant impact on my professional network and my employment prospects; I discovered this the hard way when I was made redundant in 2013. I once raised this issue at a workshop for senior managers and was told dismissively by a professor of chemistry that she had forged a successful international career while raising her family. Her advice was to leave your children with family while you travel. That may work for some people of course, but it’s hardly a practical option for all. Another respected colleague simply advised me to hire a nanny. I’d never actually met anyone in real life with a nanny before! Anyway, the point of all this is that I had to find different ways of working and connecting to my peer network, and I did. I was fortunate that social networking took off round about this time enabling me to connect to a global network of open educational technologists through twitter and Skype. My limited ability to travel can still be frustrating but it doesn’t seem like such an insurmountable problem anymore. So once again I think it’s important to consider how we identify and reward success in this context.

I have a lot more thoughts about all of the above, but I’m going a bit off piste here so I had better stop now :}

OER16 Reflections – The Last Post

I had intended to write one last post to follow up the OER16: Open Culture Conference last month, but the moment passed, the weeks slipped by and I decided I’d left it too late. But then a couple of weeks ago Jim Groom posted a belated OER16 reflections post and I thought dammit, if Jim can do it, so can I!

When I was putting together my OER16 Overview  for the eLearning@Ed conference in May I emailed some of our keynotes and delegates to ask if they’d be willing to share some reflections on their experiences of the conference. I got some fabulous and very thoughtful responses that I really wanted to share, so here they are, after much delay and procrastination. Many thanks to everyone who responded.

It’s almost impossible to summarise so many diverse responses but if I can make an attempt…

Many OER16 participants commented on the strength of community that has grown up around open education. This is a mature and diverse community, which encompasses many different perspectives and interpretations of openness. For some open education is about resources, policy, technology, for others it’s about practice. Some are concerned with supporting and sustaining open education at scale across institutions, for others openness is more of a personal ethos. Some focus on the technologies we use to support open education, others are motivated by the potential of openness to address inequality and exclusion. None of these perspectives are mutually exclusive, none are above criticism, and indeed it appears that as a community we are moving towards a much more critical and nuanced analysis of what it means to be open.

As is so often the case Catherine Cronin put this into words much more eloquently than I can

“I feel a collective sense of “moving on” in the open education community, a willingness to tackle some of the more challenging questions about risk, power and inequality.”

Jo Spiller

Jo Spiller by Brian Mather

Jo Spiller by Brian Mather

Educational Design and Engagement, University of Edinburgh

My two highlights were Catherine Cronin’s keynote on participatory culture, the power of open to influence and celebrate change, especially with the focus on the Gay Marriage vote in Ireland. How it can be playful and moving and everyone can contribute to it.

As a counterpoint to this, Sava Singh on the perils of open scholarship “Open wounds: The Myth of Open as Panacea” was really interesting – that open can also become excluding for different demographic groups and also has both great benefits but also great challenges for academics.

Sara Thomas

Wikimedian in Residence, Museums Galleries Scotland

As the Wikimedian in Residence for Museums Galleries Scotland, I usually work alone, or remotely.  The opportunity to connect to the wider open knowledge community was fantastic – energising, informative and so very valuable.  And we had 4 Residents in a room at once!  This, you have to realise, is a rare thing indeed in the world of Wiki.  I’ve worked primarily in open culture and heritage for the last 16 months, and one of the growth areas has been in the interface between education and culture…. So #OER16 seemed to me so prescient, so perfectly timed.

Martin Weller

The Open University

The sessions I attended at OER16 demonstrated how the field is maturing, and in many ways moving beyond a narrow definition of OER as content. The potential of OER in fields as diverse as Shakespeare and understanding modern slavery was demonstrated, but so too was the nature of open identity, the type of research we should be undertaking, and the need for open infrastructure. The UK OER conference is now much more of an international one and also much more critically reflective of the nature of openness.

Sheila MacNeill

Glasgow Caledonian University

Sheila MacNeil and Martin Weller by Josie Fraser

Sheila MacNeil and Martin Weller by Josie Fraser

One of the things I keep coming back to is Melissa’s description of technical and cultural debt – I am going to try and blog about this but need to think about it a bit more in terms of my political position! But I found her description of them both really useful and thought provoking.

The theme of #oer16 was Open Culture, and it was great to have input from third sector organisations around the potential of open-ness (content, data and practice) outwith the education sector.  Catherine Cronin’s opening keynote  addressed cultural issues around inequality, culture, participation and open-ness head on.   Changing societal, organisational and personal attitudes to open-ness is an ongoing debate in the open education world.

A Tale of Two Conferences: #oer16 and #LAK16

Catherine Cronin

National University of Ireland, Galway

I thoroughly enjoyed the conference – the sessions I attended as well as the many conversations over the course of the 2+ days. I feel a collective sense of “moving on” in the open education community, a willingness to tackle some of the more challenging questions about risk, power and inequality. Though there is much work to do, this move towards more critical analysis is heartening.

Rachel Hosker

Centre for Research Collections, University of Edinburgh

It was great. Really refreshing and challenging in a positive way for collections. It was a fantastic opportunity to share ideas and meet people with different perspectives on sharing collections and how we can all do this.  I also found it useful as a platform for discussing some of the practical things in collections work that need to be done to make things open for use. As an archivist, working in collections I would encourage others in my sector and profession to go to OER and engage with making collections open.

Maha Bali

Center for Learning and Teaching, The American University in Cairo

As a virtual participant who was also doing OLC Innovate at the same time… I only got a glimpse of what was happening. But what I thought was particularly interesting about OER16 was the challenging of two things:

  1. Challenging OER as a key mode openness – Catherine Cronin’s keynote, my presentation with Suzan Koseoglu and one by Andrew Middleton and Katherine Jessen tried to move beyond OER as content as being the main form of openness…which was interesting given the title of the conference
  2. Challenging openness as necessarily a good thing. This again came from Catherine but also Jim and also my session with Suzan. I am sure if Frances Bell presented something it would also challenge that.

I don’t know if this is all normal for OER16… it resonates a little with how OpenEd last year was, but with OpenEd it felt like maybe a majority of attendees were less critical but there was a vocal minority that was critical…

Thank you for embodying true openness in your approach to my virtual participation and Virtually Connecting. We are continually mentioning ALT as one of the organizations that’s supporting us.

Frances Bell

francesbell.com

OER16 was a very friendly conference – with lots of smiling, networking and fun going on. The conference topic Open Culture, expressed through the themes, enabled participants to celebrate and critique openness in the overlapping contexts of cultural heritage and education. The keynote speakers really helped to frame that celebration and critique in conference sessions and informal discussions

by Catherine Cronin, CC BY SA

by Catherine Cronin, CC BY SA

Stuart Nicol

Educational Design and Engagement, University of Edinburgh

At a high level I felt a little that there was an underlying split between the very technical-orientated view of open and OER (I’m thinking Jim Groom’s keynote around infrastructure & indie-web) and then the very human side (several presentations talking about the self as OER). But thinking of this as less of a ‘schism’ and more of the strands that sit under the OER grouping. Strands that can sit comfortably but that maybe we haven’t quite got to a place where we realise they can sit comfortably together?

I think it maybe comes down to a tendancy to try to simplify; that OER is a policy and/or it’s a repository. But actually it’s a digital sensibility that underpins a very wide range of practices … the specific human and technical implementation of OER will be different in different practice contexts … and it’s likely to change over time.

John Johnson

Radio EduTalk

Viv Rolf, John Johnson, David Kernohan by Martin Hawksey

Viv Rolf, John Johnson, David Kernohan by Martin Hawksey

In higher education the idea of open education is now well enough established that the discussions have become quite nuanced. There are a wide range of definitions and directions on the open road. Some look at practical issues around, licensing and searching of resources, others social or technical ideas.

I’ve not seen much evidence that these ideas are penetrating primary or secondary education in Scotland. I do think that open ideas are equally valid here. A good place for school based colleagues to start might be the Scottish Open Education Declaration.

I’ve not got a wide ranging knowledge of the OER world, but it was pretty obvious there are different interpretations of open, many speakers alluded to that. There was a general feeling that the more open a resource the more sustainable it is.

It was delightful to spend time with people who are gathered, not because they want to sell something, but with a shared idea that is aimed at doing good in the world.

Joe Wilson

joewilsons.net

I am prejudiced but I do think some of our most creative educators are interested in open education. All of the sessions I attended inspired me and showed the way forward for all of us in rethinking what education could be. There was something for everyone from policy makers to practitioners.

All of the sessions from Wikimedia offered something for Colleges and adult learners – I can’t do them all justice in a post . But Colleges should be using Wikimedia tools not just as reference materials but as active learning tools.

#OER16 Quick Overview and Some important links for Scottish FE

Anne-Marie Scott

Digital Learning Applications and Media, University of Edinburgh

My major takeaway has been the value of openness. Making educational resources available for many purposes using Creative Commons licenses, building software and infrastructure using open source technologies and licenses, being open about the algorithms we use to evaluate our students’ online activities, being transparent about what data we collect and why, being open and inclusive about the development of standards that will allow us to work better together, all of this activity requires a commitment to being open. Open to scrutiny, open to challenge, open to collaboration, open to cooperation, and open to being part of a community.

The value of being open

And last but not least from twitter….

Stephen Thomas

Michigan State University

#oer16 #sustainability panel had a wide variety of perspectives. Great session!

by Stephen Thomas

Pat vs. Viv by Stephen Thomas