At the end of each year, I used to write a round up of significant work and life events over the previous 12 months. That didn’t happen last year. Just getting to the end of the year felt like an achievement. That was enough. I’ve kept this blog ticking over for the last year, though I’ve written fewer posts here than in previous years. It’s partly that I’ve been blogging elsewhere, on the OpenEd, Teaching Matters, and Open Textbooks blogs. But it’s also a question of bandwidth; surviving in the midst of a global pandemic, and taking care of those around you, be they family, friends, or work colleagues, takes up a lot of emotional energy, so there often wasn’t much energy left over to reflect on what I was actually doing. I’m still committed to using this blog to share my practice though, so I want to end the year on a hopeful note with a blog post about all the things I’ve done that I didn’t manage to write about at the time, or that I only touched on in passing.
Open eTextbooks for Access to Music Education
At the start of the year I was awarded a University of Edinburgh Student Experience Grant, and together with Dr Nikki Moran and three brilliant student interns from the Reid School of Music, we undertook an experimental project to repurpose open resources from an existing MOOC and on-campus course to create a prototype open textbook, Fundamentals of Music Theory. Working with Nikki and the students was a delight and we learned a lot about different publishing platforms and the process of editing and creating ebooks in different formats. My InDesign skills are basic at best, but my old HTML skills came in very handy! We gave a talk about the project at the OERxDomains Conference, The Scale of Open: Repurposing Open Resources for Music Education, and it was great to receive such positive feedback on the importance of working together with students on projects like this. In his final reflection on the project our intern Ifeanyichukwu Ezinmadu wrote;
“This project has got me inspired towards creating an independent OER project in music theory based on the ABRSM theory syllabus. To achieve this new goal of mine, I look forward to deploying skills developed on this project such as collaboration, research, design thinking, and other technical skills. I will dearly miss the entire team that has made this Project a possibility – Lorna, Charlie, Nikki, Kari, and Ana – and I look forward to engaging with other opportunities within and beyond the University of Edinburgh to learn and contribute meaningfully towards music education projects.”
Learn Ultra Base Navigation Upgrade
Another project I was involved in earlier this year was the Learn Ultra Base Navigation Upgrade project, which investigated the implications and feasibility of upgrading to UBN in advance of a full upgrade to Learn Ultra. I’m not usually directly involved in supporting and delivering our Learn VLE service, but we were short handed so I was drafted in to do some of the project management. Although it was a bit of a steep learning curve for me, it was a really good opportunity to connect with colleagues who maintain and support the Learn Service and the Learn Foundations project, and it was interesting to have a preview of UBN and the functionality it provides.
OER Policy update
On more familiar territory, I enjoyed working with our Education Technology Policy officer Neil McCormick to review and revise the University of Edinburgh’s OER Policy. The University’s original policy was approved in 2015 and five years later, in September this year, our new policy was approved by Education Committee. This new policy, which has adopted UNESCO’s definition of OER, strengthens the University’s commitment to open knowledge and achieving the aims of the Agenda for Sustainable Development. You can read about the new OER Policy on Teaching Matters here: A new OER Policy for the University, and access the policy itself here: University of Edinburgh OER Policy.
Open Education Global Awards
The OER Policy is just one of a sweet of open policies for teaching and learning that the University shares under Creative Commons licence, and we were delighted when these policies were awarded Open Education Global’s Open Policy Award as part of their 2021 Awards for Excellence. Edinburgh rather swept the boards at the awards, also winning the Open Curation Award for our collection of OERs on TES Resources, co-created by GeoScience Outreach undergraduates and our fabulous Open Content Curation interns. Melissa Highton won the Open Leadership Award, and Wikimedia intern Hannah Rothman won the Open Student Award. We didn’t win the Open Resilience Award, but Charlie and I made a very cool video for our entry so I’m sharing it here anyway 🙂
ALT, Wikimedia UK, Creative Commons
I’ve continued serving as a trustee for ALT and Wikimedia UK and it’s always an honour to give something back to both these organisations, given their ongoing commitment to openness, equity, community engagement and knowledge activism. This year I was privileged to sit on the ALT Learning Technologist of the Year Awards panel, which is always an inspiring experience, and the recruitment panel for the new ALT CIO. I also stepped briefly into the role of interim Chair of Board for Wikimedia UK, when Nick Poole’s term came to an end and before our new chair Monisha Shah took up the role. With my Wikimedia UK hat on, I contributed to the Creative Commons working group on the ethics of open sharing, chaired by Josie Fraser. You can read the outputs and recommendations of this working group here: Beyond Copyright: the Ethics of Open Sharing.
I made my own small contribution to knowledge activism at the beginning of the year, when the University’s Disabled Staff Network and Staff Pride Network decided to run an editathon for LGBT History Month, I suggested HIV and AIDS activism in Scotland as a topic. As a result of the HIV Scotland Editathon, six new articles were created and several others improved, making a significant contribution to representing the history of HIV and AIDS activism in Scotland on Wikipedia. I created a new article about Scottish AIDS Monitor and I also wrote and article about Jill Nalder, the Welsh actress who inspired the character of Jill in Russel T. Davis’ drama Its a Sin. Later in the year, Gary Needham invited me to present a webinar on Knowledge Activism: Representing the History of HIV and AIDS activism on Wikipedia for the University of Liverpool’s School of the Arts. Gary and I have a formative shared queer history that goes back many years, so it really meant a lot to me to be able to speak to him and his colleagues about the challenges of representing queer lives and experiences in this way.
A different kind of knowledge activism was provoked by the BBC drama series Vigil, which opened with distressing scenes of a fishing trawler being sunk by a nuclear submarine off the West Coast of Scotland. I certainly wasn’t the only one who noted similarities to the sinking of the fishing vessel Antares by hunter killer submarine HMS Trenchant off Arran in 1990, despite the BBC denying that the incident was based on any specific real life event. At the time, there was no Wikipedia entry about the sinking of the Antares and HMS Trenchant‘s entry made only a veiled reference to the incident, so I fixed that. It’s important that we remember tragedies like this and equally important that we remember who was responsible.
And while we’re on the subject of activism and loss of life at sea, please consider supporting the Royal National Lifeboat Institution if you can. Their volunteers risk their own lives to save those who find themselves in peril at sea, and they are facing increasing hostility and abuse for their selfless courage and humanity.
Activism of a different kind was going on all over Glasgow in November to coincide with COP26. I can’t say I’m hugely optimistic about the outcomes of the conference or the will of global leaders and developed nations to enact meaningful change to halt the climate crisis, however it was hugely inspiring to hear the voices of so many young indigenous community activists. These are the radical voices we need to listen to and make space for. Also kudos to my daughter for snapping what surely has to be the most accurate photograph of the conference and the crisis we face, when we joined the climate march through Glasgow on 7 November.
Another area where we’ve made less progress than I would have hoped is with Open Scotland. As a purely voluntary initiative Open Scotland hasn’t been particularly active for a number of years now, but many of those involved are still supporting open education, open practice and OER through other initiatives and activities. We remain committed to the aims of the Scottish Open Education Declaration and we haven’t given up hope that one day, the Scottish Government will wake up to the benefits and affordances of sharing publicly funded educational resources under open licence. In March this year, with support from Creative Commons, we made another attempt at engaging the Cabinet Secretary for Education with the the UNESCO Recommendation on OER and the Scottish Open Education Declaration, but again we were disappointed to receive a generic response from a civil servant. At a time when inclusive and equitable access to quality education and lifelong learning opportunities has never been more important, Scottish Government’s continued failure to engage with open education and OER is disappointing to say the least.
On a more positive note, we got a new kitten this year. This is Helo and he behaves more like a puppy than a cat. He’s very cute, but he’s also an absolute menace. My two long suffering adult cats are getting no peace.
I got home to the Hebrides in the summer for the first time in two years. It was a joy to see family again and when I finally got to the beach (yes, that beach) I felt like I could breath again for the first time in months.
In what has been a difficult and challenging year on many levels, I’ve been privileged to continue working with so many kind, compassionate, fierce and committed open education practitioners and open knowledge advocates. You give me hope.
It seems fitting to end with a quote from the late, great bell hooks, whose courage and clarity touched so many and whose words provide hope for us all.
“My hope emerges from those places of struggle where I witness individuals positively transforming their lives and the world around them. Educating is a vocation rooted in hopefulness. As teachers we believe that learning is possible, that nothing can keep an open mind from seeking after knowledge and finding a way to know.”
~ bell hooks (1952 – 2021)