Wikimedia UK and the University of Edinburgh are pleased to launch the new publication Wikimedia in Education, a collection of case studies from practitioners across the UK who have successfully integrated Wikimedia into their courses.
Wikimedia is a valuable tool for education, enriching the student experience as much as it does the open web. Learning to contribute to Wikipedia, or Wikimedia’s other open knowledge projects, teaches students key skills in information literacy, collaboration, writing as public outreach, information synthesis, source evaluation and data science. It also develops an appreciation for the role and importance of open education. Of the 14 examples in this publication, 13 are from the higher education sector; however the resource has been designed for anyone involved in education. It will be of particular interest to teachers, lecturers and learning technologists involved in open pedagogy and course design, or who have an interest in library skills, innovative learning, working on the open web, co-creation, collaborative working, or digital skills.
Speaking about the launch, Melissa Highton. Assistant Principal, University of Edinburgh says: “The University of Edinburgh has a long-standing commitment to open educational resources. We offer services, training and support to colleagues who open up their practice in a wide range of ways. Working in partnership with WikimediaUK is just one of the many successful projects we have. This publication serves to celebrate the great success we have had in embedding open knowledge activities into courses across the University. I encourage colleagues to take a look and think about how you can bring this sort of engagement with open information literacy into classrooms to encourage sharing, co-creation and real impact.”
Celebrating the importance of the work, Lucy Crompton-Reid. Chief Executive, Wikimedia UK, concluded: “As the national charity for the global Wikimedia open knowledge movement, Wikimedia UK works closely with the education sector to develop the use and recognition of Wikipedia and the other Wikimedia projects as valuable tools for teaching and learning. The University of Edinburgh has led the way in this work and we are delighted to have collaborated with them on the creation of this new publication, which features case studies from across the university as well as some of our other UK education partners.”
When I wrote this presentation originally, I thought the shift in pace and place I would be talking about would be the new online microcredentials – Micromasters ™ – courses we have been piloting this year.
Little did I know that we would, as a sector, experience a seismic shift to remote learning online in little more than a week. At University of Edinburgh we have all shifted place- we are now working from home or are stranded and trapped. We have all shifted pace. Things which we thought would take months and years to do suddenly gained urgency and we ‘flipped’ or ‘pivoted’ to remote learning and working outwith the university at very short notice.
I can tell you about what we have been doing at Edinburgh in online distance learning, because it is this previous work which has given us the capacity, capability and vision to respond quickly now.
We know that distance is a positive principle, not a deficit. It can generate meaningful learning opportunities and a positive student experience; it can build community; and it can advance a values-led and professionalising position of teaching, one that does not downgrade teaching into (mere) facilitation.
New futures? who knows what will happen next? I won an EduFuturists Award recently for an individual ‘who embodies a vision of where education could be 20 years from now’ , and suddenly it seems like I should come up with this vision pretty fast. This is a new era and a paradigm shift for ‘business continuity’. In the past i warned my colleagues to ‘expect locusts‘. I wanted them to think big. I asked them to think about what happens if for some reason we can’t operate as usual. I admit, I thought the challenges would be strikes, snow or rogue volcanos, but I like a bit of Biblical scale…..
Some of my emerging thoughts for possible futures:
After this current ‘panic pivot’ to teach out the current academic year. Universities will quickly start to think about semester 1 next year. Will university campuses re-open or will we teach semester 1 online?
The online learning landscape
A rush to online delivery by many universities will see skillful course design for accessibility, quality and learning communities become key.
Even if the on-campus learners return, this is not a one-off, they will need reassurance that they can go home, if called home and still complete their studies.
The undergraduate online market in the UK will be transformed. Things we thought impossible will become pragmatic.
Some universities will collaborate with peer institutions to develop courses and deliver together. Some will not.
Interoperability, licensing, IP, technical standards and open development will be as important for sharing, interchange, reuse, local adaptation of materials as they always have been. Expertise in this area will be prized.
Learning technologists who know about staff development, course design and open educational resources will realise they can work from home and work for any institution in the world. Their salaries will increase, and the work will be more flexible, more compatible with family life.
The (already) global market for academic colleagues who teach well online will thrive.
On campus service such as counselling, wellbeing, welfare, disability support, finance, careers will need to find new elements of quality in delivery online.
Students will want to watch their lectures online.
Traditional face to face exams will become antiquated, and the purpose and methods of assessment will become increasingly diverse.
‘Halls of residence’ will be forever known as ‘petri dishes’.
The global platforms ( Coursera, Edx, Futurelearn, Linkedin Learning) will finally see return on their business model and they will own all the student data.
Home-based learners will sacrifice privacy and personal data in the rush to use Zoom and Houseparty et al.
Vendors and suppliers will try to renegotiate the costs of VLEs, streaming video and virtual classroom tools.
Libraries will finally invest properly in digitisation and digital collections and no-one will believe publishers’ protests that they cannot offer open access any more.
I am so impressed by how well our teams and services are responding to this situation. We are seeing increased use of all our learning technology systems and receiving great, positive feedback on the support, training and expertise we are providing.
We have trained 800 staff to support remote teaching and offered online training in how to work from home.
The result has been:
1200 Media Hopper Create uploads in Week3 March in comparison to 400 in the same week last year.
Support calls for Media Hopper Create down on last year show that the training and guidance is good quality.
16-18th March 800 Collaborate sessions per day. 23rd March, 1400 sessions involving 6000 users
Learn Logins steady each day at 4,000 logins but this is fewer than an average day when everyone is on campus. We would usually see nearer 5,000 per day.
Our academic colleagues are working hard to play their part in tackling the Corona Virus. This is one of the very good things about working in a research university. We are providing services which support research and teaching and knowledge creation and dissemination.
Some top tips to keep in mind when planning to teach remotely:
It is important to remember that good teaching online brings with it some of the same principles as good teaching face to face. A strong teacher presence, engaged learning communities, contact time between teacher and student and for students in pairs or groups. The following tips are designed to facilitate that as simply as possible and minimise disruption both for you and your students.
Keep it simple. See the technology as servicing some core teaching function and only choose what you need. Video for lectures (if you lecture), discussion boards for debates and dialogue, a virtual learning environment for hosting your content, a well-structured reading list, maybe a blog for student reflection and group work.
Get professional advice and ask for help early on if you can. Speak to your school learning technologist and IT support; information services staff and librarians are here to help and advise.
Communicate with students. This is critical. Let them know we are trying something new and why. Let them know where to go and who to contact if they run into difficulty. Get them talking on the discussion boards with prompts and questions at regular intervals.
Discuss with your colleagues and networks of contacts at other universities how they may have used technology in similar situations teaching in similar disciplines. Many universities offer the same or very similar learning technologies, so sharing practice can be helpful to someone you know.
Your students may already know you, but you need to show them you are present online: a picture of yourself, some short videos, encouragement on the discussion boards. Videos don’t need to be perfect. Showing personality has currency in the online space.
Consider assessments. Do you need to rethink the assessments if you are moving online? You might. There are many ways to assess online and most aren’t too complicated.
Consider which parts of your course such as fieldwork, labs, studios and practicals may have to be cancelled or changed. Think about the adjustments you have previously made for students with disabilities, are those alternative versions appropriate for all your students now?
Do the best you can 🙂 we understand this will be new and different for many teachers.
‘The role of the tempered radicals: experiences of making changes in our organisation‘.
‘Tempered radicals’ are individuals who are committed to and identify with the organisations in which they work and yet are also committed to a cause or ideology which is fundamentally at odds with with the dominant culture in that workplace. Debra Meyerson has written about how these change agents make tactical decisions to effect change without making trouble. If you think you too may be a tempered radical this is the session for you.
We have been working for four years in University of Edinburgh Information Services Group to build an intersectional diverse, adaptive, family-friendly and socially responsible workplace not through revolution or protest but by balancing a delicate set of incremental equality, diversity and inclusion initiatives which provoke thought, nuance and behaviour change.
In our presentation we will share our experience of being ‘tempered radicals’ working toward transformational change in an organisation with historical structural inequalities while still being minority ethnic women and feminists in IT with successful careers. In this workshop you will be encouraged to think about how your own radical agendas have been tempered by your experiences of your workplace and how this tempering can be used to make you stronger and more successful as agents of change in the organization you care about.
We will share stories, evidence and data to describe the impact this work can have.
This is the second time I’ve been on strike across International Women’s Day. The UCU strike action two years ago was at the same time of year.
That year, while we were on strike we were also hit by the ‘Beast from the East’ -unprecedented snow. This year we are hit by Coronovirus and the University is hurriedly making preparations ( but not reparations obv.).
The snow and the virus are acts of G_D and can be seen as business continuity incidents. The impact of both can be mitigated by use of learning technology.
If you are wondering why your university is slow to publish guidance on using tech for remote teaching and working from home. It may be because some of the professional expert teams are on strike.
The strike is not about short term things, it is about long term things and these are things worth recognising on IWD. The lack of equality at the University of Edinburgh is real. The pay gaps are real: gender (16.7%) and race (7.9%).
It is frustrating to not be able to come into work but we have gone for some digital celebrations, most of which do not require anyone to cross any picket lines.
To celebrate International Women’s Day on 8th March 2020, events and activities are taking place across Information Services Group to celebrate women and their contributions to the University and beyond.
To celebrate International Women’s Day, a new training room at JCMB is being named after computer scientist and educator, Xia Peisu.
Xia Peisu (夏培肃) (1923 – 2014) has been hailed “the mother of computer science in China.” After graduating from The University of Edinburgh with a PhD in electrical engineering in 1950, she returned to China where she was recruited by the Chinese Academy of Sciences. Xia eventually became a founding professor of the Academy’s Institute of Computing Technology and led the development of Model 107, China’s first locally designed general-purpose computer.
Throughout her long career, Xia made numerous contributions to the advancement of high-speed computers in China and helped establish both the Chinese Journal of Computers and the Journal of Computer Science and Technology. A devoted educator, she taught China’s first course in computer theory and mentored numerous students. In 2010, the China Computer Federation honoured Xia with its inaugural Lifetime Achievement Award in recognition of her pioneering work in China’s computer industry.
LinkedIn Learning playlist
The Digital Skills and Training team have compiled a LinkedIn Learning collection of International Women’s Day themed videos and courses. The collection includes videos in a wide range of topics, presented by women who are experts in their field, and will be available from Monday 24th February. To access this playlist, make sure you are logged in to LinkedIn Learning with your University account, and choose My Learning > From Your Organization > International Women’s Day 2020. Alternatively, you can view the collection at https://edin.ac/37Nhs1N.
The Main Library’s Digital Wall is showcasing images and videos of women who are shaping the University and those who have had a significant impact in their field. These range from content from our historic collections including L&UC digital images collections and videos have been curated from the Media Hopper media asset collection.
Visit the Main Library to see the Digital Wall, which will be live until the end of March 2020 as part of Women’s History Month.
Data-Driven Innovation – Women in Data campaign
The Data-Driven Innovation Women in Data campaign aims to showcase the rich landscape of women working with data science, technology and innovation across a diverse range of industries, fields and sectors in the City Region. From students to government ministers, chief executives to lab technicians, the campaign captures their achievements, careers and hopes for the future in our 60+ eclectic interviews.
Women in Data aims to show women and girls that others ‘just like them’ are thriving in these areas, including from atypical and ‘non-scientific’ backgrounds. The campaign sheds light on their stories and talents, and supports long-term, critical conversations about the ongoing journey to gender equality.
I am very lucky to have a team who think of everything.
The University of Edinburgh lecture recording policy includes a specific clause about reuse under exceptional circumstances including a pandemic (1.3.7). There is also a specific clause about reuse of recordings during industrial action (1.4.3).
Just saying. Get your learning tech policies in order and next expect locusts.
On strikes: 1.4 iii. “Recordings will not be used to cover University staff exercising their legal right to take industrial action without the lecturer’s consent.”
On exceptional situations: 1.3 vii. “A School may use a recording held within the lecture recording service in exceptional situations to provide continuity, as specified within business continuity plans relevant to the School. Examples of exceptional situations might include significant disruption from a pandemic or other natural event or the unforeseen loss of part of the University estate. The School will, where reasonably possible, inform the lecturer beforehand that their lecture is to be used and for what purpose, and the lecturer will retain the right not to permit this use. If the lecturer, acting reasonably, objects to use for this purpose, the School will not be permitted to use the recording.”
In 2020 90% of lecture courses are taking place in rooms where recording is enabled. Of those,89% are using the automatic scheduler developed by ISG and Timetabling teams to minimise the admin burden for staff. The percentage coverage of 90% is above the sector average, which is approximately 80%.
Use of the service has risen rapidly, reflecting the expansion each year to cover more rooms. In 18/19 we had 470,000 video views, in 19/20 we have 1.14 million.Coverage across schools has been good with only4 schools currently below 80% in semester 1 19/20.
Recorded lectures are made available to students via Learn VLE as a supplement to face-to-face teaching. In 17/18 500 course in Learn had recorded lectures. In 2019, the number is 1605.With lecture recording implemented university-wide, negative comments on the lack of a central lecture recording service are no longer appearing in the NSS.
A focused study was undertaken in the Medical School and among the benefits discussed, the most common was the use of lecture recordings to enhance or complement students’ learning practices, such as revision, clarification purposes, and especially learning in their own time. Staff participants perceived lecture recordings as an accessibility tool, which can be useful for students who may struggle to learn, e.g. those with learning adjustments. The provision of lecture recordings was seen as reassuring and conducive to better engagement by all students interviewed, as they discussed that they can immerse themselves in the lecture experience rather than struggling to take notes while listening and trying to understand the taught material at the same time.Early findings from research done in Moray House institute of Education and Sportindicates that Students perceive lecture recording as a ‘luxury’ service provided by the university to enhance accessibility and enable a more individualised and flexible approach to learning.