Last week I had the pleasure of running a workshop on open practice with Catherine Cronin as part of City University of London’s online MSc in Digital Literacies and Open Practice, run by the fabulous Jane Secker. Both Catherine and I have run guest webinars for this course for the last two years, so this year we decided collaborate and run a session together. Catherine has had a huge influence on shaping my own open practice so it was really great to have an opportunity to work together. We decided from the outset that we wanted to practice what we preach so we designed a session that would give participants plenty of opportunity to interact with us and with each other, and to choose the topics the workshop focused on.
We began with a couple of definitions open practice, emphasising that there is no one hard and fast definition and that open practice is highly contextual and continually negotiated and we then asked participants to suggest what open practice meant to them by writing on a shared slide. We went on to highlight some examples of open responses to the COVID-19 pandemic, including the UNESCO Call for Joint Action to support learning and knowledge sharing through open educational resources, Creative Commons Open COVID Pledge, Helen Beetham and ALT’s Open COVID Pledge for Education and the University of Edinburgh’s COVID-19 Critical Care MOOC.
We then gave participants an opportunity to choose what they wanted us to focus on from a list of four topics:
For the last quarter of the workshop we divided participants into small groups and invited them to discuss
What OEP are you developing and learning most about right now?
What OEP would you like to develop further?
Before coming back together to feedback and share their discussions.
Finally, to draw the workshop to a close, Catherine ended with a quote from Rebecca Solnit, which means a lot to both of us, and which was particularly significant for the day we ran the workshop, 3rd November, the day of the US elections.
Slides from the workshop are available under open licence for anyone to reuse and a recording of our session is also available: Watch recording | View slides.
This year for Ada Lovelace day, I wrote a new Wikipedia page about Dr Isabel Gal, a Hungarian paediatrician and Holocaust Survivor who, in 1967, was responsible for establishing a link between use of the hormonal pregnancy test Primodos and severe congenital birth defects. I came across Gal quite by chance via the @OnThisDayShe twitter account, which aims to “Put women back into history, one day at a time.”
On this day in 1967, Dr Isabel Gal published findings that a drug called Primodos caused serious birth defects. Gal, an Auschwitz survivor, was not taken seriously: this summer, the Cumberlege review vindicated her. Compensation cases are ongoing. https://t.co/hPVa9ysEiDpic.twitter.com/BavOzp5i8g
A quick google showed that while there were Wikipedia entries for Primodos and for Baroness Cumberlege who led a review into the drug, there was no entry for Gal herself. Which is all the more astonishing given the extraordinary and tenacious life she led. Gal, a Hungarian Jew, survived the Holocaust after being interred in Auschwitz along with her mother and two sisters, all of whom survived. Her father however died in Mauthausen concentration camp. After the war, Gal studied to become a paediatrician at the University of Budapest and married mathematician Endre Gal. During the Hungarian revolution of 1956, Gal and her family fled to the UK, after being smuggled out of Hungary into Austria. What I didn’t know when I started writing the article was that Gal re-qualified as a doctor at the University of Edinburgh. According to her daughter-in-law, who wrote her obituary for the Guardian, she found Scottish accents easier to understand than London ones. I haven’t been able to find any information online about Gal’s time in Edinburgh, but I’ll be contacting the University’s Centre for Research Collections as soon as I get back from leave, to see what they can dig up.
In 1967, while working at St Mary’s Children’s Hospital in Surrey, Gal published a short article in Nature magazine highlighting a link between Primodos, a hormonal pregnancy test marketed by the German drug company Shering AG, and serious congenital birth defects. She also pointed out that the test used the same components as oral contraceptive pills. Despite taking her findings to the Department of Health, the Committee on Safety of Medicines, and the government’s Senior Medical Officer, Bill Inman, her warnings were ignored, partially as a result of concerns that they would discourage women from taking oral contraception. Primodos was banned in several European countries in the early 1970s, but it wasn’t until 1975 that a warning was added to Primodos in UK, and it was only withdrawn from the market in 1978, for commercial reasons. A long running campaign by the Association for Children Damaged by Hormone Pregnancy Tests, and the discovery of documents revealing that Shering had concealed information relating to the dangers of the drug, eventually resulted in a government review that found that there was no causal association between Primodos and birth defects. However Theresa May, who was then prime minister, ordered a second review led by Baroness Cumberlege, which published its findings earlier this year and concluded that there was indeed a link and that the drug should have been withdrawn from use in 1967.
Gal believed she was blacklisted as a result of her campaign and after being repeatedly turned down for senior positions, she eventually left the medical profession. She died in London in 2017 at the age of 92, two years before the Cumberlege review vindicated her findings.
Interviewed about the review’s findings, Theresa May said she believed that sexism had been partially responsible for the authorities failure to act.
“I almost felt it was sort of women being patted on the head and being told ‘there there dear’, don’t worry. You’re imagining it. You don’t know. We know better than you do….I think this is a very sad example of a situation where people were badly affected, not just by the physical and mental aspect of what Primodos actually did, but by the fact that nobody then listened to them…”
A Skye News investigation in 2017 revealed that Inman, who had originally stonewalled Gal’s efforts to have the drug withdrawn, and whose own research showed an increased risk of birth defects among women who had used hormone pregnancy tests, had destroyed his research data, “to prevent individual claims being based on his material”.
Dr Gal’s story, and her omission from Wikipedia, are sadly typical of many women scientists whose contributions have been stifled, stonewalled, ignored, elided and written out of history. It’s very telling that while Gal didn’t even have a red link, Inman has an extensive and glowing Wikipedia entry, which makes no mention of his role in the Primodos scandal or the fact that he destroyed evidence relating to the case. However with the publication of the Cumberlege Review and a new Sky documentary, Bitter Pill: Primodos, there has been increased interest in Gal’s role in highlighting the dangers of hormonal pregnancy tests. I hope her new Wikipedia entry will help others to discover Dr Isabel Gal’s amazing story, and bring her the recognition she deserves.
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.
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.
While I was off on strike I was able to spend some time finishing a project I’ve been working on for a couple of months; editing the Wikipedia page for Dunfermline College of Physical Education. I was inspired to update the existing page by the recent Body Language exhibition at the University of Edinburgh Library which delved into the archives of Dunfermline College and the influential dance pioneer Margaret Morris, to explore Scotland’s significant contributions to movement and dance education. And the reason I was so keen to improve this page, which was little more than a stub when I started editing, is that my mother was a student at Dunfermline College from 1953 – 1956, and when she died in 2011 my sister and I inherited her old college photograph album.
My mother was not a typical Dunfermline student. Unlike many of her fellow students, who were privately educated and went straight to the college on leaving school, my mother was educated at the Nicolson Institute in Stornoway, and after leaving school she took an office job while working her way through the Civil Service exams. She’d been working a year or so when the college came to the island to interview prospective students, and her father suggested she apply. Her interview was successful, and she was awarded a place and a bursary to attend the college, which at that time was in Aberdeen. Having experienced a degree of independence before going to Dunfermline, my mother chaffed at the rigid discipline of the residential college, which expected certain standards of decorum from its “girls”. She didn’t take too kindly to the arbitrary rules, and it’s perhaps no surprise that her motto in the college year book was “Laws were made to be broken”. She did however make many life-long friends at college and she went on to have a long and active teaching career.
My mother worked as a PE teaching on the Isle of Lewis, first as a travelling teacher working in tiny rural schools across the island, and later in the Nicolson Institute. She passionately believed that all children should be able to enjoy physical education, regardless of aptitude or ability, and she vehemently opposed the idea that the primary role of PE teachers was to spot and nurture “talent”. Her real interest was movement and dance and many of the children she taught in the small rural schools where convinced she was really just a big playmate who came to play with them once a week. Sporting facilities were pretty much non-existent in rural schools in the Western Isles the 1970s. Few schools had a gyms or playing field, so she often organised games and sports days on the machair by the beaches. The first swimming pool in the islands didn’t open until the mid 1970s and prior to that she taught children to swim in the sea, on the rare occasions it was sufficiently calm and warm. None of the schools she taught in had AV facilities of any kind and I vividly remember the little portable tape recorded that she carried around with her for music and movement lessons. She retired from teaching in 1987, not long after the acrimonious national teachers pay dispute. Despite being rather scunnered with the education system by the time she retired, it’s clear that the years she spent at Dunfermline played a formative role in shaping not just in her career, but also her personal relationships and her approach to teaching. Typically, she was proud to be known as the rule breaker of her “set” and I think she’d appreciate the irony of her old pictures appearing on the college Wikipedia page.
In order to add these images to Commons, I’m having to go through the rather baroque OTRS procedure, and I’d like to thank Michael Maggs, former Chair of Board of Wikimedia UK, for his invaluable support in guiding me through the process. Thanks are also due to colleagues at the Centre for Research Collections, which holds the college archive, for helping me access some of the sources I’ve cited.
One last thing….when I was producing our OER Service Autumn newsletter I made this GIF to illustrate a short news item about the Body Language exhibition.
Garden Dance, CC BY, University of Edinburgh.
The gif is part of a beautiful 1950s film featuring students from Dunfermline College called Garden Dance, which was released under open licence by the Centre of Research Collections. The film is described as “Dance set in unidentified garden grounds, possibly in Dunfermline” however when I was looking through my mother’s college album I found this picture of the very same garden, so it appears it was filmed in Aberdeen. If you click through to the film, you can clearly see the same monkey puzzle tree in the background. It was obviously something of a landmark! I wonder if my mother is one of the dancers?
The winners of the 2019 Wiki Loves Monuments competition were announced a couple of weeks ago and I was delighted to see four entries from Scotland among the winners. The overall winner for the UK is this gorgeous shot by MHoser of Kilchurn Castle, the stronghold of the Campbells of Glen Orchy.
Kilchurn Castle at sunrise, CC BY-SA 4.0, MHoser.
Of all the prize winning images, the one that I really love is this image of Arnol Blackhouse by Castlehunter (David C. Weinczok), which won the prize for best image of an interior. Arnol Blackhouse on the Isle of Lewis is a site I know well and have visited many times and this shot really captures the unique atmosphere of the house. It’s a really evocative image for me as I spent a lot of my childhood playing in the roofless ruins of houses like this. Just about every croft had the remains of an “old house”, which was pressed into service as a barn or a byre, a place to pen ewes with sickly lambs, store rusting rolls of old fencing wire, or just left to fall quietly into disrepair.
Arnol Blackhouse, CC BY-SA 4.0, David C. Weinczok
I was also quietly chuffed that two of my ownphotographs made it onto the long lost. I really enjoy taking part in Wiki Loves Monuments, but I’m definitely not in it or the prizes, in fact as a Wikimedia UK Board member I can’t be shortlisted. I just really enjoy knowing that my amateurish snaps are making a positive contribution to the Commons, and in some cases are providing a visual record of sites and monuments that would otherwise be unrepresented. Both my long listed images are of the interior of Glasgow City Chambers and show the stunning Carrara Marble staircase. I’ve taken a few picture of the City Chambers before and some of my pictures already appears on the Wikipedia pages for both the Chambers and Carrara Marble.
Glasgow City Chambers, George Square, Glasgow, CC BY-SA 4.0, LornaMCampbell
And in case you’re thinking that Wiki Loves Monuments is just for experienced photographers with fancy cameras, it’s worth noting that both my long listed images, and Castlehunter’s stunning photograph of Arnol Blackhouse, were taken with smart phones. So when Wiki Loves Monuments comes around next September, why not head out with your phone in your pocket and snap some pictures. You never know, you might win a prize too!
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.
Earlier this week Google commemorated psychiatrist and substance abuse researcher Dr Herbert Kleber with a Google Doodle by Jarrett J. Krosoczka, and provided a rather sobering example of how technology reinforces systemic bias and structural inequality, and also how we can address it.
Kleber is certainly worth celebrating, a quick glance at his Wikipedia page shows that he revolutionised approaches to theorising, researching and treating drug addiction, by rejecting punitive and moralistic approaches and focusing on scientific research into the causes and treatments of addiction. Kleber’s Wikipedia page also records that he co-founded the Substance Abuse Division at Columbia University, with his wife Dr Marian Fischman. Fishman was already a respected psychologist researching narcotics and addiction when she met and married Kleber in 1987 and they founded the Substance Abuse Center five years later in 1992. However when Google published their doodle on 1st October, to commemorate the 23rd anniversary of Kleber’s election to the National Academy of Medicine, Fischman had no Wikipedia page of her own. Indeed she didn’t even warrant a red link. I flagged this up on twitter to the fabulous Wiki Women In Red project, which aims to address Wikipedia’s gender gap by creating new biographical articles for women, and turning red links blue, and I’m delighted to say that Fischman had her own Wikipedia entry by the end of the day. It’s still just a stub and could do with a lot more work, but at least it’s there and it’s a starting point.
There are many more prominent women scholars, thinkers, researchers and scientists who are all too often relegated to the role of “wife” and who lack their own Wikipedia entries. If you’d like to help write entries for some of these women, the University of Edinburgh is running a Women in Engineering Wikipedia editathon as part of its Ada Lovelace Day events on Tuesday 8th October so why not come along and help us to record the achievements of some notable women. You can find out more information and sign up for the Ada Lovelace Day events and editathon here: https://thinking.is.ed.ac.uk/ada-lovelace-day/
And who knows, maybe one day Marian Fischman will be celebrated by her own Google Doodle too.
Dr Herbert Kleber Google Doodle by Jarrett J. Krosoczka
It’s always great to see that lightbulb moment when people start to understand the potential of using Wikipedia in the classroom to develop critical digital and information literacy skills. There was a lot of interest in (and a little envy of) UoE’s Academic Blogging Service and centrally supported WordPress platform, blogs.ed.ac.uk, so it was great to be able to share some of the open resources we’ve created along the way including policies, digital skills resources, podcasts, blog posts, open source code and the blogs themselves. And of course there was a lot of love for our creative engagement approaches and open resources including Board Game Jam and the lovely We have great stuff colouring book.
Stewart Cromar also did a gasta talk and poster on the colouring book and at one point I passed a delegate standing alone in the hallway quietly colouring in the poster. As I passed, I mentioned that she could take one of the colouring books and home with her. She nodded and smiled and carried on colouring. A lovely quite moment in a busy conference.
It was great to hear Charlie talking about the enduringly popular and infinitely adaptable 23 Things course, and what made it doubly special was that she was co-presenting with my old Cetis colleague R. John Robertson, who is now using the course with his students at Seattle Pacific University. I’ve been very lucky to work with both Charlie and John, and it’s lovely to see them collaborating like this.
Our Witchfinder General intern Emma Carroll presented a brilliant gasta talk on using Wikidata to geographically locate and visualise the different locations recorded within the Survey of Scottish Witchcraft Database. It’s an incredible piece of work and several delegates commented on how confidently Emma presented her project. You can see the outputs of Emma’s internship here https://witches.is.ed.ac.uk/about
Emma Carroll, CC BY NC 2.0, Chris Bull for Association for Learning Technology
I really loved Kate Lindsay’s thoughtful presentation on KARE, a kind, accessible, respectful, ethical scaffolding system to support online education at University College of Estate Management. And I loved her Rosa Parks shirt.
Kate Lindsay, CC BY NC, Chris Bull for Association for Learning Technology
Sheila MacNeill and Keith Smyth gave a great talk on their conceptual framework for reimagining the digital university which aims to challenge neoliberalism through discursive, reflective digital pedagogy. We need this now more than ever.
Keith Smyth, CC BY, Lorna M. Campbell
Sadly I missed Helen Beetham’s session Learning technology: a feminist space? but I heard it was really inspiring. I think I can count on one hand the number of times I’ve been able to hear Helen talk, we always seem to be programmed in the same slot! I also had to miss Laura Czerniewicz’s Online learning during university shut downs, so I’m very glad it was recorded. I’m looking forward to catching up with is as soon as I can.
The Learning Technologist of the Year Awards were truly inspiring as always. Lizzie Seymour, Learning Technology Officer, Royal Zoological Society of Scotland at Edinburgh Zoo was a very well deserved winner of the individual award, and I was really proud to see the University of Edinburgh’s Lecture Recording Team win the team award. So many people across the University were involved in this project so it was great to see their hard work recognised.
UoE Lecture Recording Team, CC BY NC, Chris Bull for Association for Learning Technology
Without doubt though the highlight of the conference for me was Frances Bell‘s award of Honorary Life Membership of the Association for Learning Technology. Frances is a dear friend and an inspirational colleague who really embodies ALT’s core values of participation, openness, collaboration and independence, so it was a huge honour to be invited to present her with the award. Frances’ nomination was led by Catherine Cronin, who wasn’t able to be at the conference, so it gave me great pleasure to read out her words.
“What a joy to see Frances Bell – who exemplifies active, engaged and generous scholarship combined with an ethic of care –being recognised with this Honorary Life Membership Award by ALT.
As evidenced in her lifetime of work, Frances has combined her disciplinary expertise in Information Systems with historical and social justice perspectives to unflinchingly consider issues of equity in both higher education and wider society.
Uniquely, Frances sustains connections with people across higher education, local communities and creative networks in ways which help to bridge differences without ignoring them, and thus to enable understanding.
Within and beyond ALT, we all have much to thank her for.”
I confess I couldn’t look at Frances while I was reading Catherine’s words as it was such an emotional moment. I’m immensely proud of ALT for recognising Frances’ contribution to the community and for honouring her in this way.
Frances Bell, Honorary Life Member or ALT, CC BY NC, Chris Bull for Association for Learning Technology
And finally, huge thanks to Maren, Martin and the rest of the ALT team for organising another successful, warm and welcoming conference.
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.