Those who fought: Representing HIV/AIDS activism on Wikipedia

LGBT History month is almost over but before the month draws to a close I want to highlight the brilliant work of the HIV Scotland Wikpedia editathon that took place at the end of January.  The event was supported by the University’s indefatigable Wikimedian in Residence, Ewan McAndrew, and organised by the University’s Disabled Staff Network and Staff Pride Network, who were keen to run another editathon following the success of their previous Pride editathon on LGBT+ Books in Scotland and Beyond.  (I’m proud to have created a page for the controversial lesbian magazine Quim as part of that event.)  I suggested HIV / AIDS activism in Scotland as a potential topic as I’d noticed previously that this important history was almost entirely missing from the encyclopaedia.  Scottish AIDS Monitor and PHACE West had no articles at all, and although an article already existed for Derek Ogg, it only touched on his legal career and made no mention of his prominent AIDS activism.  This omission was all the more glaring in light of the belated public conversation about the impact of the AIDS pandemic sparked by the broadcast of Russell T Davis’ series It’s a Sin.  The Network were keen to address this omission and HIV Scotland also came on board to support the event, and I’m pleased to say that six new articles were created and several others improved. You can find out more about the articles created on the event dashboard here: HIV Scotland Editathon.

As part of the event, I wrote an article about Scottish AIDS Monitor, an organisation I first came into contact with in 1992 at an event at the Tramway which coincided with their seminal exhibition Read My Lips: New York AIDS Polemics.  That event and exhibition, which featured works by Gran Fury, Keith Haring, David Wojnarowicz, Felix Gonzalez-Torress and others, left a huge impression on me.  I was aware of the AIDS pandemic, growing up in the 1980s it was impossible to ignore, even in the Outer Hebrides. Who could forget the stigmatising horror of the Don’t Die of Ignorance campaign?  But it was Read My Lips that really brought home to me the deeply personal impact of all those lost lives, the fight for justice and recognition, and the importance of organisations like SAM in raising awareness, providing support and promoting safe sex.

Read My Lips: New York AIDS Polemics

Returning to It’s a Sin, the second article I wrote this month was a biography of Jill Nalder, the actress and activist who inspired the character of Jill Baxter and who played her mother in the series. I know that there has been some criticism of the series for stereotyping women as carers, and for centering the experiences of a woman whose own sexuality and relationships are elided from the show.  While there’s a discussion to be had there, I think it’s important to acknowledge the many many “ordinary” women who played an important role in awareness raising, fund raising, befriending and yes, caring for, people living with AIDS from the earliest years of the pandemic. 

I still have a copy of the Read My Lips exhibition catalogue, which includes a transcript of Vito Russo‘s seminal speech, Why We Fight, from a 1988 ACT UP demonstration.  These lines really resonated with me. 

“AIDS is really a test of us, as a people. When future generations ask what we did in this crisis, we’re going to have to tell them that we were out here today. And we have to leave the legacy to those generations of people who will come after us.

Someday, the AIDS crisis will be over. Remember that. And when that day comes — when that day has come and gone, there’ll be people alive on this earth — gay people and straight people, men and women, black and white, who will hear the story that once there was a terrible disease in this country and all over the world, and that a brave group of people stood up and fought and, in some cases, gave their lives, so that other people might live and be free.”

Wikipedia is the fifth most visited website in the world, with aspirations to provide “free access to the sum of all human knowledge”.   For this reason more than any other it’s critically important that the history of HIV and AIDS activism is represented on the encyclopaedia.  So that those generations that come after will be able understand the legacy and the courage of those who stood up and fought. 

Open for Good – Open education and knowledge equity for all

This is a transcript of a keynote I gave at the Open University H818 The Networked Practitioner conference. 

The principles of open education were outlined in the 2008 Cape Town Declaration, one of the first initiatives to lay the foundations of what it referred to as the “emerging open education movement”. The Declaration advocates that everyone should have the freedom to use, customize, and redistribute educational resources without constraint, in order to nourish the kind of participatory culture of learning, sharing and cooperation that rapidly changing knowledge societies need.  One of the many contributors to the Cape Town Declaration was Wikimedia founder, Jimmy Wales.  Who commented in a press release to mark the launch of the Declaration:

“Open education allows every person on earth to access and contribute to the vast pool of knowledge on the web. Everyone has something to teach and everyone has something to learn.”

The Cape Town Declaration is still an influential document and it was updated on its 10th anniversary as Capetown +10, and I can highly recommend having a look at this if you want a broad overview of the principles of open education.

As conceived by the CapeTown Declaration, open education is a broad umbrella term, there’s is no one hard and fast definition.  In the words of open education scholar Catherine Cronin, open education is complex, personal, contextual and continually negotiated.

One conceptualisation of open education that I like is from the not-for-profit organization OER Commons which states that

“The worldwide OER movement is rooted in the human right to access high-quality education. The Open Education Movement is not just about cost savings and easy access to openly licensed content; it’s about participation and co-creation.”

And what I particularly like about this interpretation is the focus on empowerment, equity and co-creation, which to my mind are the most important aspects of open education and open knowledge.

Open Educational Resources (OER)

Owing to its contextual nature, open education encompasses many different aspects however open educational resources, or OER, are of course central to any understanding of this domain. Although there are multiple definitions of the term OER, the one I tend to default to is the UNESCO definition.

“OER are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others.”

UNESCO OER Recommendation

The reason this definition is significant is that in November 2019 UNESCO made a formal commitment to actively support the global adoption of OER, when it approved its Recommendation on Open Educational Resources.

Central to the new Recommendation, is the acknowledgement of the role that OER can play in achieving United Nations Sustainable Development Goal 4: to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

 The Recommendation recognises that

“in building inclusive Knowledge Societies, Open Educational Resources (OER) can support quality education that is equitable, inclusive, open and participatory as well as enhancing academic freedom and professional autonomy of teachers by widening the scope of materials available for teaching and learning.”

And it outlines five areas of action

  • Building capacity of stakeholders to create, access, re-use, adapt and redistribute OER
  • Developing supportive policy
  • Encouraging effective, inclusive and equitable access to quality OER
  • Nurturing the creation of sustainability models for OER
  • Promoting and reinforcing international cooperation

Equality and diversity is centred throughout the Recommendation with the acknowledgement that

“In all instances, gender equality should be ensured, and particular attention paid to equity and inclusion for learners who are especially disadvantaged due to multiple and intersecting forms of discrimination.”

Wikimedia Movement Strategy

Elsewhere in the open knowledge domain, and running in parallel with the development of the UNESCO Recommendation, the Wikimedia Foundation has been undertaking its own Movement Strategy exercise to shape the strategic direction of the movement. The movement strategy, comprises 10 recommendations for change, and 10 guiding principles, many of which echo of principals of the UNESCO OER Recommendation. 

Enshrined in the Wikimedia Movement Strategy, are the key concepts of Knowledge as a Service and Knowledge Equity.

Knowledge as a service, is the idea that, Wikimedia will become a platform that serves open knowledge to the world across interfaces and communities.

And knowledge equity, is the commitment to focus on knowledge and communities that have been left out by structures of power and privilege, and to break down the social, political, and technical barriers preventing people from accessing and contributing to free knowledge.

Structural Inequality in the Open Knowledge Landscape

And to my mind it is this commitment to knowledge equity that is key to the open education and open knowledge movements, because as I’m sure we are all aware, the open knowledge landscape is not without its hierarchies, its norms, its gatekeepers and its power structures. We all need to be aware of the fact that open does not necessarily mean accessible. Far too often our open spaces replicate the power structures and inequalities that permeate our society.

For example Wikimedia’s problems with gender imbalance,  structural inequalities and systemic bias are well known and much discussed. On English language Wikipedia just over 18% of biographical articles are about women, and the number of female editors is somewhere between 15 and 20%. Some language Wikipedias, such as the Welsh Wicipedia, fare better, others are much worse. Despite Wikipedia’s gender imbalance being an acknowledged problem, that projects such as Wiki Women In Red have sought to address, too often those who attempt to challenge these structural inequalities and rectify the systemic bias, have been subject of targeted hostility and harassment.   

In an attempt to tackle these problems Wikipedia recently launched a new Universal Code of Conduct intended to make Wikimedia projects more welcoming to new users, especially underrepresented groups who have too often faced harassment and discrimination.   It’s too early yet to know how much impact this Code of Conduct will have but it’s certainly a much-needed step in the right direction.

Wikimedia is not the only open space that suffers from issues of systemic bias and structural inequality.  In a chapter on Open Initiatives for Decolonising the Curriculum, in Decolonising the University edited by Gurminder K Bhrambra, open source software developer Pat Lockley notes that UK universities with the highest percentages of black, Asian and minority ethnic staff are those which spend the least, and in many cases nothing, on open access article processing charges. And he goes on to ask whether Open Access really is broadening and diversifying academia, or merely reinforcing the existing system.

Similarly, in a 2017 survey on open source software development practices and communities, Github, another important open online space, reported huge gaps in representation and concluded that the gender imbalance in open source remains profound. From a random sample of 5,500 respondents 95% were men; just 3% were women and 1% are non-binary.

And there are many other examples of similar structural inequalities in open spaces and communities.

In a 2018 article titled “The Dangers of Being Open” Amira Dhalla, who at the time led Mozilla’s Women and Web Literacy programs, wrote:

“What happens when only certain people are able to contribute to open projects and what happens when only certain people are able to access open resources? This means that the movement is not actually open to everyone and only obtainable by those who can practice and access it.

Open is great. Open can be the future. If, and only when, we prioritize structuring it as a movement where anyone can participate and protecting those who do.”

This lack of equity in the open knowledge landscape is significant, because if knowledge and education are to be truly open, then they must be open to all regardless of race, gender, or ability, because openness is not just about definitions, recommendations and strategies, openness is about creativity, access, equity, and social inclusion and enabling learners to become fully engaged digital citizens.

OER and the COVID-19 pandemic

With the advent of the COVID-19 pandemic the role of OER in helping to provide access to inclusive and equitable education for all has become ever more critical.

In April last year, at the first peak of the global COVID-19 pandemic, UNESCO estimated that 1.57 billion learners in 191 countries worldwide had had their education disrupted.  In response to this unprecedented crisis, the organisation issued a Call for Joint Action to support learning and knowledge sharing through Open Educational Resources (OER).  The call highlights the important role that OER can play in supporting the continuation of learning in both formal and informal settings, meeting the needs of individual learners, including people with disabilities and individuals from marginalized or disadvantaged groups, with a view to building more inclusive, sustainable and resilient Knowledge Societies. 

OER at the University of Edinburgh

At the University of Edinburgh we believe that both open education and open knowledge are strongly in keeping with our institutional vision and values; to discover knowledge and make the world a better place, and to ensure our teaching and research is accessible, inclusive, and relevant to society. In line with the UNESCO OER Recommendation, we also believe that OER and open knowledge can contribute to achieving the aims of the United Nations Sustainable Development Goals, which the University is committed to through the SDG Accord. 

The University’s vision for OER has three strands, building on our excellent education and research collections, traditions of the Scottish Enlightenment, and the university’s civic mission.

This vision is backed up by an OER Policy, approved by our Learning and Teaching Committee, which encourages staff and students to use, create and publish OERs to enhance the quality of the student experience, expand provision of learning opportunities, and enrich our shared knowledge commons.

The University’s vision for OER is the brainchild of Melissa Highton, Assistant Principal Online Learning, and the student union were also instrumental in encouraging the University to adopt an OER policy, and we continue to see student engagement and co-creation as being fundamental aspects of open education and open knowledge.

To support this policy we also have an OER Service that provides staff and students with advice and guidance on creating and using OER, engaging with open education and developing information and copyright literacy skills. The OER Service places openness at the heart of the university’s strategic initiatives in order to build sustainability and minimise the risk of what my senior colleague Melissa Highton has referred to as copyright debt. The service also maintains a one stop shop that provides access to open educational resources created by staff and students across the university.

This strategic support for OER and open knowledge enabled the University to respond rapidly to the uniquely complex challenges presented by the global COVID-19 pandemic and what I want to do now is highlight some of those responses.

Critical Care MOOC

With support from the Online Learning and OER Service, and from our partners at FutureLearn, 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.  It took a little over a fortnight of working day and night to collate the resources and get them onto the FutureLearn platform, and they went live on the 5th of April 2020, just as many European countries were first going into lockdown.  Over 5,000 learners enrolled on the first day of the course and by the end of the first 6 week run, over 40,000 learners from 189 countries had accessed the learning materials.  The University’s strategic support for OER and open knowledge, and FutureLearn’s willingness to prioritise the project, helped enable us to develop this resource at speed.  The team comprised staff from the University, FutureLearn, NHS Lothian, the Royal College of Physicians of Edinburgh and NHS Education Scotland, who came together to make something positive happen at a difficult and stressful time for many, motivated by the knowledge of how valuable this educational resource would be to staff on the frontline of critical care.

Free Short Online Courses

Providing open access to high quality online learning opportunities and widening access to our scholarship has always been an important cornerstone of the University’s commitment to open knowledge exchange and community outreach and we  provide a wide range of online courses including masters degrees, MOOCs and MicroMasters programmes.  Ensuring continued access to course materials for online learners, has always been a priority, and now more so than ever when many learners may find it challenging to meet fixed deadlines as a result of other personal commitments and stresses in their lives. To address this issue, we ensure that the majority of online learning content created for these courses can be released under open licence, this includes over 500 high quality MOOCs videos which can be accessed and downloaded from our Open Media Bank channel. The Open Media Bank hosts legacy content covering a wide range of topics, including some that directly address the challenges of the pandemic, such as videos from our former MOOC Critical Thinking in Global Challenges  which explores important global challenges including epidemics and the spread of serious infectious, and the challenges of human health and wellbeing in the modern world. 

Free Teaching and Learning Resources for Home Schooling

Our commitment to knowledge exchange and community outreach also extends to the school sector.   Through TES Resources the OER Service shares a growing collection of interdisciplinary teaching and learning materials, aimed at primary and secondary school level, covering topics as diverse as climate change, food production, biodiversity, and LGBTQ+ issues.    These fun and creative resources are designed to be easily customisable for different learning scenarios.  When schools are closed as a result of lockdown and parents have to take on homeschooling, the OER Service uses its social media channels to disseminate this ready-made collection of free teaching resources to all who might need them.  One of the really nice things about this collection of open educational resources is that they have all been co-created by undergraduates and student interns in collaboration with colleagues from the School of GeoSciences and the OER Service. So this is a lovely example of the benefits of open education and co-creation in action.

Wikimedian in Residence

At the University of Edinburgh we believe that contributing to the global pool of Open Knowledge through Wikimedia is squarely in line with our institutional mission and that Wikipedia is a valuable learning tool to develop a wide range of digital and information literacy skills at all levels across the curriculum. Our Wikimedian in Residence, Ewan McAndrew, works to embed open knowledge in the curriculum, through skills training sessions, editathons, Wikipedia in the classroom initiatives and Wikidata projects, in order to increase the quantity and quality of open knowledge and enhance digital literacy.  Creating Wikipedia entries enables students to demonstrate the relevance of their field of study and share their scholarship in a real-world context, while contributing to the global pool of open knowledge.  And if you want to find out more about Wikimedia in the Curriculum we’ve recently published this book of case studies which you can download here.

Knowledge Equity

Finally I want to return to the theme of knowledge equity; many of our open education and Wikimedia activities have a strong focus on redressing gender imbalance, centering marginalised voices, diversifying and decolonising the curriculum, and uncovering hidden histories. Some inspiring examples include our regular Wiki Women in Red editathons; Women in STEM editathons for Ada Lovelace Day and International Women’s Day; LGBT+ resources for medical education; open educational resources on LGBT+ Issues for Secondary Schools; UncoverED, a student led collaborative decolonial project uncovering the global history of the university; Diverse Collections, showcasing stories of equality and diversity within our archives; and the award winning Survey of Scottish Witchcraft Wikidata project.

Projects such as these provide our staff and students with opportunities to engage with the creation of open knowledge and to improve knowledge equity, and we often find that this inspires our staff and students to further knowledge activism. 

Conclusion

All these projects are examples of knowledge equity in action; the dismantling of obstacles that prevent people from accessing and participating in education and knowledge creation. Ultimately, this is what knowledge equity is about; counteracting structural inequalities and systemic barriers to ensure just representation of knowledge and equitable participation in the creation of a shared public commons.

Before I finish, I want to return to the UNESCO Call for Joint Action to support learning and knowledge sharing through OER, and this quote which reminds us why engaging with open education and OER is of critical importance to us all.

“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.”

Open Practice in Practice

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: 

  1. OEP to Build Community – which included the examples of Femedtech and Equity Unbound.
  2. Open Pedagogy –  including All Aboard Digital Skills in HE, the National Forum Open Licensing Toolkit, Open Pedagogy Notebook, and University of Windsor Tool Parade
  3. Open Practice for Authentic Assessment – covering Wikimedia in Education and Open Assessment Practices.
  4. Open Practice and Policy – with examples of open policies for learning and teaching from the University of Edinburgh. 

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.

Rebecca Solnit quote

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.

Ada Lovelace Day: Dr Isabel Gal

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.”  

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. 

OER20: Care, hope and activism

CC BY, Bryan Mather

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.

A Common Purpose: Wikimedia, Open Education and Knowledge Equity for all

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. 


Introduction

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.

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Dunfermline College of Physical Education: A personal connection

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 GIF

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? 

 

Wiki Loves Monuments Winners

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 own photographs 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! 

Into the Open: Exploring the Benefits of Open Education and OER

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.

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Google Doodles, Women in Red and the missing Marian Fischman

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