Category: Open Educational Resources

Saying goodbye to VLEs we have loved.

I have written before about the sad death of Aggie Booth and the end of Bodington VLE.

Now it is time to wave goodbye to University of Oxford’s  WebLearn. There is a celebratory event this week to remember our time working with WebLearn and all the support and innovations we shared in running and using the system.

The Leeds and Oxford teams met in Oxford in 2005 to discuss development of Bodington in collaboration with Sakai. When Leeds University opted in 2006 to select a proprietary system (Blackboard) for their next VLE, Oxford was left as the sole large-scale developer of Bodington and this situation was untenable. It was at this point that Oxford decided to seek an alternative platform (with a bigger and better community) and chose Sakai Learning Management System, deploying it as WebLearn in  2008.

WebLearn Sakai was first installed at University of Oxford in March 2007 and I joined from University of Leeds in 2008, when it was just a baby.

My memories of working with the WebLearn Team at Oxford are from 2008 to 2014 when I was Head of the Learning Technologies Group (LTG) and then Director of Academic IT (Learning and Teaching).

  • Working with really talented open source development teams. Adam, Mathew, Colin, Roger and Colin taught me most of what I learned about open source and the potential for using technologies in unusual ways. I attended several Sakai conferences with them over the years and there always seemed to be people who really cared about the systems they built and the community involved in developing the product.  The nice thing for me about WebLearn was that it was flexible enough to not be built on the same assumption as the large proprietary systems. Oxford at the time was not driven by a module catalogue which rolled over and refreshed every term. It was based around the teaching which was done by colleagues over many years and with different students groups. The starting place- that one goes to Oxford to ‘study with’ -puts the academic colleague at the centre of the teaching and builds the online spaces around them. Some colleagues at Oxford chose to have a place in the VLE for all their teaching, with resources for first years, third years, post graduates etc  grouped within that. I was pleased that we were able to build that for them. It was nice that we were not in a ‘technology says no’ conversation’.
  • The Sakai Community was for me, a place to meet some very interesting colleagues and researchers, some of whom I still count amongst my friends (looking at you Nynke, Michael and Alannah). It was also a place with some big personalities, Fun evenings with Michael, Ian, Nathan and Dr Chuck.
  • I was also pleased in LTG and OUCS to have talented researchers who worked closely with as the WebLearn team to think about what we could discover about how VLEs and OER could support student learning. Liz, Joanna and Jill really were ahead of their time in bringing a bit of academic rigour to what we were doing.
  • The WebLearn training and support teams made sure our VLE met users needs and Fawei continued to promote and celebrate each use in departments and colleges. Adam has been continuously blogging it since 2009 2009 September | WebLearn Blog and projects using WebLearn regularly featured in the OxTALENT awards.

In recent years, after I left in 2014 to join University of Edinburgh, Oxford changed VLE again and opted for Canvas.  People sometimes forget that when we move to a new VLE  the learning technology teams still have to run the old one for several years to enable course to be taught-out and keep access to any materials which staff and students might need for archives, assessment or appeals.

After several years of running in parallel with the University’s new virtual learning environment (Canvas),  WebLearn was finally closed in 2022 and decommissioned in mid-November 2024. At its peak WebLearn at Oxford had 47,000 users and hosted 101,000 separate sites.

I am sad to see it go.

 

 

 

Short Courses Platform

Our new Short Courses Platform has met its first major milestone.

We have 18 early adopter courses and over 250 learners enrolled and using the new learning environment.

This allowed us to establish and test the basic platform configuration including notifications, basic learner/course set up, as well as the courses templates, training and guidance.

This is the first step in moving the University’s extensive credit short courses portfolio to the new Short Courses Platform.

The learners on our new platform will not have access to our closed Library collections, so all the courses will use open access materials on their resources and reading lists.

I am very pleased.

100 MOOCs more

100 MOOCs logo
Celebrating 10 years and 100 MOOCs

University of Edinburgh has been publishing MOOCs as open educational resources for 10 years. Huge thanks go to all the academic teams who choose this route to share the knowledge they have created with learners all over the world.

_______________________

The Edinburgh online learning portfolio currently includes 80 fully online distance-learning Masters courses drawn from all disciplines, and 90 massive online open short courses (MOOCs) and micro credentials across 3 global platforms. University of Edinburgh reaches 4.5 million learners across every country in the world. Each of the 21 academic schools and deaneries have either a Masters or a MOOC online, and many have both.  The services online students receive are excellent. E-learning students at Edinburgh currently report higher levels of satisfaction and ‘sense of belonging’ than their peers on campus. In 2023 University of Edinburgh is celebrating 10 years of return on investment in MOOCs.

When we began making massive open online courses (MOOCs) at Edinburgh our strategic position was to experiment with new ways of teaching online, to research the kind of learning and courses which could be achieved, and to have fun. We were never in it for the money. Although it was undeniably expensive at the start, the last ten years of this activity have brought considerable return on that investment in terms of what we have learned, the places we have reached and the impact we have had (inside and outwith our own institution).

As Assistant Principal for Online and Open Learning I have taken care to ensure that our online course portfolio is closely aligned with the university mission, values, civic responsibility and aspirations for the future.

Working with three global platform partners ( Coursera, Edx and Futurelearn) has given us unique insight into the business of scaling short courses online and a rich set of data about our materials and our learners. Each of the platforms has its own strengths and weaknesses and the pedagogical tools offered on each have changed rapidly during the ten years. Their business models have changed too and it has been useful to have an institutional platform strategy to help us target the right content on the right platform, for the right audience.  The advice and support available in the platform teams has been useful in understanding what works well. We have been privileged to be so able  to rigorously test our courses, to translate our content into multiple languages and to release significant proportions of it as open educational resources.

Making MOOCs has given us the opportunity to bring a wide range of our university community together. The many research groups, cultural organisations and charities who have developed content with us for the Edinburgh MOOCs have ensured that we have gained a diverse set of voices in discussions about how and why a university can and should make courses freely available online. The MOOCs have offered a rapid channel for knowledge translation and dissemination, public engagement with research, global reach, and a place for discussion and debate with an informed citizenry at times of major geo-political change. In ten years we have found 4.5 million people who choose to learn online from University of Edinburgh, an even though many might say the markets are hot for data skills and cyber-security, our consistently most popular course is one in Philosophy.

The value of these experiments in online learning can also be seen in the capacity building and up-skilling of colleagues. In making and delivering these courses more than 200 academic colleagues, media producers, learning designers and learning technologists cut their teeth and honed their skills for online learning. I am sure that this contributed to our ability to deliver in a crisis and develop resources to help others to do so too. Even during the years of the covid pandemic which closed our campus, our online courses and MOOCs continued to grow and some rapid-response effort from a teams across the university produced a short-course about emergency respiratory healthcare which was studied by 50,000 front-line workers the week it was launched.

Top tips for delivering free short online courses

    • Don’t be afraid to try something new, digital education is an evolving field and you never know where your experiments might lead
    • Get institutional buy-in by aligning your courses with your university’s strategic goals
    • If you have more than one learning platform, develop a platform strategy to ensure that you are using the right platform for the right audience.
    • Work closely with vendor and platform partners to get the most out of your partnership; ensure you can access any data they provide to evidence the reach your platforms deliver.
    • Pay attention to the licensing of all your course content; sharing it appropriately can make it accessible to many more learners globally

See our full list of short online courses Short online courses | The University of Edinburgh

 

 

honourary membership

wikipedia logo
wikipedia logo

I am honoured that the Board of Trustees of Wikimedia UK offered me Honorary Membership of Wikimedia UK.

This is in recognition of the significant contribution that I have made to the charity over a number of years, as a long standing champion for Wikimedia’s role in higher education. In particular,  in establishing a Wikimedian in Residence role at the University of Edinburgh, and for the ongoing success and impact of this programme.

I was delighted to accept, of course, but a bit embarrassed as I am not a particularly good editor of Wikipedia and I often get a bit grumpy when my edits are  reverted.   I support Wikimedia UK because it is the right thing to do. Wikipedia is the largest open educational resource in the world and essential for staff and students in higher education.

But I edit as a pass time, hobby,  for my own distraction and amusement.

I also invented the category  for ‘muses‘  which I note now has 130 entries.   I started it for Stella Cartwright.

doing it standing up at CONUL

After 2 years of keynoting from a comfy chair at home it was lovely to adventure again.   

It was fun to be in Limerick, and the CONUL conference was both incredibly friendly and well organised. I was happy to have a chance to wear my space boots and stand up again in front of the slides Gill made for me.

if you were there and you would like a copy of the slides for the links, please email me.

Open media

One of the things which has happened as a result of events all being online is that there are now more talking head videos, interviews, webinars and panel sessions to watch and review.

Here are some of mine:

OEG Voices 033: An OEweek Conversation with Melissa Highton and Willem van Valkenburg – OEG Voices (oeglobal.org)

Developing Inclusive Educational Practices with Video-Based Learning Dec 8th, 2021 for ECHO360

https://echo360.com/videos/developing-inclusive-educational-practices-with-video-based-learning/?hsCtaTracking=ee35e600-ca0c-4f86-a838-40047bcd925b%7C47518aff-c75a-4d51-85bb-93ae46865534

Interview with SPARC for – Open Education Champions series Oct 6, 2021 for European Network of Open Education Librarians https://openscholarchampions.eu/openeducation/

Apereo Foundation Plenary: Open Education on a Post-Pandemic Planet, June 2021
youtu.be/D7hL9i-NdyM

I also seem to have a track record of being interviewed:

Open at Heart: An Interview with AACE Keynote Speaker Melissa Highton

https://www.aace.org/review/open-at-heart-an-interview-with-aace-keynote-speaker-melissa-highton/

Interview: Catching Up With Judge Melissa Highton From The University of Edinburgh

https://www.digitaleducationawards.com/post/interview-catching-up-with-judge-melissa-highton

Director’s Cut: An Interview with Melissa Highton

https://www.linkedin.com/pulse/directors-cut-interview-melissa-highton-melissa-highton/

The EDEN interviews: Melissa Highton

http://www.steve-wheeler.co.uk/2016/12/the-eden-interviews-melissa-highton.html

In Conversation with Melissa Highton

https://altc.alt.ac.uk/blog/2019/07/maren-deepwell-marendeepwell-in-conversation-with-melissa-highton-honeybhighton/#gref

Data Driven Innovation: Women in Data -Melissa Highton

https://ddi.ac.uk/women-in-data/melissa-highton/

Creating a Culture of Open: Melissa Highton

https://oerworldmap.org/resource/urn%3Auuid%3Ae8a88020-9882-4326-a9dc-813d4d3c1eb5

 

 

dance like you are not being projected onto the side of a castle

I’m much chuffed to have won the Open Global Individual Leadership award

It’s an award presented to an individual who has demonstrated significant leadership and longstanding involvement with Open Education. A person who has made significant and clear contributions to the furtherance of the Open Education movement, whose contributions to Open Education have spanned regions and/or had a global impact.

I have also successfully renewed my Senior CMALT  to remain in good standing as a professional learning technologist. The assessor said it was

‘An impressive account of development activities and how they have influenced learning technology developments at Edinburgh.’  Which is very pleasing.

My CPD journey continues. I completed a microcredential Certificate in Decision Making from LSE before Christmas, and I’ve finally sent off my application for PFHEA.

The Future of Learning and Teaching in HE in the Post Pandemic World

I’ll be part of two universities’ festivals of learning and digital this week.

At Digital Week 13-17 Settembre 2021 at Università degli Studi di Padova. I’ll speak about policies and practices of Open Education at University of Edinburgh.

At University of Durham Festival of Teaching and Learning 2021 13th-17th September. I’ll speak about ‘The Future of Learning and Teaching in HE in the Post Pandemic World’

In both cases I’ll re-use some of the content  from my Apereo Foundation Plenary: Open Education on a Post-Pandemic Planet youtu.be/D7hL9i-NdyM

attack of the 50th Women in Red editathons

Attackofthe50ftwoman A huge fifty, 50! Women in Red editathons have now been held at University of Edinburgh. Every month we gather together online to hack away at the skewed content.

Hannah’s video on how to make Wikipedia articles has had a towering 18K views since Sept 2020 (https://www.youtube.com/watch?v=GBCxb9oaz5s).

Join us at our Women in Red monthlies https://edin.ac/3gh243I

Pick up an article that interests you.

If not you then who?

If not now then when?

Dress code: casual.

LILAC Hindsight 2020

‘The chief difficulty Alice found at first was in managing her flamingo’. Picture of art in my home. No rights reserved by me.

In 2009 I delivered a keynote at LILAC  conference.

I was the new Head of Learning Technologies Group at the University of Oxford.

The talk  was titled ‘Managing Your Flamingo‘, an analogy from Alice in Wonderland, where Alice is trying to play croquet and every time she goes to play either the flamingo’s head pops up or the hedgehog uncurls and walks away. The challenges of getting our back end and front end systems  working together are not much changed.

Wonderland analogies are timeless and rife at Oxford and I own a print from the original Tenniel woodblocks.

This year I am hosting a panel at LILAC which brings together  Josie Fraser, Jane Secker and Allison Littlejohn. Each of our panel have more than 10 years as change agents in information and digital literacy and have led high profile initiatives to shift thinking and disrupt traditional ideas in (in)different institutions and sectors. Together they will bring unique perspectives on the topic of ‘2020 hindsight’. Come along to find out if their radical inclinations have been tempered by their time in institutions.

The conference is delayed by a year and as Josie has pointed out, you get one year’s extra reflection for free.

Hindsight bias can be dangerous if it leads us to think we ‘knew it all along’ . We all suffer sometimes from memory distortion (“I said it would happen”), inevitability (“It had to happen”), and foreseeability (“I knew it would happen”). Our panel will join you in reflecting on, considering and explaining what has happened and how things that didn’t happen, could have happened. How would things be different if we knew then what we know now?

Is there such a thing as lilac-tinted spectacles?

Back then, I spoke about different types of literacy, (digital, media and information) and questioned whether they were all comparable concepts or subsets of each other, and how far IL should integrate itself into these other literacies. I encouraged librarians to contribute to a digital literacy framework (i=skills) and encouraged everyone to edit and contribute to the digital literacy page on Wikipedia.  And media literacy is a hot topic because of the Internet Safety Bill.

The wikpedia page about digital literacy has been much improved this year, but mostly by north Americans. I continue to encourage librarians to edit Wikipedia. And I continue to invest in Wikimedians in Residence and wikipedia in the curriculum.

In 2009 I predicted that all graduates, not just computing graduates, needed algorithmic modelling literacy and back then, Oxford was  working on a Modelling4all project.  Check out their website, The Epidemic Game Maker provides a way to quickly and easily make models of epidemics and turn the models into games.

In 2009 I predicted that Youtube U (an educational YouTube) was just around the corner, in much the same way as the University of Oxford had just launched on iTunes U in October 2008. ItunesU and podcasting were a huge success for Oxford, we even featured in the ipod advert on the telly. Who’d have thought that podcasts would be having such a renaissance a dozen years later?

Our partnership with Apple on Itunes brought massive scale and reach, millions of downloads for openly licensed recorded lectures. When Coursera and Edx came in 2012 I thought the reaction would be similar but I struggled to get Oxford interested in MOOCs. They never did, and have suffered no ill-effects as a result.  I moved institution and Edinburgh now boasts a boat-load of online open courses. Sometimes it’s you, sometimes it’s them.

I was also wrong about YouTube U. But I have spent some years building something similar in-house. The widespread use of lecture recording has added a whole new type of ‘learning resources’ which are part of the way students learn, study and revise.  Huge, born-digital collections.

No-one can really predict how the future will be. We learned that last year. But we can pay attention to signals and think about readiness. I know that the work we did at Edinburgh around business continuity for snow and strikes served us well for Covid.

It is perhaps challenging for online learning leaders and learning technology aficionados to come to terms with the fact that we did not deliver this change through careful support, inspirational argument or the power of convincing evidence. We had to do it  in ways we never anticipated. We have been forced to do things we hoped we would never have to do. We have put in place systems and support for rushed replication of on-campus delivery online.  We have become middleware.  We are at the same time  essential and largely irrelevant. And we are caught in a crazy world in which students and staff who would previously have mounted barricades to resist the use of technology in their teaching are balloting their unions and lobbying management to insist on it.

How will this play out? If students do well in their exams this year will we hail the lift and shift as a success? Perhaps all our previous insistence on planned, careful design was unwarranted. Are exam results the measure of good teaching and learning? If so, it’s a good thing each institution has autonomy in assessment and everything is open to interpretation. In whose interest is it for the shift to online story to be told as a huge success or a massive failure?