“What do you do?” – Starting out on CMALT

“So what do you do?” can be a bit of a difficult question to answer when you work in the domain of learning technology.  And depending on which area of learning technology you work in it can be a harder question to answer for some than others.  My default answer tends to be “I work at a University” followed by “I work in education technology”, often with the added explanation “It’s about the use of new technology in education.”  “Open education” tends to get you blank looks outwith academia (now there’s a topic for discussion), and thank god I don’t work in “education technology interoperability standards” these days.

My family have defaulted to telling people that I’m a spy on the basis that they don’t actually know what I do, other than travel a lot and disappear for days at a time. It’s hard to argue with them tbh.

Lorna Campbell – Spy

Sometimes I think it’s easier to explain what I don’t do; I don’t teach, I don’t do formal academic research, I’m not a programmer, I don’t develop or implement systems, I don’t provide help desk services, I don’t run the VLE.   I do manage projects and provide advice to colleagues. I provide input to policies. I support networks and disseminate practice.  I write a lot, talk a lot and present a lot.  I facilitate events and chair conferences.  I sit on boards, steering groups and executive committees. Maybe it is easier to tell people I’m a spy.

The reason I’ve been thinking about this is that after months of procrastination, I’m finally making a start on my CMALT application.  I had hoped to do this towards the end of last year but two new projects took precedence, so CMALT went on the back burner.

I had mixed feelings about CMALT for a number of years, primarily because for a long time I didn’t really seem to fit any recognisable definition of what a learning technologist is.  I tried to explain this anxiety in a blog post I wrote in 2014 Thoughts on ALT’s CPD Rebooted.  That post also refers to a brilliant piece written by Amber Thomas Perhaps I’m not one,  which I identified with strongly at the time, and still do.  The main point I was trying to make in CPD Rebooted was that formal certification can be difficult for people whose roles don’t neatly fit into the kind of boxes that make up accreditation frameworks.   This is doubly true for those on short term contracts, who have to jump from project to project and rarely have much time for formal CPD.  I ended that blog post with a question I asked on twitter:

Things have changed a lot for me since 2014, both professionally and personally.  Our understanding of what it means to be a learning technologist has matured and become more inclusive, and although contracts in higher education have become increasingly precarious, I’m very lucky that my own employment situation is more secure than it was three years ago.  In fact I’m incredibly fortunate to work for an institution that not only allows dedicated time for CPD but that also actively promotes and supports CMALT membership. Information Services at the University of Edinburgh offer bursaries to enable learning technologists to become Certified Members of ALT and my colleague Susan Grieg supports colleagues to help them prepare their portfolios.

Having spent the day pouring over the CMALT guidelines I can see that ALT have worked hard to create an accreditation framework that is as broad as it is inclusive.  However I’m still sitting here sifting through projects, webinars, presentations, papers, twitter conversations and reflective blog posts wondering how the hell I’m going to fit all this into that. How on earth can I demonstrate an “understanding of my target learners” when I don’t actually teach?  Of course the answer is that I’m going to have to think creatively.  I may not have a teaching role, but hopefully all those webinars and talks and blog posts do help my peers and colleagues to learn and to develop their professional practice.  I’m still at the stage where I’m struggling to fit my experience into the CMALT framework, but hopefully if I keep thinking about it and reflecting on what I actually do, it will all start to fall into place.  Having access to the CMALT Portfolio Open Register is already proving to be enormously helpful but I’d be very interested to hear how others have approached this.

Organising my CMALT portfolio like

(Belatedly realising I have no idea how to licence memes….)

OER17 – Open Education in a time of Trump and Brexit

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

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

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

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

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

@bryanMMathers, CC BY ND

OER17 – The Distance Travelled

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

Paper presented at the OER17 Politics of Open conference.

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

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

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

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

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

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

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

Continue reading

OER17 – Come and find me!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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. Continue reading

If the clothes fit…

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

Maha cited the rather fabulous Egyptian expression:

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

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

Sheila chimed in with

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

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

Yes, that is actually my wardrobe.

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

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

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

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

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 Knowledge, OER, Wikimedia, MOOCs and Maritime Masculinities

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

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 🙂