“When we think this question “who appears?” we are asked a question about how spaces are occupied by certain bodies who get so used to their occupation that they don’t even notice it… To question who appears is to become the cause of discomfort. It is almost as if we have a duty not to notice who turns up and who doesn’t” – Making feminist points, Sara Ahmed.
This week saw the launch of the Rebus Community’s publication of Open At The Margins: Critical Perspectives on Open Education. Open At the Margins is a global collection of diverse critical voices in open education curated by Maha Bali, Catherine Cronin, Laura Czerniewicz, Robin de Rosa and Rajiv Jhangiani. The collection aims to centre marginalised voices and ask critical questions of open education relating to community, equity, inclusion, rights, privileges, privacy and academic labour. All the chapters included have already been shared through informal channels, often as conference sessions, keynotes or blog posts, and several of them are pieces that have had a profound influence on my own journey as an open practitioner, including Audrey Watters From “Open” to Justice, Catherine Cronin’s Open Education, Open Questions, and Chris Bourg’s Open As In Dangerous. And there are many, many more chapters by authors who I deeply admire and respect, which I am looking forward to discovering.
The title, The Soul of Liberty, comes from a quote by 18th century Scottish feminist, social reformer and advocate for women’s equality in education, Frances Wright.
“Equality is the soul of liberty; there is, in fact, no liberty without it.”
The piece questions what we mean when we talk about openness in relation to digital teaching and learning spaces, resources, communities and practices. How open and equitable are our open online education spaces and who are they open to? And it explores how we can engage with students to co-create open education spaces and communities that are more equitable, inclusive and participatory.
The above quote from Sara Ahmed, which appears in the introduction of Open at the Margins, really resonated with me because it echoes a passage from the Soul of Liberty.
“We all need to be aware of the fact that open does not necessarily mean accessible. Open spaces and communities are not without their hierarchies, their norms, their gatekeepers and their power structures. We need to look around our own open communities and spaces and ask ourselves who is included and who is excluded, who is present and who is absent, and we need to ask ourselves why. Because nine times out of ten, if certain groups of people are absent or excluded from spaces, communities or domains, it is not a result of preference, ability, or aptitude, it is a result of structural inequality, and in many cases it is the result of multiple intersecting inequalities. Far too often our open spaces replicate the power structures and inequalities that permeate our society.”
I think we still have a long way to go until the our open spaces and communities really are open to all, however Open at the Margins makes an important contribution to opening up these spaces, dismantling hierarchies, and centering voices that have been marginalized and excluded. I’d like to thank the editors for their commitment to this cause and I am excited to see what kind of conversations are possible as a result.
Last week, in response to the disruption of education caused by the global COVID-19 pandemic, UNESCO issued a Call for Joint Action to support learning and knowledge sharing through Open Educational Resources (OER). Estimating that 1.57 billion learners have been affected worldwide, the call highlights the important role that OER can play in supporting the continuation of learning in both formal and informal settings, with a view to building more inclusive, sustainable and resilient Knowledge Societies.
“Today we are at a pivotal moment in history. The COVID-19 crisis has resulted in a paradigm shift on how learners of all ages, worldwide, can access learning. It is therefore more than ever essential that the global community comes together now to foster universal access to information and knowledge through OER.”
~ Moez Chakchouk, Assistant Director-General for Communication and Information and Stefania Giannini, Assistant Director-General for Education
At the University of Edinburgh, we have a strategic commitment to OER and open knowledge in line with our institutional vision and values; to discover knowledge, make the world a better place, and ensure our teaching and research is diverse, inclusive, accessible to all and relevant to society. This commitment to OER is reflected in the University’s OER Policy, which encourages staff and students to use and create OERs to enhance the quality of the student experience, expand provision of learning opportunities, and enrich our shared knowledge commons.
This strategic support for open knowledge and OER has enabled the University to respond rapidly to the uniquely complex challenges presented by the global COVID-19 pandemic.
COVID-19 Critical Care Learning Resources
With support from the Online Learning and OER Services, the University’s MSc Critical Care team was able to rapidly launch a COVID-19 Critical Care online learning resource for frontline clinical staff supporting critical care patients. Hosted by FutureLearn, COVID-19 Critical Care: Understanding and Application has been accessed by over 34,000 learners from 185 countries since it was launched on 6 April.
Open Media Bank
Our longstanding commitment to OER and open knowledge has also enabled the University to build up an Open Media Bank of high quality legacy MOOC content, which includes a number of resources that directly address the challenges of the pandemic, such as videos from our former Critical Thinking in Global Challenges course from the School of Biomedical Sciences.
To address the lack of personal protective equipment, labs and maker spaces around the University have been producing 3D printed visors and face shields to help protect NHS workers. 3D visor models based on existing open licensed models have been developed by colleagues at uCreateStudio and the School of Informatics and have been shared under Creative Commons licence on Sketchfab where they can be downloaded and re-used by all.
Free Teaching and Learning Resources for Home Schooling
To support home schooling the OER Service has been sharing and disseminating free open licensed teaching and learning materials through TES Resources. Aimed at primary and secondary school level, this diverse collection of fun and creative learning resources has been co-created by undergraduates and student interns in collaboration with colleagues from the School of GeoSciences, supported by the OER Service.
Digital Skills for Remote and Hybrid Teaching
The OER Service’s digital skills programme, which focuses on copyright literacy, open licencing and OER, helps to equips staff with the knowledge and confidence the need to move their teaching materials online in preparation for the shift to hybrid teaching, while minimising the risk to the University of breaching copyright. Videos of our popular digital skills workshop Will it bite me? Media, Licensing, and online teaching environments are available from our website, and a new version of the workshop is in the pipeline and will be launched shortly.
If you are creating resources that you would like to share to support teaching and learning and to help those who have been affected by the global pandemic, get in touch with the OER Service. We can provide advice on copyright, open licensing, and understanding Creative Commons, and we can help you to share your resources through our open channels to ensure that they reach those that need them most.
The OER Conference is always one of the highlights of the year for me. It’s the only open education conference I attend regularly and I’m privileged to have been present at every single one since the conference launched at the University of Cambridge back in 2010. So needless to say, I was gutted that the f2f element of this year’s conference had to be cancelled, despite knowing that it was unquestionably the right thing to do. I know from experience how much work and personal investment goes into planning the OER Conference and what a difficult decision it must have been for ALT and for co-chairs Mia Zamora, Daniel Villar-Onrubia and Jonathan Shaw. That initial feeling of loss was tempered by ALTs announcement that they would be moving the event online, an ambitious plan, given that the conference was barely two weeks away. I was always confident that ALT could pull off this #pivot as they already have a wealth of experience facilitating online conferences, through the annual winter online conference, and as an already distributed organisation they didn’t have to cope with the scramble to set up remote working that may other organisations and institutions faced. What I didn’t expect though was for ALT and the conference co-chairs to deliver an entirely unique event. They didn’t just move the planned face to face conference online they completely transformed it into a new, original and completely free online experience that welcomed over 1,000 registered participation from across the globe. And please note, the OER20 conference wasn’t just free as in speech, it was also free as in beer, so if you participated in the event, either listening in to the presentations, or even just following the hashtag online, please consider making a donation to the conference fund. Every little helps to support ALT and cover the cost.
Of course the theme of the conference, The Care in Openness, could not have been more timely or more prescient. The whole notion of care has taken on new weight since the outbreak of the Covid pandemic. Care has literally become a matter of survival. The only way we will get through this is if we care for each other, and if we protect and value those that care for us.
If I was to pick two session that for me, really embodied this ethic of care it would have to be keynote sava saheli singh and Mia Zamora in conversation, and Frances Bell talking about the femedtech quilt project. Both sessions featured films that provoked a really strong, but very different, emotional response. Screening Surveillance’s Frames is a deeply unsettling tale of surveillance, commodification, dehumanisation and alienation. Powerful, challenging and disturbing, watching Frames is a profoundly uncomfortable and thought provoking experience. The subsequent discussion brought to mind Jimmy Reid’s immortal address on becoming rector of the University of Glasgow in 1972; Alienation.
“Society and its prevailing sense of values leads to another form of alienation. It alienates some from humanity. It partially de-humanises people, makes them insensitive, ruthless in their handling of fellow human being, self-centred and grasping.”
This quote particularly resonates with me. So much has changed in the 50 years since Reid’s address, but so much remains the same. It is the system of capitalism that is still so often the root cause of our dehumanisation and alienation. Industrialisation may have given way to surveillance capitalism, but digital technology is simply the latest mechanism for our alienation.
sava ended her brilliant keynote session with a much needed call for compassion and action:
“We need to approach everyone with compassion…All of us are activists now.”
It was a huge privilege to hear sava and Mia in conversation, and my only regret is that I haven’t yet had the opportunity to meet them in person. I hope that will happen one day.
Nowhere is that compassion and activism more visible than in the making of the femedtech quilt, a craft activism project and a material manifestation of care led by the indefatigable Frances Bell. Frances produced this beautiful film about the making of quilt and it’s safe to say that there wasn’t a dry eye in the house after watching it. Like the quilt itself, the up-swell of collective emotion was “beautifully imperfect, imperfectly beautiful.”
I find it hard to put my profound appreciation for this project into words, but Su-Ming Khoo spoke for many of us when she thanked Frances for giving us all “somewhere to put our connection and our gratitude”.
My other highlights of the conference included….
The launch of the University of Edinburgh and Wikimedia UK’s Wikimedia in Education handbook. Edited by Wikimedian in Residence, Ewan McAndrew, this free, open licensed booklet brings together 14 case studies from educators across the UK who are already integrating Wikimedia assignments in their courses and classes. I know how much work has gone into the production of this booklet so it was great to see it being launched. I’m sure it will be an invaluable and inspirational resource that will encourage educators to see the huge potential of integrating Wikmedia projects in education.
Staying with the Wikimedians, Wikimedia UK’s Scotland Programmes Coordinator Sara Thomas gave an impassioned talk on Wikimedia and Activism. I love listening to Sara present, she always makes me want to storm the barricades! Sara reminded us that learning and creating open knowledge are always political acts. Creating knowledge encourages agency, but access to information alone does not result in enlightenment. Knowledge is nothing without literacy and information literacy is crucial for participatory democracy.
I also really enjoyed Bonnie Stewart and Dave White’s thoughtful and compassionate session on Designing for Systems of Care: Can Open Pedagogy Scale Caring? Dave spoke about the dangerous grey area between surveillance and care, and argued that personalised, individualised learning is actually reducing our agency, our self-direction and self-determination. We’re at a point where the tech sector appears to be telling us “we’ll care for you and personalise your experience, if you tell us everything about you.” But we can’t use technology to lock everything down, we need to create a culture of trust now more so than ever.
I made one very small contribution to the conference this year, a short alt-format talk on open practice and invisible labour, which you can read here and listen to here. Sadly this talk became all the more relevant with news reports yesterday afternoon that hundreds of university staff on precarious contracts have been made redundant by the universities of Bristol, Newcastle and Sussex. As my colleague Melissa Highton succinctly put it “This is why we strike.”
There is always a strong social element to OER conferences and there was a risk that this would be lost with the move online. However the conference team excelled themselves and, if anything, this was one of the most social and inclusive conferences I’ve participated in, ether on or off-line. The social bingo was hugely popular and a great use of Alan Levine’s fabulous TRU Collector SPLOT. (If you enjoyed playing OER social bingo, you might like to support Alan’s work by contributing to his Patreon.) The KarOERke was also priceless. Anyone who knows me will know that karaoke is my idea of HELL. I can barely even bring myself to watch it, never mind participate! However, I had great fun dipping in and out of the online KarOERke on ds106.tv. My only regret is that I missed Lucy Crompton-Reid singing Kate Bush. The final rousing chorus from Les Mis was something to behold though. Y’all are daft as brushes.
Perhaps the most striking thing about the OER20 though was that none of the emotion and connection that is so characteristic of the OER conferences was lost. If anything, this was heightened by the #unprecedented global situation we find ourselves living through. Suddenly these tenuous temporal connections we made with colleagues from all over the world during the two days of the conference, felt more important than ever before. A valuable lifeline, and a network of care, hope and activism that connected us all at a time of uncertainty and isolation. Ultimately these are the things that matter and these are the things that will see us through.
As part of Open Education Week, the ALT Open Education SIG and Femedtech facilitated an asynchronous event Open Policy – Who cares? The organisers invited provocations from members of the open education community in the form of Flipgrid videos and writings on femedtech.net. This is my contribution.
I’ve worked in the domain of open education for over ten years now and I passionately believe that publicly funded educational resources should be freely and openly available to the public. In fact this is one of the founding principles of the Scottish Open Education Declaration. When we talk about open policy the focus tends to be on “open” and “free”, however I think what is critical here is “funding”, because as we all know, open does not mean free. If we want to support the creation of open knowledge and publicly funded open education resources, then the education sector has to be supported by adequate funding and, perhaps more importantly, by equitable working conditions. And this is where problems start to arise; at a time when casualisation is endemic in the UK higher education sector, too many colleagues are employed on exploitative precarious contracts. This is why we are currently in the middle of a period of sustained industrial action that is protesting universities’ failure to make significant improvements on pay, equality, casualisation and workloads. If you are a teaching assistant employed on a fixed hourly rate that doesn’t even begin to cover the preparation time for creating your teaching resources and lecturing materials, it’s hard to make the case, ethically and morally, that you should release your resources under open license, because you’re effectively giving your labour away for free, and very few marginalised workers have the privilege to be able to do that. So while I still believe that we do need more policy around open education, and that we have an ethical responsibility to make publicly funded educational resources available to all, we also need equitable working conditions that will enable us all to contribute to the shared knowledge commons.
At the end of February I was honoured to be invited to present the closing keynote at the Wikimedia in Education Summit at the Disruptive Media Learning Lab at Coventry University. This is the transcript of my talk.
Although I’m originally an archaeologist by background, I’ve worked in the domain of learning technology for over twenty years and for the last ten years I’ve focused primarily on supporting the uptake of open education technology, resources, policy and practice, and it’s through open education that I came to join the Wikimedia community. I think the first Wikimedia event I ever took part in was OER De a cross-sector open education conference, hosted by Wikimedia Deutschland in Berlin in 2014. I remember being really impressed by the wide range of innovative projects and initiatives from across all sectors of education and it really opened my eyes to the potential of Wikimedia to support the development of digital literacy skills, while enhancing the student experience and enriching our shared knowledge commons. And I think we’ve seen plenty of inspiring examples today of that potential being realised in education institutions around the UK.
So what I want to do this afternoon is to explore the relationship between the open education and Wikimedia domains and the common purpose they share; to widen access to open knowledge, remove barriers to inclusive and equitable education, and work towards knowledge equity for all. I also want to turn our attention to some of the structural barriers and systemic inequalities that prevent equitable participation in and access to this open knowledge landscape. We’ll begin by taking a brief look at some of the recent global policy initiatives in this area, before coming back closer to home to explore how the University of Edinburgh’s support for both open education and Wikimedia in the curriculum forms part of the institution’s strategic commitment to creating and sharing open knowledge.
Today I am on strike to support the industrial action called by UCU over changes to the USS pension scheme and universities’ failure to make improvements on pay, equality, casualisation and workloads. You can find out more about the UCU strikes here: Everyone Out.
Having worked on short term contracts for much of my academic career, casualisation and precarity are causes particularly close to my heart and it’s appalling to see how contracts and conditions have deteriorated over the years. I experienced precarity working as a contact researcher for almost twenty years from 1997 to 2015 and I am well aware that my experience pales in comparison to the casualisation and exploitation that many academic colleagues, support staff and early career researchers are currently facing. It’s hard to overestimate the stress caused by constantly scrabbling to get your contract renewed, not knowing if you’ll be employed next month, next semester, next year, not being able to commit to this or that project because you don’t know if you’ll still have a job, not knowing if you’ll be able to pay the mortgage, the rent, the childcare. Coupled with wildly unrealistic workloads, grinding insecurity, invisible emotional labour, and an “always on” culture exacerbated by social media, it’s hardly any wonder that higher education is facing a mental health crisis.
But. Here’s the thing, when your personal commitments and professional identity are so tied up with an exploitative system, where do you draw the line? This is something I’ve grappled with for years. I currently work 0.8 fte at an institution where my primary responsibility is to support uptake and engagement with open education and OER. I’m immensely privileged to work in a field I love at an institution with a strong civic mission and a real commitment to openness and sharing knowledge. I also have a long standing commitment to open education and social justice that stretches back for well over a decade and I use the time I’m not employed by my institution to contribute my labour to other organisations and initiatives that support like minded goals, sometimes as a volunteer, sometimes in a more formal capacity, as a Trustee or committee member, sometimes just for fun. These include #Femedtech, ALT, Wikimedia UK, the Open Knowledge Open Education Working Group and Open Scotland. But when my own personal and political commitments and activism are so interwoven with my professional employment the boundaries become blurred and it’s hard to know where, if anywhere, to draw the line. I’ve written about the issue of open education and invisible labour before, and I still don’t have any good answers to the questions I raised in this post: Open Practice and Invisible Labour.
So although I am supporting the UCU strikes today, and I will be back on the digital picket line next week, I have not cancelled a commitment to take part in a free event hosted by Wikimedia DE and ALT in Berlin this week on the theme of Open for a cause: fostering participation in society and education. I’ve done a lot of soul searching to reach this decision, and I’m not sure if it’s the right one, however I believe that many of the conversations that will be aired at this event are directly relevant to the systemic issues plaguing higher education, which the UCU strike is calling for action on. I’m still deeply conflicted about this decision, but this is where I’m drawing the line, even if it’s terribly blurred. In lieu of striking for the three days I’ll be in Berlin, I’ve made a contribution to the UCU Fighting Fund instead.
Transcript and slides from my keynote at the Open all Ours event at the University of the Highlands and Islands.
This talk covers a broad overview of the domain of open education before going on to provide examples of how we support engagement with open education and OER at the University of Edinburgh. Hopefully this will provide inspiration by highlighting the many different ways you can integrate different aspects of open education and OER into your teaching practice.
The blog post I wrote last week on the context, centrality and diversity of the Open Ed conference community sparked a lot more discussion than I expected, most of it on twitter, but also during a VConnecting session at the end of the conference. I even got an actual comment on the actual blog post, thanks pgogy! As might be expected, the decision to end the Open Ed conference in its current format generated a huge volume of tweets, headlines, blog posts, columns and articles. Mine was just one of dozens. However as the discussion has been distilled into more mainstream press reports, such as Inside HigherEd’s Open Education… Is Closed, a good deal of the nuance and diversity of those multiple voices has been lost. Perhaps that’s inevitable, but it’s also a little ironic, and as Maha Bali commented:
I find it majorly weird that @insidehighered wrote that article centered mainly on 3 men's views, totally ignoring what others had been saying about it on Twitter.
While you know I have all the respect for you, Rajiv, as a critical voice here, the tweets by others r public.
This post by Mandy Henk, Being A Critical Voice, also really resonated with me, particularly with regard to how we understand power in the open community.
So for the sake of posterity, and for my own personal reflection, I’m collating the discussion around that blog post here, because sometimes it’s interesting to look back at the voices that get lost in the fray.
Oh, forgot about that thread as well. Been meta-pondering who gets centred in our narratives about open and how that plays out at conferences, which was a thread that also ran through #OER18
Thanks for writing a wonderful article. One of the things about "open", paradoxically, is that there is almost always some claim of "centrality". I see it in abundance in the Open Source Software space as well. For sure "Open" means different things to different people.
I saw the exchange too, and felt that “open” and “community” will continue to generate tension until we look more carefully at structural privilege in global education systems. Your post is truly so helpful.
This struck a strong chord today having read @LornaMCampbell post, where she reminds us that we must beware the arguments for grand narratives about community and identity. Who is telling them? Where are they centered? What purposes do they serve? https://t.co/fn3o7T084s
For those of us in smaller educational economies, where even local textbook viability is challenging, open is indivisible from structural decolonisation. And this is too complex for one global community (yet) to fix. @Czernie#usnotUS
A fascinating @LornaMCampbell read as ever. An issue that I wrestle with in the open space is that of 'ownership vs credit' being 'open' as an academic can result in loss of credit (many of unheard voices have suffered this) . How do we reconcile open, ownership and credit?
This week, like many colleagues in the open education community I’ve been following the Open Education Conference. I’m not actually at the conference, in fact in all my years working in open education I’ve never been to Open Ed, but I’ve been following it on twitter, and as always, it’s been a thought provoking experience. This year more so than most. There are a number of reasons why I’ve never attended Open Ed, primarily related to cost and childcare, also I’ve always thought of Open Ed as primarily a North American conference and I’m aware that the North American open education community is focused on quite different aspects of open education than the ones I primarily identify with. That’s to be expected of course, different countries with different education systems, economic conditions, political contexts and social issues will necessarily have very different concerns and priorities when it comes to open education
This tweet from Marisa Petrisch served to highlight just how radically different the US context is to my experience of working as an open education practitioner in Scotland.
Barnes compared textbook prices to prescription drug prices. If your Dr could get the same result with a cheaper product, wouldn’t you want them to try?
There is so much going on in this one tweet that I can barely get my head around; not least of which is why do people have to pay astronomical costs for life saving medication in the first place?? Though as my colleague Phil Barker commented, this may be an American thing but it’s a reality we may all be waking up to in the UK soon. (And that’s another thing I can’t get my head around.)
This important diversity has been somewhat overshadowed by the controversy surrounding the pulled keynote panel, (I’m not going to go into this, as I’m not sure there’s anything I could add that hasn’t already been said) and David Wiley’s announcement that he would be adjourning and stepping back from the conference so that the community can take ownership of the space and reimagine what kind of event they want going forward. Judging by the reaction on the conference hashtag, this announcement appears to have been met with surprise and respect, and though it’s hard to judge from a distance, my impression is that most people seem to regard this as a positive move. However I caught one conversation on twitter last night between George Siemens and Tannis Morgan that stopped me in my tracks.
Which is central, and which is periphery?There's OER in the UK, OE Global and other big events where open has a strong showing. Central community by geography, by focus, by association or membership? My central community has been the OER conf because of strong #femedtech lens
I guess I'd like to underline that for some of us, they aren't the central node globally. Eg.If you want to deep dive into social justice + feminist perspectives on open, OER might be that central place. Agreed, central node in the US, but blind spots come from that
It does seem a little presumptuous to regard one community of people in the US as “the central node globally”. By its nature, open education is necessarily diverse and fragmentary, because as Catherine Cronin and others have repeatedly reminded us, open education is highly contextual. Indeed Maha Bali wrote a much discussed blog post earlier this week about the necessity of contextualising openness. This discussion about the global context and centrality of different open education communities is all the more interesting as it was pre-empted by this year’s OER19 Conference, chaired by Catherine and Laura Czerniewicz. The theme of OER19 was Recentering Open: Critical and Global Perspectives and one of the aims of the conference was to move beyond hero narratives to including marginalised voices.
With the Open Ed conference reaching a turning point, it’s interesting to reflect on how the OER conference has evolved over on the other side of the pond. When it launched in 2010, the conference was closely associated with the UKOER programme, and as a result it primarily focused on open education projects in Higher Education institutions in England. When that programme came to an end in 2012, many people predicted the demise of the conference, however it continued to grow and thrive along with a growing and increasingly diverse open education community. OER has never positioned itself as a “global” conference, however since it was adopted by ALT in 2015 it has made a conscious effort to be as diverse, inclusive and accessible as possible. This is reflected not just in the diversity of the chairs, themes, and keynotes, but also in the wide range of channels that the conference supports to enable open and remote participation. While the OER conference would not exist in its current form without the generous support of ALT, ALT doesn’t own the OER conference, it facilitates it on behalf of the open community. Anyone can apply to chair the conference and the conference committee is open to all. The role of the chairs is to set the conference theme and select the keynotes, but the shape of the conference and the selection of the papers and sessions is a task undertaken by the whole committee. Like any event, the OER Conference has not been without its own controversies over the years, but the conference’s openness and diversity is, I believe, its strength.
I don’t know what, if anything the Open Ed community can learn from the experiences of the OER Conference, and other open education conferences and communities around the world, but I hope they are able to use this opportunity to re-envision their space in such a way that it meets the unique needs of their own social, political and educational contexts, while at the same time being inclusive, collaborative and accessible, and cognisant of the diversity of the broader global open education community.
Not content with liveblogging the ALTC keynotes, gasta sessions and AGM, I’m also going to be taking part in two presentations and one panel. Yikes! So if you’re interested in learning why Wikimedia belongs in education, how to develop an academic blogging service based on trust and openness, and supporting creative engagement through open education, why not come along and join us 🙂
Wikipedia belongs in education: Principles and Practice
This panel session, featuring short presentations and audience Q&A, will outline the thinking and research that underpins Wikimedia UK’s education programme, present some of the work that’s been delivered as part of this programme over the past few years, and discuss opportunities for future educational partnerships. We’ll also highlight the ways that you can get involved in this work at an individual and/or institutional level, and the benefits of working with Wikimedia in education.
Supporting Creative Engagement and Open Education at the University of Edinburgh
Thursday Sep 5 2019, 12:15pm – 1:15pm, McEwan Hall
Lorna Campbell, Stephanie (Charlie) Farley, and Stewart Cromar
This joint presentation will introduce the University of Edinburgh’s vision and strategy for OER and playful engagement, showcase examples of some of the playful approaches we employ, demonstrate how these help to foster creative approaches to teaching, learning and engaging with our collections, and reflect critically on researching their effectiveness. Come along and see real world examples of how supporting openness and playful engagement at the institutional level can foster creativity and innovation, and gain inspiration about how these approaches could be used in your own contexts and institution. You’ll also be able to pick up one of our free “We have great stuff” OER colouring books!
This presentation will reflect on the first year year of the University of Edinburgh’s new Academic Blogging Service. We worked closely with academic colleagues, to take a broad view of the different uses of blogs, including reflective blogging, writing for public audiences, group blogging and showcasing research to develop a new academic blogging service that launched in October 2018. The service incorporates existing tools (inc. those built into our VLE and portfolio platforms), improved documentation, new digital skills workshops and materials, and a brand new centrally supported WordPress platform (blogs.ed.ac.uk) to support types of blogging that were not well catered for previously. The philosophy of our new blogging platform was to start from a position of openness and trust, allowing staff and students to develop their own voices. Come along to learn more about our Academic Blogging Service and find out about the free and open resources we developed along the way.