Portrait of a woman in a spotted jumper, from behind. From ECA Art Collection. Copyright University of Edinburgh https://images.is.ed.ac.uk/luna/servlet/s/j60nf2
We all know that moment when you realise that the AV tech is going to want to fix the radio microphone pack to your dress. We all know that the single most considerate thing we can do to make our content accessible is to use the mic supplied. As a woman who always wears dresses and those dresses rarely have waistbands or pockets here are my top tips:
1) Stay still. Clip the mic to your dress, put the pack on the lectern, and don’t stray far. This has the added advantage of offering a chance to hold on to, lean on or bang the lectern to punctuate your talk.
2) Use the fixed mic instead. In many of our teaching rooms and some of our conference venues, there’s a mic fixed on the lectern for you to use.
3) Hold the pack in your hand. I realise that some women have small hands, but the packs we have are not much bigger than a mobile phone ( yes, I know some phones are too big for women’s hands, but it’s not a problem I’ve ever had).
4) Use a hand-held mic. If you like to walk around and your hand is big enough to hold it.
5) Use the lanyard round your neck. The universal design solution. All University of Edinburgh staff, and most conference delegates will be wearing a lanyard with a staff card or ID on it. These lanyards are perfect for clipping the mic on to and the pack will hang easily on your tummy next to your staff card.
6) Use your shoulder-bag. If you happen to be wearing a cross body handbag, or you have one you like which matches your dress, put the mic pack in there with your card, phone and keys and wear it as you present.
7) Knit your own attractive accessory. The perfect gift for the female professor and definitely a gap in the market.
Now, you might be outraged that women’s dresses rarely have pockets. That’s certainly a feminist and historical issue which could get fixed. Or you might suspect that radio mic packs have been designed by men for men. You might be right, but I’ve looked into the technology (I asked an expert) and those mics are not going to work without the pack and those packs are not going to get much smaller any time soon*.
So my last tip is:
8) Be glad you are not on Love Island. Those women are wearing radio mics with their bikinis. They have no pockets and their waistbands are too skimpy for much weight. They wear their microphone packs on belts around their middles, moving them regularly so as to avoid unsightly tan lines. It is what it is.
We have a range of these belts with microphone pack pouches available from ISG if you would like one. Its a very practical solution, but please don’t jump into the swimming pool with it on.
*If you are interested in the next generation of technology coming, you should check out ‘flexible beamforming‘ from Sennheiser. We’ll be trialling this in the new Edinburgh Futures Institute building when it is ready.
My collection of workplace fans. Take what you need when you need it.
When talking about the lack of women in digital technology, the focus tends to be on engaging the interest of girls and supporting women to become qualified in relevant areas. Without change within the industry itself, however, the women who pursue digital technology qualifications will still not remain in or be attracted to the sector.
The ‘leaky pipeline’ is definitely a thing so we must think about ways in which we can create a more inclusive and attractive work culture where women aspire to stay. Business-wise it make sense to retain valuable, experienced staff rather than having to train new staff.
Do we know what older women in the workplace want? do we ever ask them?
When we take an intersectional approach to recognising that people’s identities and social positions at work – particularly in the technology industry – are shaped by multiple and interconnected factors. We have to pay attention to how long people have been working and where they are in their careers.
We are a big recruiter, with a high turnover and a lot of innovation, so we need to attract and retain talent. We advertise placements and returnerships via Equate Scotland. We also need to explore how age and length of time in the organisation influence staff engagement.
RETAINING WOMEN IN WORK
In ISG we monitor the age profile of our staff, and because of course, we want to retain in our organisation, or in the sector as many women as we can, we invest in training and development including, personal development for women. We have a number of visible examples of Positive Action Measures which include:
Personal development programmes
We have coaching programmes and mentoring for women- we take part in the Aurora and Connections programmes and we run specific ‘Renew You’ and ‘Speak up‘ personal development programmes for women. The participants on these courses seem to find them valuable and so it seems like a good investment, but I don’t have any actual data for evaluating impact.
We have run sessions specifically about the impact that feminist mangers ( with Prof Fiona MacKay) can make and about how promotions and annual reviews work. We have data on who gets sent on leadership programmes.
Raising awareness and widening discussions
We organise events and discussion on topics which raise awareness of gender issues in the workplace such as gendered communications, inclusive language, shared parental leave and menopause. Menopause is an intersectional issue of gender, health and age and it is an important issue for managers and service teams. For many women it is experienced as a double or triple whammy, coming as it does just at the time when your children are teenagers, your parents are elderly and you have just made it back from a career break. We are figuring out how to promote a menopause -friendly workplace.
One of the first steps is to make sure everyone has access to fans to cool down. The aim is to normalise and destigmatise the use of fans- but it has to be said this is not such a great challenge as we work in one of the hottest buildings in Edinburgh!
The next step will be to gather some actual data about how many work days are lost because menopause symptoms go unreported and to think of ways to bring that number down.
We need to do more in really under-represented areas though, to think about how to involve more women in AV, VR, IoT and GIS.
Universal design in technology
There are moments in the workplace when you may suspect it has not been designed with you in mind. As a technology provider we can promote universal solutions ( such as how to wear a radio microphone pack with a dress) and disaggregate our data by gender and age where ever we can.
Recognise and rectify historical wrongs
Those of us who have been around for a while have heard the stories of historical wrongs. We can do things now to help our institutions to address some of that history , such as the degrees finally given to the Edinburgh Seven.
Professional and skills development
I have anecdotal information that middle-aged women are the group least likely to attend ( or be chosen for) new skills training in tech. We are very aware that we have a large group of women who have already chosen to work in information services, who could develop skills more specifically in data science, so we have been running ‘Developing Your Data Skills’ Programme for staff and students at University of Edinburgh this year.
The programme has been very successful and we have now had more than 130 learners on course. It wasn’t targetted exclusively at women, but we managed to attract 65 % women to participate. We have designed the course to fit with participants’ busy working lives and thought specifically about how to attract mid-career learners to upskill in this area. Since our staff live and work in Edinburgh and the region, I think this can be seen as part of the investment we are making in retraining and upskilling in data skills for the city. We have evaluated the programme and gathered feedback, so we will be able to report on the ISG KPIs.
Flexible working
We have pretty good flexible working arrangements and policies in ISG. It is not clear though whether they are consistently applied.
Developing male allies
We know that male allies are a big part of the success of any equality and diversity initiative. At ISG we have a Fathers Network which provides a space to discuss the experiences of the fathers in our teams who juggle work and family responsibilities. We are also working with CIPD to develop a new personal development course for men. This will focus on emotional intelligence at work and the challenges faced by men in managing workplace expectations in relation to their roles. It is important to acknowledge some important intersections, and where men can see that they also face intersections of identity which may influence the experience of other men, then that can carry over to understanding what that may be for women.
Picture taken by me in the street in Glasgow. No rights reserved by me.
If you are short of something to help you doze off in the sunshine:
A Teaching Matters podcast featuring me talking about how we did our large IT project to roll out lecture recording at Edinburgh.The challenge in learning technology is to match the right technology to the right institution at the right time. This can be quite difficult – particularly as there will be many voices telling you that this is not the right the technology, nor the right institution, nor the right time. So the skills to do this come with experience, come from working at, or learning from other institutions, this is a big part of leadership in learning technology. Once a technology is right, if you get it right, it can reach a tipping point and spread throughout an organisation.
The Data Driven Innovation initiative programme led by the University of Edinburgh aims to expand on our existing expertise to grow data based projects, products, and services in the public, private, and third sectors. To do so in a way which is socially inclusive, we must tackle both implicit and explicit biases within the technology communities and industries, and data structures themselves. What can be done to support gender equality in data science at the University of Edinburgh?
Diversity programmes and women in STEM programmes are notoriously hard to implement and evaluate and there needs to be a strong management commitment to make a shift happen. The work we do in ISG to support gender equality in data science at the University of Edinburgh has been planned, sustained, reported and evaluated and is an example of best practice amongst the sector- the Scottish IT sector and in the Universities IT sector.
Information Services Group aims to be a best practice employer with regard to tackling the gender gap in technology, information science and data science. We are one of the largest employers in the city and we compete with the big banks and famous tech companies in the city to attract and retain female staff.
GENDER EQUALITY IS GOOD FOR BUSINESS
The more diversity we can find in our teams, the more we can be sure that our services and products meet the needs of the diverse student and staff in the university and the more creativity we can support the more innovation and transformation we can deliver. It is vital that we position ourselves in the market as an inclusive employer.
ENGAGING WITH OUR OWN DATA AND STRUCTURAL INEQUALITY
We have delivered on a number of workplace initiatives. Over the last 3 years we have:
Improved all our EDI reporting across the organisation.
Produced a SMART plan of strategic management actions for 1,3 and 5 years to get us to a more diverse and inclusive workplace.
Addressed gender bias in promotion, reward, review processes.
Demystified the experience, criteria and competencies for management roles.
Based on decisions that generated by data, our senior managers chose to implement policies that support and benefit all staff. This allows us to have the most inclusive workplace we possibly can. In 3 years the profile of women across grades has changed significantly with significantly more women now in senior roles at Grades 9 ( up 30%) and 10 ( up 300%) and our recruitment efforts routinely attract a more diverse set of candidates than ever before.
We have worked with third sector organisations such as Fathers Network Scotland, Equate Scotland, Age Scotland, Girl Geek Scotland and Wikimedia Scotland to create new opportunities for staff to engage with practical actions and the celebration of role models and mentors.
PROMOTING VISIBLE ROLE MODELS
We have transformed our ‘working for ISG’ web pages to include information and case studies about the flexible working and family –friendly aspects of our workplace. We have also:
Created an employer profile on Linked in and keep it updated with a steady flow of stories about what it is like to work here.
Highlighted and showcased on Linkedin some of the women in ISG and their varied digital roles, backgrounds and careers.
Engaged with our own history, libraries and collections to discover, highlight and celebrate diversity from our past.
Tackled directly women’s lack of engagement and representation with major technology areas such as AV tech, flying drones, media production, creating open source software, and software development for edtech.
CREATING AN ATTRACTIVE WORK CULTURE
When talking about the lack of women in digital technology, the focus tends to be on engaging the interest of girls and supporting women to become qualified in relevant areas. Without change within the industry itself, however, the women who pursue digital technology qualifications will still not remain in or be attracted to the sector. So we think about ways in which the digital technology industry can create a more inclusive and attractive work culture where women aspire to work and remain across their careers. Our activities include:
Creating an inclusive environment with a highly visible equality and diversity training programme – Called the Playfair Steps designed to highlight all the ways in which our workplace is experienced.
We take an intersectional approach to recognise that people’s identities and social positions at work – particularly in the technology industry – are shaped by multiple and interconnected factors.
We have developed a range of activities exploring how a person’s age, disability status, race and ethnicity, gender, gender identity, religion or belief, sexual orientation, socioeconomic background, and parent status contribute towards their specific experiences.
Between October 2016 and February 2018, we surpassed our short-term goal and that 60% of staff have participated in some form of equality and diversity training.
High profile events and support for Ada Lovelace day, International Women’s day and naming our training rooms and systems after inspirational women.
ATTRACTING WOMEN TO THE SECTOR
We are a big recruiter, with a high turnover and a lot of innovation, so we need to attract and retain talent. It became clear that our recruitment effort and language needed to be overhauled. This is still ongoing, with some parts of ISG engaging more than others. We have run several training sessions for recruiting managers on Checking Language, Overcoming Recruitment Bias, and widening Recruitment Searches. We also directly support the female student pipeline by hosting 20-30 student interns every year and offering female-only placements (Scottish Witches Data intern) and women returner-ships ( Data skills training and development) – we do this by working with Equate Scotland
RETAINING WOMEN IN WORK
Because of course, we want to retain in our organisation, or in the sector as many women as we can, we invest in training and development including, personal development for women. We have a number of visible examples of Positive Action Measures which include:
Coaching and mentoring for women
Events and discussion on topics which raise awareness of gender issues in the workplace such as gendered communications, inclusive language, shared parental leave and menopause.
Continuing Professional Development opportunities (such as editathons and data skills training) targeted at women.
We are very aware that we have a large group pf women who have already chosen to work in Information services, who could develop skills more specifically in data science, so we have been running ‘Developing Your Data Skills’ Programme for staff and students at University of Edinburgh this year. The programme has been very successful and we have now had more than 100 learners complete.
We have designed the course to fit with participants’ busy working lives and thought specifically about how to attract mid-career learners to upskill in this area.
GAINING EXTERNAL RECOGNITION
This initiative at Edinburgh has already won a number of awards and recognition in the sector.
In 2018 we won Universities HR Excellence Award for Equality and Diversity and were finalists in the ‘Employer of the Year’ category in the Scotland Women in Technology Awards and ‘Diversity Project of The Year’ in the Women in IT Excellence Awards.
Our case study was highlighted in the Equality Challenge Unit’s briefing on ‘Intersectional Approaches to Equality and Diversity and
we were awarded the Scottish Union of Supported Employment (SUSE) Inclusive Workplace award in 2017.
Our student pipeline -women students into IT roles as summer interns providing paid work and industry experience winning the Student Employer of the Year (SEOTY) award in 2018.
The work we do in ISG to support gender equality in data science at the University of Edinburgh has been planned, sustained, reported and evaluated and is an example of best practice. This is what can be done to support gender equality in data science at the University of Edinburgh.
A picture of some of our interns. Picture not taken by me. Original at: http://www.teaching-matters-blog.ed.ac.uk/mini-series-turning-internships-into-blog-posts-and-friendship-into-teamwork/
Offering students work experience in our STEM organisation is a no-brainer for me.
We get up to date ideas and creative thinking from them. They get real work experience and digital skills from us. The digital sector in Scotland is booming and students are hungry for work experience which will help them to succeed once they graduate. If you are not studying a STEM discipline the digital sector may be hard to enter, we need a pipeline for students to find their way into well paid jobs and new roles.
This is the fourth year I have hosted interns in LTW and the numbers keep getting bigger. This is credit to all the teams and managers who establish a range of really interesting summer projects and to the reputation we are gaining as a great place to work.
Our interns come to us via a variety of routes. We are happy to host 24 new student interns this summer (11 via Employ.ed, 10 as VLE support, 2 Napier Placements, 1 Equate Careerwise) , plus 2 returners from last year (Anirudh and Samuel ), 2 who have been with us for 3 years ( Dominique and Vicki), 6 student trainers and 10 media subtitling assistants.
While they are with us the interns write blogs and as they leave we ask them to reflect on what they have learned. Each team and project they are involved with benefits from their input. And yes, we pay them.
I’ve been a Fellow of the Higher Education Academy for a long time. I’m also a Fellow of Kellogg College Oxford. Last month I became a third fellow as I have exhibited the professional competence and achievement sufficient to be elected Fellow of the Chartered Institute of Library and Information Professionals too.
I am delighted that we are able to host the Echo360 conference in Edinburgh next week.
I’ll be speaking at the conference about how important it is for leading institutions to change.
The implementation of lecture recording at University of Edinburgh was an innovative project to equip up to 400 teaching spaces and automate the recording of lectures at scale. The University has targeted an improved student digital experience by investing several million pounds in a state-of-the-art lecture recording system that has covered all the campus lecture rooms. Our approach is based on being widely flexible and enabling choices of formats and pedagogy.
The demand for lecture recording at University of Edinburgh was designed to in response to student feedback. The ability to watch lectures again as an aid to revision is immensely popular with our students already, video and audio recordings of lectures supplement the rich set of online resources that already exist to support learning.
The project was managed by a well co-ordinated team and delivered to a high quality specification, on time and in budget. The team demonstrated an outstanding commitment to delivering a high quality service for the institution. Over the last 12 months the team have successfully handled complex academic development, policy implementation and technical challenges with considerable skill and sensitivity. All throughout this time they retained a core focus on supporting an excellent student experience, championing accessibility and inclusive practices. This work has opened up critical conversations that go beyond technology to discuss the value of lectures, the value of recordings and why we teach the way we teach and has been accompanied by evaluative research into the impact and value at institutional level.
The team has been particularly effective at incorporating research findings to continually improve the service and respond to the needs of users. As an organisation we learned a huge amount from the process: academic insight, student satisfaction, new research, communications strategies, technical know-how and a field-tested working model of how to complete a project of this size and ambition.
The Lecture Recording Project at Edinburgh University is one of the largest upgrades of AV technology in teaching rooms to take place in an educational institution anywhere in the world and it was done across an historical and rapidly expanding estate. We now have the capability to record close to 100% of lecture activity within the institution. We offer a consistent experience for all students and support our diverse student community. Many of our students have complex lives and are balancing study alongside caring responsibilities, or the need to work to fund their studies. Recordings of lectures can lessen anxiety about keeping on top of study, and provide a safety net when life circumstances prevail.
The team delivered transformational aspects of lecture recording by:
Supporting a programme of evaluation and engagement activities which has opened up critical conversations about the role of the lecture and why we teach the way we do.
Running a pro-active communications campaign around opting-out of lecture recording, to be sensitive to concerns raise by academic colleagues.
Working with course organisers and professional staff to develop highly usable scheduling software based on timetabling information, to automate the recording of lectures at scale.
Equipping 400 teaching spaces, including our innovative camera and recording solution for capturing chalkboards in Maths and Physics.
Improving the use of microphones in lecture theatres and increasing awareness of accessibility and inclusion issues.
Integrating the new lecture recording service with the University’s VLEs offering safe and secure access to recordings.
Training 40 student helpers across the campuses during the first week of teaching in each Semester to provide immediate advice on use of the recording equipment.
Offering comprehensive training programme to support academic colleagues to prepare teaching materials for lecture recording.
Delivering a system designed to be as user-friendly as possible and to have minimal impact on the presentation and delivery of lectures.
There are many proven benefits to making recordings of lectures available including supporting students for whom English is not a first language and ensuring that our face to face lectures are available in an alternative format for students who require it. Not having to take notes at speed allows students to focus more on what is being said and use valuable contact time to ask questions, knowing that notes can be reviewed and improved later.
This work at Edinburgh has had a wider impact across the sector, we have involved commercial partners, external advisors, learning technologists, academic developers AV specialists, trainers, researchers and staff and students from across all disciplines to deliver one of the most successful large scale roll-outs of learning technology across a large institution with a challenging physical estate.
2018/19 Academic Year: Recordings made/scheduled: 24,000, Student views (year to date): 528,000. Hours watched (year to date): 527,000
We gratefully acknowledge all the colleagues and practitioners in other institutions who have shared their practice with us. Much of our project has been built upon the lessons learned by others. We believe that by considering the widest possible range of technical, academic, policy, and social factors around lecture recording, we have achieved a model for lecture recording, and indeed other learning technology implementations that others could copy. A large part of our ethos has been to work as openly as we possibly can, sharing and reflecting on our practice. With that in mind we have tried to make as many of our guides, training materials, research, evaluation, processes and planning as possible available openly online for the benefit of the wider sector.
You’ll be aware that we have been running ‘Developing Your Data Skills’ Programme for staff and students at University of Edinburgh this year. The programme has been very successful and we have now had more than 100 learners complete. Since our staff live and work in Edinburgh and the region, I think this can be seen as part of the investment we are making in retraining and upskilling in data skills for the city. We have evaluated the programme and gathered feedback, so we will be able to report on the ISG KPIs.
We have designed the course to fit with participants’ busy working lives and thought specifically about how to attract mid-career learners to upskill in this area.
Participants have enjoyed the programme: ‘There are many data courses out there. Having a course which is specifically designed and at the correct level was time-saving and encouraged me to finish. I loved doing the course and I’m keen to get started on the next level. I would not have been able to do this without the course format, nor the tutor with her helpful, caring approach.’.
There have been many more comments from participants that echo these sentiments along with a real thirst from learners to go on to study all 3 levels of the Programme.
We will be having a ‘graduation ‘ celebration for all the staff and students who completed the programme on Monday 1st July. If you would like to come along to hear more about the successes and how they plan to apply their new and improved data science skills, please let me know by reply and I will send you a diary invitation.
This is turning into a very nice week for me. Not only is the weather splendid and the outlook unobstructed, but I have also received/achieved two nice awards.
The first is Fellowship of CILIP, The Chartered Institute of Library and Information Professionals, the second is a student research excellence award. These are linked, because becoming a student again after about a million years has required me to keep a research diary and reflect on the skills I am developing.
I’ve had to learn to use Endnote and to use library catalogues properly and stick to a referencing style. I’ve even had to manage my research data. Returning ( and struggling) again to these research and information management skills caused me to think about my own skills development over the years and the CILIP portfolio offered a good structure for pause and reflect.
For those of you who like open practice and enjoy reading such things, I’ve put the outline of my CILIP portfolio here on my blog. The actual full thing has to be built within the CILIP VLE. Don’t start me on how frustrating it is trying to learn a new VLE. I shall reflect.
Doing research into management and leadership has been challenging too. At the Business School Research Conference today a panel of academic colleagues mused on how it is that so little of their research is ever taken up, or even read, by leaders and managers in practice. I pointed out that some of us were here doing research which was useful, relevant and likely to have an impact simply by virtue of our questions being questions we had been sufficiently motivated to research on top of doing a full time job. There was some nodding.
Anyway, its only Wednesday. The rest of the week includes menopause and massive financial planning, so it could go either way.
Delighted that we won in the 2019 Herald Higher Education Awards!
This nomination for innovative use of technology focuses of the development of digital literacy skills at University of Edinburgh through our partnership with Wikimedia UK. Project achievements have gone far beyond what might have been expected and has shown impact and reach which is unique and well worth celebrating. This work involves staff and student across the entire university and reaches out to members of the public, local community and researchers as active participants in this new area of reputation, reach, digital and data literacy and knowledge sharing.
Wikipedia is simply one of the largest websites in the world. It is visited by tens of millions of people every day as a source of information. The quality and reliability of the information in Wikipedia relies on volunteers putting information there to be discovered and used. As the site grows, so the demand for contributions grows and the need for that community of editors to be one of knowledgeable, critical experts in their field increases. We have transformed 600 students, 400 staff and 250members of the public from being passive readers and consumers of Wikipedia information to being active, engaged contributors. The result of this is that our community is more engaged with knowledge creation online and readers all over the world benefit from our research, teaching and collections.
At every turn the mention of Wikipedia has been met with scepticism. Nonetheless the digital skill team have persisted in helping all of us see how contributing to sharing information can bring benefits for the university in terms of discovery, education, equality, outreach and excellence. We have run more than 50 skills training events each year. The skills needed by those contributing to Wikipedia are the same student digital literacy skills which a degree at University of Edinburgh is designed to develop: Those of critical reading, summarising, paraphrasing, original writing, referencing, citing, publishing, data handing, reviewing and understanding your audience. In this era of fake news it has never been more important that our students understand how information is published, shared, fact-checked and contested online.
This work towards getting all students and staff in the university to be active contributors is unique in the sector. Edinburgh staff and students have created 476 new articles, in a variety of languages on a huge range of topics and significantly improved or translated 1950 more. These articles have been consumed by millions of readers. Images released from our archive collections and added to Wikipedia have now been viewed 28,755,106 times. All editors are supported to understand the impact and reach of their work, to find the analytics and reports which show how their contribution is immediately useful to a wide range of audiences.
This project represents a clear statement by the University that we want to enable our staff and students to engage in becoming active citizens in the digital world:
Curriculum development: We have been working with academic colleagues to embed data literacy tasks into the curriculum. Courses which now include a Wikipedia assignment include: World Christianity MSc, Translation Studies MSc, History MSc (Online), Global Health MSc, Digital Sociology MSc, Data Science for Design MSc, Language Teaching MSc, Psychology in Action MSc, Digital Education MSc, Public Health MSc and Reproductive Biology Honours. Each of these activities bring benefits to the students who learn new skills and have immediate public impact. For example:
Global Health students add 180-200 words to a Global Health related article. 31 student editors added 7,500 words to 18 articles. Their edits to the Wikipedia page on obesity are viewed on average 3,000 times per day.
A Reproductive Biology student’s new article on high-grade serous carcinoma, one of the most common forms of ovarian cancer includes 60 references and diagrams and has been viewed over 60,000 times since September 2016.
MSc in Translation Studies students translate 4,000 words on a topic of their own choosing. 30 students each year translate articles from English to Arabic, Chinese, French, Greek, Turkish, Japanese and from Spanish, Chinese, Japanese, Arabic, and Norwegian into English. They wrote with a potential global audience in mind and Wikipedia editors all over the world scrutinise their work.
Community engagement, equality and inclusion: We work with students to target areas of inclusion. The Wellcome Kings and UnCoverEd groups have added biographies of notable LGBT+ and BAME individuals missing from Wikipedia and we organise high profile events for Black History Month, Ada Lovelace Day and International Women’s Day. An event focusing on cultural representations of mental health during Student Wellbeing Week 2018 saw 33 articles updated to ensure that when students and the public search for information about mental health the information they find will be of a higher equality than it was before.
Wikipedia is one of the world’s largest information and knowledge sharing websites, and University of Edinburgh is now the university with the highest level of contribution and engagement to that endeavour. We hope that this project can be seen as a model for other universities to follow as a way to share the knowledge we create in universities via the most public and open of platforms.
