Happy Birthday Wikipedia!

Wikipedia turns 18 today!  Hurray!  I hope it doesn’t go out and get completely hammered and wake up in the morning with no memory of how it got home.   To celebrate this momentous occasion, Wikimedia UK has asked us all to tell them why we value Wikipedia.

  • What does Wikipedia mean to you?

The power of open knowledge at your fingertips!

  • Why do you think people should value Wikipedia?

Used correctly, Wikipedia is an invaluable source of open knowledge.  It’s one of the few truly open and transparent sources of knowledge and information on the web.  Its very existence is a testament to human ingenuity and perseverance, and a challenge to those who seek to manipulate and restrict access to knowledge and information.

Also it’s dead handy when you need to know the population of villages in Fife.

  • What would you say to someone to encourage them to become a Wikipedia editor?

Wikipedia is an amazing achievement but we still have so much work to do.  The encyclopaedia is a reflection of the world and the people who edit it and as such it mirrors all our inequalities, prejudices and power structures.  If we want Wikipedia to be more diverse, more inclusive and more representative, then we need to encourage more people, and specifically more women and minorities, to edit.  Now more so than ever, open knowledge is far too important to be left in the hands of the few.

Ewan McAndrew, our fabulous Wikimedian in Residence at the University of Edinburgh, often reminds us that the number of Very Active editors (i.e. more than 100 contributions in a given month) on English Wikipedia is just over 3,000, which is roughly equivalent to the population of a small village in Fife.  Anstruther for example.  Imagine the sum of all knowledge being left in the hands of Fifers?!  Perish the thought!  You know what you have to do….Edit!

Anstruther from Kirkyard, CC0, Poliphilo, Wikimedia Commons

Disclaimer: I’m sure Anstruther is lovely.

Looking Behind the Curtain

Before Christmas by lovely former colleague R. John Robertson invited me to answer some questions about digital literacy for a course on Digital Literacy and Life that he’s teaching with Cindy Strong at Seattle Pacific University.  I’m late with these responses as usual, but it was a really interesting and thought provoking exercise because I’ve never taken the time to sit down and really reflect on how I understand digital literacy and what it means to me.

What is digital literacy?

I’ve never attempted to define digital literacy before, but now I think about it, I realise that I tend to conflate information literacy and digital literacy, primarily because so much of the information we now create, consume and interact with is mediated by digital technologies.   Certainly, there is a digital skills aspect to digital literacy, having the requisite skills to be able to use the tools that enable us to create and access information, but developing digital literacies is arguably more important as it enables us to ask critical questions of this information regarding authorship, authenticity, ownership and perspective.

What impact does digital literacy have on your personal, professional, and spiritual life?

Digital literacy has a huge impact on both my personal and professional life.  I work for the OER Service, within Information Services at the University of Edinburgh, and helping colleagues to develop critical digital literacy skills is a large part of my job;  whether its running workshops on developing blogging skills to build your professional online profile, contributing to training sessions on understanding copyright and open licensing, or helping to run Wikipedia and Wikidata editathons.  Digital literacy is at the heart of what I do.

It’s not just about teaching people how to use digital tools, it’s about empowering them with the knowledge and confidence to have some degree of control over their digital presence and interactions.  Having the ability to curate and control our personal digital identities and online personas is a key aspect of digital literacy for me. It’s not all one way though, I’m constantly developing my own understanding of digital literacy and learning new digital skills through my professional practice and interactions with my peers.

I don’t regard myself as a spiritual person, but on a personal level, I believe that one of the most important aspects of digital literacy is that it gives us the ability to understand and to question how information is created, by whom, and for what purpose.  Digital literacy allows us to look behind the curtain to see the man (and it is invariably a man) who is pulling the levers and pushing the buttons.  Digital literacy helps to reveal how orthodoxies and narratives are created, and enables us to understand whose voices are included and whose are excluded.  Digital literacy helps to make structural inequality visible and if we choose to, it give us the tools to challenge these inequalities.

Who are you? (context matters)

I’m Lorna M. Campbell and I’m an open education practitioner.  I work in Edinburgh, live in Glasgow and come from the Outer Hebrides.  I’m a trustee of the Association for Learning Technology, Wikimedia UK and the Society for Nautical Research.  I was an archaeologist in a previous life, and I’m sometimes a naval historian.  I’m interested in fan culture and issues relating to gender and sexuality, particularly from a queer and historical perspective.  And I’m the mother of an almost-teenage daughter who understands the importance of citations on Wikipedia, because digital literacy begins at home ♡

2018 – It All Adds Up

A recap of 2018 in numbers…..

3 Keynotes

I was honoured to be invited to present 3 open education keynotes this at the beginning of this year at OER18, the FLOSS UK Spring Conference and CELT18 at NUI Galway.  Each keynote presented different challenges and learning opportunities, particularly FLOSS UK where I had to get up on stage and talk to an all male conference (there were only 3 women in the room including me) about structural discrimination in the open domain. It was pretty terrifying and I couldn’t have done it without the support of the #femedtech community.  Indeed the #femedtech network has been one of of my main influences and inspirations this year and it’s been a real joy to see if go from strength to strength.  My OER18 keynote also resulted in my most impactful tweet ever with 16,592 impressions to date.  Predictably it wasn’t about open eduction, it was about shoes :}

Bessie Watson

To coincide with the centenary of women’s suffrage on the 6th February, I wrote a Wikipedia article about Bessie Watson the 9 year old suffragette from Edinburgh.  Bessie’s story really seemed to capture the imagination and it was great to be able to bring her amazing life to wider notice.

11 Days of Industrial Action

The USS Pension strike had a huge impact on the whole Higher Education sector early in the year.  I was grateful that I was in a position to be able to support the strike, which I know was much more difficult for many, many colleagues across the sector employed on part time and precarious contracts.  Although the strike was nominally about a single issue it really did galvanise action around a whole host of deeply problematic issues including workloads, pay, conditions, equality, precarity and the commercialisation of higher education.  It was a real inspiration to see so many staff and students getting behind the strike and to be able to join the strike rally in George Square in Glasgow.

USS Strike Rally, George Square, Glasgow, CC BY, Lorna M.Campbell

Repeal the 8th Campaign

Once again I was hugely inspired by the people of Ireland and the way they came together to repeal the 8th Amendment of the Irish Constitution, to recognise womens’ right to bodily autonomy and to amend abortion legislation.

AO3 an Inspiration in Open Source

In June I was delighted to listen online to Casey Fiesler’s amazing Open Repositories keynote Growing Their Own: Building an Archive and a Community for Fanfiction.  I’ve long been a fan of AO3 and have been endlessly frustrated, though not surprised, that this phenomenally successful open source initiative run on feminist principles isn’t more widely recognised and celebrated in the domain of open knowledge.  Casey’s brilliant keynote showed us how much we can potentially learn from AO3.

Wikimedia UK Partnership of the Year

In July the University of Edinburgh won Wikimedia UK’s Partnership of the Year Award for the 2nd time, for embedding Wikipedia in teaching and learning and for advocating for the role of Wikimedians in Residence in Higher Education.  None of this would be possible of course without the support of our own tireless Wikimedian in Residence, Ewan McAndrew.

Left to right: Stephanie (Charlie) Farley, Open Education Resources; Lorna Campbell, OER Service; Ewan McAndrew, Wikimedian in Residence; Anne-Marie Scott, Deputy Director of Learnng, Teaching & Web Services. CC BY, University of Edinburgh.

50!

The other significant event in July was my 50th birthday :}  The day itself was lovely, lazy and lowkey and I spent most of the month catching up with friends from all over the world online and in person.  It was wonderful.  My partner bought me glider lessons as a gift but sadly I haven’t taken them yet as I haven’t been able to get to the air field since….

RIP Magic Bus

After 13 fabulous, and admittedly often frustrating, years our VW T25 camper van died a death, though not before taking us on one last holiday to Galloway and then home to the Hebrides where I finally got to visit Traigh Mheilein beach in North Harris.  Traigh Mheilein is often described as the most beautiful beach in the Hebrides and boy does it live up to that reputation.

Traigh Mheilein, Isle of Harris, CC BY, Lorna M. Campbell

ALTC 25th Anniversary

In September I was back in Manchester for the 25th ALT Annual Conference.  As an organisation that truly embodies its core principles of collaboration, participation, independence and openness, ALT continues to be an inspiration right across the sector and I’m honoured to be able to play a small role in supporting the organisation through the ALT Board and the ALTC social media team.  The 25th conference was one of the best yet and my own personal highlights included thought provoking keynotes by Maren Deepwell and Amber Thomas, Melissa Highton‘s unflinchingly honest talk about developing and implementing a lecture recording policy at the height of the USS strikes, and Catherine Cronin and Frances Bell’s personal feminist retrospective of learning technology.  Catherine and Frances’ session also inspired me to take a step back and reflect on my own career as a learning technologist.

Wiki Loves Monuments

September means Wiki Loves Monuments and this year the competition was even more fun than last year, which I wouldn’t have thought possible!  Huge thanks to everyone who participated and who made the competition so much fun, particularly our Wikimedians in Scotland – Ewan, Sara and Delphine.  I uploaded 383 pictures and came 15th overall in the UK.  Most of these pictures were taken during our summer holiday so I really have to thank my parter and daughter for their patience :}

Naval History

I haven’t been writing much Naval History recently and indeed I’ll be stepping down from the Society of Nautical Research‘s Publications & Membership next year after 5 years in the chair.  However my colleague Heather and I did publish one short paper in The Trafalgar Chronicle, the journal of The 1805 Club, which this year focused on the lives of women and families at sea and on shore.  Our paper “I shall be anxious to know…”: Lives of the Indefatigable women, shone a spotlight on the personal lives of some of the women we encountered while researching our book Hornblower’s Historical Shipmates.

Blogging to Build Your Professional Profile

In October I built my 1st ever SPLOT!  As part of the roll out of the University of Edinburgh’s new academic blogging service I was tasked with developing a digital skills training workshop on professional blogging and what better way to do that than by practicing what we preach and building a blog!  Anne-Marie Scott set up the SPLOT template for me and it was all plain sailing from there.  The Blogging to Build Your Professional Profile workshop has already proved to be very popular and all the resources have been shared under Creative Commons licence so they can be reused and adapted. It was great working with LTW colleagues on this project, particularly Karen Howie, who a good friend from early CETIS days and an awesome person to work with.

#QueerArt20

In late November Gary Needham, senior lecturer in film and media at the University of Liverpool tagged me in the #QueerArt20 twitter challenge; one image a day, any medium, no credits or titles.  I’ve loved seeing the images other people have been posting and it really was a challenge to choose just 20 of my own to post. It was also a timely opportunity to reconnect with queer culture.  And talking of which…

120 Beats Per Minute

I didn’t see many memorable films this year but one that I did see, and which will stay with me for a long time was 120 Beats Per Minute a deeply moving and viscerally powerful film about queer activism set against the background of the AIDS crisis in Paris in the late 1980’s /  early 1990’s.  It’s a beautiful, painful and necessary film and I would urge you all to see it.

CETIS – The End of an Era

At the beginning of December I stepped down as a partner of CETIS LLP ending a 17 year association with the organisation in all its various incarnations.  I wouldn’t be where I am today without CETIS and I wish all the partners the very best for the future

….and the lows

Brexit has cast a noxious cloud of reckless xenophobia, bigotry and intolerance over us all, with the only glimmers of hope being a 2nd referendum and the more distant promise of Indy Ref 2.

It’s been equally been horrifying to watch the rise of right wing populist movements across the world.  Fascism might have a new acceptable ALT-Right face but it’s still fucking fascism.

I was heart broken by the death of Scott Hutchison in May.  He was a phenomenally talented writer and his songs uniquely captured the struggles so many face with alienation, depression, isolation and addiction.  Scott faced all these demons in true Scottish style; with scathing wit, self-effacing humour and heartbreaking poetry.  Just a few months before his death, I was packed into the Academy with hundreds of others for 10th anniversary tour of The Midnight Organ Fight.  It’s a night I won’t forget.

Frightened Rabbit, Barrowlands Ballroom, December 2016. CC BY Lorna M. Campbell

On an open education note, one of my frustrations this year is that, due to lack of time and focussing efforts elsewhere,  I had to neglect Open Scotland.  I really hope I’ll have an opportunity to revitalise the initiative next year as we still have a lot of work to do to persuade the Scottish Government of the benefits of open education.  This might seem like a trivial exercise when Scot Gov is facing the catastrophic challenge of Brexit, but surely we need open and equitable access to education and educational resources now more than ever.

I think I’ve exhausted my numbers now and they all add up to quite a year (sorry, that’s terrible) it just remains for me to wish you all the very best for 2019.

Open for all? Engaging with open education practice at the personal and institutional level

A couple of weeks ago I gave a webinar as part of Jane Secker’s new online course on Digital Literacies and Open Practice at City, University of London.  The lecture was called Open for all? Engaging with open education practice at the personal and institutional level and the recording is available here (Adobe Connect)The webinar provided an overview of open practice, reflected on my own experience of being an open practitioner, explored issues relating to equality, equity, privilege and inclusion, and included examples of how the University of Edinburgh supports open practice and the creation and use of OER.

In a stroke of good timing, my webinar took place a couple of days after a fantastic EDEN webinar by Catherine Cronin and Martin Weller called Open Education: What Now? which you can listen to here (Adobe Connect).  Many of the points Catherine and Martin raised really struck a chord with me, particularly this one, so I was great to have the opportunity to reflect on this in my own webinar.

“Where there is no policy or strategy around openness many individuals, students and staff feel that if they make a mistake they may be in peril, that the university may not have their back. So the absence of policy speaks very loudly to people within higher education institutions.”

Mini-series: Don’t panic! Content and copyright for lecture recording

CC0, @finnhackshaw, unsplash

This post previously appeared on the University of Edinburgh’s Teaching Matters blog.

Can I use copyright materials in my lectures? What about film clips? What if my lecture is recorded? How can I make sure I won’t get into trouble? Lorna Campbell and Charlie Farley, from the Educational Design and Engagement team in Learning, Teaching and Web Services, offer some answers to these frequently-posed questions…

Many of the questions and concerns that the OER Service receives from colleagues around the University relate to what kind of content can and can’t be used in lectures.  In order to address these concerns, the OER Service runs a wide range of digital skills training workshops and eventsaround open educational resources (OER) and the use of licensed content in learning, teaching and lecture recording.

The University purchases licenses through a number of agencies, to allow staff to use books, chapters, papers, films, and other resources in our closed teaching spaces. Closed teaching spaces are spaces that are only accessible to registered students and staff, e.g. lecture theatres, labs, tutorial rooms, and EASE authenticated online spaces such as Learn and Moodle. It’s okay to use these licensed resources in your recorded lectures as long as the recording is only shared with our registered students in authenticated spaces.

We also have access to a whole host of OER that we can use in a variety of exciting ways both inside our closed teaching spaces and in open online spaces.

OER are online resources used in the context of teaching and learning that have been released under a Creative Commons licence so they can be reused, remixed and re-purposed by others. The University has an OER Policy that encourages staff and students to use and create OER and you can find and access many of these resources through Open.Ed, our one stop shop for advice and guidance on OER and open licensed content.

The number one tip that we encourage everyone to develop as part of good teaching practice is to get into the habit of providing attribution for all the resources you use in your lectures, including images, diagrams, film clips, audio and text. To attribute a resource you should include title, creator, licence and, where possible, source URL.

If you’re showing a video or film during a recorded lecture, we recommend that you stop the recording at that point, show the film to your students, then resume the recording.  When you’re ready to share the recording, you can then provide a direct link to the film or video so your students can watch it in their own time.

If you’re recording a lecture that you would like to share outside of closed University teaching spaces, e.g. on Media Hopper Create, on a blog, or on the open web, you need to ensure that all the content has either been created by yourself, is outside of copyright protection (i.e. resources that are in the Public Domain by virtue of their copyright term expiring, or CC0 resources that have been placed in the public domain by creators who have chosen to relinquish their rights), or has been released under an open licence.

The University’s OER Service provides all kinds of advice and guidance and training on creating and using digital resources, and understanding copyright and open licensing, so don’t hesitate to get in touch with us though Open.Ed, come along and join some our free events, and sign up for the quarterly OER Service Newsletter.

Blogging to Build your Professional Profile

Last month the University of Edinburgh rolled out a new centrally supported Academic Blogging Service, which provides staff and students with a range of different blogs to support professional development and learning, teaching and research activities.  The service has already been hugely successful, with almost 200 new blogs created in the last four weeks.  My colleague Anne-Marie has written a lovely post about the service here: A month of Blogs.Ed

I’ve been blogging for more years than I care to count and my blog has been hugely important in supporting my career and my professional practice.  So much so, that I reflected on the significance of my blog in my CMALT portfolio, which is also hosted here, and I presented about Using WordPress to build an online academic identity at last year’s PressED Conference.  So I was really pleased to be asked to develop a new digital skills training workshop on Blogging to Build Your Professional Profile to support colleagues at the University.

Because we like to practice what we preach, I’ve created all the workshop resources on a WordPress blog running the SPLOT theme developed by Alan Levine.  The SPLOT was Anne-Marie’s idea.  I’ve been a fan of SPLOTs for a while but this is the first time I’ve used one and I think it’s the ideal format for presenting online resources like this.  The workshop covers using blogs to build your professional profile, writing for blogs, group and syndicated blogs, privacy, openness, copyright and licensing, and amplifying your blog with social media. It also includes practical guidance on setting up a blog on the new blogs.ed.ac.uk service, provides links to additional training courses running by the University, and examples of some fabulous professional blogs to provide inspiration.  There’s far too much material here to cover in a one hour workshop, but the beauty of the SPLOT format is that workshop participants can access all the course materials at a single URL, work through them at their leisure, and refer back to them as needs be.

And because we believe in spreading the love and supporting OER and open practice, all the workshop materials are CC BY licensed so you’re welcome to take them away and adapt and re-use them.  All the lovely header images are from a collection of  Architectural Drawings by William Henry Playfair, and they’re available under CC licence from the University of Edinburgh’s Image Collections.

If you’ve got any comments or feedback on these resources I’d love to hear your thoughts!

Blogging to Build your Professional Profile

thinking.is.ed.ac.uk/professional-blogging/

Ada Lovelace, Exmoor ponies and the trouble with sources

Madeleine Shepherd and Anne-Marie Scott, ALD18, CC BY, Lorna M. Campbell

I didn’t manage to post a blog post on Ada Lovelace Day this year because I spent most of my spare time in the run up to the event looking for sources for the twenty contemporary Women in STEM nominated for Wikipedia article creation as part of the University of Edinburgh’s Ada Lovelace Day Editathon. The event itself is always one of the highlights of the year and this year was no exception. We had a really inspiring series of talks in the morning from the University’s Women in STEM and Physics Societies and the student WellComm Kings initiative. Mathematician and maker Madeleine Shepherd of Knot Unknot also came along and showed us her amazing knitted portraits of Ada Lovelace and Mary Somerville, which she created on a hacked knitting machine. We had a range of activities including DIY Filmschool and cake decorating followed by Wikipedia and Wikidata editing in the afternoon.

Back to those sources though…

Finding good quality secondary sources for contemporary academics can be tricky and it’s doubly difficult for female academics whose work is less visible and less widely reported. Wikipedia relies on independent secondary sources; it’s not sufficient for an academic to have published extensively, to be regarded as notable, it’s necessary to show that they have had a significant impact in their field. This can be problematic for female academics, and particularly for women in STEM, who routinely face discrimination on account of their gender.

There was much outrage in the press recently when it was reported that Donna Strickland did not have a Wikipedia entry until she received the Nobel Prize for Physics, with some news reports throwing up their hands in horror at Wikipedia’s gender bias. This isn’t news to anyone who has engaged with or edited Wikipedia of course. We are all well aware of Wikipedia’s gender bias, there’s even a Wikipedia article about it, and we’re working hard to fix it through our Wikimedia chapters, editathons and projects such as Wiki Women in Red. Also as Alex Hinojo pointed out:

In an article titled Wikipedia is a mirror of the world’s gender biases, Wikimedia Foundation’s Executive Director Katherine Maher, noted that it’s somewhat disingenuous for the press to complain about Strickland’s lack of Wikipedia entry when the achievements of women scientists are routinely under reported. We need more reports and independent secondary sources so we can improve the coverage of women on the encyclopaedia.

Wikipedia is built on the shoulders of giants. We’re generalists who learn from the expertise of specialists, and summarize it for the world to share. If journalists, editors, researchers, curators, academics, grantmakers, and prize-awarding committees don’t apply their expertise to identifying, recognizing, and elevating more diverse talent, then our editors have no shoulders upon which to stand. It’s time for these other knowledge-generating institutions to join us in the pursuit of knowledge equity. Wikipedia alone can’t change how society values women, but together we can change how they are seen.

A case in point is Mary Etherington, one of the women nominated for our Ada Lovelace Day editahon. The person who nominated Mary wrote

Mary Etherington was integral to the protection of the Exmoor pony breed after the war. She saw the importance of protecting the breed which was nearly extinct after the ponies had been used as a meat source during rationing and as target practise for the armies on Exmoor.

Whilst she is well known within the Exmoor pony breed, I believe she may be lost to time due to her rural links and the general lack of representation for rural matters on Wikipedia as well as her being a woman.

I really struggled to find many good sources about Mary online, but one of our editathon participants, Vicki Madden, was captivated by her story and determined to create an article about her. After some creative research and round about thinking, Vicki and Anne-Marie were able to find a whole range of independent sources and Mary Etherington now has her own shiny new Wikipedia entry.

Meanwhile I wrote an article on Tara Spires-Jones Professor of Neurodegeneration and Deputy Director of the Centre for Discovery Brain Sciences at the University of Edinburgh. I don’t know Tara personally but in her nomination she was described as:

World-leading research into molecular mechanisms of dementia. Works tirelessly to promote public understanding of science through expert comment in press and public engagement activities. Lovely person and very supportive of other women.

I hope her new Wikipedia article will help to raise awareness of her work to the general public and go a little way to replaying the support she has provided to others.

Wiki Loves Monuments 2018 – Pipped at the post!

Wiki Loves Monuments, Wikimedia’s annual photography competition, came to a close at the end of September.  An astonishing 4,374 images of Scottish scheduled monuments and listed buildings were uploaded to Wikimedia Commons over the course of the month, over double last year’s total of 2,104 and almost a third of the 14,203 images uploaded in the UK.

Competition was fierce towards the end of the month, Ewan McAndrew, our indefatigable Wikimedian in Residence, pipped me at the post on the very last day of the competition with 442 uploads (13th overall) to my 383 (15th) and Anne-Marie’s 213 pictures of graveyards (21st).  In my defence, I was wrestling with an outrageously crap internet connection at home that almost had me weeping with frustration while I waited hours for images to upload. Still, over a thousand uploads is not a bad score for one division of Information Services!

It was great to see so many new people getting involved in the competition this year too through the efforts of Sara Thomas, Wikimedia UK’s Scotland Programme Coordinator and Delphine Dallison, Wikimedian in Residence at SLIC.

Wiki Loves Monuments is so much fun that I’m always a little sad when it’s over, and it’s almost impossible to break the habit of pulling out my phone to snap any likely looking listed building I pass.  I’m already storing up pictures for next year!

Kirkandrews Memorial Chapel, CC BY SA, Lorna M. Campbell

Circuitous Routes – A personal reflection for #ALTC

I was really inspired by the blog posts Catherine Cronin and Frances Bell wrote reflecting on their personal feminist histories of working in education and technology in advance of their ALTC session A personal, feminist and critical retrospective of Learning (and) Technology, 1994-2018.  Catherine and Frances invited others to contribute their own personal reflection, so here’s mine. I confess this is rather hastily written, and I’m posting it at the eleventh hour, the night before the conference, but I hope it will add something to the debate.

Personal Reflection

My academic career started out not in technology but in archaeology, a subject I stumbled into accidentally and quickly fell in love with.  I completed my undergraduate degree at the University of Glasgow in 1990 and was accepted to do a PhD on anthropomorphic landforms and newly emerging remote sensing technologies, but sadly I was unable to get funding so I had to turn down the place.  I was pretty devastated at the time, but decided to continue working in the field in the hope of securing funding at a later date.  I worked first as a field archaeologist and then as material sciences technician at the university.  Although I met and worked with a lot of amazing women in the field, the senior lecturers and professors who ran the research projects and excavations I worked on were invariably male.  There was only one female lecturer in the university at the time, the inimitable Dr Elizabeth Slater who went on to the University of Liverpool where she become one of the few female professors of archaeology in the UK.  I’m proud to say that last year I published a Wikipedia page for Professor Slater as part of Ada Lovelace Day.

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Looking forward to ALTC live tweeting

The ALT Conference is just one week away and I’m looking forward to reforming the ALTC Social Media Supergroup with Martin Hawksey (on live stream) Richard Goodman (on media tweets and replies), Chris Bull (on photography), Scott Farrow (on camera), and me (on keynote live tweets).  This will be the fourth year that we’ve provided social media coverage for the conference and it’s always a rather daunting, though very rewarding task.  Although I regularly live tweet any conferences and events I attend, live tweeting the ALT Conference keynotes in an official capacity is a rather different affair, as it’s important to ensure tweets are as factual, neutral and representative as possible.  It’s quite a different experience from tweeting thoughts and comments on my own account. This is something that I reflected on in my CMALT portfolio.

Sometimes it’s hard not to be a little overwhelmed by the responsibility of live tweeting ALT’s prestigious keynote speakers, all of whom have made a significant contribution to the domain of learning technology.  This year is no exception and I have to confess that I’m thrilled and just a little apprehensive about live tweeting three women who I have admired enormously for many years and who have had a significant impact on my own career as a learning technologist.

Maren Deepwell, CEO of ALT, needs no introduction; under her guidance and leadership, ALT has become an active and inclusive organisation that represents the interests of its members and truly espouses its core values of participation, collaboration, openness and independence.  As a CEO leading a national organisation, Maren is also a personal inspiration to me and to many other female colleagues, and her commitment to supporting and promoting the work of women across the sector is always to be admired.

I’ve known Amber Thomas for many years and was lucky enough to have the opportunity to work with her on the UKOER programme between 2009 and 2012.  Amber provided the technical vision and strategy for UKOER and we worked closely together when Cetis delivered the technical support for the programme. It’s no exaggeration to say that it was Amber’s vision of OER that shaped my own early thinking around open education.  Amber always has a clear vision of the affordances and limitations of education technology and brings a thoughtful and thought provoking approach to everything she does.

I haven’t yet had an opportunity to meet Tressie McMillan Cottom but her work has been recommended to me so often and she is spoken about so highly by so many women who I greatly admire that I’m delighted to finally be able to hear her speak in person. I really hope I can do justice to capturing her opening keynote.

This year I’ll also be live tweeting the Gasta session chaired by Tom Farrelly of ILTA and featuring contributions from Donna Lanclos, Debbie Baff and Clint Lalonde. The abstract tells me that

“Gasta means “fast, clever, quick, smart” and in that spirit this session will involve active audience participation”

I suspect keeping up with this one will be a challenge!  Say a prayer for my fingers folks :}

Maren Deepwell, Lorna M.Campbell & Rich Goodman, ALT C 2017, CC BY, Chris Bull Photographer.