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Archive for March, 2014

Emerging Best Practices for Using Storify For Archiving Event Tweets

Posted by Brian Kelly on 19 March 2014

“Embrace open practices which you are comfortable with; share your open practices with others”

In a post entitled Reflections on the #openeducationwk Blog Posts I summarised the guest posts published on this blog during Open Education Week. My post concluded with my thought’s on Sheila MacNeill’s post in which she gave her reasons “Why the Opposite of Open isn’t Necessarily Broken“. I agree with Sheila’s view that “in reality things are more nuanced” than is suggested by the soundbite “the opposite of open is not ‘closed’, the opposite of open is ‘broken’“. My post concluded with the suggestion that you should:

Embrace open practices which you are comfortable with; share your open practices with others and be willing to learn from the open practices used by other. But don’t be dismissive of those who don’t share your beliefs and practices.

 As part of that philosophy in this post I will share the open practices I use to ensure that the ideas and discussions shared at ‘amplified events’ can reach a wide audience, beyond those physically present at the event.

Developing Guidelines for Use of Twitter at Amplified Events

Since January one significant new area of work I have been involved in is leading the Communications, Dissemination and Knowledge Management work package for the EU-funded LACE project, a project which “brings together existing key European players in the field of learning analytics & EDM who are committed to build communities of practice and share emerging best practice“.

The LACE (Learning Analytics Community Exchange) project is funded by the European Union in order to help exploit the opportunities afforded by learning analytics (LA) and educational data mining (EDM). A particularly important aspect of the LACE work will be in making effective use of online tools in order to help to build a community with interests in learning analytics and facilitate discussions, sharing of resources and awareness of the project,

Various guidelines for use of social media and other online tools and services are being developed. Since LAK14, the Learning Analytics and Knowledge conference takes place in Indianapolis next week from 24-28 March this will provide an ideal opportunity to evaluate use of our emerging guidelines for use of social media at events.

Tomorrow morning we will have a LACE project team meeting to discuss our plans for the conference and, in particular, use of social media to support workshops at the conference which LACE team members are involved in: the Second International Workshop on Discourse-Centric Learning Analytics (#dcla14); Computational Approaches to Connecting Levels of Analysis in Networked Learning (#lak14cla); Learning Analytics and Machine Learning (#lak14ml) and the LAK Data Challenge 2014 (#lakdata14).

In order to gain further experience of use of the tools which will be used to support these sessions and to provide examples of the approaches to be taken, earlier today a Storify summary of “What I Know Is: #WIKIsymposium” was created as described below.

Experiences from the #WIKIsymposium

Storify summary of #wikisymposium  tweetsThe WIKIsysmposium was held at the University of Stirling earlier today (19 March 2014). The symposium was part of the Research Seminar Series organised by the Division of Communications, Media and Culture, University of Stirling which was made possible with the generous support of Wikimedia UK.

Since I have an interest in the use of Wikipedia in an educational and research context I had an interest in following the event tweets and possibly developing my Twitter network if I identified relevant new contributors to the Twitter stream for the event.

The Storify summary of “the What I Know Is: #WIKIsymposium” was therefore of personal interest to me as well as in providing an example of the approaches which are proposed for next week’s LAK14 conference.

The Storify summary is intended to be self-documenting. In brief here are the proposed approaches:

  • Create archive(s) of event tweets in advance: In this case a Twubs archive of #WIKIsymposium was created.
  • Create a Lanyrd entry for the event: In this case the Lanyrd entry was created earlier today and speakers, participants and those with an interest in the subject area were invited to register using their Twitter ID in order to be able to easily identify others who attend or follow events of mutual interest.
  • Nominate or encourage live tweeters who will tweet consistently through an event: During today’s event at least two participants ensured that a full coverage of the talks was provided.
  • Identify emerging best practices for live tweeting at events: Useful practices identified at today’s event included:
    • Providing a meaningful summary of the event with appropriate links in advance
    • Announcing participation at the event on the morning of the event in order that interested parties are made aware of the event and the event’s hashtag
    • Providing a timestamp and, ideally, a photograph at the start of each talk
    • Flagging the name of the speaker in Twitter summaries of talk which enable readers to be able to identify reported commentary (e.g.”Murray: Putting content in Wikipedia can challenge the unassailable voice of the academic, but this is no bad thing ” or “RM: Putting content in Wikipedia can challenge the unassailable voice of the academic, but this is no bad thing “).
    • It can be helpful to clearly signal the end of a talk and the event with an appropriate tweet (e.g. thanks speakers at the end of the event).

I hope these examples are useful to others. I’d welcome further suggestions on best practices to help provide meaningful and useful archives of tweets at events.


View Twitter conversations and metrics using: [Topsy] – [bit.ly]

 

Posted in openness, Twitter | Tagged: , , , | 2 Comments »

Reflections on the #openeducationwk Blog Posts

Posted by Brian Kelly on 18 March 2014

Summary of Open Education Week Blog Posts

Last week as part of the third Open Education Week event a series of blog posts were published daily: guest posts on the UK Web Focus blog and posts by Cetis staff which were available from the Cetis blog aggregator.

In total ten posts were published. These were, on the UK Web Focus blog:

and via the Cetis blog aggregator:

It is interesting to look at the different descriptions of open educational activities which have been described in these posts.

A number of the posts provide a generic overview on aspects of openness: Scott Wilson in “5 lessons for OER from Open Source and Free Software” looks on how those involved in OER work should reflect on the similarities with the development of the open source software movement; Doug Belshaw in “What Does Working Openly on the Web Mean in Practice?“reflects on the open practices which are embraced by those working for Mozilla and Simon Grant in “The growing need for open frameworks of learning outcomes” covers openness in the context of frameworks for learning outcomes.

Gillian Fielding provides an institutional focus in her post on “Open Education and Staff Development at the University of Salford“.

A national perspective in provided by Lorna Campbell in her post on “The Scottish Open Education Declaration“.

International perspectives are provided in Marieke Guy’s post on “Open Education Data” and Irina Radchenko and Anna Sakoyan’s post on “Data Expeditions and Data Journalism project as OER in Russian“.

Two Personal Perspectives

However it is the personal perspectives provided by Li Yuan and Sheila MacNeill which I found to be particularly interesting. In Li’s post on “A personal reflection on Open Education”  she shares “some thoughts and reflections on Open Education through my personal learning journey and some of the work that I have been involved in with OERs, Open Online Learning and MOOCs“; a journey which began back in 1985 when, as a school teacher in China, she signed up for a Self Study Higher Education Programme; continued after joining Cetis in 2008 and was involved in supporting the UK OER programme and her early involvement in MOOC work including development of an Open Online Course for Masters students studying educational technology in China and delivered it in partnership with a Chinese university. Li is currently involved in preparing a bid to address some of challenges in open education and help institutions develop new models for sustainable open online courses.

Sheila MacNeill: Topsy commentsSheila MacNeill’s post, in which she gave her reasons “Why the Opposite of Open isn’t Necessarily Broken“, generated the most interest on Twitter as can be seen in the accompanying image of the Topsy archive of the comments on Twitter about the post. In addition more detailed feedback has been provided in comments on the post.

Sheila reflected on her previous role at Cetis and her work in open education:

A large part of my work with Cetis was increasingly predicated by engagement in open, online communities. My visibility in a number of networks was a key part in me getting my current position. Openness, from open software to OER to open educational practice was and continues to be a core value not only for Cetis but for my own professional practice and values. 

However Sheila is very aware of the dangers that the “echo chamber” may lead one to believe that open practices are being widely adopted:

Over the past few years, I’ve heard in various places (both online and offline) that the “battle for open” has been won, or that open education is now “ mainstream”. I’ve always been slightly skeptical about such grand claims. Whilst the open education movement has made considerably inroads in the past decade, OERs and open educational practice are still not universally known about and used. Now, I’ve not started to work at some backwater on the edge of civilisation but believe me there are people here who aren’t even aware there has been a battle let alone have any idea of who/what has won, and what the legacy of the war is. Perhaps the greatest Trojan horse for open education has been MOOCs, as nearly everyone has heard about them.

Sheila concluded by critiquing the sound bite “the opposite of open is not ‘closed’, the opposite of open is ‘broken’”:

Last year at the Open Scotland summit, Cable Green gave a great line “the opposite of open is not ‘closed’, the opposite of open is ‘broken’.” However good a line that is, in reality things are more nuanced. In trying to support others to be open I may for a time, appear closed, and may even feel a bit broken and bruised. I’m not working with broken people or systems, just ones that need time and support to be comfortable with being open in ways that work for them. It is my open practice and the support from my open networks that continues to give me the support I need to continue to be open and contribute to our collective development and understanding of what being open actually means.

I would agree. As I would put it: “Embrace open practices which you are comfortable with; share your open practices with others and be willing to learn from the open practices used by other. But don’t be dismissive of those who don’t share your beliefs and practices.


View Twitter conversations and metrics using: [Topsy] – [bit.ly]

Posted in openness | 3 Comments »

Guest Post: Data Expeditions and Data Journalism project as OER in Russian

Posted by Irina Radchenko on 15 March 2014

Open Education Week 2014 logoThe third annual Open Education Week (#openeducationwk) takes place from 10-15 March 2014. As described on the Open Education Week web site “its purpose is to raise awareness about the movement and its impact on teaching and learning worldwide“.

Myself and my Cetis colleagues are supporting Open Education Week by publishing a series of blog posts about open education activities. The Cetis blog provides a series of posts from Cetis staff which describe Cetis activities concerned with a range of open education activities. These posts are complemented by a series of guest posts on the UK Web Focus blog from people I have worked with who are working in open education.

The fifth and final guest post in the series published on the UK Web Focus blog is written by Anna Sakoyan and Irina Radchenko. In this post Anna and Irina describe “Data Expeditions and Data Journalism project as OER in Russian“.


Data Expeditions and Data Journalism project as OER in Russian

As the availability of education enhances internationally, in particular through the development of OERs and informal educational projects, predominantly in English, similar trends appear in other language environments. By their nature, they are less available for the contributors from all over the world, but at the same time, they often provide the only participation opportunity for those who for whom the English-language sources are not an option due to the language barrier. What seems important here is to create such projects in a way that makes them both their language audience-oriented and integrated into the international knowledge exchange.

Our online educational project DataDrivenJournalism.RU and its data expeditions are an example of an attempt to adopt this approach.

Context

Before we discuss the details of this particular project, we find it necessary to introduce the context, in which it was born and is currently developing. Basically, there seem to have been three deficiencies, or aspects to the problem, that we tried to address in this way.

First off, in the spring 2013 there was a surge of interest in open data among the Russian media, primarily due to the fact that the government was about to open its data officially. Many journalists turned to this subject, simply because it was promoted and supported by the state, so it was a discussed topic by default. Following the coverage, their audience was becoming aware of this kind of developments, but there was little understanding of what exactly it was about. Before the official move, there was some Open Data movement in Russia, but it was mostly promoted by a relatively small group of citizen activists and IT-developers with little response from the broader audience. All in all, by the moment when open data were about to be introduced officially, the bottom-up initiative was really scarce and with deplorably weak horizontal connections.

Second, there is a lack of Russian-language projects for those who might be interested in learning how to deal with data from scratch. Clearly, there were programmers’ communities and some of those were rather enthusiastic about building open data-based applications. But outside this scope, there were journalists, citizen activists, and scholars who could well make use of the new developments, but had no sufficient technical skills, nor even the idea of where to start acquiring them. While there are numerous international English-language learning projects of this kind, they are hardly available for those with a considerable language barrier. So there was a need for translated or newly created Russian-language manuals, as well as some supportive environment, which would encourage people to learn something really new.

Third, and most general, the project seems to comply with the trend all over the world. When there is a considerable number of open materials (books, manuals, tutorials), as well as open/free tools, and there are people who are trying to use them, at a certain stage there is also a demand for further structuring and adaptation of such materials and tools for learning. This means not only collecting relevant links in one catalogue, which is sometimes very helpful by itself, but creating something more interactive that could provide more comfortable learning facilities.

DataDrivenJournalism.RU and its data expeditions

DataDrivenJournalism.RU

DataDrivenJournalism.RU was initially created as a blog to accumulate translated or originally written manuals on working with data. Its mission was formulated as promoting the broad use of data (Open Data first of all) in the Russian-language environment. As the number of the published materials was growing, it was necessary to structure them in a searchable way, which resulted in making it look more like a website. After almost a year of its existance, the functioning of the project appears basically twofold. On one hand, it operates as an educational resource with a growing collection of tutorials, a glossary and lists of helpful external links, as well as the central platform of its data expeditions; on the other hand, as a blog, it provides a broader context of open data application to various areas of activity, including data driven journalism itself.

First Data Expedition

Being inspired by the School of Data example, we decided to try such format as online data expeditions soon after the blog was created. The first Russian-language Data Expedition (DE1) was launched in July 2013. It was a week long and its objectives were searching, processing and visualizing datasets on universities, both Russian and international. The review of DE1 was published on DataDrivenJournalism.RU http://datadrivenjournalism.ru/2013/08/04/first-russian-data-expedition-report/ (in Russian). Its English version can be found on Anna’s blog http://ourchiefweapons.wordpress.com/2013/08/05/first-data-expedition-in-russian-mission-complete/.

Our Second Data Expedition (DE2) launched in December 2013 was based on working with data collected in 2013 within a survey that was conducted by PSRAI Omnibus (http://www.psrai.com/omnibus.shtml). This dataset can be found at PEW Internet & American Life Project site: http://pewinternet.org/Shared-Content/Data-Sets/2013/July-2013—Online-Video-%28onmibus%29.aspx. It was chosen due to its clear structure and lots of variables in the first place. DE2’s main idea was to get beginners to try working with data in a friendly and encouraging environment. Unlike DE1, which heavily relied on self-organisation, DE2 had a ready-made scenario for those who might find it difficult to conduct their own research.

The review of DE2 can be found at DataDrivenJournalism.RU: http://datadrivenjournalism.ru/2014/01/02/de2-report/ (in Russian) and on Anna Sakoyan’s blog: http://ourchiefweapons.wordpress.com/2014/01/04/second-data-expedition-in-russian-mission-accomplished/ (in English).

Data Expeditions

Our most recent Data Expedition (DE3) had a special feature. This Data Expedition was dedicated to researching the subject of orphan or rare diseases. DE3 was organised in a partnership with NGO “Teplitsa of Social Technologies” so it was a joint project. They helped us to involve experts in the fields of rare diseases. The active participation of experts was an invaluable part of the research, because they provided extremely helpful navigation on the subject. This was the first time we have seen the combination of peer-learning and research in action. We are planning to publish the review of this DE3 in the near future. Right now, its participants are working on creating the follow-up digital story based on the findings.

Conclusions

Undoubtedly, data expeditions being a combination of a peer-learning project and a hackaton can be an extremely helpful tool not only for learning (and teaching) data processing techniques, but also for researching particular areas of knowledge or life posed as the subjects of these expeditions. In this respect, data expeditions could be a very flexible promising format equally applicable to things like an activist campaign or an educational project.

DataDrivenJournalism.RU was created as a response to the two former challenges, because it was designed to accumulate and generate the Russian-language learning materials and also to contribute to building a community of people interested in learning more about making sense of data. As to the latter, an interactive approach was implemented through the Russian-language online data expeditions as a subproject of DataDrivenJournalism.RU.

However, this is only one side of the project. Like any other open educational resource, DataDrivenJournalism.RU can’t exist in a vacuum. It needs to be integrated in broader OER networks and open data communities, both Russian-language and international. It might be some interaction on the basis of knowledge or experience exchange; it might be participation in international data expeditions or other project-based peer-learning projects. Due to the flexibility of open projects, the variety of cooperation formats is virtually great.


About the authors

Anna Sakoyan Anna Sakoyan is a co-founder of DataDrivenJournalism.RU. Anna is currently working as a journalist and translator for a Russian analytical resource Polit.ru and is also involved in the activities of NGO InfoCulture.

Twitter: @ansakoy
Facebook: anna.sakoyan
LinkedIn: Anna Sakoyan
Blog (English): http://ourchiefweapons.wordpress.com/

Irina Radchenko Irina Radchenko is consultant on Open Data at NGO Infoculture and Associate Professor at Higher School of Economics. She is co-founder of DataDrivenJournalism.RU and lecturer at Open Data School.

Twitter: @iradche
Facebook: iradche
LinkedIn: Irina Radchenko
About.me: Irina Radchenko
Blog (Russian): iradche.ru


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Guest Post: Why the Opposite of Open isn’t Necessarily Broken

Posted by sheilmcn on 14 March 2014

Open Education Week 2014 logoThe third annual Open Education Week (#openeducationwk) takes place from 10-15 March 2014. As described on the Open Education Week web site “its purpose is to raise awareness about the movement and its impact on teaching and learning worldwide“.

Myself and my Cetis colleagues are supporting Open Education Week by publishing a series of blog posts about open education activities. The Cetis blog provides a series of posts from Cetis staff which describe Cetis activities concerned with a range of open education activities. These posts are complemented by a series of guest posts on the UK Web Focus blog from people I have worked with who are working in open education.

The fourth guest post in the series published on the UK Web Focus blog is written by by Sheila MacNeill. In this post Sheila gives her reasons “Why the Opposite of Open isn’t Necessarily Broken“.


Why the Opposite of Open isn’t Necessarily Broken

When Brian approached me to write a guest post for Open Education week, I was flattered particularly when he told me about the other guest bloggers he had lined up. And I was relieved that my last excursion onto his blog hadn’t put him off! But more seriously it seemed to the perfect opportunity for me to share some of my recent experiences of open education and open educational practice. Later today, along with Catherine Cronin, I’ll be taking part in a webinar latsr today (from 13.00-14.00 on Friday 14th March) organised by David Walker, University of Sussex as part of their open education week activities. This post will hopefully complement the webinar, as well as contributing to the discussions on this blog this week.

The title of our webinar is “Open and online: connections, community and reality“. It will give us an opportunity to explore the research and realities of open education, online identities, networks, communities and connections.

As some of you may know, I have fairly recently changed jobs from Assistant Director with Cetis to a Senior Lecturer in Blended Learning at Glasgow Caledonian University. A large part of my work with Cetis was increasingly predicated by engagement in open, online communities. My visibility in a number of networks was a key part in me getting my current position. Openness, from open software to OER to open educational practice was and continues to be a core value not only for Cetis but for my own professional practice and values. However I am increasingly conscious that my practice is changing in response to my institutional role and new physical networks. This ties in really well to Catherine’s research on open online identity and the role of the networked educator.

When Brian and I were talking about this post, I half jokingly said to him that I felt a bit like a time traveller and a bit like Marty McFly was experiencing some back to the future moments. At other times I feel a bit like one of the Tomorrow People, who has to be very careful about where and when to use their special powers, particularly in relation to open education.

Over the past few years, I’ve heard in various places (both online and offline) that the “battle for open” has been won, or that open education is now “ mainstream”. I’ve always been slightly skeptical about such grand claims. Whilst the open education movement has made considerably inroads in the past decade, OERs and open educational practice are still not universally known about and used. Now, I’ve not started to work at some backwater on the edge of civilisation but believe me there are people here who aren’t even aware there has been a battle let alone have any idea of who/what has won, and what the legacy of the war is. Perhaps the greatest Trojan horse for open education has been MOOCs, as nearly everyone has heard about them.

Of course we do have some pockets of excellent activity not least from our library who are currently developing an institutional OER policy. But open practice, and to take an important step back to just sharing “stuff” doesn’t feature on the radar of many of my colleagues. It’s not because they are anti-open, or closed, it’s just not their practice. They haven’t developed open practices or habits in the way I have over the last however many years. And you know what? I think some of us in our open, care-y, share-y, OER-y community forget how hard it can be to start being open and develop open habits. I am getting a bit of a reputation here for saying (perhaps slightly flippantly) “just slap a CC licence on it”, and then more importantly “stick it somewhere other people can find and use it”. It really is that simple. However I am still being met with wide-eyes and doubting, knowing faces. Sharing and being open is a great thing in context, but the benefits aren’t always obvious and there is a lot of confidence building and hand holding to be done yet. And that is always the part of “the war” that seems to be forgotten about. Developing people and habits is where any education battle is really won or lost.

I have come from an incredibly privileged position where I was able to be in on almost at the start of developments, particularly in the UK, around OER and open practice. I had time to explore the issues, play with open playgrounds, build my online networks , be a very small part of the twitterati, build up my confidence around blogging and sharing my thoughts with others, sharing slides with images attributed, try things just because I could. Most jobbing academics, learning technologists, librarian and other support staff don’t have that luxury. I now have even more respect for those who do make time to engage externally. With cut backs to funding from bodies like Jisc, experimentation and risk taking opportunities are becoming less and less common. However I can (and am) doing as much as I can to support open-ness across our institution – from policy to hand holding level.

The irony of this is that as I am connecting and sharing more with my new internal networks I feel that I am sharing less and less with my external networks. I certainly don’t spend as much time on twitter, which maybe isn’t such a bad thing . . . In preparation for this week, I was heartened to see that people in my twitter network do still consider me an open practitioner (this storify collates a few responses). My former Cetis colleague David Sherlock in this response to a tweet from me point out another side to why people might not be open, that of who controls our open communication networks and who owns our data? That hadn’t been on my mind thinking of this post, but it is a crucial point. Our networks and data aren’t only valuable to us, they have other economic values. We do need to remember that seemingly open and free services do have economic models.

Last year at the Open Scotland summit, Cable Green gave a great line “the opposite of open is not ‘closed’, the opposite of open is ‘broken’.” However good a line that is, in reality things are more nuanced. In trying to support others to be open I may for a time, appear closed, and may even feel a bit broken and bruised. I’m not working with broken people or systems, just ones that need time and support to be comfortable with being open in ways that work for them. It is my open practice and the support from my open networks that continues to give me the support I need to continue to be open and contribute to our collective development and understanding of what being open actually means.


Biography and Contact Details:

Sheila MacNeill

Sheila is UK Learning Technologist of the Year, 2013.

She is interested in all aspects of the development and use of technology in education. She is a Senior Lecturer in Blended Learning at Glasgow Caledonian University.

Over the past 10 years her work has centred on developments in the Higher Education sector through her work with CETIS.

For further biographical details please see Sheila’s About.me page.

Sheila MacNeill
Senior Lecturer
Blended Learning
Glasgow Caledonian University
Glasgow

Blog: How Sheila Sees It
Twitter: @sheilamcn


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Posted in Guest-post, openness | Tagged: | 12 Comments »

Guest Post: Open Education and Staff Development at the University of Salford

Posted by gdfielding on 13 March 2014

Open Education Week 2014 logoThe third annual Open Education Week (#openeducationwk) takes place from 10-15 March 2014. As described on the Open Education Week web site “its purpose is to raise awareness about the movement and its impact on teaching and learning worldwide“.

Myself and my Cetis colleagues are supporting Open Education Week by publishing a series of blog posts about open education activities. The Cetis blog provides a series of posts from Cetis staff which describe Cetis activities concerned with a range of open education activities. These posts are complemented by a series of guest posts on the UK Web Focus blog from people I have worked with who are working in open education.

The third guest post in the series is written by Gillian Fielding of the University of Salford. In this post Gillian reports on “Open Education and Staff Development at the University of Salford“.


Open Education and Staff Development at the University of Salford

Thanks to Brian for asking me to write a guest blog. Being ‘open’ I’ve never written a guest blog before so it’s a bit scary. Also thanks to the thought-provoking guest bloggers: Doug Belshaw who posted yesterday and Ross Mounce who wrote a guest post during Open Access Week 2012. Ross’s comment: “things were different before the Internet!” made me smile, and Doug’s suggestion of writing a policy openly are both things I shall return to later.

I am not going to debate definitions “open” etc, These been discussed elsewhere. I am going to focus on our staff development activity in open educational practice and on how the Internet has changed that.

I’d like to also say a thank you Tim Berners-Lee for the Internet (Happy 25th). It has not only kept me in work the last 22 years but it has made my work in learning and teaching even more interesting. Looking back I have loved (almost) every moment of it and I still feel as passionate about it today as I did in the early 1990s. Open education/al practices, elearning, collaborative learning, blended learning, interactivity, multimedia, mobile learning, … all open up new opportunities, debates and challenges. Sometimes we struggle to keep up, or should that be we always struggle to keep up? For example, it was only last year when we introduced a staff development workshop on Twitter, Twitter was launched in 2006. We do not have a social media policy yet. We just do it and to great effect I might add. Salford is in fourth position in “theunipod” national university rankings on social media use. Is that because we don’t have a policy I wonder? Similarly we do not have a University policy on open education practice/resources staff just do “it”.

We are currently developing both policies, better late than never. And I feel we need these policies to endorse open practices and social media use. To say to staff yes it’s great, embrace it, do it, it has huge benefits for you, your students and the University. (Just pay regard to the potential risks and drawbacks). In our development sessions we illustrate the benefits with a case study from one of our Professors. The month the Prof set-up social media accounts, he saw his open access article downloads triple (stored in the University’s Institutional Repository), he has seen other tangible benefits too. (Incidentally I am going to pass on Doug’s suggestion of open policy making to the teams concerned).

The other staff development workshop we offer in this area is “Managing Your Digital Identity” (introduced late last year). Next month, we are introducing a Facebook session and hopefully later in the year, other workshops too. We have always supported individual requests for support.

Last year we introduced a new module on the Post Graduate Certificate in Education (PG CAP) called, Flexible, Distance and Online Learning (FDOL). This embedded Social Media and included a unit on open educational practices.

The module was 13 weeks in duration. Eleven “classes” were delivered fully online (synchronously using Collaborate). However the initial class, and week 6 class, were an on-campus physical session (apart from the three students joined virtually – how flexible was that!?). It was only open to our PGCAP students, it’s not an open course. The original module designer has an open version available. We used a variety of tools used, both synchronous and asynchronous: Twitter, Google+, Google Hangouts, Blackboard, Skype, YouTube, WordPress, Collaborate, etc. (“Things were certainly different before the Internet!”). The module used online problem-based learning (pbl), the groups decided amongst themselves what problems to solve, their roles in the group, what learning technologies to use, etc.

During the module we held two “Twitter Journal Clubs” (twjc). A new concept introduced to me by a student (Chloe James). A twjc is generally open to anyone to join in on a discussion (via Twitter) of a journal. These are in a defined time period of an hour or up to 24 hours. The benefits are it was: open, educational, concise (140 characters forces that) though it can be challenging putting deep thought into 140 characters; it was fun and innovative but could be frustrating for others especially if they were new to Twitter or the session was unstructured (it works best if you go through the journal in order and the facilitator keeps time and people on topic. For more information on our first twjc see my post on Using a Twitter journal club for learning and teaching (and my first foray into twjc’s)The second twjc was more exciting as the journal’s author saw this as his opportunity to start using Twitter and joined our debate. “Things were different before the Internet!” that wouldn’t have happened.

Assessment of the module was the creation of a reflective portfolio (in WordPress). Students were encouraged to be innovative and creative and to use tools they had not used before. Examples included: cartoons, images, videos, even a specially written and performed song. In the spirit of the open educational practice, students were encouraged to make their portfolios open to the world, however this was not compulsory. Publishing on the web can be a very daunting undertaking, publishing your reflections on your own professional practice is even more daunting to those newer to this publishing medium.

With that note it seems entirely appropriate to finish with links to some of my students portfolios. These include their reflections on open educational practices and on using Internet tools, and how they are applying/will apply what they learnt in their own professional practice. Note that the unit included a webinar on open educational practices led by Brian. This can be viewed in the recording of the webinar and Brian’s reflections were given in a post on Open Educational Practices (OEP): What They Mean For Me and How I Use Them

Links to students’ portfolios are available below:

Paul Crowe http://cpdpaulcrowe.wordpress.com/ 
Alex Fenton http://cpdalexfenton.wordpress.com/
Natalie Ferry http://nferry2013.wordpress.com/
Liz Hannaford http://pgcaplizhannaford.wordpress.com/
Joe Telles http://jtee78.wordpress.com/
Nadine Watson http://cpdnadinewatson.wordpress.com/
Juliette Wilson https://cpdjuliettewilson.wordpress.com/

Biography and Contact Details

Gillian FieldingGillian Fielding is responsible for the development of digital literacies of staff at the University of Salford. She is also a PhD candidate at Lancaster University. Gillian has a background in lecturing and has a strong passion for enhancing the student and staff experiences by using open access, the Social Web, learning technologies, mobile devices, etc.

Gillian has presented on learning technologies at conferences including: SOLSTICE, CLTR, LILAC, ECE, UCISA, and Blackboard World.

Twitter: g_fielding
Facebook: Gillian D Fielding
Email: g.d.fielding@salford.ac.uk
Telephone: 0161 295 2451

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Guest Post: What Does Working Openly on the Web Mean in Practice?

Posted by Doug Belshaw on 12 March 2014

Open Education Week 2014 logoThe third annual Open Education Week  (#openeducationwk) takes place from 10-15 March 2014. As described on the Open Education Week web site “its purpose is to raise awareness about the movement and its impact on teaching and learning worldwide“.

Myself and my Cetis colleagues are supporting Open Education Week by publishing a series of blog posts about open education activities. The Cetis blog provides a series of posts from Cetis staff which describe Cetis activities concerned with a range of open education activities. These posts are complemented by a series of guest posts on the UK Web Focus blog from people I have worked with who are working in open education.

The second guest post in the series is written by Doug Belshaw whom I’ve known in Jisc circles for several years. Last year Doug, who now works for the Mozilla Foundation, was a plenary speaker at the IWMW 2013 event. In this post Doug asks “What does working openly on the web mean in practice?“. This is a very timely post in light of today’s Guardian article on “An online Magna Carta: Berners-Lee calls for bill of rights for web“.


What Does Working Openly on the Web Mean in Practice?

I’m what’s known as a ‘paid contributor to the Mozilla project’. You may think that’s just a quirky way to describe being an employee of the Mozilla Foundation but I think it highlights something important that I’d like to explore in this post.

Open
Image CC BY-NC-SA mag3737

Mozilla is a mission-driven organisation. You can read the manifesto here. But it’s not only Mozilla’s mission that makes it different. After all, there are plenty of charities, NGO’s, and even for-profit organisations that aim to change the world for the better. Something fundamentally different about Mozilla is a commitment to ‘working in the open’.

There are many definitions of what ‘open’ means. At one end of the spectrum are those who use the term to mean nothing more than something being ‘accessible to everyone’. People who take this approach allow you to access their resources if you have the required hardware and/or software. At the other end of the spectrum (where you will find Mozilla) is what might be called ‘open practice’. This goes several stages further. You may access the resource and use it under the terms of an open license. You may remix (or ‘fork’) the resource to improve it or better fit your context. And you may discuss and suggest changes to the resource with those responsible for maintaining it.

Many of Mozilla’s working practices are heavily influenced by the Free Software Definition. However, it’s applied more widely then just to the creation of software. For example, Mozilla uses it when creating teaching resources as part of our Webmaker programme. It’s used when planning the future of the Open Badges Infrastructure. Mozilla chooses open source tools and protocols like BugzillaIRC and Etherpad that default to publicly-accessible outputs. Unless there’s a very good reason for doing otherwise, anyone can see what’s going in within Mozilla projects.

Working open is not only in Mozilla’s DNA but leads to huge benefits for the project more broadly. While Mozilla has hundreds of paid contributors, they have tens of thousands of volunteer contributors — all working together to keep the web open and as a platform for innovation. Working open means Mozilla can draw on talent no matter where in the world someone happens to live. It means people with what Clay Shirky would call cognitive surplus can contribute as much or as little free time and labour to projects as they wish. Importantly, it also leads to a level of trust that users can have in Mozilla’s products. Not only can they inspect the source code used to build the product, but actually participate in discussions about its development.

There’s a well-known saying called Linus’s Law that states, “given enough eyeballs, all bugs are shallow.” In other words, problems can be fixed if you get enough people to work on solutions. Of course, there needs to be an architecture of participation to make the process distinct from chaos, but get this right and — like Wikipedia and Mozilla’s Firefox, you end up with a competitive advantage. The cognitive surplus can be channelled away from TV watching towards things that benefit humankind.

In practice, working open for Mozilla looks like this: if you’re interested in something (whoever you are and wherever you’re from) you can turn up and get involved. If the community find your input useful, then you are likely to be given more responsibility. There are many ways this can happen, but becoming a module owner is a good example. Module owners are people in charge of a module or sub-module of code within a particular codebase. They have responsibility and authority that has been earned through a meritocratic system. For more on this, I’d highly recommend reading Peer Participation and Software: What Mozilla Has to Teach Government (it’s a free download).

But what does all this mean for education? As someone who’s worked in both schools and universities, I know how different the brave new world of the web can feel from the lived reality of institutions. One way to shake things up is to continually ask the question, “can we make this public?” And if that’s too radical, how about “is there any reason why this shouldn’t be shared with everyone at the institution?” It’s a truism that innovation comes from the edges; you’re unlikely to know where the best ideas are residing unless you give people a platform to share them. And one of the easiest ways to provide such a platform is to use the web.

I won’t deny that there may be legitimate reasons for sometimes restricting access to resources, using closed-source software, and privileging top-down decision making. However, I’d suggest that these cases are probably rarer than we collectively admit. Why not try inviting comments from everyone connected with your institution or organisation next time you’re drafting a new policy? How about throwing open the doors (perhaps virtually?) of your next meeting? Next time you’re choosing a digital tool, is it worth considering privileging Open Source software?

There’s much to say on this issue, but if you’ll excuse me I’m going to have to go. A Mozilla contributor is pinging me on IRC…


Biography and Contact Details

Doug BelshawDr. Doug Belshaw, Web Literacy Lead for the non-profit Mozilla Foundation is an educator, researcher and writer.

Contact details:

Email: doug@mozillafoundation.org
Website: http://dougbelshaw.com/
Twitter: @dajbelshaw


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Guest Post: Open Education Data

Posted by mariekeguy on 11 March 2014

Open Education Week 2014 logoThe third annual Open Education Week (#openeducationwk) takes place from 10-15 March 2014. As described on the Open Education Week web site “its purpose is to raise awareness about the movement and its impact on teaching and learning worldwide“.

Myself and my Cetis colleagues are supporting Open Education Week by publishing a series of blog posts about open education activities. The Cetis blog provides a series of posts from Cetis staff which describe Cetis activities concerned with a range of open education activities. These posts are complemented by a series of guest posts on the UK Web Focus blog from people I have worked with who are working in open education.

The first guest post in the series is written by my former colleague Marieke Guy. After working at UKOLN for 13 years Marieke moved to the Open Knowledge Foundation last year. In this post Marieke reviews her work at the Open Knowledge Foundation on open education data.


Open Education Data

Hi, I’m Marieke Guy and I work for the Open Knowledge Foundation, a global not-for-profit organization that want to open up knowledge around the world and see it used and useful.

My main area of interest is open education, I co-ordinate the Open Education Working Group and I work on a project called LinkedUp. LinkedUp is an EU-funded project that aims to push forward the exploitation of public, open data available on the Web, in particular by educational institutions and organizations. It is doing this through a series of competitions aimed at developers called the LinkedUp Challenge. For the challenge we ask developers to create interesting and innovative tools and applications that analyse and/or integrate open web data for educational purposes.

Defining the terms…

Within the project we use terms like ‘open education data’, ‘open educational data’ and ‘open data in education’ fairly loosely, partly because the terms themselves are ill-defined. For the sake of this post I want to drill down and consider one particular characterization of open education data, and consider its use.

Open education data can refer specifically to the open data that comes out of educational institutions. By educational Institutions I am here referring to all physical places of study from schools to further education and universities. One could broaden this out to include data from online courses, though that is a topic for another post!

So we are really talking about administrative data, which could include:

  • Reference data such as the location of academic institutions

  • Internal data such as staff names, resources available, personnel data, identity data, budgets

  • Course data, curriculum data, learning objectives,

  • User-generated data such as learning analytics, assessments, performance data, job placements

Naturally these types of data can be classified in a variety of different ways, so you can think of them in terms of content, but also in terms of provenance, openness (some are more openly available than others), granularity, legal restrictions and so on. The World Economic Forum report Education and Skills 2.0: New Targets and Innovative Approaches sees there as being two types of education data: traditional and new. Traditional data sets include identity data and system-wide data, such as attendance information; new data sets are those created as a result of user interaction, which may include web site statistics, and inferred content created by mining data sets using questions.

Whatever their classification it is clear that open education data sets are of interest to a wide variety of people including educators, learners, institutions, government, parents and the wider public.

Open Education Data Sets

Here in the UK you could start thinking about some of the datasets that fall under this definition, many of them are held by the government, such as school performance data, data on the location of educational establishments and pupil absenteeism. There is also data from individual institutions such as that collated on linked universities and on data.ac.uk and from research into education, such as the Open Public Services Network report into Empowering Parents, Improving Accountability.

Previously much of the release and use of open educational data sets has been driven by the need for accountability and transparency. A well-cited global example has been the situation in Uganda where the Ugandan government allocated funding for schools, but corruption at various levels meant much of the money never reached its intended destination. Between 1995 and 2001, the proportion of funding allocated which actually reached the schools rose from 24% to 82%. In the interim, they initiated a programme of publishing data on how much was allocated to each school. There were other factors but Reinikke and Svensson’s analysis showed that data publication played a significant part in the funding increase.

However recent developments, such as the current upsurge of open data challenges (see the ODI Education: Open Data Challenge and the LAK data challenge), have meant that there is an increasing innovation in data use, and opportunities for efficiency and improvements to education more generally. Their potential us is broad. Data sets can support students through creation of tools that enable new ways to analyse and access data e.g. maps of disabled access and by enriching resources, making it easier to share and find them, and personalize the way they are presented. Open data can also support those who need to make informed choices on education e.g. by comparing scores, and support schools and institutions by enabling efficiencies in practice e.g. library data can help support book purchasing.

Education technology providers are also starting to see the potential of data-mining and app development. So for example open education data is a high priority area for Pearson Think tank, back in 2011 they published their blue skies paper How Open Data, data literacy and Linked Data will revolutionise higher education. Ideas around how money, or savings, can be made from these data sets are slowly starting to surface.

Application of Data Sets

Some of the interesting UK applications of these data sets can be see through services like Which? University which builds on the NSS annual survey held in Unistats, the Key information sets and other related data sets to allow aid students to select a university; Locrating, defined as ‘To locate by rating: they locrated the school using locrating.com’ which combines data on schools, area and commuting times; London Schools Atlas, an interactive online map providing a comprehensive picture of London schools; equipment data.ac.uk – which allow searching across all published UK research equipment databases through one aggregation portal.

The UK is not alone in seeing the benefit of open education data, in Holland, for example, the education department of the city of Amsterdam commissioned an app challenge similar to the current ODI one mentioned earlier. The goal of the challenge was to provide parents with tools that help them to make well-informed choices about their children. A variety of tools were built, such as schooltip.net, 10000scholen.nl, scholenvinden.nl, and scholenkeuze.nl. The various apps have now been displayed on an education portal focused on finding the ‘right school’.

Further afield in Tanzania Shule.info (see accompanying image) allows comparison of exam results across different regions of Tanzania and for users to follow trends over time, or to see the effect of the adjustments made to yearly exam results. The site was developed by young Tanzanian developers who approached Twaweza, an Open Development Consultant, for advice, rather than for funding. The result is beneficial to anyone interested in education in Tanzania.

The School of Data, through their data expeditions, are starting to do some important work in the area of education data in the developing world. And in January the World Bank released a new open data tool called SABER (The Systems Approach for Better Education Results), which enables comparison of countries education policies. The web tool helps countries collect and analyze information on their education policies, benchmark themselves against other countries, and prioritize areas for reform, with the goal of ensuring that in those countries all children and youth go to school and learn.

All over the world prototypes and apps are been developed that use and build on open education data.

Data Challenges

However there are still challenges that those keen to develop applications using open education data face. Privacy and data protection laws can often prevent access to some potentially useful data sets, yet many data sets that are not personal or controversial remain unavailable, or only available under a closed licence or inappropriate format. This may be for many reasons: trust, concerns around quality and cost being the biggest issues. Naturally there is a cost to releasing data but in many cases this can be far out-weighed by cost-savings later down the line, so for example a proactive approach will save time and effort when FOI requests are made.

Open Education

So while you may find this all very interesting (I hope!) it’s possible you could still be asking how does this all relate to open education?

My answer would be that firstly Open education is fundamentally about removing barriers to education, this could be barriers to entry, or barriers to content, data or knowledge. Opening up data of any sort fits with this agenda and activities around open licensing in particular are both important and hugely supportive. But secondly, and possibly more importantly, opening up education data gives us the potential to see education and its components differently. This new perspective provides us with an opportunity to revolutionise education and make it better.

As David Lassner, Interim president and former chief information officer at the University of Hawaii explains:

Our opportunities for improvement are immense, and data provide a powerful lens to understand how we are doing internally and relative to our peers. This applies across all segments of what we do, from teaching and learning to administrative support. Performance metrics and dashboards are the beginning, but using data to understand deeper correlations and causality so we can shape change will be critical as we strive to advance our effectiveness.”

The movement for open education is ultimately about wanting better education for all. Open education data is proving to be an important instrument in achieving that goal.

If you would like to participate in more discussions around open education data and its role in open education then do join the Open Education Working Group mailing list.


Biography and Contact Details

Marieke GuyMarieke Guy is a Project Co-ordinator at the Open Knowledge Foundation. She leads on dissemination and community building on the LinkedUp Project and co-ordinates the Open Education Working Group.

Prior to joining the Open Knowledge Foundation she worked at UKOLN at the University of Bath on a number of digital information projects focussing on digital preservation, e-learning and social networking for communities such as the cultural heritage sector. She spent two years supporting higher education institutions with their research data management via the Digital Curation Centre institutional support work.

Marieke writes a blog about remote working.


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Open Education and Wikipedia: Developments in the UK

Posted by Brian Kelly on 10 March 2014

Open Education Week 2014 logoThe third annual Open Education Week (#openeducationwk) takes place from 10-15 March 2014. As described on the Open Education Week web site “its purpose is to raise awareness about the movement and its impact on teaching and learning worldwide“.

Cetis staff are supporting Open Education Week by publishing a series of blog posts about open education activities. Cetis have had long-standing involvement in open education and have published a range of papers which cover topics such as OERs (Open Educational Resources) and MOOCs (Massive Open Online Courses).

The Cetis blog provides access to the posts which describe Cetis activities concerned with a range of open education activities. My contribution to the series covers Open Education and Wikipedia: Developments in the UK.


Open Education and Wikipedia: Developments in the UK

About This Post

As I explained in a post which asked “How Are You Using Wikipedia?” I will be giving a presentation on use of Wikipedia in the UK’s higher education sector at the Eduwiki conference to be held in Belgrade on 24 March 2014.

Since this post is published in a series on open education it seems appropriate to adopt open practices in the preparation of the talk. I am therefore ‘flipping’ my talk and have made my slides available on Slideshare (and embedded below)  in advance of the Eduwiki conference.The slides are accompanied by this blog post which summarises the key points I intend to make in the talk. I welcome comments which I may be able to incorporate in the talk when I deliver it in a few weeks time.  The availability of this blog post may also provide a complementary perspective on the slides which may be helpful in expanding on points which may not be obvious from viewing the slides in isolation.

A Wikipedia Approach to the Presentation

Opening slides for talkIt seems appropriate for a talk about Wikipedia which is being hosted by a Wikimedia chapter to adopt Wikipedia principles of openness and citation of sources in the talk itself.

The slides will therefore be available under a Creative Commons (CC-BY) licence. In addition the delivery of the slides will be available under the same licence, with recording or broadcasting of the talk being explicitly welcomed.

The slides themselves will be made available in advance. The slides will contain embedded links to resources mentioned in the talk or supplementary evidence or assertions made.

Slow Acceptance of the Value of Wikipedia in Higher Education

I will describe the initial resistance to  use of Wikipedia in higher education. However we are now seeing growing acceptance of its value with recent editing sessions for groups such as research scientists and librarians indicating the growing interest. Ironically the title of a talk at the LILAC 2014 conference  (“Wikipedia: it’s not the evil elephant in the library reading room“) suggests there is a need to address concerns that Wikipedia is an “evil elephant” which we may know exists but are reluctant to acknowledge. The title of an edit-a-thon session at the conference (“Improving the Information Literacy entry on Wikipedia: LILAC’s first edit-a-thon!“) again shows that this is a new area   Progress is happening, but Wikipedia, and especially updating Wikipedia articles, should not, yet, be considered a mainstream activities in higher education.

The Eduwiki 2013 Conference

The Eduwiki 2013 conference took place in Cardiff on 1-2 December 2013. This was the second such conference hosted in the UK. I have previously provided a report on the conference. In this post I will highlight two of the talks:

  1. Safe Use of Wikipedia in the Transition from School to University by Lisa Anderson and Nancy Graham, University of Birmingham.
  2. Introducing Students to Independent Research through Editing Wikipedia Articles on English Villages by Humphrey Southall, University of Portsmouth

These two talks addressed complementary aspects relevant to use of Wikipedia is higher education: how librarians can address information literacy by explicitly covering the strengths and weakness of Wikipedia and ways in which students can update Wikipedia articles as part of a formal assignment.

The presentation will go into more detail of the key aspects of these two talks. I should add that the slides used by Humphrey Southall in his presentation are available on Slideshare.

The Jisc Wikimedia Ambassador

The funding of a Wikimedia Ambassador for the period July 2013 – March 2014 by the Jisc was a welcome development which demonstrated how a funding body was willing to fund an initiative aimed at encouraging take-up of Wikipedia within the UK’s higher education sector. The work of the Jisc Wikimedia Ambassador has included delivering six sessions and supporting three edit-a-thons, a Jisc infoKit on Crowdsourcing: the Wiki Way of Working and a project blog as well as a series of reports on the work.

Looking to the Future

Wikimania web siteThe Wikimania 2014 event will take place in London on 6-10 August 2014. As described on the event web site:

Education will be a key theme throughout the whole event, and while we will be honouring past achievements, this year Wikimania will always be looking forward to the Future of Education.

The key areas to be addressed at the event are:

  • Overcoming friction: “librarians and educators are starting to teach students how they can use Wikipedia effectively. Like any other encyclopaedia, students are being shown how to use the site to find the helpful links to primary and secondary sources that are precisely the material students should be citing in their research”.
  • Knowledge is produced, not consumed: “Instead of being passive receivers of information, students become the creators and curators of knowledge. Wikipedia becomes an opportunity, not a threat, to formal education, and the educators’ role becomes facilitating a shift from simply teaching answers, to teaching how to ask questions”.

These two areas reflect the topics of the talks given by  Lisa Anderson / Nancy Graham and  Humphrey Southall which I highlighted earlier in this post.

Since the Wikimania event is still inviting submissions (the closing date is 31 March 2014) I am not able to speculate on the issues which will be addressed  at the event. Instead I’ll give my thoughts on important areas which will build on existing activities:

Crowdsourcing is the practice of obtaining needed services, ideas, or content by soliciting contributions from a large group of people, and especially from an online community, rather than from traditional employees or suppliers

The article goes on to explain how “the term “crowdsourcing” is a portmanteau of “crowd” and “outsourcing“. However the relevance of crowdsourcing is not widely appreciated in higher education, with the word “outsourcing” possibly leading to concerns due to its political  connotations. One of the significant deliverables from the Jisc Wikimedia Ambassador project was the production of a Jisc infoKit on Crowdsourcing. Resources such as this should help to provide a better understanding of the theories behind crowdsourcing and its relevance to Wikipedia.

  • Promoting Wikipedia editing by ensuring there are well-trained trainers: Back in October 2013 an article entitled “The Decline of Wikipedia” argued that “The loose collective running the site today, estimated to be 90 percent male, operates a crushing bureaucracy with an often abrasive atmosphere that deters newcomers who might increase participation in Wikipedia and broaden its coverage“. The article concluded:

But that community also constructed barriers that deter the newcomers needed to finish the job. Perhaps it was too much to expect that a crowd of Internet strangers would truly democratize knowledge. Today’s Wikipedia, even with its middling quality and poor representation of the world’s diversity, could be the best encyclopedia we will get.

Participants at Training the Trainers course

Training the Trainers course, Cardiff, 1-2 February 2014. Licernsed under CC-BY-SA.

Concerns over the alleged “abrasive atmosphere that deters newcomers who might increase participation in Wikipedia” are being addressed. Wikimedia UK runs a Training the trainer course which aims to:

  • Recognise the importance of diversity in the training context
  • Respond appropriately to the needs of volunteer trainers
  • Understand the impact of different learning and communication styles when designing and delivering training
  • Use active listening to guide their interaction with participants
  • Give effective and appropriate feedback to other participants

I should add that I attended theTrainer the Trainers course which was held in Cardiff on 1-2 February. The accompanying image (taken from the Wikimedia Commons web site) shows the participants at the course.,

  • Maximising the pool of potential contributors: Last week an article in the Guardian pointed out that “It is thought that only around one in 10 of its editors are female“. In another article published the previous week in the Guardian entitled “Stop female scientists being written out of Wikipedia history Dame Athene Donald, fellow of the Royal Society & Professor of Experimental Physics at Cambridge University went on to point out that “Many female scientists are either not there at all on Wikipedia or just [have] stubs.

The concerns regarding lack of female involvement in Wikipedia editing are illustrated by the photograph of the participants at the Training the Trainers course, with the only woman in the photograph being the course trainer.

However such concerns, together with concerns regarding the lack of content about noteworthy females, are being addressed. In March there are no fewer than six events which are addressing these issues: Women in Science Wikipedia Edit-a-thon; Women’s Art Practices editing eventWomen Archaeologists editing eventScottish Women in Contemporary Art Edit-a-thon and Scottish Women in Computing Edit-a-thon.

As well as the need to increase the pool of female contributors to Wikipedia there is also a need to make it easier for people with disabilities to create content in Wikipedia.  The Accessibility of the Wikimedia UK website project focus is on making Wikipedia resources more accessible for people with sight problems; hearing problems; mobility problems and cognitive impairments. However in conjunction with the WikiProject Disability project which aims to “co-ordinate the improvement and creation of articles related to Disability” we might expect to see edit-a-thons being organised which aim to provide people with disabilities with the the skills needed to contribute to Wikipedia.

Education Strategy

I’ve given a brief view of various Wikipedia developments within the UK’s higher education sector and provided suggestions on further developments which would help to take Wikipedia beyond the early mainstream adopters and become more embedded within the higher education sector.

WMUK education strategyBut such issues need to be consider at a strategic level. Wikimedia UK are working on an Education strategy but, as illustrated, this is currently under development. As might be expected in a Wikipedia environment user input into the process of development of the strategy is encouraged, with the Education Strategy talk page currently having brief sections on:

  • OER university model
  • Primary and Secondary schools
  • Language learning
  • Theory of Knowledge

Would anyone like to contribute further suggestions for the development of Wikimedia UK’s education strategy?


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Preparing our Users for Digital Life Beyond the Institution

Posted by Brian Kelly on 3 March 2014

About This Post

This blog post provides background information on digital literacy and argues that digital literacy needs to go beyond student teaching and ensure that staff and researchers, who may wish to continue their professional activities when they leave their current institution, are able to migrate content and services to the Cloud, so that content and tools can be reused once access to institutional services is no longer available.

The post concludes with an invitation for those with responsibilities for or interest in digital literacy to complete a survey which aims to gather information about current work in providing digital literacy support for staff and researchers, especially in preparing for digital life outside the host institution. The results of the survey will be presented at the LILAC 2014 information literacy conference.

Common Craft and LILAC on Digital and Information Literacy

Digital literacy by Common CraftI recently came across an animated cartoon on Digital Literacy published by Commoncraft. The cartoon explains that:

… there is a new kind of literacy that touches almost everyone in our modern world. It’s not related to a specific industry or job title. This literacy matters to both young and old and has become more important as computers and electronic devices have become more of a necessity in daily life.

I’m talking about digital literacy – the ability to use technology to navigate, evaluate and create information. 

LILAC, the Librarians’ Information Literacy Annual Conference, defines information literacy as ‘the ability to find, use, evaluate and communicate information’. I find this latter definition more useful, as it includes the importance of using and not just evaluating information. However I prefer the term ‘digital literacy‘ as this goes beyond information and can include digital services and not just digital content.

The LILAC Web site goes on to describe how information literacy is “an essential skill in this digital age and era of life-long learning“. This emphasis on the importance of use of information to support life-long learning highlights the need to be able to use and manage digital information – and the digital services which manages the digital information – throughout one’s life, and not just when one if studying or working within an education institute.

SCONUL, the main representative body for academic libraries in the UK and the Republic of Ireland, uses the term ‘Digital Literacies‘ in a page on the Jisc Web site. This describes how the SCONUL Working Group on Information Literacy has developed the 7 Pillars of Information Literacy through a Digital Literacy ‘lens’ (MS Word format) which includes the ability to “Use a range of digital retrieval tools and technology effectively“, “Use appropriate tools to organise digital content and data” and “Manage digital resources effectively taking account of version control, file storage and record keeping issues“. This emphasis on the need to be able to use tools to organise and manage digital resources is important. I therefore find a definition of digital literacy as “‘the ability to find, use, reuse, evaluate, manage and communicate digital information” helpful. I’ve expanded ‘use‘ to ‘use and reuse‘ to highlight the importance of addressing the life cycle of digital content, in which content may migrate to new services.

Digital Literacy for Members of Staff and Researchers

Many staff and researchers in higher educational institutions will make use of digital content and services and would regard themselves as digitally literate. Within the context of the services they use within their host institution this may be true. But what happens when they leave their host institution (which we all will at some stage) and wish to continue using content and services and their online communities? This may be particularly relevant for researchers on short term research contracts.

The ability for highly skilled academics and researchers to be able to continue to be productive members of society is important when one considers that “Universities in the UK contributed £3.3 billion to the economy in 2010-11 through services to business, including commercialisation of new knowledge, delivery of professional training, consultancy and services” – might the commercial value to the economy provided by the sector be undermined if members of staff leave their host institution and are hindered from continuing to make use of their digital content due to a lack of expertise?

Ensuring that staff and researchers were able to continue to make use of their digital content and manage their online communities was probably not of great importance in the past, when one’s content could often be transported on floppy disks or memory sticks and the digital services which were used were could only be accessed within the institution’s network. However there is now a need to be able to respond to the radically changed environment in which Cloud services can be accessed by anyone, anywhere, there is a much greater volatility in the job market and the increasing important of open content, open data and open source software is minimising licence barriers to reuse of digital content and tools.

What Should Be Done and Who Should Do It?

Last year, in the run-up to my redundancy following the announcement of the Jisc cessation of core funding for UKOLN, I gave a talk on When Staff and Researchers Leave Their Host Institution at the LILAC 2013 Conference. The talk was based on personal experiences and described my views on the importance of researchers profiling services, such as Academia.edu and Researchgate, not only for providing a record of my research outputs but also  osting the content so that I could continue to manage the papers and the metadata once I lost the ability to manage information for my content hosted on Opus, the University of Bath repository.

Who is Responsible?

Vitae's Concordat

But what is happening across the sector in terms of ensuring that members of staff and researchers are being provided with the skills and expertise needed to continue to be effective professionals when they leave their host institution?

Should it be the responsibility of the Library, who have responsibilities for information literacy? In light of the importance of digital tools and services, perhaps it should be the responsibility of IT Service departments? Or maybe research support units or careers advisory services? In cases in which staff are being made redundant, perhaps the UCU or other unions could have a role to play in ensuing that union members are provided with appropriate training.

National Strategies?

If it is felt that there is a need for approaches provided at a national level perhaps SCONUL should look to ensure that their 7 Pillars of Information Literacy through a Digital Literacy ‘lens’ goes beyond undergraduate teaching.

For researchers, it might be appropriate ensure that Vitae’s Concordat to Support the Career Development of Researchers and, in particular, the Concordat’s support and career development:

Principle 3: Researchers are equipped and supported to be adaptable and flexible in an increasingly diverse, mobile, global research environment

is implemented across the sector to address researchers ability to manage their digital content in a Cloud environment.

What is Being Done?

Ubfirmatuion Literacy Policy SurveyJenny Evans, the Maths and Physics Librarian at Imperial College London, and myself have had a proposal accepted for the LILAC 2014 conference entitled “Are Institutions Preparing Staff for Digital Life Beyond the Institution?” This will be based on a survey of institutional practices in providing support for staff and researchers so that they will have the skills needed to make use of digital content and services when they leave their current institution. We have created an online survey in which we invite staff across the sector who may have responsibilities for developing policies in this area and delivering the appropriate training and support to summarise their current practices or their plans. Since we appreciate that there may be a number of groups with interests in this area, including:

  • Library departments within institutions.
  • Library organisations such as SCONUL and CILIP.
  • IT departments within institutions.
  • IT organisations such as UCISA.
  • Staff development departments within institutions.
  • Academic departments.
  • National bodies such as Jisc, Vitae, etc.
  • Research funding organisations.
  • Unions.
  • The BCS (British Computer Society) and its Digital Literacy for Life programme.

We invite feedback from anyone with strong interests and involvement in this area; it would be better to get duplicate information than to have gaps in the information we gather. We would also invite those working outside to UK to provide information in related activities happening outside the UK. We will, of course, provide a public summary of our findings. In addition to the invitation to complete the survey, comments on this topics are also welcome on this blog post. The comments may address the topic area, but suggestions on ways of sending an invitation to complete the survey to relevant groups would also be welcome.


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